Unit 3 I’m more outgoing than my sister. Section B 教案 2024-2025学年人教版八年级英语上册

Unit 3 I’m more outgoing than my sister. Section B（1a-1d） Teaching Aims 1.语言能力：了解Molly, Mary与好朋友之间的相同之处与不同之处。 2.文化意识：描述和比较人物的特征，形成正确的交友观，学会接纳不同的个性特征。 3.思维品质：学习多角度、多层次、多元化地比较自己与好朋友之间的异同。 4.学习能力：学习用形容词和副词的比较级来谈论自己与好朋友之间的异同。 Teaching Difficulties 让学生了解好朋友应该具备怎样的个性特征。 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up · Lead in Show the following three sentences to Ss. Ask Ss to explain the meaning of each sentence before T show them the Chinese translations. Then, T can ask Ss if they agree with the opinion that each sentence conveys. · Discussion Show Ss the description of a person. Ask Ss to judge if his behavior of treating a friend good or not: 1. When you have problems, he doesn’t want to help you. 2. When you’re tired, he does homework for you. 3. When you are sad, he goes away. 4. When you don’t know the answers in the test, he gives you the answers to copy. · Free Talk In pairs, ask Ss to think about: What kinds of things are important in a friend? T can use the prompts: A good friend is good at sports. / has cool clothes. / is a good listener. A good friend makes me laugh. / is talented in music. / truly cares about me. · Brainstorm Let Ss to work in groups of four. Ask each group to make a mind map about “what a friend can be like”. After all the Ss have finished, T can pick some groups to draw their mind map on the board. To make this activity easier, T can show Ss an example before they create their own mind maps. E.g. A friend can share things with me. / keep secret. A friend can be helpful. / honest. / humorous. / kind to me. Step 2 Presentation & Practice 1a · T may want to have Ss think on their own before they look at the opinions in activity 1a. 1. Have Ss close their textbooks. 2. Write on the board: What kinds of things are important in a friend? Write six things. 3. Give Ss to do the activity alone. 4. Next, have Ss work with a partner to decide on six things. 5. Finally, have two pairs work together to decide on three things. 6. Elicit the three things from each group and write them on the board. 7. Have the Ss vote for the top three things. Answers will vary. · Tell Ss that if they think there’s something more important for a good friends besides the top three things they just voted, write them down. T can give Ss an example. E.g. A good friend can help me. / should be outgoing. / must be fun. / can always understand me. 1b · Ask Ss to show their own opinions about what a good friend should be like. T may need to elicit examples from Ss about how to give an opinion, how to agree, and how to disagree, so that Ss can more effectively talk about what they think a good friend should be like. 1. Elicit from Ss an opinion about a friend, and write that opinion on the board. E.g. A good friend likes to eat the same things as me. 2. Elicit from Ss agreement. E.g. I think so, too. And a good for me is good at sports because I like sports. 3. Elicit from Ss disagreement. E.g. Sports are not important for me. I love English so a good friend like to study English with me. · T can also show Ss some expressions about how to give an opinion. Pre-listening · Show Ss a picture about a reporter interviewing two friends. Ask Ss to read and answer the question: What do Molly and Mary like about their best friends? Answers will vary. While-listening 1c · Play the recording, ask Ss to find out what do Molly and Mary like about their best friends. Fill in the first column of the chart. Answers: Molly: Peter likes to do the same things. He is popular, and good at sports. Mary: Lisa is a good listener. Optional Choice: T may want to talk to Ss about what is important for making friends around the world. E.g. T can ask the Ss to do the following: 1. Have Ss work in pairs to list three suggestions for making friends around the world, e.g. be open to new ideas and cultures, etc. 2. Elicit the suggestions and write them on the board. 3. As a class, discuss the suggestions and strategies for making friends around the world. 1d · Let Ss to listen to the recording again and complete the chart in 1c. Before Ss listen for specific similarities and differences in the chart, ask Ss to first listen to the recording and count the number of ways in which the friends are the same and different. Then, have the Ss list the specific ways. Answers: · Challenge Show PPT P17 to Ss, ask them to complete the passage using the information in 1c and 1d. Answers: popular, sports, harder, better, more loudly, quieter, listener, tall,long and curly, quieter, smarter, more outgoing · Listen and read Show Ss to listening material and ask them to read. Post-listening 1e · Ask Ss to talk about Molly and Mary and their best friends following the sample conversation. After Ss have practiced for a while, T may want to have pairs of Ss compete in class to make as many sentences as possible within certain time periods about how Molly and Mary are the same as their best friends and how they are different from them. · Pair work In this activity, Ss will talk about their own friends. Ss should work in pairs and decide who will be an interviewer and who will be an interviewee. · Group work In this activity, Ss are required to work individually. One S need to interview at least four (or more) Ss and find out their opinions about the important things for a good friend. Step 3 Language points learning talented的意思是“有才能的；有才干的”，作形容词，由“talent (n.天赋）+-ed (后缀)”构成，其比较级为more talented。be talented in的意思是“在某方面有天赋”。 care about为动词短语。care在此处作动词，意为“在意，担忧；关心”。care for为动词短语，意为“照顾；照料”，相当于take care of。此外，care for还可意为“非常喜欢”。 laugh既可以作动词，也可以作名词。作动词时意思是“笑；发笑”，作名词时意思是“笑声”。其常用的短语有：laugh at sb.“嘲笑某人”。 laugh和smile的区别在于： laugh指大笑，不但有面部表情，还有声音。smile指微笑，一般有面部表情，但没有声音。 Step 4 Summary & Homework Summary · Ask Ss to do the exercises from PPT P28-29. Homework: · Preview the passage in Section B 2b. · Do the exercises in students’ book. Teaching Reflection In this period, we mainly talk about friends by using the target language. First, let the students list out what kinds of things are important in a friend. Then, let them talk about what a good friend should be like. Through these well－designed tasks, the students can get something they want to express. After finishing listening task, they also get to know how to talk about the differences among people. This can help them do better in writing. Unit 3 I’m more outgoing than my sister. Section B（2a-2e） Teaching Aims 1.语言能力：了解语篇中Jeff Green, Huang Lei, Mary Smith认为好朋友应该具备什么样的个性特征，是否应该与自己相同。 2.文化意识：描述和比较人物的特征，形成正确的交友观，学会接纳不同的个性特征。 3.思维品质：学习多角度、多层次、多元化地比较自己与好朋友之间的异同。 4.学习能力：学习用形容词和副词的比较级来谈论自己与好朋友之间的异同。 Teaching Difficulties 好朋友应该具备什么样的个性特征。 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up · Brainstorm In pairs, ask Ss to talk about what a good friend should be like. T can give Ss some prompts: kind, funny, happy, nice, humorous, honest, strong, friendly, polite, helpful, interesting, clever. · Show the list of good traits for a good friends to Ss. Ask them to read and tell them they can add more information to the list if they have new ideas. · Show Ss five words: free, relaxing, interesting, easy, nice, different. Ask Ss to pay attention to the first letter of each word and try to find out the hidden word. (Answer: friend) · Let’s talk! Get Ss to work in groups of four, let them discuss the following questions: 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? · Show Ss a comic about a potato and a tomato. Ask Ss to share their feelings after reading the comic. Then ask them the question: Can different people be friends? Step 2 Presentation & Reading Pre-reading · Ask Ss to write comparative forms of the adjectives in 2a, then use them to write sentences. T may want to have Ss make the sentences in the following way: 1. Have Ss work in pairs and write each of the words in the box on separate slips of paper. 2. Have Ss place the slips of paper face down on the desk. 3. Have Ss take turns drawing two slips of paper and making sentences similar to that modeled in activity 2a. Answers: more popular, more hard-working, more outgoing, funnier, more serious, smarter, quieter, friendlier, shyer Answers will vary for sentences. While-reading · Task 1: Ask Ss to skim the article and match each person with his / her opinion. Answers: Jeff Green-Friends are like books – you don’t need a lot of them as long as they’re good. Huang Lei-It’s not necessary to be the same. Mary Smith-I don’t really care if my friends are the same as me or different. · Task 2: Ask Ss to scan the passage that introduces Jeff Green, then complete the chart. Answers: Jeff’s idea about friends: A good friend is like a mirror. Friends are like books — you don’t need a lot of them as long as they are good. What’s Jeff like? Jeff is quieter and more serious than most kids. What’s Yuan Li like? Yuan Li is quiet. · Task 3: Ask Ss to read the passage that introduces Huang Lei and complete the mind map. Answers: Larry is taller / is more outgoing / plays tennis better / is much less hardworking than Huang Lei. Huang Lei always gets better grades than Larry does. · Task 4: Ask Ss to scan the passage that introduces Mary Smith, then answer the questions. Answers: 1. She doesn’t really care if friends are the same as her or different. 2. A true friend reaches for your hand and touches your heart. 3. Yes, she is. Because they can talk about and share everything. Carol cares about her, and she is always there to listen. Presentation 2b · Ask Ss to read the three passages. First, ask Ss the answer the question: Should friends be the same or different? Then underline the comparative words and phrases in the passage. Answers will vary for the question. Underlined: quieter, more serious, harder, taller, more outgoing, (play tennis) better, (getting) better, less hard-working, (get) better (grades), (help him) more, funnier, (feel) better. · T explains the topic sentence and the words of each passage to Ss. 2c · Ask Ss to read the sentences in 2c and judge true or false of each sentence. Answers: 1. F 2. T 3. F 4. F 5. T 6. F 7. F 8. F Extension activity T may want to conduct a class poll to find out the close friends of each S that are: 1. the same preference 2. different preference 3. the same age 4. different age 5. similar personality 6. different personality (Tip: T may want to have Ss write down their responses on pieces of paper and collect the responses and announce the totals to the class.) 2d · Correct sentence competition T may want to have Ss work in groups of five. Each S in the group writes one sentence. T should have the groups of Ss compete to be the first group to write five sentences correctly. If a group finishes first, T should stop all other groups from writing and check for mistakes. If there are any mistakes, T should announce that there are mistakes and that the other team should continue writing. 2e · Ask Ss to read the four sayings in 2e, then share with a partner about their favorite saying and the friend they think about when they read that saying. Answers will vary. Step 3 Language points learning be like的意思是“像......一样”，like在此处是介词，意为“像”。这种用法类似汉语中的比喻。 That’s why + “句子”的意思是 “这便是为什么......”、“这就是......的原因”，这是一种固定的句式。 在But I think friends are like books—you don’t need a lot of them as long as they’re good. 这句话中，as long as 的意思是“只要”，引导条件状语从句。当主句为一般将来时或主句谓语含有情态动词时，as long as引导的条件状语从句用一般现在时表示将来。 necessary作形容词，只能用来修饰事物，不能修饰人，常用于It is necessary (for sb.) to do sth.“（对某人来说）做某事是必要的”句式。 bring out的意思是“使显现；使表现出”，它是及物动词短语。 bring out还可表示“把......拿出来；出版（书籍）”。bring out the best / worst in sb.的意思是“把某人最好、最坏的一面表现或暴露出来”。 the same as的意思是“和......相同；与......一致”，the same as为固定短语，与be different from意思相反。same常与定冠词the连用。 be there的意思是： (1)“在别人需要帮助时，立刻准备伸手相助” (2)“随叫随到；不离......左右” (3) be there + for somebody Step 4 Summary & Homework Summary · Ask Ss to do the exercises from PPT P38-42. Homework · Review the new words and phrases in this unit. · Do the exercises in students’ book. Teaching Reflection In this period, first, let students write the comparative forms of some adjectives and use the words to write sentences about themselves and their friends. Then, the teacher can encourage them to tell the reasons. After scanning and practicing with the target language, let students write down some good sentences on their notebooks and encourage them to look up more sayings about friendship after class.It can make the students take more interest in learning English. Unit 3 I’m more outgoing than my sister. Section B（3a-Self Check） Teaching Aims 1.语言能力：学会用比较级介绍自己与朋友之间的异同。 2.文化意识：描述和比较人物的特征，形成正确的交友观，学会接纳不同的个性特征。 3.思维品质：能根据所给的表格内容和图片对语篇进行创编。 4.学习能力：运用知识迁移策略描述和比较自己和朋友之间的异同。 Teaching Difficulties 怎样用比较级描述和比较自己和朋友 Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up · Sing a song with Ss together and make them ready for the class. (The song is shown on PPT P5.) · Revision Review the comparative forms of adjectives and adverbs. · Let’s talk！ Ask Ss to work in groups of four and discuss the following questions together: 1. Do you have a good friend? 2. What do you think a good friend should be like? 3. Are you the same or different in any way? · Let’s compare! Show Ss PPT P9, P10 and P11, ask them complete the sentences (or answer the questions) using the comparative forms of adjectives. Step 2 Presentation & Reading Pre-writing · Show Ss Wang Lingling’s and Liu Lili’s photos. Tell them that the two girls are best friends. Ask them to guess the similarities and differences between the girls. While-writing 3a · Help Ss to review the vocabulary and sentences that used to describe a person’s appearance and personality. Meanwhile, T can also give Ss some conjunction words which will help them connect two sentences or paragraphs in a passage. After reviewing, T can ask Ss to do the task in 3a. (Tip: When showing the sample writing to Ss, T can ask Ss to pay attention to the conjunction words and comparative forms of adjectives.) 3b · Ask each S to think of two friends. One friend should be similar to him / her and the other should be different. Ask them to make comparison between themselves and their friends. Optional Choice: T may want to make activity 3b more interesting for Ss by modeling the activity in the following way: 1. T should show Ss pictures of two of T’s friends. 2. Then, building on the model in 3a, T should illustrate how the friends are different and the same regard to physical features, activities, likes and dislikes, etc. 3. T might want to make a mind map on the board in the process of brainstorming details about the friends. Answers will vary. 3c · Ask Ss to write two paragraphs describing their friends. Optional Choice: Based on the optional approach in activity 3b, T may want to lead the class in writing two paragraphs about the T’s friends. T should elicit sentences from Ss in class and add them to the paragraphs, correcting the sentences as necessary. Post-writing · Ask Ss to read the job ad, then compare two of their classmates, decide who is better for the job. In order to help Ss focus, T should have Ss work in pairs and instruct each S to support their chosen job candidates in a debate about who should get the job. In addition, T may want to have the winners of each debate work together and the losers of each debate work together and repeat the process. In the debates, Ss should be instructed to use comparative sentences in making their arguments. Self Check Exercise 1 · T may want to have Ss compete to add as many words as possible within a fixed period of time (such as three to five minutes) to the list of words. Answers: When people are like: hard-working, quiet, serious, smart What people can do: run fast, jump high Exercise 2 · Ask Ss to fill in the blanks using the correct forms of the words in brackets. Answers: 1. funnier 2. more outgoing 3. serious 4. faster 5. less friendly Exercise 3 · Ask each S to think of a friend. Write down two ways in which they are similar, in which they are different. Answers will vary. Step 3 Language points learning call ...at ...为固定搭配，意思是“拨打......；找......”，at后接电话号码。 call的常用短语有： call for 要求；呼吁 call up 给某人打电话 call in 召来；叫来 call back 给某人回电话 make sb. + v. 的意思是“让（使）某人做某事”；make sb. + adj. 的意思是“让（使）某人......”。 be good with .... 的意思是“善于应对......”；be good at ... 的意思是“擅长......”；be good to... 的意思是“对......好”，相当于 be friendly to ... Step 4 Summary & Homework Summary · Do the exercises from PPT P30-P33. Homework · Write a passage to describe how your best friend and you are similar or different by using comparatives. · Do the exercises in students’ book. Teaching Reflection In the last period, the students should use the words they have learned to practice writing. First, they must review the comparative forms of some adjectives, and fill in the blanks using the correct forms of the words. Then, they should write down some sentences to compare them with their friends. The process of writing should connect what they have learned with what they have known. And the teacher can give them some advice about how to do it. 1 学科网（北京）股份有限公司 $$