課題
Unit4 Why dn't yu talk t yur parents？ Sectin B 2a-2e
單元
Unit 4
學科
English
年級
核心素養(yǎng)教學目標
Language ability（語言能力）:
①Learn t lk fr sme detailed infrmatin in the passage.
②Learn hw t guess the meaning f a wrd frm the cntext.
③Think abut hw t balance wrk and relaxatin.
Learning ability（學習能力）:
①Master new wrds and phrases.
②Extract sme detailed infrmatin frm the passage.
Thinking ability（思維品質(zhì)）:
①Learn hw t guess the meaning f a wrd frm the cntext.
②Think abut hw t balance wrk and relaxatin.
Cultural awareness（文化意識）:
This sectin f the reading tpic revlves arund the learning status and pressure f students. While stating general facts, different viewpints are presented, alng with strng supprting evidence. Presented students with a cmprehensive way f expressing themselves in argumentative essays. Simultaneusly educating students t apprach prblems frm multiple perspectives.
教學重點
New wrds and expressins.
教學難點
Train the methd f guessing wrd meanings in reading.
教學方法
Explanatin Reading skills Translatin Frms Structures
教學準備
Teacher preparatin：Vides and pictures；Exercise;
Student preparatin：Schl supplies
教學過程Teaching prcess
教學環(huán)節(jié)
Steps
教師活動
Teacher’s Activities
學生活動
Students’ Activities
設計意圖
Design purpse
導入新課
Leading in
Greeting each ther.
Lead students t talk abut the pressure in daily life and help them translate int Chinese.
Lead students t list sme way t relax n the blackbard.
Greeting
Free talk and learn sme expressins.
T intrduce tpic.
講授新課
Teaching the new lessn
閱讀訓練(Reading)
Befre reading
Get students t read the phrases n the textbk and try t translate int Chinese.
Get students t read them and Check the after-schl activities they usually d.
T shw a shrt film,students enjy and try t answer the questins n the blackbard.
Check the answers tgether and try t cmpare with their life.
Fast reading
T shw sme questins n the blackbard and get students read and find the answers.
Check the answers tgether and mark sme relative sentences and persn’s names.
Lead students t skim the passage,number the paragraph and try t match the main ideas f them.
Check the answers tgether.
Detail reading
Shw sme questins n the blackbard fr students t read the first paragraph quickly and find the answers.
Give sme reading tips befre finish the task.
Explain this paragraph in detail and try t answer the questins.
T shw a simple frm abut the secnd paragraph fr students t read and fill in the blanks.
Explain in detail and check the answers tgether.
T list three key sentences f the third paragraph n the blackbard and get students t read and fill in the missing wrds.
Read and translate tgether,check the answers.
Lead students t read the last paragraph and find ut the pinin f the persn and sme sentences supprt.
Pst reading
Get students t read the whle passage again and try t find the wrds in bld.
Find the meanings f them in 2c and check the answers tgether.
T chse several students read the questins in 2d and try t answer by using their wn wrds.
小結(jié)及練習(Summary and practice)
Lead students t discuss in grups accrding t the questins in 2e.
Shw a mind map n the blackbard t review and try t retell the passage.
T shw a shrt passage fr students t fill in sme key wrds.
Check the answers tgether.
Enjy and learn sme phrases.
Skim fr catch centre sentences in each paragraph.
T learn sme wrds and expressins.
Read in detail and finish the tasks f each part,get the main idea f the passage.
Learn sme difficult wrds and finish sme questins.
Discuss and finish sme exercise.
Language preparatin.
Practice reading skill-skimming.
Teach wrds and phrase and get students catch imprtant infrmatin.
Learn and practice.
Summary and practice.
課堂小結(jié)
本課圍繞學習壓力這一話題展開了討論，幫助學生梳理了議論文的簡單論證方法，同時對比了不同觀點所支撐的依據(jù)，教育學生從全方位判定一個問題，并積極平衡學習與其他活動之間的關系，減輕壓力。
板書設計
Unit4 Why dn't yu talk t yur parents？
課后作業(yè)
1. Read the article again after schl.
2. Write a shrt passage abut yur pinin abut after-schl activities.
課后反思
Advantages（亮點）：閱讀任務的設置上遵循議論文寫作的基本元素，并指導學生通過推測、猜測等方式理解文章大意。
2.Disadvantages（不足）：由于課文內(nèi)容冗長，在有限的時間內(nèi)完成閱讀，掌握大意并完成習題，任務量較大，課堂時間相對緊湊。
3.Teaching Advice（教學建議）：可多利用分組的形式完成任務，讓學生之間多交流閱讀技巧，同時依據(jù)課堂進度精簡活動量。

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