英语人教版八年级下册Unit 3 阅读课
人教版八年级英语下册Unit3SectionB(2a2e)Reading教学设计
为了巩固本节课的学习内容，确保学生对一般过去时态和新词汇的掌握，特布置以下作业：
1.书面作业：
a.根据本节课所学的词汇和短语，编写一段关于自己参加才艺表演的短文，要求运用一般过去时态描述表演的过程和感受。
b.完成课后练习册中与本节课相关的练习题，包括填空、选择和回答问题等，以检验学生对文章内容的理解。
2.教学目的：
通过展示与文章主题相关的图片和提问，激发学生的兴趣，为新课的学习做好铺垫。
3.教学内容：
引导学生谈论自己对才艺表演的看法，为新课中阅读文章的学习做好准备。
（二）讲授新知
1.教学活动设计：
教师引导学生学习本节课的新词汇和短语，如：amazing, confident, performance, audience等。通过例句、同义词、反义词等形式，帮助学生理解和记忆新词汇。
作业布置的目的是为了让学生在课后能够自主复习和巩固所学知识，同时提高他们的英语综合运用能力。教师应在下节课前检查作业完成情况，给予及时的反馈和指导，帮助学生不断进步。
d.课堂活动：组织学生进行小组讨论，分享阅读心得，提高学生的口语表达能力。
e.课后作业：布置与课堂内容相关的作业，巩固学生对一般过去时和新词汇的掌握。
3.教学评价设想：
a.过程性评价：关注学生在课堂上的参与度、合作学习表现以及阅读策略的运用，及时给予反馈，鼓励学生持续进步。
b.结果性评价：通过课后作业、阶段测试等方式，了解学生对一般过去时和新词汇的掌握程度，以及对文章的理解程度。
3.教学内容：
练习题涵盖文章的主要知识点，包括一般过去时态的运用和新词汇的运用。
（五）总结归纳
1.教学活动设计：
教师带领学生回顾本节课所学内容，总结一般过去时态的用法、新词汇和短语、文章主旨大意等。
人教版英语八年级下册Unit3阅读教案
Children these days ______ ______ their parents too much.
★Step 2Consociation and exploration【合作探究】
Let the students read the book by themselves in order to find out the answers.They can discuss the questions in groups or ask the teacher for help.When they finish the questions，ask some students to check the answers.
2．为了能取得好成绩和上一所好的大学，他们应该把他们的时间花费在学习上。
They should ______ their time ______ schoolwork ______ ______ ______ get good grades and get into a good university.
2．Present these new words on the screen and teach the new words.
2．Ask students to repeat them.And make sure everyone knows the meanings.
3．Practice reading the passage.
★Step 6Post－task【后续任务】
Page 23，2e
1．Let the students discuss the questions with their partners.
人教版八年级英语下册Unit3_阅读课精品课件Reading1
3
Reading
3a
Read the story and answer the questions.
1. Why was Nancy's mom angry with her ?
2. Did they solve the problem ? How ?
What did my mom want me to do ?
What happened next ?
my mom did not do any housework
I could not find a clean dish or shirt said sorry to my mom finally
3a
Language points
P 19
Find out these phrases in the story.（找出短语）
A. That's all right B. Not at all
C. No problem
D. No, thanks
2
Role-play
Sister
Brother
Sister: Tony, could you please help out with a few things ? Brother: Could I at least finish watching this“s一ho些w”? +可名复 S“ist至er少: ；No起. I码th”ink tfwinoihsohudrsooifnTgVsisthe.nougah floitrtyleou+! 不可名 Brothaert: mFinoes.tWhat do y完o成u w做a某nt事me to do?
行业PPT模板：/hangye/ PPT素材下载：/sucai/ PPT图表下载：/tubiao/ PPT教程： /powerpoint/ Excel教程：/excel/ PPT课件下载：/kejian/ 试卷下载：/shiti/
人教版八年级下册英语PPT授课课件 Unit 3 Could you please clean your room？ 单元主题阅读与写作课件
2
展开叙述
First, … Second, … Third, …
(利用表格中的信息) Finally, …
I think if we keep on doing
3
总结呼应
these, we'll become more and
more independent.
自我展示 _______A__s_m__id_d_l_e_s_c_h_o_o_l_s_t_u_d_e_n_ts_,_i_t'_s_v_e_r_y__im__p_o_r_ta_n__t _fo_r__u_s _t_o__b_e_i_n_d_e_p_e_n_d_e_n_t_. _W__h_a_t_s_h_o_u_ld__w__e_d_o__to__m_a_k_e__u_s________ _i_n_d_e_p_e_n_d_e_n_t_?_______________________________________ ____F_i_rs_t_, _le_t_'_s _b_e_g_in__w_i_t_h_o_u_r__o_w_n__th__in_g_s_._I_t'_s_o_u_r__jo_b__t_o_c_l_e_an _o_u__r_o_w_n__r_o_o_m_s__a_n_d_①___m_a_k_e__o_u_r_b_e_d_s_._S_e_c_o_n_d_,_h_e_l_p_w__it_h___ _h__o_u_se_w__o_r_k_. _W__e_c_a_n__①__h_e_lp__c_o_o_k_o_r__cl_e_a_n_t_h_e__h_o_u_s_e_i_n_o_u_r__ _f_r_e_e_t_im__e_._D_o_i_n_g__h_o_u_s_ew__o_r_k_t_e_a_c_h_e_s_u_s__h_o_w__to__①__lo_o_k__a_f_te_r_ _o_u__rs_e_l_v_e_s.__T_h_i_r_d_, _le_a_r_n__a_c_ti_v_e_ly_._W__e_s_h_o_u_l_d__le_a_r_n__b_y______
八下unit3小阅读教学设计
八下unit3小阅读教学设计在八年级下学期英语教学中，Unit 3是一个关于阅读的单元。
在本文中，我将为您提供一份小阅读教学设计，旨在提高学生的阅读理解能力和语言运用能力。
教学目标：1. 帮助学生根据上下文理解并猜测词义。
2. 培养学生阅读细节的能力，提高阅读理解能力。
3. 提升学生的口头表达和团队合作能力。
教学准备：1. 多媒体设备和投影仪2. 阅读材料：一篇关于一个目的地的旅行介绍的短文（可以是真实的或虚构的）教学过程：引入（5分钟）：使用多媒体设备展示一些风景照片，并介绍这些地方的信息，激发学生的旅行兴趣，并引入本节课的主题。
阅读（15分钟）：1. 分发阅读材料给学生，并给出一些阅读任务，比如回答问题、填写表格或者总结文章内容。
2. 学生独立阅读短文，并尝试完成阅读任务。
解答问题（10分钟）：收集学生的答案，并展示于投影仪上。
鼓励学生彼此讨论并解释答案的依据。
教师在此过程中进行必要的纠正和辅导。
词义猜测（15分钟）：选取短文中的几个生词或者词组，让学生根据上下文和自己的常识猜测词义。
鼓励学生互相提供帮助，并将猜测的答案写在黑板上进行讨论。
细节理解（15分钟）：教师提出一些针对文章细节的问题，鼓励学生在答案中引用文章中的具体信息。
学生可以在小组内进行思考和讨论，然后向全班汇报。
口头表达（15分钟）：为了锻炼学生的口头表达能力，教师可以组织学生进行小组讨论，讨论他们最喜欢的旅行地点，并解释原因。
每个小组选择一位代表来陈述他们的观点。
拓展（10分钟）：根据学生展示的内容，教师可以分享一些关于旅行目的地的有趣知识或故事，并鼓励学生提问和分享自己的旅行经历。
结束（5分钟）：总结本节课的重点和学到的知识，鼓励学生为下一节课预习相关内容，并提出问题或意见。
这是一份简单的八年级下学期英语Unit 3小阅读教学设计。
根据实际情况，您可以根据学生的水平和教学时间进行适当调整。
通过这样的教学设计，学生将能够提高阅读理解能力、语言运用能力以及口头表达和团队合作能力。
Unit 3 Section A (3a -3c)教案人教版英语八年级下册
Step 2 Presentation
Use a picture, present the convercation:
A: Mum, could I go out for dinner with my friends?
Read the story and choose the best answer.
( )1. Who wanted a walk?
A.Nancy’s room B. The dog C. Nancy’s dad D. Nancy
( )2. Nancy came home from ________.
B: Sure, that should be OK.
Help Ss learn more conversation
Step 3Free talk
what chores do you often do at home?
Do you like doing chores? What chores do you like best?
D.Because she got back home late.
( )5. How did they solve the problem?
A.Nancy’s mother said sorry to Nancy.
B.Nancy said sorry to her mother and now she understood she should share the housework.
3.我认为你看两个小时的电视已经足够了。(enough)
八下unit3阅读教学设计
八下unit3阅读教学设计八下 Unit 3 阅读教学设计本文旨在设计八年级下学期英语 Unit 3 的阅读教学内容。
通过精心准备的教学设计，旨在提高学生的阅读理解能力和语言运用能力。
教学目标：1. 帮助学生提升阅读理解技能，包括获取信息、推断意义和总结归纳。
2. 培养学生的阅读速度和提取关键信息的能力。
3. 通过阅读理解训练，拓展学生的词汇量和语言表达能力。
教学内容：本教学设计以一篇名为《Saving the Rainforests》的阅读材料为基础。
该材料介绍了针对热带雨林的保护措施以及其重要性。
通过教学设计，学生将能够了解到有关热带雨林的知识，同时提高他们的阅读技巧和语言运用能力。
教学步骤：引入：教师可以通过提问来引导学生思考：你们听说过热带雨林吗？热带雨林有什么特点？你们认为为什么保护热带雨林很重要？阅读理解：步骤1：教师给学生分发阅读材料《Saving the Rainforests》。
步骤2：学生自主阅读材料，并在心中标记关键信息。
步骤3：学生互相讨论他们所阅读的内容，并一起解答问题。
步骤4：教师带领学生一起解析材料中的生词和短语，并让学生进行拓展学习。
步骤5：教师给学生分发有关阅读材料的练习题，指导学生独立完成。
拓展活动：步骤1：教师组织学生进行小组讨论，让他们分享在阅读中学到的新知识，以及自己对热带雨林保护的看法。
步骤2：学生展示他们在小组讨论中得出的结论，并与全班分享。
步骤3：教师组织学生进行相关主题的写作活动，比如写一篇关于热带雨林保护的短文。
教学评估：教师可以通过以下方式对学生的学习成果进行评估：1. 教师观察学生在课堂讨论和小组活动中的表现。
2. 对学生完成的练习题进行批改和评分。
3. 对学生的写作作品进行评估，包括语言表达的准确性和逻辑性等方面。
教学延伸：为了进一步提升学生的阅读理解能力，教师可以引导学生阅读更多关于热带雨林保护的文章，并进行相关的讨论和写作活动。
同时，教师还可以将阅读与听力、口语和写作等技能相结合，帮助学生全面提升英语综合运用能力。
人教版新目标英语八年级下册《Unit3 Could you please clean your room》SectionA3a课件
neither ''也不''，置于句首，句子需倒装
Neither of my parents likes rock music. They think that it's too noisy.
neither of ＋名词复数
She can not swim, Neither can I.
Read for details (细节)
She did not do any housework and neither did I.Finally,I could not find a clean dish or a clean shirt.
The underlined word “neither ” means ___________. A.或者 B. 既不，也不 C.组织
Group work: Three or four students as a group to role-play the story
Retell（复述） the story by filling in the blanks. take the dog ___ for a walk Last month my mom asked me to ____ as soon as I sat down ___ in front of the TV. I said I ___ ____ ___ ____ ___ angry with me. wanted to watch one show first. So mom was _____ all ____ the ____ time and never ____ help She thought I watched TV ____ out around the house. But I said I was ____ as tired ____ as she ____ was. Neither ______ of us did any housework for a week. At last, I cleaned the house and said sorry to mom. Everyone in the share the housework to have a clean and family needs to _____ comfortable home.
英语人教版八年级下册unit 3 阅读课
Section B1 (1a-2d)Step 1 RevisionYou are a tourist in a city, you want to know something about the city. Make a conversation about asking information politely.A: Could you please tell me where the nearest bank is?B: Sure, go east along this street, then you’ll see it.A: Can you tell me if there is a delicious restaurant near here?B: Sure. Walk along this street, the restaurant is on you right.A: And do you know where the biggest hospital is?B: Go down this street, turn left at the first crossing, you will see it.A: After dinner, I want to buy a pair of shoes, would you mind telling me where the nearest supermarket is?B: It’s over there, just across from you.A: Haha! I see it. Thank you very much!B: You are welcome.Step 2 Lead in1) Talk about places in your city.2) Show some pictures of places and discuss what qualities are important for eachplace.Step 3 1a & Pairwork1a What qualities are important for each place? Write the words from the box next to each place below. Write the most important words first.Pair work1b Talk about places in your city using the words in 1a. A: The Fun Arts Museum is really interesting.B: Yes, and it’s beautiful, too.A: ….Step 4 Listening (1c)1)Listen and check the sentences you hear.Conversation 1______ You can go to Green Land.Conversation 2_____ Could you tell me where the bookstore is?2)Listen to the conversations and complete the sentences.(1c)Conversation 1The boy asks about ___________, and the clerk tells him to go to Green Land.Conversation 2The girl asks about _________, and the clerk tells her to go to the corner of Market and Middle Streets.Conversation 3The mother asks about ________. The father wants to go to a ________ museum.The younger girl wants to go to a _______ museum. The boy wants to go to a __________ museum. The older girl wants to go to an ______ museum. The clerk suggests they go to the _________ museum.3)Listen again and answer the questions (1d)Conversation 1The boy asks about restaurants, the clerk suggests him go to Green Land, they have delicious salad.…Step 5 PracticeRole-play the conversations between the clerk and the tourist.A: Can you tell me where there’s good place to eat?B: Of course. What kind of food do you like?A: I’d lik e fresh vegetables.B: You can go to Green Land, they have delicious salad.A: ….Step 6 Presentation2a Where do you need to make polite requests? Think of some possible situations.Discuss them with your partner.In a foreign country.In public places like a bank, a post office, a library, a shopping mall, etc.At school.At home, especially when speaking to your elders.Zhang Ming is traveling in the USA. He wants to go to a small town but he doesn't know the way now. What should he do?Step 7 DiscussionDiscuss the language you used to make this request (要求，请求). Was it the same each time? If not, discuss why not.Step 8 Reading1) Read the article and match paragraph with its main idea.2d Read the article and underline the topic sentence for each paragraph.Paragraph 1When you visit a foreign country, it is important to know how to ask for help politely (adv. 礼貌地)….Paragraph 2Good speakers change the way they speak in different situations. …Paragraph 3Usually polite questions are longer. They inc lude expressions such as “Could youplease …?” or “May I ask …?”Paragraph 4However, it is important to learn how to use the right language in differentsituations. …2) Read the article again and answer the questions.Read paragraph 1 and answer the question.What else do we need to learn besides asking a question correctly when you ask for help?We need to learn how to be polite when we ask for help.Read paragraph 2 and answer the question.What do we need to think about when you talk to different people?We need to think about whom we speak to or how well we know them.Read paragraph 3 and answer the question.What can lead in to a request with a stranger on the street?“Excuse me, I wonder if you can help me” or “I’m sorry to trouble you, but …”before asking for help.2c Find all the direct questions and polite requests from the passage.1.2d Read the requests below. In the second column, write A if you would say it to someone you know and B if you would say it to a stranger. In the last column, write where you think these people are.Step 9 HomeworkWrite a guide to a place that you know well.。
初中英语人教版八年级下册Unit3 Reading
Do you remember what you were doing?Teaching Aims and Demands1. Knowledge and Ability Objects(1) Key vocabulary and phrasesimportant events in history 历史上的重大事件in modern American history 在美国现代史上be killed / be murdered 被杀害/ 被谋杀hear about 听说the most everyday activities 最普通的日常活动at that time 在那时in silence 静静地，安静地take place 发生in more recent times / history 在较近的时期里/ 历史中World Trade Center 世界贸易中心be destroyed by terrorists 被恐怖分子摧毁have meaning to… 对…有意义not all… 并非所有的… (表部分否定) walk on the moon 在月球上行走go into space 进入太空around the Earth 环绕地球last about 22 hours 持续22个小时a national hero 一位名族英雄all over the World 全世界各地(2) Train students’ ability of reading comprehension and writing.2. Method Objects in Teaching(1) Discussing method.(2) Reading method.(3) Writing method.3. Sensibility and ValueBe able to remember some important events in the history both in China and in the world.Teaching Key Points1. Key vocabulary.2. Master the phrases in Teaching Aims.3. Understand the passage correctly.Teaching DifficultyDo some writing freely.Teaching Aids1. A computer for multimedia use.2. A tape recorder.3.Learning papers.Teaching ProceduresStep 1. Greeting and Leading-inGreet the class.Ask some questions and play the short video about LiuXiang.Step 2. Before You ReadFree talk.Look at the pictures of the important events and talk about them in small groups. Reading strategy.Play the tape, ask students to listen and underline the new phrases. Then explain the phrases.Step 3. Fast ReadingRead the whole passage quickly, pay attention to the first sentence of each paragraph and do T or F.Look at the pictures, talk about the events.Then read the passage quickly again, match the events with the correct dates. Check the answer.Step 4. Careful ReadingRead the whole passage carefully, discuss the questions in groups.Then answer the questions together.Step 5. After ReadingReview the useful expressions.Look at the pictures again, and then retell the passage by showing the key phrases. Step 6. SummaryStep 7. WritingWrite about an event that you remember well. Give dates and say why you remember it, and what you were doing at the time when you heard the news.。
英语人教版八年级下册unit3阅读课
Reading1(SectionA3a).
TASK2. Underline the sentences from the reading that mean the same thing. 2.My mom came over as soon as I sat down in front of the TV.
If you love life, life will love you back.
Homework: Should teenagers help parents do chores in their free time? Write down your views for about 80 words.
I’m just as tired as you are.
Reading1(SectionA3a).
TASK3. Role-play the story with members of your group .
Reading1(SectionA3a).
TASK3. Role-play the story with
members of your group .
Welcome home! Could you please take me to a walk?
Reading1(SectionA3a).
TASK3. Role-play the story with
members of your group .
Reading1(SectionA3a).
The minute I sat down in front of the TV, my mom came over.
Reading1(SectionA3a).
英语人教版八年级下册Unit3 SectionA 3a 阅读课
Section A Period 2 (3a-3c)
倒垃圾 从事，忙于 随时, 立即 一团糟 做家务 洗餐具 叠衣服 扫地 搭便车 外出吃饭 整理床铺
take out the rubbish work on any minute now be(in) a mess do chores do the dishes fold one’s clothes sweep the floor get a ride go out for dinner make one’s bed
4. What was the result when Nancy and her mother didn’t do any housework for a week? Nancy could not find a clean dish or a clean shirt. 5. What did Nancy finally understand?
• “ What happened ?” she asked ________________. in surprise
• “ I’m sorry, Mom. I finally _____________ understand that we need to share the housework to have a clean and comfortable home, ” I replied.
• “ What happened ?” she asked ________________.
• “ I’m sorry, Mom. I finally _____________ that we need to share the housework to have a clean and comfortable home, ” I replied.
人教版八年级英语下册Unit3sectionB2a2c阅读课教学设计
在教学过程中，教师应关注学生的个体差异，充分调动学生的积极性，使其在轻松愉快的氛围中学习英语，不断提高自身的英语素养。
二、学情分析
八年级下册的学生经过前两年的英语学习，已经具备了一定的英语基础，能够运用简单的词汇和句型进行日常交流。在此基础上，针对本章节的内容，学情分析如下：
3.教师对一般现在时的用法进行讲解，并通过实例进行示范，让学生跟随练习。
4.学生模仿教师，尝试用一般现在时描述其他人物，教师给予反馈和指导。
（三）学生小组讨论，500字
1.学生分组，每组选择一个人物进行讨论，运用所学词汇和句型描述该人物的性格、爱好和日常活动。
2.各小组进行分享，其他小组进行评价和反馈，教师巡回指导，给予建议。
3.能够运用阅读策略（如：预测、扫读、精读等）来获取文章主旨和细节信息。
4.提高学生的口语表达能力，能够就人物描述进行简单的问答和讨论。
（二）过程与方法
在教学过程中，引导学生通过以下方法实现学习目标：
1.采用任务型教学法，设计各种实践活动，让学生在实际语境中运用所学知识。
2.运用合作学习法，鼓励学生互相讨论、交流，共同完成学习任务。
3.指导学生运用阅读策略，培养其独立阅读和理解文章的能力。
4.利用多媒体教学资源，激发学生的学习兴趣，提高课堂效果。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣和自信心，使其愿意主动参与课堂活动。
2.培养学生的合作精神，使其学会与他人共同解决问题，相互帮助，共同进步。
3.引导学生了解和尊重不同文化背景下人们的兴趣爱好，培养跨文化交际意识。
5.课堂总结：
教师与学生共同回顾本节课所学内容，强调重点和难点，并对学生的表现给予评价和鼓励。
英语人教版八年级下册Unit3 reading (3a)课件
find the house clean The change surprise share the housework
4
3 The result
say nothing do nothing can’t find clean things
Fill in the blanks (practice)
throw walk mess minute come share as out all so show neither
What have we learned?
We need to share the housework to have a clean and comfortable home.
"一室之不治，何以天下家国;t do those little things , how can you do things such as managing the world
1. Who does housework at your home? 2. Do you help out with housework? How often do you do that? 3. If your parents have no time to do housework, will you help them? Why or why not?
What do you think of the house? Who do you think does housework at Nancy’s home?
Nancy’s home
Fast reading(pair work)
1 . Why was Nancy’s mom angry with her? Because Nancy didn’t want to take the dog for a walk. 2 . Did they solve the problem? How? Yes , they did. Finally, Nancy helped her mom to do the housework.
英语人教版八年级下册Unit 3 Section A 3a-3c 读写课教学设计
Unit 3 Could you please clean your room?Section A 3a—3c 读写课教学设计一、教材分析本课是新目标八年级下册第三单元Section A 的阅读部分，它的任务不仅仅是训练和提高阅读技能，也涵盖了实际交际、词汇和知识点等内容，同时它还承载着培养正确的情感态度、价值观等深层意义，培养学生分担家务的责任感。
教学内容贴近学生生活，学生有一定的学习兴趣。
二、学情分析本节课的授课对象为八年级的37名学生，大部分学生平时接触英语阅读材料的机会较少，学生通常是为了做题而阅读，所以调动学生阅读的积极性，使其在阅读过程中主动思考是本节课的重点。
本节课的话题来自学生的生活经历，学生在人教版英语七年级下册Unit 4 Don’t eat in class. Section B 中已经学习了许多表示家务劳动的动词短语：do the dishes, help his mom make breakfast, clean his room等，为学生们的口语表达和书面表达提供了语言基础。
三、教学目标1. 知识与技能：细读文章，学习相关的短语及表达，理解文章的含义，能复述课文内容。
(1) 短语：throw down, the minute / as soon as, come over, all the time, in surprise等。
(2) 句子：a. The minute I sat down in front of the TV, my mom came over.b. I’m just as tired as you are!c. For one week, she did not do any housework and neither did I.2. 过程与方法：熟练运用各种阅读技巧，如：推测、略读、寻读、细读、思维导图等方法，掌握全文内容。
3. 情感态度及价值观：要爱自己的父母，学会分担家务。
Unit 3 第2课时 Section A【阅读课】八年级英语下册(人教版)
2. My mom came over as soon as I sat down in front of the TV. The minute I sat down in front of the TV, my mom came over.
3. You’re tired, but I’m tired, too. Well, I work all day at school, too! I’m just as tired as you are!
do the dishes
fold the clothes
sweep the floor
finish doing sth.
make dinner
help out with
…
…
Prediction
Look at Nancy’s room, is it tidy?
Let’s find reasons together in the passage!
1.The general idea of the story
is about ___A_____.
A. the story of Nancy and her mother B. the story of Nancy and her dog C. The story of Nancy and housework
sad
3b Read the story again and the sentences below.
Write down the sentences from the reading that mean the same thing.
1. Neither of us did any housework for a week. For one week, she did not do any housework and neither did I.
人教版八年级英语下册unit3阅读教案
初中英语阅读课教学设计培养提取信息能力提高阅读解题效率张琴Ⅰ教材分析本篇文章以马丁路德金逝世的日子为主线，运用过去进行时讲述了人们能记得自己在某个重要的日子或重要的时刻正在做的事情。
通过文章，学生了解一些具有重大意义的事件，并且从中体会过去进行时在阅读语篇中的应用。
ⅡTeaching Content: Do you remember what you were doing?ⅢTeaching Targets:1.to know the dates of some events and their background;2.to master a reading skill---find out relative information.ⅣTeaching Points:1. help students read in three steps;2. find out key words which connect questions to the text.ⅤTeaching aids:multi-media, English book in Grade8, relative papersⅥTeaching Procedures:Before-reading1. Warming up (5 mins)①write some important dates for you in your daily life;②talk with your partner about the important dates for Chinese.(设计意图：通过课前小讨论，让学生对即将要阅读的内容进行初步判断和揣测，由考虑个人重要日子转为国人的重要日子，使学生情感得以提升。
)2. Presentation (5 mins)①play a short film about Martin Luther King’s speech;②give a brief introduction about martin.(设计意图：通过短片及简要的人物介绍，学生进一步确认文章的主要人物以及背景信息，提高学生的阅读兴趣。
人教版初中英语八下unit3阅读课教案
人教版初中英语八下unit3阅读课教案教案标题：人教版初中英语八下Unit 3 阅读课教案教案目标：1. 通过本课的阅读活动，学生能够理解并掌握有关旅行经历的词汇和表达方式。
2. 培养学生的阅读理解能力，能够根据文章内容回答问题。
3. 提高学生的语言运用能力，能够运用所学知识进行口头表达和书面表达。
教学重点：1. 学习并掌握与旅行经历相关的词汇和表达方式。
2. 培养学生的阅读理解能力，能够通过阅读文章回答问题。
教学难点：1. 学生对于文章中的生词和长句的理解与掌握。
2. 培养学生的阅读理解能力，能够根据文章内容回答问题。
教学准备：1. 多媒体设备2. 学生课本和练习册教学过程：Step 1：导入（5分钟）通过图片或问题导入课题，引起学生的兴趣，激发学生对旅行的思考和讨论。
Step 2：阅读活动（20分钟）1. 教师出示课文，让学生自主阅读，了解文章大意。
2. 学生分组讨论并回答以下问题：- What did the writer do last summer?- How did the writer feel about the trip?- What did the writer see and do during the trip?3. 教师引导学生根据文章内容回答问题，并纠正学生的错误答案。
Step 3：词汇和表达方式学习（15分钟）1. 教师出示课文中的生词和短语，帮助学生理解并掌握词汇。
2. 学生进行词汇拓展活动，使用所学词汇造句并展示给全班。
3. 教师引导学生学习文章中的表达方式，如描述过去的经历、感受和建议等。
Step 4：阅读理解练习（15分钟）1. 学生个人或小组完成练习册中的相关阅读理解练习。
2. 教师逐一检查学生的答案，解释并讲解正确答案。
Step 5：语言运用（10分钟）1. 学生进行口头表达练习，模拟自己的旅行经历，并用所学表达方式进行描述。
2. 学生完成书面表达练习，写一篇关于自己旅行经历的短文。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit 3 Section B 2a-2e teaching plan
Step 1. Warm-up
Watch a video and answer the question.
What does the sister ask the brother to do?
Step 2. Presentation.
1.What do you often do to help your parents at home?
2.Do you think kids should help out with chores at home?
Yes, I think so. No, I don’t think so.
3.How often do you help your parents do housework?
4.What’re your parents’ opinions about doing chores at home?
Step 3. Listening.
Choose M for Ms. Miller’s opinions and S for Mr. Smith’s opinions.
Step 4. Reading.
1. Skim the passage and find out who agrees or disagrees that children should do
chores at home.
Ms. Miller _______ that children should do chores at home.
Mr. Smith _______ that children should do chores at home.
2. According to Ms. Miller and Mr. Smith, what are the pros and cons about kids
doing chores?
Step 5. Practice.
Ask students to choose the words to fill in the passage .
Step 6. Debate.
Ask students to discuss which letter they agree with and why.
Step 7. Sum-up.
We should share housework with our parents.
Step 8. Homework
Write down what they want to say to the person who wrote the letter they
don’t agree with.。