初中英语_Hometown Feelings教学设计学情分析教材分析课后反思
Unit 8 Hometown Feelings教学设计◆课标分析本节课的课型为阅读课，要求学生在阅读的过程中能借助关键信息对文本大意进行归纳或概述。
◆教材分析本单元话题本单元话题是居住的环境。
话题功能是能谈论你拥有的物品和周围的事物。
本单元Section B 部分的主题是周围环境的变化。
该部分不仅呈现了与家乡变化话题相关的词汇，还通过听说读写活动进一步巩固学生对目标语言——现在完成时的认识和理解，并要求学生能够围绕家乡变化话题进行口头和笔头语言输出。
◆学情分析由于学生是八年级的学生，已经掌握了大量的语言能力，对英语的分析能力也比七年级有了很大的提高。
但阅读技能的培养还不能放松，所以我们在教学的环节里面除了注重学生的语言知识的学习外，还为学生设置了不同的阅读微技能活动。
◆教学目标1. 能够通过阅读，在篇章中理解新词汇2.能够运用有效的阅读技巧阅读：Catching the key words to get the main idea;Guess the meaning of new words with the help of words they have learned;Make a mind map to talk about the structure.3.能够在阅读文本后增加文化积累，开阔视野，调动学生学习英语的积极性。
教学重、难点描述家乡或某个地方的历史变迁并利用目标语言进行输出。
教学步骤Step1. Lead-in1.Warm-up: play a video2.Lead in:Show the Greeting to the students and know more abouteach other. (Question& Answer)【设计意图】调动学生情绪，迅速提高学生学习的积极性，同时在交谈中渗透于本节课相关的知识，为接下来的阅读环节做铺垫。
Step2. While-reading1. Fast-readingRead the passage quickly and match the main idea.【设计意图】帮助学生掌握文章脉络，将文章分为三大部分：结构划分能够帮助学生理清文章脉络。
通过运用略读策略，提升学生的阅读能力。
通过略读，学生大致了解文章，抓住文章主线，为深入阅读做好铺垫。
2. Careful-reading1.Read Part 1 and answer the questions.【设计意图】通过回答问题，学生可以清晰地把握第一部分的文本信息。
引出本部分主人公的情感并引发思考，阅读后的追问，引发学生深度思考。
2.Read Part 2①Guess what has changed in the hometown.②Read quickly and circle what has changed.③Read again and finish the mind-map.④Retell the changes of Zhong Wei’s hometown【设计意图】培养学生结合语境大胆猜测文本信息的能力，同时激发学生继续阅读的兴趣。
通过回答问题理清钟伟家乡的变化。
3.Read Part 3 Fill in the mind-mapLet students read part 3 and show the answers【设计意图】借助思维导图复述钟伟的故事，既可以回顾本节课主要内容，又可以锻炼他们的口语表达能力。
4.Retell【设计意图】根据思维导图理清整个文章的思路，学生可以再次回顾整篇文章。
Step 3 Post-readingWriting The Old Time, we passed together...设计意图：通过引导学生发现家乡的变化，热爱家乡，并最终能落实到位家乡做贡献，从而开启学生的思维。
Step 4 Homework1.Share your writing with your classmates.2.Make a survey about the changes of your school.学情分析1、大部分学生通过Section A的学习，对词汇、基本句型有了一定的输入，学生已经掌握了一些基本的日常用语，基本能够用英语流畅的交流信息，但灵活应用能力还比较薄弱；部分学生由于基础、能力等方面因素，对Section A部分主要是讨论看过的书，内容较单一，要借助Section B的拓展延伸增加输入量，积少成多。
2、八年级学生因为他们的词汇量和阅读策略很少，不知道该怎样高效的完成阅读任务，针对这一问题，这节课要专门设计阅读策略的指导和运用，一步一步引导学生抽丝剥茧地理解这篇短文，提高学生的阅读能力。
效果分析在本节课的讲解过程中，我力求抓住本质所在进行总结，重在帮学生掌握和运用有效的阅读策略和技巧，提高阅读速度，进而提高学生阅读能力和学习质量。
学生们能够在阅读文本后增加了文化积累，开阔了视野，也调动了学生学习英语的积极性。
这节课为学生提供了足够的时间进行阅读、分析、思考和讨论，注重了教材内容的思想性、知识性和欣赏性，开阔了学生的视野，对学生的自主学习和终身发展具有重大的积极意义。
本节课教学效率高，课堂容量很大，学生思维活跃，从上课学生回答问题的情况来看，准确率高，犯错误的不多见，实现了在知识、能力、思想情操目标的达成。
教材分析一、教学内容本课是鲁教版八年级上册Hometown Feelings(Section B 2a ) ，本单元话题是居住的环境。
话题功能是能谈论你拥有的物品和周围的事物。
本单元Section B 部分的主题是周围环境的变化。
该部分不仅呈现了与家乡变化话题相关的词汇，还通过听说读写活动进一步巩固学生对目标语言——现在完成时的认识和理解，并要求学生能够围绕家乡情话题进行口头和笔头语言输出。
二、教学目标1.能够通过阅读，在篇章中理解新词汇2.能够运用有效的阅读技巧阅读：Catching the key words to get the main idea.Guess the meaning of new words with the help of words they have learned.Make a mind map to talk about the structure.3.能够在阅读文本后增加文化积累，开阔视野，调动学生学习英语的积极性。
三、教学重、难点描述家乡或某个地方的历史变迁并利用目标语言进行输出。
Hometown feelings评测练习ⅠFast reading Read the whole passage quickly and match the main ideas.Paragraph 1 Some great changes in the hometowns.Paragraph 2Some things never change, like many soft and sweet memories. Paragraph 3Some people leave hometowns and only go back once or twice a year.Paragraph 4ⅡCareful reading Part 1 Read and answer the questions1．Why does Zhong Wei leave his countryside?——————————————————————————2. Where does he work?——————————————————————————3. When did he go back last time?——————————————————————————4. Why didn't he go back to his hometown?——————————————————————————5.How about his feelings?———————————————————————————ⅢCareful reading Part 2 Read and fill in the blanks.Buildings&schoolsEducationIV Careful reading Part 3 Fill in the mindm apV Writing The Old Time, we passed together...教学反思一、本节课成功之处：1、大部分的同学课上都很积极活跃，参与度很高。
2、课堂流程很顺畅，衔接自然，完成了所有的教学设计的内容；3、在教学过程中，对阅读策略进行了详细的指导，并教会学生利用教学策略来完成不同的教学任务，效果很好，提高了学生的阅读能力。
4、课堂教学始终贯穿以学生为主体，教师为主导的新课程理念。
在老师的指导和感染下，学生处于相对自然地状态，他们不断地习得并使用语言，全班同学积极合作，认真讨论，动脑，动口、动手，真正体现了新课程使学生在合作中提升语言思维能力的理念，较有效的完成了本堂课的教学任务。
二、不足：1、对学生合作学习指导不够，互学效果欠佳。
2, 时间分配不是很合理，前边导入练习的时间有些过长，后边的练习不够充分。
课程标准英语新课程标准指出，基础教育阶段英语课程的总目标是培养学生的综合语言运用能力。
而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。
根据总目标，结合本课教学内容及学生实际，我确定这节课的教学目标为：1.能够通过阅读，在篇章中理解新词汇2.能够运用有效的阅读技巧阅读：Catching the key words to get the main idea.Guess the meaning of new words with the help of words they have learned.Make a mind map to talk about the structure.3.能够在阅读文本后增加文化积累，开阔视野，调动学生学习英语的积极性。
初中英语人教版八年级下册hometown-feelings
A mind map
Students can freely express their opinions andthoughts in
English
学习能力
Toimprove reading ability.
To use the language pointslearned in thepassபைடு நூலகம்ge。
教学过程
课堂活动
教学难点
To learn the grammar words and structures to talk aboutsimilartopics.
教学目标
文化品格
To understand thefeelingsofhometown.
思维品质
Analysis、summarize、judgment
语言能力
How often does he go home?
Task3。Groupwork：Asking students to scan Para2&Para3and answer questions。
Task4。Scan Para4 and find outthe right answers。
Step 3 Post-reading
初中英语阅读课教学设计
教师
Zhao Li
授课班级
8。3
学生人数
56
课型
Reading
教学媒体
CAI
授课时间
课题
Hometown feelings
学情分析
The students may have their own memories but they may not have thehometownfeelings。So it’s a little difficult for the students to understand hometown feelings。
人教版八年级英语下册Unit10SectionBHometownFeelings优秀教学案例
在导入新课后，我会开始讲授新知识。我会用生动的语言和丰富的教学资源，为学生介绍本节课的主要词汇和句型，如“hometown”、“feeling”、“changes”等。同时，我会通过例句和练习，让学生掌握现在进行时态的运用。在教学过程中，我会注意引导学生主动参与，鼓励他们积极提问，保证他们对新知识的掌握。
作为一名特级教师，我深知教学目标的重要性，只有明确了教学目标，才能有针对性地进行教学设计，确保教学过程的有效性。在教学实践中，我将根据学生的实际情况，灵活调整教学目标，确保每个学生都能在课堂上得到有效的学习。同时，我也会注重教学目标的达成情况，通过课堂观察、作业批改等方式，及时了解学生的学习进度，为下一步的教学提供有力保障。
（五）作业小结
在课堂的最后，我会布置一份与本节课内容相关的作业，让学生结合所学知识，撰写一篇关于自己家乡的短文。这样既能检验学生对知识的掌握程度，也能锻炼他们的写作能力。同时，我还会提醒学生在课后进行复习，巩固所学知识。
作为一名特级教师，我深知教学内容与过程的重要性。在教学实践中，我会根据学生的实际情况，灵活调整教学内容与过程，确保每个学生都能在课堂上得到有效的学习。同时，我也会注重教学内容的拓展与延伸，激发学生的学习兴趣，提高他们的综合素质。
3.小组合作：组织学生进行小组讨论和合作活动，让他们在真实的语言环境中运用所学知识。小组合作既能培养学生的团队合作精神，又能提高他们的口语表达能力和跨文化交际意识。
4.反思与评价：教师组织学生进行自我反思和评价，帮助他们找出自己的不足之处，并制定相应的改进措施。这种反思与评价的教学策略能够培养学生的自主学习能力，提高他们的自我认识和自我调节能力。
五、案例亮点
1.情境创设：通过播放家乡风景的视频，引导学生直观地感受家乡的美，激发学生的学习兴趣和情感共鸣，增强他们对家乡的热爱之情。这种情境创设不仅有助于学生更好地理解和记忆课程内容，还能培养他们的审美能力和情感表达能力。
全国初中八年级英语优课大赛一等奖《Hometown Feelings》完美版教学设计
附件4基于思维能力发展的历史与社会话题阅读课学校：姓名：教材版本：人教版新目标教学年级：八年级课题名称：基于思维能力发展的历史与社会话题阅读课授课时间：2022年1月19日课型：阅读课（一）学情分析：学生掌握了七年级和八年级上册的内容，具有一定的词汇基础，能运用略读和精读策略读懂小短文，能用简单的语言描述自己或他人的经历，能发表简单的意见。
能尝试通过阅读和视听材料中提取信息，扩展知识。
能在学习中互相合作探讨。
但学生尚未接触完成时，故对时态的认识是模糊的。
（二）教材分析：Hometown Feelings这篇文章取材与人教新目标八年级下册Unit 10 I’ve had this bike for three years。
文章以外来务工人员为例，通过主人公钟伟对家乡变化与回忆的描述，表达了人们对家乡时时刻刻的关注与深深的眷恋，向读者传达思乡爱乡之情。
（三）教学目标1. 语言能力：学生能掌握among, search for, return, according to, change, development, opposite等单词，并能用于真实的语境中。
2. 思维品质：客观分析语篇内家乡的变与不变之间的内在关联，明确作者意图和情感，推断语篇的内在逻辑关系，从而带着逻辑性思维与批判性思维思考hometown feelings这个话题。
3. 文化品格：学生通过阅读了解城乡生活的变迁，培养学生对家乡的热爱之情。
4. 学习能力：学生能利用略读、精度等多种阅读策略有效阅读文本。
（四）教学重难点1. 教学重点：结合历史与社会背景，运用略读和精读把握文章主旨、内容和情感。
2. 教学难点：运用development、change、shame等新词汇表述家乡的变化和情感。
（五）教学策略：语篇阅读法、图式阅读法（六）教学媒体运用：黑板、电脑、PPT、视频、卡纸（七）教学过程1. 教学过程思维导图2. 教学过程（八）课堂实录Pre-readingStep 1. Look at the pictures and get the meaning of the topicT: Welcome to our English class today. Today I want to share my hometown feelings with you. Home sweet home. Home brings us happiness, so does our hometown. When we are not in our hometown, we may miss our hometown. Sometimes we feel homesick. Read after me. Hometown.Homesick.Ss:Hometown. Homesick.S tep 2. Listen to a story of the teacher’s hometown feelings and do a survey about students’ hometown.T: When I studied in a university in Chongqing. I was homesick. I missed my family,friends, and delicious food in Dongguan, and even the weather in Dongguan. I always told my mom I wanted to go back home. So I feel lucky to live in my hometown now. I want to do a little survey. Do you live in your hometown now? If you do, put up your hands.Ss( Some Students put up their hands)T:Let me count, one, two, three…, well, 13 of us in the hometown, but 33 students don’t live in the hometown. I want to know something more about your hometown. XXX, where is your hometown? How often do you go back to your hometown? Are you happy in your hometown? Ss: My hometown is…/Once/Twice a year/Yes.Step 3. Learn some new words from the stories about the Beijing drifters and Shenzhen drifters.T：People are happy in their hometown. But many people still leave their hometown. Look at the pictures, who are they?Ss:Dengchao and Fan Bingbing.T: Dengchao and Fan Bingbing are Beijing Drifters. Many years ago, they left their hometown and began to act in movies in Beijing. Now they’re famous actors. Kou Shishu is a Shenzhen drifter.20 years ago, he took 50 yuan to Shenzhen and now he is a boss of 7 factories.Step 4. Brain storm why people leave their hometowns.T: Now let’s think about it. Why do people l eave their hometowns? Discuss this question with your group members. From these drifters’ stories, what can you get?Ss:Because they want to have a better life/make more money/make their dream come true…While-readingStep 1. Skim the passage and find out the hero and the main idea of the passage.T:We have learned Dengchao’s story.Now let’s meet a new friend and learn his story. Let’s read the passage on P78 and find out “Who is the hero of the passage”, “What’s the passage mainly about? You’ll have two minutes. Now time’s up. Who wants to tell me who is the hero of the passage? XXX, pleaseS1: Zhong Wei.T: You did a good job. What’s the main idea of the passage? How about XXX?S2: The changes and his feelings of his hometown.S tep 2. Scan the passage and complete the mind map of Zhong Wei’s story.T: You can read the passage very quickly. Can you read the passage very carefully? Let’s read it again and complete the mind map of Zhong Wei’s story. Go ahead! You’ll have 5 minutes to do it. Have you finished. Let’s complete the mind map together. Who wants to be the first one to complete the mind map. XXX, please. Where does Zhong Wei live now?S1：WenzhouT: XXX, how long has he lived there?S2: 13 yearsT: Why does he leave his hometown?S3: To search for work.T；How often does he return to his hometown?S4: At least once a year.T: What changes may his hometown have?S5：Large hospital, new roads, new schools, teachers from the cities.T: What are his sweet memories of his hometown?S6: Children played together under the big tree.Step 3. Complete the summary of Zhong Wei’s story.T: Wow, you draw a mind map of Zhong Wei’s story. Very good. Why don’t we complete the summary of his story? Let’s have a try. You’’ll have four minutes to do it. Time’s up. Let’s finish the summary together. Many Chinese people…S:cities, hometown…T；L et’s read the summary again.S: Many Chinese people…Post-readingStep 1. Group discussion: If you are Zhong Wei, do you like the changes in your hometown? Why?T；As we can see, Zhong Wei thinks the changes in his hometown are good. What’s your idear? If you are Zhong Wei, do you like the changes in your hometown? Why? Discuss it with your group members.S s:…T: Who wants to share your idea with us?Ss: I like the changes because it makes our life better and better. /I don’t like the changes because it has broken our memories…S tep 2. Look at the picture and find out “What’s the symbol of Zhong Wei’s hometown?”T: We know something may change in our hometown. But something never changes in our hometown. Look at the picture and find out “What’s the symbol of Zhong Wei’s hometown?”Ss: The tree.S tep 3. Look at the pictures and watch a video, understand people’s love for their hometown. T: The tree means soft and sweet memories for Zhong Wei. Hometown so important for us that many people try their best to return home, especially on Spring Festival. Let’s watch about a video about how people return home.Ss( Watch the video and learn the love and importance of hometown)S tep 4. Group work: Look at the pictures and draw a mind map of your group’s hometown feelings.T: When people get home, they may find something has changed. Let’s look at the pictures. These are pictures about Changsha in 1990s, and these are Changsha in 2018...(Look at pictures about Chanagsha, Wuhan and Dongguan) Do you like the changes of Dongguan?Ss: Yes, /No…T: What do you think of Dongguan now? What do you think of your hometown now? Let’s share our hometown feelings with our group members. Let’s take out the paper and draw a mind map of our group’s hometown feelings. Go ahead. Discuss these questions with your classmates. You will have 10 minutes to do it.Ss (Discuss in a group and draw a mind map together)T: Hurry up. After finishing the mind map,every group put their mind maps on the blackboard and share your group’s idea with us.Ss:(Put up the mind map on the blackboard)T: Give big hands to yourselves. You did great! Which one is the best.S s:…T: Let’s invite them to make a report.Ss(Three groups make a report)T: East or west, home is the best. No matter what happened to our hometown, we still love our home.Step 5. Write a passage: My Beloved Hometown（九）板书设计（十）教学反思本节课以生动形象的图形开头，加以教师个人经历和社会热点，引起学生对家乡的情感共鸣，引导学生代入情境进行阅读。
初中英语_FullMoon,FullFeelings教学设计学情分析教材分析课后反思
教学设计根据教学的实际和学生情况，文本的语言内容不是学习的难点，教师应鼓励学生基于文本读懂文意，把握文章结构，然后在跳出文本解读故事背后的真正的文化内涵，同时指导学生在阅读过程中了解并运用相关的学习策略。
通过本课，学生能够（1）理解并会运用单词 admire, goddess, steal, lay out, dessert.（2）通过故事发展顺序找出关键词。
（3）通过关键词与他人合作讲述故事，并正确使用一般过去时。
（4）了解文本故事的起源和节日习俗。
（5）熟悉阅读策略，如扫读、寻读、找关键词、把握大意、了解细节。
并能将此类阅读策略运用到课外阅读中，迅速把握文章结构。
准确找到细节信息。
（6）能将文本的写作思路运用到类似文章的写作中。
本课是一节阅读课，英语阅读课作为语言技能的重要组成部分，是语言输入的主要环节之一，在英语教学中占有重要地位。
长期以来，我们对阅读教学，往往重知识点的分析而轻语篇的整体理解，重阅读的结果而轻过程的指导，重文本信息的捕捉而轻文化背景的渗透，重老师的主导作用而轻学生的主体地位。
事实上，英语教师在教授语言知识的同时，要充分利用文化渗透策略，帮助学生得体准确地交流，以文化的包容、尊重等品质赢得自信和平等。
本节课旨在基于阅读教学培养学生的综合语言运用能力，帮助学生形成开放包容的品格，发展其文化交流的意识与能力，促进其思维发展。
精心设置了一下环节：Step1:用一首《Moonlight Shadows》引起学生对有关月亮问题的思考如：When the moon is full?How do people celebrate the Mid-Autumn Festival? Do you know any stories about the Mid-Autumn Festival?Step2:速读文章，回答两个问题。
初步感知文章。
并培养学生使用扫读，跳读的阅读策略。
Step3:细读文章，完成三个任务。
初中英语_Full moon, full feeling教学设计学情分析教材分析课后反思
五四制初三下Unit 5I think that mooncakes are delicious!Section A (3a-3c)一、Learning Objectives:通过本节课的学习，同学们将能：1.在语境中理解和运用steal, dessert, lay out, admire, tradition.2.借助于略读、寻读、细读和思维导图等方式，读懂嫦娥奔月的故事。
3.感知和体会that引导的宾语从句的用法。
4.加深对中秋节传统习俗的认识，并了解国内外其他传统节日的由来。
二、Learning proceduresStep 1: Free talk教师从“What’s the date today?”开始发问，并自然过渡到festival这个话题。
教师询问学生How many festivals do you know?让学生头脑风暴各种节日，为接下来的导入部分做好铺垫。
引入话题:教师告知学生对中国人来说，有些节日是特殊的，因为是传统节日，并提问学生：What traditional festivals do you know? 学生的回答多种多样，教师肯定学生的回答，并在幻灯片上呈现春节、元宵节、清明节、端午节和中秋节的照片，同时与学生展开以下对话，自然地将话题聚焦到了中秋节：T: How do they come from?Ss: ...T: Well, among these festivals ,which one do you like best?Ss: ...T: I like the Mid-Autumn Festival, do you know why?Ss: …T: I like eating sweet foods and the mooncake is a kind of dessert. On this day, I can enjoy the mooncakes.引出新单词dessert,让学生猜测词义，并领读两遍。
英语人教版八年级下册Unit10-Hometown-Feelings教学设计
英语人教版八年级下册U n i t10-H o m e t o w n-F e e l i n g s教学设计 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUnit10 SectionB (2a-2d)Hometown Feelings杭州市采荷实验学校初二英语陈蓓蓓I. Analysis of teaching materialThe topic is about hometown. And such a topic is so related to our daily life that it’s easy to arouse students’ learning interests. In accordance with the teaching material and the new syllabus of English, I designed the following objectives:II. Teaching objectives1.Knowledge objectives：Ss can master the important words and expressions, such as nowadays, search for, among and so on.2. The ability objectives:Ss can make predictions by using what they have already known, the title and the pictures in the passage.3. The moral objectivesSs will experience the happiness of learning English through group work and share their hometown feelings.III. Teaching key points and difficult pointsThey are to let the students learn to predict the text using the previous knowledge and answering questions before reading.IV. Analysis of the studentsStudents in Grade 8 have learned English for some years. And they can communicate with others in English, using the simple words and expressions.V. Teaching approaches and learning ways1. Teaching approaches:I will adopt task-based language teaching approach, situation teaching approach and audio-visual teaching approach.2. Learning ways:Cooperation and self –studying will be taken.2VI. Teaching procedures32.Does Mr. Zhong want to visit his hometown? 2.引发思考，为下文做铺垫。
初中英语_Hometown Feelings教学设计学情分析教材分析课后反思
教学设计(Hometown Feelings)〖教材课题〗八年级上册〖教学目标〗●知识目标1、识记本课中涉及到的重要词汇search、crayon等。
2、了解本篇文章的基本脉络。
3、掌握运用现在完成时复述课文。
●能力目标1、通过找出四个段落的关键动词，简单了解每段的话题，进一步掌握运用快读策略的能力。
2、学会利用表格、问题与图表的提示，获取文章的重要信息。
3、能够设计思维导图，并根据思维导图介绍家乡特色与家乡变迁。
●情感态度目标1、以钟伟为典型，了解家乡的历史变迁。
2、在小组活动中积极与他人合作，相互帮助，共同完成学习任务。
3、培养学生关爱家乡、保护家乡、建设家乡的美好情怀。
〖教学重难点〗●教学重点1、通过找关键词了解文章段落大意。
2、通过对文章细节的理解，总结家乡变迁方面的信息。
●教学难点绘制思维导图，并根据其复述文章。
〖教学方法〗多媒体教学及任务教学〖教学过程〗Step1. Greetings lead-in (pre-reading)课堂伊始,通过一个小调查师生展开对话，然后学生欣赏余光中先生的英文诗“Homesick”，并提问异地学生“How do you feel about the poem?”。
设计意图：欣赏余老的“Homesick”，并通过提问，激起学生的乡愁，把其带入文本的情景中去。
Step 2. Lead-in (pre-reading)Play video as lead-in.设计意图：播放视频作为导入，让学生感知背井离乡的复杂情感，抛出两个问题，学生小组讨论，教师不多做评价。
1.Why do millions of Chinese leave the countryside every year ?2.How often do you think these people visit their hometowns?Step3. While-reading1.Ss read the whole passage quickly, use a key verb in each paragraph.Para.1:设计意图:引导学生用快读策略，抓住每段的关键词，并了解整篇文章篇章布局。
初中英语_Hometown Feelings教学设计学情分析教材分析课后反思
Unit 8 Hometown Feelings教学设计◆课标分析本节课的课型为阅读课，要求学生在阅读的过程中能借助关键信息对文本大意进行归纳或概述。
◆教材分析本单元话题本单元话题是居住的环境。
话题功能是能谈论你拥有的物品和周围的事物。
本单元Section B 部分的主题是周围环境的变化。
该部分不仅呈现了与家乡变化话题相关的词汇，还通过听说读写活动进一步巩固学生对目标语言——现在完成时的认识和理解，并要求学生能够围绕家乡变化话题进行口头和笔头语言输出。
◆学情分析由于学生是八年级的学生，已经掌握了大量的语言能力，对英语的分析能力也比七年级有了很大的提高。
但阅读技能的培养还不能放松，所以我们在教学的环节里面除了注重学生的语言知识的学习外，还为学生设置了不同的阅读微技能活动。
◆教学目标1. 能够通过阅读，在篇章中理解新词汇2.能够运用有效的阅读技巧阅读：Catching the key words to get the main idea;Guess the meaning of new words with the help of words they have learned;Make a mind map to talk about the structure.3.能够在阅读文本后增加文化积累，开阔视野，调动学生学习英语的积极性。
教学重、难点描述家乡或某个地方的历史变迁并利用目标语言进行输出。
教学步骤Step1. Lead-in1.Warm-up: play a video2.Lead in:Show the Greeting to the students and know more abouteach other. (Question& Answer)【设计意图】调动学生情绪，迅速提高学生学习的积极性，同时在交谈中渗透于本节课相关的知识，为接下来的阅读环节做铺垫。
Step2. While-reading1. Fast-readingRead the passage quickly and match the main idea.【设计意图】帮助学生掌握文章脉络，将文章分为三大部分：结构划分能够帮助学生理清文章脉络。
英语人教版八年级下册Hometown feelings 教学设计
2.Correct the answers.
3. Listen.
跳读课文，认识阅读策略
Fast Reading
1.Show the task. Give the instruction. Give help if they need.
Never change
Old tree
Happy childhood
Left memories
The symbol
Play together
八、总结和帮助（反思及改进）
Is our hometown in the city？
Why most of the people in hometown go to the cities every year？Even though they go to cities or live in cities，they sometimes come back，right？This is called Hometown Feelings.
七、板书设计
Hometown
Feelings
Facts
Search for work
A shame
No time to visit
Change
Development
Hospital
Regard with interest
Good
Can’t stay the same
Roads
Schools
Teachers from cities
教学内容
Unit10I've had this bike for three years.
初中英语《Unit10 SectionB reading Hometown feelings》优质课教案、教学设计
一、学习目标教学设计八年级下册Unit 10 Section B(2a-2d) Reading Hometown Feelings1.能利用已掌握的背景知识，对将要阅读的内容进行预测。
2.通过阅读，找出钟伟的个人信息、家乡的变化、不变的记忆。
理解体会离乡人对家乡的感情。
并表达自己的家乡情。
3.能在阅读中借助语境猜测词汇的含义。
4.能运用现在完成时谈论家乡的变化。
二、教学重点通过阅读，理解体会离乡人思乡的情感。
三、教学难点能运用现在完成时谈论家乡的变化。
四、学生准备（小组竞争）1.Raise your hands as quickly as you can, if you know the answer.2.Your group will get one point, if your answer is correct.3.You’re the winner, if your group gets the highest score.五、教学过程设计Step 1 Warming-up1.Watch a digital story about migrant workers while enjoying the music“Take me home ,country road.”2.After watching the story ,you'll have to answer three questionsQ1. Why do millions of Chinese leave the countryside every year?Q2. How often do you think these people visit their hometowns?Q3. What new buildings does the government usually build in towns and villages?（伴随着歌声观看农民工生活基本状况的数字故事，不仅放松学生心情，将学生的注意力迅速转移到课堂，而且暗示本课主题。