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視頻課題：初中英語人教版八年級下冊what were you doing when the rainstorm came Section B 2a—3b Self check浙江
教學設計、課堂實錄及教案：初中英語人教版八年級下冊what were you doing when the rainstorm came Section B 2a—3b Self check浙江
Writing: Maybe you should learn to relax!
(Go for it! Grade 8)
寧海縣越溪鄉初級中學 潘莉娜
Teaching content: Show different opinions about after-school activities. Teaching objectives: 1. Language knowledge:
(1) Students are able to master the following words and expressions: opinion,
compete, typical, compare, football, cut out, push, skill.
(2) Students get to know the words: compare with, in one’s opinion.
(3) Students learn to show their opinions to agree or disagree with somebody. 2. Language skills:
(1) Students are able to use the context to guess the meaning. (2) Students are able to scan the reading material for details.
(3) Students are able to talk about their opinions and reasons freely. 2. Learning strategies:
(1)Students conclude the correct structure of the essay. (2)Students analyze the deep reasons in the problems. (3) Students predict the information from the title. 3. Affection:
Students work in pairs or groups to finish the given tasks together and get confidence in speaking. They learn that different people have different opinions, but both parents and children are busy to make a better life. They also get to know they should share their opinions with parents, especially when they have different aims. Teaching difficulties:
Students may find it difficult to guess the meaning which is explained in English and give the reasons why the agree or disagree.. Teaching facilities:
Blackboard, multi-media Teaching procedures:
StepⅠ: Warm-up and lead-in Activity 1: Free talk
T talks about the weekends with Ss, chats with them about the activities we do and the ways we choose to relax on weekends.
【設計意圖】在課堂伊始，教師通過與學生討論周末活動和放松的方式，消除與學生之間的陌生感，拉近距離，同時，有效復習上堂課的內容。其中針對課外輔導班的問答為教學的進行做好了鋪墊。 Activity 2: Lead in
T leads to the topic of after-school classes by asking if they have some, and then presents the schedule of her daughter’s after-school classes. Later, T encourages Ss to find the ways to solve the problem by reading the essay.
【設計意圖】教材閱讀材料內容即是不同國家存在的“補課熱潮”。教師在這一環節中設置自己孩子的補課表既是承上之話題，并在其中解決football, training, skill, cazy, 和cut out這些新單詞的認知問題，適當降低文本閱讀難度；也是啟下，通過to be successful or happy的矛盾詢問what should we do?引導學生在之后的閱
讀中尋找答案。 StepⅡ: Pre-reading Activity 1: Prediction
Before asking Ss to read the essay, T asks Ss to look at the title to get some information from it by the given clues.
【設計意圖】這一環節訓練學生根據線索預測文章內容的能力。 Step Ⅲ: While-reading
Task1: Skimming for the type and structure of the essay.
Ss read the essay quickly and summarize the style and structure of it.
【設計意圖】本文的體裁是較為清晰的，但因為文章的第二段以一個典例來代表美國的課外輔導情況，很容易誤導學生文章是總分結構，對文本造成一定的誤解。所以這里的第二步與任務二結合。
Task2: Scanning for the main idea of each paragraph.
T guides Ss to find out and match the main idea of each paragraph, and it will help them conclude the right structure.
【設計意圖】學生在教師的引導下歸納各段大意，并重新劃分結構，獲得中美國家都有類似現象存在。
Task3: Careful reading for details.
Activity 1: Read para.1 and try to answer some questions.
In this part, Ss should be able to find out the reasons why Chinese children have to take so many after-school classes and guess the meaning of compete.
【設計意圖】精讀環節，第一段落安排了問答和選擇，旨在讓學生找到問題前后的原因。
Activity 2: Read para.2 and do filling and multiple-choice.
Ss find out the Taylors and how busy their life is. Finally Ss think about whether Cathy or her children are busy?.
【設計意圖】精讀環節，第二段安排了填空和選擇，旨在讓學生發現這是一個以點概面的段落。最后，通過家長累還是孩子累的自由論述，促使學生發現家長的美好本意。
Activity 3: Read para.3&4 and do T or F and matching.
Through reading the last paragraphs, Ss judge if the statements are true. If it is false, they will try to correct it.
【設計意圖】精讀環節，第三、四段因為論點一致，便放在一起閱讀。此環節，安排了T/F和搭配練習，充分豐富活動方式，讓枯燥的閱讀稍顯靈活一些，也利于程度稍差的學生總有會做之題，而程度好的就可以找出錯誤所在試著去糾正它。T/F的題項設置即是兩者不同觀點的總結，便于后面總結步驟的實施。 Step Ⅳ: Post-reading Activity 1: Summary
T guides Ss to make a short summary about the main idea of the essay and the deep reasons why the parents take their children to have so many after-school classes. Ss know they should express their opinion to communicate with parents. 【設計意圖】通過總結學生溫故幾個重點詞匯的使用并歸納文章中出現的共通現象和不同觀點。并引出他們的矛盾之處to be successful or happy。如何去解決：maybe you should learn to relax和communicate。
Activity 2: Discussion
In pairs, Ss talk about the three opinions parents usually have why they take children to after-school classes, and after the sample, they choose one topic and express their own opinions if they agree or disagree with.
【設計意圖】學生兩人一組討論和發表自己針對某一個觀點的贊同或反對意見。完成reading for speaking的輸出。 Step Ⅴ: Assignment
Essential homework: Write down the opinions in the letter..
Optional homework: Communicate with parents about the problems Ss have. 【設計意圖】學生課后將討論內容寫在指定的信中，并鼓勵他們將生活中的問題與家長交流、溝通。
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