【核心素养目标】Unit 10 Section B (2a～2e) 表格式教学设计 人教版八年级英语上

中小学教育资源及组卷应用平台
2023-2024学年人教版八年级英语教学设计
Topic Unit 10 If you go to the party，you'll have a great time!Period Ⅳ　Section B(2a～2e)
Analysis of the Teaching Material 本课是一节阅读课。2a的读前活动引导学生讨论生活中的问题和解决方式，从而激活他们的背景知识，帮助他们熟悉阅读的主题。本单元的阅读语篇通过女孩Laura的故事，探讨了青少年如何解决生活中的问题，并给出了专家的相关建议。活动2b要求学生运用略读(skimming)的策略，概括文章的大意。 2c的读后活动让学生通过回答问题把握语篇细节。2d让学生用所给短语完成对阅读文章的缩写，该活动一方面加深学生对 课文内容的理解，另一方面让他们在熟悉的课文语境中巩固和使用几个重点短语。2e让学生讨论自己生活中的问题，拓展了文章的主题，同时为后面的写作练习作准备。
Analysis of the Students 初中时代是学生心智和身体发展的重要时期。 在这个过程中，学生会遇到很多成长中的困惑，包括课业学习，人际交友，生活中与父母老师以及和朋友之间的矛盾。本课的阅读文本符 合中学生的心理特征，与实际生活密切相关，学生有话可说，参与积极。这也是老师理解孩子们的很好的机会。同时,这一时期的学生的阅读方法不是很成熟，教师要适时渗透。
Analysis of Teaching Objectives Language ability 1.能掌握以下单词和短语: keep...to oneself, teenager ，normal,unless, certainly, wallet,mile, angry, in the end,understanding,careless, mistake, himself, advise,solve,experience, in half;认读单词:expert,halfway。2.能熟练运用目标语言:Some people believe the worst thing is to do nothing.Unless we talk to someone, we'll certainly feel worse.It is best not to run away from our problems. We should always try to solve them.3.能读懂描述问题和烦恼的文章，能在阅读中获取文章主旨和段落大意。
Learningability 1.通过阅读, 能快速提取相关信息并了解议论文体；2.训练快读和精读两种策略；3.学会解决学习和生活中的问题。
Thinking quality 1.培养有理有据阐述观点的思维；2.辩证的观点分析、看待事物。
Cultural awareness 1.学会关注自己和周围人；2.生活中常有烦恼，积极面对困难和挫折。3.让学生认识到任何职业都有优点、缺点，学生应用辩证的观点分析、看待事物，在对自己理想职业的选择上要有一个清醒的认识并为之努力奋斗。
Teaching keyPoints 重点:掌握本课时出现的生词及表达方式，if和unless的用法。难点：在阅读中获取文章主旨和段落大意，提高学生们的综合阅读能力。
Teaching Procedures Teacher’s Activities Students’ Activities Intention
Step 1Lead-in 1.T plays a video and says: What’s the video mainly about 2. Brain Storm. T says: people today have all kinds of worries，such as pressure from work，study and life. Problems and worries are really normal in life. When meeting with difficulties，we shouldn't run away from them but try to get over them. I think talking to someone helps a lot. Sharing a problem is like cutting it in half. Do you feel the same way as me Now, Let’s talk, What kind of things do you worry about 看视频展开头脑风暴，在老师的引导下，积极讨论，大胆说出个人想法。 通过视频和趣味问答导入本课时主题—烦恼。积极的语言鼓励学生讨论，激活学生与此话题相关的个人想法。
Step 2Pre-reading 1.Go through 2a. T asks some Ss to give their answers. T can write them down on the board.2.Discuss. T says: If you have problems or worries, will you ask someone for help or just keep them to yourself 3.Predict. T asks Ss to look at the picture and says: Laura Mills had a problem. What did she do Who did she go for help Let’s read to learn more about it. 完成2a任务单。预测2b内容。带着问题，跟着老师节奏进入阅读环节。 通过抛出问题，鼓励学生说出各种party。激发学生阅读的兴趣，进一步活动课堂气氛。
Step 3While- reading 1.T asks Ss to read the passage quickly for the main idea，then answer the question：Which statement expresses the main idea of the passage Then check the answers.2.T asks Ss to read the messages quickly. and finish the mind map.3.Careful-reading. T lets Ss read Para.1 carefully and finish the mind map.4.T makes Ss read paragraph 2 and fill in the blanks.5.T asks Ss to discuss: What do you think of Laura’s parents 6.T leads Ss to read paragraph 3 and finish the mind map.7.T makes Ss read the passage again quickly. Before that, Ss scan the four questions in 2c.8.Ss complete the tasks on their own. T may ask some students to present their answers. Then check the answers. 学生快速浏览文章，完成2b。学生快速阅读文章，复述段落大意,完成思维导图。细读第1段。完成思维导图细读第2段。完成填空。思考讨论：你觉得Laura的父母怎样？细读第3段。完成思维导图再读课文，独立完成2c问答环节。 通过快速阅读，掌握每段段落大意。 细读文章每一段，以思维导图方式展开，主题清晰，要点明确。充分理解2c问题，重点阅读有关信息，在原文中找与之相关的句子，填写出正确的答案。
Step 4Post-reading 1.Go through 2d. Ss complete the tasks on their own. T may ask some students to present their answers. Then check the answers.2.Turn to 2e. Ss read the five questions quickly. Then ask and answer the questions with their partners. As Ss work，T moves around the room monitoring their work and offering support as needed.3.T may ask some pairs to present their conversations to the class. Then gives examples for Ss.4.Game Time. T says: Let’s have an interesting test. Show me your answers and I can see what you usually do when in trouble. 先读2d短文，然后根据课本信息完成填空。讨论：哪些烦恼？求助谁？等等。 进一步巩固目标语言的运用。通过讨论回答问题，学会积极面对烦恼，分享解决。通过游戏方式，让同学们更深一步认知自我，直面困难和烦恼。
Step 5Language Points Explanation 1.keep...to oneself 意为:保守秘密, 把问题/烦恼埋在心底。keep....to oneself 还可意为“不与人来往；不交际”我们应该为他们的忧虑保守秘密。We should keep their worries to ourselves.2.have problems with… 在…方面遇到问题 相当于have trouble with/difficulty in sth.一些老年人不适应城市的生活。Some old people have some problems with the life in the city. solve a problem解决难题no problem没问题；不客气health/financial/technical problem健康/财政/技术问题3.be afraid to do sth.意为“害怕做某事” 。be afraid of sb./sth.“害怕某人或某物”；be afraid of doing sth.“害怕或担心发生某种（意外）情况而不敢做某事”；be afraid + that从句，意为“担心……”。Don't be afraid to ask questions!4.mistake后可接介词短语、动词不定式、现在分词作定语。接about表示“关于…的错误”,接in表示“某方面的错误”。make a mistake 表示“犯错误”; by mistake 表示“错误地”。 5.advise sb. about/on意为“关于……给某人忠告/建议”。advise sb.(not)to do sth.意为“建议某人(不)做某事”。6.It is best (not) to do sth.意为“最好（不要）做某事”。其中it是形式主语，真正的主语是后面的动词不定式。相当于You'd better (not)do sth.。7.cut…in half 意为“把……分成两半”。请把这个橙子切成两半。Please cut the orange in half.8.be halfway to… 表示“完成了或者做了事情的一部分”，其中to为介词。 将知识点做好笔记。 将本课重点汇总系统的进行讲解和分析。
Step6Exercises Ⅰ. 根据句意和首字母提示完成单词。1. To be a p _________ soccer player is my dream.2. Many famous people give money to schools and c________. 3. He was ill. H________, he went to school on time.4. Teachers’ Day is coming. I’ll give some f________ to our teachers.5.Yesterday she was badly ____(受伤)，so she didn’t go to work.II完成句子.1.很多人晚上难以入眠。Many people __________ __________ __________ at night.2.杰克总是对作业很粗心，所以他总是不停地犯相同的错误。Jack is always careless about his homework, so he keeps __________ the same __________ again and again.3.老师们经常就学习问题给学生们提出建议。The teachers often __________ students __________ study.4.不要害怕做错什么，即使错了也不必懊悔。Don’t __________ __________ __________ __________ anything wrong, and don’t regret it even if it’s wrong.5.迈尔斯说他在发音方面有问题。Miles says he _______ _______ __________ the pronunciation. 完成课堂练习。 及时操练重点知识点和目标语言，让教师把握学情。
Step 7Summary New words and expressions: travel, agent, expert, keep…to oneself, themselves, teenager, normal, unless, certainly, wallet, worried, mile, angry, in the end, understanding, careless, mistake, himself, careful, advise, solve, step, trust, experience, in half, halfway Sentences:：① ─What do you think I should do Can you give some advice ─I think I should go to college. ② But If I go to college, I’ll never become a great soccer player. 进行内容总结。 通过总结加深学生对本课时知识点的理解和记忆。
Step 8 Homework 1.熟读2b,并牢记2b中的短语。2.仿照2b或2d写出你的问题，仿写一篇小短文。 记录作业。 提高学生运用目标语言的能力。
Blackboard Design Unit 10 If you go to the party，you'll have a great time!Period Ⅳ　Section B(2a～2e)
New words Key sentences
　expert，teenager，normal，unless，certainly，wallet，worried，mile，angry，understanding，careless，mistake，himself，careful，advise，solve，step，trust，experience，else.worry about，keep…to oneself，have problems with sth.，in the end，make careless mistakes，run away from，in half 1.Unless we talk to someone，we'll certainly feel worse.2.If people have problems，they should talk to other people.
Teaching Reflection: 亮点之处
本节课的话题贴近学生的实际生活，学生畅所欲言，不仅解决决了生活中的问题，还能在愉快的学习任务中体验学习英语的乐趣，也最大限度地使每一位学生都参与进来。对于阅读教 学部分，采用读前、读中和读后活动的阅读教学模式。在读之前都作了相关的渗透与铺垫，有利于学生捕捉文本的信息 。阅读的教学设计有利于培养学生学习英语的良好习惯。
有待改进 学生合作学习实效性欠佳。怎样提高小组学习的效率是值得探讨的问题。阅读任务应围绕文章主题和主线设计，让学生更好地体会到文章的脉络框架。
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