八下-Unit-4-Section-B-2b-Reading---公开课教案

1Unit4Whydon’tyoutalktoyourparents?SectionBReading“Maybeyoushouldlearntorelax!”教学设计[教材分析]2a-2e是本单元阅读教学部分。2a读前热身活动，主要调查学生的课外活动，与2b的阅读篇章话题紧密相连。2b-2d为读中活动，阅读语篇介绍了一些中国父母和美国父母对孩子们业余活动和课外学习的安排及想法。这些阅读技能的训练不仅能帮助学生进一步巩固和内化本单元所学的语言知识，还让学生通过对比发现和感受中西方文化的异同。2e是读后活动，要求学生针对活动进行调查并汇报调查结果。[学习目标]1.知识目标：掌握文章中的重点词汇；掌握略读、跳读、速读等基本阅读技巧；2.能力目标：提高利用阅读技巧阅读文章，提炼文章主旨大意的能力，以及写作能力；3.情感目标：通过对本课的学习，使学生们懂得学习要劳逸结合，并学会善于和父母沟通谈心，让孩子们要理解父母。[学习重点]1．掌握文章中的重点词汇；掌握略读、跳读、细读等基本阅读技巧；2．通过对本课的学习，使学生们懂得学习要劳逸结合，并学会善于和父母沟通谈心，让孩子们要理解父母。[学习难点]1．在阅读时善于使用简单的工具书及阅读技巧查找信息，帮助理解文章大意。2．灵活掌握本课遇到的句型和短语，并能学以致用，把输入的知识变成语言的输出，运用所学知识写自己的观点和看法。[教学过程]Step1:Lead-inT:Whatactivitiesdoyouusuallydoafterschool?(Makeasurveyquickly)S:(answerswillvarywidely)T:Howdoyoufeel?/Doyouhavestressinyourlife?T:Iwonderhowmanyofyoutakeafter-schoolclasses.Handsup,please.T:Aswecansee,it’sverycommontotakeafter-schoolclassesonweekends.(writecommonontheBb)（设计意图：通过提问导入本节课主题，为下个环节做铺垫）Step2.SkimmingT:Fromthepictureandthetitle,canyouguesswhatthepassageisabout?S:It’smainlyaboutstudentsundertoomuchpressure.Theyneedtorelax../Children’sproblemandtheopinionsabouttheproblem.（设计意图：快速浏览理解文意的大致中心意思ageneralcomprehensionofthisarticle）T:Readandmatchthemainideawitheachparagraph.2Readandmatchthemainideawitheachparagraph.A.LifefortheTaylors’childrenisbusy,too.B.LindaMiller’sopinionandadvice.Para.1Para.2Para.3D.Dr.AliceGreen’sopinionandadvice.Para.4C.Chinesechildrenarebusyonweekends.Readingstrategy:Readingstrategy:Paymuchattentiontothefirst/lastPaymuchattentiontothefirst/lastsentenceofeachparagraph.sentenceofeachparagraph.（设计意图：学生通过浏览文章，快速地找出文章每段大意并进行连线，初步了解本篇文章的主旨，为下一环节的细读打好基础。本环节末尾，教师给出一个阅读技巧，教会学生如何快速、准确地找出每段文章的大意，掌握基本的阅读技巧。）Step3ScanningT:WhatisthecommonproblemforChineseandAmericanfamilies?T:Whogivestheiropinionsabouttheproblem?(Teacherguidesthemhowtolookfortheanswersinthetextifnecessary.)SsScaneachparagraphtofindouttheanswerwiththehelpoftheteacher.T:Readthearticleagainandthenfillintheblanks.NameOpinoinsCathyTaylorShebelievetheseactivies__________________________________.Shereallywantsthem__________________.LindaMillerShethinksit's________andunfair.Parentsshouldjustlettheirkids____________.Peopleshouldn't_________________________.Dr.AliceGreenShethinkskidsshould_____________________.Althoughit'snormalto______________________,it'sevenmoreimportantto__________________.Readthearticleagainthenfillintheblanks.areimportantforherchildren'sfuture.tobesuccessfulcrazybekidspushtheirkidssohardhavetimetorelaxandthinkforthemselves,too.wantsuccessfulchildrenhavehappychildrenWhoagreesthatchildrenshouldtakeafter-schoolclasses?Whodisagrees?Andwhoisneutral（中立）？beforbeagainstbeneutralS:Scanthearticletochoosethecorrectwordstofillintheblanks.（设计意图:GuideSstogetfurthercomprehensionofthearticle.）Step4Close-readingT:1)Whydosomanyparentssendtheirchildrentoafter-schoolclasses?2.)DoyouthinktheTalor’schildrenareundergreatpressure?Howdoyouknow?（设计意图：指导学生进一步理解文章的深层次含义，通过阅读此文章培养学生如果客观地看待问题。）Step5Guessingwords3(设计意图：TeachSsthereadingstrategyhowtoguessthemeaningofthewords.)Step6LanguagepointsLanguagepoints1.MaybeIcouldcutoutafewoftheiractivities,but...删除；剪下2.However,thetiredchildrendon'tgethomeuntilafter7:00p.m.然而，疲惫的孩子们直到晚上7点才回家。（not...until:直到...才）3.Andtheyarealwayscomparingthemwithotherchildren.并且她们总是把他们和别的孩子对比。bealwaysdoing:“总是（一直）做某事”，常带有厌恶、赞扬、抱怨等感情色彩，不表示某时刻正在发生的动作。compare...with:与...做比较4.Peopleshouldn'tpushtheirkidssohard.人们不应该把孩子督促得那么紧。5.Althoughit'snormaltowantsuccessfulchildren,it'sevenmoreimportanttohavehappychildren.尽管想要孩子成长是正常的（愿望），但更重要的是要孩子快乐。Step7After-reading1.Listenandrepeat,thenretellthetext.Fillintheblanks.Thesedays,childrenaresometimes_____onweekendsthanweekdaysbecausethey______takesomany__________classes.CathyTaylorbelievesthattheafter-schoolactivitiesare_________forhischildren’sfuture.Hereallywantthemtobe_______.LindaMillersays,“Insomefamilies,__________startsveryyoungand_______untilthekidsgetolder.TheparentsareAfter-reading:Retellthetext根据课文内容填空busierimportantsuccessfulcompetitionhavetoafter-schoolcontinues(设计意图：培养学生的表达能力，由于课文难度深，用填空的形式，降低难度，同时加深对课文整体结构和意思的理解)2.GroupdiscussionTmaywanttohaveSsdiscussthequestionsingroupsandthenprovidetheopportunityforeachgrouptopresenttheirideastotheclass.Whenreadingsomethingforthefirsttime,donotworryaboutwordsyoudon’tknow.Usethecontext(文本)tohelpyouguessthemeaning.Forexample:Ihavetotaketoomanyafter-schoolclasses,soIshouldcutoutafewofthem..①add②cancel/deleteGuessthemeaningofthewordswithunderline.2c4Discussthequestionswithyourpartner.2e1.Whatdoyouthinkofafter-schoolactivities?2.Whatshouldyoudotorelaxifyouhavetoomuchpressure?Reportresultlikethis:Inmygroup,IthinkImay...MaybeTomcould...Lucyshould...However,Jimthinkshecould...（设计意图：前面学生从泛读过渡到细读文章，目的就是要学生们能循序渐进地理解了整篇文章，通过不同的问题形式，肢解整篇文章，学生对于它的理解更加深入与彻底。最后通过“Whatshouldyoudotorelax”这个主旨，引出讨论环节。让学生以小组合作的形式讨论出本组“如何去放松”的方法。既能让学生们各抒己见，取长补短，又能体现了学生的合作与创新。为下一节课的写作做好铺垫）Step8SummarySummaryStructurestoshowyouropinionandadvice:Ibelieveit’s+adj.+todosth.Idon’tthink…Iagreeordisagree…Inmyopinion,Ithink…MaybeIcould…..Whydon’tthey…Peoplekidsshould/shouldn’tAlthoughit