英语Section B第4课时教案设计

单元

Unit 10

课时

第4课时

教学

目标

语言知识：

1．   掌握本课时出现的生词句型及表达方式；

2．   能读懂描述问题和烦恼的文章。

学习能力：

1．   通过阅读, 能快速提取相关信息并了解议论文体；

2．   训练快读和精读两种策略；

3．   学会解决学习和生活中的问题。

文化意识：

1. 学会关注自己和周围人；
2. 生活中常有烦恼，积极面对困难和挫折。

思维品质：

1. 培养有理有据阐述观点的思维；
2. 辩证的观点分析、看待事物。

教学

重难点

1. 掌握本课时出现的生词及表达方式。
2. 阅读短文，获得相关信息，提高学生们的综合阅读能力。

教学

工具

IWB, PPT

教学

方法

快速阅读法；任务型阅读法；小组合作学习

教学过程

教学步骤

课堂活动

学生活动

设计意图

Step 1

Lead-in

1. Greeting.
2. T plays a video and says: What’s the video mainly about?
3.  Brain Storm. T says: people today have all kinds of worries，such as pressure from work，study and life. Problems and worries are really normal in life. When meeting with difficulties，we shouldn't run away from them but try to get over them. I think talking to someone helps a lot. Sharing a problem is like cutting it in half. Do you feel the same way as me? Now, Let’s talk, What kind of things do you worry about?

看视频展开头脑风暴，在老师的引导下，积极讨论，大胆说出个人想法。

通过视频和趣味问答导入本课时主题—烦恼。积极的语言鼓励学生讨论，激活学生与此话题相关的个人想法。

Step 2

Pre-reading

1. Go through 2a. T asks some Ss to give their answers. T can write them down on the board.
2. Discuss. T says:  If you have problems or worries, will you ask someone for help or just keep them to yourself?
3. Predict. T asks Ss to look at the picture and says: Laura Mills had a problem. What did she do? Who did she go for help? Let’s read to learn more about it.

被选中的学生大胆说出烦恼。完成2a任务单。

预测2b内容。带着问题，跟着老师节奏进入阅读环节。

通过抛出问题，鼓励学生说出各种party。

激发学生阅读的兴趣，进一步活动课堂气氛。

Step 3

While- reading

1. T asks Ss to read the passage quickly for the main idea，then answer the question：Which statement expresses the main idea of the passage? Then check the answers.
2. T asks Ss to read the messages quickly. and finish the mind map.
3. Careful-reading. T lets Ss read Para.1 carefully and finish the mind map.
4. T makes Ss read paragraph 2 and fill in the blanks.
5. T asks Ss to discuss: What do you think of Laura’s parents?
6. T leads Ss to read paragraph 3 and finish the mind map.
7. T makes Ss read the passage again quickly. Before that, Ss scan the four questions in 2c.
8. Ss complete the tasks on their own. T may ask some students to present their answers. Then check the answers.

学生快速浏览文章，完成2b。

学生快速阅读文章，复述段落大意,完成思维导图。

细读第1段。完成思维导图

细读第2段。完成填空。

思考讨论：你觉得Laura的父母怎样？

细读第3段。完成思维导图

再读课文，独立完成2c问答环节。

通过快速阅读，掌握每段段落大意。

细读文章每一段，以思维导图方式展开，主题清晰，要点明确。

充分理解2c问题，重点阅读有关信息，在原文中找与之相关的句子，填写出正确的答案。

Step 4

Post-reading

1. Go through 2d. Ss complete the tasks on their own. T may ask some students to present their answers. Then check the answers.
2. Turn to 2e. Ss read the five questions quickly. Then ask and answer the questions with their partners. As Ss work，T moves around the room monitoring their work and offering support as needed.
3. T may ask some pairs to present their conversations to the class. Then gives examples for Ss.
4. Game Time. T says: Let’s have an interesting test. Show me your answers and I can see what you usually do when in trouble.

先读2d短文，然后根据课本信息完成填空。

讨论：哪些烦恼？求助谁？等等。

进一步巩固目标语言的运用。

通过讨论回答问题，学会积极面对烦恼，分享解决。

通过游戏方式，让同学们更深一步认知自我，直面困难和烦恼。

Step 5

Language Points Explanation

T explains some knowledge points.

将知识点

做好笔记。

将本节重点汇总，系统讲解和分析，结合典例，帮助学生学习知识点。

Step6

Exercises

T assigns the test.

完成

课堂练习。

让学生在课上练习消化知识点，及时操练重点知识点，让教师把握学情。

Step 7

Summary

Summarize the key content in this lesson.

跟随老师一起进行内容总结。

总结本课所学内容，

利用将思维导图给学生进行有序的梳理。

Step 8

Homework

1. Read the passage again after class.

2. Work on 2e. Ask three students these questions. Take notes of their answers.

记下家庭作业。

巩固课堂效果。

板书设计：

教学反思：

“阅读最终是为写作服务的”。设计该阅读课时，从greeting, lead-in ,pre-reading, while-reading到post-reading的各个环节中充分考虑到学生的综合能力培养。课堂导入为词汇教学做准备，词汇教学为阅读做准备，阅读教学为写作做准备。环环相扣以达到最终目标一一提升学生的写作能力。该课时在快读、细读及细节理解上有优势，力求让学生既能完整地理解课文，也能就细节知识进行挖掘和推理。通过图片形式的视觉教学，提升学生的好奇心。在阅读中提问可以提高学生参与课堂的积极性。通过文章的学习和课堂练习，帮助学生掌握本课的关键词、短语和句型，进一步培养学生的综合阅读能力。