英语人教版八年级下册MaybeYouShouldLearntoRelax!.docx

教学设计（教案）模板授课教师王娟课题内容Unit 4 Maybe you should learn to relax ！授课教材Go for it！授课类型说课授课时间2017-3-30专业、班级学情分析本次授课班级为初二（6）班，学生53人。从平时上课情况看，大部分学生喜欢表现自己、上课能积极主动参加课堂活动，有较强的求知欲；另一方面，本班后进生（大概15人），英语学习热情不高，上课总是处于被动的听课状态、不喜欢参加课学堂活动。鉴于本班以上实际情况，在教学设计时必须充分考虑这两类学生的认知能力：一、阅读任务的设置必须有梯度，这样可以满足不同层次学生的需要；二、教学设计过程中尽可能使整个课堂充满活力话题尽可能贴近学生生活、课件设计务必能激起学生的学习兴趣。教学内容分析2a-2e是本单元阅读教学部分。2a读前热身活动，主要调查学生的课外活动，与2b的阅读篇章话题紧密相连。2b-2d为读中活动，阅读语篇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。这些阅读技能的训练不仅能帮助学生进一步巩固和内化本单元所学的语言知识，还让学生通过对比发现和感受中西方文化的异同。2e是读后活动，要求学生针对活动进行分析并提出自己的观点。教学目标1.Be able to use “I believe its+adj+to do sth. ,I dont think,In my opinion,I think ”to describe their opinions.2.Be able to use “Why dont they,people /kids should/ shouldnt,Although its normal to ,its even important to” to offer advice.3. No matter what after-school activities we do, we should learn to relax when we have too much stress and enjoy a happy life!教学重点Teach Ss how to express opinions and the ability of guessing the meaning of the words.教学难点Teach Ss how to conclude the main ideas and scan for details through comprehensive reading.教学方法Task-based method, students teach students method and debate .教学准备1. Multimedia2.PPT教学过程环节、时长教师活动学生活动设计意图Step1 Warm-up (3m )Show a video for students. Have them watch and think about my question.“What else problems do you have?”Watch the video,and think about other problems we have. Attract students and lead in the topic You should learn torelax.Step2 Listen and answer(3m) Show the tape and give them two questions.Q1.What is the common problem for Chinese and American families? Q2.Who gives their opinions about the problem?Encourage Ss to find out the answers to the questions as quickly as possible.Listen and find the answers quickly.Have students pay attention to this passage and get the first impression.Step 3 Skimming(3m) Ask Ss to Skim the passage again and find main idea for each paragraph.Teach them some reading strategies on how to skim for main ideas while walking around the classroom.Ss skim each paragraph to conclude the main ideas with the help of the teacher.Guide Ss to get a general comprehension of this article.Step 4 While-reading (20m in totle)Use 4 tasks to teach Ss how to guess the meaning of the words according to the context.Task1Judge True or False according to Para.1.(4m)Task2Complete the mind map about Para.2. (5m)Task3Fill in the blanks after reading Para.3. (4m)Task4Have students ask questions sentence by sentence and answer them one by one when they finish reading Para.4. (7m)Task1 Ss scan Para.1 to choose T or F for each statement on the worksheet. If the right answer is F, Ss to need to correct it.Task2 Read Para.2 carefully for more details to finish the mind map.Task3 To get completely understating of Para.3.Task4 Its a little difficult for them. They must understand the passage exactly.1. Teach Ss the reading strategy how to guess the meaning of the words.2. Guide Ss to get a full mind map of Para.2.3. Guide Ss to put the sentence structures and important expression into practice.Step 5 Debate (10m)Show the arguments to them.Positive side(正方) I think children should have after-school classes.Negative side(反方) I dont think children should have after-school classes.Use the sentence structures to express their opinions clearly.To solve their problems in a right way.1.To train students how to express their opinions correctly.2.Share the moral education No matter what after-school activities you do, you should learn to relax! Step 6 Summary(1m) Summarize the structures that are used to express ones opinions and important expressions in the article.Try to remember the structures and expressions with the help of the teacher.Help Ss to get a perfect consolidation for this class.作 业 设 计Write an article to express your opinions on after-school classes. Please according to these two questions in activity 2e.板书设计教学反思优点：1.教师上课很投入、很有激情,极富感染力。2.从整个教学过程来看，总体设计符合阅读教学的基本原则。教学目标明确、各环节过渡自然、教学时间分配合理、师生互动充分；所有阅读任务的都是基于学生的实际认知水平科学设计的。3.教材整合得当，不拘泥于教材，又不脱离教材。伴随学生自己的视频导入本课话题，话题贴近学生生活实际，更容易产生共鸣。4. “猜词”策略教授通俗易懂，对学生的引导恰到好处。教师以简洁流畅的课堂语言深入