Unit 3 Could you please clean your room？ Section B（2a-2e）教學(xué)設(shè)計(jì)

李雪琪

一、教學(xué)目標(biāo)：

1. 語(yǔ)言知識(shí)目標(biāo)：

1）復(fù)習(xí)本單元已學(xué)詞匯及句型;

2） 繼續(xù)練習(xí)怎樣禮貌委婉地提出請(qǐng)求或允許;

3）通過(guò)閱讀，學(xué)會(huì)思考，找到能支持自己觀點(diǎn)的理由，形成自己的思維觀點(diǎn)，并能夠在辯論中清晰表達(dá)出來(lái)，最終形成書(shū)面材料。

2. 能力目標(biāo)

1）學(xué)會(huì)怎樣辯論并簡(jiǎn)潔明了地表達(dá)出自己的觀點(diǎn);

2）練習(xí)說(shuō)、讀、寫(xiě)技巧;

3）能夠關(guān)于孩子做家務(wù)問(wèn)題對(duì)周?chē)诉M(jìn)行采訪，并生成書(shū)面記錄。

3. 情感態(tài)度價(jià)值觀目標(biāo)：

本課時(shí)學(xué)習(xí)內(nèi)容貼近學(xué)生的日常生活，學(xué)生可以利用所學(xué)內(nèi)容談?wù)撟陨碓诩易黾覄?wù)情況，通過(guò)對(duì)于孩子做家務(wù)問(wèn)題的辯論引導(dǎo)學(xué)生認(rèn)識(shí)到做家務(wù)是每個(gè)家庭成員的責(zé)任和義務(wù)，從而激發(fā)其勞動(dòng)熱情，督促其主動(dòng)幫助父母分擔(dān)家務(wù)，培養(yǎng)其獨(dú)立意識(shí)。

二、學(xué)情分析

我教的班級(jí)學(xué)生整體處于中等偏上水平，學(xué)生英語(yǔ)基礎(chǔ)較好，英語(yǔ)綜合能力一般，但學(xué)生間英語(yǔ)水平及學(xué)習(xí)能力差距較大，所以我在教學(xué)的過(guò)程中盡量設(shè)計(jì)多種難度水平的活動(dòng)讓大部分學(xué)生都參與進(jìn)來(lái)。八年級(jí)下學(xué)期是學(xué)生提高語(yǔ)言水平及語(yǔ)言整體素質(zhì)的關(guān)鍵期，學(xué)生已經(jīng)有了一定的詞匯量及語(yǔ)言基礎(chǔ)，因此老師應(yīng)盡量設(shè)計(jì)內(nèi)容豐富，形式多樣的活動(dòng)來(lái)激發(fā)學(xué)生的學(xué)習(xí)興趣及積極性，從而提高學(xué)生的語(yǔ)言運(yùn)用能力及素質(zhì)。

三、教學(xué)重難點(diǎn)

1. 教學(xué)重點(diǎn)：

1）復(fù)習(xí)本單元所學(xué)過(guò)的重點(diǎn)短語(yǔ)及句型。

2）完成閱讀任務(wù)，培養(yǎng)閱讀技巧。

3）能夠清晰表達(dá)自己對(duì)做家務(wù)一事的看法。

2. 教學(xué)難點(diǎn)：

1）能夠采訪周?chē)藢?duì)孩子做家務(wù)一事的看法，并做書(shū)面記錄。

2）能夠思考并得到找到能支持自己觀點(diǎn)的理由，并形成書(shū)面材料。

3）通過(guò)完成閱讀任務(wù)提高自己的閱讀能力。

四、教學(xué)過(guò)程

I. Warming-up and lead-in

1. Greet students as usual and tell students that there is a group competition in which the winner group can get the gift.

2. Interview some of the students about whether they do housework at home and what they often do.

3. Show the chatting records of parents group about kids doing chores at home to lead in the topic of this class—whether children should do chores at home or not.

II. Pre-reading

Ask the following two questions：

1.What can you know from the chatting records of your parents？

2.Do you think kids should do chores at home？

III. While-reading

3.Students read the two letters quickly to find out which one agrees and which one disagrees and give the reasons.

4.Introduce the reading skill “Skimming”—looking quickly through a piece of writing to find the main idea without reading every word. It is still a good idea to read the first sentence in each paragraph quickly.

5.Students read the examples already given in 2c and guess the meanings of “pros” and “cons”. Ask students to do a group work-- according to Mr. Smith and Ms. Miller， what are the pros and cons about kids doing chores？

6.Students read the letters again and fill in the blanks to review the reasons given by Mr. Smith and Ms. Miller.

IV. Post-reading.

1. Be a good debater. Ask the students choose one side freely and have a debate on whether children should do chores at home.

2. Ask students to prepare for the debate and give some tips to them. Students can use the information they get before class. Students write down their ideas during their preparation.

3. Introduce the rules of debate and the debate begins. Students from the positive side and the negative side can stand up and give ideas. The teacher concludes the debate in the end.

V. Emotional sublimation

Show some pictures of parents who work hard and remind students of the great contributions parents make to our family. Encourage students to be a good helper at home and try their best to do chores. Give the winner group some housework cards to encourage them to do chores at home.

VI. Homework

Write a passage to express your ideas about kids doing chores at home.

五、板書(shū)設(shè)計(jì)

Unit 3 Section B 2a-2e

kids doing chores at home

Ms. Miller???? VS.????? Mr. Smith