资源简介

人教版八年级上册Unit 3 Same or Different
Section B 3a-3c教学设计
Section B How do we understand differences Section B 3a—3c教学设计
课型 新授课 主备人
Learning objectives
1.通过复习和阅读，提取出关于“朋友应相似或不同”的三个观点。 2.利用OREO结构，围绕主题“Whether friends should be the same or different”，写一篇不少于80词的论坛回复。 3.能依据评价量表，对自己和同伴的习作进行评价，提出建议，并修改，以提升文章质量。 4.深刻理解友谊的真谛，珍惜身边的朋友。
Important points and difficult keys
Important points: 利用OREO结构，写出自己对于友谊的观点并有效论证观点。 Difficult keys” 能正确使用比较级来描述异同。 2.能举出具体且能有力论证观点的例子。 3.使文章语言丰富，层次清晰。
Teaching procedures
Teaching activities Students’ activities Design Intent
Step 1 Lead - in 1. Teacher asks the students to watch a video and think：Are they similar or different Are they friends in the end Why 2.Teacher asks another question:Are they friends in the end Why Then lead out the nee lesson. Step 2 Work on 3a 1.Teacher guides students to answer the question： What's Rose's opinion 2.Teacher asks the students to read Rose’s post and finish the following tasks. 3.The teacher asks the students to summarize the writing structure based on Rose's post. Step 3 Work on 3b 1.The teacher asks students use personal experiences to support each opinion. 2.Teachers provide writing guidance and reinforce viewpoints with sayings. Step 4 Work on 3c 1.Teachers shows the writing topic,and provides writing guidance in terms of text subject matter, person, tense, and other aspects. 2.The teacher asks students to check your spelling and structure. 3.The teacher asks students to share theit writings. Step 5 Enjoy a saying. Students watch the video and compare two friends in terms of appearance, occupation, and other aspects. Students to read Rose’s post and finish the following tasks by themselves. Students learn how to write a post Students work in pairs and fill in the blanks. Students learn some good sayings about friends 1.Students write their reply to the post and then check the spelling and structure. 2.Students check each other’s writings. 3.Students share their writings. 通过观看视频，激发学生兴趣。为写作积累真实素材. 学生通过问题，获取Rose对朋友的观点，从而提升英语阅读理解与分析概括能力. 分析借鉴Rose在描述朋友间异同时的写作框架，指导学生构建和内化新知，梳理文章结构，为后面的写作提供支架。 借助结构化表格(观点-理由-例子)作为写作的线索与依据，写出自己对于友谊的观点并从不同角度支撑观点。 引导学生综合运用本课所学，写出初稿。学生反思和评价自己文章的表达效果，反复修改完善文章，提升写作的质量，实现以评促学. 组织学生以互评的方式，结合评价量表，反思、评价同伴文章的表达效果，反复修改完善文章，提升写作质量，实现以评促学。
Homework
Reflection:

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