八下Unit3SectionB2aselfcheck.docx
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八下Unit3SectionB2aselfcheck.docx
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八下Unit3SectionB2aselfcheck
《Unit3Couldyoupleasecleanyourroom?
》
课程名称
《Unit3Couldyoupleasecleanyourroom?
》
授课人
高焕青
学校名称
博爱县光智中学
教学对象
八年级
科目
英语
课时安排
共5课时第4课时
一、教材分析
义务教育教科书八年级英语下册,人民教育出版社;
Unit3Couldyoupleasecleanyourroom?
SectionB(2a-2e).
教学目标:
(I)Basicknowledgeaims:
1.Learnthenewwordsandexpressions
n.stressfairnessneighbor
n.v.waste
v.providedependdevelopdrop
adv.anywayadj.ill,
conj.prep.,conj.&adv.since
2.Learntomakesentenceswiththekeywordsandexpressions
(II).Abilityaims:
Studentslearntoexpresstheiropinionsaboutkidsdoingchores.
(III).Emotionaims:
Learntoloveandunderstandourparents.
II.Teachingdifficultandkeypoints:
Howtousetheway---skimmingtofinishthereadingtasks.Andstudentstrytoexpresstheirownopinionsfluently.
III.Teachingaids
Acomputerandtextbooks
IV.Learningmethods:
Workinpairsorgroups.
二、学情分析
该部分学习内容贴近学生生活,谈论的话题是对学生在家做家务的看法。
通过互相交流对学生在家做家务的观点看法,可以增进同学之间的了解和友情并学会在英语交流中关注他人的情感,学会用英语婉转提出请求和要求。
Thestudentshavecertainskillsoflistening,speaking,readingandwriting,butsomestudentsdon’thaveenoughconfidenceinlearningEnglish.Theteachershouldencouragethemtoopentheirmouthstospeakthroughsomeinterestingtopics.
三、教学理念及教学策略选择与设计
1.教学理念:
启发引导学生发表自己的观点见解,发展学生的思维,教学过程生动,任务设计可操作、浅显易懂。
2.教学策略的选择与设计:
启发诱导学生思考互助、鼓励学生开口表达,环节环环相扣,激发学生兴趣思维。
四、教学过程
教学过程(环节)
教学内容及课件、资源内容
学生、教师活动内容及目标
媒体设备资源应用分析
StepI.warming-up.
andLeadin
StepII.Reading.
StepIII.Practice.
StepIV.Expansion
StepV.Homework.
1.ShowthestudentsthetitleofthislessononPPT1andplayapieceofmusicatthesametime.
2.ShowthelearningaimsonPPT2.
3.Askthemtodiscussthefollowingtwoquestions(onPPT3):
4.ShowingPPT4forstudentstothesituationbetweenchildrenandtheirparentstoencouragthestudentstoopentheirmouthstoexpresstheirownideas
5.ShowthestudentsLearningguide1.andtwoquestionsonPPT5.Encouragestudentstousethereadingstraregy---skimming.
6.ShowLearningguide2.onPPT6andaskstudentsreadthelettersagainandfindtheprosandconsfromtheletterstofillinthechartin2c.
Usingthereadingstrategy---skimmingtofinishandworkinpairs.
7.ShowstudentsLearningguide3onPPT7.
Checkthestudents’sentencesmadebythemselves
(beforethat,theyworkinpairstohelpeachother.)
2e.Disscussthequestionswiththepartner.
Encouragethestudentstoexpresstheirownopinionswiththetwolettersin2b.Givestudentssomehelporadvicesothattheycanfinishthetaskeasily.
Developthestudents’lovefortheirparentsandtheirfamily.
Studentsaremovedbytheirparents,especiallybywhattheirparentsdoforthem.
Consolidation.
Deepenthestudents’understandingandprepareforthenextperiod.
T:
Today,let’sgoonlearningUnit3Couldyoupleasecleanyourroom?
SectionB(2a-2e).Sonowlookatthelearningaims.
Asksomepairsofstudentstoreadandtranslatethenewwordstocheckhowwelltheypreviewthislesson.
Thenaskthemtodiscussthefollowingtwoquestions(onPPT3):
1).Whatdoyouoftendotohelpyourparentsathome?
2).Doyouthinkkidsshouldhelpoutwithchoresathome?
Andgetseveralpairstosharetheiropinionsinclass.Letstudentstrytosaytheiropinionsasmanyaspossible.
T:
Youhavedifferentopinionsaboutkidsdoingchores.(ShowingPPT4)
Whatoftenhappeneverytimeyouhelpyourparentsortheyaskyouforhelpwithchores?
Actoutyourconversations.(Thestudentsworkinpairstoprepareandthenactouttheconversationspairsbypair.)
1.T:
Afterhearingyourconversations,Icanseethatyourparentshavedifferentopinions,too.But“Shouldkidsdochoresathome?
”(ShowthestudentsLearningguide1.andtwoquestionsonPPT5)Nowlet’sskimthetwolettersfromtwoparents,thatistosay,readquicklyandthenfindtheiropinions.
Aboutthreeminuteslater,somestudentsstandupandtelltheirclassmatesthetwoparents’opinions.
2.ThenshowLearningguide2.onPPT6andaskstudentsreadthelettersagainandfindtheprosandconsfromtheletterstofillinthechartin2c.Theyreadquicklyandworkwiththeirpartners,tryingtofindalltheprosandcons.Thentheyfillinthechartin2c.
Afterthat,theteacherhaveseveralpairsofstudentssaytheiranswers.Giveasmanystudentsaspossiblechancestoshowthemselves.
3.T:
Cleverboysandgirls,youdidverywell.Nowgoonreading.
ShowstudentsLearningguide3onPPT7.Letthestudentsfindtheexpressionsin2dfromthetwolettersandmakenewsentenceswiththem.Thenaskseveralpairsofstudentstoshowtheiranswers,onestudentreadthesentenceintheletters,theotherreadhisownnewsentence.(onebyonepair.)
1.Askthestudentstoexpresstheirownopinions.
T:
Welldone!
Afterwereadthetwolettersforthreetimes,wecaneasilyfindMsMillerandMr.Smithhavedifferentopinions,too.Also,theyhavetheirownreasons,andtheysoundsreasonable.Butatthemoment,Ireallywanttoknowyourownopinionsaboutkidsdoingchoresafterreadingthetwoletters.
Expressyouropinionsaboutdoingchores.Youcansaylikethis:
Ithinkit’sfair/unfairforkidsto…
Because…
Ithinkchildrenshould/shouldn’t…
Because…
EncouragetheSstoexpresstheirideasandhelpeachothertofinishthetask.
First,letthestudentsworkinpairs,thensharetheiropinionsaboutkidsdoingchoreswiththewholeclass.Letstudentsgiveasmanyopinionsastheycanandtheyhavetosaytheirreasons.Abouttenminuteslater,manystudentssharedtheiropinions.Mostofthemthinkkidsshoulddochorestohelpparents,butstillsomestudentsdisagree.
2.Leadstudentstoloveandunderstandtheirparents.
T:
Now,pleaselookatthesepicturesofourparents.
IshowalotofpicturesofparentsonPPT8,inwhichparentsareeitherlookingaftertheirkidsorworkinghardintheirworkingplaces.Whilethestudentslookingatthepictures,Iplayedthesong“Mother”fromYanWeiwenforthem.Thepurposeistoleadstudentstoloveandunderstandtheirparentsdeeply.
Afterthat,thestudentswillbemoved,therewillbeeventearsinsomestudents’eyes.SoIaskstudents,“Doyouwanttosaythissentencetoyourparents?
”(Thesentence“Fatherandmother,Iloveyou!
”isinthelastpicture.)They’llanswertogether,“Yes!
”
T:
Pleasestandupandputyourhandshere(overtheheartonthechest),saythissentenceloudlytoyourparents.
Students(loudly):
“Fatherandmother,Iloveyou.”
What’smore,IshowstudentsanotherPPT---PPT9,itsays,
“Parents’loveisselfless,andwillbewithusforever.
Thankyourparents,
loveyourparents,
Pleasehelpthemdomorechores!
”
Inordertoletstudentsloveandunderstandtheirparentsmore.AtthesametimetheyarelookingatthePPT9,Iplaythesong“ThankfulHeart”forstudentstolistensilently.
T:
Fromtodayon,Whatwillyoudotothankyourparents?
Sa:
Iwillstudyhardatschoolandhelpthemmoreathome.
Sb:
Iwill---
---,---(Almostallthestudentssaythattheywillstudyharderandharder,andtheywillhelpthemathome.)
Afterclass,pleasewriteashortpassagetoexpressyouropinionsaboutkidsdoingchoresathome.
PPT1.Showthetitleofthislesson.
Playapieceofmusictowarmtisclass.
PPT2.ShowstudentstheLearningaimsofthisclass.
PPt3.Showstudentstwoquestionsforthemtodicuss.
PPT4.Tocreateasituationbetweenchildrenandtheirparents.
PPT5.Guidethestudentswhattodonextandhowtodoit,andthetimetheywillhave.
PPT6.Tellstudentswhat’sthenexttaskandhowtheyfinishitinthelimitedtime.
PPT7.Showstudentstheimportantphrasesorexpressions,askthemtotrytheirbesttomakenewsentencesafterreadingthemodelsfromtheletters.
ThecontentonPPtcanhelpstudentsfinishthetaskeasilyandquickly.
ThepicturesonPPThelpstudentslearnaboutwhattheirparentsdoforthemindailylifeandhelpstudentsunderstandtheirparentsbetter.
Playasongfromthefamoussinger,YanWeiwen,tohelpstudentsweredeeplymovedbytheirparents.
ThesentencesonPPT9tomakethestudentsthinkdeeply.
Playasong“ThankfulHeart”
ThelastPPTshowthehomeworktostudents.
五、教学及学习建议(课后反思)
初中英语阅读教学既是教学重点,也是教学难点,培养和提高学生的阅读理解能力是阅读课的主要目的。
阅读不是单纯为解决某个语言或是回答几个问题而进行的,最终目的是为利用所获取的信息知识进行交流,这种交流不是被动地掌握语言形式或语言结构,而是有交际愿望和交际目的的。
.但是由于学生词汇量有限、.缺乏有效的阅读策略与技巧、课外知识面狭窄、英美文化背景知识单薄等原因,造成学生阅读动力与兴趣不足,影响了阅读的效果。
为了提高学生的阅读能力和效率,我不断反思自己的教学,积极转变教学观念,指导学生使用恰当的阅读策略,帮助学生在学习过程中掌握阅读理解技能,从而提高学生的阅读能力。
在这节课上我就先介绍相关背景知识,再指导学生通过整体感知、寻读(Scanning)、浏览读(Skimming)、细读(Intensive---reading),再引导他们探究学习,对整篇课文中的重点词汇、语言结构等进行挖掘,并整理归纳,相互交流,让学生巩固已获取的语言信息知识,且对学生的记忆训练﹑思维训练都有很大的帮助。
总之,在阅读教学过程中,学生应始终是学习的主体,而教师则只扮演一个导演的角色。
只有充分发挥教师的主导作用和充分体现学生的主体作用,才能提高课堂效率和质量,真正达到阅读教学的目的。
我在本节阅读教学课中,仍有许多值得改进之处。
如指导语不够清晰明确,导致学生在活动初出现片刻茫然;个别环节没有为学生的英语思维及时引导。
因此在今后的教学工作中,我还需要不断的学习和提升,提炼自己的语言,使教学效果更好。
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- Unit3SectionB2aselfcheck