人教版八下-Unit 4 Why don't you talk to your parents -Section B 2a—3b Self check-教案、教学设计-市级优课-(配套课件编号：0313a).doc

1、Unit 4Why dont you talk to your parents? 第四课时第四课时 (Section B 2a-2e) 一教材分析一教材分析 1. 本节教学内容源自人教版八年级下册第四单元，本节是一节阅读课，内容 较长，生词也较多，讲授本篇课文时，通过引导学生对文章个别生词的猜测，激 发他们的求知欲和好奇心，并根据学生的已有知识水平，以思维导图形式设计了 不同层次的阅读活动，从而启发学生的思维，明晰了文章脉络。 2. 本节课是一节说明文，以“learn to relax”为话题，通过中美的共性问题 为切入点，阐述了孩子们的压力之大，又以两个不同美国母亲对是否参加课外补 习班的不

2、同意见以及科学家的观点来批判太多的压力会抑制孩子发展， 最后指出 快乐孩子要比成功孩子重要。 二学情分析二学情分析 1. 本节课授课对象时八年级学生，英语基础虽差，但是通过几年的英语学习 有一定的基础，他们学习兴趣浓，愿意和老师共同学习。 2. 学生都是农村学生，多数孩子并没有像城市孩子那样有太多的补习班，所 以应特别指出城市孩子生活的繁忙。 三教学目标三教学目标 I. Knowledge objectives: By the end of the class 1) The students will be able to read and understand the new words:P

3、ressure, pu sh, compete, continue, compare, cause, usual, crazy, typical, skill, opinion, developme nt 2) The students will be able to use the following structures to express their opini ons and advice: agree or disagree /dont agree with I believe. I dont think In my opinion, I think Maybe I could .

4、 Why dont they Parents/ kids should /shouldnt Although its normal to its even important to Parents /kids should .so that II. Ability objectives: 1) The students will be able to express their opinions and advice through readin g other opinions and advice. 2) The students will be able to develop their

5、 reading skills by reading the passa ge with prediction, skimming and guessing the meaning according to the context. III. Emotional objectives: To encourage the students to talk about the problems in our lives and give their opinions about them 四四 教学重难点以及突破措施教学重难点以及突破措施 1. Important points: knowledg

6、e objectives and reading skills 2. Difficult points: Its difficult for the students to guess the meanings of the wor ds in the passage according to the context. 3. 突破措施：引导学生分层次阅读，分任务阅读，通过引导猜词，预测等手 段来理解上下文，帮助获取信息，理解文章。 五教学过程五教学过程 Step 1: Lead-in T: Do you have pressure about school? What activities d

7、o you like to do to help lower your stress? (Make a survey quickly) S: (answers will vary widely) （设计意图：通过提问导入本节课主题，为下个环节做铺垫）（设计意图：通过提问导入本节课主题，为下个环节做铺垫） Step 2. Review Read the words and expressions aloud. （设计意图：检测学生的预习情况）（设计意图：检测学生的预习情况） Step3.Objectives 1.Read the article to learn the common probl

8、em for Chinese andAmerican families. 2.To learn some new words: skill, opinion, typical, football, quick, continue, compare, crazy, push, development, cause, usual, perhaps （设计意图：让学生明确学习目标）（设计意图：让学生明确学习目标） Step 4. Before-reading T: From the picture and the title, can you guess what the passage is ab

9、out? S: Its mainly about students under too much pressure. They need to relax./ Children s problem and the opinions about the problem. 2a. Check () the after-school activities you and your classmates usually do. （设计意图：学生通过本环节，初步了解本篇文章的大意，为下一环节的细读（设计意图：学生通过本环节，初步了解本篇文章的大意，为下一环节的细读 打好基础。本环节末尾，教师给出一个阅读

10、技巧，教会学生如何快速、准确地打好基础。本环节末尾，教师给出一个阅读技巧，教会学生如何快速、准确地 找出每段文章的大意，掌握基本的阅读技巧找出每段文章的大意，掌握基本的阅读技巧。 ） Step 5.While-reading T: What is the common problem for Chinese andAmerican families? T: Who gives their opinions about the problem?( Teacher guides them how to look for the answers in the text if necessary.)

11、Ss Scan each paragraph to find out the answer with the help of the teacher. T: Read the article again and then fill in the blanks. NameOpinoins Cathy TaylorShe believe these activies_. She really wants them _. Linda MillerShe thinks its_and unfair. Parents should just let their kids_. People shouldn

12、t _. Dr.Alice GreenShe thinks kids should _. Although its normalto _,its even more importantto _. Read the article again then fill in the blanks. are important for her childrens future. to be successful crazy be kidspush their kids so hard have time to relax andthink for themselves, too. want succes

13、sful children have happy children Who agrees that children should take after-school classes? Who disagrees? And who is neutral（中立）？ S: Scan the article to choose the correct words to fill in the blanks. （设计意图（设计意图: Guide Ss to get further comprehension of the article.） Step 4Close-reading T: 1) Why

14、do so many parents send their children to after-school classes? 2.) Do you think the Talors children are under great pressure? How do you know? （设计意图：指导学生进一步理解文章的深层次含义，通过阅读此文章培养学（设计意图：指导学生进一步理解文章的深层次含义，通过阅读此文章培养学 生如果客观地看待问题生如果客观地看待问题。 ） Step 6 Language points 1.so that。so that 意为“以便，为了” ，引导目的状语从句， t

15、hat 从句中 常使用 can / may 等情态动词； so that 还可以表示“因此，所以” ，引导结果状语从句，在 so that 前可以用逗号。 2. be always doing sth. 意为“总是做某 事” ，always 与进行时连用时，常表达说话人的某种情绪，如赞扬、不满、责备 等。 （设计意图：指导学生进一步理解文章的重点语法现象的含义（设计意图：指导学生进一步理解文章的重点语法现象的含义。 ） Step 7. Guessing words 2c Look at the words in bold in the article.Can you guess their m

16、eanings? Try to match them with the meanings below. (设计意图设计意图： Teach Ss the reading strategy how to guess the meaning of the words.) Step 8. After-reading 1. Listen and repeat, then retell the text. Fill in the blank 2. 2d Read the article again and answer the questions. (设计意图设计意图：培养学生的表达能力培养学生的表达能力

17、，由于课文难度深由于课文难度深，用填空的形式用填空的形式，降低难度降低难度， 同时加深对课文整体结构和意思的理解同时加深对课文整体结构和意思的理解) Step9. Group discussion Now more and more children are having different kinds of after-school classes. As a middle school student, what do you think of it? Make a survey and have a debate. Talk about the advantages anddisadva

18、ntages of having after-school classes. Fill in the table. （设计意图：前面学生从泛读过渡到细读文章，目的就是要学生们能循序渐进（设计意图：前面学生从泛读过渡到细读文章，目的就是要学生们能循序渐进 地理解了整篇文章，通过不同的问题形式，肢解整篇文章，学生对于它的理解地理解了整篇文章，通过不同的问题形式，肢解整篇文章，学生对于它的理解 更加深入与彻底。最后通过更加深入与彻底。最后通过“What should you do to relax”这个主旨，引出讨这个主旨，引出讨 论环节。让学生以小组合作的形式讨论出本组论环节。让学生以小组合作的形

19、式讨论出本组“如何去放松如何去放松”的方法。既能让的方法。既能让 学生们各抒己见，取长补短，又能体现了学生的合作与创新。为下一节课的写学生们各抒己见，取长补短，又能体现了学生的合作与创新。为下一节课的写 作做好铺垫）作做好铺垫） Step10.Homework 1.根据句意和首字母提示填空。 1）. My parents give me a lot of p_ about school. 2）. I had a f_ with my parents. 3）. I have to c_ with my classmates at school. 4）. I like to s_ time alo

20、ne to lower my stress. 5）. Id like to h_ out with my friends on weekends. 2.汉译英 1）. 莉莉是我家庭成员中的一员。 2). 即使受到压力，他仍拒绝交出文件。 3）. 他们决定跟我们竞争。 （设计意图：巩固学生基础知识和运用能力）（设计意图：巩固学生基础知识和运用能力） 六板书设计六板书设计 Unit 4 Why dont you talk to your parents？ SectionB 2a-2c G1. G2.1.so that “为了为了”目的状语从句目的状语从句 G3.so that “因此因此”结果状语从句结果状语从句 G4.2.be always doing“一直做某事一直做某事” 七教学反思七教学反思