英语人教版八年级下册unit4-Reading教学设计及课后总结反思,推荐文档

人教版八年级下册Unit4 Reading 2a-2c《Maybe you should learn to relax!》教学设计一、教材分析本课是一堂阅读课，主旨是培养学生的阅读策略，使学生能够学会从文章中提取、加工、输出信息的能力。

通过不同形式的任务阅读训练，进一步提高学生听、说、读、写的综合能力，并通过延伸，是学生能够从课内走向课外，从自主学习走向合作探究，从而达到学以致用。

二、学情分析本节阅读课非常贴近学生的现实生活，说出学生的心理，所以学生应该感兴趣，并愿意参与到各个任务中。

但是基于班级学生两级分化严重，词汇和阅读策略的匮乏导致阅读本就是学生最薄弱的一环，所以本课立足于本单元的基本词汇，加以阅读策略的指导，开拓学生的阅读分析能力，并进一步提高写作技能。

三、教学目标1.知识目标：掌握文中的重点词汇掌握速度、略读、细读等基本阅读策略2.能力目标：利用阅读策略阅读文章，对文章进行层次阅读，并通过上、下文猜测新单词3.情感目标：通过本文的学习，了解西方国家教育孩子方面存在的问题，结合学生自己的亲身体验，理解父母的用心和爱，并学会在压力面前，如何交流、缓解和放松。

四、教学重难点重点：阅读技巧的训练、单词和词汇难点：阅读技巧的训练五、教学过程Step1.warming up and Leading in1.Weekly English SentenceAll work and no play makes Jack a dull boy!(设计意图：通过每周一句这种语言知识的积累，学生感兴趣，并开拓了知识面，而且这句谚语很好的贴近了本节课的主题，引出下面的放松方式)2.Ways of relaxingSay，what day is it today? A new week is beginning. Are you busy and tired? When we are busy and tired ,we should relax ! How do yourelax?Show the pictures for the student, and say out the ways of each picture. Ask, What do you usually do after shool?(设计意图：通过图片的展示，提供多种放松方式，引出2a内容)Step2 Pre-readingAsk students to do activity 2a by themselves , the answers are vary. Then change the answers in pairs.Step3.While readingSay I know you’re very tired , you have too much homework to do ,you have to study for the tests, so you should learn to relax. Let’s look at activity 2b.1.Fast readingIntroduce the reading strategy and show the students how to do.1) Get the students to read the title, the 1st and the last sentence of each paragraph, then predict the main idea of the article.2) Try to answer the two questions in 2b to check if they understand the main idea.(设计意图：通过速度，使学生能找到问题的答案，了解文章大意)2.Skim reading1)Introduce this step for the students, then let them read the article andfind out the words on the screen2)Introduce the reading strategy in the book for the students, guidethem to guess the meanings of those words3)Get students to read the sentences in 2c, let them finish the activity bythemselves4)Check the answers together.(设计意图：通过略读，让学生快速的找到出示的单词，运用课本中使用上下文猜测词义的阅读策略猜测词义，并完成2c部分词义和单词匹配的活动)3.Scan readingIntroduce this step and show the students how can do.1)Let students read the 2nd paragraph and finish the two tasks2)Check the answers together.3)Get the students read the 3rd paragraph and finish the tasks.4)Check the answers together.5)Get the students to read the 4th paragraph and answers the questions.6)Find 4 student to say out their answers.(设计意图：细读每个段落，使学生在细读的过程中理解每个段落的内容，并在此基础上完成阅读任务。

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。

贴近学生生活,创新英语阅读课堂,提升学生思维品质——人教版八年级下册Unit4 Reading教学案例深度反思作者：李萍来源：《校园英语》 2021年第5期文/李萍【摘要】英语阅读是英语学习中比较重要的部分，英语阅读也是英语学习的途径之一，是英语教学中比较重要的环节。

不论是大纲还是教学过程，每个年级的学生均有符合其学习水平的阅读内容。

在教学实践中，随着英语与生活的关系越来越密切，因此教学要贴近学生的日常生活，在英语教学中注意创新一些教学方法，提高学生的学习兴趣，并且在教学中要注意提升学生的思维品质。

【关键词】英语阅读；创新课堂；思维品质【作者简介】李萍，山东省胶州市第十中学。

美国著名教育家杜威在其《民主主义与教育》一书中提道：“就学生的心智而论(即某些特别的肌肉能力除外)，学校为学生所做或所需要做的一切，就是培养他们思维的能力。

”对于英语常规阅读课来说，如何提升学生的思维能力呢？毫无疑问，我们作为教师，必须基于学生原有的生活经验，不能僵化和架空英语阅读课堂，只有基于此，才能真正实现杜威在书中提到的培养和提升学生的思维能力。

和大多数英语教师一样，笔者在进行阅读教学设计时，通常也是采取从新课导入到文本阅读到文本输出的过程，任务设置通常是理解大意、细节推断、回答问题等方式。

如何更好地在如此模式中让学生的阅读思维品质得到提升和扩展呢？以下是笔者在人教版初中英语教材八年级下册Unit 4 Reading课教学中进行的阅读教学设计尝试。

这节课的阅读文本并不难，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过程，调动学生参与阅读教学的积极性，英语阅读教学才能焕发生命的活力，那么如何调动呢？第四单元的中心话题是谈论问题以及给出建议，要求学生们能够独立地询问和陈述自己与他人所遇到的困难或麻烦，并针对生活中出现的问题给出合理化建议，这个话题具有极强的语用性和工具性，学生们能一下子激活原有的经验并且学会这项语言能力，本节课的材料更是学生所熟悉得不能再熟悉的after-school classes的生活话题。

英语八下unit4Reading教学反思第一篇：英语八下unit4 Reading教学反思Unit 4 Why don’t you talk to your parents?Section B(2a-2e)-----英语阅读课的教学反思著名教育家叶澜说过：“一个教师写一辈子教案不一定成为名师，如果一个教师写三年教学反思可能成为名师。

”一语道出了教师上课后对自己本节教学进行反思的重要性。

在我的教学生涯中，我也一直在实践反思，反思中我思考了很多，也学会了很多，下面是我对这一堂课的教学进行的反思。

4月2日,我上了一节公开课,内容为Go For It Grade 8 Unit 4 Why don’t you talk to your parents? The fifth period.本节课是这一单元的第五课时,主要语言知识目标为：1)能掌握以下单词：pressure, compete, opinion, skill, typical,f ootball, cut out, continue, compare, compare…with, crazy, push, development, cause, usual2)能掌握以下句型：1.Why don’t they just let their kids be kids?2.Although it’s normal to want successful children, it’s even more important to have happy children.首先我通过问题What do you usually do after school?引导学生使用已知语言谈论他们课后所做的事，以此引发学习的兴趣。

在此基础上出示一些测试压力的图片，引导学生进入本节课,学生很自然的习得阅读目标。

进而和同学一起完成阅读的训练及结合目标语言所设 1计的任务。

然后引导学生在小组讨论中总结本节课的知识点以及进行达标测评。

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。

人教版八年级下册英语unit4教案及教学反思Unit 4 of the 8th grade textbook focuses on the environment and encourages students to reflect on their own behaviors and the impact they have on the world around them. The unit includes vocabulary related to environmental issues, such as pollution, recycling, and conservation, as well as grammar points like modal verbs for making suggestions and giving advice.Teaching Plan:1. Warm-up: Start the lesson with a discussion on environmental issues that students are familiar with. This could include things like pollution in their local area, the importance of recycling, or ways they can reduce their carbon footprint.2. Vocabulary: Introduce new vocabulary related to the environment, such as "pollution," "conservation," and "recycle." Use pictures, real-life examples, and activities to help students understand and remember the words.3. Reading: Assign a reading passage about a specific environmental issue, such as deforestation or climate change. Have students read the passage individually and then discuss it as a class. Ask comprehension questions to ensure students have understood the main ideas.4. Grammar: Teach modal verbs for making suggestions and giving advice, such as "should," "could," and "can." Provide examples and practice exercises to help students understand how to use these verbs correctly in context.5. Speaking: Divide the class into pairs or small groups and have them discuss ways they can personally help the environment. Encourage students to use the modal verbs they have learned to make suggestions and give advice to their peers.6. Writing: Ask students to write a short paragraph about a specific environmental issue that interests them. Encourage them to use the vocabulary and grammar structures they have learned in the unit.7. Review: End the lesson with a review of the key vocabulary and grammar points covered in the unit. Use a game or quiz to help reinforce students' understanding and retention of the material.Reflection:Overall, I found that Unit 4 was effective in engaging students and encouraging them to think critically about environmental issues. The vocabulary and grammar points were well-suited to the topic at hand, and the reading and speakingactivities provided ample opportunities for students to practice and apply their language skills.One area for improvement could be to incorporate more real-life examples and practical activities into the lesson. For example, I could have students research a local environmental issue and present their findings to the class, or organize a field trip to a recycling center or conservation area.In conclusion, Unit 4 of the 8th grade textbook proved to be a valuable resource for teaching about the environment. With some adjustments and enhancements, I believe that future iterations of this unit could further enhance students' understanding and appreciation of the world around them.。

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。

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。

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，扶危济困这一中心话题，本文篇幅长，生词多，读前、读中、读后的任务多。

鉴于学生的实际情况及教材的特点，考虑到学生对长篇阅读的畏难情绪以及他们在课堂上可能出现的一些反应，我大胆构思了整个教学过程，构建“以生为本”的互动式阅读课堂，想办法尽可能降低文章难度，将难点分散，并根据需要整合了运用多种教学方法，让学生在互动中享受阅读。

2.教学目标A. Knowledge objectives:To master the words and expressions.To get familiar with the topic and use the sentences about helping others.To use “Direct Speech and Reported Speech”.B. Ability objectives:To find out the information and get the general idea of the text.To infer the meaning of the word they don’t know from the context.C. Affective objectives:Students are to realize the importance of helping others and they are encouraged to help others.By understanding the life in rural areas, students are to realize how happy they are.3.教学策略：（1）兴趣激发策略。

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。

教师课堂教学活动设计人教版八年级英语下Unit 4 Why don’t you talk to your parents ?SectionA (3a-4c) Reading (阅读课)【教学目标】一、语言技能目标知识目标：1.学会使用下列词汇：名词：relation , communication , cloud, 动词：argue, offer, communicate, explain,形容词：elder, nervous, proper, clear, 副词：instead, secondly, 代词：whatever,短语：get on with, offer to do sth, communicate with, explain to sb sth , argue with sb about sth , mind doing sth .2.学会英语词汇间在表意方面有相同或类似的表达方法。

3.学会运用下列句型向别人提出建议：Why don’t you --- ? Why not --- ? You should --- . Maybe you could --- .4.学会：情态动词should 、could的用法和时间状语从句。

5.初步了解：it作形式主语，whatever引起名词性从句，表语从句，动词ing形式作定语等语法现象。

能力目标：1.通过阅读文章，学会如何向别人写求助信和复信。

2.通过阅读文章学会如何表述疑难或困惑，学会如何向别人提出合理的建议。

3.通过阅读文章，提高阅读能力，提高分析问题、解决问题的能力。

二、过程与方法1.学会如何借助微视频和教材、学案来学会自学。

2.学会如何在小组互助学习中，积极思考、踊跃发言、善于探究的良好学习习惯。

3.学会在学习中探究英语语言学习规律，举一反三。

三、情感态度和价值观1.通过文章的学习，提高自己解决疑难、困惑的能力，向别人提出合理的建议，使自己的学习生活更加充实、愉快。

Unit 4 Why don’t you talk to your parents?Section B 2b Reading “Maybe you should learn to relax!”教学设计【教材分析】本节课是人教版八年级下册第四单元的一篇阅读。

本篇阅读的主要内容是围绕学生的课外活动这一话题而展开的，主要讨论现实生活中学生所承受的过重压力和负担以及找寻解决这些问题并能够放松自己的一些方法。

【学习目标】1.知识目标：掌握文章中的重点词汇；掌握略读、跳读、速读等基本阅读技巧；2.能力目标：提高利用阅读技巧阅读文章，提炼文章主旨大意的能力，以及写作能力；3.情感目标：通过对本课的学习，使学生们懂得学习要劳逸结合，并学会善于和父母沟通谈心，让孩子们要理解父母。

【学习重点】：1、掌握文章中的重点词汇；掌握略读、跳读、速读等基本阅读技巧；2、通过对本课的学习，使学生们懂得学习要劳逸结合，并学会善于和父母沟通谈心，让孩子们要理解父母。

【学习难点】：1、在阅读时善于使用简单的工具书及阅读技巧查找信息，帮助理解文章大意。

2、灵活掌握本课遇到的句型和短语，并能学以致用，把输入的知识变成语言的输出。

【教学过程】Step 1: Lead-in Make a survey1. What after-school activities do you do?2. I wonder how many of you take after-school classes.As we can see, it’s very common for most students in big cities to take after-school classes on weekends .(设计意图：通过做调查，了解学生的课外的活动安排，为引入话题作铺垫。

) Step 2: Pre-reading Key words and sentencesPresent a picture in which a girl is playing the piano.T: Like most of you, This girl takes a lot of after-school activities on weekends.Ask a student a question, what after-school activities do you take on weekens? L:T: As we can see this girl is a typical example.(write typical on the Bb)T: Do you know why does her mother send her to so many after-school classes?S: (answers will vary widely)Present the picture to explain the first reason: Because her mom likes comparing her with other children. (write compare on the Bb)T: Any other reasons? OK. Let's list more reasons for that.Start to present the cartoonsT: What are the kids doing in the cartoon?S:….T: They are competing with other kids. Don't you see that competition starts very young in China?Present “competition starts very young in China” on PPT, write competition on the Bb.T: Even when you finish your college, you have to face the competition.Present the picture in which graduates compete for jobs.Present “competition continues until you get older” on PPT. then conclude the reasons why Chinese parents send their children to after-school activities.T: Do you think it is good for a child’s development?S: ….T: In my opinion, I think it’s not good . It causes a lot of pressure/stress for children. Present the sentence above on the Bb. Write “development, cause, pressure, stress on the Bb.T: Is there the same problem in America?Ok. Let’s read the article on Page30.(设计意图：这一环节的设计是为了扫清阅读障碍，让学生能顺利完成阅读。

初中英语八年级Unit 4教学设计和反思初中英语八年级Unit 4教学设计和反思（精选6篇）在充满活力，日益开放的今天，课堂教学是我们的工作之一、反思自己，必须要让自己抽身出来看事件或者场景，看一段历程当中的自己。

那要怎么写好反思呢？下面是本店铺精心整理的初中英语八年级Unit 4教学设计和反思，欢迎大家借鉴与参考，希望对大家有所帮助。

初中英语八年级Unit 4教学设计和反思 1一、教学目标1、重点词汇peel cut...up put...into pour turn on..2、重点句式How do you make....First...then....neXt...finally....3、语法知识how much 不可数名词how many 可数名词二、学情分析学生学会熟练制作奶昔并且能够用英语解说制作的步骤。

三、教具多媒体、搅拌器、几个塑料杯、六个香蕉、两杯牛奶、一大杯做好的香蕉奶昔四、教学过程（一）导入课堂先微笑询问全班同学What drink do you like?待学生纷纷表达自己喜好时举着备好的奶昔边说Here is some banana milk shake.Would you like some....?学生抢着回答yes时把准备好的奶昔分给他们部分学生自带有杯子品尝。

之后问Do you know how to make this milk shake？有学生回答no并宣布现在我们来制作这种香蕉奶昔。

（二）教学make a banana milk shake1、播放图片。

让学生观看并说出制作奶昔所需工具和物品必要教师时帮助补充。

顺势学习搅拌器biender这个单词。

2、播放制作香蕉奶昔全过程。

结合学习关键词汇peel、cut...up、put ...into、pour、turn on....3、listening.要求学生把制作香蕉奶昔的顺序标在书本1b的横线上。

4、教师制作奶昔。

教师姓名杨玉萍单位名称奇台县第四中学填写时间2020.8.23学科英语年级/册八年级下册教材版本新目标英语课题名称Unit 4 Why don’t you talk to your parents？
难点名称总结询问问题和提出建议的句型，掌握规则。

难点分析从知识角度分析为
什么难
1) 阅读短文，获得相关的信息的能力。

2) 总结询问问题和提出建议的句型，掌握规则。

难点教学方法1.观察与练习，归纳与总结
2.学-问-思
教学环节教学过程
导入
Let’s watch a video—students’troubles.As students,you have many troubles in your life.What should you do? We should …
(show pictures)The boy is sad and thirteen.He has many troubles.Mr.Hunt received a letter from him .Let’s read the letter together.Listen and complete the following tasks.。

八年级下册unit4 第四课时Reading_英语_初中_教学设计Section A八年级下册unit4 第四课时Reading_英语_初中_ 学情分析八年级下册Unit4 第四课时_英语_初中_效果分析通过本节课的学习，学生基本能够实现教学目标的设计。

知识及策略目标达成100%学生能够理解和领悟下面词语的基本含义、语法项目以及语言形式的基本结构和常用表意功能;词汇：spend time alone, a lot of pressure, get enough free timehave a fight with ,compete with ,cut out ,not..until…compare…. with…think for oneself….keep doing …语言形式Why don’t you…..? What should I /he /she ……do ?及其回答You should……,you could …….I think he should……..Until….,so that …..although……..80%学生能够利用读音规则和音标拼读词汇，利用语境、非语言信息等理解以上目标要求。

说与策略目标达成90%学生能运用spend time alone, a lot of pressure, get enough free time，have a fight with ,compete with ,cut out ,not...until…compare…. with…think for oneself….keep doing ,hang out with…等词汇和“Why don’t you…..? What should I /he /she ……do ?”语言形式就“you shouldn’t”话题操练对话（即1d、1e）；能角色表演2d。

90%学生能够在活动中借助体态语用英语交流。

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.。

Unit 4: Why don’t you talk to your parents？Section B 2a–2e 教学设计海晏县寄宿制民族中学田慧Ⅰ.Teaching aims1.学会通过联系上下文猜测生词的词义2. 能够熟练运用提供建议的句型Ⅱ.Language points要求掌握以下句式：You/He ... should + 动词原形You/He ... shouldn’t + 动词原形You/He ... could + 动词原形Why don’t you/they ... + 动词原形要求掌握以下词汇及词组：(1) 词汇：compete, typical, training, stress, continue, compare, development(2) 词组：learn exam skills, cut out, a mother of three, compare ... with ..., push ... hard, toomuch pressureⅢ. Difficulties学会通过上下文猜测生词的词义Ⅳ. Teaching stepsStep 1. Warm-up and review（1）RevisionReview the new words, let students speak out the Chinese meaning and spell the words, in order to master the key vocabularies.（2）Free talkT: What after-school activities do you usually do?Ss: Do homework, read books ...Have Ss finish 2a: Check the after-school activities you and your classmates usually do.教学设计说明：复习环节是课本这一课时中的重点词汇typical, skill, continue, usual, opinion, compare, cause等.自由谈论环节是读前的热身活动，目的是为了调动学生已有的知识储备和激发学生学习的兴趣。

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。