英语教学设计示例Word格式文档下载.docx
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英语教学设计示例Word格式文档下载.docx
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1、知识目标:
掌握谈论问题和给出建议需要用到的重点词汇及句型。
词汇:
replypleasure
词组:
thetopstudentlaughatshareyourproblemswithher
paynoattentiontobeproudofreplyto
句型:
I’mafraidshedoesn’twanttowritetomeanymore.
I’msurethat’snottrue.
Whydon’tyousendane-cardtoherandletherknowyoumissherverymuch?
Mypleasure.
2、能力目标:
听:
Toextractinformationfromaconversation
说:
Totalkaboutpersonalproblemsandgiveadvice
读:
Toextractinformationfromastudentprofile
写:
Towritenotesaboutastudentprofileandwritearecord
3、情感、态度价值观目标:
通过本课的学习,使学生能有机会在学习英语的同时,提出自己在学习、生活中所面临的困惑和问题;
在师生间,学生间相互倾诉的同时,加深彼此的了解,增进感情,并互相给出合理的建议解决问题或缓解这些问题带来的不良情绪。
【教学重点】 通过学习,正确恰当地使用本课的词汇、句型谈论青少年遇到的问题及解决方式,在情境中操练语言。
【教学难点】 通过讨论交流,让学生在真实的语境中运用语言,并能真正地进行情感交流,互帮互助,解决问题;
同时了解作为一名青少年问题专家的工作流程和工作方式,模拟专家进行案例处理。
【教学过程】
Step1:
Leadin
T:
Howareyoutoday,boysandgirls?
S(s):
①Iamfine,thankyou.
②Iamnotverywell.
Ifstudentsallfeelwell,theteacherwillsay“That’sgood,weallfeelwelltoday.But,doyouthinkwewillneverhaveproblems,wecanbealwayswellinourlives?
(S:
No.)No,that’simpossible.Wemayhavedifferentproblemssometimes.”
Ifthereisastudentfeelsnotwell,theteacherwillsay“Oh,Iamsosorrytohearthat.What’swrongwithyou?
Doyouneedtogotothehospital?
Takecare,mypoorchild.”
Whenwehaveproblemswithyourbody,weneedtoseethedoctor.Whatifwehaveproblemswithourfriendsorfamilymembers?
Whocanyouaskforhelp?
(Possibleanswers)friends\teachers\parents\Mrs.Rainbow(学生以前学到过的色彩疗法专家)andsoon.
Yes,verygood,youhavedifferentgoodideas.Now,Todayletmeintroduceonemorepersontoyou—SigmundFriend.YoumayalsoaskSigmundFriendforhelp.Heisayouthworker.
(设计意图:
通过日常问候自然引出我们生活中总有这样那样的问题,身体出毛病是需要看医生,思想上有疑难问题时可以找朋友,老师家长等求助。
并借此过渡到对青少年问题专家SigmundFriend的介绍。
)
Step2:
Presentation
Activity1:
HowdoesSigmundFriendwork?
Studentsmaygivedifferentanswers,theteacherorganizestheirideasandpresentsthemontheblackboard:
HowdoesSigmundFriendwork?
Findpeople’sproblems
↓
Takenotes
Giveadvice
Writereports
介绍青少年问题专家SigmundFriend的大致工作流程,使学生对他的工作方式有一个整体的了解和初步的认识。
Activity2:
Lastweekend,SuewenttoaskSigmundFriendforhelp.
Whatproblemsdidshehave?
Let’slookatherprofilefirst.(shownonthecomputer)
Whatdoesshesayintheprofile?
①
Askstudentstoreadittogether.
②
AskstudentstofindinformationaboutSuefromtheprofile.
T:
Whatinformationcanyougetfromtheprofile?
S(s):
Sheisa9thgradestudent.
Sheisclever.ShelovesEnglish,MathsandScience.
Shestudieshardandalwaysdoeswellinexams.
Sheisthetopstudentinherclass.
Sheisn’tverygoodatsport.
Shecannotrunfastandshehatesswimming.
(Praisestudentswhocanfindinformationbetweenlines.)
Eg:
Sueisagoodstudentbutsheisweakinsports.
Goodstudentsalsohavetheirownproblems.
SheissmartthatshegoestoSigmundwhenshehasproblems.
…
以初三学生SueWang寻求Sigmund帮助的案例,引导学生具体深入了解Sigmund的工作。
首先通过阅读Sue的简介,指导学生获取相关信息,以开放性问题的方式提问,让学生自己去发现关于Sue的信息,对于不局限于字面能通过字里行间挖掘出信息的学生给与大大地鼓励和表扬,培养学生主动思维,观察的能力。
Activity3:
AskstudentstohelpSigmundtakenotes.FillintheblankswiththeinformationwecangetfromtheProfile.Therearestillsomeblanksthatwecannotfindtheanswersfromtheprofile.
DoyouthinkwehavegotenoughinformationaboutSue?
S:
No.
Don’tworry.IhavegottherecordofSueandSigmund’sconversation.Let’slistentothetapeandfindtheinformationweneed.
让学生完成书上的填空练习,找出哪些空格由于信息的缺乏还不能填完,自然过渡到下一步,听Sue和Sigmund的谈话。
Step3:
Listeningandwriting
Tellstudentstoreadcarefullywhattheyhavewritten,andpayattentiontothegapstheyhavenotyetbeenabletofill.Playtherecordingforstudentstocatchtheinformationtheyneed.(Playtherecordingagainifnecessary.)
Askstudentstoreadoneanswereach.Checkformistakesandmispronunciation.
通过听对话来获取更多相关的信息,训练学生的听力。
ThatisSigmund’snotesaboutSue.WhatwillSigmunddonext?
Giveadviceandwriteareport.
IwonderwhatSigmundtoldSuetodo.Wherecanwefindhisadvice?
Inhisreport.
Let’slookathisreport.Openyourbooksandturntopage55.Oh,therearesomewordsmissinginthereport.Let’shelpSigmundcompletethereportfirst.
Givestudents2minutestofillintheblanks.
Checkoneanswereachbyaskingonestudenttoreadit.
③
AskstudentstoreadthereporttogetherandfindSigmund’ssuggestionsforSue.
④
Askstudentstoretellhissuggestions.
Tryherbestandenjoytheexercise.
Nottopayanyattentiontothestudentswholaughather.
DoSigmund’ssuggestionswork?
IsSuebetternow?
Canyoufindtheanswerinthereport?
Yes,Sueisbetter.Wecanfinditinthereport.
Sueseemsmuchhappierthanbefore.
ShecantalktoherbestfriendBettywhenshefeelssadandshareherproblemswithher.
Sheisproudofherschoolwork.
IsSigmundagoodadviser?
Yes,heissuccessful.
了解Sigmund工作的最后一个重要环节,写报告。
通过这个环节的各项活动完成报告的书写,训练学生的笔头能力和综合整理归纳信息的能力。
同时对本课的一些重要词组句型在情境中作必要的讲解和训练。
Step4:
Practice
Fromthiscase,weknowthatSigmundisagoodadviser.Everyonehashisownproblems,evensomegoodstudents.Right?
Yes.
DoyouthinkMissshenalsohassomeproblems?
Yes,everyonehashisownproblem.
Yes,Ihavesomeproblems.Ifeelunhappybecauseofthem.Doyouthinkit’sagoodideaformetoaskSigmundforhelp?
Yes,but…/No.
Wedon’tknowwhereSigmundis.
Wehaven’tgothisphonenumber.
Heisayouthworker,heworksforteenagers.
WhatcanIdo?
Canyouhelpme,mydearchildren?
Thankyouverymuch.Youaresokind.Now,youaregoingtoworkasSigmundFriend.
(AskstudentstolookattheblackboardandrevisehowSigmundworks.)
ReadMissShen’sprofile(shownonthecomputer)andaskstudentstotakenotes.
Getstudentstoaskmequestionstofindmoreaboutmyproblems.
Myproblems:
IworkveryhardatschoolandIfeeltiredallthetime.
Ihavenotimeformyhobbies.
Iamnotgoodatcooking,andIhatedoinghousework.
Askstudentstogroupthemselvesinto4teamsandtrytothinkoutsomegoodsuggestions.
Askstudentstogivetheteachersuggestions.
⑤
Askstudentstofinishareportabouttheteacher’scase.
YouaresohelpfulandIfeelmuchbetternow.Ifyouneedmyhelp,Iwillalsotrymybesttogiveyouahand.Weshouldalwayshelpeachotherinourdailylifeandenjoyourselves.
通过教师的烦恼,引导学生模仿Sigmund的工作方式,为老师的问题出谋划策。
在这个步骤中,学生将练习从简介中获取信息,并对寻求帮助者以主动提问的方式获取所需信息,并进行分组讨论寻求对策,给老师建议,最后完成本案例的报告。
Step5:
speakingup:
sharingproblemsandgivingadvice.
(Youarereallygoodadvisers.Ithinkthereisanotherpersonthatyoucanhelp.)
ListentoMillieandAmy’sconversationandthenanswersomequestions:
Whoishavingaproblem?
(Millie.)
Whatisherproblem?
(Herpenfriendhasn’trepliedtohere-mails.)
WhatdidMilliethinkoftheproblem?
(Shethoughtherpenfrienddidn’twanttowritetoheranymore.)
DoesAmyagreewithMillie?
(No,shethinksthatmaybeMillie’spenfriendisjusttoobusy.)
WhatadvicedoesAmygiveMillie?
(Millieshouldsendane-cardtoherpenfriendandletherknowshemissesherverymuch.)
⑥
Doyouhaveanyothergoodideas?
(anopenquestion,studentscanhavedifferentanswers)
Followthetapeandrepeatafterit.
Workinpairsandsharetheirproblemsandthentrytogiveadvice,useMillieandAmy’sconversationasamodel.
Actouttheconversationsinfrontoftheclass.
Givecommentsabouttheiracting.
通过听两个学生的对话,了解他们是如何在生活中遇到问题找人倾诉和给人建议的,仿照他们的对话,练习自己的实际自编对话。
这个环节是让学生通过本课的学习,运用学到的知识来解决自己实际生活中的问题,把对知识的操练上升到对知识的运用的高度。
Step6:
Homework
Remembertheusefulphrasesanddrillsinthislesson.
Writeareportaboutyourfriend’sproblems.
Finishtheexercisesintheworkbook.
通过记忆和练习册的作业让学生巩固所学的内容,并通过报告的书写提高归纳整理的书写能力。
【板书设计】
Unit3Teenageproblems
Integratedskills
Words:
replypleasure
Phrases:
thetopstudentlaughat
shareyourproblemswithher
paynoattentiontobeproudof
replyto
Drills:
Givingadvice:
1)Myadviceisto…
2)Ithinkyoushould…
3)Whydon’tyou…
【教学反思】
这节课实际操作下来比较成功,达到了预期效果。
整节课的设计紧扣教材,最后又跳出课本,让学生学以致用,收到了较好的教学效果,得到了领导和同行的肯定和赞许
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