初中人教新目标 (Go for it) 版Section B教学设计及反思

这是一份初中人教新目标 (Go for it) 版Section B教学设计及反思，共5页。教案主要包含了教材解读，学情分析，教学目标，教学重难点，教学过程等内容，欢迎下载使用。
一、教材解读
What—— 九年级第七单元的核心话题是“规则”。功能就是用be allwed t d探讨允许和不被允许做的事情，同时表达态度。本单元的主题范畴为人与自我，涉及丰富、充实、积极向上的生活。本课为Sectin B阅读课。文本讲述了一个叫刘宇的男孩希望通过勤奋练习实现自己成为职业运动员的梦想，但父母担心会影响他的学业和未来的就业，所以刘宇同父母之间产生意见分歧。
Why——希望通过文本学习，学生能从刘宇的事例中得到启发，学生学会站在自己（teenagers）和父母的角度去思考“Shuld teenagers be allwed t make their wn decisins”这个问题的答案；同时让学生能够更好的理解父母，学会与父母进行沟通。此外，学生通过刘宇的故事也会明白追梦道路上可能存在风险，学会处理学业和梦想的关系，适当进行取舍，不管结果如何，学生都能树立自信心，积极的面对挑战，加强承受失败的抗压能力，形成为自己的人生负责的态度和意识，进而实现学科育人。
Hw——文本夹叙夹议。首先给出父母和青少年就青少年要不要花更多时间练习爱好有不同态度这一现象并提出一个问题“D yu agree”,后面就讲述了刘宇和他父母就此不同的观点。在呈现刘宇和父母的观点时，用到了目标与shuld be allwed t d以及一些表达态度或观点的词块wrry abut, be serius abut, have nthing against, spend mre time n。文本易于理解，具有现实意义和教育意义。最后能实现通过事例启发学生找到自己的答案。
二、学情分析
(1) 学生知识背景和学习需求分析：学生通过Sectin A的学习能够认识日常生活和学习中的规则并进行表态，帮助学生进行规则的自我反思以此来规范自己的行为，同时诗歌Mm Knws Best的阅读让学生学会理解父母对子女的关爱和教导。通过Sectin B 第一课时的学习，学生开始分析问题，试着对问题发表不同的意见和见解，形成批判性思维，逐步形成正确的价值观。希望通过本堂阅读课能够运用前面的知识基础和情感基础来分析并解决现实生活中的问题。
(2)学生学习能力分析：在本单元前面的学习中学生已经基本掌握用shuld be allwed t d来表达规则同时用相关词汇探讨了对规则的态度，为本课时去分析刘宇及其父母的观点、理解父母话语间的爱以及刘宇对梦想的执着与坚定奠定了基础。
(3) 学生学习心理分析：通过两年的初中英语学习和技能训练，学生基本具备了预测、略读、猜词、理解篇章等策略和技巧，为本堂阅读课进行文本解读奠定了基础。
(4)学生心理现状分析：学生正处于青春期，他们渴望自己做主，希望父母不要干涉他们追求自己喜欢的事物，更不要干涉自己追求爱好和梦想，因此同父母的关系不太好。但是经历了初二这个叛逆期，他们变得不再那么偏激，开始明确自己目标，明白也需要基于现实思考自己未来的规划并学着理解父母。
三、教学目标
At the end f this lessn, Ss will be able t:
(1) understand and try t knw hw t use the fllwing wrds and expressins crrectly and actively: chice, supprt, enter and get in the way f.
(2) get reading skills practiced by predicting the cntent f the text, reading fr the main idea and reading fr Liu Yu's basic infrmatin and his decisins and reading fr his parents' pinins and lve and sme ther details;
(3) learn t be mre understanding and put themselves int their parents' shes t slve their prblems they meet in the prcess f grwth and als understand it's nt easy t achieve their dreams s they need t be mre determined.
四、教学重难点
Teaching Key Pints:
(1) use the crrect methd t chse the main idea f the whle passage;
(2) analyze Liu Yu's persanal infrmatin, his decisins and his persnalities; (3) analyze Liu Yu's parents' pinins and their lve fr Liu Yu.
Teaching Difficult Pints:
(1) analyze the persnalities f Liu Yu;
(2) analyze whether Liu Yu's parents lve him and the reasn.

五、教学过程
Step 1 Lead in(视频)
Have Ss watch a vide and answer a questin t lead int the tpic.
Q What prblem des the by face?
Step 2 Pre-reading activities
Have Ss read the picture and the title and finish the fllwing tasks.
Q1 Wh des "I" refer t? (The by ? r smene else?)
Q2 What d yu want t knw frm the passage?
Pssible answers 1. Wh is the by?
2. What decisin des he want t make n his wn?
3. Why isn't he allwed t make his wn decisins?
Step 3 While-reading: Read fr the main idea
Ask Ss t g thrugh the passage quickly t get the main idea first.
Have Ss lk thrugh the passage quickly and get the main idea f the whle passage and chse the best answer(工具：平板，精准教学)
What is the passage mainly abut? (Answer-C) A. The bad influence f hbbies n teenagers' schlwrk.
B. Parents' wrries abut the success f teenagers' schlwrk.
C. Teenagers' and parents' pinins abut hbbies and schlwrk.
读前指导：
1.underline key wrds fr each chice 2.review the methd used t get the main idea
Step 4 While-reading: Read fr details
Have Ss read the passage carefully t get mre details abut Liu Yu, Liu Yu's decisins, Liu Yu's parents' pinins, Liu Yu's parents' lve and Liu Yu's persnal qualities.
Task 1 Read and find infrmatin abut Liu Yu and answer the first questin asked by Ss---"Wh is the by?"
Task 2 Ask Ss t read the passage again and find answers t the fllwing questins. Thrugh this step, Ss can understand the lve frm parents.
Q1 What decisins des Liu Yu want t make n his wn?
Q2 Why isn't he allwed t make his wn decisins?
Q3 D Liu Yu's parents really lve him? Hw d yu knw?
Task 3 Ask Ss t read Liu Yu's wrds full f emtin, pay attentin t the wrds like: I understand, I knw, but, nly and think abut tw questins. Then ask Ss think abut whether Liu Yu has the quality f being successful.
Q1 Des Liu Yu understand his parents?
Q2 What d yu think f Liu Yu?
Step 5 Pst-reading: Let's debate!
Task 1 Have Ss think abut what the title really means by answering the fllwing questins.
Q1 Wh des "I" refer t?
A. Liu Yu. B. Teenagers.
Q2 What can we change the title int? Answer: Shuld teenagers be allwed t practice their hbbies as much as they want?
Task 2 Divide Ss int tw grups t debate whether teenagers shuld be allwed t practice their hbbies as much as they want.
Task 3 Ask 2 Ss t give cmments n Ss' perfrmance and give pints.
Step 6 Pst-reading: Think and share
Ask Ss t think abut the fllwing tw questins t cultivate their thinking ability.
Q1 What will yu d after reading the passage? (Have Ss think abut what they can get frm the passage.)
Q2 What are yu wndering after reading the text?
Step 7 Hmewrk