八上Unit10SectionB2a2e教案.docx

1、八上Unit10SectionB2a2e教案Unit10 SectionB（2a-2e）教案【教材版本与册数】新目标人教版八年级上册 【单元名称】Unit10 If you go to the party, youll have a great time!【课时】Section B 2a-2e（第4课时）【课型】Reading（阅读课）教材分析本单元围绕“派对”（party）这一话题，展开形式多样的听、说、读、写学习活动。通过学习能正确使用第一条件句谈论事情的结果，做出决定。能正确使用第一条件句谈论事情的结果，并能正确使用情态动词should提出建议。本单元Section A主要是围绕“派对”

2、（party）的话题展开，集中呈现有关假设和推论的词汇和句型，并继续巩固动词短语以及be going to 和will表达将来时的俄用法。Section B 围绕生活中的问题，进一步谈论对事情结果的预测，巩固if引导的第一条件句，引导学生正视困难，学会与人沟通，寻求帮助，解决问题，给朋友提出建议，写一篇语言流畅、内容充实的短文。通过本单元的学习使学生学会正确使用第一条件句谈论事情的结果，做出决定，提出建议。通过本单元的学习，在语言技能上，学生能用if条件句谈论事情的结果，并能用情态动词should提出建议；在学习策略上，能通过推理演绎，判断if条件句引出的对事情结果的预测，能利用略读策略（sk

3、imming）快速获取文章大意；在情感态度上，让学生了解社交场所的礼仪和习惯，培养学生关爱老人和社会的良好品德。同时，就对待某一事的看法上鼓励学生畅所欲言，帮助学生形成健康向上的人生观。2a-2e为本单元阅读板块。2a的读前活动引导学生讨论生活中的问题和解决方式，从而激活他们的背景知识，帮助他们熟悉阅读主题。活动2b要求学生运用略读的策略，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让学生用所给短语对阅读文章的缩写，该活动一方面加深学生对课文内容的理解，另一方面让他们熟悉的语境中巩固和使用几个重点短语。2e让学生讨论自己生活的问题，拓展了文章主题，同时为后面的写作练习做准备

4、。教学目标语言知识目标：1.通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：teenager, wallet, mile, mistake, step, experience, organize, travel, advise, solve, trust, upset, normal, angry, understanding, careless, careful, certainly, himself, unless, keepto oneself, in halfA: What do you think I

5、should do? Can you give some advice? B: I think I should go to college. But If I go to college, Ill never become a great soccer player. 语言技能：2.通过文本阅读，拓展单元语言目标，获得相关信息,学生能提升综合阅读能力。3.通过语篇阅读，了解三个语篇功能和文本再构，学生能概括文章大意，缩写语篇。 情感态度价值观目标：通过教师引导，学生在语篇学习中体会，中西方青少年生活中的常见困惑，可以采取不同的方式解决，正确面对，以及心理咨询机构如何提供有效的帮助。文化素养目

6、标：通过学习，学生了解因地域文化差别所造成的青少年存在的问题及解决方式。培养学生能思考和辩证的思维品格的多元思维能力。教学重难点教学重点：1. 通过学习掌握生词和短语。2. 通过语篇阅读，掌握文章大意并能复述此文，中等生能理解文章意思，并能阅读。3. 能正确的运用相关短语表达，通过跟读，仿说，能够用if will来对文章里面提出的问题进行推测和判断，获得相关信息，提高学生们的综合阅读能力。教学难点：1.通过语篇阅读，掌握文章大意并能复述此文，中等生能理解文章意思，并能阅读。2.能正确的运用相关短语表达，通过跟读，仿说，能够用if will来对文章里面提出的问题进行推测和判断。建议教法阅读课的“

7、3P”教学模式 ： Ppresentation（读前呈现）P-practice（读中理解记忆）P-production（信息及语篇输出）设置情景意义操练，设计读后活动任务，先模仿再迁移。总结并设置任务提升学生语言运用能力。教学流程（详见相应教学活动设计）教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。 2.阅读活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。 3.阅读的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。附：教学活动设计步骤过程教师活动与学生活动 目的 持续性评价1预备与激活先期知识Step

8、 1Leading in (3mins )1.T: T checks the homework . 2. Brain storming：T shows a picture of “a lot of money”. Asks Ss “What will you do if you have a lot of money?”, Let Ss think and give their answers one by one. S1: If I have a lot of money, Ill buy a big house for my parents. S2: If I have a lot of

9、money, Ill build a new road for my village. S3: If I have a lot of money, Ill build a new school for our town.有效的激活学生与此话题相关的背景知识激活学生的前期知识，培养学生良好的预习习惯。真实情景式导入话题，激发学生的学习兴趣通过课前的预习，培养学生的“IIQEE”学习策略学生能够利用老师提供的信息分组进行讨论。2获取新知识Step2 Pre -reading (3mins)Step 3 While-reading (15 mins)1. T: T asks Ss to discus

10、s: 1) What kinds of things do you usually worry about?2) Who do you usually go to for help? S: Ss think about the questions and discuss them in groups .1. T: Let Ss read the statements in 2b and skim the passage to choose the main idea of the passage.Ss: Read quickly and choose the main idea of the

11、passage. Answer : b 2. T: Let Ss read the passage again more carefully and tell true or false.1) Its normal for teenagers to have problems and worries.2) If we talk to someone, well certainly feel worse.3) Laura once lost her wallet and her parents were angry.4) Her dad sometimes made careless mista

12、kes himself.5) If we talk to someone about our problems, we are halfway to solving them.Answers:1).T 2).F 3).F 4).T 5).T老师引导学生讨论问题，发表观点，为后续阅读教学活动做铺垫。老师引导学生快速完成阅读，完成相关练习。用本单元目标语言来完成阅读练习，判断句子，拓展学生思维，提高阅读能力。学生能运用已学知识进行讨论，回答问题。学生能完成任务。大部分学生能在老师的引导下进行完成阅读练习。 3深度加工知识Step 4 After reading(7mins) 1. T: Let S

13、s read the passage again and answer the questions in2c .Ss: Read the passage again and answer the questions, then discuss your answers with a partner. Answers to 2c: 1. To do nothing, 2. because she tells her parents, they will be angry. 3. The first thing you should do is to find someone you trust

14、to talk to. 4. Because they have more experience, and are always there to help us. 2. S:Ss read the passage once more, and fill in the blanks in 2d with the phrases in the box.T: Check the answers.Answers to 2d: to do something, talk to someone, tell her parents , unless you talk , share her problem

15、s , run away from, discuss your problems 3. Work on 2e. T asks three Ss the questions, take notes of their answers.4. Ss write a passage with the information.阅读文本，分析语篇，抓住语篇关键信息，根据问题，使用语篇信息进行回答，培养学生的阅读理解能力和语篇分析能力。引导学生学会使用文本关键词，熟练运用本单元目标句型对短文进行缩作。引导学生根据问题及同学们提供的信息组织语言，培养学生的理解和运用本单元目标语言的写作能力。 学生能够完成任务，

16、阅读能力得到锻炼和提高。学生能够用目标语言进行缩作。通过简单的语言输出和文字输出，堵塞的语言组织能力和写作能力得到提高。4评价学生学习Step 5Summary （5 mins）Summarize what Ss learnt in this period and do some exercises.Summary Words:Themselves, normal, teenager, unless, certainly, wallet, mile, angry, understanding, careless, mistake, himself, careful, advise, solve

17、, step, trust, experienceSentences:Some people believe the worst thing is to do nothing.But I think talking to someone helps a lot.She just kept thinking, “If I tell my parents, theyll be angry!” He thinks the first step is to find someone you trust to talk to. Homework 1). Read the passage in 2b mo

18、re times after class. 2). Write a passage about your friends using the target language in this period.让学生根据老师给出信息使用目标句型进行写作。通过拓展写作让学生清晰回顾本单元的目标知识，检测学生是否能基本运用本堂课的目标语言，体现对学生的可持续性评价。Exercise：一、汉译英： 1. 如果你分享问题，你就感觉更好一些。 If you _, you _ better.2. 如果你寻求帮助，你就能找到。 If you _, you _. 3. 如果你成了运动员，你就会很容易受伤。 If y

19、ou _, you _ _ injured. 二、单选： 1.You should keep the window _ _ because the room is too hot. A. open B .opening C. opened2.We have some problems _the problem. A. solve B. solving C solved3.They will lose the game _ they try their best.A. unless B. once C .since D. after4.-Do you consider yourself a rude person?-_ not . I always have good manners. A. Probably B .Usually C. Generally D. Certainly5.The _ mother is _ about his sons health.A .worried, worry B .worried, worried C. worrying, worrying D .worrying, worried