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Unit 3 第4课时 Section B (2a-2e)(教学设计)-八年级英语上册同步备课系列（人教新目标Go For It!）
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这是一份Unit 3 第4课时 Section B (2a-2e)(教学设计)-八年级英语上册同步备课系列（人教新目标Go For It!），共5页。
Unit 3 I’m more outgoing than my sisterSection B 2a-2e 单元Unit 3课时第4课时教学目标语言知识：能运用所学词汇和知识来谈论自己和好朋友的相似和不同之处。。学习能力：学习通过主题句理解段落大意，提升阅读能力。学习交流朋友之间的相同之处和不同之处。 文化意识：引导青少年对待友谊的观点和看法。思维品质：培养逻辑清晰地表达个人关于朋友看法的能力。教学重难点文中的language point知识点。能用比较级说出自己与朋友间的相似和不同。教学工具IWB, PPT教学方法任务型教学法、情景交际法教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1.Greeting.2. T plays a video, and have a free talk; “What’s your opinion about good friend?”: truly cares about me? a good listener? makes me laugh? or others? 观看视频短片，了解不同人对朋友的看法，展开关于什么是好朋友的讨论：…..利用课外视频，引入本节主题。引导学生谈论在讨论的过程中自然的感知目标语言，激发学生学习兴趣，活跃课堂气氛。Step 2Pre-readingNew words Learning.Game Time.T shows some picture and leads Ss to review the comparative forms.finish 2a. T leads Ss to think about：Should friends be the same or different?And we meet three new students：Jeff Green，Huang Lei and Mary Smith. What’s their opinions?学习新词。学生通过火眼金睛游戏，更快更好的掌握新词。回顾形容词副词比较级构成方式，趣味性完成2a.想一想:好朋友应该相似还是不同呢？通过游戏巩固新词，趣味性帮助学生记忆所学内容。为下一步阅读做好词汇准备。趣味性提升课堂气氛，为下一步阅读做准备。通过抛出问题，引发学生对其他人的观点产生看一看的心理，进一步提升课堂气氛。Step 3While- readingT leads students to skim the article and answer the questions.1.Who are their friends?2. Should friends be the same or different? Then list their opinions.T asks Ss to read the articles quickly again，then underline the comparative words and phrases in the passages. Finish 2b.T asks students to read the article carefully one by one，then find related information to fill in the blanks.(1) Name(2) Friend’s name(3) Differences(4) SimilaritiesT let Ss read the passages again and judge these sentences are True or False. At the same time they need to tell the reason.Check the answers. Finish 2c.学生快速阅读文章，找出作者的好朋友，并找到他们的观点。再次快读文章，完成课本2b.学生逐一细读文章，Para.1--3中，每个人和好朋友之间的相似和不同之处。再次读文章，判断2c中句子的正误，并说明理由。完成2c。 快速阅读，培养一种阅读技巧：从首句找出关键信息。带着表格问题细读文章，目的性更强，有助于引导学生更好地理解文章意义，注意其中比较级的使用。通过判断句子正误，进一步理解三位同学关于好朋友的观点和看法。Step 4Post-readingT leads students to retell.T leads students to finish 2d .T asks students to choose one of saying about friends to talk：Which saying about friends is your favorite? Which friend do you think about when you read this saying? Why? Tell your partner about it. finish 2e .跟着老师，总结Jeff Green，Huang Lei 和Mary Smith.的观点。学生根据所学文章内容，完成2d。学生讨论：哪一句名言最喜欢？说出你的朋友，说明原因。完成2e.关注比较级的使用，对比方式的使用。 。进一步掌握A + be different from B 和A + be similar to B 对比句型。通过引导学生讨论名言，加深对好朋友意义的理解。帮助树立择友观。Step 5Language Points ExplanationT explains some knowledge points.将知识点做好笔记。将本节重点汇总，系统讲解和分析，结合典例，帮助学生学习知识点。Step6ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容， 利用将思维导图给学生进行有序的梳理。Step 8HomeworkWrite about you and your best friend.Preview the new words and phrases in Section B (3a-Self Check).写出你和你的朋友之间的相似和不同之处。根据文章所学内容：从外貌、性格和爱好三个方面进行书写。以读促写，有效运用目标语言。板书设计：New wordsKey sentencescare, care about, serious, mirror, kid, as long as, necessary, be different from, both, though, bring out, grade, should, the same as, saying, reach, hand, touch, heart, fact, in fact1．A good friend is like a mirror.2．You don't need a lot of them as long as they're good.3．It's not necessary to be the same.4．They are both tall. 教学反思：“阅读最终是为写作服务的”。设计该阅读课时，从greeting, lead-in ,pre-reading, while-reading到post-reading的各个环节中充分考虑到学生的综合能力培养。课堂导入为词汇教学做准备，词汇教学为阅读做准备，阅读教学为写作做准备。环环相扣以达到最终目标一一提升学生的写作能力。该课时在快读、细读及细节理解上有优势，力求让学生既能完整地理解课文，也能就细节知识进行挖掘和推理。从而达到总体和细节的完全统一，最终对该课时的主题从形式、到内容、到内涵等各层面形成自己的认识。在以后的教学中要进一步注重阅读方法点拨，以达到理想的效果。
Unit 3 I’m more outgoing than my sisterSection B 2a-2e 单元Unit 3课时第4课时教学目标语言知识：能运用所学词汇和知识来谈论自己和好朋友的相似和不同之处。。学习能力：学习通过主题句理解段落大意，提升阅读能力。学习交流朋友之间的相同之处和不同之处。 文化意识：引导青少年对待友谊的观点和看法。思维品质：培养逻辑清晰地表达个人关于朋友看法的能力。教学重难点文中的language point知识点。能用比较级说出自己与朋友间的相似和不同。教学工具IWB, PPT教学方法任务型教学法、情景交际法教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1.Greeting.2. T plays a video, and have a free talk; “What’s your opinion about good friend?”: truly cares about me? a good listener? makes me laugh? or others? 观看视频短片，了解不同人对朋友的看法，展开关于什么是好朋友的讨论：…..利用课外视频，引入本节主题。引导学生谈论在讨论的过程中自然的感知目标语言，激发学生学习兴趣，活跃课堂气氛。Step 2Pre-readingNew words Learning.Game Time.T shows some picture and leads Ss to review the comparative forms.finish 2a. T leads Ss to think about：Should friends be the same or different?And we meet three new students：Jeff Green，Huang Lei and Mary Smith. What’s their opinions?学习新词。学生通过火眼金睛游戏，更快更好的掌握新词。回顾形容词副词比较级构成方式，趣味性完成2a.想一想:好朋友应该相似还是不同呢？通过游戏巩固新词，趣味性帮助学生记忆所学内容。为下一步阅读做好词汇准备。趣味性提升课堂气氛，为下一步阅读做准备。通过抛出问题，引发学生对其他人的观点产生看一看的心理，进一步提升课堂气氛。Step 3While- readingT leads students to skim the article and answer the questions.1.Who are their friends?2. Should friends be the same or different? Then list their opinions.T asks Ss to read the articles quickly again，then underline the comparative words and phrases in the passages. Finish 2b.T asks students to read the article carefully one by one，then find related information to fill in the blanks.(1) Name(2) Friend’s name(3) Differences(4) SimilaritiesT let Ss read the passages again and judge these sentences are True or False. At the same time they need to tell the reason.Check the answers. Finish 2c.学生快速阅读文章，找出作者的好朋友，并找到他们的观点。再次快读文章，完成课本2b.学生逐一细读文章，Para.1--3中，每个人和好朋友之间的相似和不同之处。再次读文章，判断2c中句子的正误，并说明理由。完成2c。 快速阅读，培养一种阅读技巧：从首句找出关键信息。带着表格问题细读文章，目的性更强，有助于引导学生更好地理解文章意义，注意其中比较级的使用。通过判断句子正误，进一步理解三位同学关于好朋友的观点和看法。Step 4Post-readingT leads students to retell.T leads students to finish 2d .T asks students to choose one of saying about friends to talk：Which saying about friends is your favorite? Which friend do you think about when you read this saying? Why? Tell your partner about it. finish 2e .跟着老师，总结Jeff Green，Huang Lei 和Mary Smith.的观点。学生根据所学文章内容，完成2d。学生讨论：哪一句名言最喜欢？说出你的朋友，说明原因。完成2e.关注比较级的使用，对比方式的使用。 。进一步掌握A + be different from B 和A + be similar to B 对比句型。通过引导学生讨论名言，加深对好朋友意义的理解。帮助树立择友观。Step 5Language Points ExplanationT explains some knowledge points.将知识点做好笔记。将本节重点汇总，系统讲解和分析，结合典例，帮助学生学习知识点。Step6ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容， 利用将思维导图给学生进行有序的梳理。Step 8HomeworkWrite about you and your best friend.Preview the new words and phrases in Section B (3a-Self Check).写出你和你的朋友之间的相似和不同之处。根据文章所学内容：从外貌、性格和爱好三个方面进行书写。以读促写，有效运用目标语言。板书设计：New wordsKey sentencescare, care about, serious, mirror, kid, as long as, necessary, be different from, both, though, bring out, grade, should, the same as, saying, reach, hand, touch, heart, fact, in fact1．A good friend is like a mirror.2．You don't need a lot of them as long as they're good.3．It's not necessary to be the same.4．They are both tall. 教学反思：“阅读最终是为写作服务的”。设计该阅读课时，从greeting, lead-in ,pre-reading, while-reading到post-reading的各个环节中充分考虑到学生的综合能力培养。课堂导入为词汇教学做准备，词汇教学为阅读做准备，阅读教学为写作做准备。环环相扣以达到最终目标一一提升学生的写作能力。该课时在快读、细读及细节理解上有优势，力求让学生既能完整地理解课文，也能就细节知识进行挖掘和推理。从而达到总体和细节的完全统一，最终对该课时的主题从形式、到内容、到内涵等各层面形成自己的认识。在以后的教学中要进一步注重阅读方法点拨，以达到理想的效果。
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