初中英语-Unit 4 Why dont you talk to your parents SectionB 2a教学设计学情分析教材分析课后反思

Targetlanguage:Vocabulary:opinion,pressure,skill,push,cause,common,development,cutout,compare..with,take…to…continuedoingsth.Sentencestructures:it’s+adj.forsb.todosth.Idon’tthink….Targetskills:=1\*GB3①masterthereadingstrategyhowtoguessthemeaningofthewords.=2\*GB3②GetSstolearnhowtoexpressopinionsorgiveadviceusingthesentencestructures.3.Emotiongoal:GetSstoknowtheculturedifferenceonthesameproblem.本次授课班级为初二（一）班，学生30人。从平时上课情况看，大部分学生喜欢表现自己、上课能积极主动参加课堂活动，有较强的求知欲；另一方面，本班后进生（大概5人），英语学习热情不高，上课总是处于被动的听课状态、不喜欢参加课学堂活动。签于本班以上实际情况，在教学设计时必须充分考虑这两类学生的认知能力：一、阅读任务的设置必须有梯度，这样可以满足不同层次学生的需要；二、教学设计过程中尽可能使整个课堂充满活力－话题尽可能贴近学生生活、课件设计务必能激起学生的学习兴趣。当堂测评

分层达标

基础落实★

一、根据首字母提示及句意补全单词。

1.Careless

driving

often

c__________

accidents.

2.Lucy

often

listens

to

English

songs

to

improve

her

listening

s____________

3.It

was

c__________

of

you

to

skate

on

such

thin

ice.

4

In

my

o__________

,people

should

not

smoke

in

public

places.

5.Will

you

help

me

to

p__________

the

door

open?

6

it’s

a

t___________

Italian

restaurant

.

its

Italian

noodles

are

he

most

delicious

in

town.

7.Please

c_________

doing

what

you

were

doing

before

I

came

in

.

8.I’d

like

to

go

on

a

vacation,p_________

in

France

or

in

Italy

.

二、单项选择。

（

）1．We

compare

him

__________a

little

tiger.

A．for

B．at

C

to

D．of

（

）2．The

last

paragraph

is

necessary

.You’d

better

___________

A．cut

it

out

B．cut

out

it

C．cut

it

up

D．cut

up

it

（

）3．He

wants

to

read

more,

so

he

asked

his

friend

if

there

was

____________to

read.

A．something

easy

enough

B．something

enough

easy

C．enough

easy

enough

D．easy

enough

something

（

）4．After

we

graduate

from

school,

we

can

continue

_________________

A．studied

B．studying

C．to

learning

D．to

studying

（

）5．Hurry

up!

Once

the

concert

starts

,

nobody

_________to

enter

the

concert

hall.

A．allows

B．akkiwed

C．is

allowed

D．is

allowing

发展能力★★

三、根据汉语完成句子。

1.

布朗太太有三个孩子。

________________________________________

2.

不要总是拿我和别的孩子比较。

___________________________________________

3.

人们不应该如此紧迫的逼孩子们

____________________________________________

4.

他压力太大了，他应该学着去放松。

__________________________________________

5.

我认为这些活动对孩子的将来很有用

_______________________________________________

6.杰克和全班同学相处地都很好

_______________________________________________

7.对于孩子们而言在比较早的年龄开始学习是有益的。

___________________________________________________1.教材整合得当，不拘泥于教材，又不脱离教材。伴随欢快的歌曲导入本课话题，话题贴近学生生活实际，容易产生共鸣。2.读前准备设计新颖，利用图片伴随话题创设语境导入新词汇，利于学生感知汲收。3.读中“猜词”策略教授通俗易懂，对学生的引导恰到好处。教师以简洁流畅的课堂语言深入浅出举例解释“语境”，引导学生猜测单词意义。4.课后的语言输出任务紧扣教材所提供的话题，设计从学生实际能力出发，促使学生能顺利完成语言输入任务。八下Unit4Whydon’tyoutalktoyourparents?教学内容为“Goforit”新目标英语八年级下册第四单元SectionB2a-2d。学习内容如下：谈论课外补习给学生带来的问题并能用目标语言给出建议。本片阅读属于本单元的第二次阅读，侧重于度阅读策略的指导，要求学生掌握并能使用阅读策略阅读文本，获取信息。3.领悟阅读文本中三方人物对于本问题的观点和建议，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2a-2e是本单元阅读教学部分。2a读前热身活动，主要调查学生的课外活动，与2b的阅读篇章话题紧密相连。2b-2d为读中活动，阅读语篇介绍了一些中国父母和美国父母对孩子们业余活动和课外学习的安排及想法。这些阅读技能的训练不仅能帮助学生进一步巩固和内化本单元所学的语言知识，还让学生通过对比发现和感受中西方文化的异同。2e是读后活动，要求学生针对活动进行调查并汇报调查结果。教学过程(目的、教师学生活动、方法、学法、手段)TeachingProcessTeacher’sactivitiesStudents’activitiesPurposeStep1Warmingupandpre-readingPlaythesong“goodtime”andleadinthetopic“Whatafter-schoolactivitiesdoyouusuallydo?”Guidestudentstotalkaboutthetypicalexampleandcartoonsreferringtothetopicofthearticle.Whileenjoyingthesong,answerT’squestions.Sslearnthenewwords,phrasesandkeysentencesbyansweringtheteacher’squestions.Warmuptheclassandleadinthetopic.Presentnewwords,expressionsandkeysentences.Step2While-readingTask1EncourageSstofindouttheanswerstothequestionsasquicklyaspossible.Thestudentsskimthearticlequicklytofindouttheanswerstothetwoquestions.GuideSstogetapreliminaryunderstandingofthearticleStep3While-readingTask2AskSstoSkimthepassageagainandmatchthemainideawitheachparagraph.Teachthemsomereadingstrategiesonhowtoskimformainideaswhilewalkingaroundtheclassroom.Ssskimeachparagraphtoconcludethemainideaswiththehelpoftheteacher.GuideSstogetageneralcomprehensionofthisarticle.Step4While-readingTask3ReadParagraph1andanswerthequestionsWhat’sthepurpose(目的)ofthestudentslearningexamskills?____________________________________________________Whatareotherstudentsdoing?______________________________________________________Step5While-readingTask4ReadParagraph2andfillinthechart.GuideSstogetfurthercomprehensionofthearticle.Step6While-readingTask5Readparagraph3carefullyandfillintheblanks.1.Linda____________(agrees/disagrees)withCathy.2.Shethinksthatitis____tocomparethekidswithotherchildren.3.Shealsothinksthatpeopleshouldn’t_____theirkidssohard.Task5:ReadParagraph4andanswer.DoesDr.GreenagreewithCathyorLinda?Whatdoesshesay?_____________________________________________________________________________________________________________________________________________________________________________________readthearticlecarefullyformoredetailstofinishtheblank-fillingtask.Togetcompletelyunderstatingofthearticle.GuideSstogetafullmindmapofthemainreadingcontentinthisarticle.Step7TeachSshowtoguessthemeaningofthewordsaccordingtothecontext.Presenttwosentencesasexamples.Ssfinishthetaskin2cwithpartners.TeachSsthereadingstrategyhowtoguessthemeaningofthewords.Step8After-readingSurveyandreportTheteacherhasSstomakeasurveyaboutwhatafter-schoolactivitiesgroupmembersdoandtheiropinionsontheseactivities.GuideSstomakeareport.Reportersinterviewotherstotakenotesabouttheirafter-schoolactivitiesandthenmakereportsGuideSstoputthesentencestructuresandimportantexpressionintopractice.Step9After-readingSummary1Summarizethestructuresthatareusedtoexpressone’sopinionsandimportantexpressionsinthearticle.TrytorememberthestructuresandexpressionswiththehelpoftheteacherHelpSstogetaperfectconsolidationforthisclassStep10H