Section B 3a —4 Self check教学设计(第一课时)

Unit 4 Why don’t you talk to your parents?

Section B 2a-2e —By Gong Qiuting

from Guang Nan School Teaching Aims: 1. Aims on the knowledge (1) To help students master the new words and phrases: compete, typical, training, continue, stress, development, compare...with. (2) To help students learn some reading skills, such as guessing the meaning of the new words through the context. 2. Aims on the abilities (1) To improve students’ abilities of speaking and reading such as skimming,scanning and guessing. (2) To develop students’ abilities of studying by themselves and cooperating with their partners. 3. Aims on the emotion To help students learn to face to stress bravely and learn to lower their stress.

Teaching Importance and Difficulty:

The importance is to teach students how to strike a balance between pressure and relaxation. The difficulty is about how to train students’ reading skills such as word guessing by reading the context.

Teaching and Learning Methods:

I’ll use Task-based teaching approach to organize my teaching.

They will be given many chances to cooperate with their partners to complete the tasks.

Teaching Procedures: Step 1 Warming up 1.Free Talk Are you happy on weekends? Why? (通过话题讨论引出学生活动，进一步引出课后辅导班现状）

2.

Do a survey-- How many students have after-school classes?

How many kinds of after-school classes do students have?

Are you happy? How do you feel? （利用现场调查引使学生产生共鸣，并且在调查总结中引出文本内容“common problem\exam skill \sports skill）

Step 2 Pre-reading

Lead-in &Presentation Ask students whether American children are as busy as them? Show a video of American mother.

(提出问题让学生思考:美国孩子是否和中国孩子一样忙碌?以一位美国母亲的视频导入2b 内容，让孩子在真实情境中进行阅读）

Step 3 While-reading 1.

Fast Reading Match the main idea with each paragraph. （略读的训练，整体把握全文，了解文章大意）

2.

Careful Reading (1)

Show a mind map of the whole passage

（思维导图的展现既梳理全文也为下面的活动作铺垫）

(2)

Guide students to read par.2 and 3 and find Cathy's and Linda's opinion. (3)

Pair Work: Would you like to be Cathy’s child? (4)

Choose a new word from mind map to explain how to guess the meaning by using the context.

(5)

Practice of guessing. (6)

Students read the new words after the teacher together (7)

Discuss : Who do you agree with?Why?

（阅读并朗读第二和第三自然段，让学生找出并细细体味Cathy和Linda的观点，并就问题Who do you agree with? Why进行讨论，并在思维导图中挑选生词，进行猜词阅读技巧的教学，示范教学后进行适当练习，要求学生说出推理的依据，初步检测学习效果。在掌握了猜词的技巧之后，带读生词，加深学生对生词的印象。）

(7) Ask---What do you think of pressure?

Ask students to think the question and speak out their opinion.

（本文的重点在于学生对话题的讨论和看法，本环节适时的让学生思考文本内容Stress的存在性，并表达观点，使本课的情感教学得到体现，带领学生思考对压力的看法，激活学生阅读第四段的兴趣以专家的观点结束全文的阅读，最终完善板书中的思维导图，让学生有个清晰的调理）

(8)Read paragraph 4 and find Alice’s opinion. (9)Thinking----What do you think of pressure? (阅读专家的观点之后再次问学生对压力的看法，让学生进一步进行思考和表达）

Step 4 Post-reading

1.

Group Work----Talk with your parents

act out the conversation about talk with parents.

（本活动给学生一个最大的输出机会，让学生在真实情境中表演如何与家长谈论压力，让学生实践Doctor Alice在文中的建议: think for themselves, and learn to relax，

在小组活动中展现学生对于压力的排解方法和建议，突破本节课的教学重点。）

Step 5 Summary Reading skills

Opinion about after-school class How to relax Step 6 Homework 1.Talk with your parents about their pressure and give them some advice. 2.If you can, write an article about it.

Blackboard Design

Unit 4 Maybe you should learn to relax? Reading

pressure

Common problem

Too many after-school classes

survey common problem

too many Cathy's opinion

Linda's opinion

Alice's opinion

after-school classes

relax