人教新目标(Go for it)版八年级下册Unit 3 Could you please clean your room Section B 2a—2e 教学设计（表格式）

教学设计
课程基本信息
学科 英语 年级 八年级 学期 春季
课题 Unit3 Could you please clean your room (Section B 2a-2e)
理论基础
核心素养 核心素养是课程育人价值的集中体现，是学生通过课程学习逐步形成的适应个人终身发展和社会发展需要的正确价值观、必备品格和关键能力。英语课程要培养的学生核心素养包括语言能力、文化意识、思维品质和学习能力等方面。语言能力是核心素养的基础要素，文化意识体现核心素养的价值取向，思维品质反映核心素养的心智特征, 学习能力是核心素养发展的关键要素。核心素养的四个方面相互渗透，融合互动，协同发展。 学思结合、用创为本的英语学习活动观 秉持在体验中学习、在实践中运用、在迁移中创新的学习理念，倡导学生围绕真实情境和真实问题，激活已知，参与到指向主题意义探究的学习理解、应用实践和迁移创新等一系列相互关联、循环递进的语言学习和运用活动中。坚持学思结合，引导学生在学习理解类活动中获取、梳理语言和文化知识，建立知识间的关联，坚持学用结合，引导学生在应用实践类活动中内化所学语言和文化知识，加深理解并初步应用; 坚持学创结合，引导学生在迁移创新类活动中联系个人实际，运用所学解决现实生活中的问题，形成正确的态度和价值判断。 “教-学-评”一体化 坚持以评促学、以评促教，将评价贯穿英语课程教与学的全过程。注重发挥学生的主观能动性，引导学生成为各类评价活动的设计者、参与者和合作者，自觉运用评价结果改进学习。注重引导教师科学运用评价手段与结果，针对学生学习表现及时提供反馈与帮助，反思教学行为和效果，教学相长。坚持形成性评价与终结性评价相结合，逐步建立主体多元、方式多样、素养导向的英语课程评价体系。
教学目标
By the end of this lesson, students are expected to: 1.use some new words like “stress, waste, provide, anyway, develop, independence, fairness, since, neighbor, ill, drop, independent, depend on, in order to，take care of ” and some expressions like “It is the parents’ job to provide a clean and comfortable environment for their children.\Since they live in one house with their parents, they should know that everyone should do their part in keeping it clean and tidy.\The earlier kids learn to be independent, the better it is for their future. ” 2. understand passages to get opinions, supporting details and conclusions. 3.express own opinions on whether teenagers should do housework, share the correct sense of doing housework, and enhance the sense of family responsibility. 4.form the ability to quickly get the main ideas of passages, master the reading skills like predicting, skimming, scanning, deep thinking and so on.
教学内容
教学重点： 1.understand passages to get opinions, supporting details and conclusions.
教学难点： 1.express own opinions on whether teenagers should do housework, share the correct sense of doing housework, and enhance the sense of family responsibility. 2.form the ability to quickly get the main ideas of passages, master the reading skills like predicting, skimming, scanning, deep thinking and so on.
教学过程
Teaching stageTypeMain activitiesEffectiveness evaluationLead-in学习理解类活动、基于语篇的学习理解类活动： 感知与注意 获取与梳理 概括与整合Activity1: Free talk由与学生谈论假期活动导入，引出书本图片，导入合理，过渡自然, 学生易进入上课状态。图片解读与猜测锻炼学生读图能力，通过猜测图片熟悉课本教学内容。【Design purpose】师生通过轻松谈论刚刚经历过的假期活动，引入到课本图片解读, 通过共情学生的感受, 毫无压力地振奋课堂，学生情绪高涨，更易参与讨论本节课的话题。同时，在这个环节，可以对本节课的重点生词短语进行预热理解，助于学生的积极讨论。Pre-reading学习理解类活动、基于语篇的学习理解类活动： 感知与注意 获取与梳理 概括与整合Activity2: A reporter from Sunday Mail Magazine asked parents on this topic: Should young people do chores at home 通过猜测图片熟悉课本教学内容，学生各抒己见，该话题产生热度后，再在其他父母的意见中获得借鉴意义。【Design purpose】师生通过轻松谈论刚刚经历过的假期活动，引入到课本图片解读，再激起学生对于参与本节课话题讨论的热情, 学生已有很多不同意见，再引出本文文章，了解父母对于该话题的看法，学生更容易接受和共情。While-reading应用实践类活动、深入语篇的应用实践类活动： 概括与阐释 推理与判断 内化与应用 Activity3: Skimming (Two letters) Skim the passages and answer the following questions: What's the type of the passage Read and find out who agrees and who disagrees. Tip: Skimming (略读) This means looking quickly through a piece of writing to find the main idea without reading every word. It is still a good idea to read the first sentence in each paragraph a little more carefully. 1st letter: Activity4: Skimming Divide it into three parts, and match the main ideas (opinion、reasons、conclusion) Activity5: Scanning: Find out the reasons. What does Ms. Miller think of doing chores Do you think Ms. Miller is right Tip: Give reasons by using different phrases and sentence patterns. 2nd letter: Activity6: Skimming Divide it into four parts, and match the main ideas (opinion、reasons、example、conclusion) Activity7: Scanning: Find out the reasons. What does the word“fairness”mean Who is in the example What happened What was the result What can we learn form it 基于对文本的基础了解，学生通过深入文本，挖掘主要大意和细节信息，归纳总结看法，吸收消化不同的意见，引发深入思考，能够有分担家务的正确意识，增强家庭责任感。【Design purpose】学生能够在阅读活动中，培养快速获取文章观点的能力，掌握略读的阅读技巧，并了解通过导语获取文章主题的阅读技巧。通过Skimming, 学生了解文章类型和主要大意，分别对两篇文章划分结构和匹配中心思想，再通过Scanning，精读文章，找出支撑观点，并了解文章结构的精到之处。能够读懂谈论青少年是否应当承担家务劳动的语篇内容，引导学生互相帮助, 体贴父母, 乐于做力所能及的事情来帮助父母。Post-reading迁移创新类活动、超越语篇的迁移创新类活动： 分析与论证 批判与评价 想象与创造Activity8: 2c、2d Activity9: Debate Guide students to have a debate: Should young people do chores at home Activity10: Sunday Mail magazine’s advice on how to solve the problem: Learn to do housework. Offer to take responsibility. Value each family member. Express your feelings. 创编新情境，迁移技巧，作为最后的大活动输出，提升学生的核心素养。引导孩子能够有分担家务的正确意识，增强家庭责任感。【Design purpose】编创一个辩论的情境，迁移创新，学生学会灵活变通，在了解辩论技巧，表达个人想法的同时，提升核心素养。Homework Must do: 1. Master the key words, phrases and sentences. 2. Read the two letters and try to recite them. Choose to do: 1. Polish the debate about whether young people should do chores with your classmates. 2. Share your opinions with your parents.课后作业帮助学生查漏补缺。【Design purpose】学生需掌握课堂基本的语言知识，另需及时反思辩论，善于表达个人意见和看法，准备下次更精彩的演绎。板书设计Unit3 Could you please clean your room (Section B 2a-2e) a waste of time there is no need for ... to do not mind spend time on in order to it is not enough to the earlier ... the better…