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人教版八年级上册英语Unit 3
I am more outgoing than my sister.
Section B 2a-2e教学设计
Analysis of teaching materials
This module is the reading part of Section B of Unit 3 of the Go For lt Grade 8 Upper Volume. The reading materials in this lesson describe the appearance and personality characteristics of friends, compare the similarities and differences between individuals and friends, and further learn the concepts and usage of comparative level while talking about the differences and similarities between friends and friends. Put forward the topic of "what kind of friends are good friends", guide students to correctly evaluate friends, and guide students to meet real good friends. The reading section of this unit adopts a PWP language teaching method. 1a is a pre-reading activity that requires students to write a comparative level of a given adjective and form sentences, and the focus of this unit is on the comparative level of adjectives and adverbs for further review. 2a is reading material, introducing the three protagonists in the form of business cards to be the same or different They elaborated their respective points of view, which triggered students to think about their friends. 2c is the detailed examination question of the article after reading. 2D is a sentence-making activity to consolidate comparative learning. 2D is free talk, allowing students to continue to discuss unit topics and stimulate students' interest in subsequent learning.
Analysis of students' learning situation
Grade 8 students have a certain foundation in English learning, and there should be little problem in grasping reading text information. The unit focuses on personal characteristics and comparisons with others, and it is at this stage that children in adolescence begin to pay more attention to themselves and think for themselves. I will also observe some characteristics of the people around me. Through the learning of the target language in the previous lessons, students are able to talk about their own characteristics at a comparative level, and they are also willing to understand the interests of their peers. Moreover, this topic is closely related to students' daily life, which is easy to stimulate students' initiative and curiosity.
Teaching aims
1. Language goals：By the end of the lesson, students will be able to:
(1) Use and spell the following words and phrases: serious, mirror, kid, as long as, necessary, be different from, bring out, both, grade, should, the same as, saying, be similar to correctly.
(2) Use reading skills of scanning, skimming to get necessary information about the persons and their friends from the passage.
(3) Draw a mind map to summarize the main idea and structure of the passage as well as retell the passage based on the mind map.
2. Emotional and value goals：Guide the students to have a deeper understanding of friends and friendship.
Teaching key points and difficult points
1. Teaching key points: Use reading skills of scanning, skimming to get necessary information from the passage.
2. Teaching difficult points: On the basis of understanding the text, students should master some complex sentences that are difficult to understand in the text.
Teaching aids
Multi-media computer, pictures, audio, blackboard
Teaching procedures
Teaching steps The teacher’ activities The students’ activities Purpose of designing
1. Greeting and lead-in Greet to students. Listen to a song and ask the students what the song talks about to lead in the topic of this class--friend. The teacher gives questions to free talk. Listen to a song named The more we get together. Talk about their opinions about friends freely. Use music to introduce the topic of friendship to activate what students have learned and stimulate students' interest.
2. Pre-reading The teacher tells her idea for a good friend and ask the students to do a group discussion about what they think a good friend should be like. Let students write the comparative forms of the adjectives. Then use them to write five sentences about them and their friends. Students talk in groups and tell their different ideas for good friends. Finish 2a. Guide students to group discussions, cultivate a sense of cooperation and cooperation ability, and quickly integrate students into the classroom.
3. While-reading Let students read fast and find out the different ideas for the three students. The teacher needs to give some necessary explanation for the difficult sentence. Read and compare the similarities and differences between friends by answering the questions, filling the blanks and choosing the best answers. Let students complete 2c true or false questions Read the passages quickly and match the person with the right ideas. Read the passage carefully in sections to complete the tasks designed by the teacher. Finish 2c. Through a careful reading, learn about the similarities and differences between three protagonists. Through different tasks, students are stimulated to learn about these three protagonists.
4. Post-reading Divide students into two big groups for debate: Should friends be the same or different A: Friends should be the same. B: Friends should be different. Share quotes about friendship and explain them. Three minutes of preparation, with one representative from each of the eight small groups. Choose your favorite quotes to share opinions. Through group activities, test what have learned in this lesson. The form of debate not only enlivens the class, but also paves the way for subsequent writing activities.
6. Homework Level A: Compare yourself and your friends, then write a passage about your similarities and differences. Level B: Read the passage twice and try to retell the plete assignments after class. Based on students' different levels of cognition, they can choose different levels of tasks to consolidate what they have learned while encouraging them to challenge themselves and diversify their development.
Pedagogical reflection
This class is a reading class, there are more famous quotes about friends in the text, and there are more difficult long sentences, but in the new teaching of phrases, there is no obvious reflection, and it should be integrated into a specific context to help students understand. In addition, because there are many teaching links in this course, the rhythm of the class is compact, and the grasp of time is not accurate enough, so for some students, the time for white space and thinking is not enough, and then pay attention to the refinement of time and the conciseness of language.

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