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课程名称 八上 Unit 3 I’ m more outgoing than my sister. Section B 1a-1e（第3课时）
主备教师 年级 八年级 学科 英语 课时 1
课型 R新授课 复习课 练习课 讲评课 实验课 其他_______________
一、课程标准
新课标要求八年级学生能听懂发音清晰，语速较慢的简短口语表达，获取关键信息。在听、说、读的过程中围绕语篇记录重点信息，整体理解听力内容。能围绕相关主题，与他人进行日常交流。提高对国家的认同感和文化自信，能够在活动中积极与他人合作，共同完成学习任务。
二、学习内容分析
本课是一节听说课。B部分以交友话题为线索，展开对好友标准的讨论及朋友之间的对比。1a-1e通过听说活动拓展单元话题，拓展和巩固了目标语言的运用。1a-1b在听前让学生谈论好朋友应该具备的特质；1c-1d是听力练习，让学生听一段关于好朋友的访谈，听后1e要求学生运用所听关键信息重新组织语言编对话。
三、学情分析
在A部分的学习中，学生已掌握形容词和副词形容词和副词比较级和as...as...对比谈论人物个性特征，有了一定的语言感知能力和学习能力，这是学习本课时的优势。一方面学生的学习积极性比较高，另一方面出现分化现象，故老师要鼓励学生积极学习，并以灵活多样的活动设计激发学习兴趣，帮助其深入语言实践。
四、素养目标
能够在探讨择友标准和探讨朋友异同的情境中，正确使用形容词和副词的比较级和both,as...as...结构，以听说等方式理解。 能够在听说活动中正确获取并准确表达有关朋友之间个性特征对比的信息，提高思维的逻辑性，深刻性和批判性。 能够谈论朋友话题，保持英语学习兴趣；通过听力及口语策略的感悟，体验和学习，形成良好的学习习惯，提高学习效率；能主动参与各种英语实践活动，注意倾听，积极使用英语进行交流。
五、学习重、难点
学习重点： 掌握谈论朋友的相关语块和固定表达方式；进行听说训练，提高综合听说能力。 学习难点： 运用所学描述人物个性特征及行为习惯的形容词和副词描述朋友及他人
六、教、学方法与策略选择
教法： 1. Listening, Speaking, Reading and Writing. 2. Communication Task-Based Teaching. 学法： 1. Preview, Review, Activities & Practice. 2. Pair work & Group work
七、教学资源准备
多媒体课件，图片
八、教学过程
教师教学流程 学生学习任务说明 评价重点
Step1 Warm-up Play a video about Tom and Jerry and lead Ss to think the relationship between them. Enjoy the video and get ready for class 能否自然引出今天的听力主题.吸引学生的学习兴趣
Step 2 Presentation T:How do you get on with your friends Do you have something the same or different What kind of things are important Work on 1a. Rank the things. Invite some students to talk about their opinions. Show some pictures and let Ss say the phrases. Ask Ss to work in groups to talk about what they think a good friend should be like. Have a free talk about the similarities and differences between them and their friends. Read the things about friends and rank them according to their opinions. Work on 1b 联系自身实际围绕朋友话题引发思考，激活其在话题下的有关词汇积累。并考虑如何用英语表达新的观点。
Step3 Pre-listening Ask Ss to read the chart and ask some questions. How many people are having the conversation Who are they Who’s Peter Who is Mary’s best friend Observe the chart and find out the answers. 利用问题引导学生观察图表，明确对话中的人物关系，培养良好的听前习惯。
Step 4 While-reading 1.Play the recording. Let Ss write down the two person’s likes about their best friends. 2.Listen again and write down how Molly and Mary are the same as and different from their best friends. Listen and take notes about Molly and Mary Check the answers 能否通过一系列的教学活动更好的理解听力的相关内容。
Step 5 Post-reading Pair-work Ask Ss to listen again and repeat the conversation. 2.Let Ss talk about Molly and Mary and their best friends. Group work Ask Ss to do a survey about them and their best friends Invite some students to give a report. Do a survey and them make a report. 听后进行语音模仿训练，确保学生语音语调的准确性 小组合作与团队合作考察学生是否能巩固和提高口语表达能力。
Step 6 Conclusion Explain some language points. Have a summary of personal traits with the help of T. 总结提炼，帮助学生梳理人物个性特征的表达方式，并深入思考朋友的真正意义。
Step7:Exercises Do some exercises about language points. Do some exercises about language points. 学生能否达到学以致用。
Step7:Homework Finish exercise book about Section B 1a-2e. 作业布置是否达到巩固复习效果。
九、板书设计
Unit 3 I ‘m more outgoing than my sister Section B( 1a-1e) Words: truly; care; care about, laugh Sentences： ①I think a good fiend makes me laugh. ②For me, a good friend likes to...
十、教学反思

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