八年级上册英语 Unit 3 I’m more outgoing than my sister. 教案1

这是一份八年级上册英语 Unit 3 I’m more outgoing than my sister. 教案1，共4页。
课题：Unit 3 I’m more outgoing than my sister. Section B Period 1教学背景分析【教学内容】本节课是人教版八年级上册第三单元第三课时，课型为听说课。本单元的前两个课时都围绕着“人物特征”这一主题，学习了如何描述和比较人物的外形和个性特征。本课时以“交友”这一话题为线索，展开对择友标准的讨论以及好友之间的对比。【学生情况】本节课的教授对象是初二年的学生。在语言能力方面，大部分学生具备握基础的听说能力，但综合运用以及完整表述的能力较差。同时学生间语言能力发展两级分化较为严重，故课堂上将会多运用小组讨论、合作的形式，以缩小学生间的差距。 【教学方式】本课时主要采用任务型学习和自主合作策略展开教学任务，以不同形式、难度的学习任务，引导学生进行学习、思考，以小组讨论、合作的机制，培养团队合作精神。【教学准备】    电子演示文稿、电脑、投影仪、教案、板书、卡纸、马克笔、磁铁 【教学目标】Ability objectives:talk about the traits of good friends; extract three main ideas (favorite traits, similarities and differences) from the listening material;write a short passage to describe their best friends and compare themselves with their best friends;Knowledge objectives:memorize seven key phrases (has cool clothes, be talented in, the same as, be good at, care about, make sb. laugh, a good listener) used for describing a good friend;memorize two phrases (I think…, For me…) used for expressing one’s opinion;Emotion objectives:develop a better sense of choosing friends and cherish friendship in real life.【教学重难点】write a short passage to describe their best friends and compare themselves with their best friends using the phrases taught in class.   教学过程Stage 1: Pre-listeningStepsActivitiesPurposesTimeStep 1 Ss watch an interview and answer the question: What is a good friend?【德育操作一：通过观看“什么样的朋友是好朋友”的采访短片，导入“择友标准”这一话题，引发学生考量不同的择友标准，为后续的择友观的讨论、评价奠定基础。】3’Step 2 Brainstorm: Ss discuss about the traits of a good friend.以头脑风暴的形式创设生生互动，激活学生的相关知识储备，为后续语言输入和话题讨论创设铺垫。3’Step 3Ss listen to an interview twice, find out what do Molly and Mary like about their best friends, and fill in the chart. Elicit three phrases about a good friend’s traits, which will be presented on the blackboard.采用教材配套的听力材料，以纯正原音导入“好朋友的特质”这一话题。引导预先学习三个关于好友特质的重点词组，以卡片的形式呈现在黑板上, 以加深学生的印象，帮助学生分解词组学习的任务，分批进行理解、记忆。3’Step 4T leads Ss to practice using the three phrases.在学习三个关于好朋友的特质的词组后，及时进行操练，帮助学生进行记忆，考查学生迁移、运用的能力。2’Step 5 Game “Friend Market”: T shows seven figures on PPT. Ss decide whether to make friends with them and make a list of the reasons, which will be presented on the blackboard. 通过七个人物的照片，复习Step3学习的三个短语，并引出的四个新的描述好友特质的短语，以卡片的形式呈现在黑板上，以加深学生的印象，为后续的话题讨论进行语言知识铺垫。【德育操作二：通过讨论、总结好友应具备的特质，引导学生重新审视自身的择友标准，在相互的交流、讨论中形成良好的择友观。】4’Step 6T leads each S to choose one most important trait of a good friend from the list on the blackboard, using the phrases I think…, For me to express their opinion. 引导学生进一步内化、巩固教材上描述好友特质的七个重点短语，同时操练两个表达个人观点的套语。【德育操作三：在七项好友特质中选择最重要的一项，让学生对择友标准进行取舍、评价，总结全班同学最看重的择友标准，引导学生树立注重内在的择友观。】2’Stage 2 While-listeningStepsActivitiesPurposesTimeStep 1T leads Ss to observe the title and the chart used in the following activity. 教师引导学生理解听力题目要求，以及表格的意思，为后续听力活动做好准备。1’Step 2Ss listen to the first part of tape twice and find out how is Molly the same as and different from her best friend Peter? Fill in the chart. Then check the answers本轮听力侧重听取“Molly与好友Peter的相同点与不同点”，通过将听力内容拆分成两小节，降低听力难度，帮助学生更细致地理解听力内容。4’Step 3Ss listen to the second part of tape twice and find out how is Mary  the same as and different from her best friend Lisa? Fill in the chart. Then check the answers本轮听力侧重听取“Mary与好友Lisa的相同点与不同点”，通过将听力内容拆分成两小节，降低听力难度，帮助学生更细致地理解听力内容。4’Stage 3 Post-listeningStepsActivitiesPurposesTimeStep 1T leads Ss to extract three expressions (do the same things as, both, look similar) used in describing the similarities between friends.引导学生归纳描述朋友间相同点的三种表达方式，并通过实时操练进行巩固，考查学生类比、迁移、运用的能力，同时为后续的写作做好准备。3’Step2T leads Ss summarize the usage of comparatives in describing the differences between friends.引导学生归纳运用比较级来描述朋友间的不同点，并通过实时操练进行巩固，考查学生类比、迁移、运用的能力，同时为后续的写作做好准备。3’Step 3T leads Ss to write a passage about Kumamon’s best friend and the reasons. 引导学生从本节课反复操练的三个角度（特质、相同点、不同点）来表达个人的择友观，表述理由，并对好友进行人物特征的而描写。为后续的独立写作作好准备。4’Step 4Ss write a short passage about their best friends and the reasons.【德育操作四：在写作过程中，预期学生将结合课堂上交流、讨论后重新构建的择友观来重新思考自己最好的朋友，并表述自身的择友标准。】6’Step 5T asks three Ss to share their writings with the class.通过作品分享，给予学生相互交流、学习与借鉴的机会。4’Step 6T summarizes the theme of this lesson with a poem “A Forever Friend”. 【德育操作五：以一首诗歌，点明本节课的主题，对学生进行情感的呼召，呼吁珍惜友谊。】2’  板书设计