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UnitIammoreoutgoingthanmysistersectionB

2024-01-01 来源:步旅网


Unit 6 I’m more outgoing than my sister.

Section B 3a

一 教材分析:

新目标英语八年级(上)Unit 6的中心话题是谈论朋友的个性特征,语法要点是形容词及其比较级的学习。Section B 3a的话题“What kinds of friends would you like to have??”是语言知识的扩展、深化与运用,是Section A内容的延伸。

二 教案设计:

1.语言知识目标:掌握单词 interesting/ thought/ necessary / care / friendship.

2.语言技能目标:运用形容词比较级比较两个人的特征。 3.情感态度目标:通过谈论好朋友应该是怎样的,使学生树立正确的交友观。

三 教案重难点:

用英语表达自己的交友观。

四 设计理念:

本节课依据课程标准,准确结合学生生活设计活动,使学生在谈论交友的过程中掌握比较级的用法及其它知识。课堂设计以读写为主线,由易到难,环环相扣,循序渐进,以层层铺垫的任务活动展开知识的学习。

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五 教案过程:

Step 1 Lead-in

T:Friendship is very important in our life .We may have many friends.Some are the same as me.Some are difficult. Should friends be difficult or the same?Let’s go on learning Unit 6 Section B and talk about a good friend.

【设计意图】

引出新课。直接切入主题,生动凸现本课的教案意图,启动学生的思维活动,调动他们积极探究的学习意识。 Step 2 Reading 1. Fast reading.

Read the article and answer the questions:

① What kind of friends does James Green like to have? ② What kind of friends does Huang Lei like to have ? ③ What kind of friends does Mary Smith like to have?

【设计意图】

阅读教案要从整体入手。整体感知文章主题是英语阅读教案中的首要任务,所以我从整体上设计了上面三个问题。

2 .Skimming

Read article 1 and answer the questions: ① What kind of friends does he like to have? ② Who is his best friend?

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Read article 2 and choose T or F: ① He likes to have friends who are like him. ② Huang Lei is more athletic than Larry.

Read article 3:

Read quickly and underline the words that describe what people are like.(速读,在描写人物性格的词下划线)

【设计意图】

在整体教案的基础上进行分段教案。目的在于掌握各个段落之间的逻辑关系,从而更好的掌握整篇课文,即“整体——部分——整体“的教案模式。发端于全文,落脚于全文,它集整体教案与分块教案的优点于一体,做到整体与部分的统一,从而突出了整篇课文。 3.Scanning.

Read and fill in the blanks(见附表):

Views of having friends James Green Yuan Li Best friend The same as best friend Both_____ __ Yuan Li is_____ Huang Lei Larry Both like____ Lei is ___ Larry is ___and ___and ___ Mary Smith Carol Both like____ Mary Smith is ____ Carol is ____ Different from best friend James is 3 / 7

【设计意图】教案中利用表格能开拓学生思路,帮助学生记忆。在课堂教案中设计任务型教案活动,使学生在完成任务的过程中得到训练。每一遍阅读都应有不同的目的和相应的任务要求,阅读顺序应合乎认知规律,任务层次递进且有坡度。教师在教案过程中巧妙的使生词、短语在表格中再现,使学生在情景中进一步理解其含义和用法。

Step 3 Thinking it over Choose the right answers

① There are some differences,though. A. but B.through c.thought

② I don’t think differences are important in a friendship. A.我不认为差异在友情中重要。 B.我认为差异在友情中不重要。

【设计意图】

对文章中的重点词组、句型结构、语法等语言现象进行解疑,让学生自学探究,培养学生自主学习的能力,同时进一步理解文章。

Step 4 Listening

T:Please read it again and circle some words you can’t read. Now,listen and pay attention to the pronunciation.

【设计意图】

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为下一步的大声朗读扫清语言障碍。 Step 5 Speaking T:Can you read? Ss:Yes,we can.

T:Please read loudly and try to retell the article according to the chart.

【设计意图】

听完录音后,在学生会读的基础上让学生大声朗读,并根据前面的表格口述文章,达到进一步理解文章、口头模仿新语言知识的目的。这是一个处于读后和写作应用之间的过渡环节,是半消化半输出的过程。

Step 6 Writing: What’s your opinion?

拓展应用

Different people have different opinions.What is your opinion ? Who is your best friend ? What things are the same and what things are different between you and your best friend ? Write like this :

I like to have friends … My best friend is …He\\She is … than me . We both like …

参考词汇

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serious\\popular\\athletic\\outgoing\\quiet\\funny\\wild\\calm\\smart go to the movies\\go swimming\\play sports\\play basketball ...

【设计意图】

在上一环节的基础上,进一步升华课文主题,让学生用自己的话进行写作训练。它需要学生对新获得的文章信息和新学会的 语言知识进行重新组合,用自己的思维表达出来。

Step 7 Summary: What have we learned today? 【设计意图】

让学生学会对本节课的内容进行归纳、概括、总结,以获得规律性的知识,加深理解和记忆。在课堂结束时要根据这一目的和要求,抓住中心环节,画龙点睛,前后呼应。

Step 8 Enjoying an English song : Auld Lang syne T:This class you have done well.You are excellent. I’d like to make friends with you. Would you like to make friends with me?

Ss:I’d love to.

T:Now wish our friendship everlasting. 【设计意图】

让学生在人际交往中学会尊重和理解别人,学会交换不同的看法,了解他人的喜好,增进情谊,实现情感目标。 六.教案反思:

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本次教案设计是以训练学生的英语思维、培养学生语言交际能力为中心的教案过程。课堂教案诸环节条理清晰,目标明确层层递进。既体现出课标标准中侧面培养学生阅读能力的要求,又兼顾了听、说、读、写全面发展的教案原则。在循序渐进的教案过程中,学生学会熟悉课文的整体篇章结构、课文内容和新的语言知识。同时,学生通过独立分析文章和理解文章,推理和判断能力增强,对词汇及语言形式的理解、积累与运用能力也增强了。

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