（Unit 3 I’m more outgoing than my sister.）
The Fourth Period Section B（2a-2e）
Teaching aims（教学目标）
1．读懂Jeff Green, Huang Lei & Mary Smith 关于朋友的个人观点并完成阅读任务。
2．学会欣赏别人的优点，会拿自己或朋友和文中人物做对比。
Language points（语言点）
1.要求掌握以下句式：
It is not necessary to be the same.
                It’s not easy for me to make friends.
                That’s why + clause.
                I don’t really care if …
2．要求掌握以下词汇及短语：
(1)形容词和副词： serious, necessary, both, loud, similar
(2)名词：mirror, kid, grade, saying, hand, heart, fact, arm
(3)动词：should, reach, touch, break-broke, laugh, share
(4)短语：as long as, be different from, bring out, the same as, in fact, be similar to
Difficulties（难点）：把自己或者周围的人恰当地和他人进行比较。
Teaching steps（教学步骤）
1. Before readingpassages是什么意思
Check homework   
T: I hope you’ve prepared your homework! Please get into groups and share your five sentences about your best friend and you with your group members.
Give Ss two minutes to share.
While Ss share, write the comparative words Ss used in their sentences on the blackboard. This helps students to focus on the key points.
Competition
Show some adjectives on the screen. Have Ss say the comparative forms of the adjectives as quickly as they can. See who can say the comparative forms the fastest.
教学设计说明:检查上节课布置的关于比较自己和朋友的五个句子，引出今天的内容，快速复习比较级，查看学生掌握情况，阅读前的这些活动都是在为阅读做准备。
2. While reading Work on 2b.
Underline the comparative words and phrases in the passages.
T: Look at the three passages. Underline the comparatives as quickly as you can.
While the students read, walk around and offer help if necessary.
Then invite Ss to share what they have underlined. Check the answers.
Work on 2c.
1.Are the following statements true or false? Jeff is less serious than most kids.
2.Jeff and Yuan Li are both quiet.
3.Jeff thinks it is easy for him to make friends.
4.Huang Lei is taller than Larry.
5.Huang Lei isn’t as good at tennis as Larry.
6.Larry works harder than Huang Lei.
7.Mary thinks her friends should be the same as her.
8.Carol broke her arm last year and Mary made her feel better.
Encourage Ss to underline the difficult phrases or sentences. Explain when necessary.
The three passages can be dealt with individually or together.
教学设计说明：通过两个任务设置，在阅读完成任务时也理透了这三段小文章。
3. After reading
Work on 2d.
How do you or your friends compare with the people in the article?
Write at least five sentences.
T: How many people are there in the article? Can you tell me their names?
Ss: Six. Jeff Green and his friend Yuan Li, Huang Lei and his friend Larry, Mary and her friend Carol.
T: Great! Now, compare yourself with the six people.
I am different from Jeff because I am louder than other kids in my class. I am similar to Hua
ng Lei because we both …
教学设计说明：阅读后再用本单元的重要内容（比较级）联系自己做比较，循环巩固了重要内容，并对文章有了更深的理解。
4. Pair work
Work on 2e.
Which saying about friends is your favorite? Which friend do you think about when you read this saying? Why? Tell your partner about it.
1.A good friend is like a mirror.
2.Friends are like books — you don’t need a lot of them as long as they are good.
3. My best friend helps to bring out the best in me.
4.A true friend reaches for your hand and touches your heart.
Tell your partner about your favorite saying and why.
My favorite saying is “A good friend is like a mirror.” It makes me think about my best friend. Her name is …
5. Homework
Oral:
Read the three passages on page 21 again and choose one recite aloud.
Written:
Complete Self Check questions 1 and 2.
教学设计说明：背诵是学好英语的法宝之一，给学生自己选择的空间，自选一段背诵有利于为下节课的写作准备素材。
学生学情分析 
  我们教学的对象是初二学生，他们学习英语有较强的记忆力和模仿能力，有待培养知识的扩展运用能力。有较强的求知欲和表现欲，但部分学生存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，缺少丰富的语言基础，对某些任务的完成有一定的难度，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。 
  新教材重视以人为本，学生的发展是英语课程的出发点和归宿。根据学生实际情况，对知识的增、减、删做细心研究，尊重学生现有的知识水平和认识差异，着眼学生的个性发展，把握整体目标走向，因此，本课中我挑选了section B:2a,2b,2c,2d,2e等内容。 
                    效果分析
1.从教学任务的完成来看，圆满完成预期的教学任务，学习目标明确，学生基本掌握本节课的重点内容，能够正确运用比较级来描述自己和朋友，理解三位朋友不同的朋友观并能进行合适的语言输出活动。参与度较高，能够运用所学句型和短语积极表达自己的看法和见解。
2. 分层教学和小组合作学习有效提高课堂效率
分层教学和小组合作学习能激发学生的学习兴趣，最大限度地满足了不同层次学生的需要，充分体现了因材施教的教育原则。学生的学习方法更加灵活多样，学生对掌握学习方法的兴趣越来越浓，师生间、学生间的交流大幅度提高，创设了一个民主和谐的课堂氛围，从而有效地提高了课堂教学效率。
3.精心备课，认真选材，循循善诱。呈现的方式多种多样，形式的多样性，帮助学生充分感知理解教材。师生互动良好，激发学生表达的欲望。

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