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视频标签：your parents
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视频课题：八年级上册Unit 4 Why don't you talk to your parents Section B 2a-2e安徽
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初中英语人教版八年级上册Unit 4 Why don't you talk to your parents Section B 2a-2e安徽省 - 合肥
教学目标
Ⅰ、Teaching Aims and Demands:
1 Knowledge Objects:
Words: opinion, skill. Typical, cut out, quick, continue, compare …with, crazy, push, development, cause, usual.
Structures:
The tired children don’t get home until after 7:00 pm.
Many of them are leaning exam skills so that they can get into a good high school and later a good university.
Although it’s normal to want successful children, it’s even more important to have happy children.
2 Ability Objects:
(1) Train students’ reading skills by finding the topic sentences and guessing the meanings of new words from the context.
(2) Encourage students to talk about after-school activities and express their own opinions about them.
3 Moral Objects
Learn to compare the problems of Chinese families with American families and summarize the similarities and differences between Chinese and Western cultures.
2学情分析
教学内容分析:
这一课时是人教版新目标八年级下第四单元的Section B 2a-2d。第四单元的语言目标是能询问,陈述自己或他人的困难和麻烦,能针对别人的困境提出解决的办法和建议。Section B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子女教育的态度和做法。该部分的学习将有利于学生学会换位思考,帮助他们逐步建立正确积极的生活态度和价值观。2a-2e是Section B 的阅读教学部分,学习内容如下:
1 谈论课外活动和课外学习班给学生带来的问题并能用目标语言给出建议。
2 本片阅读属于本单元的第二次阅读,侧重于阅读策略的指导,要求学生掌握并能使用阅读策略阅读文本,获取信息。(学会在语境中感知和体会词汇含义,学会根据上下文猜测生词的含义。)
3. 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。学生能就此问题提炼自己的观点和建议,并尝试另写一段,拓展阅读文本内容。
学生情况分析:
本课的授课对象是庐江中学实验初中八下学生,班级学生相对较多,但学生接触过相关材料的英语学习,有一定基础,接受能力较强;具有良好的学习习惯;喜欢合作、竞争、探究学习。但学生对英语知识的建构,阅读技巧的运用,阅读能力的开发等仍然处于待提高阶段。所以教师在设计课程时要充分考虑其实效性,上课过程中应鼓励他们树立信心,积极参与,乐于模仿,敢于开口,积极参与。
3重点难点
Ⅱ、Teaching Key and Difficult Points
1 Learn to talk about the problems between Chinese families and American families
2 Try to understand the meanings of new words from the context.
4教学过程
4.1第一学时
4.1.1新设计
Step1:Before reading--- A Survey
1 Look at the picture, what’s wrong with the girl?
Ss: She has too many after-school classes./ She is stressed out./ Her parents give her too much pressure.
2 Do you have any after-school classes to take? What kind of classes do you have?
S:English training class / painting class/ singing class/dancing class
3 What other after-school activities can you think of? Please write them down on a piece of paper.( football training, Olympian math class)
4 Do you love those after-school classes? Why?
Ss: Yes, I do. I learned exam skills, so I can get good grades and get into a good high school. / No, I don’t. These activities make me tired, I don’t have any free time to do things I like. I don’t like to compete with others.
T :Today we will read a passage about students’ after-school activities in American. What’s the school life for American children?
设计意图:了解学生的课外活动,试图找出课外活动和课外学习班是一个普遍现象. 激活学生已有知识(即语言知识、文化背景知识和语境知识,这是意义建构的基础框架)激发学生的浓厚兴趣,上课一开始就抓住学生的注意力,让学生带着兴趣及对阅读的预知期待着阅读的展开。 同时,在谈论这一话题的过程中,梳理了本课时的词汇, 帮助学生扫清影响阅读理解的障碍,降低阅读难度,使其在阅读时能顺利的捕捉信息,为后续的重建信息做好铺垫。
Step 2Fast-reading
1 What is the common problem for Chinese and American families?
2. Who gives their opinions about the problem?
Reading Strategy: Skimming
This means looking quickly through a piece of writing to find the main idea without reading every word. It is still a good idea to read the first sentence or the last sentence in each paragraph a little more carefully.
3 Who said these sentences? Cathy Taylor, Linda Miller, Dr. Alice Green
Match them with the people.
Cathy Taylor Kids should have time to relax and think for themselves. It’s more important to have happy children than
successful children
Linda Miller These activities are important for her children’s future and she wants them to be successful.
Dr. Alice Green She thinks it’s crazy and unfair, and people shouldn’t push their kids so hard.
设计意图:通过快速浏览,找到每段主旨大意。这是最广泛的阅读方式之一,浏览网页、阅读报刊等首先用到的就是略读。在把握文本段落大意的基础上理清文本的篇章结构。
Step 3 Detailed -reading: Read each paragraph and complete the reading tasks.
Para 1:
How many kinds of after-school classes are mentioned in the reading passage?
What are they? Why?
Many children learn exam skills----So that they can get into a good high school
Others practice sports after school---so that they can compete and win.
Reading Strategy(阅读策略):Guessing the Meaning
Para2:
1. Life for Cathy Taylor’s three children is very ________.
2. What after-school activities do children take?
3. Does Cathy Taylor think it’s important for kids to join after-school activities?
4 Do you think the Taylor children are under great pressure? How do you know?
Para3: Read and circle again, judge T or F.
1. Linda Miller thinks parents should send their small kids to all kinds of classes.
2. Linda thinks some parents push their kids too much.
3. Does Linda Miller agree with Cathy? What’s her opinion?
Para4: Read and circle again, judge T or F.
1. Alice thinks kids shouldn’t have time to relax and think for themselves.
2. Does Dr. Green agree with Cathy or Linda? What does she say?
Help students to understand some details in the last passage.
Step4 After-reading: Retelling
Ask students to fill in the blanks according to the passage.
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 children’s 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. It’s _____.” She thinks that people shouldn’t ____ 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. ________ it’s normal to want _________ children, it’s even more _________ to have _____ children.”
Tell them retelling is a good way to remember the details, and encourage them to retell after class.
复述课文是训练学生记忆的有效手段。课文复述不仅要求学生读懂、熟读课文,记得课文的主要内容,而且要记得课文中的一些重难点语句,这就要求学生细心耐心的去阅读课文,理解课文,并且抓住课文的主要细节,也让学生从中养成良好的阅读习惯。课文复述也可以调动学生参与的积极性从而让学生开口说英语。
Step5Summary and discussion
1 Summary: Summarize the structure of the passage; tell students it can help them to write their own passages.
【设计意图】教师的阅读设计不能仅停留在对文本内容的处理上,而要引导学生对所学内容进行梳理,文本知识框架不仅包括篇章内部结构及逻辑关系,而且包括作者特定的写作手法。同时也为下面的讨论提供语言支持。
2 Discussion: What do you think of after-school activities?
T:Now more and more children are having different kinds of after-school classes. As a middle school student, what do you think of it? Talk about the advantages and disadvantages of having after-school classes. Fill in the table and have a debate.
设计意图: 进行课外补习到底是利大于弊,还好是弊大于利,引导学生进行一番辩论并且能给出原因。提示学生应用所学的句子.教师可提供分正反两方一些帮助。
Step6 Homework:
1What do you think of the after-school classes? Write an article about it.
引导学生能就课堂上讨论的问题提炼自己的观点和建议,并尝试另写一段拓展阅读文本内容。
2 My view about after-school classes:
T:I think some of the activities are very important and useful for our future. But too many after-school activities will make us under too much stress. And it is crazy to compare us with other students. We should have time to do what we enjoy doing to relax ourselves.
Blackboard Design:
Maybe you should learn to relax
Words: opinion, skill. Typical, cut out, quick, continue, compare …with, crazy, push …hard, development, cause, usual.
Structures: Why don’t you …? /could /should
Conjunctions: until, so that and although
Opinions:
The Taylors: Being successful is important.
Linda Miller: Let kids be kids
Doctors: It’s more important to have happy children than to want successful children.
Teaching Reflection:
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