英语人教版八年级下册Unit 4 3a-3c导学案及教学设计详案.docx

Unit 4 Section A 3a-3cSelf-learning List：1.Words：_ 关系；联系 _任何；每一_交流；沟通（v.）_主动提出；自愿给予_争吵；争论 _恰当的_代替；反而 _其次2. Phrasal verbs:_和睦相处 _与某人沟通交流_拒绝做某事 _笼罩_关于某事与某人争吵 _主动提出做某事 _介意某人做某事 _同意/不同意3. After reading, try your best to finish 3c.Presentation:Step1 Lead-in: A song - Seasons in the SunStep2 New WordsStep3 Read the two letters in 3a and finish the exercises Task1: True or False Task2: Multiple Choice Questions Task3: Fill in the chartProblemsAdvice Task4: Fill in the blanks1. Sad and Thirteen has a p_: he cant g_his family. His parents f_ a lot. Its the only c_ they have. When they a_, its like a big black cloud h_their home. His brother always watches TV until midnight, and r_ to let him watch his favorite TV show. So He always feels l_ and n_ at home. 2. Mr. Hunt thinks he should t_these feelings with his family. He should o_to help. Maybe he could do more housework so that they have more time for p_ c_. And he could sit down and c_ his brother. He could e_ that he doesnt m_ him watching TV, but his brother should let him watch shows.Step4 Think about it(3b): Do you agree or disagree with Mr. Hunts advice? Why?Step5 Discuss your answers of 3c in your groups and decide whose sentence is the best.(接龙)Task 5：Do you have anything to say to your parents?_Yours, xxxx_Dear Mom and Dad, 1. 各组A、B、C、D分别将自己与家人之间存在的问题用“发言卡”方式说出来，其他同学给予建议，作为自己对于父母的建议。A同学负责汇总并修正，做好展示准备。 2. 时间5分钟。 仿照课文，给自己的父母写一封信 Answers to self-learning List：1.Words：_relation_ 关系；联系 _whatever_任何；每一_communicate_交流；沟通（v.）_offer_主动提出；自愿给予_argue_争吵；争论 _proper_恰当的_instead_代替；反而 _secondly_其次2. Phrasal verbs:_get on with_和睦相处 _communicate with sb._与某人沟通交流_refuse to do sth._拒绝做某事 _hang over_笼罩_argue with sb. about sth. 关于某事与某人争吵 offer to do sth.主动提出做某事 _mind sb. doing sth._介意某人做某事 _agree/disagree with_同意/不同意3. After reading, try your best to finish 3c.talk- communicate _not allow-refuse _worried- nervous _get along with- get on with _Unit 4 Why dont you talk to your parents?Section A 3a-3c教学设计详案武汉市恒大嘉园学校 谭畅教材分析新版八年级goforit英语教材与以前使用的教材相比，难度加深，要求提高，实用性更强，话题更生活化，与这一年龄段学生的日常生活更贴近，特别强调要关注每个学生的情感，激发学生学习兴趣，倡导任务型和合作学习的教学模式，使他们在学习过程中发展综合语言运用能力。每个单元围绕着一个话题展开教与学。为了加强学生的阅读能力，八年级goforit教材下册尤其增加了任务型学习成分和语篇输入。相较七年级的教材，每单元在Section A分角色会话后面设置了围绕本单元句型的，具有生活化情境的的语篇及相关练习。教师备课时需根据实际情况进行这一部分的教学，以完成每个单元既定的目标，将英语学习的听、说、读、写切实落实到位，同时实现情感教育目标。然而，如何实现这一部分阅读的最佳的教学效果？如何阅读中落实新课标，切实培养与提高学生的阅读能力，将听说、读、写有机结合，以八年级下册Unit4Why dont you talk to your parents?为例做简要的评述：学情分析学生刚刚学过表达问题和提出建议的句型Why dont you，本课又以信件为载体，呈现并学习上述固定句型，将知识融合到生活情境中。教师要紧紧抓住学生的年龄特征和自己日常中的共鸣，利用图片，将故事情节形象化、生动化，使学生在阅读中自然地接触语言现象，进行新知识的输入，并且帮助他们有效地内化语言。根据初二学生的认知特点，为学生创建为父母写信的情境，从而提供使用语言的情景，激发他们的表达欲望，以达到最佳的教学效果。教学设计理念根据新课程理念，只有树立以学生发展为本的思想，全方位、多角度地设计阅读教学过程，调动学生参与阅读教学的积极性，英语阅读课教学才能焕发生命的活力。本课以学生感兴趣的生活现象为主要内容，为了能充分发挥故事吸引力的作用，我精心设计了导入，利用课本中的图片资源，既学习了词汇，为下一步的阅读故事扫清了障碍，又达到了介绍故事背景的目的，调动了学生读的欲望，从而积极主动地参与到阅读学习中来。根据由易到难的认知规律和第二语言学习的渐进性规律，本节课课堂教学设计由易到难，由浅入深，教学任务呈阶梯式层层推进，通过小组四名学生的讨论获得答案，逐步加深学生对文章结构和内容细节的理解。这样设计符合学生的认知特点，有助于学生课堂上集中精力，积极思考，主动参与课堂活动，培养学习策略，提高学习效率。教学目标1知识目标：学生能认读并理解本课词汇；能够正确理解文章结构和why dont you?的句型提出建议的方式，并能表达自己是否同意他人的观点。2能力目标：学生能够通过阅读故事，获取所需信息；能够结合自己的实际生活，试着对他人提出问题和建议，仿照课本文章写一封给父母的书信，表达自己的内心的想法。合作学习目标合作学习策略目标：熟练运用组际批阅法、坐庄法、接力法进行小组合作学习，做到全员参与。合作学习技能目标：课堂上学会问好、倾听和赞美的合作技能教学设计Unit 4 Why dont you talk tp your parents?教学目标语言目标relation instead get on with communicate with sb. refuse to do sth. hang over argue with sb. about sth. offer to do sth. mind sb. doing sth. agree/disagree with能力目标1. able to talk about problems and advice2. able to write students own letter to other people.教学重点及难点1. new words and expressions2. write students own letter to other people .3. talk about problems and advice学习策略Cooperative learning重点词汇get on with communicate with sb. refuse to do sth. hang over argue with sb. about sth. offer to do sth. mind sb. doing sth. agree/disagree with. etc小组活动Task1: True or False Task4: Fill in the blanksTask2: Multiple Choice Questions Task5: Write your own letterTask3: Fill in the chart教学过程RevisionstepsTeachers ActivitiesStudentsActivitiesStepHand out the answers to the self-learning list to each groupStudent B of each group check the self-learning lists of members from the next group 课堂实录：Lead- instepsTeachers ActivitiesStudentsActivitiesStep1Play an English song- Seasons in the Sunstudents sing the song along the musicTEACHER: Beautiful singing, everybody! Well done!TEACHER: So after singing this song, can you tell what this song is all about?(Teacher show the question on the screen and give Ss several seconds to think about it.) S1: Hello, everyone! Its about the relations between the singer and his family. TEACHER: All right. Its so easy to tell. Yes, it is like a letter about love between us and our parents, right? So do you have anything you want to tell your parents? (Looking at the letter on the screen, some students shake their head and some say no.) TEACHER: Ok, thats all right. Because today we will meet a new friend. It seems that he has something to say about his family. After learning his story, maybe you will know what to say to your parents.PresentationstepsTeachers ActivitiesStudentsActivitiesStep2Teacher show the words with pictures on the screen.Students guess the new words from the pictures and tell each part of speech according to the sentence.Step3Play the tape and write the structure of the two letters on the whiteboard. Show Task1,2,3,4 on the screen.Listen to the tape and read the letters together. Discuss in groups and finish Task1,2,3,4Step4Ask Ss the question in 3bStudents talk about their opinionsStep5Show 3b on the screenMake dialogues around the topic of report card and pay attention to direct speech and reported speech.TEACHER: Now first, lets review the new words.Ss: Ok!(Teacher show the words with pictures on the screen.)TEACHER: According to the sentence, the word is a?Ss: Its a noun/verb/adjectiveTEACHER: Here are 3 questions for you. (show the questions on the screen)The first one: Can you get on well with your family? Ss: Yes, we can.TEACHER: Next one: Are the relations between your parents good?Ss: Yes, they are.TEACHER: The last one: Do you have any brothers or sisters? Can you get on well with him/her?Ss: Yes, I do./Yes, I can.TEACHER: It seems you have a very happy family. But the boy in the story doesnt. What happened to him? Lets read the letters together.(Teacher play the tape and Ss read)TEACHER: Good! So what is the name of the kid? And what is his problem? And can you divide these two into 4 parts? Ss: His name is Sad and Thirteen. And his problem is that he cant get on with his family. The first part is from to ; the second part is from to ; the third part is from to ; the fourth part is from to .TEACHER: Good! Its so easy for you, right? Lets move to the first part. Discuss in your group and find out the answers. (Students discuss this part and find out the answers.) S1: Hello, everyone! The answers are F, F and T. The answers in the passage are.TEACHER: Very good! Now lets read this part together.( Task2,3,4 are similar to what has been designed above)TEACHER: Do you have any question about the two letters?Ss: No!TEACHER: Good! Youve done a good job. So what do you think of Mr. Hunts advice ? Do you agree or disagree with him? Why? S1: Hello, everyone! I agree with him. Because more communication can make family members understand each other better. S2: Hello, everyone! I disagree with him. Because parents should realize first that its more important to care about their children and spend time with them than to fight. TEACHER: Different people have different opinions according to their own situations. Maybe you could think about what you will do if you have the similar questions. TEACHER: Ok, now lets move on to 3c. I believe you have finished it before this class. So please discuss your answers in your groups and decide whose sentence is the best one. Then we will use Sentence Chain(句子接龙法) to share your answers. (Students check and discuss their answers in groups)TEACHER: Now times up! Let me choose the first student. Ok, Student B Group3, you please!S (B3): Hello, everyone! I think “talk” here has the similar meaning as “communicate”. And the best sentence in my group is “Parents often find it difficult to communicate with their kids.” TEACHER: Wonderful! Now you choose another student from another group please.S (B3): Thank you. Id like to invite S(A4) to share his answer. Please!S(A4): Hello, everyone! We think “not allow” in the letter is similar to “refuse”. And the best sentence of our group is that “He refused to take my advice.”S (B3): I think youve made a great sentence. Thank you.TEACHER: Now its your turn to choose next one, S(A4).S(A4): Ok. Id like to invite S(C7) to tell us your answer. (Use 接龙法 to finish 3c)TEACHER: So class, do you still remember the letter to your parents at the beginning of this lesson? After learning the story of Sad and Thirteen, I guess you all have something to tell your mom and dad. (Teacher show the blank letter on the screen and give some re