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Unit 2 第4课时 Section B (2a-2e)(教学设计)-八年级英语上册同步备课系列（人教新目标Go For It!）
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这是一份Unit 2 第4课时 Section B (2a-2e)(教学设计)-八年级英语上册同步备课系列（人教新目标Go For It!），共5页。
Unit 2 How often do you exercise?Section B 2a-2e 单元Unit 2课时第4课时教学目标语言知识：通过阅读有关学生课余活动方式及活动频率的调查报告,能读懂饼状图,能运用百分比来表述图中各个部分的比例情况及活动频率。学习能力：略读把握主旨大意；带着问题寻找文章细节信息；观察和利用饼状图理清阅读信息。文化意识：了解调查报告的文体结构学会进行健康的课余活动。思维品质：思维判断自己和他人的课余活动是否健康。教学重难点文中的language point知识点。能读懂语篇材料中的调查报告, 能使用百分比描述图表信息。教学工具IWB, PPT教学方法任务型教学法、情景交际法教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1.Greeting.2. T plays a video, and have a free talk: How often do you …? 3.T leads S to discuss the topic：”What activities do you often do after school ?,watch TV, play computer games or exercise? How often do you do them ?”观看视频短片，了解健康食品的益处，展开自由讨论。讨论课余时间做什么，多久做一次这样的活动？利用课外视频，复习巩固上节课所学。引导学生谈论课余活动，在讨论的过程中自然的感知目标语言，激发学生学习兴趣，活跃课堂气氛。Step 2Pre-readingT shows students the new words. It's fun to learn English byusing some pictures.T leads to rank the activities according to how often they think their classmates do them. talk about the activities，then finish 2a.看图片，学习新词。对课外活动排序，展开讨论，完成2a.通过图片展示，提高新词学习趣味性。通过对课外活动排序和讨论，为下一步阅读做准备。Step 3While- readingT leads students to skim the article and answer the questions.T asks students to read the article carefully ，then find related information.(1) Read Para.1 carefully and analyze it.we can find when，what，who and some questions. (2) Read Para.2,3,4 carefully and finish 2b.(3) Read Para.5 carefully and analyze it.we can find the suggestion,the reason and the writer’s idea.T leads students to finish 2c.学生快速阅读文章，把握文章主题结构。细读文章，Para.1--总写，写明调查报告的时间、人物和内容。Para.2,3,4—分写，对每个内容展开描述；完成2b。Para.5—总写，调查结论和作者意见。完成2c。 把握文章体裁，了解文章主旨大意和文章结构—总分总。从“总分总”结构细读文章，带着主旨大意和2c问题，细读文章，目的性更强，有助于引导学生更好地理解文章意思。Step 4Post-readingT leads students to summarize the structure of a report .T leads students to finish 2d .T asks students to choose one of these free time activities or think of their own. Then ask their classmates how often they do this activity and make a pie chart. finish 2e .跟着老师，总结报告，有报告主题，报告内容和报告结论。学生根据所学文章内容，完成2d。选择一个课余活动方式，调查其频率，做一个饼图。完成2e.关注报告三部曲：“主题，内容，结论”。进一步掌握频率副词的用法。引导学生调查同学的课余活动方式及活动频率，并仿照2b中提供的示范做一个饼图。Step 5Language Points ExplanationT explains some knowledge points.将知识点做好笔记。将本节重点汇总，系统讲解和分析，结合典例，帮助学生学习知识点。Step6ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容， 利用将思维导图给学生进行有序的梳理。Step 8HomeworkT asks students to write a report about their free time activities and draw the pie charts.写篇关于学生课余活动的报告。根据报告框架进行书写。以读促写，有效运用目标语言。板书设计：New wordsKey sentencespercent, online, television, although, through, mind, body, such, such as, together, die, writer; not … at all, the best way to … is …, such as …, how many …, be good for …, be bad for …It’s good to do sth.教学反思：“阅读最终是为写作服务的”。设计该阅读课时，从greeting, lead-in ,pre--reading, while-reading到post-reading的各个环节中充分考虑到学生的综合能力培养。课堂导入为词汇教学做准备，词汇教学为阅读做准备，阅读教学为写作做准备。环环相扣以达到最终目标一一提升学生的写作能力。该课时在快读、细读及细节理解上有优势，力求让学生既能完整地理解课文，也能就细节知识进行挖掘和推理。从而达到总体和细节的完全统一，最终对该课时的主题从形式、到内容、到内涵等各层面形成自己的认识。在以后的教学中要进一步注重阅读方法点拨，以达到理想的效果。
Unit 2 How often do you exercise?Section B 2a-2e 单元Unit 2课时第4课时教学目标语言知识：通过阅读有关学生课余活动方式及活动频率的调查报告,能读懂饼状图,能运用百分比来表述图中各个部分的比例情况及活动频率。学习能力：略读把握主旨大意；带着问题寻找文章细节信息；观察和利用饼状图理清阅读信息。文化意识：了解调查报告的文体结构学会进行健康的课余活动。思维品质：思维判断自己和他人的课余活动是否健康。教学重难点文中的language point知识点。能读懂语篇材料中的调查报告, 能使用百分比描述图表信息。教学工具IWB, PPT教学方法任务型教学法、情景交际法教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1.Greeting.2. T plays a video, and have a free talk: How often do you …? 3.T leads S to discuss the topic：”What activities do you often do after school ?,watch TV, play computer games or exercise? How often do you do them ?”观看视频短片，了解健康食品的益处，展开自由讨论。讨论课余时间做什么，多久做一次这样的活动？利用课外视频，复习巩固上节课所学。引导学生谈论课余活动，在讨论的过程中自然的感知目标语言，激发学生学习兴趣，活跃课堂气氛。Step 2Pre-readingT shows students the new words. It's fun to learn English byusing some pictures.T leads to rank the activities according to how often they think their classmates do them. talk about the activities，then finish 2a.看图片，学习新词。对课外活动排序，展开讨论，完成2a.通过图片展示，提高新词学习趣味性。通过对课外活动排序和讨论，为下一步阅读做准备。Step 3While- readingT leads students to skim the article and answer the questions.T asks students to read the article carefully ，then find related information.(1) Read Para.1 carefully and analyze it.we can find when，what，who and some questions. (2) Read Para.2,3,4 carefully and finish 2b.(3) Read Para.5 carefully and analyze it.we can find the suggestion,the reason and the writer’s idea.T leads students to finish 2c.学生快速阅读文章，把握文章主题结构。细读文章，Para.1--总写，写明调查报告的时间、人物和内容。Para.2,3,4—分写，对每个内容展开描述；完成2b。Para.5—总写，调查结论和作者意见。完成2c。 把握文章体裁，了解文章主旨大意和文章结构—总分总。从“总分总”结构细读文章，带着主旨大意和2c问题，细读文章，目的性更强，有助于引导学生更好地理解文章意思。Step 4Post-readingT leads students to summarize the structure of a report .T leads students to finish 2d .T asks students to choose one of these free time activities or think of their own. Then ask their classmates how often they do this activity and make a pie chart. finish 2e .跟着老师，总结报告，有报告主题，报告内容和报告结论。学生根据所学文章内容，完成2d。选择一个课余活动方式，调查其频率，做一个饼图。完成2e.关注报告三部曲：“主题，内容，结论”。进一步掌握频率副词的用法。引导学生调查同学的课余活动方式及活动频率，并仿照2b中提供的示范做一个饼图。Step 5Language Points ExplanationT explains some knowledge points.将知识点做好笔记。将本节重点汇总，系统讲解和分析，结合典例，帮助学生学习知识点。Step6ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容， 利用将思维导图给学生进行有序的梳理。Step 8HomeworkT asks students to write a report about their free time activities and draw the pie charts.写篇关于学生课余活动的报告。根据报告框架进行书写。以读促写，有效运用目标语言。板书设计：New wordsKey sentencespercent, online, television, although, through, mind, body, such, such as, together, die, writer; not … at all, the best way to … is …, such as …, how many …, be good for …, be bad for …It’s good to do sth.教学反思：“阅读最终是为写作服务的”。设计该阅读课时，从greeting, lead-in ,pre--reading, while-reading到post-reading的各个环节中充分考虑到学生的综合能力培养。课堂导入为词汇教学做准备，词汇教学为阅读做准备，阅读教学为写作做准备。环环相扣以达到最终目标一一提升学生的写作能力。该课时在快读、细读及细节理解上有优势，力求让学生既能完整地理解课文，也能就细节知识进行挖掘和推理。从而达到总体和细节的完全统一，最终对该课时的主题从形式、到内容、到内涵等各层面形成自己的认识。在以后的教学中要进一步注重阅读方法点拨，以达到理想的效果。
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