初中英语人教版八年级上册Unit 2 Section B 2a-2e.docx

教师简介学校：重庆市珊瑚初级中学校指导教师：王红兵任课教师：曾萍，女，出生于1982年。2008年7月毕业于四川外语学院研究生部英语语言文学专业，现任职于重庆市珊瑚初级中学校，任初中英语八年级备课组长。从教以来，多次在学校及区内上研讨展示课，热爱学生和英语教学工作，在教学中注重学法指导以及学生的语言学习能力、思维能力的培养。献课教师教学设计一. 教材分析：本次参赛内容选用人教社新目标初中英语教材8上Unit 2，该单元话题是课余活动“Free time activities”, 功能是能谈论从事活动的频率“Talk about how often you do things”。Unit 2 Section A侧重与话题有关的词汇和语言结构的学习，以及话题下的听说训练；Section B侧重阅读，除继续深入学习Section A所学语言结构，百分拓展了Section A的话题，从谈论“课余活动的频率”过渡到谈论“日常饮食和其他生活习惯”。作为阅读板块，本课Section B 2a为读前活动，2b呈现了一份有关“学生课余活动的频率”的调查报告，不仅分析了调查结果，还对调查中发现的问题提出来建议。2c-2d通过回答问题和专属数字信息的方式引导学生继续深入理解语篇，侧重对文章的细节和深层信息的理解，并关注了相关的语言表达。2e是一个读后拓展活动，让学生调查同学的课余活动方式及活动频率，并仿照2b中提供的示范做一个饼图。二. 学情分析：八年级上学生通过一学年的英语学习，已经具有一定的英语学习能力，但是部分学生在阅读和写作的能力方面仍然很薄弱，故本教学设计注重训练学生的阅读策略和阅读速度的培养，从分析篇章结构来指导学生的写作，从而实现对单元语言重难点的突破，并且为单元话题写作任务做铺垫。三. 教学设计主要思路：本课按照“听力输入阅读训练由读促写”的过程逐层推进，课型定位为单元话题为核心的阅读课。本节阅读教学注重培养学生的英语基础知识和基本技能，更重要的是培养孩子们正确的情感态度、价值观乃至思维能力。本课采用读前、读中、读后的过程性设计思路，从调查报告语篇文体结构特征为突破口，以阅读技能浏览、扫读为策略，要求学生在阅读过程中利用预测、分析、质疑、推断、总结、评判，对文本本身所蕴涵的信息进行认知、理解与加工，然后进行深层次的解读、分析与评价。学生在阅读中与作者不断地“对话、沟通和交流”，小组合作学习，主动参与，最后环节通过做问卷调查、设计饼图、仿写阅读文本做口头报告，让每一个学生成为积极主动的阅读者。四. 教学设计：Teaching content: Go for it! Grade 8 Unit 2 Section B 2a-2e Learning Objectives: By the end of this class, students will be able to: 1. get to know about the structure of a survey report; 2. skim the article to get the main idea; 3. scan the article to find the details; 4. draw their own pie charts and make comments on the survey results.Focus and difficulties:Focuses: language structure of a survey report.Difficulties: the expression of “percents”, and making comments on the survey results. Step1 Greeting and pre-reading (5 min ) Activities outline TSs AimsEvaluationT: Watch a short video to lead in the topic “free time activities” of this unit.Ss: Pairwork about frequencyLead in the topic “free time activities”.Get Ss to review frequency and ready for the following reading.Ss can listen for the details and talk about free time activities and frequency.Step 2 While-reading (23 mins) Activities outline Ss/Half/G AimsEvaluation1. Ss predict the main idea from the title.2. T shows the language structure of a survey report.Ss skim the article and divide it into 3 parts.Get Ss to learn to make predictions from the title; Get Ss to know about the language structure of a survey report.Ss can get some information from the title.Most of Ss can divide the article into 3 parts.3. T guides the Ss to scan the article and get the information of “percents”.Ss complete their own pie chart and then help each other to finish the other one.4. Ss analyze the datas and make comments.5. Ss try to get the writers opinion.Get Ss to know about the expression of “percents”.Create an information gap and get Ss how to read information from pie charts.Get Ss to analyze the datas.Get Ss to grasp the writers opinion.Most of Ss can read the “percents”.Ss can analyze the datas and make comments.Ss can find out the writers opinion from the multiple-choice.Step 3 Post-reading. (10 mins)Activities outline T-Ss-Sind-GAims Evaluation1. T: Challenge your memory! Ss retell the article.Ss/S1:Read the sample diary and self-summarize.2. Ss make comments on the results and the writers opinion.3. Ss do a survey, and make a pie chart and report.Get Ss to review the whole article.Get Ss to practice their critical thinking. Get Ss to work in groups. Most of Ss can retell the article in chorus.Ss can have their own mind. Ss can make a pie chart and report in groups.Step 4 Conclusion (2 mins)Activities outline Ss AimsEvaluation1. T: Lets write a poster about our free time activities.Ss learn to make a good plan for their free time.2. T assigns homework: 2c, 2d& write a survey report.Get Ss to know about the importance of planning. Evaluate the s