初中英语Unit 3 I’m more outgoing than my sister.Section B教案

这是一份初中英语Unit 3 I’m more outgoing than my sister.Section B教案，共11页。
Sectin B 2a-2e教学设计
Analysis f teaching materials
This mdule is the reading part f Sectin B f Unit 3 f the G Fr lt Grade 8 Upper Vlume. The reading materials in this lessn describe the appearance and persnality characteristics f friends, cmpare the similarities and differences between individuals and friends, and further learn the cncepts and usage f cmparative level while talking abut the differences and similarities between friends and friends. Put frward the tpic f "what kind f friends are gd friends", guide students t crrectly evaluate friends, and guide students t meet real gd friends. The reading sectin f this unit adpts a PWP language teaching methd. 1a is a pre-reading activity that requires students t write a cmparative level f a given adjective and frm sentences, and the fcus f this unit is n the cmparative level f adjectives and adverbs fr further review. 2a is reading material, intrducing the three prtagnists in the frm f business cards t be the same r different? They elabrated their respective pints f view, which triggered students t think abut their friends. 2c is the detailed examinatin questin f the article after reading. 2D is a sentence-making activity t cnslidate cmparative learning. 2D is free talk, allwing students t cntinue t discuss unit tpics and stimulate students' interest in subsequent learning.
Analysis f students' learning situatin
Grade 8 students have a certain fundatin in English learning, and there shuld be little prblem in grasping reading text infrmatin. The unit fcuses n persnal characteristics and cmparisns with thers, and it is at this stage that children in adlescence begin t pay mre attentin t themselves and think fr themselves. I will als bserve sme characteristics f the peple arund me. Thrugh the learning f the target language in the previus lessns, students are able t talk abut their wn characteristics at a cmparative level, and they are als willing t understand the interests f their peers. Mrever, this tpic is clsely related t students' daily life, which is easy t stimulate students' initiative and curisity.
Teaching aims
1. Language gals：By the end f the lessn, students will be able t:
(1) Use and spell the fllwing wrds and phrases: serius, mirrr, kid, as lng as, necessary, be different frm, bring ut, bth, grade, shuld, the same as, saying, be similar t crrectly.
(2) Use reading skills f scanning, skimming t get necessary infrmatin abut the persns and their friends frm the passage.
(3) Draw a mind map t summarize the main idea and structure f the passage as well as retell the passage based n the mind map.
2. Emtinal and value gals：Guide the students t have a deeper understanding f friends and friendship.
Teaching key pints and difficult pints
1. Teaching key pints: Use reading skills f scanning, skimming t get necessary infrmatin frm the passage.
2. Teaching difficult pints: On the basis f understanding the text, students shuld master sme cmplex sentences that are difficult t understand in the text.
Teaching aids
Multi-media cmputer, pictures, audi, blackbard
Teaching prcedures
Pedaggical reflectin
This class is a reading class, there are mre famus qutes abut friends in the text, and there are mre difficult lng sentences, but in the new teaching f phrases, there is n bvius reflectin, and it shuld be integrated int a specific cntext t help students understand. In additin, because there are many teaching links in this curse, the rhythm f the class is cmpact, and the grasp f time is nt accurate enugh, s fr sme students, the time fr white space and thinking is nt enugh, and then pay attentin t the refinement f time and the cnciseness f language.Teaching steps
The teacher’ activities
The students’ activities
Purpse f designing
1.
Greeting and lead-in
Greet t students.
Listen t a sng and ask the students what the sng talks abut t lead in the tpic f this class--friend.
The teacher gives questins t free talk.
Listen t a sng named The mre we get tgether.
Talk abut their pinins abut friends freely.
Use music t intrduce the tpic f friendship t activate what students have learned and stimulate students' interest.
2.
Pre-reading
The teacher tells her idea fr a gd friend and ask the students t d a grup discussin abut what they think a gd friend shuld be like.
Let students write the cmparative frms f the adjectives. Then use them t write five sentences abut them and their friends.
Students talk in grups and tell their different ideas fr gd friends.
Finish 2a.
Guide students t grup discussins, cultivate a sense f cperatin and cperatin ability, and quickly integrate students int the classrm.
3.
While-reading
Let students read fast and find ut the different ideas fr the three students. The teacher needs t give sme necessary explanatin fr the difficult sentence.
Read and cmpare the similarities and differences between friends by answering the questins, filling the blanks and chsing the best answers.
Let students cmplete 2c true r false questins
Read the passages quickly and match the persn with the right ideas.
Read the passage carefully in sectins t cmplete the tasks designed by the teacher.
Finish 2c.
Thrugh a careful reading, learn abut the similarities and differences between three prtagnists.
Thrugh different tasks, students are stimulated t learn abut these three prtagnists.
4.
Pst-reading
Divide students int tw big grups fr debate: Shuld friends be the same r different?
A: Friends shuld be the same.
B: Friends shuld be different.
Share qutes abut friendship and explain them.
Three minutes f preparatin, with ne representative frm each f the eight small grups.
Chse yur favrite qutes t share pinins.
Thrugh grup activities, test what have learned in this lessn. The frm f debate nt nly enlivens the class, but als paves the way fr subsequent writing activities.
6.
Hmewrk
Level A: Cmpare yurself and yur friends, then write a passage abut yur similarities and differences.
Level B: Read the passage twice and try t retell the passage.
Cmplete assignments after class.
Based n students' different levels f cgnitin, they can chse different levels f tasks t cnslidate what they have learned while encuraging them t challenge themselves and diversify their develpment.