初中英语 人教八上Unit 10 If you go to the party,you'll have a great time!Section B（2a-2e） 教学设计

Unit10Ifyougototheparty,you’llhaveagreattime!SectionB(2a-2e)教学设计单元主题：Decisionmaking该主题属于“人与自我”范畴，涉及“生活中的困难、问题和解决方式”。一、单元内容分析本单元由SectionA和SectionB两个部分、共四个课时组成。第一课时为听说课，初步导入目标句型，主要带领学生进行条件状语从句的听说，谈论作出决定后的结果。第二课时为语法课，进一步学习条件句If...will...的具体语法知识。第三课时为听说课，以听力训练和情景交际为主，让学生在接触新单词、短语的同时，扩大由if引导条件句的运用范围。第四课时为阅读课，以阅读为重点，将if引导的条件句运用到行文中，训练学生的阅读能力和理解能力。通过本单元的学习，学生能够熟练运用由if引导的条件句对可能发生的情况进行预测，并将其运用到实际生活中去。语篇研读本课主题属于“人与自我”范畴，涉及“生活中的困难、问题和解决方式”。What：本课是一节阅读课，语篇围绕青少年如何解决生活中的问题展开，讲述了女孩Laura的故事，探讨了青少年如何解决生活中的问题，并给出了相关专家的建议。How：语篇围绕青少年如何解决生活中的问题展开，2a读前活动引导学生讨论生活中的问题和解决方式，从而激活其背景知识，帮助其熟悉阅读的主题；2b要求学生运用略读策略，概括文章大意；2c的读后活动让学生通过回答问题把握语篇细节；2d让学生用所给短语完成对阅读文章的缩写；2e引导学生讨论自己生活中的问题，拓展了文章主题，为后面的写作练习做准备。本课通过读、说、写活动拓展相关语言表达，使学生了解中西方青少年生活中的常见问题.Why：作者通过谈论青少年生活中常见的问题及最佳解决方案，使读者明白，对于青少年来说，解决生活中问题的最佳方案就是与他人交谈、分享问题，引导学生正视困难、学会与人沟通，寻求帮助，解决问题。本课内容与学生的生活息息相关，具有很强的现实意义与教育意义。三、课标分析新课标要求八年级学生能在教师的引导和协助下，围绕相应的主题，理解日常生活中的简单语言材料，具备一定的获取和归纳特定信息或关键信息的能力，抓住要点；能提取、整理、概括稍长语篇的关键信息、主要内容、思想和观点，判断各种信息的异同和关联；能通过简短语篇获取、归纳中外文化信息，认识不同文化，尊重文化的多样性和差异性，井在理解和比较的基础上作出自己的判断；能积极尝试运用不同的英语学习策略提高学习效率，能进行自主学习、合作学习和探究学习。四、学情分析初中时代是学生心智和身体发展的重要时期，在这个过程中，学生会遇到很多成长中的困惑，包括课业学习、人际交友、生活中与父母、老师及朋友之间的矛盾等。本课的阅读文本符合学生的心理特征，与实际生活密切相关，让学生有话可说，参与度较高。本课也是老师理解孩子们的好机会，故可创设情境，利用问题导向充分引导学生将自己的困惑准确、条理地表达出来。同时，这一时期的学生阅读方法及逻辑思维不是很成熟，需要教师适时引导渗透。五、教学目标（Teachingobjectives）：Languagecompetence:Tosummarizeandintegratetheinformationabouttheadvicewhenmeetingproblems.Thinkingquality:Toexpresstheirownopinionsabouthowtosolveproblemsindailylife.Culturalawareness:Tonoticetheimportanceofsharingproblemsandchoosetotalktosomeonewhentheymeetproblemsnexttime.Learningability:Toanalyzethewriter'sopinionandevaluatethetexttoexplainhowtogiveadviceinalogicalway.六、教学重难点Teachingimportantpoints:Studentswilllearntofindthemainideaofeachparagraphandthestructure.Teachingdifficultpoints:Studentswilllearntoreadbetweenthelines,thinkcriticallyandwriteapassageaccordingtothestructure.七、教学方法及工具Teachingapproaches:Activity-basedapproachandCommunicativeapproachTeachingaids:Multimedia,BlackboardandLearningsheets八、教学设计教学目标教学活动及步骤设计意图评价要点核心素养提升点利用视频导入本节课话题，引起学生感知与关注。Step=1\*ROMANILead-inGreetallthestudents.Shareashortvideowithstudentsandaskthefollowingquestions:•What’swrongwiththeboyinthevideo?Thisactivitycangetsstudents’attention.Itisdesignedtoarousetheirinterestsandleadinthetopic.学生能够在视频中发现主人公所遇到的问题，提炼出问题并用英语表达出来。语言能力：通过观看视频，提取关键信息，并对目标问题进行准确的回答。读前问题为下一步阅读做准备。StepⅡPre-readingPresentthefollowingquestions:•Doyouhavesomesimilarproblems?•Howdidyousolveit?Thisactivityisdesignedtoletstudentssharetheirproblemsandsolutionssoastoactivatestudents’ownexperience.学生能够通过视频中所谈论的话题，联想自身，并对相关的问题进行讨论。语言能力：运用已知的语言知识讨论该话题。思维品质：将视频中的话题与自身联系起来，进行相关联的表述。分段阅读文章，了解文章内容与写作脉络，分析归纳主题。StepⅢWhile-readingTask1Readparagraph2Readthesecondparagraphandanswerthefollowingquestions:•What’sLaura’sworry?•Howdidshesolvetheproblemfinally?•Doyouagreewithhersolution?Task2Readparagraph3Readthethirdparagraphandanswerthefollowingquestions.•DoesRobertHuntagreewithLaura?•What’sRobertHunt’sopinion?•InRobert’sopinion,what’sthefirstthingtodo?Task3DeepthinkingLetstudentsthinkaboutthefollowingquestionsbasedonthesecondparagraph.•Whycanparentsgiveusbetteradvice?•Doyouusuallyshareyourproblemswithyourparents?Task4Readparagraph1Readthefirstparagraphandanswerthefollowingquestions:•What’sthefunctionofthefirstparagraph?Answerthefollowingquestions:•Whatarestudents’problemsthesedays?•What’stheworstthing?•What’sLaura’sopinion?Task1:Thisactivityisdesignedtohelpstudentsteaseoutthesomedetailedinformationefficientlyandimprovetheirreadingcapacityofextractingdetails.Task2:TheseactivitiesaredesignedtoimprovereadingcapacityindetailreadingandsummarizeRobertHunt’sadvice.Task3:Thisactivityisdesignedtoletstudentsexpresstheirpersonalopinionscreativelyandcritically.Task4:Thisactivityisdesignedtohelpstudentssummarizethetopicofthepassageandfigureoutthestructureofthepassage.学生能够阅读并找打关键信息，并根据掌握的信息进行归纳总结。当开放性问题被抛出时，学生能够根据自己的实际情况，有创造力且批判性地表达不同的观点。语言能力：运用阅读技巧，识别和提取文本信息，再对信息进行归纳和表达。思维品质：理解和分析人物的情感与态度，批判且有创造力地表达自己的观点。学习能力：正确使用阅读策略，提高阅读水平，并对阅读文本进行归纳总结。读后任务：归纳文章结构，讨论相关话题，并完成后续写作。Step=4\*ROMANIVPost-readingTask1ReadforstructureTrytosummarizethestructureofthispassage.Encouragestudentstothinkaboutthisquestion:•Howtowriteapassageongivingadvice?Task2DiscussionPresenttwoothercommonproblems:pressurefromstudy&problemswithfriends.Askstudentstoworkingroupandhaveadiscussionbasedonthefollowingtwoquestions:•Whatwouldyoudo?•Whatwouldyoutalkto?Task3WritingWritealetterongivingadviceaccordingtothegivensituation.Task1:Thisactivityisdesignedtosummarythestructureandtransferthestructuretotheirlaterwriting.Task2:Thisactivityisdesignedtoencouragestudentstotransferskillsofgivingadvicelogicallyintosolvingotherproblemsintheirdailylife.Itcanalsolowerthedifficultyinwritingandgetstudentspreparedefficiently.Task3:Thisactivityisdesignedtodevelopstudents’imitativewritingskillsofgivingadviceinapassageandapplywhattheyhavelearnedtopractice.学生能够根据前面的阅读任务归纳总结出本文的行文结构，并作合理的迁移创新，再进行相关话题的讨论，并完成后续的写作任务。语言能力：根据前面的阅读内容，运用与本节课话题相关的语言知识积极参与讨论。思维品质：能根据话题进行独立思考，分析问题并解决问题。学习能力：已知的本文结构迁移并创新地运用于新的写作任务当中，真正做到以读促写。文化意识：在小组讨论与写作互评中培养学生们的团结协作能力。总结本节课内容并点明主题。SummaryHelpstudentssummarywhattheyhavelearnedinthisclass.Worriesandproblemsarenormalinlife.Ifyoutalktosomeone,you’llsolveyourproblemsfinally.Thisactivityisdesignedtosummarythislessonandhelpstudentsbecomeawareoftheimportanceofsharingproblemsindailylife.学生能够根据所学内容，明白如何去分享问题、解决问题。文化意识：能够找到解决生活中问题的方法，学会在未来的生活中分享问题、解决问题。作业布置，帮助学生课后深化学习内容。HomeworkPolishyourwritingafterclass.Trytofindmorewaystosolveproblems.Thisactivityisdesignedtoapplyandtransferknowledgelearnedbeyondclass.学生能够在课后完善自己的写作。语言能力：完善写作内容。学习能力：课后探究更多解决问题的方法。BlackboarddesignUnit10Ifyougototheparty,you’llhaveagreattime!ReadingSectionB（2a-2e）ProblemsSolutionsSchoolworkdon’tdonothingFriendsdon’trunawayfromGradestrytosolveParentstalktosomeoneaskparentsforhelpBeforeAfterlostherwallettalkedtoparentsafraid,worried,tiredhappy,relaxedSharetheproblemSharetheproblemTeachingreflection:Duringmyteaching,Igivecomprehensiveanalysisofthetextfrommultipleperspectivesandmakelogicaldesignofteachingproceduresoncognitivelevels.Besides,well-designedquestionchainonthinkinglevelsandtheclearblackboarddesignalsocontributetotheteachingefficiency.However,therearealsosomedisadvantages,suchasalackofexplicitandeffectiveevaluationactivitiesandinsufficientchancestoapplywritingtechniquesinclass.So,Ishoulddesignmoreeffectivewaystointegratelearningandapplicationaswellasprovidingadditionalreadingpassageswithsimilartopicorwritingstyleinmyfollowingteaching.

Unit10Ifyougototheparty,you’llhaveagreattime!SectionB(2a-2e)Reading说课稿Distinguishedjudgesandteachers,it’smygreathonortostandhereandsharemyteachingdesignwithallofyou.ThisisareadinglessonselectedfrommiddleschoolEnglishbookGoforit,Grade8Unit10SectionBfrom2ato2e.Asyoucansee,I’mgoingtoillustratemyteachingdesignfrom5perspectives:guidingtheory,analysisofteachingmaterialandtargetstudents,teachingprocedures,blackboarddesignandteachingreflections.【Guidingtheories】Tobeginwith,Idesignmylessonbasedonthefollowingthreeguidingtheories:CoreCompetenceofEnglishSubject,theViewofEnglishLearningActivities,Bloom'sTaxonomyofLearning.【Analysisofteachingmaterialandtargetstudents】AnalysisofteachingmaterialThetextisthetenthunitofGrade8fromGoForIt.Thetopicofthisunitisaboutdecisionmaking,whichisrelatedtothecategory“Humanandself”.Itaimstoletstudentsmakerightdecisionswhenmeetingproblems.Inthefirsttwoperiods,studentshavelearnedtotalkaboutconsequencesusingifconditionalclauseandmodalverb“should”.Thisperiodisthereadingpartofthisunit.Therefore,thisunitishelpfultoimprovestudents’comprehensiveabilities.WhatThetextinthisreadingperioddiscussesthesolutiontosolvingcommonproblemsamongstudentsandsupportitsmainideabytellingLaura’sstoryandprovidingRobertHunt’sadvice.WhyThepurposeofthisarticleistohelpstudentsrealizethebestsolutiontotheircommonproblemsistotalktosomeoneandencouragethemtosharetheirproblemswhenmeetingdifficultiesnexttime.HowThearticleisanargumentation.Thefirstparagraphintroducesthetopicofthearticleandsomecommonproblemsstudentsmightmeet.ThesecondparagraphtellsLaura’sstory.IttellsusthatLaurasolvedherproblembytalkingtoherparents.ThelastparagraphisaboutRobertHunt’sadvice.Itsupportsthemainideafurtherbygivinganexpert’sadvice.AnalysisoftargetstudentsNow,let’sfocusonmystudents.StudentsinGradeEightwillmeetalotofproblemsandworriesaboutstudy,friendship,parentsandsoon.Thisunitisclosetotheirlife.Theywillbeactiveinthisclass.Theyhavenotroublethinkingdeeplyaboutthetopicandhaveabasicconceptofdecisionmaking.However,theyhavedifficultyinunderstandingsomephrasesandfiguringoutthewritingstructureofthetext.What'smore,logicalandcriticalthinkingisalsoachallengeforthem.Therefore,maybetheywillimprovetheircapacityofreadingandwriting,learntoshareproblemsandknowhowtogiveadvicetoothersafterthisclass.TeachingObjectivesAfterlearningthereadingmaterial,Imadetheteachingobjectivesasfollows.Bytheendofthisclass,studentswillbeableto：summarizeandintegratetheinformationabouttheadvicewhenmeetingproblems.expresstheirownopinionsabouthowtosolveproblemsindailylife.noticetheimportanceofsharingproblemsandchoosetotalktosomeonewhentheymeetproblemsnexttime.analyzethewriter'sopinionandevaluatethetexttoexplainhowtogiveadviceinalogicalway.TeachingMethodsBasedontheteachingobjectives,thetask-basedlanguageteachingmethodandcommunicativeteachingmethodareadoptedtohelpmyselfcompleteteachingprocess.TeachingAidsBesides,Iusethemultimedia,suchasPowerPointandworksheettomaketheclassmorevividandlively.【TeachingProcedures】Andthenherecomestheteachingproceduresofthislesson.Thereare6stepsinmyteachingprocedures.Theyarelead-in,pre-reading,while-reading,post-reading,summaryandhomework.Intheseteachingprocedures,theviewofEnglishlearningactivities,likelearningandunderstanding,applyingandpracticing,transferringandcreating,canbebeautifullyrealized.Lead-inI'llleadinmylessonbyshowingavideoaboutateenageboyfromafamousTVseries.Afterwatchingthevideo,theyhavetoanswerthequestion:What’swrongwiththeboy?Bydoingthis,Inotonlystimulatestudents’interestbutalsoleadinthetopicatthesametime.Thishelpstotraintheirabilityofperceivingandnoticing.Pre-readingBeforereadingthewholepassage,twoquestionsarepresentedtostudentstothinkabout.Doyouhavesomesimilarproblems?Howdidyousolveit?Studentscananswerthesetwoquestionsbasedontheirownexperience.Then,theycangetfamiliarwiththetopicofthepassagethattheywillreadlater.Thisstepalsohelpstotraintheirabilityofperceivingandnoticing.While-readingNow,let’sgotothewhile-readingpart.Accordingtomyteachingobjectives,Iarrangemystudentstoreadthethreeparagraphsinthisorder:paragraph2,paragraph3,paragraph1.Foreveryparagraph,Ipreparesomequestionstohelpstudentsunderstandthearticle.Theyneedtoreallythinkaboutthequestionsbythemselvesandanswerthosequestionswiththeirownwords.Inparagraph2,theyneedtoanswerthequestions:What’sLaura’sworry?Howdidshesolvetheproblemfinally?Thesetwoquestionscanimprovetheirreadingcapacityofextractingdetailsandhelpthemteaseoutthedetailinformationefficiently.Thelastquestion“doyouagreewithhersolution?”istofosterstudentstothinkdeeply.Inthispart,theviewofEnglishlearning,retrievingandsummarizing,analyzingandjudgingcanbefullyrealized.Paragraph3leadsustoMr.RobertHunt’sadvice.First,theywillapparentlyfindthatMr.RobertagreeswithLaura’sopinion.Then,theyhavetoanswertwoquestions:What’sRobertHunt’sopinion?InRobert’sopinion,what’sthefirstthingtodo?ThepurposeistoimprovereadingcapacityindetailreadingandsummarizeRobertHunt’sadvice.Thisstepcanalsotraintheirabilityofretrievingandsummarizing.Basedonthecontentofthethirdparagraph,wecansummarizeMr.Robert'sopiniontogether.Then,studentswillhaveadeepthinkingaboutthefollowing2questions:whycanparentsgiveusbetteradvice?Doyouoftenshareyourproblemswithyourparents?Somestudentsarewillingtoshareproblemswithparentswhileothersaren’t.Bydoingthis,studentscanexpresstheirpersonalopinionscreativelyandcritically.Thispartisatotalrealizationofgeneralizing,synthesizing,criticizingandevaluating.Then,studentscometothelastpart:paragraph1.Afterreadingparagraph2andparagraph3,theyneedtothinkaboutthequestion:what’sthefunctionofthefirstparagraph?Thiswillcontributetothelateranalysisofthestructure.Then,theywillhavethefollowingquestions:whatarestudents’problemsthesedays?what’stheworstthing?what’sLaura’sopinion?Thesequestionwillhelpstudentstosummarizethetopicofthepassageandfigureoutthestructureofthepassagemoreclearly.TheviewofEnglishlearningsuchasretrievingandsummarizing,analyzing&judgingcanberealized.Post-readingAfterreadingthewholepassage,Idesignthreepost-readingactivitiesforstudents.Theyareanalysisofstructure,discussionandwriting.First,theywilltrytosummarizethestructureofthepassageandthinkabouthowtowriteapassageongivingadvice?Thepurposeistoletstudentsillustrateausefulwritingstructureandlearntotransferthestructuretotheirlaterwriting.Thisactivityisforinternalizingandutilizing.Then,anothertwoproblemsamongstudentsarepresentedforthemtohaveadeepdiscussion.Thispartcandevelopstudentsabilityofimagingandcreating.Facingpressurefromstudyandproblemswithfriends,whatwouldtheydo?Whowouldtheytalkto?Thepurposeistoencouragestudentstotransferskillsofgivingadvicelogicallyintosolvingotherproblemsintheirdailylife.Andthediscussioncanalsolowerthedifficultyinwritingandgetstudentspreparedefficiently.Finally,studentsneedtodofinishthelasttask:writing.Basedonthevideoinlead-inpart,theyarerequiredtowritealettertoLiuXingtog