人教新目标 (Go for it) 版八年级上册Section B教学设计及反思

这是一份人教新目标 (Go for it) 版八年级上册Section B教学设计及反思，共4页。

Teaching aims（教学目标）
1. 熟练掌握if+will(主将出现)的句式。
2. 能够正确面对挫折和困难，寻求积极的解决方法和态度。
3. 培养学生提高阅读能力与提升阅读策略应用。
Language pints（语言点）
1．要求掌握以下词汇：
1) 名词 n. teenager, wallet, mile, step, experience
2) 动词 v. advise,slve, trust,
3) 形容词 adj. nrmal, angry,understanding,careless
4) 副词 adv. certainly,halfway,else
5）连词 cnj. unless
6）词组 in half, lse ne's wallet, be afraid t, keep thinking, in the end,
make careless mistakes, be mre careful, remember t, share with,
in the future
（本节课的生词和词组相对较多，重点单词的拼写对于学生而言有一定难度，鉴于本课时的重点在阅读上，所以教师通过与阅读内容相关的一定的练习帮助学生尽量掌握。）
2. 要求掌握以下句式:Sme peple the wrst thing is t d nthing.
I think talking t peple helps a lt.
Unless we talk t smene, we'll certainly feel wrse.
She just kept thinking.
It is best nt t run away frm ur prblems.
This persn desn't need t be an expert like himself.
Sharing a prblem is like cutting it in half.
S yu're halfway t slving a prblem just by talking t smene
abut it.
Difficulties（难点）：应用if+will(主将出现)的句式，并顺利就阅读材料内容表达
自己的观点。
Teaching steps（教学步骤）
Befre reading
Free talk
T: What kinds f things d yu wrry abut?
S: I wrry abut my…
T: What can yu d if yu have sme prblems?
S: …
T: Face the prblems in a psitive way. Try t slve them.
（作为半开放式的问题，教师要注意引导学生的回到进入到后面的教学步骤的需要中去，所以，必要的建议和总结是很重要的.）
Guessing activity.
T: If I am wrried abut smething, what will I d? Guess!
S: I think yu will…
T: I’ll talk with my friends nline.
（通过简单的问答，引导学生关注到和后面阅读内容相关的主题，并点出面对困扰的积极态度是面对和沟通，而猜测形式，符合学生的兴趣特点，同时又自然导入后面内容）
While reading
Wrk n 2b

T: Lk at the statements and then read the passage quickly.
Which statement expresses the main idea f the passage?
（教师先呈现statements请学生朗读熟悉内容，再给学生时间快速应用skim策略找出正确的statement, 然后再请学生整体阅读，为后面的fast reading做铺垫。）
Fast reading
T: Read the main ideas f each paragraph and tell me the facts supprting these ideas.
S: Para 1 “ But I think talking t smene helps a lt. Unless we talk t smene, we'll
certainly feel wrse.”
Para 2 “I will always remember t share my prblems in the future. ” Laura says.
Para 3 In English, we say that sharing a prblem is like cutting it in half. S yu're halfway t
slving a prblem just by talking t smene abut it!
T: Match the paragraphs (段落) with their main ideas.
S:…
（进一步培养学生skim和scan的能力，抓住关键句子，作为对前面statement的支撑。同时马上进行文章大意配对的练习，帮助学生提高信息提炼和总结能力。）
Wrk n 2c
T: Read the passage again and answer the questins. Discuss yur answers with a partner
What is the wrst thing t d if yu have a prblem?
Why didn't Laura want t tell her parents abut her lst wallet?
What is the first thing yu shuld d when yu want t slve a prblem?
Why can ur parents give us gd advice abut ur prblems?
S:…
(问题的回答可以帮助学生进一步掌握文本信息。)
Careful reading
T: Read Para 1 and fill the blanks.
S: Students these days ften have a lt f ________. Smetimes they ___________________ their schlwrk, and smetimes ______ their friends. What can they d _____ this? Sme peple believe __________________________. Laura Mills, a teenager frm Lndn, agrees. “Prblems and wrries are _________ in life,” says Laura. “But I think _________ t peple ______ a lt. _______ we talk t smene, we'll certainly feel _______ ."
T: Try t retell Laura's experience with the help f these phrases.
S:…
T: Discuss prblems with yur classmates.
S: A: What will d if yu lse yur wallet?
B: I will tell my parents, because...
A: I dn’t agree / I agree.
T: Read Paragraph 3 and crrect the mistakes.
（教师给学生充分时间分段细读三段文章，并以填词，翻译词组，改错的形式帮助学生进一步了解阅读文本的内容，并自然呈现教学中的难点，把难点在语境中进行渗透。同时，来采用了整体阅读，故事复述，专题讨论的形式，引导学生应用阅读文本中的信息和内容。注意考虑了学生的兴趣。）
Pst reading
T: Tell yur wn stry.
S: A: D yu agree with the expert?
B: I agree/disagree with him.
Here is my stry.
...
（教师通过讨论和讲故事的形式，引导学生将文章的内容联系到自己的生活实际，从而进一步达到情感教育的目的，并促进了学生的交流和互动。）
4. Hmewrk
Oral: 调查10个同学，当他们有困扰的时候，是怎样做的？
Written: 写一篇作文
If peple have prblems, they shuld nt keep them t themselves...
（根据学生程度进行口语和书面作业的布置，符合学生的生活实际，同时拓展了课堂学习内容的应用。）丢钱包
不敢
不断思考
最后
犯粗心的错
要求某人更加仔细
记得要
和分享
在将来
lse ne's wallet
be afraid t
keep thinking
in the end
make careless mistakes
be mre careful
remember t
share with
in the future
Rbert Hunt advises students abut special prblems.
He desn't feel the same way as Laura.
It is wrst nt t run away frm ur prblems. We shuld always try t slve them.
He thinks the first step is t find smene yu trust t talk t.
The persn needs t be an expert like himself.
Students ften remember that their parents have mre experience, and are always there t help them.
In English, we say that sharing a prblem is like cutting it in half.
S yu're n the way t slving a prblem just by talking t smene abut it!