1、Unit 10 If you go to the party, youll have a great time!Section B（2a-2e）阅读课 P.77Teaching and Learning Goals:一、语言知识1.词汇和常用表达:学会使用下列词汇和短语 : expert, keep to oneself, teenager, normal, certainly, wallet, mile, angry, understanding, careless, mistake, himself, careful, advise, solve, step, trust, experie
2、nce, in half, halfway2.重点句型If people have problem, they should get advice from an expert.Problems and worries are normal in life. Unless we talk to someone, well certainly feel worse. If I tell my parents, theyll be angry!二、语言功能：掌握含有 if 条件状语从句的主从复合句的用法，能用 if 引导的条件状语从句作出假设，并用 will 谈论结果，并给出恰当的建议。 三、学习
3、策略：指导学生掌握阅读技巧（skimming and scanning，预测阅读，思维导图阅读）。 四、文化知识：引导学生正视困难，学会与人沟通，寻求帮助，解决问题。Teaching and learning steps:Step 1 预习检测将下列词组翻译成英语 1) 有许多担忧 _2) 与某人交谈 _3) 害怕做某事 _4) 最终 _ 5) 生气 _ 6) 犯一些粗心的错误 _ 7) 分享我的问题 _ 8) 逃避问题 _ 9) 将分成两半 _将下列句子翻译成汉语。1）有时候他们在学业上出现问题。2) 在生活中，有困难和担忧是正常的事。_3) 如果不和别人谈一 谈，我们肯定会觉得更糟。 _4
4、) 罗伯特就一些寻常的问题向学生们提了建议。_Step 2 warming up and leading in 热身导入T: Do you have problems in your everyday life?S: Yes.T: What kinds of things do you worry about ?S: Im not good at math. I usually worry about it.T: What do you usually go to for help?S:I usually go to my math teacher for help. T: S:T: OK.
5、First, lets talk about some pictures. What problems do they have?He has problems with _.They have problems with _.Problems are normal in life. Do you know how to solve these problems?If I have problems, I should _.If I have problems, I should _.If I have problems, I should _.If I have problems, I sh
6、ould _.If I have problems, I should _.I think talking to someone helps a lot. Do you think so?设计意图 导入贴近学生的生活、简洁明了，能激发学生的学习热情。同时引入本课的核心词汇 problem。通过讨论，发散了学生的思维，激活学生了的背景知识，为后面的阅读活动做了充分的准备。Step 3Fasting-Reading Talking to someone about our problems helps us to solve them.Now look at the picture and thi
7、nk about the following questions: What are they doing? Can you predict the general idea of the passage?1. Read 2b fast and silently to find the general idea. （读取大意）（1） Prediction: 让学生关注 2b 中的图片，预测本篇文章的大意。(Tip: The picture can help you predict what you will read about. This helps us get ready to acqu
8、ire(获得) new information.) The main idea of the article is that _ A. if people have problems, they should get advice from an expert. B. if people have problems, they should talk to other people.C. if people have problems, they should try to keep them to themselves. C. How to eat a chicken sandwich?设计
9、意图 这个任务旨在调动学生阅读的积极性和主动性，让他们带着期待去阅读，并在阅读中不断修正自己的预测，这种交互性的阅读能 促进学生对文章内容的深刻理解。（2）Skim the passage and judge your prediction. (当你找寻大意时，每段的前三句 可以帮助你。)The main idea of the article is that _ A. if people have problems, they should get advice from an expert. B. if people have problems, they should talk to o
10、ther people.C. if people have problems, they should try to keep them to themselves. C. How to eat a chicken sandwich?设计意图 这个任务引导学生速读课文，训练学生的略读 技巧，旨在获取文章的大意。学生要回答这个问题，必须运用跳读的技巧捕捉有用的信息。这种任务设计帮助学生从整体上把握大意，激发中下水平学生学习英语的信心。Step 4 While-Reading （阅读短文，理解短文）T: Look at this girl. She is unhappy. Whats wrong
11、with her?S: Maybe she has problems. T: Do you want to help her?S: Yes.T: Lets read the passage carefully and find out the problems and their possible solutions.Reading strategy (阅读策略） :We can scan(寻读) the paragraph to find the key words（关键词）for the details. Give the students three tasks.Task 1: Read
12、 the first paragraph carefully and silently and finish the chart.What can students do about their problems?problemshave problems with _, _How to solve problems?1. the worst thing is _2. _ helps a lot.Task 2: Read the second paragraph carefully and finish the chart.At first1. _ for days 2. _ to tell
13、her parents.3. walked _ to school ProblemShe once _ her wallet.At last1. She _ her parents and they were _.2. They _ her a new _ and ask her to be more _LauraOpinionTalking to someone helps a lot.Task 3: Read the third paragraph carefully and finish the chart.opinionHe feels _ same _ _ Laura.Robert
14、HuntadvicesIt is best not _ _ _ _ our problems. We should always try _ _ them.设计意图 该步骤的目的是培养学生寻读的策略。寻读一般要求搜索一些特殊的细节信息。根据文章的特点， 在阅读中采用了分段阅读各个击破的方法。使用表格的形式一目了然，思维导图形象生动，帮助学生更好的理解课文，为下面的复述做准备。同时也极大的提高了学生的学习兴趣。 Step5 Post- reading1. 仿读录音（1）跟着录音读。 （2）自己模仿录音大声朗读。2. Retell the passage according to the mind
15、-map and outline in front of the class.talk to someoneworried for daysfelt much betterwhoFriends teachers parents expertsStudents these days often have a lot of _. Sometimes they have _ with their schoolwork, and sometimes with their friends. What can they do about this? Some people believe the wors
16、t thing is _ nothing. Laura Mills, a _ from London, agrees. “Problems and worries are _ in life,” says Laura. “But I think talking to someone _ a lot. _ we talk to someone，well _ feel worse.”Laura once lost her _, and for days. She was afraid _ her parents about it. She even walked three miles to sc
17、hool each day because she _ any money. She just kept _, “If I _ my parents, they _(be) angry!” In the end, she talked to her parents and they were really _. Her dad said he sometimes made _ mistakes himself. They got her a new wallet and asked her to be _. “I will always remember _ my problems in th
18、e future!” Laura says.Robot Hunt _ students about _ problems. He feels the same ways as Laura. “It is best not _ from our problems. We should always try _ them.” He thinks the first step is to find someone you trust to talk to. This person doesnt need to be an _ like himself. Students often forget t
19、hat their parents have more _ than them, and are always there_ them. In English, we say that sharing a problem _ like cutting it_. So youre_ to solve a problem just by _ to someone about it!3. Fill in the blanks with the phrases in the box. Students often have a lot of problems and worries. Laura Mi
20、lls thinks the worst thing is _. She thinks youll feel worse if you dont _ about your problems. Laura remembers that she once lost her wallet and was afraid to _ about it. Now she believes you cannot feel better _ to someone. She says she will always _ in the future. Robert Hunt agrees with Laura. H
21、e thinks you should not _ your problems, but you should try to solve them. If you cannot talk to an expert like Robert, you can _ with your parents because they have a lot of experience.答案：to do nothing talk to anyone tell her parents unless you talk share her problemsrun away from discuss your prob
22、lem设计意图 读后首先让学生跟着录音仿读和复述课文。课文复述采用了思维导图和课文提纲相结合的方式。思维导图简单明了，便于学生形象记忆。课文提纲能进一步巩固前面所学的知识，在复述的基础上让学生根据课文内容填空，进一步加深了对知识的理解，也能提升学生对知识的迁移运用能力。Step6 Survey 调查 （2e）1. What problems do you have with schoolwork? 2. Who do you talk to about these problems and why? 3. Who else can you get advice from? 4. Do you
23、always tell your parents about your problems? Why or why not? 5. Do you ever give advice to your friends about their problems? What advice do you give? Names Question 1 Question 2 Question 3 Question 4 Question 5操作提示 四人一组调查，一位学生负责采访，其他学生回答。将调查的结果记录在表格中，每组选择一位学生汇报调查结果。范例：In our group, we have differe
24、nt kinds of problems with our schoolwork. I think math is too difficult. thinks ./ has problems withI often talk to about these problems. But doesnt like to talk withI can get advice from But would like to get advice fromI always tell my parents about my problems. Because (much experience/knowledge/
25、 understanding)However, doesnt tell her/his parents, becauseI like to help my friends, so I often give advice about their problems. . (ask the teacher for help/take notes in class) never/seldom give gives advice to his/her friends. BecauseStep7 情感体验Now look at this girl again. She is very happy, bec
26、ause she is not afraid of problems with your help. So problems are not problems. The most important thing is how to solve them.Dont worry about your problems. Just enjoy them!Step8 Inquiry into knowledge by translation（翻译探究）1.【语境领悟】*Unless we talk to someone, well certainly feel worse. 如果我们不与人交谈, 我们
27、必定会感觉更糟。*You will be late unless you hurry up. 如果你不快点儿, 你将会迟到。*Well go hiking if it doesnt rain tomorrow. 如果明天不下雨, 我们将去远足。*Unless youve tasted it, you cant imagine how delicious the dishes are. 除非你亲自品尝它，否则你很难想象这道菜有多美味。【自主归纳】(1)unless 连词, 意为“_”, 用于引导_,相当于_.If 引导的条件状语从句，用_代替_ ，即主_从_. (2)unless 可与 if 引
28、导的否定条件从句进行同义句转换如：如果你不出示通行证，我就不让你进去。I _let you in_ you show me your pass.=I _ let you in_you _show me your pass.2.【语境领悟】*Robert Hunt advises students about common problems. 罗伯特亨特就一些常见问题给学生们提出了建议。*The doctor advised him to give up smoking. 医生建议他戒烟。*The doctor advised people to eat healthy food. 医生建议人们
29、吃健康食品。【自主归纳】advise 动词 , 意为 “劝告; 建议”, 常见用法如下: (1) advise sb. on/about sth. “ ”。 (2) advise sb. to do sth. “ ”。 3.【语境领悟】*Her dad said he sometimes made careless mistakes himself. 她爸爸说他自己有时也粗心犯错误。*He said he often made mistakes in grammar. 他说他经常在语法方面出错。*Lisa was so careless that she made many spelling
30、mistakes in her homework丽萨如此马虎，以至于在作业中犯了很多拼写错误。*I took your bag by mistake. 我错拿了你的包。【自主归纳】(1) make mistakes 意为“ ”, make mistakes in. . . 表示“ ”。(2) by mistake 设计意图 “翻译探究”的主要目的是变老师讲解语言知识为学生自学语言知识。学生使用“翻译探究”时可以和答案同时使用，帮助自学、探究、发现和归纳，也帮助教师实施“先学后教，以学定教”。Step 9 Test yourself 当堂检测. 用所给词的适当形式填空1. Whatever we
31、 do, we must be (care). 2. These days I always have lots of (worry). 3. Lucy is afraid (swim) in the pool. 4. We should share (problem) with others. 5. Tom made some (mistake) in the exam because of his carelessnessII. 汉译英。1. 问题和困惑时生活中的正常现象。Problems and _ are _ in life.2.如果我们不与别人交谈，我们一定会感觉更糟糕。_ we t
32、alk _ someone, well _ feel worse.3. 最好不要逃避我们的问题。It is best _ _ _ _ our problems.4. 在英语中，我们说分享问题就像把它砍掉一半。In English we say that _ a problem _ like cutting it _ _.5. 因此你只是通过和别人谈论，就已经解决了一半问题了。So you re _ to solving a problem _ _ _ someone about it.Step10 Homework 布置作业You have to do Read the text after
33、the tape and try to retell the text.You may do 完成助学 P118 当堂检测。( )设计意图 作业的布置是对整节课的一个总结。学生在了解文章的基础上，锻炼他们的思维能力、口头和书面表达能力Inquiry into knowledge by translation（翻译探究）答案1. (1)除非; 如果不. 条件状语从句 Ifnot 一般现在时；一般将来时；将 ，现(2)wont unless；wont if dont。2. （1）“同某人商量某事；就某事请教某人”(2)建议某人做某事” 3.（1）犯错; 出错; 在某方面出错; (2)错误地(不是故
34、意) 做某事当堂检测答案：I. 1. careful 2. worries 3. to swim 4. problems 5. mistakesII. 1.worries, normal 2.unless, to, certainly 3.to run away from 4. sharing, is, in half 5. halfway, by talking to教学反思这节 Unit10 Section B 的阅读课，主要采用读前、读中、读后的设计思路。遵循了“语境导入-语篇输入-阅读理解- 语言内化- 口语输出” 的过程。下面我从几个方面说一说这节课的亮点： 一、导入新颖，激活大脑。
35、导入通过谈论学生生活中的问题和解决方式， 激活学生的背景知识，帮助他们熟悉阅读的主题。为下面的阅读做好充分的准备。二、学习策略运用恰当阅读前先让学生读图预测，调动学生阅读的积极性和主动性。让他们带着期待去阅读，并在阅读中不断修正自己的预测。在阅读中注重阅读技巧（skimming 和 scanning）的训练，使学生形成有效的学习策略，提高阅读信息的能力。读后活动的设计，兼顾了课程标准要求的英语教学的工具性和人文性，引导学生通过采访感受英语的实用性。不足之处一节课难以充分表现我对英语教学的理解和感悟，我的课堂还存在着口语失误、操控失当、包办代替的现象，在今后的教学和感悟中我定会克服缺点，使自己的课堂教学日臻成熟！
