人教版八年级下册 Unit 4 Why don't you talk to your parents？Section A 3a 教案（表格式）

教材名称 Go for it! 所教年级、册次、单元 八年级（下）Unit 4 Section A -3a
计划学时 1学时
一、教材内容分析
本课是一堂阅读课，阅读材料的内容是一个自称为Sad and Thirteen的男孩父母总是吵架，且哥哥对自己也很不友善，为此Sad and Thirteen感到非常孤独，忧虑。因此，他写了一封给Mr. Hunt的求助信。
二、学习者特征分析
八年级的学生通过将近两年的英语学习，已初步具备了一定的英语听说读写能力，也积累了一定的英语语言知识和应用语言的能力。但是学生不擅长表达自己的想法和观点。因此，敢张嘴说，敢于表达自己的想法是现阶段的教学目标。另外，学生平日缺乏英语语言环境，英语课成为他们听英语、用英语的主要渠道。因此，学生运用英语思维的能力比较弱。为此，老师需要创设情境，让学生在情境中去理解、体会英语语言。
三、教学目标（知识与技能、过程与方法、情感态度与价值观）
After this lesson, students will be able to： 1. get some reading skills, like getting information according to key words and guessing meanings of some words in the context 2. understand family problems and give advice to solve these problems 3. understand keys to build up a happy family
四、教学重点、难点分析
本节课的教学重点是通过一篇阅读材料探讨家庭矛盾，并能根据具体问题给出一些建议。对于初二的学生来说，从文章中提取相关信息相对容易，但学生在猜词技巧方面仍很欠缺，因此通过本堂课，希望能够引导学生根据篇章、句意猜词。另一个阅读技巧的难点是关于指示代词（it, they）在句中的重要作用。此外，关于针对家庭矛盾给出建议这一点，大多数同学还是很难给出自己的观点，为了让多数学生参与课堂，有话可说，我提供了一些建议供学生选择。学生既可以探讨这些建议的可行性，也可以适当改变，或是形成一些新的观点。这样一来课堂的难点就解决了。
五、教学策略选择与设计
这是一堂阅读课，因此本节课我采用任务教学法，设置不同层次的任务，让学生在任务中理解本课的内容、掌握重难点。为了降低学习难度，我在设计该课时尽量做到简化问题，设置梯度。其次，设置情境，elicit新单词，让学生在情境中感受体会，而不是填鸭式教学。此外，给学生自主学习、思考、合作讨论的时间，将课堂还给学生，让他们在思辨的火花中迸发新的想法，让他们真正的用语言去交流。
六、教学过程设计
Step One Lead-in Show a picture of a letter, and ask some questions to help students understand something about the letter： T:What’s this Ss: A letter T: Who is the letter to Ss: Mr. Hunt. T: Who is the letter from Ss: Sad and Thirteen. T: Do you think Sad and Thirteen is a real name What can we get from his name Ss:.... T: Can you guess why he wrote a letter to Mr. Hunt Ss:... T: What happened to Sad and Thirteen ———（show a picture)Step Two Pre-teachread the picture and help students know some information about the letter, and to elicit the new words “ relation, get on with, argue” in a context(情境教学—-—和学生共同解读图片,并设置情境引出本节课的三个重要的且影响学生阅读障碍的三个词汇：relation, get on with, argue)T：This is a photo from Sad and Thirteen’s family. Guess who is the man S: Father.T: You’re right. So the relation between the man and Sad and Thirteen is Father and Kid. What’s the relation between ST(Sad and Thirteen) and the woman Ss:...T:Look at the picture, are they friendly to each other S: No.T: You’re right, they don’t get on with each other.T: What are they doing S: ....T: ...（elicit the word argue according to Ss’ answer）Step Three Gist readingRead the letter and find out What’s Sad and Thirteen’s problem Check answers T: How many problems are there at his home Ss:.. (ask students to read and find out the two problems) Peer check Check in open classStep Four Specific Reading (Part One)Listen, read, and then discuss the specific questions in pairs 1. Does he like his parents fighting 2. What is it like when they argue 3. How can we know Sad and Thirteen’s brother is not nice to him 4. Who watches TV 5. What program does his brother watch check answers in open class (Part Two) “They fight a lot, and I don’t like it. It’s the only communication they have.”1. What does “it” mean 2. Please guess the meaning of “communication” here. A. the way of talking B. fighting C. feeling“He always refuses to let me watch my favorite TV show. Instead he watches whatever he wants until late at night.”Please give a best translation for Instead here.A. 所以 B. 并且 C. 相反 D. 或者“They fight a lot, and I really don’t like it. It’s the only communication they have. I don’t know if I should say anything to them about this.” What might Sad and Thirteen say to his parents (在Specific reading这一环节中，我设计了两大部分，Part One针对本课内容理解设定了五个小问题。五道题目因为分别是涉及到ST的两个问题，所以我将他们分开来做，以降低难度。学生通过“自主读问题-听原文-合作讨论”来完成这些问题。紧接着从阅读技巧层面，我设计了几个问题,培养学生的阅读技巧—如找主旨句、词义推测、细节理解、代词指代等。此外，最后加入了一点不太成熟的Critical thinking 的想法, 让学生自己去猜测 what might ST say to his parents 在这点上学生需要去思考，表达自己的想法。）Step Five Follow up 1. Please offer some advice to help Sad and Thirteen (GROUP WORK) (read the list, discuss and tick the advice they like，or they could offer their own advice)2. Explain keys to make a family full of love and happiness--- 3.Ask student to write whatever they want to one of their family members (write on the sticker, and then stick them on the blackboard)(我设置的活动是让学生给ST一些建议来帮助他。为了降低难度，且使学生有话可说，我设置了一张sheet，上面给学生提供了各种建议。他们通过讨论选出他们认为可以帮到ST的建议，同时还可以提出一些新的建议。)接着，解读FAMILY的含义，帮助学生理解该如何做才能使得家人相处融洽,充满欢乐。F--forgive A--admire M--merry I--interest L--love Y—yearn
七、板书设计