英语人教版八年级下册Unit 4 Section B Reading.docx

Unit 4 Why dont talk to your parents? Section B 2a2e教学设计教学目标1、知识目标：帮助完成阅读任务，准确理解文章。2、能力目标：学会根据上下文猜测词义，提高阅读能力； 能够用自己的语言来阐述自己的观点和看法。3、情感目标：引导学生通过阅读能够多理解父母，培养学生健康的心理，学会自我放松、自我减压。教学内容1、理解教材Section B 2b文章，完成阅读任务。2、学会根据上下文猜测词义。3、Expressions: take so many after-school classes, get into a good high school, atypical American family, taketo, notuntil, have a quick dinner, Its time for, know about, sendto, all kinds of classes, push their kids so hard, cause a lot of stress重点难点教学重点：理解文章完成阅读任务，学会文中重要词汇、短语及表达。教学难点：帮助学生学会根据上下文猜测词义的阅读技巧，提升阅读能力。教学思路本课时是人教版八年级英语下册第四单元Section B 的阅读教学部分。阅读篇章话题与学生生活紧密相连，主要介绍了一些中国父母和美国父母对孩子们业余活动和课外学习的安排及想法。本课将听说读写渗透到阅读教学，主要以自主学习及小组合作的方式，采取分段阅读的方法进行教学。首先利用学生采访视频（What do you think of after-school classes?）引出话题，激发学生阅读兴趣。接下来利用略读的技巧了解文章整理框架，然后结合任务分段阅读检查学生的细节理解。再让学生了解本单元的阅读策略，并在新的材料中运用。最后小组内进行读后讨论，利用本单元所学的语言项目谈谈对课外活动的看法及放松的方法，实现教学目标。通过阅读，让学生了解不仅中国学生面临巨大压力，国外的孩子也面临同一问题，面对这种情况，要学会放松。教学过程Step 1 Greeting and revision（组织教学、复习）Hello, boys and girls! First, lets have a brainstorm about the problems and activities we learned before. Ill show you Chinese meanings.1、组织教学。2、大屏幕按照Problems和Activities两个模块展示汉语意思，要求学生快速说出相应的英语表达。设计意图：展开头脑风暴活动，复习学过的常见问题及课外活动的表达方式，调动学生的积极性的同时为后面的阅读活动做铺垫。Step 2 Lead-inPlease look at the picture, this is a typical Chinese family, kids are the hope of the parents, so maybe these days students are sometimes busier on weekends than on weekdays, do you know why? Their parents send the kids to different kinds of after-school classes. (Show the video) What do you think of after-school classes? Lets listen to what your classmates say.1、 大屏幕展示典型中国家庭的图片，导出孩子因上过多的课后辅导班而压力大的话题。2、 播放采访视频，带领学生听一听身边的同学们对课后辅导课的不同看法，在观看的同时要随机对视频中的内容进行提问，避免学生只看热闹。3、 介绍本课时的学习目标。设计意图：利用学生身边的同学拍摄视频，激发学生的积极性和兴趣，同时边看边听，伴随老师随机发问，训练学生的听说能力，使阅读课不那么枯燥。Step 3 Reading1. Skim readingPlease skim the whole passage in one minute, then match the main idea with each paragraph. a. 在大屏幕上展示各段落大意，带领学生先熟悉句子。b. 要求学生们在一分钟内快速浏览文章，然后将大意与段落匹配起来。设计意图：通过略读，让学生快速了解阅读内容的整体框架，明确每段的大意，为后面细读做准备。2、 Careful readingSo now we know that the passage has four parts, and it mainly tells us 3 peoples different opinions about after-school classes. They are Mrs Taylor, Linda Miller and Dr. Alice. And now lets read the passage again and finish the tasks.a. 大屏幕展示阅读任务，要求学生读文章第一段，完成表格。 Children are busier on weekends than weekdays because_ .Many of them are_sothat_.Others are_.However, this doesnt only happen _.带领学生核对答案。鼓励学生认真倾听，及时纠正错误。b. 要求学生读文章第二段，完成思维导图。What is the life for Cathy Taylors three children like? Please read and finish the mind-map.The Taylors are a typical American family. One boy: baseball practiceDaughter:The other boy:However, the tired children_get home_after7:00p.m. They have a _dinner, and then its time for _.Life for Cathy Taylors three children Taylors feelingMaybe she could_ a few of activities. c. 要求学生读第三段文章，完成下列填空。Now lets see Linda Millers opinion.She knows all about such_. Competition starts very young and_until the kids get older. Mothers_their small kids_all kinds of classes. And they are always_ them _other children. Its_. I dont think thats_.Why dont they _? People shouldnt_. d. 要求学生读文章最后一段，总结Alice博士的观点。Finally whats Dr. Alices opinion?Doctors say too much pressure isnt good for _. She says all these activities can _. Kids should have time to _.Although its normal to_, its even more important to_.设计意图：采用逐段带着任务细读文章的方式，有利于帮助学生把握文章细节，培养学生分析问题、解决问题的能力。e. 要求学生读后回答书上2b及2d的问题。d. 按照大屏幕的汉语提示，要求学生快速找出相应的表达方式。教师点拨：these days happen sth happen to sb take place successfulsuccessfullysuccesssucceed succeed in doing.f. 猜测词意，要求学生完成书上2c任务。When reading something for the first time, do not worry about the words you do not know. Use the context to help you guess the meaning. Now look at the words in bold in the article. Can you guess their meanings? Try to match them with the meanings in 2c. 带领学生核对答案；大屏幕展示练习题，引导学生猜测黑体单词的词意。When students are not trying as hard as they can, a teacher is forced to take action.In my last school, my classmates often bullied me. They threw my things away.Most Japanese students must study hard at school to please their parents and future.设计意图：文章中的黑体词很多学生已经认识，提供给学生一些新的材料让学生猜测词意，能够激发学生的挑战欲，将新学习的阅读技巧运用到实际中。Step 4 After-readingDiscuss the questions with your group members.1、 大屏幕展示学生因压力过大产生抗拒的图片，引导学生进入情景。2、 给学生时间组织对话，内容围绕着2c问题展开。然后挑选几个学习小组在班里展示对话，挑选出优胜组。 设计意图：经过阅读后，学生会产生强烈的共鸣，利用对话的形式不仅能活跃课堂气氛，同时给学生创造“说”的机会，提高学生的语言综合运用能力。Step 5 SummaryThis class weve learned a reading passage. And we knew many families and children are under pressure. We should learn how to work and how to relax. If you have any problems, you should solve them as soon as possible. I hope you can understand your parents and you should communicate with them more often. I bel