新目标英语八年级下册第二单元阅读课教学设计

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1、新目标英语八年级下册第二单元阅读课教学设计 教学设计与分析教学框架教学步骤、内容及时间安排教学意图及设计说明Pre-readingPre-readingStep1、Brainstorm3m1、Ask2or3individualswhatafter-schoolactivitiestheydo？2、Getthestudentstolisttheactivitiestheydoafterschool.3、Helpthestudentstolineuptheactivities,suchas:sports,languagelearning,musicandmathclasse

2、sandsurveywhichactivitystudentstakepartinmost.Step2、Topic-wordlearning1、Talkaboutthepushyparentsandteachthestudentsthefollowingnewwords:push,pushy,crazy,pressure,compare,complainandthefollowingphrases:underpressure,asmanyclassesaspossible,ontheonehand,ontheotherhand2、Readthewordsafterthe

3、teacher.3、Make2sentenceswiththelearntwords:Myparentsaresopushyandcrazythattheymademegotoasmanyclassesaspossible.Oh.I’mundertoomuchpressure!4.Readandmemorizethesentences.引出话题，唤起学生的关注和思考。列举课后活动，为话题的开展做准备。教师预设学生可能不会用英语表达的词汇，在学生列举活动时给予帮助，如：辅导班（trainingclass）等。预设参加各学科课外辅导班的学生人数最多,为话题的开展进一步酝酿情

4、绪话题交流正式开始！新词呈现如影随形！在语境中学习词汇，学生理解更准确，记得更牢！教师以问题带动话题的深入展开，在语境中逐个教学生词。比如这样教授“push”和“pushy”：教师对同学们说:Youdon’tliketogototrainingclasses,butyourparentsmadeyougo.Sotheypushyouhard.(makingthegestureof“pushing”)Theyarepushyparents.边说边演示“push”的动作，接着板书生词“push”和“pushy”。然后继续话题，以同类方法教授其它生词和短语。最后领读生词,以两

5、个句子归纳所学生词，简单、好记。教学生词时教师注意利用演示、举例等方法，并在黑板上依次板书生词。While-readingWhile-readingStep3、Scanreading:6mGetstudentstoreadquicklyandanswerthefollowing8questions:1).WhendoTaylor’schildrengethome?2).DoAmericanandBritishchildrendomanyafter-schoolactivities?3).Whatafter-schoolclubsdochildrentakepartina

6、fterschool?4).Aremanychildrenunderpressure?5).Doparentspushtheirchildrentoohardthesedays?6).Whendoescompetitionbetweenfamiliesstart?7).Whatisdifficultforthesechildrenwhenthey’readults?8).What’stheresultofthispassage?Step4、Reread，thinkandanswer1、Getthestudentstoreadthetextagain,thinkandwr

7、iteoutallinformationaboutproblems.2、DiscussGetthestudentstodiscussingroupsandfindouttheanswerstothetwoquestions:a).What’stheproblemformanychildren?b).Whatshouldpeopledotosolvetheproblem?Step5、LearninthecontextGetstudentstoreadagainmorecarefully,findthefollowingwordsandphr