八（上）Unit10 Section B 2b.doc

教学年级：八年级单元课时：八（上）Unit 10 Section B 2a-2e 教材版本：人教版（新目标）Go for it!授课时间：共45分钟一、学生分析 1、年龄认知特点：此年龄段的学生辩证思维和创造思维有了很大的发展，能用比较准确的语言表述观察的过程和结果，理解性记忆成为主要的识记方法，对刺激记忆手段多样的知识点记忆比较深刻。 2、学习心理特点：较之七年级，学生对英语的兴趣有所下降。他们已不满足教师对课文的简单重复，喜欢有趣、新鲜、有挑战性的学习方式。3、英语基础水平：八年级上学期，学生已经有一定的英语基础知识，听说能力正逐渐向读写能力过渡。经过一年的Go for It的学习和实践，他们增强了自主、合作、探究的能力。本节课是本单元的Section B的内容，学生在本单元的Section A中已经学习并掌握了if引导的条件状语从句的相关知识。二、教材分析本节课是英语新目标八年级上册Unit10 Section B的阅读部分，教材以一篇“If people have problems, they should talk to other people” 为中心话题，围绕 “如何解决学生的worries和problems”而展开。本课教学内容与学生的实际生活密切相关，易于引发学生的共鸣和兴趣。教材安排了read for main ideas和read for details的训练，根据文章大意完成短文填空和根据课文拓展的一问一答等教学形式与教学活动。根据教学实际需要，我对其中的一些活动进行改变、删除或整合。现在归结如下：1. 我将2a的第一个问题，设计成围绕“If you are happy, clap your hands. If you are not happy, stamp your feet”的“身体操”。一来可以巩固if句型，二来让学生全身动起来并迅速进入到课堂学习状态。2. 我将2a的第二问题设计成一个小组竞赛形式的brainstorm。这样可以让学生在规定时间内，复习有关“职业”和“家庭人物关系”的词汇。3. 为了降低听力难度，增强学生信心，我将2d改编成“先熟悉短语再听填信息”。这样可以一方面训练听力，另一方面为解决阅读难度更大的文章扫除障碍、铺桥引路。4. 我将2b改成训练学生fast reading中的read for main ideas的范例。5. 我将2c改编成read for details的选择题。学生掌握阅读方法和技巧之后，我增配一篇难度相对较低的、符合八年级学生水平的文章来专门训练学生的两个阅读技巧read for main ideas和read for details。6. 我将2e设计成结合文章中重点和精美词句来写安慰卡片的写作训练。7. 最后，我针对这篇文章中的if 引导的条件壮语从句，设计链接中考单选题的环节。 三、教学目标根据英语课程标准关于总目标的具体描述，结合本单元的教材内容，我按语言知识、语言技能、学习策略、情感态度方面将本课的教学目标细化：1. 语言知识目标：复习并巩固if和unless引导的条件状语从句。2. 语言技能目标：训练与提高学生说、听、读、写及自学能力。3. 学习策略目标：创设情景，提供机会，引导积极参与，鼓励充分合作。4. 情感目标：培养学生学习英语的强烈兴趣，表达自己的worries和problems，宣泄负面情绪，寻求他人帮助，表达对同学的关心和理解，增进同学之间感情。四、教学策略新目标英语中的具体语言目标是通过各种各样的Tasks来实现的；学生需要运用具体而特定的行动来完成一定的交际任务。本节课我始终引导学生通过完成具体的任务活动来学习语言，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用（Learn by using, learn for using）。采用多媒体辅助教学：将本课所需要的录音、图片、文字、音乐等制成PPT，使抽象的语言变得直观、生动、形象，为学生运用英语进行交际创设情景，实现“teacher-students”互动，“students-students”互动的多向交流。五、板书设计1. 在黑板上书写If I have problems or worries, I will ask _ for help。2. 在黑板上画happy face和unhappy face这两个emoticons。六、教学过程（Time span: 45）Step 1：Warming up：Happy 动起来。（Time span: 1）1. Greetings：“How are you, today? Are you happy?”Communication between teacher and students.2. Game: Sing while acting it outIf you are happy, clap your hands.If you are not happy, stamp your feet.设计思路： 通过greetings迅速拉近和学生的距离，用游戏的方式复习本单元学过的if引导的状语从句，使学生在唱和动的情境下轻松自然地进入课堂状态。Step 2：Lead-in (Time span: 7 )Task 1：Worries 说出来。(Time span: 4)1. Do you have worries or problems? 2. What kinds of things do you worry about?设计思路：Task 2：Problems向谁诉？(Time span: 3)Who do you usually go to for help? 开展小组竞赛，利用If I have problems or worries, I will ask _ for help这个句型，让学生brainstorm有关职业和亲属的单词。竞赛规则：1. 单词多。2. 正确率高。3. 获胜小组将获得一份小礼物。设计思路：通过小组竞赛的形式，开展brainstorm，让学生对有关“职业”和“亲属关系”的词进行一次复习。同时，对if引导的条件从句再一次进行巩固和复习，有意识地引导学生留意“主将从现”。Step 3：Listen and fill in the blanks with the given phrases.（Time span: 5 ）1. phrases（听填信息将要用到的短语）： （Time span: 3）(1) discuss your problems (2) tell her parents (3) unless you talk (4) run away from (5) talk to someone (6) share her problems (7) to do nothing2. 听填信息材料（由2d转换而来）（Time span: 2 ）Students often have a lot of problems and worries. Laura Mills thinks the worst thing is _. She thinks youll feel worse if you dont _ about your problems. Laura remembers that she once lost her wallet and was afraid to _ about it. Now she believes you can not feel better _ to someone. She says she will always _ in the future. Robert Hunt agrees with Laura. He thinks you should not _ your problems, but you should try to solve them. If you can not talk to an expert like Robert, you can _ with your parents because they have a lot of experience.设计思路：考虑到本节课上所教的学生的接受能力和水平，在讲解难度更大的文章之前，把相对简单的2d阅读转化为一篇难度简单化了的听填信息训练。并且在做听填信息之前给学生一定的时间对所要填写的短语进行识记。这样就降低听力难度，增强学生做这种题型的信心。这样设计一方面可以训练学生的听力能力，另一方面为学生理解文章做好铺垫，循序渐进，步步为营。Step 4：Reading (2 b & 2c)（Time span: 15）Task 1：Read for main ideas （Time span: 2）1 方法指引：how to look for the key sentences （1）at the beginning of a passage （2）at the end of a passage2 实际操练：快速阅读2b文章每段的最后一两句话，选择符合文章的main idea ( )A. If people have problems, they should get advice from an expert.B. If people have problems, they should talk to other people.C. If people have problems, they should keep them to themselves.设计思路：这样设计是为了训练中考阅读理解b当中的“阅读文章找大意”的考点。在讲完task2后，我将重点引导学生做这方面的相关练习。 Task 2：Read for details（Time span: 5 ）1. 方法指引：how to look for details2. 实际操练：仔细阅读2b文章，选择正确答案（由2c改编而来）( ) 1. (1st paragraph) What is the worst thing to do if you have a problem?A. To get advice from an expertB. To tell your parentsC. To do nothing( ) 2.（2nd paragraph）Why didnt Laura want to tell her parents about her lost wallet? A. Because she thought her parents would understand her.B. Because she thought her patents would be angry.C. Because she thought her parents would ask her to be more careful.( ) 3. (3rd paragraph) Whats the first thing you should do when you want to solve a problem?A. To find someone to talk toB. To find someone you trust to talk toC. To find someone you dont trust to talk to ( ) 4. (3rd paragraph) Which is not the reason our parents give us good advice about our problems? A. Because they have more experience B. Because they are always there to help C. Because they care too much about us设计思路：这样设计是为了训练中考阅读理解b当中的寻找细节考题的技法。下面我将重点和引导学生做这方面的练习。 Task 3：Reading comprehension（Time span: 8） 1. 方法指引：即时复习（1）read for details (2) read for main ideas2. 实际操练：Every morning, John gets up at 5:30. He leaves the house quietly so that he will not wake up his parents. He runs for about six kilometers. It takes him about half an hour. When it is raining heavily, he stays at home to exercise.Two years ago, John was not able to run. He was very heavy. He always felt tired and sometimes could not breathe(呼吸) easily. His favorite hobby was eating. John took part in the race at the school Sports Day. He was sad because he could not run and everyone laughed at him. John was worried but he was not sure what to do. He thought about going to see a doctor. The next day on his way home from school, he saw a man running in the street. The man looked healthy. At that moment, he said to himself that in a year he would be able to run the 10-kilometer race.He stopped eating fast food, chocolate and ice-cream. He started to walk to places instead of taking the bus. And on weekends, he walked up to the top of the hill near his house. Four months later, john was running two kilometers every day. One year after the school Sports Day, John came third in a 10-kilometer running race. John said to himself with a smile: “When people want to stay healthy, they should exercise every day.”( )1. (1st paragraph) John leaves the house quietly because _.A. he wants to do some running aloneB. he doesnt want to wake up his parentsC. his parents dont want him to runD. he doesnt want anyone to know it ( ) 2. (1st paragraph) How long does John run in the morning? A. About 20 minutes B. About half an hour C. About an hour D. About one and a half hour ( ) 3.（2nd paragraph）John _ two years ago. A. wasnt able to run B. didnt eat ice-cream C. felt right D. liked running ( ) 4. (1st and last sentences in each paragraph) What does the article mainly tell us?A. His parents wanted him to be healthy.B. That man in the street was model for John.C. When you are different from others, they laugh at you.D. If you want to be healthy, you should exercise.Step 5：文章拾珍，精句品记 （Time span: 5） 1. Problems and worries are normal in life. 2. Remember to share your problems in the future. 3. Sharing a problem is like cutting it in half. 4. Our parents have more experience and are always there to help us. 5. Its best not to run away from our problems. We should always try to solve them. 设计思路: 我不再逐词逐句地解剖课文。原因有三：1、大部分学生做完前面的听力和五道阅读练习题就基本上了解了文章的大概内容。2、本文主要的是向学生介绍fast reading的方法，而中考的考点也主要是if引导的条件状语从句。个人认为：解剖讲解文章只是授人以鱼（give students fish）,而教会学生阅读技巧是授人以渔（teach students how to fish）。授人以鱼不如授人以渔。3、对能力强的学生而言，老师上课再去仔细分析文章已显多余，对能力低的学生而言，老师讲解文章再详尽，学生也不一定能听懂，这样做似乎没有必要。鉴如此，我在本节课的最后环节设计了有关if中考链接的四道单选题。对能力低的同学而言，他们能做这四道题就已经达到教学目的了。所以，我只是将文章中重点的和精美的句子抽剥出来，堂上给学生一些时间来背诵美文美句。无论是能力强的学生还是能力低的学生，这对增强他们的语感和提高他们的写作都会有很大的帮助。Step 6：学以致用 制作心灵鸡汤安慰卡（Time span: 5） 1. 你的同学来向你诉说TA的worries和problems，你如何写张安慰卡来安慰TA？ 2. 方法指引：可以利用刚刚背诵的精句，也可以适当自由发挥。 3. 传送安慰卡。 设计思路：这样的设计让学生感受到TA自己背诵的东西在考试和日常生活中是可以用到的，以此来增强他们背诵的积极性。另外，学生是在有知识储备的情况下进行写作训练，会大大减轻畏难情绪。这个活动还可以让学生对自己的同学进行安慰，进而能增进同学之间的感情。Step 7： 中考链接（Time span: 4）If引导状语从句1. 简单复习回顾，重点突出“主将从现”。2. 堂上训练四道历年中考有关if从句的单选题。( ) 1. If Nancy _ the exam, she will go to Australia for English study.（2013年广东中考题） A. pass B. passed C. passes D. will pass( ) 2. If our government _ a