初中英语人教版（2024）八年级下册Unit 2 I’ll help to clean up the city parks.Section B教学设计及反思

这是一份初中英语人教版（2024）八年级下册Unit 2 I’ll help to clean up the city parks.Section B教学设计及反思，共4页。教案主要包含了中译英，单词拼写，用所给单词的适当形式填空等内容，欢迎下载使用。
基础教育阶段英语课程目标的各个级别均以学生语言知识、语言技能、情感态度、学习策略和文化意识五个方面的综合行为表现为基础进行总体描述。八年级课程应达到的综合语言运用能力目标的总体描述是明确自己的学习需要和目标，对英语学习表现出较强的自信心，能就熟悉的生活话题交流信息和简单的意见，能读懂短篇故事，能尝试使用不同的教育资源，从口头和书面材料中提取信息，扩展知识，解决简单的问题并描述结果，能在学习中相互帮助，克服困难，能合理计划和安排学习任务，积极探索适合自己的学习方法本课遵循课标的指导，通过 free talk培养学生就话题表达自己的意见，相互交流观点。运用 fast reading, careful reading阅读方法，从阅读材料中提取信息，解决问题并描述结果，并训练从上下文中猜测词和短语的意思。最后在小组合作中，互相帮助，发挥团队精神，发散思维，共同完成小组任务。
教材分析
本课是《英语》（人教版）（八年级下册）第 2单元 Sectin B的（14-15页）内容，主要谈论 Ben Smith给 Miss Li写的一封感谢信。感谢信是书信的一种，是学生熟悉的一种文体形式，学生在七年级已经对书信有所接触，而且英文书信和汉语书信在格式上有很大的相似之处，因此学生掌握书信的文体体裁并不难。文本内容涉及到残疾人和狗助手，残疾人是我们生活中常见的群体，关爱残疾人是学生思想品德教育中经常提到的一点，学生生活中经常看到狗对人的帮助，狗助手虽然是学生刚刚接触的一个概念，却是一个饶有趣味的话题。从背景知识上看，只要激活和拓展学生的相关图示，学生理解文本内容并无太大困难，八年级学生已具备一定的阅读基础，但很少将阅读策略运用于阅读过程中，因此在阅读时可向学生渗透相关阅读技巧。
学情分析邹
大多数学生经过 Sectin A的学习，对如何帮助他人以及主动提供帮助都有了一定程度的认识和理解，孩子们也能有话可说，也热衷于帮助他人，但我班农村学生英语基础相对薄弱，要想独立理解文章内容还是有一定难度的，根据学生的实际情况，我设置了好理解易完成的阶梯型任务，但是在阅读过程中还需要加强 Paraphrase的训练及用英语思维来表达英语的能力
Teaching aims
1. 理解掌握下列词汇：
excited, training, kindness, understand, set up, make a difference.
2. 能够通过 fast reading获取文章大意。能够通过 careful reading梳理信中涉及到的主要人物以及他们之间的关系.
3. 进一步讨论不同动物在其他方面对人的帮助。
教学重点
1. 学习英文感谢信的基本格式及结构；
2. 培养阅读微策略——在语境中判断词性并帮助理解词义的能力。
教学难点
1. 让学生学会使用相关短语动词来复述文章内容；
2. 让学生树立为他人提供帮助和服务的想法。
Step 1 Leading-in
1. Greeting
2. Ask student t read learning aims.
3. Watch a vide and answer the questin----
What kind f dg is it in the vide?
It’s a seeing eye dg/ guide dg(导盲犬).
It is a dg helper.
4. Ask the students t think abut the questin
----What can dgs help us t d?
Pssible answers: Dgs can help t carry things, answer the phne, guide the way and help the plice etc.
5. Ask the students if they like dgs and what they think f dgs.
Students’ answers may be as fllws:
Dgs are cute and friendly.
Dgs are peple's friends.
Teacher adds mre pssible answers:
Dgs can als d a lt f things fr peple.
6. Ask the students t think abut the questin
----What can dgs help us t d?
Pssible answers:
Dgs can help t carry things, answer the phne, guide the way and help the plice etc.
Step 2 Pre-reading
Predicting: Lk at the picture and guess:
1) What difficulty des the man have?
2) What's the relatinship(关系 ) between the man, the wman and the dg?
Step3 Learning new wrds
Read after the tape. Read after a student. Read tgether.
Step 4 While-reading
1. Fast reading
Read the letter abve the picture, we can easily knw that the letter is frm __________ t _________.
Task 1 —— Scan the letter, and answer the questins.
1). What kind f letter is it?
A. An invitatin
B. A business letter
C. A thank-yu letter
2). Why did Ben Smith write the letter t Miss Li?
2. Careful reading
Chse T r F and tell why
( ) 1. The writer gives mney t Animal Helpers.
( ) 2. The writer’s friend helped him ut.
( ) 3. The wirter and his dg trained fr sixty mnths.
( ) 4. Lucky can understand rders and many Chinese wrds.
( ) 5. The writer thanks Miss Li a lt.
3. Pst-reading2c
Make yur wn sentences with these wrds.
1. grup
___________________________________________
2. disabled ___________________________________________
3. difference _____________________________________________
4. imagine ________________________________
5. difficulties ________________________________
6. nrmal ____________________________________________
7. training __________________________________
8. kindness _______________________________________
Step 4 Discussin
In what ther ways d yu think dgs are able t help peple? What ther animals can we train t help peple?
Step 5 Thinking
Animals are ur gd friends. We shuld prtect them.
Hmewrk:
1. Read the letter and review key wrds, sentences and language pints.
2. T retell the stry t yur parents.
评测练习
一、中译英。
1. 建起；设立 ___________
2. 因做而感谢某人______
3. （对）有影响/有作用_______
4. 残疾人 _______
5. 由于你的仁慈_________
6. 接电话__________
7. 我的一个朋友________
8. 对感到兴奋、激动_______
9. 立刻，马上_______
10. 改变某人的生活________
二、单词拼写。
1. Are yu sending a l__________ t yur sn? Why nt send him an e­mail? It's quick and easy.
2. Grace has been d__________ fr tw years. But after the peratin she can hear clearly.
3. I can’t i___________ what my life wuld be like if I can’t see anything.
4. The ld man is b_________ and can’t see anything.
5. Lucky is very smart and u___________ many English wrds.
6. Ben can't use his arms these days. He even fund it difficult t c__________ sme light things.
7. Thanks t Miss Li's k__________, Ben Smith can have a “dg helper”.
8. Mark is c__________ than Paul, but he isn't as hard-wrking as Paul.
9. The windws were clsed, s I _______ them and let the fresh air in.
10. The t_________ dg can get things fr disabled peple after three mnths’ t__________.三、用所给单词的适当形式填空。
1. A friend f __________(she) gave her a nice bag as a gift.
2. The gvernment has dne a lt t care fr the _______ (able) peple.
3. The clean water makes it pssible fr different kinds f fishes __________ (live) in this river.
4. In learning a freign language, yu might meet with sme ___________(difficult).
5. If it ____ (rain) tmrrw, I’ll put ff __________(leave) fr Shanghai.
6.Teachers always tell us_________(nt waste) ur precius time.
7. The little by fund it difficult fr him ________(carry) the big bx.
8. Her parents wish her ________(be) an excellent dctr in the future.
9. My grandfather used t ___________(take) a walk after dinner, but nw he is used t_______(read) newspapers after dinner.
10. He is hurt badly while playing sccer, s he can't walk _________(easy).
11. Tm was able ___________(read) very well when he was 5 years ld.
12. Animal Helper was _________(set) up t help disabled peple
课后反思
1. 运用多重阅读策略开展阅读活动。本节课根据文本内容的特点，引导学生运用了多重阅读策略。在读前阶段通过观看图片激起阅读欲望，形成阅读期待；在读中阶段通过略读确定文本大意，通过细读了解文本细节，通过猜测词义突破语言障碍；在读后阶段通过思维导图，巩固了对文本内容的把握，深化了对文本内涵的理解。阅读策略的运用加深了学生对文本内容的理解，培养了学生良好的阅读习惯，促进了学生阅读能力的提高。
2. 激活并拓宽阅读图式，搭建好阅读支架相对于授课班级。本节课阅读文本篇幅较长，生词较多，学生理解起来有一定难度，考虑到这一情况，读前环节做了大量的铺垫。本节课通过观看图片展示学习单词，激活并拓宽了学生的内容图式和语言图式；通过出示书信图片和书信格式回顾，激活了学生的形式图式。通过激活与拓宽内容图式、语言图式和形式图式，学生更多地了解了阅读文本涉及的文体体裁和背景知识，扫除了阅读中的语言障碍。这些环节为开展阅读搭建了台阶，降低了阅读难度。
3. 教学目标明确，教学条理清晰。本节课围绕文本内容“在 Miss Li帮助下 Ben Smith获得狗助手 Lucky，从而改变生活”这条教学主线，合理有序地开展了各项教学活动，每项活动的目标指向都非常明确。读前结合文本内容搭建阅读台阶，扫清阅读障碍，开展读前预测，形成阅读期待；读中按照阅读的基本过程先略读、后细读，着重文本内容理解，同时渗透阅读策略的运用；读后结合文本内容，开展相关拓展输出活动，加深对文本内容的理解，训练语言表达能力。这些教学活动的安排条理清晰，层次分明，符合教学目标需要。