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初中英语人教新目标 (Go for it) 版八年级下册Section B教案及反思
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这是一份初中英语人教新目标 (Go for it) 版八年级下册Section B教案及反思，文件包含解析第三单元小数除法检测卷C卷·拓展卷-2023-2024学年五年级数学上册人教版pdf、学生第三单元小数除法检测卷C卷·拓展卷-2023-2024学年五年级数学上册人教版pdf等2份试卷配套教学资源，其中试卷共15页， 欢迎下载使用。
一、功能：能谈论问题并能针对问题提出解决办法和建议。
二、语言目标：
1.熟练掌握以下词汇：
member pressure cmpete have a fight with
My parents give me t much pressure abut schl.
2.口头，笔头熟练掌握以下句型：Yu , yu shuldn’
三．技能目标：Thrugh listening and speaking, students can tell their pressure and knw hw t slve it.
四．情感态度和价值观：教会学生如何面对生活和学习压力，帮助他们逐步建立正确，积极的生活态度。
（设计意图：从功能、目标和情感态度三个方面明确了教和学的目标，对于本节课要教和学的内容有初步的了解。）
Teaching and learning steps:
Step 1. Pre-listening activities
1. Preview
Lk at the bk n Page29 and ask the students t translate the fllwing Chinese int English. First ask the students t put them int English rally, then write them dwn withut lking at the bks.
进行体育运动______________________
与朋友一起闲逛______________________
与父母或其他家庭成员闲聊______________________
独自消磨时光______________________
与竞争______________________
我父母给我很多学习上的压力______________________
我在校不得不与同班同学竞争______________________
（设计意图：让学生对文本中的重点短语和句型有所了解，同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。）
2. Warming up and lead-in.
Shw the students a picture and ask them a questin.
T: What’s wrng? What infrmatin can yu get frm the picture?
S1: stress. He is very sad.
T: Yes, yu are right. He has t much stress. In mdern life, many peple are stressed ut. D yu have stress?
S2:yes.
T:But yu knw, t much stress is bad fr ur health. S we must learn t relax urselves t lwer the stress. What can we d t lwer the stress?
S1: I ften listen t music.
S2: I ften play basketball.
Shw sme pictures abut relaxing.
T: What des she ften d t lwer her stress?
S2: She ften listens t music and reads interesting bks.
T: D yu have any stress abut yur schlwrk and life?
D yu knw hw t lwer yur stress?
S: Yes, we d.
T: OK, this class we’ll learn sme mre ways t help us lwer ur stress. Let’s cme t 1a.
(设计意图:用图片先给学生呈现一个与学生生活密切相关的话题。过渡自然，学生感同身受，激起学生学习与交流的欲望。同时为下面的学习做好充分的心理准备。)
1a. Order the things.
What activities d yu like t d t help lwer yur stress? Order them
[1- 8] with 1 being the mst favrite thing yu d t lwer stress.
T: let student read these phrases and make they knw the meaning f the phrases in 1a.
1b.Talking: Tell yur partner abut yur answer.
First give students sme examples abut these pictures. Then let the students say ut their wn ways t lwer the stress accrding these examples .
T: Nw, can yu say ut yur ways t lwer the stress t us?
S1: I like t talk t my parents r my gd friends t lwer my stress.
S2: I ften play sprts t lwer my stress.
S3: I’d like t eat sme delicius fd t lwer my stress.
(设计意图：让学生先独立找出自己喜欢的减压方式，然后再与同伴交流，相互分享和相互学习。在1b环节我先给学生呈现一些学生的减压方式，然后再让学生汇报自己的减压方式。目的是降低难度，让更多的学生敢说，想说，会说。）
Step2. While-listening activities.
Shw sme phrases abut the listening.
T much pressure _______ hang ut___________ stress ut_________
Wrry abut_________ cmpete with________ all the time_______
T: Lk at these phrases. Can yu guess these meaning.
（设计意图:让学生明白听力中一些重要短语的意思，可以帮助学生更好的听懂听力，提高课堂效率，更重要的是让学生提前思考如何有针对性的听取信息。）
Listen fr the general idea听取大意
(设计意图:先让学生找出所谈对话的主旨大意，能增强学生们做听力题的信心，降低听力的难度系数，也为完成后面较难的听力题打下基础，从而提高学生的理解能力和听力水平。)
2.Listen fr the specific ideas听取细节
Task1.
(设计意图：遵循学习由浅入深的规律，先让学生找出所谈论的问题，这一任务较为简单
容易解决，给学生树立了信心，为继续冲击下面较难的听力训练打下基础。)
Task 2.
1d. Listen again. What advice des Alice give t Wei Ming? Fill in the blanks.
1. Althugh yu may be ________ with yur parents, yu shuld talk t them. Ask them why they give yu s much _______.
2. Life shuldn’t just be abut ______. Free time activities like _____ and hanging ut with friends are imprtant, t.
3. Yu shuldn’t _______ with yur classmates t get better grades. Yu shuld all be _______ each ther t imprve.
(设计意图：这段对话较长，且有一定的难度，所以在听之前让学生先阅读1d的内容，并让学生根据语境试着填空。注意提示学生运用策略进行必要的记录，如先写出所填单词的一部分，待录音播放完毕后再整理答案。通过听并填出空缺的单词，能让学生对本段听力材料有更深入的理解，注重对听力细节的处理。）
Task3. Listen and retell.
First, let students listen t the recrding and repeat after it t get their prnunciatins right.
Let the students retell Alice’s advice accrding t 1d.
Wei Ming is talking t Alice. His parents give _________t him. They wanted Wei Ming t __________. He need mre free time ________. This can help him____ .Alice gives sme advice. She said althugh yu may __________yur parents, yu shuld __________.yu shuld d sme activities like____________. Yu wn’t get gd grades if __________________. Yu shuldn’t __________t get gd grades. Yu shuld all be helping ___
（设计意图：给出一定的提示能够帮助学生更好的听懂，多次听写有利于学生听力的输入和输出，帮助学生更好的掌握语音
be happy and relaxed understand yur feelings get enugh sleep
be healthy relax yurself share yur feelings with yur friends
The students can make their cnversatins like this:
A: Wei Ming has a lt f pressure abut schl. What shuld he d?
B: I think he shuld……
A: Why?
B: Because……
（设计意图：在听力复述之后，为了进一步锻炼学生们的思维能力、语言组织能力和口头表达能力我设计了“小小建议家”这一活动。让学生给魏明提出建议并说出原因，学生对这一活动很感兴趣踊跃参加，学生说的积极性得到很大程度的提高。）
Step5.
Step6
一、用所给词的适当形式填空。
1.D yu have t much________(press) at schl?
2.Yesterday I ____(have) a fight with my brther.
3.I want t d things t relax like________(play) sprts.
4.If yu have stress, yu shuld_____(talk) t yur parents
5.There are five_________(member) in ur family.
（操作说明：老师引导学生注意每句话中的红色单词，提高做题正确率。）
二、根据汉语翻译出下列句子。
1.我的父母在学校给我许多压力。(pressure)
2.在校我不得不和我的同学竞争。(cmpare)
3.周末你为什么不和你的朋友闲逛呢？(hang ut)
4.昨天我和我的朋友吵架了。(have a fight)
5.你们应该要一直互相帮助共同进步。(help each ther)
(设计意图：针对本节课所学内容进行形成性评价，使学生巩固本节课所学知识。)
一、功能：能谈论问题并能针对问题提出解决办法和建议。
二、语言目标：
1.熟练掌握以下词汇：
member pressure cmpete have a fight with
My parents give me t much pressure abut schl.
2.口头，笔头熟练掌握以下句型：Yu , yu shuldn’
三．技能目标：Thrugh listening and speaking, students can tell their pressure and knw hw t slve it.
四．情感态度和价值观：教会学生如何面对生活和学习压力，帮助他们逐步建立正确，积极的生活态度。
（设计意图：从功能、目标和情感态度三个方面明确了教和学的目标，对于本节课要教和学的内容有初步的了解。）
Teaching and learning steps:
Step 1. Pre-listening activities
1. Preview
Lk at the bk n Page29 and ask the students t translate the fllwing Chinese int English. First ask the students t put them int English rally, then write them dwn withut lking at the bks.
进行体育运动______________________
与朋友一起闲逛______________________
与父母或其他家庭成员闲聊______________________
独自消磨时光______________________
与竞争______________________
我父母给我很多学习上的压力______________________
我在校不得不与同班同学竞争______________________
（设计意图：让学生对文本中的重点短语和句型有所了解，同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。）
2. Warming up and lead-in.
Shw the students a picture and ask them a questin.
T: What’s wrng? What infrmatin can yu get frm the picture?
S1: stress. He is very sad.
T: Yes, yu are right. He has t much stress. In mdern life, many peple are stressed ut. D yu have stress?
S2:yes.
T:But yu knw, t much stress is bad fr ur health. S we must learn t relax urselves t lwer the stress. What can we d t lwer the stress?
S1: I ften listen t music.
S2: I ften play basketball.
Shw sme pictures abut relaxing.
T: What des she ften d t lwer her stress?
S2: She ften listens t music and reads interesting bks.
T: D yu have any stress abut yur schlwrk and life?
D yu knw hw t lwer yur stress?
S: Yes, we d.
T: OK, this class we’ll learn sme mre ways t help us lwer ur stress. Let’s cme t 1a.
(设计意图:用图片先给学生呈现一个与学生生活密切相关的话题。过渡自然，学生感同身受，激起学生学习与交流的欲望。同时为下面的学习做好充分的心理准备。)
1a. Order the things.
What activities d yu like t d t help lwer yur stress? Order them
[1- 8] with 1 being the mst favrite thing yu d t lwer stress.
T: let student read these phrases and make they knw the meaning f the phrases in 1a.
1b.Talking: Tell yur partner abut yur answer.
First give students sme examples abut these pictures. Then let the students say ut their wn ways t lwer the stress accrding these examples .
T: Nw, can yu say ut yur ways t lwer the stress t us?
S1: I like t talk t my parents r my gd friends t lwer my stress.
S2: I ften play sprts t lwer my stress.
S3: I’d like t eat sme delicius fd t lwer my stress.
(设计意图：让学生先独立找出自己喜欢的减压方式，然后再与同伴交流，相互分享和相互学习。在1b环节我先给学生呈现一些学生的减压方式，然后再让学生汇报自己的减压方式。目的是降低难度，让更多的学生敢说，想说，会说。）
Step2. While-listening activities.
Shw sme phrases abut the listening.
T much pressure _______ hang ut___________ stress ut_________
Wrry abut_________ cmpete with________ all the time_______
T: Lk at these phrases. Can yu guess these meaning.
（设计意图:让学生明白听力中一些重要短语的意思，可以帮助学生更好的听懂听力，提高课堂效率，更重要的是让学生提前思考如何有针对性的听取信息。）
Listen fr the general idea听取大意
(设计意图:先让学生找出所谈对话的主旨大意，能增强学生们做听力题的信心，降低听力的难度系数，也为完成后面较难的听力题打下基础，从而提高学生的理解能力和听力水平。)
2.Listen fr the specific ideas听取细节
Task1.
(设计意图：遵循学习由浅入深的规律，先让学生找出所谈论的问题，这一任务较为简单
容易解决，给学生树立了信心，为继续冲击下面较难的听力训练打下基础。)
Task 2.
1d. Listen again. What advice des Alice give t Wei Ming? Fill in the blanks.
1. Althugh yu may be ________ with yur parents, yu shuld talk t them. Ask them why they give yu s much _______.
2. Life shuldn’t just be abut ______. Free time activities like _____ and hanging ut with friends are imprtant, t.
3. Yu shuldn’t _______ with yur classmates t get better grades. Yu shuld all be _______ each ther t imprve.
(设计意图：这段对话较长，且有一定的难度，所以在听之前让学生先阅读1d的内容，并让学生根据语境试着填空。注意提示学生运用策略进行必要的记录，如先写出所填单词的一部分，待录音播放完毕后再整理答案。通过听并填出空缺的单词，能让学生对本段听力材料有更深入的理解，注重对听力细节的处理。）
Task3. Listen and retell.
First, let students listen t the recrding and repeat after it t get their prnunciatins right.
Let the students retell Alice’s advice accrding t 1d.
Wei Ming is talking t Alice. His parents give _________t him. They wanted Wei Ming t __________. He need mre free time ________. This can help him____ .Alice gives sme advice. She said althugh yu may __________yur parents, yu shuld __________.yu shuld d sme activities like____________. Yu wn’t get gd grades if __________________. Yu shuldn’t __________t get gd grades. Yu shuld all be helping ___
（设计意图：给出一定的提示能够帮助学生更好的听懂，多次听写有利于学生听力的输入和输出，帮助学生更好的掌握语音
be happy and relaxed understand yur feelings get enugh sleep
be healthy relax yurself share yur feelings with yur friends
The students can make their cnversatins like this:
A: Wei Ming has a lt f pressure abut schl. What shuld he d?
B: I think he shuld……
A: Why?
B: Because……
（设计意图：在听力复述之后，为了进一步锻炼学生们的思维能力、语言组织能力和口头表达能力我设计了“小小建议家”这一活动。让学生给魏明提出建议并说出原因，学生对这一活动很感兴趣踊跃参加，学生说的积极性得到很大程度的提高。）
Step5.
Step6
一、用所给词的适当形式填空。
1.D yu have t much________(press) at schl?
2.Yesterday I ____(have) a fight with my brther.
3.I want t d things t relax like________(play) sprts.
4.If yu have stress, yu shuld_____(talk) t yur parents
5.There are five_________(member) in ur family.
（操作说明：老师引导学生注意每句话中的红色单词，提高做题正确率。）
二、根据汉语翻译出下列句子。
1.我的父母在学校给我许多压力。(pressure)
2.在校我不得不和我的同学竞争。(cmpare)
3.周末你为什么不和你的朋友闲逛呢？(hang ut)
4.昨天我和我的朋友吵架了。(have a fight)
5.你们应该要一直互相帮助共同进步。(help each ther)
(设计意图：针对本节课所学内容进行形成性评价，使学生巩固本节课所学知识。)
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