还剩2页未读，
继续阅读
英语人教新目标 (Go for it) 版Section B教学设计
展开
这是一份英语人教新目标 (Go for it) 版Section B教学设计，共3页。教案主要包含了设计意图等内容，欢迎下载使用。
Teaching cntent: Shw different pinins abut after-schl activities.
Teaching bjectives:
1. Language knwledge:
(1) Students are able t master the fllwing wrds and expressins: pinin, cmpete, typical, cmpare, ftball, cut ut, push, skill.
(2) Students get t knw the wrds: cmpare with, in ne’s pinin.
(3) Students learn t shw their pinins t agree r disagree with smebdy.
2. Language skills:
(1) Students are able t use the cntext t guess the meaning.
(2) Students are able t scan the reading material fr details.
(3) Students are able t talk abut their pinins and reasns freely.
2. Learning strategies:
(1)Students cnclude the crrect structure f the essay.
(2)Students analyze the deep reasns in the prblems.
(3) Students predict the infrmatin frm the title.
3. Affectin:
Students wrk in pairs r grups t finish the given tasks tgether and get cnfidence in speaking. They learn that different peple have different pinins, but bth parents and children are busy t make a better life. They als get t knw they shuld share their pinins with parents, especially when they have different aims.
Teaching difficulties:
Students may find it difficult t guess the meaning which is explained in English and give the reasns why the agree r disagree..
Teaching facilities:
Blackbard, multi-media
Teaching prcedures:
StepⅠ: Warm-up and lead-in
Activity 1: Free talk
T talks abut the weekends with Ss, chats with them abut the activities we d and the ways we chse t relax n weekends.
【设计意图】在课堂伊始，教师通过与学生讨论周末活动和放松的方式，消除与学生之间的陌生感，拉近距离，同时，有效复习上堂课的内容。其中针对课外辅导班的问答为教学的进行做好了铺垫。
Activity 2: Lead in
T leads t the tpic f after-schl classes by asking if they have sme, and then presents the schedule f her daughter’s after-schl classes. Later, T encurages Ss t find the ways t slve the prblem by reading the essay.
【设计意图】教材阅读材料内容即是不同国家存在的“补课热潮”。教师在这一环节中设置自己孩子的补课表既是承上之话题，并在其中解决ftball, training, skill, cazy, 和cut ut这些新单词的认知问题，适当降低文本阅读难度；也是启下，通过t be successful r happy的矛盾询问what shuld we d?引导学生在之后的阅读中寻找答案。
StepⅡ: Pre-reading
Activity 1: Predictin
Befre asking Ss t read the essay, T asks Ss t lk at the title t get sme infrmatin frm it by the given clues.
【设计意图】这一环节训练学生根据线索预测文章内容的能力。
Step Ⅲ: While-reading
Task1: Skimming fr the type and structure f the essay.
Ss read the essay quickly and summarize the style and structure f it.
【设计意图】本文的体裁是较为清晰的，但因为文章的第二段以一个典例来代表美国的课外辅导情况，很容易误导学生文章是总分结构，对文本造成一定的误解。所以这里的第二步与任务二结合。
Task2: Scanning fr the main idea f each paragraph.
T guides Ss t find ut and match the main idea f each paragraph, and it will help them cnclude the right structure.
【设计意图】学生在教师的引导下归纳各段大意，并重新划分结构，获得中美国家都有类似现象存在。
Task3: Careful reading fr details.
Activity 1: Read para.1 and try t answer sme questins.
In this part, Ss shuld be able t find ut the reasns why Chinese children have t take s many after-schl classes and guess the meaning f cmpete.
【设计意图】精读环节，第一段落安排了问答和选择，旨在让学生找到问题前后的原因。
Activity 2: Read para.2 and d filling and multiple-chice.
Ss find ut the Taylrs and hw busy their life is. Finally Ss think abut whether Cathy r her children are busy?.
【设计意图】精读环节，第二段安排了填空和选择，旨在让学生发现这是一个以点概面的段落。最后，通过家长累还是孩子累的自由论述，促使学生发现家长的美好本意。
Activity 3: Read para.3&4 and d T r F and matching.
Thrugh reading the last paragraphs, Ss judge if the statements are true. If it is false, they will try t crrect it.
【设计意图】精读环节，第三、四段因为论点一致，便放在一起阅读。此环节，安排了T/F和搭配练习，充分丰富活动方式，让枯燥的阅读稍显灵活一些，也利于程度稍差的学生总有会做之题，而程度好的就可以找出错误所在试着去纠正它。T/F的题项设置即是两者不同观点的总结，便于后面总结步骤的实施。
Step Ⅳ: Pst-reading
Activity 1: Summary
T guides Ss t make a shrt summary abut the main idea f the essay and the deep reasns why the parents take their children t have s many after-schl classes. Ss knw they shuld express their pinin t cmmunicate with parents.
【设计意图】通过总结学生温故几个重点词汇的使用并归纳文章中出现的共通现象和不同观点。并引出他们的矛盾之处t be successful r happy。如何去解决：maybe yu shuld learn t relax和cmmunicate。
Activity 2: Discussin
In pairs, Ss talk abut the three pinins parents usually have why they take children t after-schl classes, and after the sample, they chse ne tpic and express their wn pinins if they agree r disagree with.
【设计意图】学生两人一组讨论和发表自己针对某一个观点的赞同或反对意见。完成reading fr speaking的输出。
Step Ⅴ: Assignment
Essential hmewrk: Write dwn the pinins in the letter..
Optinal hmewrk: Cmmunicate with parents abut the prblems Ss have.
【设计意图】学生课后将讨论内容写在指定的信中，并鼓励他们将生活中的问题与家长交流、沟通。
板书设计：
Why?
What?
Where?
Take the children t after-schl classes.
In China exam skills T be successful
Opinins
Wh?
In USA ...
Linda Dn’t push... T be happy
Dr. Alice imprtant
Cmmunicatin
Learn t relax and think fr themselves.
Dn’t push children.
Children
Parents
Unit4 Maybe Yu Shuld Learn t Relax! Reading fr speaking
Teaching cntent: Shw different pinins abut after-schl activities.
Teaching bjectives:
1. Language knwledge:
(1) Students are able t master the fllwing wrds and expressins: pinin, cmpete, typical, cmpare, ftball, cut ut, push, skill.
(2) Students get t knw the wrds: cmpare with, in ne’s pinin.
(3) Students learn t shw their pinins t agree r disagree with smebdy.
2. Language skills:
(1) Students are able t use the cntext t guess the meaning.
(2) Students are able t scan the reading material fr details.
(3) Students are able t talk abut their pinins and reasns freely.
2. Learning strategies:
(1)Students cnclude the crrect structure f the essay.
(2)Students analyze the deep reasns in the prblems.
(3) Students predict the infrmatin frm the title.
3. Affectin:
Students wrk in pairs r grups t finish the given tasks tgether and get cnfidence in speaking. They learn that different peple have different pinins, but bth parents and children are busy t make a better life. They als get t knw they shuld share their pinins with parents, especially when they have different aims.
Teaching difficulties:
Students may find it difficult t guess the meaning which is explained in English and give the reasns why the agree r disagree..
Teaching facilities:
Blackbard, multi-media
Teaching prcedures:
StepⅠ: Warm-up and lead-in
Activity 1: Free talk
T talks abut the weekends with Ss, chats with them abut the activities we d and the ways we chse t relax n weekends.
【设计意图】在课堂伊始，教师通过与学生讨论周末活动和放松的方式，消除与学生之间的陌生感，拉近距离，同时，有效复习上堂课的内容。其中针对课外辅导班的问答为教学的进行做好了铺垫。
Activity 2: Lead in
T leads t the tpic f after-schl classes by asking if they have sme, and then presents the schedule f her daughter’s after-schl classes. Later, T encurages Ss t find the ways t slve the prblem by reading the essay.
【设计意图】教材阅读材料内容即是不同国家存在的“补课热潮”。教师在这一环节中设置自己孩子的补课表既是承上之话题，并在其中解决ftball, training, skill, cazy, 和cut ut这些新单词的认知问题，适当降低文本阅读难度；也是启下，通过t be successful r happy的矛盾询问what shuld we d?引导学生在之后的阅读中寻找答案。
StepⅡ: Pre-reading
Activity 1: Predictin
Befre asking Ss t read the essay, T asks Ss t lk at the title t get sme infrmatin frm it by the given clues.
【设计意图】这一环节训练学生根据线索预测文章内容的能力。
Step Ⅲ: While-reading
Task1: Skimming fr the type and structure f the essay.
Ss read the essay quickly and summarize the style and structure f it.
【设计意图】本文的体裁是较为清晰的，但因为文章的第二段以一个典例来代表美国的课外辅导情况，很容易误导学生文章是总分结构，对文本造成一定的误解。所以这里的第二步与任务二结合。
Task2: Scanning fr the main idea f each paragraph.
T guides Ss t find ut and match the main idea f each paragraph, and it will help them cnclude the right structure.
【设计意图】学生在教师的引导下归纳各段大意，并重新划分结构，获得中美国家都有类似现象存在。
Task3: Careful reading fr details.
Activity 1: Read para.1 and try t answer sme questins.
In this part, Ss shuld be able t find ut the reasns why Chinese children have t take s many after-schl classes and guess the meaning f cmpete.
【设计意图】精读环节，第一段落安排了问答和选择，旨在让学生找到问题前后的原因。
Activity 2: Read para.2 and d filling and multiple-chice.
Ss find ut the Taylrs and hw busy their life is. Finally Ss think abut whether Cathy r her children are busy?.
【设计意图】精读环节，第二段安排了填空和选择，旨在让学生发现这是一个以点概面的段落。最后，通过家长累还是孩子累的自由论述，促使学生发现家长的美好本意。
Activity 3: Read para.3&4 and d T r F and matching.
Thrugh reading the last paragraphs, Ss judge if the statements are true. If it is false, they will try t crrect it.
【设计意图】精读环节，第三、四段因为论点一致，便放在一起阅读。此环节，安排了T/F和搭配练习，充分丰富活动方式，让枯燥的阅读稍显灵活一些，也利于程度稍差的学生总有会做之题，而程度好的就可以找出错误所在试着去纠正它。T/F的题项设置即是两者不同观点的总结，便于后面总结步骤的实施。
Step Ⅳ: Pst-reading
Activity 1: Summary
T guides Ss t make a shrt summary abut the main idea f the essay and the deep reasns why the parents take their children t have s many after-schl classes. Ss knw they shuld express their pinin t cmmunicate with parents.
【设计意图】通过总结学生温故几个重点词汇的使用并归纳文章中出现的共通现象和不同观点。并引出他们的矛盾之处t be successful r happy。如何去解决：maybe yu shuld learn t relax和cmmunicate。
Activity 2: Discussin
In pairs, Ss talk abut the three pinins parents usually have why they take children t after-schl classes, and after the sample, they chse ne tpic and express their wn pinins if they agree r disagree with.
【设计意图】学生两人一组讨论和发表自己针对某一个观点的赞同或反对意见。完成reading fr speaking的输出。
Step Ⅴ: Assignment
Essential hmewrk: Write dwn the pinins in the letter..
Optinal hmewrk: Cmmunicate with parents abut the prblems Ss have.
【设计意图】学生课后将讨论内容写在指定的信中，并鼓励他们将生活中的问题与家长交流、沟通。
板书设计：
Why?
What?
Where?
Take the children t after-schl classes.
In China exam skills T be successful
Opinins
Wh?
In USA ...
Linda Dn’t push... T be happy
Dr. Alice imprtant
Cmmunicatin
Learn t relax and think fr themselves.
Dn’t push children.
Children
Parents
Unit4 Maybe Yu Shuld Learn t Relax! Reading fr speaking
相关教案
人教新目标 (Go for it) 版八年级下册Section B教案设计： 这是一份人教新目标 (Go for it) 版八年级下册Section B教案设计，共4页。教案主要包含了单元内容，教学目标，教学重点，教学难点，教具准备，课时安排等内容，欢迎下载使用。
初中人教新目标 (Go for it) 版Unit 5 What were you doing when the rainstorm came?Section B教案： 这是一份初中人教新目标 (Go for it) 版Unit 5 What were you doing when the rainstorm came?Section B教案，共4页。教案主要包含了单元内容，教学目标，教学重点，教学难点，教具准备，课时安排等内容，欢迎下载使用。
英语八年级下册Section A教学设计： 这是一份英语八年级下册Section A教学设计，共12页。教案主要包含了教学目标，教学重点，教学难点，课时划分，教学过程等内容，欢迎下载使用。
