人教版八上Unit10 If you go to the party,you 'll have a great time!-Section B 2a —2e-教案、教学设计-公开课-(配套课件编号：905d0).doc

1、 1 Unit 10 If you go to the party, youll have a great time! Section B (2a-2e) Reading 一、教学目标：一、教学目标： 知识与技能知识与技能 1. Master key words and expressions： teenager, have problems with, expert, keepto oneself, themselves, normal, unless, certainly, advise, solve, in half, halfway Problems and worries are n

2、ormal. If people have problems, they should try to keep them to themselves. Unless we talk to someone, well certainly feel worse. In English, we say that sharing a problem is like cutting it in half. You are halfway to solving a problem just by talking to someone about it! 2. Learn to use the condit

3、ionals to analyse cause and effect. 3. Improve students comprehensive skills: Skimming and scanning. 情感态度价值观情感态度价值观 1. Students learn to deal with problems in life through a reading. 2. Through the use of in-adverbial clauses, students can analyse the advantages and disadvantage of certain things, t

4、hus form the correct outlook on life. 二、教学重难点二、教学重难点 教学重点教学重点 1. Master some key words and phrases. 2. Learn to use the conditionals to analyse cause and effect. 3. Improve students comprehensive skills: Skimming and scanning. 教学难点教学难点 Learn to use the conditionals to analyse cause and effect. 三、教学准

5、备三、教学准备 An English textbook and a projector. 四四、教学过程、教学过程 教师活动 学生活动 设计意图 Step 1 Lead-in 2 1. Greeting. 2. Play a video: Growing pains. Its a popular American television situation comedy series in the 1980s. Its about three children growing pains. 1.Greeting. 2.Watch the video. 美国家庭剧成 长的烦恼影像 的播放能激发学

6、生学习兴趣，进 而巧妙导入本课 主题。 Step 2 Pre-reading 1. Show a picture on the screen and learn some new words expressions. (1)Now lets look at this picture. What can you see in the picture? (2)Do you think the girl is younger or older than you? Teacher: Maybe she is the same age as you. We can call her a teenager

7、. You are also teenagers. Teenagers refer to the people who are between 13 and 19 years old. (3)Does the girl look happy? Why does she look unhappy? Teacher: I think she has a problem. (4) Do you have problems? Teacher: So the girl has problems. Most of you have problems. So we can say: Problems are

8、 normal in life. (5) How does she solve problems. Teacher: Unless she talks to someone else, she will certainly feel worse.=If she doesnt talks to someone else, she will (1) We can see a girl and a woman talking on the sofa. (2)Student 1: She is younger than me. Student 2: She is older than me. (3)

9、No, she looks unhappy. Maybe she has a problem. (4) Yes. (5) Maybe she talks to her mother, her teacher 1.通过讨论图片 学 习 生 词 和 短 语，直观、形象， 便于理解，并用 英语进行解读， 有利于培养学生 用英语思考的能 力。 3 certainly feel worse. Teacher: May she is talking to an expert in the picture. An expert means someone who is very good at someth

10、ing. For example, Yao Ming is a basketball expert. 2. Discussing: If you have some problems, what will you do? If you have some problems, will you get advice from an expert? If you have some problems, will you talk to other people? If you have problems, will you keep them to yourself? (Its secret, a

11、nd you never tell others.) 2. Work in pairs. Answers will vary. 2.Discussing 活 动贴近学生生活 实际，能调动学 生积极参与。 Step 3 While-reading 1.Skimming（fast reading）to get main ideas.(2b-2c) Teacher: Look at the statements below and read the passage quickly to find the main idea. Underline the sentences that help you

12、 to decide. （1）Do you know the quickest way to find the main idea? You can just read the first paragraph and the last paragraph. Or you can just read the first sentence and the last sentence of each paragraph. We can call them topic sentences. (2)Have you finished it? Which 1.Read the text quickly a

13、nd finish 2b. (1)Answers will vary. (2)Yes. b is right. 有意识的对学生 进行阅读策略的 指导，有利于提 高学生的阅读技 能。Skimming 找 文章主旨， Scanning 找文章 细节。 4 one is the main idea? 2. Scanning reading to answer the following questions. (1)What kind of problems do students have these days? (2)What is the worst thing if someone has a

14、 problem? (3)Who gives some advice? Can you tell me more about Laura and Robert. What are their opinions? Teacher: The writer opinions: Parents has more experience, and are always there to help. Sharing a problem is like cutting it in half. You are halfway to solving a problem just by talking to som

15、eone about it! (1)Sometimes they have problems with their schoolwork, and sometimes with their friends. (2) Some people believe the worst thing is to do nothing. (3)Laura Mills and Robert Hunt. Yes. Laura is a teenager, from London. Robert is an expert who advises students about common problems. Lau

16、ra Mills: （Paragraph 1 & 2） Problems and worries are normal in life. She thinks talking to someone helps a lot. Unless we talk to someone, well certainly feel worse. She will always remember to share her problems . Robert Hunt： （Paragraph 3） It is best not to run away from our problems. 5 3.Retell t

17、he text（2d） ：） ： Check the answer. Let students read it together. We should always try to solve them. He thinks the first step is to find someone you trust to talk to. This person doesnt need to be an expert like himself. 3. Fill in the blanks with the phrases in the box. Step 4 Post-reading 1. Summ

18、ary. 2. Discussion(2e): What will you do if you have problems？ Give him some advice to solve them. 1.Summary the text with the teacher. 2.Talk to her or his partner. Find out his / her biggest problems or worries. 1.老师和学生一 起来对本文的脉 络进行总结，进 一步加深学生对 本文语言知识的 理解和掌握。 2.Discussion 活动 进一步拓展了学 生 学 生 语 言 实 践，

19、有利于培养 学生运用英语去 做事的能力。 Homework. 1. Read the passage again after class. 2. Work on 2e. Ask three students the questions. Take notes of their answers. 教学反思见下页。教学反思见下页。 教学反思教学反思 本节课是阅读课，通过一篇阅读材料，引导学生学习如何面对学 6 习、生活中出现的烦恼、困扰，学会积极地排解情绪。因为话题贴近 学生生活实际，学生表现出了浓厚的兴趣，都能够参与进来，说出自 己的困扰，积极讨论解决烦恼的方法。通过本节课的学习，学生的阅 读理

20、解能力得到了提升，情感也得到了升华。 根据新课程标准，各种语言的呈现和学习都应该从语言使用的角 度，为提升学生“用英语做事”的能力服务，教师要通过创设接近生 活实际的各种语境，采用循序渐进的语言实践活动，以及各种强调过 程与结果并重的教学途径和方法，培养学生英语做事的能力。基于这 种观点，在教学中，我尽量使用英语和学生交流、讨论，为学生创造 英语环境，有利于培养学生的英语思维能力。我把语言知识和真实生 活结合起来，创设情境，让学生谈论自己的烦恼和如何去解决自己的 烦恼，激发学习热情，让学生感知、探究、学习和运用语言，避免单 纯的语言知识教学的枯燥乏味，死板硬套。同时，我有意识地对学生 进行阅读策略的指导，培养学生的阅读技能和技巧。 本节课也存在一些不足之处，比如开展 Discussing 活动时，对学 生引导不够，致使部分基础薄弱的同学不能有效的参与。另外，没能 够及时的将要点进行板书也是本节课的一个遗憾。在今后的教学中要 注意改进这方面的问题。 （本篇教学设计为个人原创，不足之处还请指正。 ）（本篇教学设计为个人原创，不足之处还请指正。 ）