Unit 3 课时6 Section B 3a-3c（表格式教学设计）英语新教材人教版八年级上册

基于课程标准的“教-学-评”一致性课堂教学设计 科目 英语 授课教材 人教版八年级上册 授课题目 Unit 3 Same or Different? Section B（3a-3c） 课时 课型 第6课时 写作课 主题情境 人与社会（人际交往、友谊观、批判性思维） 授课教师 语篇研读 【主题和内容】 本课核心语篇为 Rose 发布的关于友谊的博文及写作任务。3a 为 Rose 的博文：她通过话题句表达“不介意朋友与自己相似或不同”的观点，并以两个朋友为例——Lily 比其他人更风趣幽默，能让 Rose 大笑、在困境中看到希望；Lucy 不如 Lily 风趣但比其他人更善于倾听，两人无话不谈。博文结构清晰：开头点明观点、主体举例说明、结尾升华主题。3b 引导学生围绕“朋友应相似、应不同、无所谓”三种观点，填写 Opinion—Reason—Example 表格，用个人经历支撑观点；3c 要求运用表格与句型框架，写一篇回复博文的议论文（一般现在时，第一人称与第三人称，总分总结构），并附范文。 【意义和价值】 旨在帮助学生读懂 Rose 的博文，理解比较级结构与关键习语（silver lining, reach for one’s hand 等），提取两位朋友的不同特点；引导学生批判性审视不同的友谊观，结合自身经历表达观点，内化“真朋友”的育人价值——真正的朋友无论相似与否，都彼此关心、互相支持。 【方式和方法】 采用“读前回顾—读中理解—读后迁移—写作输出”的教学路径。通过复习 Matt 与 Diana 的友谊观引入 Rose 的观点；读中借助“读—答—析”活动梳理博文的观点、例子与结构（Beginning—Opinion—Body—Examples—Theme-elevation）；读后通过 3b 表格整理个人观点与例证；写作环节明确文体、时态、人称与结构（总分总），提供句型框架与范文支架，实现从阅读理解到写作输出的迁移。 学情分析 学生在本单元前几课时已学习比较级与人物特质表达，能初步谈论朋友的相同与不同，并已接触 Matt 和 Diana 关于友谊的观点。但学生用英语连贯表达个人友谊观、用具体实例支撑观点、组织“观点—理由—例子—名言”结构的议论文仍存在困难；对博文中比较级结构与习语（silver lining）的理解需要教师引导。此外，学生批判性审视不同友谊观并联系自身经历进行个性化表达的经验有限，需要借助观点表格、句型框架和范文提供充分支架。 课标要求 ● 能理解段落中各句子之间的逻辑关系。 ● 能根据所读内容进行简单的推理和判断。 ● 能根据写作要求，收集、准备素材，独立起草短文等。 ● 能使用常见的连接词表示顺序和逻辑关系。 教学目标 通过本节课学习，学生能够： 1. 读懂 Rose 的博文，获取其观点与两个例子（Lily 幽默风趣、Lucy 善于倾听）的关键信息，理解比较级结构与关键习语（silver lining, reach for one’s hand 等），梳理博文“观点—例子—升华”的结构。（学习理解） 2. 运用 3b 表格整理个人友谊观、理由与例证，运用目标词汇与句型框架，写一篇结构完整（观点—理由—例子—名言）的回复短文，表达自己的友谊观。（应用实践） 3. 批判性审视相似型、互补型与无差别型三种友谊观，结合自身经历创作个性化回复，内化“真正的朋友互相支持”的育人价值，体会友谊的珍贵。（迁移创新） 教学 重难点 重点：理解博文结构与比较级表达；掌握议论文写作框架（观点—理由—例子—名言）；运用目标词汇和句型表达友谊观。 难点：用具体实例支撑观点、使论证有说服力；在写作中恰当运用比较级与连接词，使文章逻辑连贯；结合自身经历进行个性化表达。 核心语言 【核心词汇】 友谊相关：opinion（观点）, similar（相似的）, different（不同的）, care about（关心）, reach for one’s hand（伸手帮某人一把）, touch one’s heart（触动心灵）, silver lining（困境中的一线希望）, in difficult situations（在困境中）, lend a hand（帮助）, be ready to do sth.（乐意做某事）, talk about（谈论）, make sb. do sth.（让某人做某事） 性格品质：funny（风趣的）, quiet（安静的）, outgoing（外向的）, hard-working（勤奋的）, talented（有才能的）, serious（严肃的） 【核心句型】 表达观点：I think that a good friend is like a mirror. / I think friends who are different make me better. / I don’t really care if my friends are similar to or different from me. 陈述理由：Friends should be similar because we can share hobbies and understand each other easily. / We can learn from each other and grow. 给出例子：For example, my friend Lily is... / When I feel sad, she cheers me up. / She helps me see the silver lining in difficult situations. 升华主题：A friend in need is a friend indeed. / Side by side or smiles apart, real friends are always close to the heart. 【核心语法】 比较级与同级比较：Lily is funnier than anyone else she knows. / Lucy is not as funny as Lily but listens better than others. make sb. do sth. / help sb. do sth.：She makes Rose laugh and feel better. / She helps Rose see the silver lining. 教学工具 PPT课件、Rose 的博文学案、3b 观点表格、写作句型框架、范文卡片、友谊名言卡片、音频与视频资源（What is a friend） 教学策略 任务型教学法、读写结合教学法、支架式教学法、合作学习法 教学过程 教学环节 教学活动 学生活动 设计意图 Part 1： Lead-in（5min） 1. Review: Show Matt’s and Diana’s opinions about friends. Ask: "What are Matt’s and Diana’s opinions about friends?" Elicit: Diana’s opinion is that friends who are different make her better. Matt’s opinion is that a good friend is like a mirror. 2. Lead-in Question: Ask: "How about Rose’s opinion? What is a friend?" Present the learning objectives and the final writing task: write a reply to a post on friends. 1. Review Matt’s and Diana’s opinions about friends. 2. Think about Rose’s opinion and understand the writing task of this lesson. 1. 复习已学友谊观，激活话题背景，实现新旧知识衔接。 2. 以“Rose 的观点”设置悬念，自然引出博文阅读与写作任务，明确学习目标。 效果评价：观察学生能否复述 Matt 与 Diana 的观点，评估其对前课内容的掌握情况；通过提问了解学生对写作任务的期待与兴趣。 Part 2： Pre-writing （8min） 1. Listen and Fill: Play the audio "What is a friend?". Have Ss fill in the blanks: A friend is someone you play with; someone who likes the same things as you; someone who shares things with you; someone you want to share your things. Ask: "Does a friend have to be somebody like me?" Elicit: Maybe friends can be all kinds of things, or a pet, a toy, anything that makes you feel good. 2. Watch and Answer: Watch the video. Ask: "How many friends does Rose have? Who are they?" Elicit: Two. Lily and Lucy. 3. Prediction (3a): Look at the post. Ask: "What’s her opinion? How does Rose support her opinion? A. by giving numbers B. by showing examples C. by telling a story" 1. Listen to the audio and fill in the blanks, then answer the question about friends. 2. Watch the video and answer the questions about Rose’s friends. 3. Predict Rose’s opinion and the way she supports it. 1. 以听、看活动激活“朋友”话题背景，为阅读博文做铺垫。 2. 了解 Rose 的两个朋友，明确阅读对象。 3. 预测活动激发阅读期待，训练读前预测能力。 效果评价：检查听音填空与预测的准确性，评估学生对话题的理解程度；通过“How many friends does Rose have?”等问题检验视频信息获取情况。 Part 3： While-writing （12min） 1. Read and Answer (3a): Guide Ss to read Rose’s post and answer: What’s her opinion? (Rose doesn’t really care if her friends are similar to or different from her.) How does Rose support her opinion? (by showing examples) How many examples does Rose show? (Two. They are Lily and Lucy.) 2. Structure Analysis: Guide Ss to analyze the structure of the post: Beginning (opinion) — Body (examples and reasons) — Theme-elevation. Elicit the main idea of each part and the features: clear structure, rich content. 3. Detail Reading: Have Ss complete the table: Friend — Personality — What she does. Lily is funnier than anyone else she knows; makes Rose laugh and feel better; helps Rose see the silver lining in difficult situations. Lucy is not as funny as Lily but listens better than others; they talk about everything; cares about Rose because she’s always there to listen. 1. Read the post and answer the questions about Rose’s opinion and examples. 2. Analyze the structure of the post and summarize the main idea of each part. 3. Complete the table to compare Lily and Lucy’s personalities and what they do for Rose. 1. 通过问题链梳理博文的观点、例子与论证方式，落实学习目标①。 2. 结构分析帮助学生发现博文的写作框架，为写作迁移做准备。 3. 表格对比提炼两位朋友的特点，深化对比较级结构与习语的理解。 效果评价：检查问题回答与表格填写的准确性；通过提问“What’s the structure of the post?”评估学生对博文结构的理解；检查学生能否找出比较级句子与习语。 Part 4： Post-writing （10min） 1. Show Opinions Again: Show the three opinions on the post page: I think that a good friend is like a mirror. / I think friends who are different make me better. / I don’t really care if my friends are similar to or different from me. Ask: "What’s your opinion about friends?" 2. 3b Opinion-Reason-Example Table: Guide Ss to choose one opinion (Friends should be similar / Friends should be different / I don’t mind) and complete the table with their reason and a personal example. Show the model: "Similar friends have the same hobbies and interests. We can play and have fun together. My friend Lisa and I both love dancing..." 3. Writing Task (3c): Present the writing task: write a reply to a post on friends. Clarify: Topic — Should friends be similar or different? Type — argumentation; Tense — the simple present tense; Person — first & third person; Structure — 总分总 (opinion-reason-example-saying). Provide the sentence framework: "I think that ______ because ______. For example, my friend ______ is ______. When ______, ______. My favorite saying is, “______.”" Have Ss write the reply. Show the sample writing as support. 4. Sharing: Invite 2-3 Ss to share their replies. Give feedback. 1. Express their own opinions about friends. 2. Complete the 3b table with their opinion, reason and a personal example. 3. Write a reply to the post using the sentence framework and the sample. 4. Share the reply with the class and give peer feedback. 1. 展示三种观点引发思考，为写作提供观点选择。 2. 3b 表格帮助学生整理观点与例证，为写作积累素材，落实学习目标②。 3. 明确文体、时态、人称与结构，借助句型框架与范文支架完成写作输出。 4. 分享与反馈锻炼表达与评价能力，促进修改提升。 效果评价：检查 3b 表格中观点、理由与例证的完整性；依据写作评价要点评估学生回复的结构（观点—理由—例子—名言）、比较级与连接词使用的准确性及语言流畅度。 Part 5： Summary（3min） Summarize the key structures of an argumentative reply (opinion-reason-example-saying), the comparative expressions and the theme: Side by side or smiles apart, real friends are always close to the heart. 跟随教师回顾本课所学写作结构、核心句型与主题意义，完善笔记。 对本节课的知识、技能和情感目标进行系统性总结，帮助学生构建完整的知识框架，强化主题意义的理解。 Part 6： Language points （7min） 1. similar: adj. 相似的；类似的. be similar to (与……相似); in a similar way (以类似的方式). 2. amazing: adj. 令人惊叹的. be amazed at/by; be amazed to do sth.; to one’s amazement. Compare: amazing (描述事物) / amazed (描述人的情感状态). 3. silver lining: 困境中的一线希望. find/see/look for the silver lining; have a silver lining. 4. reach: v. 伸手；达到. reach for (伸手触碰); reach a place (到达). 5. touch: v. 触动；触碰. touch one’s heart (触动心灵); be/get/keep in touch with (与……保持联系); lose touch with (失去联系). 认真听讲，记录重点语言点的用法说明和例句，完成对应练习。 聚焦重点语言知识进行深入讲解和练习，加深理解，促进知识的内化与巩固，为准确输出打下更扎实的基础。 Part 7： Exercises （5min） 1. Multiple Choice: Guide Ss to finish the multiple-choice exercises (if-clause, reach, care for, lend a hand) and check answers. 2. Complete the Sentences: Have Ss complete the sentences according to the Chinese meanings (be there for, be expecting to go, care about, lend me a hand). 独立、按时完成练习题目，检测对本节课知识的掌握情况。 通过笔头练习，检测和巩固本课语言知识点的掌握情况，实现“听说领先，读写跟上”。 Part 8： Homework 基础作业（You must）：1. 完善并修改本节课的写作回复（观点+理由+例子+名言）；2. 抄写并翻译 3a 博文中至少 2 个优美句子；3. 带至少 3 张与现在变化很大的个人照片。 拓展作业（You choose to）：制作一张写有两条友谊名言的卡片，送给最好的朋友。 将家庭作业做好记录。 分层设计作业，满足不同学生的需求，引导学生在课后进一步巩固和拓展所学知识，将课堂学习延伸到课外。 板书设计 教学反思 本课作为 Unit 3 的第六课时，以“友谊观”为主题，将博文阅读与议论文写作有机结合。读前环节通过复习 Matt 与 Diana 的观点、听音与视频活动激活话题，为阅读做了充分铺垫；读中通过问题链、结构分析与表格对比，帮助学生深入理解 Rose 的观点与论证方式，梳理了“观点—理由—例子—名言”的写作框架；读后 3b 观点表格引导学生整理个人素材，3c 写作任务借助句型框架与范文实现从输入到输出的转化，学生参与度高。语言点（similar, amazing, silver lining, reach, touch）紧扣语境、讲练结合。需注意：部分学生在写作中实例不够具体、论证较空泛，需在后续课时中通过范文仿写与同伴互评加强训练；比较级与连接词的使用还需在修改环节中持续巩固；小组分享时应注意控制时间，保证更多学生获得展示机会。 2 学科网（北京）股份有限公司 $