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視頻標簽：outgoing,my sister
所屬欄目：初中英語優質課視頻
視頻課題：人教版初中英語八年級上冊Unit 3 I’m more outgoing than my sister Listening and speaking新
教學設計、課堂實錄及教案：人教版初中英語八年級上冊Unit 3 Listening and speaking新疆省級優課
I’m more outgoing than my sister
Practical lesson plan
School No.1 Middle School Candidate
number:
Candidate name: Mary(馬莉) Lesson number: Level: Grade 8 Lesson length: 40minutes Lesson type: Listening and speaking Date: Sept. 27th
Information about the class:
There are about 50 students in this Class .They are about 13 years old. They have learned English for more than 3 years. They like English ,but some of them may be nervous or shy to answer questions of a new teacher.
Aims:
Knowledge aims：
1) 能掌握以下單詞和短語：talented, truly, care, serious, both，be different from, care about，the same as, make sb. laugh 2) 能掌握以下句型：
① I think a good friend makes me laugh.
② For me, a good friend likes to do the same things as me. ③ And a good friend is talented in music. 3） 熟練掌握比較級和原級比較。 Ability aims： 1）Main aim:
By the end of the class, Ss will be better able to listen for gist ,for details in the context of making friends ,then write a letter to a friend telling the similarities and differences between them.
2）Subsidiary aim:
By the end of the class, Ss will be better able to use the phrases and comparative forms accurately in talking about friends and comparing friends.
Moral aim:
學會欣賞別人，享受與不同的人交往的樂趣。
Personal aim:
1. To reduce TTT by not echoing(重復) or giving clear and short instructions. (TTT means teacher talking time)
2. To make better time management.
二、教學重難點
1. 教學重點：
1) 掌握本課時出現的生詞、短語及其句式表達，能夠熟練運用比較級。 2) 進行聽力訓練，提高綜合聽說能力。 2. 教學難點
1) 通過聽力訓練明確朋友間的異同。
2）能夠通過書面表達的形式，描述自己與朋友之間的異同。
Anticipated difficulties with
materials, activities and tasks:
1. Some students may speak Chinese when they do group work.
2.Some students may fail to follow the instructions.
Solutions:
1.monitor them carefully and encourage them to try to use English more.
2.Use CCQs or give them an example.
Declaration:
This lesson plan is my own
work …….……Mary………………………..(candidate’s signature). Stage
Stage aim
Procedure
Inter-action
Time Warming-up
To generate the interests of Ss and lead in the topic: Friends wanted
1. teacher plays an English song and asks students: What is the song about? Who is your best friend in Class?
2. Introduce 2 new friends to students: Watch a video
T-Ss 2’
Mind map
1. To review the words describing friends that students have learned before.
Students work in groups of 4,share their ides and help each other to add more words.
Ss-Ss
3’
Presentation To elicit some new phrases that describe good friends. Teacher conveys the meanings of the new phrases by showing some pictures on PPT and prepare students for the sentence structures they will use in group work.
T-Ss 2’
Free talk
To practice the sentence structures about giving views on a good friend in spoken form.
Students work in groups of 4, talk about what a good friend should be like.
Eg: A: I think a good friend makes me laugh. B: For me, a good friend … C: In my eyes, a good friend… D: …
Ss-Ss
5’
Listening 1
For students to practice listening for gist .
Task 1: Ask students to listen to the tape carefully and match the items.
Ss
2’
Feedback
To check students have the correct answers. Teacher asks two students to speak out the answers in class and asks other students to check that they have the correct answers. T-Ss 1’
Listening 2 For students to practice listening for details.
Task 2: Ask students to listen again.”How are Tom and Mary the same as and different from their best friends?” Complete the chart.
Ss 2’
Peer check
To provide an opportunity for peer teaching and correction
Ask the students to check their answers in groups of 4. Students put their handouts together, and check the answers. If the answers are different, they can discuss or ask the students around for help. Ss-Ss 2’
Feedback
To make sure the students have the correct answers
Teacher asks some students to speak out the answers in class and asks other students to check that they have the correct answers.
S 2’
Promotion
1.To improve students’ ability of comparing friends . 2.prepare students for the writing task.
Ask students to work in pairs, compare themselves with their best friends. They can make a dialogue or give a report. S-S S
4’
(Production) Writing
To help the students to compare a friend in written form by using the key
structures and comparative form we have learned.
Who do you want to make friends with ,Tom or Mary? Why? Write a letter to one of them(ask students to write the similarities and differences between them, using the comparative form.) (If there are some students who don’t want to make friends with Tom or Mary, never mind, just write a letter to them , tell them why and what kind of friend you want to have.
S 6’
Feedback
To make sure students can write a composition
accurately in the context of friend making.
Ask some students to show their letters in front . the teacher and other students help to correct errors if there are any.
T-Ss 8’
conclusion
To end the class and help students form a good attitude towards friend.
1.Teacher tells the students a saying: A good friend helps to bring out the best in you.
2.Collect the letters
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