初中英语_英语人教版八年级下册unit 4 第四课时教学设计学情分析教材分析课后反思

八年级下册unit4 第四课时 Reading_英语_初中_

教学设计

备教学活动 第四课时 Part I Before reading Activity 1. <活动目标>find out our own problems and give advice? 1. 目标定向（构建动场）： Show the sts their after-school activity survey, ask them to read and find their problem and then give advice. Activity Do homework Have after-school class Watch movies Use the Internet Hang out with friends Exercise Percent 98% 70% 5% 3% 0% 0% Time(Hour) 2-3 1-2 0.5 0.5 0 0 2. 自主学习：Sts read the chart for about 1m’. 3.反馈矫正（交流探究）： groups talk about the problems their advice. Our problem:__________________ Our team’s Advice:__________________ 4.总结升华（综合建模）：some groups show their advice. (B answer) Teacher: We should write an article to our headmaster and let him know about our problems and advice. But how can we write the article? Let’s read a similar article first. Part II While reading Activity 2. <活动目标>can you find the main idea as quickly as you can? 1. 目标定向（构建动场）：do you remember how to find the main idea of an article? Ask a student. Then PPT: Reading the title and the first sentence in each paragraph can help to find the main idea. Now skim the passage and get it.自评，答对得1分 2. 自主学习：students read and find the main idea. 3.反馈矫正（交流探究）：exchange their main idea in group. 4. 总结升华（综合建模）：show the answer you should learn to relaxon ppt, and each write down the score. Activity 3. （采用自下而上的阅读方法，由对词句的理解来获取文章的内容） <活动目标> who will be the king of free reading?

1. 目标定向（构建动场）：it’s your free time of reading , then asking and answering your own questions. 每个问题1分，每个正确答案1分； 此规则假定学生已熟悉，不出现在备课与PPT上：学生对每一段内容写出自己编制的问题。碰到自己不知该怎样表达的问题可以询问组长或其他成员，甚至是老师。 相邻小组问答，即1-1, 2-2, 3-3,4-4式问答（可以相互看问题稿），可以争论问题答案，两人相互记录问题个数及答对的个数并相互评分，每个问题1分，每个正确答案1分；最后选出全班ABCD不同层次的阅读之王（怎样统计？），并带王冠。 2. 自主学习：STS read for 7m’. 3.反馈矫正（交流探究）：ask and answer for 3m’ 4. 总结升华（综合建模）：选出全班ABCD不同层次的自由阅读之王各2名，并带王冠。 Activity 3. （推测能力培养） <活动目标>who can be Sherlock Holmes?谁将是阅读福尔摩斯大侦探 ？ 1. 目标定向（构建动场）： Do you know how to guess the meaning of a word ? Here’s an example for you. Others are practicing sports so that they can _______ and win. Guessing way: 上文：practicing sports ；下文：... win, So the middle word maybe means trying to be first of all players. So you choose No. ______ in 2c. 2. 自主学习： Use the context to guess the meanings of the bold words in the article, then do 2c. (5m’) 3.反馈矫正（交流探究）：in group, tell how you guess. 4. 总结升华（综合建模）：对照ppt答案，答对一个得2分。选出全班ABCD不同层次的阅读福尔摩斯各2名，并带王冠（福尔摩斯的帽子）。 活动四：我的论点（观点）和阐释 <活动目标>比比谁是最好的评论家？ 1.目标定向（构建动场）：组内就文章中一句话表达自己的观点以及理由， “Mothers send their children to all kind of classes and always compare with other children. It’s crazy and unfair.” Do you agree? Why?观点1分，谁提出理由，每条加1分。 2. 开始自主学习、交流探究，时间5m’ 3. 总结升华（综合建模）：选出全班ABCD不同层次的阅读评论家各2名，并带王冠。 Activity 5. Conclusion

<活动目标> 我们怎样向校长提出我们的建议？ 1.目标定向（构建动场）：小组讨论每段的结构 2. 开始自主学习、交流探究，时间5m’ The title: viewpoint(观点)or argument(论据)？ Paragraph 1: The common problem or special problem? Then common after-school activities or special after-school activities? Paragraph 2: A typical example includes________. A the children’s problem B the children’s after-school activities Paragraph 3: From a parent, she shows us_________. A. children’s problems B. her viewpoint C.her advice Paragraph 4 From specialists(专业人士), they show us_________. A. children’s problems B. their viewpoints C.the advice 3. 总结升华（综合建模）：文章的结构是 Title：viewpoint Paragraph 1: The common problems; common after-school activities Paragraph 2: the children’s problem; the children’s after-school activities Paragraph 3: children’s problems; the mother’s viewpoint; her advice Paragraph 4: the viewpoint; the advice Part III after-reading Activity ６ Homework According to the article structure, write an article to our headmaster and let him know about our problems and take our advice. Title: your viewpoint Paragraph 1: Our problem:________________ What after-school activities:______________ Paragraph 2: sb’s problem:_____________ His/ Her after-school activities:______________ Paragraph 3: A parent’s or a teacher’s viewpoint ______________ The advice:______________ Paragraph 4: specialists’ (专业人士) viewpoint:________________ Advice:_____________

Section A

备学情 （15

预测学生可能达到的程度：（80）%以上的教学目标能够实现。 学生存在的普遍性问题： 询问时间的问句What time ?和When…的区别；表示动作频度的副词always, usually和never等在句中的位置；一般现在时单数第三人称的动词词尾变化。

分） 备教学目标（25分） 教学目标1、（知识及策略目标） 100%学生能够理解和领悟下面词语的基本含义、语法项目以及语言形式的基本结构和常用表意功能。 词汇：get up, get dressed, brush one's teeth, take a shower, usually, never, early, exercise, on weekends, best, group 语言形式：What time do / does…? When do / does…?及其回答。 80%学生能够利用读音规则和音标拼读词汇，利用语境、非语言信息等理解以上目标要求。 教学目标2、（听与策略目标） 80%学生能够听懂1b ,2a,2b的对话，获取“times and actions”, “words”, “names and what time”等信息； 80%学生能够利用预测、语调、重音、问题等来获取听力信息。 教学目标3、（说与策略目标） 90%学生能够能运用get up, get dressed, brush one's teeth, take a shower, usually, never, early, exercise, on weekends, best, group 等词汇和“What time do / does…? When do / does…? I usually/ always…”语言形式达成1a, 1c, 2c对话交流，以及能够描述3a, 3b, 3c语言行为，能角色表演2d。 90%学生能够在活动中借助体态语用英语交流。 教学目标4、（文化意识目标） 能恰当运用 “What time do / does…? When do / does…? I usually/ always…”方式来Talk about routines; Ask about and say times 教学目标5（情感态度目标） 学生能够乐于参与英语活动，敢于用英语表达，积极与他人合作交流，体验自己的学习效果。 备教学活动 第一课时 知识的习得（理解）阶段 一、小组比赛，争第一 活动一 （一）构建动场一 1. 明确学习目标：你能随做随说下面的日常行为的游戏吗？ 2. 创境：呈现带有动词短语get up, get dressed, brush teeth, eat breakfast, take a shower的视频和图片。 （二）自主学习

和学生随做随说二遍。学生自己说做两遍； （三）交流-建模：向临组展示。依据下面标准评价：说出短语，并做的像，每个一分。 统计小组得分。 活动二 （一）构建动场二 1. 明确学习目标：看看你组说到8点用多长时间，能得多少分？ 2. 创境： Student 1 6:00 six o’clock Student 2 6:02 six two Student 3 6:04 six four Student 4 6:06 six six Student 1 6:10 six ten … … 3. 示范上表怎样读 4. 布置任务 先自己读，然后临组相互比赛。说到7点，谁说完，谁举手。第一名的组计10分，依次类推得分。 （二）自主学习：自己读 （三）交流-建模：临组比赛并统计小组得分。 活动三 （一）构建动场三 1. 明确学习目标：你理解always 和usually的意思吗？ 2. 创境： I always get up at six. Mon. 6:00 Tues. 6:00 Wed. 6:00 Thur. 6:00 Fri. 6:00 Sat. 6:00 Sun. 6:00 I usually get up at six. Mon. Tues. Wed. 6:00 6:10 6:00 （三）交流-建模： Thur. 6:00 Fri. 6:08 Sat. 6:00 Sun. 6:00 （二）自主学习：教师解释，学生理解。 用always 和usually填空，小组交流，选对得5分 Mon. 6:40 Tues. 6:40 Wed. 6:40 Thur. 6:40 Fri. 6:40 Sat. 6:50 Sun. 6:40 I _________ get up at six. 活动四 （一）构建动场四 1. 明确学习目标：将Rick 和他的日常活动连线，连对一个得2分。 2. 创境：1a:

（二）自主学习：组内看图读出动作和时间，听并连线。 （三）交流-建模：出示答案，统计得分。 知识的巩固与转化阶段 活动一：超级模仿秀 （一）构建动场 1. 明确学习目标：看谁是模仿秀。 2. 创境： 听力录音头2句。 （二）自主学习 ：模仿语音语调 （三）交流探究-综合建模 临组比赛并统计小组得分。根据标准得分5，4，3分。 活动二 （一）构建动场 1. 明确学习目标：调查5各同学几点睡觉，看看Who goes to bed early？Who go to bed late？ 2. 创境： 非语言情境：现在很多人睡得晚，石头想让你做个调查，了解一下你和你同学通常几点睡觉。 调查语言情境：What time do you go to bed? I usually go to bed at ten o’clock. 填写表格 Name Time 汇报语言：（） goes to bed early.（）goes to bed late. 3. 示范并布置任务。 （二）自主学习：开始调查。 （三）综合建模：得出结论, 汇报。 活动二 （一）构建动场 1. 明确学习目标：你能猜对：What time does Bob/Mary/Jack/Jim/Anna take a shower? 2. 创境、布置任务： I am Shi Tou. I have a new friend, Jim. He has 2 brothers and 2 sisters. But they only have one shower. What time do they take a shower? Please guess: What time does Bob/Mary/Jack/Jim/Anna take a shower? Mary Anna Bob Jim Jack Then ask and answer in pairs: -What time does Bob/Mary/Jack/Jim/Anna take a shower?

-He/She takes a shower at…. （二）自主学习：开始猜测。 （三）综合建模：相互询问猜测的时间。 （四）自主学习：听录音。 （五）综合建模：判断你的猜测对错，有猜对的举手。 四、知识的迁移与运用阶段 活动一： （一）构建动场 1. 明确学习目标：看谁是模仿秀。 2. 创境、布置任务 石头的来信： Hi, I am Shi Tou. Do you want to know something about me and my friend, Duo Duo? I usually get up at five. I take a shower and brush teeth at five fifteen. Then I eat breakfast at six thirty. In the evening I always go to bed at ten. Duo Duo usually gets up at six. She takes a shower and brushes teeth at six fifteen. Then she eats breakfast at seven thirty. In the evening she always go to bed at ten ten. Please interview(采访) one of your friend, then tell about you and her/him. Yours, Shi Tou （二）自主学习 ：采访并给石头写回信 （三）交流 课后反思 八年级下册unit4 第四课时 Reading_英语_初中_ 学情分析

预测学生可能达到的程度：（85）%以上的教学目标能够实现。 备学情 学生存在的普遍性问题：在阅读篇章的基础上进行归纳表述以及自主发表观点和建议。 （15分） 八年级下册Unit4 第四课时_英语_初中_

效果分析

通过本节课的学习，学生基本能够实现教学目标的设计。

知识及策略目标达成

100%学生能够理解和领悟下面词语的基本含义、语法项目以及语言形式的基本结构和常用表意功能;

词汇：

spend time alone, a lot of pressure, get enough free time have a fight with ,compete with ,cut out ,not..until… compare…. with…think for oneself….keep doing … 语言形式

Why don’t you…..? What should I /he /she ……do ?及其回答 You should……,you could …….I think he should…….. Until….,so that …..although……..

80%学生能够利用读音规则和音标拼读词汇，利用语境、非语言信息等理解以上目标要求。 说与策略目标达成 90%学生能运用spend time alone, a lot of pressure, get enough free time，have a fight with ,compete with ,cut out ,not...until…

compare…. with…think for oneself….keep doing ,hang out with…等词汇和“Why don’t you…..? What should I /he /she ……do ?”语言形式就“you shouldn’t”话题操练对话（即1d、1e）；能角色表演2d。 90%学生能够在活动中借助体态语用英语交流。 读与策略目标达成

90%学生能从文章2b中找出2c,2d的信息；能从文章中找出与2c根据上下文猜测生词意思；能连贯、流畅地朗读课文；能完成一篇课外阅读。

80%学生能够利用预测、跳读、寻读、细节读等来获取文章信息。 文化意识目标达成

能恰当运用Why don’t you…..? What should I /he /she ……do ? 方式来make suggestions and ask for advice. 情感态度目标达成

学生能够乐于参与英语活动，敢于用英语表达，积极与他人合作交流，体验自己的学习效果。

备教学 课标具体知重、难点 识、技能、内容 文化目标 目标1 知识与技能、文化意识的重、难点内容 section A section B 课标具体策略目标选择 在读写过程中，能够根据读音规则和音标拼读单词。 11-（1）

目标2 词汇：member pressure midnight look through get on compete opinion skill typical with relation communication football cut out pick continue argue cloud elder instead compare, compare…with whatever nervous offer crazy push development proper secondly cause usual in one’s opinion communicate explain clear . perhaps copy return anymore 语言形式： 1. 同前面的语言形式。 语言形式： What should I/she/he do?及Why don’t you …? You 其回答 could /should…及其回答You should……, (具体见grammar focus) You could ……. I think he should…….. 区分too much 与 much too So that 与 too….to 的转化。 课堂教学活动中的英语交际 1b,2a,2b, 1a,1c,2c,3c,4a,4b,4c 2d 3a, 3b 1c, 1d, 1a,1b,1e, 2a,2e,2d 2b,2c, 2d 3a,3b 词汇：allow , wrong , 11-（2） 11-（3） 目标3 目标4 目标5 目标6 目标7 目标9 目标11 11-（4） 11-（5） 11-（5） 11-（6） 11-（7） 11-（9） ask for suggestions and give advice 备注： 目标8要求每天课外阅读至少500词 目标12乐于参与英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。 终点目标：能运用所学知识谈论问题并给出建议。 一级子目标：能理解所学句型You should…，Why don’t you…并正确运用。 二级子目标： 根据不同情境选择不同短语句型。 三级子目标：掌握基本单词和短语，掌握情态动词should, could的用法。 四级子目标： 理解相关词汇、句子的意思，有推断能力，生活经验等 八年级下册unit4 第四课时 Reading_英语_初中_ 教材分析

八年级下册Unit4 第四课时_英语_初中_

Part I Before reading

Activity 1 Find out our own problems and give advice? 自评，答对1题得1分

The Students’ After-school Activity Survey

Activity Do homework Have after-school class Watch movies Use the Internet Hang out with friends Exercise Percent 98% 70% 5% 3% 0% 0% Time(Hour) 2-3 1-2 0.5 0.5 0 0 Our problem:__________________ Our team’s Advice:__________________

Part II While reading

Activity 1. Can you find the main idea as quickly as you can? 自评，答对得1分 (Reading the title and the first sentence in each paragraph can help to find the main idea.) The main idea of the article is _____________________________________. Activity 2. Who will be the king of free reading?

It’s your free time of reading, then asking and answering your own questions.

每个问题1分，每个正确答案1分；

Paragraph 2 Questions Paragraph 1 Questions Paragraph 4 Questions Paragraph 3 Questions

相邻小组问答，即1-1, 2-2, 3-3,4-4式问答（可以相互看问题稿），可以争论问题答案，两人相互记录问题个数及答对的个数并相互评分，每个问题1分，每个正确答案1分

Activity 3. Who can be Sherlock Holmes?（谁将是阅读福尔摩斯大侦探 ？） Do you know how to guess the meaning of a word ? Here’s an example for you. Others are practicing sports so that they can _______ and win. Guessing way: 上文：practicing sports ；下文：... win,

So the middle word maybe means trying to be first of all players.

So you choose No. ______ in 2c.

组评，答对一个得2分。

 Others are practicing sports so that they can compete and win. _____________  The Taylors are a typical American family. _____________

 I take one of my two boys to basketball practice and my daughter to football

training. …… _____________

 Linda Miller, a mother of three, knows all about such stress. …… _____________  In some families, competition starts very young and continues until the kids get older.

_____________

 And they are always comparing them with other children. _____________  Doctors say too much pressure is not good for child’s development.……

_____________

1. 2. 3. 4. 5. 6. 7. Keeping on happening

Physical exercise and practice of skills

Worries about things at home, school or work Usual or common

Try to be the best or the first to finish something Getting better or bigger

Looking for differences and similarities between things

选出全班ABCD不同层次的阅读福尔摩斯各2名

Activity 4：比比谁是最好的评论家?

“Mothers send their children to all kind of classes and always compare with other children. It’s crazy and unfair.” Do you agree? Why?

观点1分，谁提出理由，每条加1分。选出全班ABCD不同层次的阅读评论家各2名 Activity 5. Conclusion 我们怎样向校长提出我们的建议？

The title: viewpoint(观点)or argument(论据)？

Paragraph 1: The common problem or special problem? Then common after-school

activities or special after-school activities?

Paragraph 2: A typical example includes________.

A the children’s problem B the children’s after-school activities

Paragraph 3: From a parent, she shows us_________.

A. children’s problems B. her viewpoint C.her advice

Paragraph 4 From specialists(专业人士), they show us_________.

A. children’s problems B. their viewpoints C.the advice

Part III after-reading

Title: your viewpoint

Paragraph 1: Our problem:________________

What after-school activities:______________ Paragraph 2: sb’s problem:_____________

His/ Her after-school activities:______________ Paragraph 3: A parent’s or a teacher’s viewpoint ______________ The advice:______________

Paragraph 4: Specialists’ (专业人士) viewpoint:________________ Advice:_____________

Part IV Homework

1. Write an article to our headmaster with the outline. (No. 1—No. 2)

2. Write some sentences about your problems and some advice. (No. 3—No.4)

八年级下册Unit4 第四课时_英语_初中_

课后反思

本课从我班学生的实际问题“课后作业多，无自由支配时间”，来激发学生“以怎样向校长提出建议”为目的来学习本课短文的欲望，以期学生运用英语来解决自己的实际问题。 在教学中，对短文具体细节问题的理解，我尝试了让学生自读短文，自提问题，组间相互问答的做法，每个学生都能有机会阅读与问答，来体现学生的主体性。

我通过多角度的设问让学生阅读短文，来培养他们理解、运用、分析、评价、创造等不同层次的思维能力。

本课以活动建构论所主张的活动四要素，即活动目的、活动程序、活动策略、活动评价来设计与开展教学活动。

期待各位老师和专家的点评。

备课标 一、语言知识与技能 1. 根据读音规则和音标拼读单词。 2. 理解和领悟词语的基本含义、语法项目以及语言形式的基本结构和常用表意功能; 3．能在日常交际情景中听懂对话，例如，能听懂连续的指令并据此完成任务；能引出话题并进行几个回合的交谈； 4．能听懂接近正常语速、熟悉话题的语段和简单故事，获取相关信息； 5．能运用…..词汇和…..语言形式就熟悉的话题进行交谈；能运用…..词汇和…..语言形式及(或)所给提示描述人、物、事件、行为、特征等，表达简单的观点； 6. 能在教师的指导下进行简单的角色表演； 7．能连贯、流畅地朗读课文；能从简单的文章中找出有关信息，理解大意；根据上下文猜测生词的意思； 8.每天课外阅读量最少达到500词。 9. 能运用本单元的词汇及语言形式并参照范例（文章结构）写出简单的文段等，包括起草和修改。 二、文化意识 10. 了解语言和语用的文化因素，体验跨文化交际。 三、学习策略 11-（1）利用读音规则和音标拼读词汇，利用上下文、非语言信息等理解词义，联想学习和记忆词汇，构词法等。 11-（2）利用情境等理解语法结构和表意功能，发现语言规律并举一反三。 11-（3）复习、整理归纳所学内容。 11-（4）利用预测、语调、重音、问题等来获取听力信息。

11-（5）在课内外活动中借助体态语用英语交流。 11-（6）利用预测、跳读、寻读、细节读等来获取文章信息。 11-（7）仿写短文，准备素材、起草短文并修改。 11-（8）明确目标，制定计划， 11-（9）了解并跨文化交际（恰当使用）。 四、情感态度 12．乐于参与英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。 八年级下册unit4 第四课时 Reading_英语_初中_ 课标分析