Unit 2 第2课时Section A(3a～3c)（教学设计） 2024-2025学年人教版英语八年级下册

授课教材 人教版八年级下册 授课题目 Unit 2 I’ll help to clean up the city parks? Section A (3a-3c) 课时 课型 第 2 课时 阅读课 主题情境 人与社会 教学目标Teaching Aims (基于英语学科核心素养) 1. Language Competence 1) Students can understand and use new vocabulary and expressions related to volunteering in the reading text. 2) Grasp reading skills such as skimming for the main idea, scanning for details, and inferring meaning from context. 3) Be able to summarize the text and retell the stories of student volunteers. 2. Cultural Awareness 1) Recognize the positive values of volunteering in different cultural backgrounds. 2) Understand how volunteering activities reflect cultural concepts of helping others. 3. Thinking Ability 1) Analyze the reasons and impacts of students' volunteer work, enhancing logical thinking. 2) Develop critical thinking by evaluating the volunteer experiences described in the text. 4. Learning Ability 1) Learn to use reading strategies independently and apply them to other reading materials. 2) Cultivate self-reflection on reading comprehension and learning progress. 教学重点 Key Points 1. New vocabulary and phrases in the reading passage. 2. Reading skills for effectively understanding the text about student volunteers. 3. Comprehending the main idea and details of the passage. 教学难点 Difficult Points 1. Deeply understand the cultural connotations behind the volunteer work described in the text. 2. Analyze and evaluate the volunteer experiences and express personal opinions accurately. 教学方法 Teaching Methods PWP (Pre-reading,While-reading, Post-reading) Model, Communicative Approach, Task-based Language Teaching Method 教学工具 Teaching Aids Multimedia projector, blackboard, handouts 教学过程 Teaching Procedures 1. Lead-in (3 minutes): (1) Review the volunteer work discussed in the previous class. (2) Show some pictures of students doing volunteer work and ask students to recall related vocabulary and expressions. (3) Pose some questions, like “Have you ever thought about students doing volunteer work? What kind of volunteer work might they do?” to arouse students' interest. 2. Pre-reading(10 minutes): Vocabulary Preview (1) Present some new words and phrases from the reading passage, such as “joy”, “owner”, “try out”, “fix up”. Use pictures, simple explanations, or examples to help students understand their meanings. For example, show a picture of a person looking happy and say “This is joy.” (2) Let students read the words and phrases after the teacher and have a short practice. Write the new words on the blackboard. 3. While-reading(15 minutes): Skimming (1) Ask students to quickly read the passage in 3a without paying attention to details. Then, they need to answer the question:“What is the main idea of the passage?” (2) Check students' answers and guide them to summarize the main idea briefly. Scanning (1) Present some detailed questions on the screen, related to the specific information in the passage, like “What volunteer work did Mario do? What did Mary volunteer to do?” (2) Let students read the passage again carefully to find the answers. After that, ask them to share their answers and explain how they found them. Language Points (1) Pick out some important language points and sentence structures from the passage, such as “volunteer one's time to do sth.”, “It's a dream come true for sb.” Explain their meanings and usage. (2) Give students some examples and ask them to make sentences using these structures. 4. Post-reading (10 minutes): Group Discussion (1) Divide students into groups. Present a discussion topic: “What are the advantages and possible challenges of student volunteer work? Share your own opinions based on the text.” (2) Let students discuss in groups. Walk around to monitor and offer help. Then, ask some groups to report their discussion results. Writing Task (1) Ask students to write a short summary of the passage or a short passage about their own ideas on student volunteer work. Provide some writing tips on the screen, such as using the main idea, key details, and proper linking words. (2) After students finish writing, they can exchange their work with their partners for peer-review. 5. Summary (2 minutes): 1. Summarize the new vocabulary, reading skills, and main points of the passage. 2. Ask students to share what they have learned in terms of language, culture, thinking, and learning ability. 作业设计 Homework Design 1. Write a short passage about a real or imagined rescue event using the learned vocabulary and narrative pattern. 2. Find a similar story in English and share it with the class next time. 板书设计 Blackboard Design 教学反思 Teaching Reflection and Evaluation Teaching Reflection: (1) Evaluate whether the teaching objectives related to corecompetencies are achieved. (2) Check students’ performance in language use, cultural understanding, thinking development, and learning ability improvement. (3) Reflect on the effectiveness of teaching methods. Decide if the activities in each stage help students better understand the text and master knowledge. (4) Analyze students’ difficulties and adjust teaching strategies accordingly. Teaching Evaluation 1. Formative Evaluation (1) Observe students’ participation in class discussions, retelling, andreading activities. (2) Check their understanding ofnew words and phrases through inclass quizzes. 2. Summative Evaluation (1) Assess students’ written homework for language accuracy, narrative logic, and the expression of ideas. (2) Evaluate their sharing of the English story in the next class for language skills and cultural awareness. 学科网（北京）股份有限公司 $$