Section B 3a —4 Self check优秀完整教案

八年级下册英语第三单元2b阅读教学设计

课题：

授课对象：

授课教师：

教学背景分析：

（教材、学情）

Unit3 Section B(2a-2e)

A8.8班学生

张琳琳

教材分析:

本课的教学内容是人教版八年级英语下册第三单元

“Could you please clean your room？”Section B的第二课时。

本课时为阅读教学，从家长角度出发，针对学生是否应该承担家务劳动展开讨论，它不仅包括语言知识的学习，还有阅读技巧的培养，同时它还承载着培养正确的情感态度，价值观等深层意义。让学生了解对同一事物人们会有不同的看法，学会全面的看待事物，同时，正确理解做家务活的利和弊。学会照顾自己，培养自己的独立意识，并主动去帮助家人做家务。

学情分析：

八年级的学生有一定的英语语言基础，而且已经了解should 和shouldn’t的用法，能够正确表达自己的观点。但是学生对于阅读策略掌握不多，需要老师加以指点，并且本课时长难单词较多，对学生流利朗读也是挑战。

After this class, students are expected to 1.get parents’ different opinions on whether young people should do chores at home by skimming. 2.get the specific information by scanning . 3.learn to share the housework with parents and show love for them.

1.

掌握议论文体三要素。

2.

正确运用所学的重点短语，如develop student’

independence 等。

3.

掌握并能运用阅读策略即skimming 运用所学知识开展辩论赛。

Task-based teaching method Communicative approach

PPT, textbooks, video, chalks

教学目标：

教学重点：

教学难点：

教学方法：

教学资源：

Steps Teacher’s activity 1.

greet students

2.

Do a survey :Who often play computer games at home? Who often do chores at home? Who never wash clothes by yourselves?

Play a video, and ask two questions

1.

What is the video about? 2.

What differences can you find between Chinese and American kids on doing chores at home?

1Ask students to read the sentences(The Sunday Mail Magazine...) and connect the picture to predict what we will learn in this class. 2.Reading skill: the title and the picture are useful to predict. Reading skill:skimming 1.

Have

students

skim the letters ,at the same time ,explain what the skimming is . 2.

Ask students “what are Ms. Miller’s and Mr. Smith’s opinion?”

“How do you know”

Reading skill:scanning 1.Let students read the two letters and try to figure out the structure of the letters

The first letter: 1.

Ask students to read Students’ activity Design intention Step 1 Warm-up

1.

greet

2.Stand up as quickly 设计口头调查是为了提as they can if they 高学生的注意力，能快often do what I say

速进入课堂。

Step 2 presentation

尝试一种流行软件---抖音拼图，让学生观看视1.Watch the show 频分析中美孩子做家务together

上的不用培养方式，以2.Find out the 一种新颖的方式吸引学differences

生的注意力并为短文分析做好铺垫。

Step3 Pre-reading 1.Read and predict what we will learn by 通过标题和图片能让学the title and the

生预测主题。

picture Step 4 While-reading

1.

Look at the meaning of skimming and look through the letters quickly. 2.

Match the idea of each letter with parents 学生运用略读策略能快速捕捉每一段的中心意思，提高阅读的实效性，增强学生的对于长篇文本的阅读信心。

1.Choose the right one. 1.

Read the letters carefully 通过scanning策略找到议论文体的结构，能让学生更清晰明了的理解文章内容。

第一封信采用找观点，原因，结论--完成思维

Step 5 Post-reading Step 6 Summary the first letter again

2.

Ask “Which sentence are the opinion,reasons and conclusion?”

3.

Ask”Can you use the phrases on the book to finish the mind-map?”

4.

More details: “Which sentence is true o r false? ”

“Can you correct them?”

The second letter: 1.Ask students to read the first letter again

2.Ask “Which sentence are the opinion,reasons and conclusion?”

3.Ask”Can you use the phrases on the book to finish the mind-map?”

4.Design a scene: Mr. Smith’s neighbor’s son was ill again, so he gave his mom a call ,try to make a dialogue with your partner ,using the key structure “the +比较级，the +比较级”

1.

Ask students “As

children ,should we do

chores at home? ”

2.

let students have a debate to explain why they should or shouldn’t do chores \. 3.

Girls play pros and boys play cons. 4.

Ask other students give a comment.

As the saying goes ,there is a thousand Hemlets in 2.

Find out the opinion , reasons and conclusion 3.

Try to fill the blanks using the phrases on the book. 4.Read the sentences and tell “T”or “F”, then correct them.

导图---判断正误的步骤，由易到难的突破重点，判断正误的题目设计较难，在于培养学生查找信息，细节分析的能力。

1.Read the letters carefully 第二封信采用找观点，2.Find out the 原因，结论--完成思维opinion , reasons and 导图---编对话的形式，conclusion 难度逐步递升，但巧妙3.Try to fill the blanks 的设计让学生兴趣不using the phrases on 减，mom和son 的对话the book. 不仅让学生练习了重点4.Make a dialogue 短语，还点燃的学生的between mom and son.

兴奋点。

1.

Give their own opinions one by one within 3 minutes. 2.Other students gave scores and tell the reasons.

在本环节，重点在于学生能把所学提炼为自己的语言，正确表达自己的观点，同时，其他学生给与过程性评价，使所有学生都得到语言能力的锻炼。

Listen and think 这一环节意在通过前面所设计的活动，引发学

thousand people’s eyes ,so it’s normal to have your own opinion on doing chores ,but I’d like to say we should share the housework with our parents and show love for them.

1.Design your own mind-map . 2.Write a composition to express your opinion on doing chores.

生思考，全面的看待事物，正确理解做家务的利与弊，关爱父母。

Step 7 Homework

本课时设计了两个mind-map,让学生再根据文本设计自己的思维导图可以拓展学生的想象力和思维能力，同时课下写作可以让学生对所学及时复习。

Blackboard design: Unit3 Could you please clean your room? Section B (2a-2e)

Opinion

the first sentence

Reasons

the middle

Conclusion

the last sentence