英语人教版八年级下册Unit 4 (Section B 3a-3b).doc

教学案例设计unit 4 why dont you talk to your parents?( the six period)人教版新目标 ( go for it ! )八年级英语 (下)一、指导思想与理论依据中小学英语课程标准指出：英语教学中应体现交际性，要结合学生的年龄特点和生活实际，创设交际情景，通过大量的语言实践，使学生获得综合运用英语和语言技能进行交际的能力。针对初中英语新教材容量大的特点，为了使教学面向全体学生，依据go for it！教材的课程理念，采用课堂小组合作学习模式，充分发挥学生的创造性与积极性。二、教材分析 本节课为本单元第六课时,主要是让学生理解和运用本课的重点单词和句型完成写作目标。本单元的话题talk about problems. give advice学生在日常生活中都亲身经历过，很容易激发学生们的学习兴趣。要求学生结合生活实际，用所学的目标语言提出自己的建议。新教材重视以人为本，学生的发展是英语课程的出发点和归宿。根据学生实际情况，进行“教材分析”和“教材整合”，调整教学内容以符合学生的认知水平。三、学情分析万笔者教学的对象是初二学生（以中等生为主），他们学习英语有较强的记忆力和模仿能力，有较强的求知欲和表现欲，但部分学生存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此笔者在教学活动中尽量让这部分学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感；有一些学习困难生由于基础薄弱，缺少丰富的语言基础，对某些任务的完成有一定的难度，教师可采取小组奖励的办法，通过学生间的合作学习，促进小组成员之间的互帮互学，鼓励小组中的优秀成员主动帮助学习困难生，培养学生的团队意识。提高他们综合运用语言的能力，让他们都能体验到成功的喜悦，使各层次的学生都有所收获。四、教学目标 （1）语言知识目标：引导学生掌握本单元相关的词汇和句型。 （2）语言技能目标：能用所学的语言项目给对方提出自己建议和意见。 （3）情感态度目标：引导学生对课外活动有一个正确的态度，并且向父母提出建议。五、教学重点和难点 教学重点：引导学生正确运用本单元所学的词汇和句型写一篇佳作。 教学难点：能运用所学的语言给别人提出建议和意见。六、教学流程示意 lead-in and warming up pre writing revision 2a (夯实基础语言)while-writing discussion(训练语言运用能力) after writing (能力提升) summary and homework 七、教学过程Step 1. lead-in & presentation 教师用多媒体播放一个疲惫不堪的美丽女学生的 图片，提问 What is wrong with the girl ? What should she do? Can you give her some advice? 激发学生开动脑筋，然后让学生运用所学给出建议。 男女生比赛,看哪组学生说得多,说得好。【设计说明】使用多媒体课件导入直观、生动，能吸引学生的注意力，有助于激发他们的学习兴趣。男女生比赛，可以激发他们的竞争意识。Step2 pre writing 1. Review : Ask students to review the content of 2b and answer the questions. Whats the problem for both Chinese and American students?They are busier on weekends than weekdays（板书 ） Why do parents ask their children to take after-school classes? Whats Cathy Taylors opinion? Whats Linda Millers opinion? Whats Dr. Alice Greens opinion?2. Show a mind map about the content of the text according to the students answers.Teacher say: Here is a mind map for you Help Ss to make a summary of the reading passage by filling in the blanks:These days, children are sometimes _ on weekends than weekdays because they _ take so many _ classes. Cathy Taylor believes that the after-school activities are _ for his childrens future. He really wants them to be _. Linda Miller says, “In some families, _ starts very young and _ until the kids get older. The parents are always _ their small kids with other children. Its _.” She thinks that people shouldnt _ their kids _. Dr. Alice Green says all these activities can _ a lot of _ for children. She says, “Kids should have time to _ and _ themselves, too. _ its normal to want _ children, its even more _ to have _ children.” 【设计说明】此环节的设计目的有两个：一是让学生尽快进入学习状态，同时通过复习熟悉的内容引出本节课的写作话题：二是通过呈现mind map使学生对课外活动的利与弊再现认识。为下一环节的小组讨论作铺垫.3. Ask : If you are Linda Miller . What is your opinion about taking after-school classes?4. Discuss the opinions about taking after-school classes in groups. In my opinion, I believe I think 5. Game：Divide students into two groups ,boys for agreement. girls for disagreements. See which groups can list more reasons to support their own ideas. Pass the flower while drumming and express your opinions. 教师用课件呈现以下提示： Whats your opinion? I agree / disagree to take after-school classes. I believe. I think. In my opinion,. 【设计说明】本活动属于深层思维训练，旨在通过辩论培养学生的思辨能力和运用英语表达的能力。把课堂教学过程转化为学生主动参与教学的过程。6. Summarize the students reasons for agreement and disagreement. 教师先示范这个对话，之后分组进行讨论,说得越多越好, 速度越块越好。然后以小组为单位竞赛。教师用多媒体呈现表格最后，教师和学生总结评论的表达。【设计说明】由小组讨论向写作的过渡，同时可以训练学生的发散思维和创新意识。小组合作学习可以培养学生的合作精神，比赛的方式可以使课堂充满和谐愉悦的气氛,提高学习效率。7. Present a passage to my students, analyze the writing elements.Teacher says: Ok, here is a passage for you I will ask one student to read it to us. then others answer my questions according t the passage. .What is the writers opinion? How many reasons are given? What is the conclusion?Teacher say: think this is a good passage. Do you know how to write a good passage? Here are some good writing tips for you. Lets look at them together. a good text structure beautiful sentences correct grammar, spellings and punctuation neat writing 【设计说明】通过让学生在讨论中运用语言做事，在给出范文，分析范文，总结写作技巧，弄清楚了怎样写，从哪方面入手之后，使学生在未来的写作方面得心应手。Step 3：While-writing.Write a letter to parents, express the opinions about taking after-school classes. teacher says : Its time for you to write your own passages. I will give you ten minutes to write【设计说明】学生通过本节课的学习获得了语言储备，为语言的输出做好了铺垫。此环节设计的目的是让学生在说的基础上，能够通过书面表达进一步巩固所学的内容。写出自己的佳作，同时让他们对课外活动有一个正确的理解态度。在前两面环节的铺垫下，提出问题，激发其明确而强烈的学习动机，促使他们运用所学的语言项目,通过小组讨论获取填写表格所需要的信息，这一过程能培养学生的合作意识，并提高学习效率，同时可以培养学生解决问题的能力。同时提高学生写作能力。Step 4：After-writing.The teacher ask students to present and read their passages in class. 展示佳作同时检查其他学生的课堂听讲情况【设计说明】学生学习成果展示，使学生互相学习。彼此交流写作心得。共同提高写作能力。2. fill in the form of self-reflection and assessment. 3. fill in the form of group evaluation小组合作学习评价表 班级_ 小组长_ 发言人_个人评价小组加分姓名表现摘录自评互评次数加分总 分教师评价： 评价标准： a.课堂活动中积极参与，与小组成员团结协作，效果好。5分 b.能较好参与课堂活动，团结合作，效果还好。4分 c.遵守课堂纪律，与小组同学相互配合。3分 d.不能做到以上三点。2分 小组活动完毕后，由小组长负责组织大家进行自评和互评，并记录在“小组合作学习评价表”。【设计说明】该环节是课堂任务的延伸，旨在培养学生复习的习惯。让学生对自己的学习进行初步的评价，有利于培养学生的自主学习和合作学习的能力。Step5 Homework Write a new composition of your own, talk about your opinions on how to get on with your parents. 【设计说明】使学生对所学加以巩固，强化写作技巧。八.板书设计 unit 4 why dont you talk to your parents?( the sixth period) They are busier on weekends than weekdays What is your opinion about taking after-school classes? I agree / disagree to take after-school classes. I believe. I think. In my opinio