新目标英语八年级下册第四单元阅读课教学设计
编制学案延伸课堂 解读文本升华阅读——新目标英语八年级下册Unit 4阅读课教学设计
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英语人教版八年级下册unit4-Reading教学设计及课后总结反思
新目标英语八年级下unit4 Reading教学设计及课后总结反思1．教学背景分析【教学内容分析】Do you remember what you were doing?是义务教育课程改革实验教材新目标八下第四单元reading，学习掌握过去进行时与when/while引导的时间状语从句连用这一语法现象。
第一课时主要是通过阅读来了解故事的第一部分，通过听力来获取信息，了解故事的结尾。
在读、听故事的过程中学习词汇；在理解故事的基础上，掌握词汇并提炼出语法现象，总结出语法结构，进而在真实的语言环境中自然地运用所学新知，进行真实交际。
【学生情况分析】学生刚刚学过用过去进行时的简单句描述过去某一时刻正在进行的事情，本课又以故事为载体，呈现并学习过去进行时与when/while引导的时间状语从句连用这一语法结构，将知识扩展。
教师要紧紧抓住学生的年龄特征和喜爱读故事这一特点，利用图片，将故事情节形象化、生动化，使学生在读故事中自然地接触语言现象，进行新知识的输入，并且帮助他们有效地内化语言。
根据初二学生的认知特点，将学生熟悉的教室和办公室的片断录像在课堂上播放，为学生提供使用语言的情景，激发他们的表达欲望，以达到最佳的教学效果。
2．教学设计理念根据新课程理念，只有树立以学生发展为本的思想，全方位、多角度地设计阅读教学过程，调动学生参与阅读教学的积极性，英语阅读课教学才能焕发生命的活力。
本课以学生感兴趣的故事为主要内容，为了能充分发挥故事吸引力的作用，我精心设计了导入，利用课本中的图片资源，既学习了词汇，为下一步的阅读故事扫清了障碍，又达到了介绍故事背景的目的，调动了学生读故事的欲望，从而积极主动地参与到阅读学习中来。
根据由易到难的认知规律和第二语言学习的渐进性规律，本节课课堂教学设计由易到难，由浅入深，教学呈阶梯式层层推进，逐步加深学生对故事的第一部分的理解。
在此基础上，引导学生以听力的方式弄清故事的结尾。
八下英语u4阅读教学设计
八下英语u4阅读教学设计教学设计一：预读活动目标：通过预读活动，激发学生的阅读兴趣，为后续阅读打下基础。
步骤：1. 引入新课，告诉学生本节课要学习关于环境的文章，并带领他们回顾一些与环境相关的词汇。
2. 分发文章的标题，同时给出4-5个问题，引导学生在未阅读文章的情况下回答这些问题。
3. 学生根据个人理解和先前所学知识，预测文章中可能涉及的内容，并和同桌讨论分享自己的想法。
4. 随机选择几位学生，让他们分享自己的预测。
教学设计二：快速阅读目标：通过快速阅读，让学生了解文章的大意和基本信息。
步骤：1. 让学生浏览文章，告诉他们要通过快速阅读，了解文章的大意和主要内容。
2. 提醒学生在阅读过程中不要停留在生词或细节上，重点抓住文章的主旨和相关事实。
3. 学生阅读结束后，让他们用一句话总结文章的主旨，并与同桌分享自己的总结。
4. 随机选择几位学生，让他们分享自己的总结。
教学设计三：详细阅读目标：通过详细阅读，让学生理解文章的细节和意义。
步骤：1. 引导学生再次阅读文章，此次阅读要求更加详细，理解作者的观点和论据，并尝试找出文章中的例证和论述方式。
2. 学生阅读结束后，与同桌合作，回答一些与文章内容相关的问题，加深对文章的理解。
3. 整个班级一起讨论问题的答案，共同探讨文章的细节，并解释自己的观点和理解。
4. 随机选择几位学生，让他们分享自己的观点和理解。
教学设计四：拓展活动目标：通过拓展活动，帮助学生扩展知识、加深对文章的理解。
步骤：1. 提供一些与文章主题相关的拓展材料，如视频片段、图片或相关新闻报道等。
2. 学生观看视频或浏览拓展材料，然后与同桌合作回答一些扩展性问题，加深对文章主题的理解。
3. 学生与同桌分享自己对拓展材料的理解和感受，并互相提出问题或观点。
4. 整个班级一起讨论拓展材料，共同探索与文章主题相关的更多知识和观点。
教学设计五：总结回顾目标：通过总结回顾，巩固学生对文章内容的理解，并对整个阅读教学过程进行反思。
人教新目标版八年级英语下册Unit4 阅读课教学设计(公开课教案)
Unit4 Why don’t you talk to your parents.阅读课教学设计Teaching aims:Knowledge aims:Students can get familiar with the situation about after-class activities and get some detailed information of this passage.Ability aims:Students can use context to guess the bold words and use skimming skills to get the main idea of each part and use the scanning skills to get specific information.Students will express their opinions on how to relax.Emotional aims:Students will increase their interest in discussing with others together.Students will hold a correct attitude to after-class activities.Teaching key points and difficult points:Key points:Students can get familiar with the topic of after-class activities grasp the bold words in the passage. Students can apply reading strategies: making prediction, skimming and scanning.Difficult Points:Students can express their opinions on the topic freely and fluently.Teaching procedures:Step 1 Lead-in1.Greet students.2.Ask students questions “After school, what activities do you usually do?” and show some pictures about activities such as play basketball, play the piano and paint. Students often do a lot of things after class, may be theyneed relax. In this way, I will lead to today’s topic “ Maybe you should learn to relax”.(Justification: the teacher can lead the topic of “ Maybe you should learn to relax” very naturally and it can also arouse students’ interest.) Step 2 Pre-readingAfter free talk in the lead-in part, I will tell the pressure of my students. Then I ask a question “How about America students?” and show a short video about after-class activities of American students. Both Chinese students and American students have the same problems about after-school classes.(Justification: Students can be aware of the current situation ofafter-class activities and the pressure, it can also attract students’attention and lay a foundation for the following reading steps.) Step 3 While-reading1. Fast readingRead and match the main idea of each paragraph.Para1. A Life for Cathy taylor’s three children is very busyPara2. B Doctors say too much stress is not good for a child.Para3. C children today are busier because of too many after-school classes Para4. D Linda miller knows all about such stress(Justification: students’ skimming skills can be trained. Students will read the passage quickly and get the main idea of each paragraph.)2. Careful reading1) Read the first paragraph and fill the blank.Chinese Children are sometimes busier on weekends than weekdays because _____________.2)Read the second paragraph and fill the table.personactivitiesOne boyMy other sondaughter3) Read the third paragraph and answer “ what is the opinion of Linda milller?”Using the context to guess the meaning of words. And then explain the bold words.(Justification: These questions can help students understand this passage much better. This activity can also develop students’ scanning skills to grasp the detailed information. Using context to guess words will deepen the impression of the new words)Step 4 Post-readingGroup discussion: What should you do to relax?Divide students into 6 groups and make a discussion. Then ask the group leader to represent their ideas.(Justification: This discussion can achieve the emotional aims to increase their interest in discussing with others together and they can learn some methods to relax themselves. Also, they can develop critical thinking and speaking ability.)Step 5 Summary and homeworkSummary: Invite one student to summarize what we have learned today.Homework: Ask students to search for more ways to relax themselves. And show their ideas next class.Blackboard design:Maybe you should learn to relaxPara1. A Life for Cathy taylor’s three children is very busyPara2. B Doctors say too much stress is not good for a child.Para3. C children today are busier because of too many after-school classes Para4. D Linda miller knows all about such stress。
新目标英语八年级下unit4 Reading教学设计与反思
新目标英语八年级下unit4 Reading教学设
计与反思
一、【教学目标】
1．知识目标：学生能认读并理解本课词汇；能够正确理解并初步掌握用过去进行时态描述过去正在发生的事情，并学会使用when引导的表示过去时间的状语从句。
2．能力目标：学生能够通过阅读故事，获取所需信息；能够初步使用过去进行时态描述过去正在发生的事情，和正确使用when引导的表示过去时间的状语从句。
三、学习效果评价设计
从教学目标的达成度来评价学生学习效果：绝大部分学生能掌握所学词汇并能正确运用所学语法结构；从情感、策略发展状态来评价学生学习效果：学生积极参与课堂活动，课堂气氛轻松和谐；学习兴趣浓厚，有主动的学习态度，并能根据不同的学习任务调整学习策略。
四、课后反思
本节课最大的特点是将词汇、阅读和语法教学融于一体，且环节紧凑。
尤其是对词汇的处理可谓是一大亮点：本节课词汇复现率高，巧妙地贯穿于整个阅读教学中，先是在介绍故事背景时，利用图片自然地学习词汇；其次，在做理解故事情节的练习时，复现词汇，加深印象；最后在检测学生是否很好的理解故事的第一部分时，以图片和在语境中填词或词组的形式巩固词汇。
本节课充分发挥了多媒体的优势，利用图片和音效将故事情节生动化、形象化，课件设计吸引人。
在操练所学语法结构时，教师播放学生熟悉的教室和办公室的片断录像，为学生提供使用语言的情景，激发并强化学生的学习动机，他们情绪高涨、积极参与、主动思维、大胆实践，促进了语言实际运用能力的提高。
五、需要调整之处：不足之处是在输出新知阶段，教师的设计只是停留在句子的层面上，未能抓住机会与写作练习有效的结合，为学有余力的学生提供更广阔的拓展空间。
新目标英语八年级下册第四单元阅读课教学设计
教学目标：
1、知识目标：
a.听说读写用 “五会”下列词或词组： football, until, push, send, themselves, freedom, pressure, pushy, crazy, as…as possible, all kinds of, on the one hand, on the other hand ；
1、教学重点：语境中的词汇教学，阅读技巧训练和语言的输出训练。
2、教学难点：如何分析、归纳文章主旨。 教法分析
教师设计不同的任务型活动，层层深入完成教学任务，体现学生的主体地位和教师的主导作用。
1. 头脑风暴：让学生根据自己的生活经验和生活实际写出自己的课余生活活动。
2. 谈话：通过师生对话、交流，探讨学生在家庭教育中面对的问题，在语境中教授部分重点生词。
这些问题设计的比较直接，所以学生快速 阅读，找出正确答案并不太难，教师应鼓 励英语水平一般的同学回答，并借机给予 宝贵的表扬，暗示学生要积极参与到课堂 中来。
8).What’ s the result of this passage?
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3. 指导阅读：指导学生通过快速阅读找出文章的大意，通过细读猜测文中生词，了解文章细节，指导 学生从零散的信息中归纳、抽取最重要的信息。
4.指导交流：指导学生两人一组合作交流， 对比中西方学生面临的生活问题， 增加学生对生活的理解。
5.指导写作：两种方式分层指导学生的书面表达： 一是用所学主要生词造句， 二是写信谈自己的看法。 学法分析
get home? 2).Do American and British children do
八下英语新目标unit4Reading的教案
Teaching PlanUnit 4 She said helping others Changed her lifeReadingBianyuan Middle School Song JuanTeaching Aims (教学目标)1.Knowledge objects:Master new words and phrases.2.Ability objects:Learn to use the phrases to express the daily life.3.Moral objects:Report what someone said.4.培养学生了解文章大意，先不要注重细节,的阅读策略，同时能够结合上下文理解词义。
language focusNew words and phrases of the reading text.Difficult Points1 New words and phrases.2 How to inspire the students to be volunteers.Teaching ways小组教学任务型教学Teaching ProcedureBefore class:Listen to a song(感恩的心)Step 1Greetings and a free talk.Step 2Leading inWatch a video about Xu Benyu to encourage them to helpothers then discuss how to help the people who need helpStep3pre-readingGroupwork Discuss with your partners:what can you do for them?Step4learn the new wordsLead students to learn new words by introducing Yang lei using the sentence that she is a volunteer teacherStep5 Before-readingListeningFill in the blanks according to what you hear( using the words from the box)Step6 While---readingFast ReadingTask1:Match the main idea with each paragraph.Careful ReadingTask1:Read the first sentence of each paragraph, and tell the statements True or False.1.Teaching high school students in a poor mountain may sound difficult for many people.2. Yang Lei always live in the mountains.3. Most pupils live far from school.4. All the students can go to a higher school.5. Yang Lei loved her time as a volunteer.Task2:Answer these questions1. What did Yang Lei’s mother say about her daughter’s volunteer work?(Paragrph2)2. What did the children say about their volunteer teachers?(Paragrph3)3. How did Yang Lei say she could help?(paragrph4)4. What did Yang Lei say about her time as a volunteer?(paragrph5)Step 6After you read(Make a summary)Fill in the blank with the words in the text.Yang Lei, a Peking University _______ first went to Gansu as a ______on a one-year program. She was one of the volunteers to teach in ______. Life in the_____ was quite difficult, but her parents _____ her, and thought it was _____. The students there worked______. They love having _____there. Some of them can’t go to a higher school, because their families are_____, but Yang said she could _____ their eyes to the _____ and give them a _____ in life. After finishing her study, Yang ____ to the areas, and now she’s a Math teacher in ____.Step 7 Exercises in class实战演练词组翻译拓展练习Stept8Sum upStept9Today’s homeworkStept10教师寄语The rose’s in her hand, the flavor in mine.赠人玫瑰，手有余香Teaching PlanUnit 4 She said helping others Changed her lifeReadingBianyuan Middle School SongJuan。
人教新目标八年级英语下册教案：Unit 4 教学设计
Unit 4 Maybe you should learn to relax!教学设计授课类型阅读课课时安排一课时教学目标知识与技能1、掌握文章中的重点词汇：skill、typical、cut out、continue、compare、crazy 、development、cause 等词汇，并能用以上词汇描述与压力和放松有关的话题。
2.通过学习阅读技巧的操练，让学生感知不同的阅读策略，从而提升阅读效率。
情感与态度1、进一步提高学生对英语的学习热情，增强学习兴趣。
2、通过引导学生来正确处理“压力”，并“学会放松”。
教学重点阅读技巧的训练教学难点输入的知识如何变成语言的输出。
教法1、情境教学法；2、任务型教学中小组合作学习；3、突出学生个体，尊重学生差异；4、采用活动途径，倡导体验参与；5、注重过程评价，促进学生发展学法任务型学习、小组合作交流教学准备ppt教学过程设计设计意图创设情境激发兴趣播放flash歌曲《Trouble is a friend》导入新课，出示本节课教学目标。
Free talk:What do you often do after school?What do you often do on weekends?创设情境，激发学习的动机。
学生在轻松愉快的气氛中进入本课的学习。
设计意图：从学生们周围感兴趣的事情出发可以调动学生的积极性，因为谈论的是同学们自己的事情所以有话可说，有事可做，学生的参与性高，课堂效果较好。
快速阅读，寻找主旨呈现单词，重点掌握1、Fast reading :Get the main idea of each paragraph accordingto the topic sentence.(1)、Life for Cathy Taylor’s three children isvery busy.(2)、Doctors say too much pressure is not goodfor a child’s development.(3)、Chinese children are busier on weekends thanweekdays these days.(4)、Linda Miller knows all about such stress.2、出示单词：skill typical cutout continuecompare crazy cause development让学生理解意思并做句子，大声读单词。
新目标英语八年级下unit4_Reading教学设计案例
八年级下unit4 Reading教学设计案例一．教学背景分析【教学内容分析】Do you remember what you were doing?是义务教育课程改革实验教材新目标八下第四单元Reading，学习掌握过去实行时与when/while引导的时间状语从句连用这个语法现象。
第一课时主要是通过阅读来了解故事的第一部分，通过听力来获取信息，了解故事的结尾。
在读、听故事的过程中学习词汇；在理解故事的基础上，掌握词汇并提炼出语法现象，总结出语法结构，进而在真实的语言环境中自然地使用所学新知，实行真实交际。
【学生情况分析】学生刚刚学过用过去实行时的简单句描述过去某一时刻正在实行的事情，本课又以故事为载体，表现并学习过去实行时与when/while引导的时间状语从句连用这个语法结构，将知识扩展。
教师要紧紧抓住学生的年龄特征和喜爱读故事这个特点，利用图片，将故事情节形象化、生动化，使学生在读故事中自然地接触语言现象，实行新知识的输入，并且协助他们有效地内化语言。
根据初二学生的认知特点，将学生熟悉的教室和办公室的片断录像在课堂上播放，为学生提供使用语言的情景，激发他们的表达欲望，以达到最佳的教学效果。
二．教学设计理念根据新课程理念，只有树立以学生发展为本的思想，全方位、多角度地设计阅读教学过程，调动学生参与阅读教学的积极性，英语阅读课教学才能焕发生命的活力。
本课以学生感兴趣的故事为主要内容，为了能充分发挥故事吸引力的作用，我精心设计了导入，利用课本中的图片资源，既学习了词汇，为下一步的阅读故事扫清了障碍，又达到了介绍故事背景的目的，调动了学生读故事的欲望，从而积极主动地参与到阅读学习中来。
根据由易到难的认知规律和第二语言学习的渐进性规律，本节课课堂教学设计由易到难，由浅入深，教学呈阶梯式层层推动，逐步加深学生对故事的第一部分的理解。
在此基础上，引导学生以听力的方式弄清故事的结尾。
各个环节间的过渡自然得体，学生深深被故事吸引，在读故事中自然地接触语言现象，实行新知识的输入。
新目标英语八年级下册Unit 4教案
新目标英语八年级下册Unit 4教案Unit 4 He said I was hard-working.I. Teaching aims and teaching demands:In this unit students learn to report what someone said and tell a story.II. Teaching key and difficult points:A. V ocabularyever, mad, anymore, message, hard-working, surprise party, report card, first of all ,lazy, soap opera, house, snacks, beach, history, science, Spanish,B. Target languageWhat did your math teacher say?He said I was hard-working.I can speak three languages.What did she say?She said she could speak three languages.C. StructuresReported speechSimple past tenseCan for abilityIII. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. This unit is divided into eight periods.Lesson 1 Speak and listenSection A 1a---1cI. Teaching aims and demands:Students learn to report what someone said.II. Teaching key and difficult points:A. V ocabularysoap opera, surprise party, be mad at, on Friday night,B. Target languageWhat did she say? She said she was having a surprise party for Lana on Friday night.Did you ever watch soap opera?What are some things happened on soap opera?III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. Teaching procedureActivity 1. RevisionTask 1. DictationTask 2. Ask and answer.Questions about the past progressive.Activity 2. PresentationThis activity introduces some new vocabulary and provide oral practice using the target language.Task 1 . Ask four students to stand in front of the class, and the teacher asks them the following questions as a reporter.1. What are you going to do when you grow up?2. What are you going to do next week?3. What are going to do after school?The students will give different answers, then ask a good student to report what they said.I am going to e a doctor.What did she say?----------She said she was going to be a doctor.I am going to have a party on Friday night.What did he say?-------He said he was going to have a party on Friday night.I am going to do my homework.What did she say ?------ She said she was going to do her homework.I am going home after school.What did she say?-----She said she was going home after school.Say In this unit we are going to learn to use words like to report what someone said.Task 2. Read the instructions. Then ask a student to read the four questions. And write the words on the Bb. Explain what soap opera is.Task 3. Ask the students to Look at the pictures, point out the TV screens in the picture. Ask one girl to read what Marcia said.What did Marcia say? She said She said she was having a surprise party for Lana on Friday night. Repeat the other pictures in the same way.Activity3. Listen and number the pictures in activity 1a.Task 1. Play the recording the first time. Students only listen.Task 2. Play the recording a second time. Students number the pictures. Then check the answers.Activity 4. PairworkAsk the students to ask and answer about what the people in the soap opera said.Homework1. Make up your own conversations.2. Write down the sentences in 1a.Lesson 2 Listen and speakSection A 2a---Grammar FocusI. Teaching aims and demands :Students learn to report what someone said.II. Teaching key and difficult points:A. V ocabularya surprise party, be mad at, not… anymore, bring …to , happen (on), Direct Speech, Indirect Speech.B. Target languageBen told Lana that Marcia was going to have a surprise party for her.She said she was mad at Marcia.He told me he would call me tomorrow / the next day.She said she could speak three languages.III. Teaching methods: Audio-lingual methods and PPPIV. Teaching aids: a tape recorderV.Teaching procedureActivity 1. RevisionTask1. Check the homework. Ask and answer.I am a student.What did he say?-----He said he was a student.I can swim.What did she say ?------She said she could swim.I will ring you up tomorrow.What did she say?She told me she would ring me up.Activity 2. Listening and circling .Task1.Read the instructions. Learn the key vocabulary.Task2.Point to the five sentences and ask different students to read them to the class. Then say:You will hear a conversation between two people who are talking about a soap opera on TV.Circle True or false after each statement.Play the recording twice and students circle their answers. Then check the answers.Activity 3.ListeningTask 1. Read the instructions.Task 2. Play the recording again and check the answers.Activity 4. GroupworkTask 1.Read the instructions for the activity.Task 2. Point to the pictures in activity 2b.Ask the students to use the words and pictures as they have their conversations.Task 3. Have the students work in pairs.Task 4. Check the answers by calling on different pairs to say a conversation to the class. Activity 5. Grammar FocusReview the grammar box.ask the students to say the statements.Pay attention to the following:Direct speech Indirect speecham, is , am having, go, will, can was , was having, would , could, wenta present situation a past situationWhen you report what someone said, you use words that talk about the past.Homework1. Review the conversation and the vocabulary.2. Write the sentences in grammar focus.。
新目标英语八年级(下)Unit4 Reading教学设计
新目标英语八年级（下）Unit4 Reading教学设计She said helping others changed her life.教材分析1.教学内容本课是新目标英语八年级下册第4单元阅读部分，本单元的语言目标是“Report what someone said”(引述别人讲的话)，学习直接引语和间接引语。
长篇阅读丰富了本单元的课外知识扩展了学生的视野，是对本单元语言知识和语言能力的再利用和升华。
我采用阅读教学法，通过发现问题、分析问题、解决问题来获得知识，强调自学与合作学习,在完成任务的同时学习语言。
在阅读文章，理解文章，分析文章之后做适当扩展和延伸。
本课以“志愿者支教”为主要内容，通过志愿者杨蕾的支教事迹和想法而引出助人为乐这一中心话题，培养学生拥有热爱社会公益事业、扶危济困的优秀品质。
虽然事情并不陌生，但距离学生的现实生活较远，学生理解起来会有陌生感，所以教师要尽可能降低文章难度，将难点分散，引导学生逐步延伸话题，并为下一步的进一层拓展做好准备。
2.教学目标按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的阅读Reading的教学目标细化：(1) 知识目标：学习掌握词汇village, area , thin, ate, decision, open up, start, influence, danger, as, finish ,make sb do She said helping others changed her life.(2) 能力目标：在语言输入的同时完成语言输出，在听说读写译中提高语言技能，提高综合运用语言的能力。
着重培养学生读的能力：速读，浏览，跳读，精读和任务型阅读能力，还包括分析概括能力，语言表达能力，书写能力，合作能力，沟通能力。
帮助学生在完成本课的三项任务中提高综合语言运用能力。
(3) 情感目标：通过学习志愿者杨蕾的支教事迹，培养学生热爱社会公益事业、扶危济困的优秀品质。
新目标人教版初中英语八年级下册《Unit4 Reading》教案
新目标人教版初中英语八年级下册《Unit4 Reading》精品教案She said helping others changed her life一. 教材分析(Teaching analysis):本单元主要围绕”He said I was hard-working ” 这一话题展开，主要通过一部肥皂剧来引出间接英语的用法。
并通过本单元的学习使学生培养成努力学习的良好习惯。
本节课是本单元的阅读课，主要是通过本节课的学习继续加强对间接引语的认识。
并能掌握基本的阅读技巧，提高阅读能力。
学生在学习了本单元SectionA 和SectionB后，已经有了一定的基础，学习本篇阅读应该没有很大的障碍。
二. Teaching goals1. knowledge goal:Key words and phrases: thin/ poor /ate/ decision/ influence/ return.sound like /be started by/make sb do sth/three times a day/agreewith one’s decision/op en up/be over.2. Ability goal: Improve students ’ ability of reading comprehension with reading strategies.3. Emotion goal: Students can help the people who need help around them.三. Key points and difficult pointsKey points: How to i mprove students’ ability of reading . Difficult points: How to retell the passage after reading it.四. Teaching methodTask-based teaching method and cooperative learning/ learning in groups五. Teaching aids: Multimedia六. Teaching procedures.Ⅰwarm-upTask1:check the prevision(1) Divide this reading into three parts.(2) Put the words in the box into the correct space as you read.(on P32 of TB)Task2: Make a survey:(3) Make a survey about people who need help and your feelings after helping them.参考句型：A: What kind of people do you think need help?B: I think old people need help.A: What do you feel after helping them.B :I feel happy.Task3. Report your survey to the class.eg:Sally said she felt happy after helping the old people. Jim said he felt excited after helping the sick people. Lily said she felt proud after helping the dame people.Ⅱclassify reading:Task1: Fast reading(Reading strategy1: First read for meaning , not for detail)Read the passage quickly and match the paragraph with their best main idea of each paragraph.___Part1(paragraph1) a.Yang Lei enjoy her time as a volunteer.___Part2(paragraph2,3,4) b.The life in the mountain village is very hard for Yang Lei and her students. ___Part3(paragraph5) c.Yang Lei went a poor mountain village in GansuProvince as a volunteer to teach.d.Yang Lei like the children in the mountain village very much.Task2.careful reading:(Reading strategy2: You can understand the meaning of a word you don’t know from the context.)1. eg: Her village was 2,000 merters above sea level , and at first the thin air made her feel sick.1) Teaching high school students in a poor mountain village in Gansu Province may not sound like fun to you.( ) 2）The food was very simple---teachers ate porridge three times a day.( )3)Fortunately, Yang Lei’s mother agreed with her daughter’s decision. ( )4)She Said she likes being a good i nfluence in children’s lives. ( )5)When her year was over, she said that she could return to the area after finishing her studies.( )2.(1) Read Part1 carefully and answer one question. What did Yang Lei do?( 2) Read Part2 carefully and complete the table.(4) Read Part3 carefully and write true(T) or false(F) to each statement.( )1. Yang Lei didn’t like the life as a v olunteer in the mountain village.（）2. Yang Lei would go back to Gansu Province after finishing her studies.TaskⅢIntensive reading:(1)Students read this passage again and find out some expressions they don’t understand, try to solve them in groups.(2)Teacher show some expressions and explain them Important and difficult points:•sound like听起来像……•be started by被……创立•make sb do sth使某人做某事•three times a day每天三次•agree with one’s decision同意某人的决定•open up打开•be over结束•return(go back to)返回Make sentences using these phrases after class:eg: It sounds like interesting.TaskⅣReading aloud:Let students listen to the tape and then read aloud. TaskⅤ: Retell the passage according to the question of part1, the table of patr2 and the matching of part3.eg: Yang Lei was a graduate of the PeckingUniversity and she was a volunteer in a mountain village on a one-year program. The life of her students was very hard. They ate…Yang Lei likes the life as a volunteer in the mountain village. So she would go back to GansuProvince after finishing her studies.ⅢPost-readWriting: write a summary of the reading according to your retelling.(no more than 100 words)ⅣHomework:1. (1) Survey: Make a survey about what volunteer work they want to do and how can they do that. Key structures:A: What do you want to do for volunteer work?B: I want to help the old people.A: How can you help them.B: I can clean their room.(2)Report your survey.eg:Su Lin said that she wanted to help the old people and she could clean their room. …2.Preview the new words of Unit5.。
人教新目标八年级英语下册第4单元教学设计(教案)
③My parents don’t allow me to hang out with my friends.
④I have too many after-school classes.
Step3Pair work
1. Tell Ss to make a conversation using the information in 2a and 2b.
2. Let one pair to read out their conversation first.
3. e.g. A: What’s the matter, Peter?
③I think you should ask your parents for some money.
④Why don’t you talk to him about it?
2. Ability Objects
To train students’ abilities of listening and speaking.
Reflection after teaching
单元(章)
名称、课题
Unit4why don’t you talk to your parents
(Section A 1a – 1c)
课时划分
7课时
教学课时
第1课时
总备课数
第25课
Teaching
Aims
1. Knowledge Objects
1)Ss can use the following words:allow, wrong, guess, deal, work out
新目标八年级下Unit4reading说课
教材分析
学情分析 目标分析 教学方法 教学设计
教师活动：展示志愿者图片，设置问题询 问图片信息。引出关键词volunteer。
学生活动：谈论过往已知有关志愿者活动 的信息。
教学目的及学法指导：调动学习情绪，为 阅读做好情感铺垫，了解话题内容。
14
教材分析
学情分析 目标分析 教学方法 教学设计
1
2
（1）本课重点生词的发音，释义及运用。 （2）阅读策略的渗透及运用。 （3）围绕该课话题展开的口语综合表达
训练。
12
教材分析 学情分析 目标分析 教学方法 教学设计
1、始终贯彻学生为主体，教师的教学 要具有启发性，注重对学生思维的培 养。 2、教师的教法： 突出任务型教学 突出阅读策略指导 3、学生的学法： 预测-扫读全文-快速阅读-细节阅读归纳总结-内化产出
18
教材分析
学情分析 目标分析 教学方法 教学设计
教学目的及学法指导：拓展学生的视野， 了解更多与志愿活动有关的信息。坚持 “朗读与默读结合，精读与泛读结合，课 内读和课外读结合”。检测学生本次的阅 读体验是否有助于提升其语言的综合运用 能力。
19
20
2
本节课是新目标八年级下第四 单元综合阅读篇目，是Section A， B学习的总结，升华以及新的阅读 策略的学习和运用（培养学生能根 据上下文独立猜测生词含义的能 力）。并结合近几年世界范围内人 们所关注的话题——志愿活动—— 拓宽孩子们的视野，培养他们的大 爱精神。
5
教材分析 学情分析 目标分析 教学方法 教学设计
9
教材分析 学情分析 目标分析 教学方法 教学设计
1
在阅读过程中，注重学生良好阅 读习惯的培养与方法指导。
人教版新目标八年级下册Unit4 Reading《She said helping others changed her life》(教案)
人教版新目标八年级下册Unit4 Reading《She said helping others changed her life》（教案）人教版新目标八年级下Unit4 Reading《She said helping otherschanged her life》（教案）一、教材分析(Teaching analysis)本单元主要围绕”He said I was hard-working ”这一话题展开，主要通过一部肥皂剧来引出间接英语的用法。
并通过本单元的学习使学生培养成努力学习的良好习惯。
本节课是本单元的阅读课，主要是通过本节课的学习继续加强对间接引语的认识。
并能掌握基本的阅读技巧，提高阅读能力。
学生在学习了本单元 SectionA 和SectionB后，已经有了一定的基础，学习本篇阅读应该没有很大的障碍。
二、Teaching goalsa)k nowledge goal:Key words and phrases: thin/ poor /ate/ decision/ influence/ return.sound like /be started by/make sb do sth/three times a day/agreewith one’s decision/open up/be over.b)A bility goal: Improve students ’ability of reading comprehension with reading strategies.c)E motion goal: Students can help thepeople who need help around them. 三、Key points and difficult pointsKey points: How to improve students’ability of reading .Difficult points: How to retell the passage after reading it.四、Teaching methodTask-based teaching method and cooperative learning/ learning in groups五、Teaching aids: Multimedia六、Teaching proceduresⅠ.warm-upTask1:Check the prevision(1)Divide this reading into three parts.(2)Put the words in the box into the correct space as you read.(onP32 of TB)Task2: Make a survey(3)Make a survey about people who need help and your feelings afterhelping them.参考句型：A: What kind of people do you think need help?B: I think old people need help.A: What do you feel after helping them.Task3. Report your survey to the class. eg:Sally said she felt happy after helping the old people. Jim said he felt excited after helping the sick people. Lily said she felt proud after helping the dame people.Ⅱ.classify readingTask1: Fast reading(Reading strategy1: First read for meaning , not for detail) Read the passage quickly and match the paragraph with their best main idea of each paragraph.___Part1(paragraph1)a.Yang Lei enjoy her time as a volunteer.___Part2(paragraph2,3,4)b.Thelifeinthemountainvillage isveryhardforYangLeiandherstudents. ___Part3(paragraph5) c.YangLeiwentapoormountainvillage inGansuProvinceas avolunteertoteach.d.YangLeilikethechildreninthemountainvillageverymuch. Task2.careful reading:(Reading strategy2: You can understand the meaning of a word you don’t know from the context.)1. eg: Her village was 2,000 mertersabove sea level , and at first the thinair made her feel sick.1) Teaching high school students in a poor mountain village in Gansu Province maynot sound like fun to you.( ) 2）The food was very simple---teachers ate porridge three times a day.( )3)Fortunately, Yang Lei’s mother agreed with her daughter’s decision. ( ) 4)She Said she likes being a good i nfluence in children’s lives. ( )5)When her year was over, she said that she could return to the area after finishing her studies.( )2.(1) Read Part1 carefully and answer one question.What did Yang Lei do?( 2) Read Part2 carefully and complete the table.(4) Read Part3 carefully and write true(T) or false(F) to each statement.( )1. Yang Lei didn’t like the lif e as a volunteer in the mountain village.（）2. Yang Lei would go back to Gansu Province after finishing her studies.TaskⅢIntensive reading(1)Students read this passage again and find out some expressions they don’t understand, try to solve them in groups.(2)Teacher show some expressions and explain themImportant and difficult points:•sound like 听起来像……•be started by 被……创立•make sb do sth 使某人做某事•three times a day每天三次•agree with one’s decision 同意某人的决定•open up 打开•be over 结束•return(go back to) 返回Make sentences using these phrases after class:eg: It sounds like interesting.TaskⅣReading aloudLet students listen to the tape and then read aloud.TaskⅤ: Retell the passage according to the question of part1, the table of patr2 and the matching of part3.eg: Yang Lei was a graduate of the Pecking University and she was a volunteer in a mountain village on aone-year program. The life of her students was very hard. They ate…Yang Lei likes the life as a volunteer in the mountain village. So she would go back to Gansu Province after finishing her studies.ⅢPost-readWriting:write a summary of the reading according to your retelling.(no more than 100 words)ⅣHomework:1.(1) Survey:Make a survey about what volunteer work they want to do and how can they do that. Key structures: A: What do you want to do for volunteer work?B: I want to help the old people.A: How can you help them.B: I can clean their room.(2)Report your survey.eg:Su Lin said that she wanted to helpthe old people and she could cleantheir room. …2. Preview the new words of Unit5.八年级下Unit4 ReadingShe said helping others changed her life(学案) 【学习目标】1.学会如何根据阅读策略从总体上把握文章，以及如何在语境中猜测单词的意思，从而提高自己的阅读能力。
人教新目标八年级英语下册第4单元优秀教学案例(教案)
（二）问题导向
1.教师可以通过提出问题，引导学生主动思考和探究家庭成员建议的表达方式。例如：“当你需要家人的帮助时，你会如何表达？请用英语举例。”
2.教师可以设计一些问题，引导学生思考家庭成员建议的重要性及其对家庭关系的影响。例如：“家庭成员之间的建议对家庭和谐有何作用？”
3.教师可以鼓励学生提出自己的问题，促进学生之间的互动和思考。例如：“请你们思考一下，家庭成员之间如何通过建议来表达对彼此的爱和关心？”
（三）小组合作
1.教师可以将学生分成小组，让他们共同完成一活动计划，并使用英语进行汇报。
2.教师可以组织小组讨论，让学生分享彼此的家庭建议经历，促进学生之间的交流和合作。
3.教师可以通过提问引导学生思考家庭成员建议的重要性。例如：“你们认为家庭成员之间的建议对家庭关系有何影响？请用英语进行讨论。”
（二）讲授新知
1.教师可以介绍一般现在时的被动语态的构成和用法。例如，教师可以给出一个句子：“Your parents clean your room every weekend.”并引导学生理解被动语态的含义。
（四）总结归纳
1.教师可以引导学生总结一般现在时的被动语态、情态动词和特殊疑问句的用法。教师可以提问：“你们认为一般现在时的被动语态、情态动词和特殊疑问句在家庭成员建议的表达中有什么作用？”
2.教师可以强调家庭成员建议的重要性及其对家庭关系的影响。例如：“家庭成员之间的建议可以帮助彼此更好地理解和沟通，促进家庭和谐。”
3.教师可以鼓励学生相互评价和反馈，提高学生的合作精神和语言表达能力。例如：“请你们小组成员之间互相评价对方的建议表达方式，并提出改进意见。”
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Unit4 why don’t you talk to your parents? （Reading）
the fifth period
Maybe you should learn to relax!
教材分析
教材的地位和作用：本节课是新目标英语八年级下册第4单元的跨文化阅读课，是本单元话题的延伸。
单元Section A的学习，使学生了解了在学校和家庭中遇到的种种麻烦和问题，学会了应用基本句型如：I think you could/ should…及why don’t you …? 为他人提出相应的建议，找到合理的解决办法。
本节课，学生将在教师的指导下阅读文章，学习在语境中猜测词意，并采用对比、分析、归纳、讨论等方法，培养阅读技巧，提高阅读能力；阅读后的口头和书面表达训练起到对本单元知识学以致用的作用，实践“在用中学，在学中用（Learning by using, learning for using）”的教学理念。
学情分析
在知识储备上，初二学生已有了1，000左右的词汇量，已学过各种在校活动的英语表达方式以及一般现在时、一般将来时、现在进行时和一般过去时的语法结构，有了就学生生活问题进行简单表达的语言能力。
从学生的心理特点来说，他们已具备了对事物的初步对比、分析、推理和判断能力。
结合新目标英语教材设计的特点和平时常用的教学策略，本节课设定学生在教师的主导下，采取任务型学习策略，依次进行任务链涉及的各种活动，最后完成本节课的知识、能力和情感三维目标。
教学目标：
1、知识目标：
a.听说读写用“五会”下列词或词组：football, until, push, send, themselves, freedom, pressure, pushy,
crazy, as…as possible, all kinds of, on the one hand, on the other hand；
b.听说读”三会”下列词汇：fit，include, complain, compare, organized, adult.
2、能力目标：能够运用所学句型在口头和笔头上用英语简单表达自己的观点。
3、情感目标：了解西方国家同龄孩子的生活，学会正确面对自己生活中的问题，并学会帮助，学会分享。
教学重点和难点：
1、教学重点：语境中的词汇教学，阅读技巧训练和语言的输出训练。
2、教学难点：如何分析、归纳文章主旨。
教法分析
教师设计不同的任务型活动，层层深入完成教学任务，体现学生的主体地位和教师的主导作用。
1.头脑风暴：让学生根据自己的生活经验和生活实际写出自己的课余生活活动。
2.谈话：通过师生对话、交流，探讨学生在家庭教育中面对的问题，在语境中教授部分重点生词。
3.指导阅读：指导学生通过快速阅读找出文章的大意，通过细读猜测文中生词，了解文章细节，指导
学生从零散的信息中归纳、抽取最重要的信息。
4.指导交流：指导学生两人一组合作交流，对比中西方学生面临的生活问题，增加学生对生活的理解。
5.指导写作：两种方式分层指导学生的书面表达：一是用所学主要生词造句，二是写信谈自己的看法。
学法分析
具体学法如下：
1.学生围绕”problem solving”话题，采取师生对话的方式，积极参与，大胆发言，在语境中学习生词。
2.学生自主阅读、回答具体问题并根据上下文猜测词义，学习部分新词，培养阅读能力。
3.在教师的指导下整理所获得的、凌乱分散的信息，找出文章的主线，培养学生对事物的对比、归纳能力。
4.采取同位合作交流方式积极思考，大胆表达自己的观点，提高口头表达能力；同时，对比中西方学
生生活，学会面对并积极解决问题。
5.采取学生自主造句或写信的任务型活动，进行书面表达训练。
教学过程。