八年级(下)Unit2Studentswhovolunteer(SectionA3a3b)教学设计

八年级（下）Unit2Studentswhovolunteer(SectionA3a-3b)教课方案【课时解读】本单元SectionA的主要话题是做志愿者工作来帮助别人。前一课时经过听、说认识了多种志愿者工作以及依照别人能力和才艺，提出合理的志愿者工作建议。本课时是关于两个学生的volunteerjob的一个阅读资料，是前两课时的话题持续，也是对学生有关话题的阅读训练。【设计思路】依据以上解读，我设计了看图片，依照别人能力和才艺，提出合理的志愿者工作建议的热身活动，为阅读本课做好预热。而后介绍了女儿喜好阅读这一环节，教会学生与本课有关的词汇，为阅读打扫部分词汇阻碍。依据阅读资料的构造，我指导学生经过快读找段落粗心；依据阅读资料内容，我以表格形式对文章进行梳理，使学生对本文框架和内容有了如指掌的视觉感。以后经过议论，让学生领会到意向者工作的意义。最后通过学生对自己才能的认识，发动学生做力所能及的志愿者工作，让学生领会到帮助别人就是帮助自己，培育学生乐于助人的精神。【教课目的】语言技术目标能就已学知识简要表达自己的能力、喜好和能胜任的志愿者工作。能依据别人的能力和喜好用“You/He/Shecould”提出合理的志愿者工作建议。能在老师阅读策略的指导下概括段落粗心，经过细读找细节问题等，形成优秀的阅读习惯，提升阅读能力。能在自主阅读中细细品尝文本精华，表达隐含在文本中的阅读意义。语言知识目标能正确拼读并理解severalhourseachweek,getsuchastrongfeelingofsatisfaction,thelookofjoy,goonadifferentjourneywithsth等词在文中的意思。能掌握动词不定式作宾语如want/decide/lovetodo，helpsb.todo等、作宾语补足语、不定式作状语的用法如giveupseveralhourstohelpothers。能领会文中的美词美句之涵义并能运用于适合的场合。感情态度目标经过深层次的阅读，领会到志愿者工作的意义，并养成乐于助人的精神。【学习重难点】能就已学知识简要表达自己的能力、喜好和能胜任的志愿者工作。能掌握不定式作宾语、作状语和作宾语补足语等用法。3..能在老师阅读策略的指导下概括段落粗心，细读找细节问题，深度阅读找意义等，形成优秀的阅读习惯，提升阅读能力。【教课准备】PPT【教课步骤】Step1Let’shelpShowpicturesofsomepeople’informationandgettheSstogiveadviceaboutwhatvolunteerworktheycandowith“Ithinkhe/she/theycould.”【设计企图】复习多种不一样的志愿者工作以及为别人提合理的志愿者工作的建议，复习和稳固语法知识的同时，为本课的志愿者阅读做好铺垫和热身工作。Step2Let’slearnShowapictureofagirlreading.goisingonadifferentjourneywitheachnewbook.Shereadsseveralhourseachday.Doyoulikereading?Ss:Yes.Good.Howlongdoyoureadeachday/week?Ss:Severalhourseachday/week.Good.Doyougoonadifferentjourneywitheachnewbook?Ss:Yes.Wegoonadifferentjourneywitheachnewbook.Mydaughtersays:Throughreading,IcandowhatIlovetodoandlearnalotatthesametime.Whatdoyouthinkofit?Ss:(gettheSstotelltheirhobbieslikethis:IlovethinkI’mgoingonadifferentjourneywithandlearnalotatthesametime.)(Showpicturesofhonors.)

.Iseveralhourseachday/week,IThrough,IcandowhatIlovetodoThesehonorsareallformydaughter,she’sreallyhappywhenshegetsthehonors.Look!Isshehappy?Ss:Yes.Sowecanseethelookofjoyonherface.Becauseshegetssuchastrongfeelingofsatisfactionwhenshegetsthehonors.Here“joy”means“happiness”,canyoutellmewhat“look”meanshere?(A.看。B.表情。)ShowseveralpicturestogettheSstotell“thelookofsadness”etc.Nowlet’stellWhendoyougetsuchastrongfeelingofsatisfaction?Trytotelllikethis:WhenI,Igetsuchastrongfeelingofsatisfaction.Ss:【设计企图】：经过女儿爱看书，引出goonadifferentjourneywithsth，severalhoursaday，getsuchastrongfeelingofsatisfaction，thelookofjoy,IcandowhatIlovetodoandlearnalotatthesametime.等词句，为接下来的阅读打扫词汇阻碍。Step3Let’sread1.T:lookatthepicturesandreadthetitle,canyoutellwhatwearegoingtoreadabouttoday?Ss:P1Mary’svolunteerworkP2SimplytalkabouttwostudentswhovolunteerP3Mario’svolunteerworkT:ReadquicklyandmatcheachparagraphwiththemainideasT:Readcarefullyandcompletethechart.volunteersloveVolunteerjobWhenfeeling/howoftenIt’shardwork,IgetsuchaMarioGreenAnimalsMaryBrownbooks

volunteeratanstrongfeelingofeverySaturdaysatisfactionwhenIseeanimalhospital/caremorningtheanimalsgetbetterandforanimalsthelookofjoyontheowners’faces.volunteeringthereisadreamcometrueforme.IOnceaweekcandowhatIlovetodohelpkidslearntoandhelpothersatthereadsametime.(Checktheanswers.)4.T:Readthearticleafterthetape.5.Completethesentencesin3c,whiledoingit,gettheSstofindinwhichparagraphtheanswersare,andpayattentiontotheinfinitives.【设计企图】：经过标题和图片的帮助，让学生展望今日要阅读的主要内容；经过迅速阅读激发学生阅读的欲念，概括段落粗心；细读找细节问题等阅读方法和阅读策略的指导。帮助学生理清文章脉络，理解本篇章的主要内容，进而提升学生的阅读能力。Step5Let’sretell1..GettheSstoretellthearticlewiththehelpofthemindmapbelow.wherewhatwhenMario’s/Mary’svolunteerworkhowwhyhowoftenDiscuss:Whydotheyvolunteertodothesethings?Ss:T:Helpingothersishelpingourselves.Let’sbecomeavolunteertoday!【设计企图】：使学生对本篇章的框架构造和主要内容再次稳固和加深理解，有效地训练和提升学生口头表达能力，深层问题的提出，使学生领会帮助别人的意义。Step6Let’sshareT:Whatcanyoudo?Whatkindofvolunteerjobwouldyouliketodo?Why?Shareyourvolunteerjob.【设计企图】：经过对自己能力的认知，参加力所能及的志愿者工作，进一步领会志愿者工作帮助别人的乐趣和意义。Step6Homework1.Oralwork:Readthewordsandexpressionsuntilyoucanreadthearticlefluently..2.Writtenwork:FinishtheexercisebookofPeriod3.Drawamindmapaboutthisarticleandtrytoretellthearticlewithitshelp.【设计企图】：口头作业进一步训练和稳固学生读词、句、篇的能力。笔头作业使学生进一步理清篇章框架和脉络。复述课文再次提升的口头表达能力和加深对整个篇章的理解。【板书设计】Unit2Studentswhovolunteer(SectionA3a-3c)wh