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初中英语Section B教案设计
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这是一份初中英语Section B教案设计，共9页。教案主要包含了教学目标，教学重难点，教学策略及方法，教学准备，教学过程等内容，欢迎下载使用。
1.Knwledge gals: T learn mre useful expressins.
2.Ability gals: T imprve yur reading skills.
3.Emtin gals:
T cmmunicate with ur parents and understand them.T lve and enjy lve. 二、教学重难点
（一）教学重点：
1. 文章中的重要短语、句式及表达。(be absent frm,in persn,take pride in/be prud f )
2. 文章主人公今昔对比，把握主旨大意，可以复述。
3. 通过不同的阅读策略，学会阅读技巧，提高阅读能力。
（二）教学难点：
1. 完成设置的阅读任务，提高阅读能力。
2. 理解并能与父母进行交流，爱自己和家人与朋友，用感恩的心对待一切。
三、教学策略及方法：
1. 能根据上下文语境推测生词和短语的含义。
2. 能根据篇章内容的前后逻辑联系判断缺失信息。
3. 能灵活运用不同的短语表达同样的含义。
四、教学准备：课件制作，华为智慧云十六进制平台
五、教学过程
一、 课前准备 See which grup is the best. Rub, rub my hands Wipe,wipe my palms Get ready,g g g 摩拳擦掌，全力以赴
（设计意图：让学生咏唱来振奋精神，激发学习劲头）
二、自主学习
Step 1 Review 知识回顾：
1. Sharp Eyes Review the wrds and phrases.
(设计意图：以游戏抢答的形式简单地复习一下跟这节课有关的几个词汇，做一下课前热身)
2. Shw the learning gals.
Knwledge gals：T learn mre useful expressins.
Ability gals: T imprve yur reading skills.
Emtin gals: T cmmunicate with ur parents and understand them. T lve and enjy lve.
（设计意图：学习目标主要侧重于能力和情感，一是阅读技巧，学会三个阅读策略；二是希望通过学习这篇文章，唤起学生们对留守儿童的关爱之心，懂得体会亲情的可贵，理解父母的责任，并能在成长的道路上注意心理的健康和成长。）Step 2 Lead in (导入)
1. Watch the pictures and listen t smething abut the left-behind children.
（设计意图：用留守儿童的图片和心声给出本文背景资料，让学生能够更好地了解文章的主题和内容。家庭教育的弱化，情感缺失和心理失衡导致许多留守儿童成为问题儿童，给社会造成不良影响。）
2. Predict the main idea accrding t the title.
A. He used t break the schl rules.
B. He used t hate studying and fail his exams.
C. He used t fight with his classmates
Reading skill: The title can shw the main idea f a passage.
（设计意图：呈现 2b 中的图片以及课文标题“He Studies Harder Than He Used t”，让学生思考：What kind f prblems might he have? 给出三个选项，旨在让学生掌握根据标题和插图来预测文章内容的能力，引导他们带着问题去阅读下面的文章）
Step 3 Self-learning
1. Read fast and find ne key wrd t express the main idea f each paragraph.
Para. 1 Prblems
Para. 2 Talk/Cnversatin.
Para. 3 Changes
Para. 4 Backgrund
（Reading skills: Read quickly and lk fr certain infrmatin.）
（设计意图：目的在于让学生快速地浏览课文，把握每一段的中心意思，为下一步“把缺失的句子放入正确的位置”降低了难度。）
三、Cperatin and explratin 合作探究
Step 4 Scanning
1. Read the passage again and put the missing sentences A-D in the crrect place
A. They had a lng talk.
B. Nw Li Wen has really changed.
C. Hwever, things began t change a few years ag.
D. His teacher was wrried abut him.
2. Study with yur partner Sharing yur ideas:
Hw t find the missing language?
Discuss with yur partner t find the clue sentence.
Reading Strategy: Use the sentence cntext t guess the meaning.
（设计意图：本环节设置为先自读完成阅读任务，再根据阅读技巧师徒对研答案线索，让小组的1、2 号学生来帮助 5、6 号，能根据语篇内容的前后逻辑关系补全缺失的信息，以达到分层教学的目的。提问时如果 5、6 号能站起来回答正确，则全组一并加分，以这种方式让学生感受互相帮助的好处，提高合作学习的兴趣。小组合作学习是学生学习的主要形式，重视学生之间的交流与合作，让学生自主地表达，自主地学习，能够实现对知识的融合。）
Step 5 Careful reading.
Studying with yur partner
Para1 : Befre his parents mved t the city, As a little by, Li ___ caused any prblems.
A.always B. usually C. never D. seldm
2. His grandparents take care f him. (同义短语)
A. care fr B. care abut C. lk after D. take after
3. Li missed parents s much that he ften felt ____.
A. alne B. lnely C. being alne D. being lnely
Para2 : After his parents mved t the city
1. What did Li Wen d ?
2. What did Li Wen’s parents d?
3. What did Li Wen’s teacher d ?
Para 3＆4 what is Li Wen like nw? T r F.
1. Li Wen’s parents take pride in everything that I d.
2. Li Wen became mre utging and make gd friends.
3. Parents shuld have talk with their kids.
4. Li Wen wrks as hard as he used t.
55. It’s imprtant fr parents t be there fr their children.
Step 6 Read the passage mre carefully and then fill in the blanks.
（设计意图：这个环节是把 2c 的阅读任务改为表格的形式，对文章内容进行整体归纳总结，培养学生对篇章结构的把控能力。继续采用师徒对研的形式，生教生，以实现共赢。问学生：什么改变了李文？进行情感教育）
Step 6 Pst reading ---- fill in the blanks
When Li Wen was a little by: he ______ caused prblems, he ______ much time
with his family. After his parents mved t city: he felt____, he was less _______ in studying, he was _____ frm schl, and______ his exams. At barding schl: He was shy and fund life there______. He want t ______ schl. After a lng talk : He studied _______ than he used t. Li Wen has really ________.
（设计意图：本环节是一个读后活动，通过填空的形式让学生总结概括本篇文章的主要内容，同时也进行了语法填空的练习）
1. Teacher's Wrds 和 Let’s say tgether!
（设计意图：教师寄语、学生大声向父母示爱，进行情感教育。）
三、整理提升Step 7 Summary
What have yu learned?
（设计意图：让学生从知识、能力、情感三个方面对本节课进行梳理整理，让他们说出他们本节课的收获，充分体现学生的主体地位，本节课的情感目标“理解并能与父母进行交流，爱自己和家人与朋友，用感恩的心对待一切。”在这个环节进行升华。）
Step 8 Exercises 巩固练习
1.Guess the wrd meaning accrding t the sentence cntext.
1) Hwever, insects with clrs different frm plants can easily be fund and eaten by thers. S in rder t survive, they have t hide themselves in the daytime and appear nly at night. What’s the meaning f the underlined wrd “survive”?
A. 繁殖 B. 产卵 C. 生存
2)In the Far East in ancient times, the umbrella was allwed t be used nly by thse in high ffice r by ryal peple such as the kings r queens.
7 The underlined wrd “ryal” might mean _____ .
A.皇室的 B.富裕的 C.中产的
2.Finish the sentences.
1.When his parents mved t the city t wrk, they culd nt t______him. (照顾)
2.He became less interested in studying and _________________ classes. (缺席)
3. Then his parents ________________ t send him t a barding schl. (决定)
4. His teacher advised his parents t talk with their sn ______________. (亲自)
5. This cnversatin with his parents ______________ his life. (影响)
6. His parents wuld _________________ everything gd that he did. (以为荣) （设计意图：本节课所学知识做题，达到巩固知识的目的。运用华为智慧云平台形象直观地设计意图：当堂练习选择与本节课知识与能力培养有关的题目进行巩固。运用展示学生做题的准确率，并由学生来讲解错误较集中的习题，充分调动学生的主动性，符合新课标要求。）
7. Cunt the pints t see which grup is the best. The tp ne grup cme t the frnt t receive a natinal flag. Enjy and sing the sng “ Yu raised me up ”. Have an emtinal educatin: Trying yur best is the way that yu lve yur parents.
（设计意图：对小组得分进行汇总，评出最优小组，课后拍照发家长群表扬。欣赏英文歌曲“Yu raised me up——你抚养我长大”，再次渗透德育。）
Step 9 Hmewrk
必做：
1. Say “I lve yu” t yur parents
2. Write a similar passage abut yurself.
选做：D a survey abut the left-behind children arund yu
（设计意图: 作业设计是课堂教学的巩固和延伸。作业布置既有共性又有层次性，利于不同层次学生完成。）Left-behind children
Prblems
Hw t slve them
1.Knwledge gals: T learn mre useful expressins.
2.Ability gals: T imprve yur reading skills.
3.Emtin gals:
T cmmunicate with ur parents and understand them.T lve and enjy lve. 二、教学重难点
（一）教学重点：
1. 文章中的重要短语、句式及表达。(be absent frm,in persn,take pride in/be prud f )
2. 文章主人公今昔对比，把握主旨大意，可以复述。
3. 通过不同的阅读策略，学会阅读技巧，提高阅读能力。
（二）教学难点：
1. 完成设置的阅读任务，提高阅读能力。
2. 理解并能与父母进行交流，爱自己和家人与朋友，用感恩的心对待一切。
三、教学策略及方法：
1. 能根据上下文语境推测生词和短语的含义。
2. 能根据篇章内容的前后逻辑联系判断缺失信息。
3. 能灵活运用不同的短语表达同样的含义。
四、教学准备：课件制作，华为智慧云十六进制平台
五、教学过程
一、 课前准备 See which grup is the best. Rub, rub my hands Wipe,wipe my palms Get ready,g g g 摩拳擦掌，全力以赴
（设计意图：让学生咏唱来振奋精神，激发学习劲头）
二、自主学习
Step 1 Review 知识回顾：
1. Sharp Eyes Review the wrds and phrases.
(设计意图：以游戏抢答的形式简单地复习一下跟这节课有关的几个词汇，做一下课前热身)
2. Shw the learning gals.
Knwledge gals：T learn mre useful expressins.
Ability gals: T imprve yur reading skills.
Emtin gals: T cmmunicate with ur parents and understand them. T lve and enjy lve.
（设计意图：学习目标主要侧重于能力和情感，一是阅读技巧，学会三个阅读策略；二是希望通过学习这篇文章，唤起学生们对留守儿童的关爱之心，懂得体会亲情的可贵，理解父母的责任，并能在成长的道路上注意心理的健康和成长。）Step 2 Lead in (导入)
1. Watch the pictures and listen t smething abut the left-behind children.
（设计意图：用留守儿童的图片和心声给出本文背景资料，让学生能够更好地了解文章的主题和内容。家庭教育的弱化，情感缺失和心理失衡导致许多留守儿童成为问题儿童，给社会造成不良影响。）
2. Predict the main idea accrding t the title.
A. He used t break the schl rules.
B. He used t hate studying and fail his exams.
C. He used t fight with his classmates
Reading skill: The title can shw the main idea f a passage.
（设计意图：呈现 2b 中的图片以及课文标题“He Studies Harder Than He Used t”，让学生思考：What kind f prblems might he have? 给出三个选项，旨在让学生掌握根据标题和插图来预测文章内容的能力，引导他们带着问题去阅读下面的文章）
Step 3 Self-learning
1. Read fast and find ne key wrd t express the main idea f each paragraph.
Para. 1 Prblems
Para. 2 Talk/Cnversatin.
Para. 3 Changes
Para. 4 Backgrund
（Reading skills: Read quickly and lk fr certain infrmatin.）
（设计意图：目的在于让学生快速地浏览课文，把握每一段的中心意思，为下一步“把缺失的句子放入正确的位置”降低了难度。）
三、Cperatin and explratin 合作探究
Step 4 Scanning
1. Read the passage again and put the missing sentences A-D in the crrect place
A. They had a lng talk.
B. Nw Li Wen has really changed.
C. Hwever, things began t change a few years ag.
D. His teacher was wrried abut him.
2. Study with yur partner Sharing yur ideas:
Hw t find the missing language?
Discuss with yur partner t find the clue sentence.
Reading Strategy: Use the sentence cntext t guess the meaning.
（设计意图：本环节设置为先自读完成阅读任务，再根据阅读技巧师徒对研答案线索，让小组的1、2 号学生来帮助 5、6 号，能根据语篇内容的前后逻辑关系补全缺失的信息，以达到分层教学的目的。提问时如果 5、6 号能站起来回答正确，则全组一并加分，以这种方式让学生感受互相帮助的好处，提高合作学习的兴趣。小组合作学习是学生学习的主要形式，重视学生之间的交流与合作，让学生自主地表达，自主地学习，能够实现对知识的融合。）
Step 5 Careful reading.
Studying with yur partner
Para1 : Befre his parents mved t the city, As a little by, Li ___ caused any prblems.
A.always B. usually C. never D. seldm
2. His grandparents take care f him. (同义短语)
A. care fr B. care abut C. lk after D. take after
3. Li missed parents s much that he ften felt ____.
A. alne B. lnely C. being alne D. being lnely
Para2 : After his parents mved t the city
1. What did Li Wen d ?
2. What did Li Wen’s parents d?
3. What did Li Wen’s teacher d ?
Para 3＆4 what is Li Wen like nw? T r F.
1. Li Wen’s parents take pride in everything that I d.
2. Li Wen became mre utging and make gd friends.
3. Parents shuld have talk with their kids.
4. Li Wen wrks as hard as he used t.
55. It’s imprtant fr parents t be there fr their children.
Step 6 Read the passage mre carefully and then fill in the blanks.
（设计意图：这个环节是把 2c 的阅读任务改为表格的形式，对文章内容进行整体归纳总结，培养学生对篇章结构的把控能力。继续采用师徒对研的形式，生教生，以实现共赢。问学生：什么改变了李文？进行情感教育）
Step 6 Pst reading ---- fill in the blanks
When Li Wen was a little by: he ______ caused prblems, he ______ much time
with his family. After his parents mved t city: he felt____, he was less _______ in studying, he was _____ frm schl, and______ his exams. At barding schl: He was shy and fund life there______. He want t ______ schl. After a lng talk : He studied _______ than he used t. Li Wen has really ________.
（设计意图：本环节是一个读后活动，通过填空的形式让学生总结概括本篇文章的主要内容，同时也进行了语法填空的练习）
1. Teacher's Wrds 和 Let’s say tgether!
（设计意图：教师寄语、学生大声向父母示爱，进行情感教育。）
三、整理提升Step 7 Summary
What have yu learned?
（设计意图：让学生从知识、能力、情感三个方面对本节课进行梳理整理，让他们说出他们本节课的收获，充分体现学生的主体地位，本节课的情感目标“理解并能与父母进行交流，爱自己和家人与朋友，用感恩的心对待一切。”在这个环节进行升华。）
Step 8 Exercises 巩固练习
1.Guess the wrd meaning accrding t the sentence cntext.
1) Hwever, insects with clrs different frm plants can easily be fund and eaten by thers. S in rder t survive, they have t hide themselves in the daytime and appear nly at night. What’s the meaning f the underlined wrd “survive”?
A. 繁殖 B. 产卵 C. 生存
2)In the Far East in ancient times, the umbrella was allwed t be used nly by thse in high ffice r by ryal peple such as the kings r queens.
7 The underlined wrd “ryal” might mean _____ .
A.皇室的 B.富裕的 C.中产的
2.Finish the sentences.
1.When his parents mved t the city t wrk, they culd nt t______him. (照顾)
2.He became less interested in studying and _________________ classes. (缺席)
3. Then his parents ________________ t send him t a barding schl. (决定)
4. His teacher advised his parents t talk with their sn ______________. (亲自)
5. This cnversatin with his parents ______________ his life. (影响)
6. His parents wuld _________________ everything gd that he did. (以为荣) （设计意图：本节课所学知识做题，达到巩固知识的目的。运用华为智慧云平台形象直观地设计意图：当堂练习选择与本节课知识与能力培养有关的题目进行巩固。运用展示学生做题的准确率，并由学生来讲解错误较集中的习题，充分调动学生的主动性，符合新课标要求。）
7. Cunt the pints t see which grup is the best. The tp ne grup cme t the frnt t receive a natinal flag. Enjy and sing the sng “ Yu raised me up ”. Have an emtinal educatin: Trying yur best is the way that yu lve yur parents.
（设计意图：对小组得分进行汇总，评出最优小组，课后拍照发家长群表扬。欣赏英文歌曲“Yu raised me up——你抚养我长大”，再次渗透德育。）
Step 9 Hmewrk
必做：
1. Say “I lve yu” t yur parents
2. Write a similar passage abut yurself.
选做：D a survey abut the left-behind children arund yu
（设计意图: 作业设计是课堂教学的巩固和延伸。作业布置既有共性又有层次性，利于不同层次学生完成。）Left-behind children
Prblems
Hw t slve them
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