人教版八年级下册第四单元英语Unit4第五课时教学设计.docx

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1、八年级下册英语教案授课时间： 年 月 日课题Unit 4Why dont you talk to your parents? Section B (2a-2e)班级备课教师课型阅读课课时5核心素养与思政渗透本课主要学习有关学习生活、人际交往中的困难、麻烦和解决办法的表达方式，话题对接中国学生发展核心素养中的“自主发展”之“健康生活”素养中，包括有“健全人格”一项，要求学生能够具有积极的心理品质，能调节和管理自己的情绪，具有抗挫折能力。在本课中，通过阅读一篇介绍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和想法的文章，可引导学生懂得应该在压力、学习与生活中寻求平衡的重要性。课标分析 新课标

2、要求八年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能自尊自爱，正确认识自我，关爱他人，尊重他人，有社会责任感；有自信自强的良好品格，做到内化于心、外化于行；能多角度、辩证地看待事物和分析问题；能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。教学目标语言能力能够在阅读语篇创设的情境中，正确理解和掌握课文中的新词汇，增加词汇量；利用

3、语境猜测词义，提升语篇理解能力；文化意识能够了解中西方家长对待孩子参加课外活动和课外学习班的态度与做法，明白虽然学习知识很重要，但并不是生活的全部；思维品质能够在老师的帮助下，通过思维导图、辩论等活动，增进对语篇的分析和理解能力，提高思维的逻辑性、批判性和创新性；学习能力能够通过阅读有关中西方家长对待孩子参加课外活动和课外学习班的态度与做法的文章，保持英语学习兴趣；通过略读、跳读、猜测词义等阅读策略的感悟、体验和学习，提升阅读理解能力。教材内容分析本课是阅读部分。2a是读前活动，主要调查学生的课外生活；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以

4、及想法；2e是读后活动，要求学生针对课后活动表达自己的意见和看法。重点课文中所涉及到的新词汇和表达，如compete, cut out等；学习利用语境猜测词义来促进语篇理解能力；难点有效帮助学生利用寻读、跳读、猜测词义等方式获取信息，梳理文章脉络，提升阅读技能，并进一步锻炼复述故事的能力。学情分析本课时为阅读课，文章的主题与学生息息相关，分别以不同的角度阐述了对课后活动的看法，容易引起学生的共鸣。加上前几个课时的铺垫，所以难度适中。在前面学习的基础上，学生对如何描述困难及提出建议的表达方式有了一定的词汇积累，本课时把话题引到学生的学习压力上，学生们可以感同身受，有话可说。设 计 教 学 过 程

5、设 计 意 图学 生 活 动教 师 导 学Step 1. Review.Play a game to review key words.Step 2. Pre-reading.Ss: Play computer games, watch TV and listen to music.Then, have a free talk with the students about after-school activities. Sa: I usually do my homework.Sb: Yes.Sc: I take art lessons.Sd: I have basketball trai

6、ning.Sa: No.Sb: Yes.Step 3. While-reading. 1.Predicting.Read the passage fast and find out the topic of the text. 2.Skimming.Look through each paragraph quickly and match the key words of the each paragraph. Read again and answer the questions.Sa: Children have too many after-school activities which

7、 cause them to be stressed. Sb: Cathy Taylor, Linda Miller, and Dr. Alice Green.3. Careful reading. Read the first paragraph and fill in the chart. Read the second paragraph and fill in the blanks.Read the third paragraph answer the questions:Ss: Yes.Sa: They want us to be successful.Sb: They want u

8、s to get into a good high school.Sc: .Read the fourth paragraph and fill in the blanks.Read the passage again and finish the mind map.Step 4. Post-reading.1. Guessing the words meanings. Try to match the words in bold and their meanings. 2. Having a debate about “happy” or “successful”.Step 5. Concl

9、usion.T: Lets relax!T:What activities do you often do?T: But, sometimes you have stress T: What do you usually do after school?T:Do you have some after-school classes to take?T: What kind of classes do you have?T:Do you love those after-school classes? Do you get a lot of pressure from them？T: Now l

10、ets see what these children say about the after-school classes. Let Ss choose the right answer by reading the title and the picture.A. Life for Cathy Taylors three children is very busy.B. Competitions starts from very young.C. Children are very busy but they should learn to relax.Provide some main

11、ideas and let Ss match them with the paragraphs. Present the questions on the screen.Q1: What is the common problem for Chinese and American families?Q2: Who gives their opinions about the problem? Ask the students to read each paragraph loudly and carefully for details.T: This doesnt only happen in

12、 China. Introduce the present situation in America.Call some Ss to retell each paragraph after finishing each task.T: Now we know other Ss are also busy. So do you think your parents push you too hard?T: Do you understand why they push you? T: So maybe we can understand how much our parents love us.

13、 Guide Ss to guess the meanings of the words using the context. Provide some questions to give some hints.* What do you think of after-school activities?* Be happy or successful, which you do think is important?T: We should keep a balance between pressure, our study and life. 以趣味性游戏形式复习单词。通过自由谈论帮助学生

14、感知文章主旨大意，引出部分生词，减轻阅读中生词给部分学生带来的负担及障碍。培养学生预测阅读文段的能力，为细读文章做准备。通过略读阅读技巧学习，培养学生通过只读每段首尾句就能抓取段落大意，并在脑海中形成一个文章结构的思维导图，为后面分段阅读任务做铺垫。再次利用略读策略，引导学生找出文章主旨和主要人物，形成文章结构，帮助学生整体把握文章，并引出对细节阅读的期待。引导学生细读每一段的内容，设计出不同类型的题目来帮助学生进一步理解课文，实施有效的分段阅读，同时进行恰当的阅读策略指导，使学生在准确获取文章细节内容的同时，掌握不同的阅读技巧，提高他们的阅读能力。德育渗透，引导学生理解父母并学会换位思考，最

15、终以达到培养学生核心素养之文化品格这一维度。通过思维导图的完成和利用，培养学生从简单的单词输出过渡到语篇输出的能力。学生在前面的阅读任务中，已经积累了较多的有效表达方式。通过辩论的方式，鼓励学生用所学勇敢地表达自己，从语言能力、学习能力、文化品格、思维品质四个维度真正发展学生的核心素养。德育渗透，引导学生正确看待成功与快乐，努力找寻其中的平衡点。第 页页板 书 设 计Unit 4Why dont you talk to your parents? (Section B 2a-2e)作 业 设 计Level AIf you are the writer, what will you write about Para. 5? Make a choice and express yourselves about the pressure.A. As a student.B. As the Minister of the Ministry of Education(教育部长). C. As a .Level BWrite a short passage to retell the present situation and peoples opinions. 教 学 反 思