Unit 4 Why dont you talk to your parents 第4课时公开课教学设计【人教版八年级英语下册】

Unit4Whydon’tyoutalktoyourparents?SectionB(2a—2e)一、教学目标1.听懂并掌握下列词汇及常用表达：opinion,relax,skill,typical,cutout,continue,compare,push,cause,usual2.能读懂如何通过各种活动来减轻压力的文章，并进一步理解提出建议的实际运用。3.在阅读中通过对中西方教育不同的了解，体会二者的共性。4.理解父母的苦心，合理利用压力，积极锻炼，快乐身心。二、教学重点及难点重点：核心词汇及常用表达。难点：根据语境猜测词义。三、教学准备1.教学课件、词汇图片、四套可组词成句的单词卡片和四个信封。2.学生课前预习。四、教学过程Step1Warming-upWatchandanswerT:Hello,everyone.Todaywe’llcontinuetolearnUnit4.Whydon’tyoutalktoyourparents?Beforewestartournewlesson,pleasewatchashortvideoaboutAliceandanswerthequestions.Whyisn’tAlicehappy?Howdoestheteachercomforther?设计意图：吸引学生的注意力，感知并回顾本单元的话题，并引出本课时有关表达建议或劝告的学习。Step2Pre-readingWorkon2aThinkandcheckT:Whatafter-schoolactivitiesdoyouusuallydo?Arethereanyactivitiesyouwanttodobutyoucan’tdo?Nowthinkandcheck.设计意图：发散学生的思维，为读前活动做好准备。DoasurveyT:NowI’dlikeyoutodoasurveyaboutyourclassmates’after-schoolactivities.Eachofyoushouldaskatleastfiveclassmates.Andthenshowyoursurveyinourclass.设计意图：调动学生的学习积极性，让学生主动参与到课堂活动中，对自己和同学的课后活动有所了解，从而能更好地理解后续的文章内容。LookandlearnT:Nowlet’slearnhowtoguessorpredictthemeaningofanewwordaccordingtothecontext.设计意图：学习阅读技能，为接下来的阅读任务做好准备。Step3While-readingWorkon2bReadandguessT:Here’retwoquestionsaboutthearticleofSectionB2b.WhatisthecommonproblemforChineseandAmericanfamilies?Whogivestheiropinionsabouttheproblem?“opinion”meansfeelingsorviewsofsth.Nowpleasereadthearticleforthefirsttime.Youcanguessthemeaningofthenewwordsusingthewaywe’velearned.设计意图：让学生带着问题以“寻读”的方式进行阅读，明确阅读的目的，同时将所学的阅读新技能运用到实际的阅读任务中，提高学生的阅读能力。ReadandanswerT:Haveyoufoundtheanswerstothequestions?ThecommonproblemforChineseandAmericanfamiliesisthatchildrenhavetoomanyafter-schoolactivities.CathyTaylor,LindaMillerandDr.AliceGreengivetheiropinionsabouttheproblem.设计意图：检测学生的阅读理解程度，进一步帮助学生熟悉文章内容。Workon2cRead,guessandmatchT:Nowyoucanseethemeaningsofsevenwords.First,pleaseunderlinethesentencesthatcontainthewordsinbold.Andthenhaveatrytomatcheachwordwitheachmeaning.Youcanusethecontextandthekeywords.设计意图：帮助学生进一步利用上下文理解、辨析词义，检测学生对词汇的理解程度。Workon2dReadagainandanswerT:Here’retheotherthreequestionsaboutthearticle.Nowpleasereadthearticleagainandanswerthequestions.设计意图：从单词到句子，逐步检测学生的细节理解，有助于学生在大脑中形成对文章整体框架的认知。ReadandguessT:Thesefoursentencesarefromthearticle.Youcanfindtheminyourbookandthenguesstheredwordsaccordingtothecontext.skilln.技艺；技巧=abilitycutout删除=delete,makesth.disappearpushv.鞭策；督促=(usehands)tomakesb./sth.moveforwardcausev.造成；引起=makesth.happen设计意图：继续检测学生对生词的理解程度，有助于进一步理解文章的细节。RetellthepassageT:Hereisthestructureofthepassage.Nowpleasereadthepassageagainandfillintheblanks.ThenwewillchooseseveralSstoretellthepassage.设计意图：通过对文章框架的梳理，以细节填空的方式，帮助学生整体把握文章结构；通过复述文章，锻炼学生概况大意的能力。Step4Post-readingWorkon2eTalkinpairsT:Discussthequestionswithyourpartner.设计意图：激活学生的思维模式，实际操练单词和目标语言，发挥学生的学习自主性，训练他们的合作探究能力。MakesentencesT:Nowyou’llmakesentencesingroups.I’llgiveeachgroupasetofcardswithseveralwords.Youshouldmakethewordsintoasentenceasquicklyasyoucan.Thefastestandmostaccurategroupwillwin.设计意图：调动学生的学习热情，活跃课堂气氛，进一步检测学生对词句的理解。WritesentencesT:NowyouhavetowritefiveshortsentencestogeneralizeorsummarizethearticleMaybeYouShouldLearntoRelax!设计意图：随堂检测学生对本课时内容的掌握程度。Step5SummaryT:Atlast,let’ssummarizethekeypointsofthislesson.Words&Phrases:opinion,relax,skill,typical,cutout,continue,compare,push,cause,usual,interesting,boring,busy,relax,sleep,continue,compete…Sentencepatters:Youshould/could...Whydon’tyou…?设计意图：从宏观角度进一步巩固复习本课时所学的内容。Step6Homework1.Recitethekeywordsandphrases.2.TrytorewriteSectionB2b.设计意图：复习巩固本课时的主要内容。五、板书设计Unit4Whydon’tyouta