【课堂无忧】Unit 3 Growing up 第7课时 reading plus阅读课教学设计 人教版（新教材）八年级下册

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Unit 3 Growing up 第7课时 阅读课教学设计
教材分析
【What】本课时语篇主题健康生活与情绪管理（Laughter Is the Best Medicine） 开篇以谚语“Laughter is the best medicine”引出话题，说明笑是人类与生俱来的本能。从身体益处、情绪益处、社交功能三个维度，详细阐述笑的重要作用：身体层面：吸入更多氧气、锻炼肌肉、放松身体、增强免疫力、缓解疼痛。情绪层面：减轻压力与焦虑、让大脑分泌使人平静愉悦的化学物质。社交层面：在群体中更易发笑，笑是表达友好、拉近人际距离的方式。结尾给出实践建议：加入笑声小组、回想趣事，主动用笑调节情绪。 【Why】本课时语篇旨在引导学生认识笑的生理与心理价值，树立“积极情绪有益健康”的生活观念;传递乐观生活态度：鼓励学生在压力或悲伤时，主动用笑调节情绪，培养积极心态;强调社交联结的重要性：笑是友好的信号，能促进人际互动，构建和谐关系; 呼应“健康中国”理念，帮助学生形成健康的生活方式与情绪管理能力。 【How】本课时语篇采用说明文体裁，采用“总—分—总”的说明文结构。开头：用设问和谚语引出话题，点明笑是自然本能。文章分三段分别论述笑对身体、情绪、社交的益处，逻辑清晰。 结尾：给出实践建议，呼应开头谚语，升华主题。段落间使用过渡词（First of all, also, but）衔接，层次分明。多用与健康、情绪相关的核心词（oxygen, relax, stress, anxious, calm, friendly），贴合主题。，以简单句和复合句为主，适合初中学生理解；使用排比（helps our body to get stronger, fight off more diseases…）增强表达力度；客观介绍笑的生理、心理作用；结尾鼓励学生主动用笑调节情绪；用生活化语言传递健康知识，易于学生接受。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
具备基础英语阅读能力，能理解简单说明文。已掌握部分健康、情绪类词汇（happy, sad, body, health）；对“笑能让人开心”有生活体验，但缺乏系统认知。 笑对身体的具体生理作用（如吸入氧气、缓解疼痛）；笑的社交功能与科学原理；用英语准确描述情绪变化和健康益处的表达。 梳理说明文结构，提取核心信息。用本课词汇和句型表达笑的益处。结合生活体验，形成积极情绪管理的意识。
核心素养教学目标
通过本课学习，学生能够： 语言能力：正确识读并运用核心词汇（giggle, oxygen, relax, stress, anxious, calm）和短语（fight off, work out）；能朗读课文，梳理段落逻辑，回答关于笑的益处的问题；能用简单英语表达“笑对健康的作用”，完成短文写作或口头分享； 2.学习能力：运用略读、寻读策略，快速定位文章关键信息；借助思维导图整理知识框架，形成结构化记忆；主动联系生活经验，将所学知识应用于情绪管理； 3.思维品质：分析说明文的论证逻辑，区分事实与观点；辩证思考“笑的作用”，理解积极情绪对生活的影响；评价不同情绪调节方式的有效性，形成理性判断； 4.文化意识：理解西方谚语“Laughter is the best medicine”的文化内涵；认识不同文化中“笑”的社交意义，尊重多元表达，培养积极乐观的生活态度，践行健康生活方式。 完成课时目标所需的核心语言如下： 【核心词汇】 Laugh with friends, giggle at jokes, start laughing, a nature part of life, first of all, take in, over time, get stronger, fight off, feel less pain, feel less stressed, release chemicals, according to, be close to, force sb to, before long, the whole group of, 【核心句型】 Laughter is the best medicine. People start laughing from a young age. First of all, laughter is good for our body. Laughter also has many benefits for our mood. Although they force themselves to laugh at first, after hearing other people laugh, their laughter becomes real! The next time you feel unhappy, try thinking about something funny.
教学重难点
教学重点：掌握核心词汇和句型，理解笑对身体、情绪、社交的三重益处;梳理文章结构，能准确提取并复述关键信息;用英语表达“笑的作用”，传递积极生活态度。 教学难点：理解抽象词汇（如anxious, calm, chemicals）在语境中的含义;用逻辑清晰的语言，向他人介绍笑的健康价值;将文本知识转化为生活实践，主动用笑调节自身情绪。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 导入 1.Play a video about laughter and ask the students to watch and answer the questions. T:What do people often think of laughter How often do you laugh Watch a video and answer the questions. Sa:Laugh is the best medicine. Sb:I laugh everyday/... 借助笑声主题视频直观激活学生生活体验，快速聚焦 “笑” 的话题，营造轻松课堂氛围。 通过问题链提问，引导学生结合生活经验表达对笑的认知，自然引出谚语Laughter is the best medicine，为文本学习做好话题与情感铺垫。
Presentation 学习理解 1.Pre-reading: (1) Lead the students to observe the pictures and pay attention to the title, then have a prediction. T:What is the passage mainly about List two things you think laughter can help us with. (2)Guide the students to scan the passage and get the type of the text and where it is from. T:What’s the type of the text Where can you probably read it 2.While-reading:(1)Fast reading. Provide a reading tip for the students and ask the students to read through the passage and identify the structure of it. Careful reading. Let the students read Paragraphs 1&2 and have a think. T:What saying does the writer use to start the passage Why does the writer say “ Laughter is a natural part of life” Provide a reading tip and let the students read Paragraphs 3&4 to get known the benefits of laughter and complete the mind map .Then ask several students to check the answers. Ask them to read the two paragraphs again to make a laughter benefits instruction to use their own words to tell the laughter benefits in class. let the students read Paragraphs 5&6 and answer the questions. T:What does laughter show to others according to the scientists Can forcing people to laugh make them happy Guide the students to have a deep thinking and share their ideas. T:Do you think laughing alone is as good as laughing with friends Why What can we learn from “laughing groups” Ask the students to read Paragraph 7 to write down their own idea about the ways of making them laugh and the reasons. Then let them share it in class. 1.(1)look the picture, think about the title, then have a prediction. Sa: Laughter benefits to our body and mood. Sb: Laughter can make me relax. Sc:Laughter can make me healthy. (2)Scan the passage and get the type of the text and where it is from. Sa:An expository text. Sb:In a student magazine. 2.(1)Read the passage quickly and match the main idea of each paragraph. (2)Read paragraph 1 answer the question. Sa：Laugh is the best medicine. Sb:Because people start laughing from a young age (even babies who cannot see or hear can laugh). Read paragraph3&4 to get known the benefits of laughter and complete the mind map . Read the two paragraphs again to make a laughter benefits instruction to use your own words to tell the laughter benefits in class. Sa:Laughter helps our body by taking in more oxygen and giving our heart, tomach and shoulders a workout. Sb:... Read paragraph 5&6 to find out the social functions of laughter. Then answer the questions. Sa:It shows friendship and that we are being friendly. Sb:Yes.Although they force themselves to laugh at first, after hearing other people laugh, their laughter becomes real! Have a deep think and share the answers. Sa:No, because laughing with friends makes me feel more connected and the joy lasts longer./... Sb:We can learn that even forced laughter can become real and make ue feel better./... Read Paragraph 7 and write down the idea about the ways of making them laugh and the reasons. Then share it in class. Sa：Failing an exam usually makes me unhappy. The next time I feel unhappy, I try to watch a funny cartoon because it can cheer me up. 看图预测 + 标题解读：训练学生预测文本内容的阅读策略，培养抓取标题、图片关键信息的预习能力。 扫读判断文体与出处：帮助学生建立文体意识，明确说明文阅读思路，提升信息筛选与推理能力。 主旨匹配，梳理文章结构让学生快速通读全文，完成段落大意匹配，引导学生识别文本总 — 分 — 总的典型说明文结构：引出话题→论述益处→给出建议。帮助学生从整体把握文本框架，训练略读抓主旨的核心阅读技能。 逻辑可视化，降低理解难度把文本结构显性化呈现，让抽象的行文逻辑变得清晰可感，符合初中生从整体到细节的认知规律。 主旨匹配，梳理文章结构让学生快速通读全文，完成段落大意匹配，引导学生识别文本总 — 分 — 总的典型说明文结构：引出话题→论述益处→给出建议。帮助学生从整体把握文本框架，训练略读抓主旨的核心阅读技能。 逻辑可视化，降低理解难度把文本结构显性化呈现，让抽象的行文逻辑变得清晰可感，符合初中生从整体到细节的认知规律。 分段设问，精准提取信息针对开头段落设置问题，引导学生提取 “笑是人类本能” 的关键信息，训练关键词定位的寻读技能，强化细节理解。 思维导图，构建知识体系围绕 “身体益处、情绪益处” 设计思维导图填空，把零散信息系统化、结构化，帮助学生理解、记忆、复述，实现信息输入→整理→内化。 深度追问，提升思维品质针对社交功能与笑声小组设置探究问题，引导学生从 “理解信息” 上升到分析、评价、表达观点，培养批判性思维与逻辑表达能力。 读写结合，落实语言输出结合结尾段进行短句仿写练习，把文本语言转化为个人表达，实现阅读输入到初步输出的闭环。
Practice 探究应用 Post-reading:Guide Ss to have a deep discussion about the questions and share their ideas. T:What do you think is the the most important benefit of laughter What are some ways to laugh more Would you want to join a laughter group Why or why not Have a deep discussion about the questions and share the ideas. Sa:It can make our body relax./... Sb:Go along with others more, join a laughter group, and think more funny things./... Sc:Yes, I’d like to. Because joining a laughter group can make me feel happier./... 深度讨论，深化主题理解围绕 “笑最重要的益处、如何多笑、是否加入笑声小组” 等真实问题展开同伴讨论，引导学生跳出文本细节，回归主题价值，深化对 “笑与健康、情绪、社交” 关系的理解。 口语表达，巩固语言运用为学生提供真实口语交际场景，鼓励学生使用本课核心词汇、短语与句型，在交流中巩固语言、提升流利度，实现语言知识向语言能力转化。
Production 迁移创新 Ask the students to work in pairs to make a conversation to role-play an unhappy person and a listener. Guide them to use the useful expressions the teacher provides. Ask the students to work in 2--4. Choose a role and make your own conversations .Then invite several pairs or groups to show their work. Guide them to design “A Happiness Prescription”, according to their conversations. Work in pairs. Use the expressions to make notes on the benefits of laughter. Try to add more ways to making people laugh. Work in 2—4. Choose a role and make your own conversations to role-play an unhappy person and a listener. 3.Design “A Happiness Prescription”, according to the conversations. 情境角色扮演，实现真实运用创设 “安慰情绪低落者” 的生活化任务，让学生在真实语境中活用语言、解决问题，把阅读所学转化为口头交际能力，体现英语 “用中学、学中用” 的理念。 设计 “快乐处方”，落实素养落地从语言学习上升到生活实践，让学生结合自身情况设计个性化情绪调节方案，把文本建议转化为可执行的生活行动，实现语言能力、学习能力、思维品质、文化意识四维核心素养同步发展。
Language points Laughter is the best medicine. 笑是最好的良药。 laughter 侧重“笑的整体概念”或“持续的笑声”，较正式，不与a直接搭配（需用a burst of） laugh 侧重“具体的笑”，更口语化，常与a 搭配 2. People start laughing from a young age. 人们从小开始笑。 start doing sth.= start to do sth. 开始做某事 让我们开始锻炼吧！ Let's start exercising/ to exercise! 3. First of all, laughter is good for our body. 首先，笑对我们的身体有好处。 first of all “首先，第一”，通常放在句首，比first更强调“首要性”，适合书面语或口语（如演讲、辩论）中需要突出逻辑的场景。 4. But it is not always easy to laugh on our own. 但独自笑并不总是那么容易。 it is easy to do sth 做某事是容易的 5. Although they force themselves to laugh at first, after hearing other people laugh, their laughter becomes real! 虽然他们一开始强迫自己笑，但在听到别人笑之后，他们的笑声就变得真实了。 force sb. to do sth. 强迫某人做某事 不要强迫别人做不喜欢的事。 Don’t force others to do things they don’t like. 6. Before long, the whole group of people is laughing hard. 不久之后，整组人都会开怀大笑。 he whole group of +名词 表示“某类事物的整体”
Summary 归纳总结 Ask the students to sum up the new words, sentences and the structure of the text Have a summary of the new words, sentences and the structure of the text with the T’s help. 引导学生自主总结本节课的新单词、句型和文本结构，充分发挥学生的主体作用，培养学生的知识归纳和梳理能力。
分层作业设计
A层： 基础巩固 从课文中摘抄并背诵5个核心句子（至少包含2个关于laughter益处的句子）。
B层： 能力运用 写一篇60词左右的英语小短文，分享一次让你开怀大笑的经历。
C层： 拓展挑战 尝试在接下来的3天里，每天主动做一件让自己或身边人发笑的小事。
板书设计
Unit3 Growing Up Reading plus
教学反思
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