Unit10 Section B (2a-2e)教学设计 2024-2025学年人教版英语八年级上册

人教版初二Unit10Section B (2a-2e)教学设计 Unit10 If you go to the party, you will have a great time! 教学内容解析 本单元的语言目标用if引导的条件状语从句来谈论结果，是一般将来时态的延续，具有承前启后的作用。本单元教学内容围绕“party”的话题展开，重点学习核心句型第一条件句“If...will....”。本堂课重点引导学生分析文本意图；培养学生在情境中猜测词意的能力；帮助学生正确使用if 引导的条件状语从句作出假设，用will谈论结果；引导学生小组合作，共同解决生活中的烦恼。 学情分析 学生首次接触If引导的条件状语从句，在接受上会有一些难度，通过Section A的学习，学生初步了解了if 引导的条件状语从句以及使用情态动词should 提出建议的句型，他们需要进一步深化理解，加强运用； 八年级学生正处于青春期的关键时期，在生理和心理上发生着明显的变化，在学习和生活中经常会有一些问题困扰，有一部分有开导自己的同伴的经验，也有一部分孩子遇到问题不愿意向人倾诉，也不知道向谁寻求帮助。 教学难点：在教学课程中渗透向他人倾诉问题的重要性并且引导学生辩证地看待文本提出的解决方法，能自行探索问题的解决方式，从而形成正确的人生观。 教学策略分析 一、以学生为主体    1. 优化课堂教学，创造主动参与条件。充分发挥学生预习的作用，指导学生在预习时获得正确的见解，培养学生辨疑、质疑的能力和习惯。重视讨论在课堂教学中的作用，通过开展讨论，把学生的被动变为主动，形成了人人有事做，人人动脑筋的学习情境。 2. 开展任务型教学 本堂课精心设置了各项阅读任务，通过任务型教学法培养学生分析、概括能力。把学习的任务交给学生，让学生成为课堂的主体 二、重视情境教学 本堂课教学我创设了湖南卫视《少年说》节目的具体情境，将情境教学贯穿课堂始终。《少年说》是湖南卫视新一代青少年健康成长心理释放表述节目，广募国内中小学生心声、倾听少年们的烦恼、接受少年们的“吐槽”，呈现中国当代校园积极向上、青春活泼的精神风貌。跟本文的主旨完美契合。通过设置情境，让教学回归生活，让英语教学走进生活，这样教学生生动直观，灵动活泼，学生不再是被动地接受知识，体现生命化课堂的理念。 教学中我将第一二段，劳拉谈观点、说经历的文本处理成了节目来信的形式，让学生读信，完成阅读任务，引导学生总结劳拉看待问题的观点，并表演出丢钱包的经历，通过客串具体情境当中的角色，渗透思想教育，感染那些喜欢将烦恼埋在心底的同学。在第三段中，Robert hunt 表达了对烦恼的建议，我通过设置成场外嘉宾的形式，电话连线他寻求帮助。无形中向学生渗透了遇到问题及时求助的思想。通过情境化教学，我把学生带进实际的情境中进行观察，阅读，思考，表演。让文本活起来，生动起来，激发了学生的学习兴趣。 教学目标 Knowledge Objective By the end of the class, students are expected to 1.Learn about the new words: understanding, expert, normal and so on 2.Use conditionals to talk about cause and effect 3.Learn about the sentence patterns on how to give advice Ability Objectives By the end of the class, students should be able to 1.Talk about problems and give advice 2.Developing reading skills 3.Enhance students' awareness of working in pairs   Emotional Objectives By the end of the class, students should be able to have a positive attitude towards problems. After this class, they know how to deal with worries and problems properly, thus form the correct outlook on life. 教学过程设计 Lead-in Play a piece of background music from the show Teenager said《少年说》. Introduce the host and the contents of today’s show—— Speak out your problems; Listen to a story about Laura; Ask advice from Robert Hunt; Brainstorm solutions Step 1.  Speak out your problems 1. What problems do you have？ ( Invite students to speak out their problems freely) 2. If you have problems, what will you do? ——If I have problems, I will____________. (Ask students what will they do if they have problems) Step 2. Listen to a story about Laura Task 1:  Good Reader Task 2:  Good Listener（listen to the letter and find out Laura’ opinions towards problems.） Laura’s opinion towards problem Task 3. Good performer Put the 4 scenes in correct order and and act them out. （演出劳拉的经历：四人一组，分配角色，设计台词，可适当发挥） They got her a new wallet and asked her to be careful.                    Scene 1 She talked to her parents and they were understanding.                   Scene 2 Laura lost her wallet and was worried.    Scene 3 She was afraid to tell her parents and chose to walk to school.             Scene 4 Step 3 Ask advice from Robert Hunt（电话连线场外嘉宾）  Listen to the phone call and fill in the blank. It is best not to _____________our problems. We should always try to _______them. The first step is to _________________________ This person doesn't need to be _________. Students often forget that their _______ have more experience, and are always there to help them. Sharing a problem is like cutting it in half. So you're half way to solving a problem just by_______________ Step 4  Brainstorm solutions Do you have other ways to solve a problem? (Students work in groups of 4, share their problems and discuss different ways to solve them.) Step 4 Brainstorm Solutions Do you have other ways to solve a problem? （Students work in groups of 4, share their problems and discuss different ways to solve them.） Sample dialogue: A : I have problems with ______. (谈论问题) B : If you have problems with_________, you could____________ C: Why don't you _____________________. D: Maybe you should__________________. Step 5  Summary What have you learnt to solve your worries? Keep sharing, keeping solving There are more ways than difficulties. Step 6  Homework Good: Share your problems to your friends or families.    Very good:  Write a letter to me about your problem. Super good:  Write a letter to me about your problems and how you plan to solve them.   教学反思： 本堂课创设了《少年说》节目录制的情境，学生兴趣十分浓厚。随之进行的speak out your problem活动也为学习新课内容架好了梯子，接着引入了两个节目嘉宾，引导学生提炼文本观点，感知文本意图，让学生在任务中学，在玩中学，学生更加明白了遇到问题可以向他人倾诉。 设置读后环节旨在让学生不局限文本提供的解决方法，学会遇到问题找寻自己的解决方法。本节课学生活动比较丰富多彩，有话题讨论，小组合作表演及汇报展示，通过各个任务的开展较好地检验了学生学习的掌握情况。最后作业设计有分层，帮助各个水平的同学达到巩固新知。 本堂课也还有许多不足之处：课件演示时出现了错误，学生出现的错误没有更正。其次师生互评，生生互评稍显单薄，评价内容还应更丰富，更重要的是要引导学生如何评价。 学科网（北京）股份有限公司 $$