Unit4-May-be-you-should-learn-to-relax!SectionB(2b)教学设计doc资料.doc

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Unite 4 Maybe You Should Learn to Relax!
董配宏
一． 指导思想和理论依据
《英语课程标准》指出，英语教学应以学生为本，面向全体学生，以激发学生的学习兴趣为目标，并采用任务型教学手段，让学生体验、参与、实践，不断培养学生的语言运用能力。
本节是一节阅读课，讲授本篇课文时，通过引导学生对文章个别生词的猜测，激发他们的求知欲和好奇心，并根据学生的已有知识水平，以思维导图形式设计了不同层次的阅读活动，从而启发学生的思维，明晰了文章脉络，帮助学生形成了有效的学习策略。
二． 教学内容分析

1. 本节教学内容源自人教版八年级下册第四单元，通过Section A 部分和Section B1a-1e部分的听说训练，学生初步了解了如何倾诉自己的问题以及给出合适意见，本部分时大阅读部分，内容较长，生词也较多，主要是让学生在理解文章的基础上做部分口头上的输出，为写作部分做铺垫。
2. 本节课是一节说明文，以“learn to relax”为话题，通过中美的共性问题为切入点，阐述了孩子们的压力之大，又以两个不同美国母亲对是否参加课外补习班的不同意见以及科学家的观点来批判太多的压力会抑制孩子发展，最后指出快乐孩子要比成功孩子重要。
三． 学情分析
1. 本节课授课对象时八年级学生，英语基础虽差，但是通过几年的英语学习有一定的基础，他们学习兴趣浓，愿意和老师共同学习。
2. 学生大多数是农村学生，多数孩子并没有像城市孩子那样有太多的补习班，所以应特别指出城市孩子生活的繁忙。
3. 学生已有知识水平：通过前两课时的学习，学生已基本会用should ,could ,shouldn’t ,couldn’t用来谈论话题内容，并且在第三单元已初识略读阅读技巧来获取信息，但由于缺乏课外阅读习惯，复杂文章的阅读能力较弱，由于词汇量的限制，学生需加强在语境中猜词的能力。
4. 学生的学习困难：词汇量大、语篇长。
四． 教学目标
I. Knowledge objectives:
By the end of the class
1) The students will be able to read and understand the new words:
Pressure, push, compete, continue, compare, cause, usual, crazy, typical, skill, opinion, development
2) The students will be able to use the following structures to express their opinions and advice:
• agree or disagree /don’t agree with…
• I believe….
• I don’t think…
• In my opinion, I think…
• Maybe I could …..
• Why don’t they …
• Parents/ kids should /shouldn’t
• Although it’s normal to… it’s even important to …
Parents /kids should ….so that
II. Ability objectives:
1) The students will be able to express their opinions and advice through reading other opinions and advice.
2) The students will be able to develop their reading skills by reading the passage with prediction, skimming and guessing the meaning according to the context.
III. Emotional objectives:
To encourage the students to talk about the problems in our lives and give their opinions about them
五． 教学重难点以及突破措施
1. Important points: knowledge objectives and reading skills
2. Difficult points: It’s difficult for the students to guess the meanings of the words in the passage according to the context.
3. 突破措施：引导学生分层次阅读，分任务阅读，通过引导猜词，预测等手段来理解上下文，帮助获取信息，理解文章。
六． 教学流程图
Pre-reading

While-reading
Post-reading
Play the video and predict
Read and mach
Read and fill in the blanks
Read para by para
Read again and answer the quesions
Discuss
Present the ideas
Activate known and excite interest
Get the main idea
Get the structure of the text
Get detailed information
Consolidation
Internalization of language
Language in use

七． 教学过程
教学步骤
教师活动
学生活动
设计意图
Step1: Pre-reading
1. Play the video and ask the students to answer the questions :
Q1: What do parents do for their children in the news?
Q2: How do the children feel?
Q3: What causes this ?
2. Show the picture and the title and guess what the passage is about.

1. Watch the news and answer the questions:
A1: Parents are crazy for sending all kinds of after-school classes.
A2:
2. Guess the passage is about.

To arouse Students’ interests.
To activate students’ prior knowledge and get them ready for the new topic.
Step2: While-reading
1st –reading
1. Ask the students to match the main idea.
2. Give an example and ask the students to guessing the meanings of some new words.

1 Listen to the tape and match the main idea.
2. Guess the meanings of the words according to the context.

To get the main idea and consolidate reading strategy.
2nd-reading
1. Read fast and ask them to answer the questions.

2. Check the answers and tell them the skills.

1. Read individually and answer the questions.

2.check the answers

To get the general idea
3 rd- reading
1. Read para1 and fill the chart.
2. Read Para 2 and fill in the blanks; find the sentences to express people’s ideas.
3. Read Para 3&4, fill in the blanks, find their opinions.

1. Read carefully and finish the tasks.
2. Read and find.
3. Read individually and discuss the answers.
To get detailed information and guide Ss to get key words and prepare for output.
Step3:
Post reading
1. Read again and answer the questions.
2. Discussion:
Topic: Should students take after-school classes?
3. Ask the students to present their ideas
1.Answer the questions
2. Discuss and express their ideas by using the target languages.
2.Present in groups
To create- a situation in which students can use what they have learned.
板书设计
• I believe….
• I don’t think…
• In my opinion, I think…
• Parents/ kids should /shouldn’t
• Although it’s normal to…
, it’s even important to …
Parents /kids should ….so that
作业设计
• 1. Try to remember the new words and try to use them.
• 2. Complete your opinions and write them down.
• 3. Be happy every day!
八． 教学反思
The design of this class is good, we can finish the teaching aims basically, the Ss can also join in the class and do the activities actively, but there are also some places need to improve:
1. Teaching method, how to lead Ss guess the meanings better? Give them some examples or some more phrases？If possible, if I can say more Chinese?
2. Go on to improve my oral English and pronunciation. Give Ss more praise to active their interest in order to strength their feeling of confidence.
3. Teaching activities should be more various, this can make my class more successful.

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