27（八年级上册）Unit 3 Section B（1a-1e）（教案3）

skybamboo

Unit 3 I’m more outgoing than my sister.
Section B（1a-1d）

Teaching Aims	Language goals   To learn to talk about what you think a good friend should be like. Key words and phrases talented, truly, care, care about, laugh, be talented in, the same as, be good at, make me laugh Key sentences 1. A good friend likes to do the same things as me. 2. What do you like about her? 3. Mary and her best friend are both tall.
Teaching Difficulties	Let Ss to talk about what they think a good friend should be like.
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: When you have problems, he doesn’t want to help you. When you’re tired, he does homework for you. When you are sad, he goes away. 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 2Presentation & Practice
1a T may want to have Ss think on their own before they look at the opinions in activity 1a. Have Ss close their textbooks. Write on the board: What kinds of things are important in a friend? Write six things. Give Ss to do the activity alone. Next, have Ss work with a partner to decide on six things. Finally, have two pairs work together to decide on three things. Elicit the three things from each group and write them on the board. 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. 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. Elicit from Ss agreement. E.g. I think so, too. And a good for me is good at sports because I like sports. 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: 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. Elicit the suggestions and write them on the board. 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.