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視頻標簽：outgoing,my sister
所屬欄目：初中英語優質課視頻
視頻課題：人教版新目標英語八上Unit3 I’m more outgoing than my sister Section B 2a-2e吉林省 - 長春
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人教版新目標英語八上Unit3 I’m more outgoing than my sister Section B 2a-2e吉林省 - 長春
Unit3 I’m more outgoing than my sister.
SectionB (2a-2e)
一、教材分析
教材Unit3以人的個性特征為話題。SectonA從人物個性特征對比的角度入手，向學生介紹形容詞和副詞比較級的概念和用法；訓練學生比較級句型的運用及培養他們的語言結構意識。SectionB以交友的話題為線索，展開對好友標準的討論及朋友之間的對比，將單元所學詞匯及語法結構完全融匯到閱讀和書寫交流之中，是對SectionA所學內容的綜合運用。本節課是第三單元Section B(2a-2e)，是一節閱讀課。2b閱讀呈現了三個小語篇，要求找出語篇中提到的三對好朋友之間的異同。側重閱讀策略的指導,要求學生掌握并能使用閱讀策略閱讀文本,獲取信息(學會在語境中感知并體會詞匯的含義,學會根據上下文猜測生詞的含義。)
二、學情分析
八年級學生的語言運用能力和思維能力比七年級有了進一步的發展，同時也形成了自己的英語學習策略。經過一年多的英語學習，學生已具備一定的英語單詞和句子的基礎，但知識儲備差異較大。部分學生對閱讀文章有畏難情緒，缺乏自主探究的信心和能力。學生的整體閱讀能力及對閱讀策略的運用能力仍處于開發階段。學生在認知心理方面有較強的表現欲，好奇心強，喜歡在輕松的氣氛中通過小組活動的方式進行學習。
I.Teaching Aims and Demands: Knowledge Objects:
Words: mirror, as long as, necessary, be different from, bring out, grade, the same as, saying, reach, touch, heart, in fact, share. Structures:
①A good friend is like a mirror.
②You don’t need a lot of them as long as they are good.
③That’s why I like reading books and I study harder in class. ④Larry often helps to bring out the best in me.
⑤A true friend reaches for your hand and touches your heart. Ability Objects:
(1) Train students’ reading skills by finding the specific information and guessing the meanings of new words from the context. Try to improve their comprehensive ability of obtaining information, analyzing problems and solving problems.
(2) Encourage students to talk about friends and express their own opinions about making friends.
Teaching process and Method:
Guiding students to the reading part by a popular song, and help them review the Comparative Degree of adjectives and adverbs , and intrigue their learning interests by playing a guessing game. With the reading strategies of scanning、careful reading and guessing，get students to finishthe reading tasks, learn and master the ways to
obtain information、analyze problems and solve problems. Moral Objects:
Enable students to understand their opinions about friends and know what kind of friends they need and cherish friends around them.
II.Teaching Key and Difficult Points:
Teaching Key Points:
1.Enable students to understand the passages by using reading strategies.
2.Enable students to understand the important role of proverbs in writing and guide students to write through reading materials. Teaching Difficult Points:
Enable students to master the reading strategies of scanning and understand the meanings of new words from the context. Teaching procedure:
I. Lead in and revision.
1. Enjoy a song and let students guess what is the song about? 2. Introduce my friend Lily.
T: It’s one of my favorite song. Every time I listen to this song, it made me think of my best friend.She is Lily. We are good friends in America. I’m a little taller than her. I’m as outgoing as her. We both like sports and reading books. She is like a mirror. I can see myself in her. Do you know the meaning of mirror?Do you have friends in our class?
3. Play a guessing game: Describing one of your friends in our class with comparative degree and let other students guess who she/he is?
Ss:He/She is …than me.He/She is more…than me.We both like…
設計意圖: 教師利用歌曲自然引入朋友這一主題，通過介紹自己的好朋友，激活學生腦中已有的知識，掃清個別生詞對閱讀理解造成的障礙。通過猜謎游戲幫助學生建立新舊知識的結合點，吸引學生的注意力并充分激發他們的學習興趣。學生在描述自己朋友的過程中，鞏固了比較級的用法，增強了用英語表達的信心，同時這一活動有助于培養其他學生的聽力能力、加深同學之間的了解、增進友誼。從而使學生帶著興趣及對閱讀的期待展開閱讀教學。
II.Reading 1.Pre-reading
Discussion：Should friends be the same or different?
Introduce three friends (Jeff Green, Huang Lei, Mary Smith)to students.
設計意圖：在游戲環節的基礎上，通過問題驅動的方式引發學生思考自己需要什么樣的朋友，從而順利引導學生進入閱讀文本的學習。
2.While-reading
1）Listening:Match the person with the right ideas.
設計意圖：通過聽力整體感知閱讀文本，初步了解Jeff Green、 Huang Lei及 Mary Smith對交朋友的看法，并通過創設語境滲透as long as 的用法。本環節為學生后續順利地捕捉文章的關鍵信息做好鋪墊。
2) Scanning: Passage1
（1） Read the first passage and answer questions.
a. Who is Jeff Green’s best friend? What are the similarities between them? b. What makes Jeff Green like reading books and study harder in class? c. Why is not easy for Jeff Green to make friends?
設計意圖：通過問題驅動的方式引導學生利用尋讀這一閱讀策略理解第一篇文章的細節內容。檢驗學生對文章細節信息的把握程度，并將重點句型的講解融入其中。
Passage2
（1） Read the second passage quickly, underline the comparative words and
phrases.
（2） Read the second passage again and complete the mind map. （3） Retell the passage with the help of mind map.
（4）Guessing: Guide the students to guess the meaning of the phrase “bring out the
best in me” according to the context.
設計意圖：使學生再次運用尋讀策略找出第二篇文章中含有比較級的單詞和短語，并引導學生通過小組合作的方式完成思維導圖，使學生對第二篇文章的細節有更加深入的理解，并在此基礎上運用思維導圖對文本進行復述，使學生的語言知識進一步內化并促進學生語言知識向能力的迅速轉化。有利于培養學生的語言表達能力和記憶力，為本單元的寫作課做了充分的鋪墊。同時，培養學生學會根據上下文猜測生詞、短語含義的能力。
Passage3
（1）Read the third passage aloud and fill in the chart. （2）Help students understand the implied meanings of “hand” and “heart” in the followingproverb with the help of the context.
A true friend reaches for your hand and touches your heart. Context:
A:Could you please give me a hand? B:Sure. What do you want me to do?
A:Please help me move the desk to my office. It’s too heavy.
設計意圖：學生大聲朗讀第三篇文章，旨在幫助學生加深對文章的理解，并進一步強化學生根據上下文猜測生詞含義的能力。
3.Post-reading
1) Ask students to read the passages aloud and find out more sayings and understand the important role of them in these passages.
2) Extension:Share more proverbs about friends with students and let them aware the preciousness of friendship and enable them to cherish friends around them. Proverbs: A friend in need is a friend indeed.
Friendship is like wine—the older, the better. A life without a friend is a life without a sun.
3) Summary: Let students extract their own writing framework about their friends from the passage they have learned，and tell students it can help them to write their own passages.
設計意圖：學生通過大聲朗讀三篇文章，再次強化對文章內容及諺語的理解。諺語的拓展環節能夠幫助學生拓寬寫作思路并幫助他們養成善于積累好詞好句的習慣，并在其中進行情感滲透，使學生意識到友誼的寶貴并能夠珍惜身邊的朋友。最后以語篇為載體，將語篇教學與寫作訓練相銜接，最終實現以讀導寫、以讀促寫的目的。
III. Culture corner
Let students know International Friendship Day.
設計意圖：語言是文化的載體，文化知識的拓展能夠激發學生學習英語的興趣，開拓視野，進而提高跨文化交際的能力。最后升華本節課的情感目標，友誼就像我們生命花園中的大樹，因為我們愛我們的朋友，這棵友誼之樹將會茁壯成長。
IV．Homework
1.Translate the key phrases on your paper into English and recite them. 2.Finish 2c on P22.
3.Write a composition: My friend and I .
設計意圖：鞏固閱讀策略，培養學生的自學能力，并為閱讀課第二課時的教學及單元寫作教學做鋪墊。
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