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视频标签：Maybe You,to Relax
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视频课题：人教版初中英语八年级下册Unit 4B (Reading) Maybe You Should Learn to Relax 十堰
教学设计、课堂实录及教案：人教版初中英语八年级下册Unit 4B (Reading) Maybe You Should Learn to Relax 十堰外国语学校
Unit 4B (Reading) Maybe You Should Learn to Relax
Teaching Design
Teacher: Chen Si (Alice Chen) Period: Period 1 Type: Reading Duration: 40 min
The analysis of teaching material
The passage is the reading part from 2d, section B, unit 4. The topic of the passage is students’ stress from after-school classes and parents. It mainly introduces parents’ different opinions about giving much pressure on children and doctors’ ideas.
The passage consists of 4 paragraphs. The first paragraph is a general introduction of the current situation of Both American and Chinese students’ study stress.
Para.2-3 introduces two American moms’ ideas about sending kids to after-school classes or activities. One agrees, while the other disagrees.
The last paragraph tells of doctors’ ideas. They advise giving kids more time to relax.
In previous lessons, students have listened to Wei Ming’s stress and talked about their own. So the topic is not new. But there are some new words that need to be understood and mastered. The analysis of learning condition
The students are familiar with the topic and my teaching style. Most of them are active,
quick-minded and willing to show themselves. They’re used to answering questions in English. In previous study, they have mastered some reading strategies and skills. So it’s not very difficult for them to understand the passage. As a teacher, I need prepare challenge-able tasks to encourage their interest in reading and create chances for them to share their opinions. Learning objectives 1. Language Skills:
(1) Master reading strategies: Skim and learn about the main idea. Scan
and find out specific information. Use the context to guessing the meaning of new words. (2) Master problem-solving skills.
(3) Master translation skills: Translate word by word and translate freely. (4) Summarize the passage with the help of the clues. 2. Language knowledge:
(1) New words and phrases: compete with; typical; training; stress; continue; compare with; push kids hard; development; cause
3. Affects: Understand parents and regard stress in a proper way.
4. Cultural awareness: Learn about American students’ life and the situation about study stress. Language focuses and anticipated difficulties 1. Language focuses:
(1) Encourage students’ reading interest, cultivate students’ reading strategies, train problem-solving skills.
(2) Master new words and phrases. 2. Anticipated difficulties:
As the passage is a little long, so the teacher will help students clarify their thoughts. Teaching method
Three-stage model: Based on the understanding of reading as an interactive process, the reading
process is divided into three stages by the layers of depth to develop the students’ reading efficiency and strategies. The three stages are pre-reading, while-reading and post-reading. Teaching procedures Step 1 Lead-in (4min)
Activity1: Greetings and a movie display—Such a Poor Child (Arouse students’ resonance about study stress)
Activity 2: Free talk to share own situation about pressure Step 2 Pre-reading
Share opinions about American students’ life
(In this step, students may think differently about American students’ life. Some believe they’re less stressed out, while some believe they have the same feeling as Chinese students. The teacher can lead them to find answers in the passage.) Step 3 While-reading Activity1: Skimming
(1) Skim the passage and choose the main idea of each paragraph.
(2) Present reading skills: Look through the passage without reading every word. Focus on the beginning and the ending. Activity2: Scanning
(2) Read para. 1 and complete sentences with words in para. 1. Show problem-solving skills. ① He trains English skills hard so that he can communicate with foreigners easily. ② The twins used to compete with each other for parents' attention.
(Problem-solving skills: ① Decide what kind of the word the sentence needs. ② Understand the meaning. Think up a word to make it right. ③ Find out if the word you think up can be found in the para. ④ Decide the word form according to the tense and phrase.) (3) Read para.2. Answer detail questions.
① --Is life for Cathy's children busy or relaxing? --Busy. ② --Do all the three children have sports training? --No. ③ --When do the children often get home? --After 7 p.m.. ④ --Why does Cathy take her kids to after-school classes?
--Because she really wants her children to be successful. (Problem-solving skills: ① Read the questions carefully. ② Give short and simple answers.
③ Pay attention to the details. Don't leave out the prepositions or articles.) (4) Role-play para. 3 in group. Discuss about the translation. ① ( ) push kids so hard A. make…move B. lead…to become greater C. force…to do something ② Competition starts young and continues until the kids get older.
(Problem-solving skills: ① Use the context to guess the meaning of new words. ② Translate word by word.
③ Translate freely—Add or delete some words to make English expressions more like Chinese) (5) Role-play: Read out Linda’s excitement. (6) Scan para. 4. Find out the false idea.
( ) 1. Which of the following is not True?
A. Pressure isn't good for a child's development. B. Activities are not always good for children.
C. It's normal for parents to expect children to succeed in everything. D. In Dr. Green's opinion, success can't compare with happiness.
(Problem-solving skills: Compare carefully. Pay more attention to the words like all, only, but…) Step 4 Post- reading
Activity1: Retell the passage according to pictures and clues.
Activity2: ① Group-work: Give advice on how to relax from study stress.
② Read a model essay together.
Step 5
Emotional education: Communicate with parents more often to understand each other better. Step 6 Homework
Write an essay—Share opinions on after-school classes and give advice. Blackboard Design
Unit 4B (Reading) Maybe You Should Learn to Relax Para. 1 so that; compete with Para. 2 typical; training
Para. 3 compare with; push kids hard Para. 4 development
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