人教版八年级下册Unit3Could you please clean your room? Section A 3a~3c教学设计(表格式)

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人教版八年级下册Unit3Could you please clean your room? Section A 3a~3c教学设计(表格式)

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2023-2024学年人教版八年级英语下册教学设计
Unit 3 Could you please clean your room Period II Section A(3a~3c)
主题 人与自我 (生活与学习) 语篇内容 what 1.讲述Nancy家务冲突的故事。感受主人公和母亲 的情感变化,同时训练获取文章大意和关键信息的能力。
语篇意义 why 能够读懂有关“做家务活动”话题的语篇内容。通过阅读,感受主人公和母亲的情感变化,促使学生尊重体贴家人,树立家务劳动意识,实现对学生进行情感教育的目的。
内容结构、本类型 文本风格how 1.阅读回答问题。 2.划线判断词性。 3.判断画线词语的词性,强化学生对词性的辨识及运用。
教学 内容 分析 本课时为阅读课,通过阅读强化对单元主题内容及语言项目的学习及理解,发展学生的阅读技能,在练习活动的设计上紧密联系上一单元的阅读策略,进一步巩固,强化学生对词性的辨识及运用。3a 课文配图,根据图画内容讨论并尝试问答下列问题。 3b 阅读用彩笔或记号笔标出其中值得学习的语言现象。3c判断画线词语的词性,强化学生对词性的辨识及运用。
学情 分析 本节课的话题来自学生的生活经历,学生已经学习了许多表示家务劳动的动词短语并初步掌握了使用祈使句和句型Could you please… 提出请求建议及回答,为本课时的话题学习做了一定铺垫。关于could 表达委婉请求和获得许可的肯定及否定回答错用 could 等。八年级的学生更愿意在课堂学习过程中参与到活动中来,希望有更多的机会用英语来表达自己的观点。通过合作探究型课堂学习,学生的自主性得到加强,不再认为英语的学习很枯燥,主动参与到活动中去,成为课堂的主体。
核心 素养 教学 目标 语言能力 能够通过运用Could来礼貌地提出要求和征询许可。能够掌握并熟练运用有关家务话题的语言。
学习 能力 学生能够运用wh-法对故事性文本进行解读;运用词性辨析的方法,对词汇进行分析和运用。
思维 品质 通过阅读,感受主人公和母亲的情感变化,同时培养获取文章大意和关键信息的能力。
文化 意识 学生通过学习,能够养成良好的生活习惯,对独立承担或帮助父母做适当的家务持有积极的态度。
教学重点 难点 1.重点: (1)能够掌握文章中的单词、短语和句型。阅读文章3a并完成相关练习。 读懂有关“做家务活动”话题的语篇内容。 通过阅读,感受主人公和母亲的情感变化,同时培养获取文章大意和关键信息的能力。 2.难点: 运用对话形式对文章进行复述。阅读文章,提高综合阅读能力。
教学 过程 Teacher’s Activities Students’ Activities Intention
Step 1 Lead-in 1.The teacher shows students the picture of a dirty house and asks them the following questions. 2.Students guess the reason why the house is dirty. 1.Talk about what chores they usually do at home. 2.Talk about whether they like doing chores. 导入环节让学生讨论他他们是否做家务,复习上节课所学重点短语。 谈论他们对家务的态度。
Step 2 Pre-reading 1.Show Ss a picture and ask Ss what they think of the room. 2.Show them another picture and ask them “If your room is in a mess, what will your mother feel ” 3.Ask Ss to talk about the picture in 3a and talk about their feelings. Look at the pictures and talk about their feelings. 通过看图回答问题的活动,培养学生读前预测的意识和习惯,有效降低阅读难度。
Step 3 While- reading Fast reading (3a) 1.The teacher explains the reading skill—scan. 2.Ask students to scan the passage and answer the following questions. Careful reading(3b) 1.Ask students to read the sentences in 3b and underline the sentences which have the same meaning in the passage. 2.Ask students to read the three sentences and ask them to think about the following questions. Read the passage quickly and get the general idea. Divide the passage into 3 parts and get to know the structure. Skim and find the main ideas of each paragraph. Read the passage carefully and finish the tasks in each part. 通过快速阅读文章,让学生学会有效提取文章大意,同时让学生掌握快速阅读的技能。 学生能够在活动中了解新闻的写作特点和语言风格。 角色扮演活动能让学生对主人公和妈妈情绪的变化体会更加深刻。
Step 4 Post- reading Work on 3c 1.Ask students to read the passage again and find out the sentences in 3c. 2.Ask students to read the sentences and decide whether the underlined words in the sentences are verbs or nouns. Role-play Students work in groups.One student plays the mom,and one plays Nancy.Another plays the narrator.They can also add more roles like the dad,brothers,or sisters to make the conversation more vivid and real. Read the passage carefully and decide the part of speech of the underlined words in the passage and then write one’s own sentences as the other part of speech. Ask Ss to think role-play. 引导学生带着任务进行文章阅读,让学生在认真阅读的过程中学会捕捉有效信息。并通过查找句型、词性等对文章的目标语言进行巩固练习。完成3c练习,理解词性的含义,学会词性的转换以及一词多性的情况。 通过role-play的形式让学生学会复述文章,同时让学生对家务劳动的职责进行思考,让学生学会分摊家庭责任。
Step 5 Language Points Explanation Explain language points in this class. Get to the important language points in this class. 掌握本堂课的重点短语和句子,学会分析文中的重点短语知识。
Step6 Exercises Ask Ss to finish the exercises on ppt. Finish the exercises on ppt. 及时练习,检测学生本堂课知识掌握情况。
Step 7 Summary Ask Ss to work together and summarize what they have learned in this class. summarize what they have learned in this class. 总结本堂课的目标语言,并运用思维导图和复述方式帮助理解文章内容和架构。
Step 8 Homework 1. Work in groups and try to role play the whole story of Nancy. 2. Help your parents with some housework and keep a diary about what you did. 内化所学知识,强化学习效果。
Blackboard Design Unit 3 Could you please clean your room Section A 3a-3c
Teaching Reflection: 1.本课时深入研究主题语境和语篇语境,从what、why、how 三方面进行文本分析。 2.过程性评价和结果性评价相结合,知识建构阶段:视频和图片,语言内化阶段:retell,知识迁移阶段:基于所学组内评价。 3..学生在小组讨论时有个别同学不参与的现象,可采取捆绑式评价,发挥小组其他成员的带动作用,练习题设计梯度性应该更加鲜明突出,适合每一层次的学生要求。

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