人教版英语八年级下册 Unit2_SectionB(2a-2e)教案
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. Unit2 SectionB（2a-2e）名师教案
课型4 Reading and Learning (Section B 2a-2e )
1.0 Teaching Analysis教情分析
1.1 Teaching objectives 教学目标
1.1.1 Language targets 语言目标
1.1.1.1 Key Words and Chunks
1.1.1.1.1 For applying: letter, Miss, set up, disabled, make a difference to,
blind, deaf, imagine, difficulty, open, door, carry, train, excited,
training, kindness, clever, understand, change
1.1.1.1.2 For comprehending:
1.1.1.2 Sentence Structures
1) I’d like to thank you for giving money to Animal Helpers.
2) You helped to make it possible for me to have Lucky.
3) What would it be like to be blind or deaf?
4) Or imagine you can’t walk or use your hands easily.
5) She talked to Animal Helpers about getting me a special trained dog.
6) She also thought a dog might cheer me up.
7) I love animals and I was excited about the idea of having a dog.
8) In what other ways do you think dogs are able to help people？
1.1.1.3 Grammar Focus
1) I’ll send you a photo of him
if you like, and I could show you how he
helps me. (if you like是条件状语从句，意为“如果你喜欢”；how he helps 整理文本
. me是宾语从句，意为“他如何帮助我”)
2) I’m sure you know that this group was set up to help disabled people like
me. （was set up是一般过去式的被动语态，一般过去时的被动语态的结构为“was/were+动词过去分词”）
1.1.2 Ability goals 能力目标
1.1.2.1 帮助学生通过单词的词性来帮助理解单词在句中的含义。
1.1.2.2 教会学生感谢信的写作并在信件中清晰地描述自己的经历。
1.1.3 Emotional goals 情感目标
1.1.3.1 引导学生对别人的帮助表达真挚的感谢。
1.1.3.2 启发学生和他们分享自己的快乐。
1.2 Important and difficult teaching points 教学重难点
1.2.1 分析文中出现的重难点单词词性。
1.2.2 引导学生掌握分析文章大意和框架结构的方法。
1.2.3 让学生学会表达和话题讨论：如何表达自己的感谢和讲述自己的经历。
2.0 Student analysis学情分析
2.1 Fundamental State基本情况
通过本单元前三个课型的学习，学生能够从施助者的角度谈论如何躬身实践，助人为乐。同时，学生能够体会到志愿工作能够给他人和自身带来的幸福感，对于本课文本的阅读与理解有了充足的情感准备。2b为一封受助者写给施助者的感谢信，文本内容充溢着对他人慷慨援助的感激之情。学生的角色由Section A中的施助者转换为Section B中的受助者，通过对本课文本的理解与研读，学生能够对本课话题（Volunteering and charity）形成更加全面的认识。 整理文本
. 2.2 Knowledge Reserve知识储备
本单元前面三个课型，围绕话题Volunteering and charity，分别谈论了志愿工作的多种方式(Section A 1a-2c)，志愿者工作的重要意义(Section A 3a-4c)，以及参与志愿者工作可能遇到的问题（Section B 1a-1c）,以听读的方式为学生做好了充足的知识储备。本课型的阅读文本为一篇书信，学生在之前的学习中已经接触过书信，如Book 7B Unit 7 It is raining Section B 2b的阅读文本，对书信的文章结构和内容设置已有比较准确的认识。
2.3 Class Data本班实际
本班学生属于中等水平，通过Section A 3a的学习，学生快速查找文章结构的能力已经得到明显提高，教师可以进一步引导学生利用文本每一段的首末句，快速获取文章的主旨大意。同时，本班学生对于单词词性的理解还不够深入，教师可以开展小组讨论，引导学生准确判定2b中重点词的词性，如disabled, imagine,
training, kindness等，以帮助学生更好地理解文本。
3.0 Teaching methods教法建议
3.1 Thematic teaching method主题教学法
3.2 Question and answer method问答法
3.3 Discussion method讨论法
4.0 教学辅助
blackboard and chalk, computer, projector
5.0 Teaching procedures 教学进程
5.1 Leading-in and warming-up 引入与激趣活动
5.1.1 Watch a video 整理文本
. To lead in the topic of this passage, let Ss watch a video clip of the dance show,
Thousand-handed Goddess. Then ask Ss questions like:
1. What do you think of the show?
2. The dancers are either deaf or dumb, what difficulties may they have in their
daily life?
5.1.2 Discussion
T presents more pictures about disabled people and Ss have a discussion about
the ways of helping the disabled.
5.2 Reading Practice 阅读训练
5.2.1 Pre-reading 读前导入
T asks Ss to look at the picture and give Ss some key expressions like: disabled,
can’t use, normal things, a friend of mine, help me out, a dog to cheer me up,
training, clever, change my life. Ask Ss to work in groups and make up a story
according to the given information.
5.2.2 While-reading 读中理解
5.2.2.1 Skimming
Ask Ss to skim the passage quickly and ask students to find out the main ideas
of different parts of the text.
Possible answers:
Part 1 Ben Smith thanks Miss Li for giving money to Animal Helpers.
Part 2 Ben’s friend talked to Animal helpers to get a dog to help Ben.
Part 3 Ben trained with Lucky at Animal Helpers. 整理文本
. Part 4 Ben thanks Miss Li again for changing his life.
5.2.2.2 Scanning Activity 2d
Encourage Ss to scan the passage and use the information in the letter to
answer the questions in 2d.
Answers to 2d:
Miss Li sent money to Animal Helpers.
Ben Smith is unable to move well.
Lucky can get things for disabled people.
Animal Helpers train animals like Lucky.
5.2.2.3 Activity 2c
5.2.2.3.1 T helps Ss to review parts of speech. And then ask Ss to read the
text carefully and finish 2c.
5.2.2.3.2 T encourages Ss to share their own sentences with the whole class.
5.2.3 Post-reading Activity 2e 读后提升
5.2.3.1 T can organize a group discussion and get Ss to discuss: 1. In what other ways
are dogs able to help people? 2. What other animals can we train to help
people?
5.2.3.2 Encourage Ss to share their ideas with the class.
5.3 New points interpretation 新知感悟（贴标签）
5.3.1 Discovering chunks 语块发现
Get Ss to read the text once again, and this time, Ss underline all the useful
chunks in it.
