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新人教版八年级上册英语Unit3第 4 课时 Section B (2a-2d)教学设计
Teaching Goals
Discuss whether friends should be similar or different.
Teaching Key Points
Master some key words, phrases and sentences in this period.
Use the key sentence structures to write a post to discuss whether friends should be similar or different.
Teaching Difficulties
Use the key sentence structures to write a post to discuss whether friends should be similar or different.
Help the students to improve their writing ability and learn to compare exercise habits.
Teaching Aids
PowerPoint and multimedia.
Teaching Steps
Step 1 Lead-in
Greet the class. Ask students to work in groups of four and discuss the following questions together:
Do you have a good friend
What do you think a good friend should be like
Are you the same or different in any way
Design Intent: To activate students' thoughts about friendship and prepare them for the writing task by discussing relevant questions.
Step 2 Work in 2a-2d
Show the phrases in 2a and ask students to find the words hidden in the word snake. Then match them with the meanings. Check the answers with the class.
Design Intent: To make vocabulary learning fun and engaging through a word snake activity, enhancing word recognition.
Lead students to read the words in 2b one by one.
Design Intent: To familiarize students with new vocabulary through pronunciation practice.
Ask students to complete the sentences with the words in the box. Then check the answers together.
Design Intent: To practice using new vocabulary in context, reinforcing word meaning and usage.
Read the passage with the correct forms of the words in the box. Invite some students to write down their answers. Check the answers together and learn the new words.
Design Intent: To practice word form transformation and expand vocabulary knowledge.
Let students read the post in 3a and ask students the question: Is Rose's opinion the same as or different from the posts in Section B 1b Then lead students to discuss with a partner.
Design Intent: To encourage students to compare opinions and engage in discussion, developing critical thinking.
Ask students what their opinions are. Show the table in 3b and help them use personal experiences to support their opinions.
Design Intent: To connect the topic to students' personal lives, helping them form and support their own opinions.
Lead students to use the table in 3b to write their reply to the post. Use the structure in 3c. Walk around the class to offer language support as needed. Correct their spelling and grammar mistakes if any. After a few minutes, invite students to share the reply in front of the class.
Design Intent: To guide students through the writing process, providing support and feedback to improve their writing skills.
See who changed the most
(1) Present the pictures in 4a and ask students the question: Did you change a lot after you entered junior high school Let them discuss in pairs.
(2) Lead students to answer the question and then ask their partner's opinions about their change after they entered junior high school. Check their answers similar or different.
(3) Ask students to create their growth chart. Give some examples and add photos or videos if possible.
(4) Invite some students to share their growth chart in class. Then ask students two questions:
What did you learn about yourself
Who changed the most in your class
Design Intent: To encourage self-reflection and sharing about personal growth, connecting to the theme of change and differences.
Reflecting
Lead students to reflect themselves from the following aspects:
(1) What words and expressions can you use to make comparisons
(2) How can we benefit from each other's similarities and differences
(3) How should you treat people who are different from you
(4) Is being different a good thing Why
And the teacher can make a supplement according to the students' reflection.
Design Intent: To help students summarize and reflect on the unit's key concepts, enhancing their metacognitive awareness.
Help students summarize what they have learned in this unit and tell them: We are different, but we can be stronger together.
Design Intent: To conclude the unit by emphasizing the positive message about differences and unity.
Step 3 Homework
Recite the new words in this unit.
Write down two ways in which you and your friends are similar and in which you are different.
Board Design
第 4 课时 Section B (2a-2d)
Key vocabularies:
metre, prince, character, pauper, exchange, accident, by accident, expect, silver, lining, situation, care about, reach, reach for, touch, lend (sb) a hand
Key sentences:
(1) Friends should be similar.
(2) Friends should be different.
(3) I don't mind.
教学反思
在最后一个课时，学生们应该使用他们已经学会的单词来练习写作。首先，教师带领他们回顾一些重点词汇，并知道使用正确的单词形式来填空。在写作的过程中，学生应该学会把他们所学到的和他们所知道的联系起来。作为英语教师可以给他们一些关于写作的建议。

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