初中英语- Why don't y教学设计学情分析教材分析课后反思

Unit8SectionB-2bMaybeyoushouldlearntorelaxI.Teachingobjectives1.Knowledgeobjectives：Bytheendofthislesson,studentscanmastertheimportantwordsandexpressions,andcanusethemfreelytoshowtheirownopinions.2.Theabilityobjectives:Totrainstudents’readingability:Studentscanmakepredictionsbyusingwhattheyhavealreadyknown,thetitleandthepicturesinthepassage.Itcanalsodeveloptheabilityandskillsofguessingwordsandreadingcomprehension.3.ThemoralobjectivesInthislesson,letstudentsexperiencetheprocessofanalysingquestionsandfindinganswers.Afterthislesson,studentswillknowthepowerofscienceandtechnologyandunderstandhowstrongerourcountryisbecoming.II.Teachingkeypointsanddifficultpoints1.Enabletounderstandthetextbetter.2.Tofinishdifferenttaskswithdifferentskillsofreading.3.Toimprovethestudents’readingabilityandletstudentsinalllevelsmaketheirownsteps.III.1.Teachingapproaches:Iwilladopttask-basedlanguageteachingapproach，situationalteachingapproachandaudio-visualteachingapproach.2.Learningways:Autonomouslearning,inquiringlearning,cooperativelearningandself–studyingwillbetaken.IV.TeachingaidsAmultimediacomputer,PowerPointV.Teachingprocedures教学过程设计Module1Warming-up&Lead-in教学环节教学活动设计意图Warming-up&Lead-inShowtheGreetingtothestudentsandknowmoreabouteachother.(Question&Answer)Doyouhavetimetorelaxafterschool?Whatdoyouusuallydo?通过简短自我介绍和针对爱好的free-talk互动，为接下来的阅读环节做铺垫。Self-introductionandthefree-talkhassomethingwiththepassage.Module2Pre-reading教学环节教学活动设计意图Pre-readingTrytoguessthemainideawiththehelpofthetitleandpictures.Thewayofprediction.利用图片和标题，采取预测策略，读文章内容进行大胆预测。让学生畅所欲言，激发表达欲望，使其对即将要学的新知充满期待.Predictioncanhelpthestudentshaveabetterunderstandingofthepassage.Module3While-reading教学环节教学活动设计意图Fast-readingStep1.Skimthepassageandmatchmainideas:速读文章并对做出的预测进行验证，为接下来的仔细阅读做好充足铺垫。Careful-readingStep2.ReadPara.1andanswerthequestions.找出问题中的关键词，并带着关键词到文段中找到原文。根据提示再现文段，夯实文本。Step3.(1)ReadPara2andlearnaboutafamilyandtheiropinion.(2)Listtheparents’differentideas.(3)RetellPara2and3accordingtothetips了解过于国外家庭的孩子相关的信息，激发深层阅读的兴趣。并根据提示再现文段，夯实文本。Trainstudentstogetthespecificinformation.Step4.ReadPara4toanswerquestions.总结建构可以帮助学生对文章内容进一步整合与内化。Module4Post-reading教学环节Step5.Discussingroups.设计的问题是开放的，有一定深度的。学生对于课后辅导班并不陌生，就很容易对此有自己的观点和看法。学生可以结合掌握的信息和同学进行交流，鼓励学生思维开阔，视野开阔，大胆发表见解。Step6:SharethedevelopmentofChina鼓励生生交流，给予小组机会充分展示观点，在合作分享中正确看待理性对待课后辅导班。Step7.Knowhowtoexpressandorganizeapassage.灌输给学生日常表达和写作的技巧及方法。Module5Homework教学环节课后写作，并认真思考上课后辅导班的目的和意义，引导学生理性对待，并加以珍惜。ThestudentshavealreadylearnedtheusefuldrillsandexpressionsabouthowtoexpresstheirownworriesandproblemsinSectionA.Theyalsohavelearnedhowtogiveadvicewithshould,could,can,hadbetterandsoon.Andtheyareveryinterestedinthecontentbecauseit’sclosetotheirownlife.Soit’seasyandnaturalforthestudentstoshowtheirownideas.Thestudentsareinterestedinthetopictoday,andtheynotonlycandealwiththepassagewithreadingstrategies,butalsotheycangraspthesupportingdetailsfromdifferentideas.Itmakesiteasyandnaturalforthemtoshowtheirownideasaboutafter-schoolclasses.Andthediscussionalsowidentheireyesaboutthesametopic,itmakesgoodpreparationsfortheirwriting.本单元的标题为Whydon’tyoutalktoyourparents?其中心话题与学生实际生活紧密相关，主要探讨当代中小学生所面临的种种压力和困境，并针对这些问题给与合理的建议。SectionB部分进一步拓宽了本单元的话题内容，不仅探讨了如何通过各种活动来减轻压力，还比较了东西方家长对于孩子教育的态度和做法。该部分的学习有利于学生学会换位思考，帮助他们逐步树立正确、积极的生活态度和价值观。尤其是本节课的文章，是阅读教学部分。该语篇介绍了一些中国父母和美国父母对孩子业余活动和课外学习的安排以及想法，各项活动要求学生能根据上下文猜测词义，在理解所读内容的基础上总结出中美家庭共同存在的问题，并能用自己的话来阐述文中不同人的观点和看法。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得学的语言知识，还能让学生对比发现和感受中西方文化的异同。Unit2SectionB-2bMaybeyoushouldlearntorelax.Beforereading:Let’spredict(预测)!Whytorelax?What’swrong?While-reading:ReadandmatchPara

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ideasDoctor’sopinionabouttheproblemThelifeforCathyTaylor’sthreechildrenTheproblemoftheChinesestudentsTheopinionofLindaMillerReadPara.1andunderline:1>Whyarechildrenbusieronweekendsthanweekdays?2>Whatkindsofafter-schoolclassesarementioned?3>Childrentaketheclassesinorderto___________________.ReadPara.2andanswer:1>CathyTaylortakesherchildrentomanyafter-schoolclassesexcept(除了)_______.footballB.basketballC.chessD.piano2>WhendoCathy’schildrengohome?____________________________________________3>CathyTaylorbelievesthattheyare_________forhischildren’sfuture.Shereallywantsthemtobe___________.4>LindaMillerthinksIt’sunfairto_____________________.Peopleshouldlet_____________.Andtheyshouldn’t__________________________.4.ReadPara.4andanswer:What’sDr.Alice’sadvice?Givesomeadviceonhowtolowerthepressure.5.Discuss:Shouldwetakeafter-schoolclasses?Whyorwhynot?Advantage:______________________________________________________________________________________________________________________________________________________________Disadvantage:______________________________________________________________________________________________________________________________________________________________AreportWereallyagree/disagreethatchildrenshouldtakesomanyafter-schoolclasses.Inouropinion,__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Besuretogives