广西玉林市玉州区五中九年级英语教学设计：Unit 1 How do you study for a test

1、.教学分析 1.【教学内容分析】本节课主要是学习英语（新目标）九年级Unit 1 How do you study for a test? Section B 2a,2b,3a.本节课Section B 2a2b,3a主要谈论学生学习英语的困难和为他人提供学习英语的建议。有关谈论困难和问题、提建议方面的句型在八年级上（Unit 2 Whats the matter?）和八年级下（Unit 2 What should I do?）中学过一部分。本节课的课型为新授课，1课时。来源:中.考.资.源.网WWW.ZK5U.COM 2. 【教学目标】 1）知识目标：words: trouble, pron

2、unciation, sentences, forget, understand, practicetarget language: Showing Problems: Giving Advice:I have trouble learning English. Listening can help.I forget a lot of new words. Why dont you borrow the tapes?I dont understand what people are saying. You can listen to them and repeat I cant get the

3、 pronunciation right. Why dont you join an English club?I dont get much writing practice. Maybe you should find a pen pal. 2) 能力目标： Train the students listening, speaking, reading, writing skills& co-operation. 3）情感目标： Develop students interests in learning English.Develop a better understanding

4、 between the teachers and the students.And develop the students attitude towards the difficulties in life.3. 【教学重难点】 Use the sentence structures about showing problems to express ones problems in learning English.Use the sentence structures about advice to give other students some advice on how to l

5、earn English well. 4. 【授课学生情况分析】授课班级是九年级七班的学生。本班学生对英语学习的积极性较高，乐于用英语交流，乐于在表演交流中学习英语，有较强的表现欲，具有一定的语言基础及语言表达能力。各小组学生能够积极参加小组合作学习，各成员间有较好的默契，具备了自主、合作、探究的能力。但学生的英语基础知识水平不均衡，已经出现了两极分化情况。学习成绩优异的同学对基础知识掌握得非常牢固，复习过程中需要进行拓宽、拓深的练习。而基础薄弱的学生则需要在加强基础复习的同时努力提高他们的能力。来源:中.考.资.源.网教学设计 1. 【教材处理】这是一堂新授课，为了让学生更好地掌握本课的语言

6、知识，发展他们的综合运用语言知识的能力。我将教材进行了如下处理：通过听力学习本课的重点句型，利用阅读篇章来巩固所学的语言知识，培养学生一定的听力和阅读能力。通过补充阅读扩展话题的交际能力，能够口头表达学习英语的困难，并能运用所学句型和学习英语的方法为他人提供建议。将阅读文章3a的结尾去掉，让学生通过阅读，根据作者的实际，把握作者的态度，写一个结尾，这样既能训练阅读技能，又能为写作做准备，使学生能写出篇章结构结尾好、主题突出的文章。2. 【媒体设计】来源:中.考.资.源.网为了达到既能在有限的时间内完成大容量的教学内容，又能让学生学到形象、直观和生动的教学内容，提高学习的效果，我选择了运用多媒体

7、作为教学的教具。 3. 【教学方法】 EEPO有效教育的要素组合方式、听说、阅读与写作联动的教学方法4. 【教学过程】Step 1: Lead in. (1) Sing a song: Ask students to watch a flash. Then sing the song together.(设计说明：一开始老师运用听、看、想和做四要素来进行教学，让学生唱英语歌，激发他们学习英语的兴趣。)(2) Brainstorming: Ask students what things are difficult for them in learning English.( 设计说明：老师运用

8、看、想、讲和动静等要素来进行头脑风暴游戏，让学生以最快速度来回答他们英语学习中遇到的困难并为即将学到的内容做好准备。)Step 2: Listening 2a(1) Pre-listening: Ask students to describe the picture in 2a.Read the challenges and solutions.（ 设计说明：先看题后听音，引导学生在做听力题目前，先描述听力练习中的插图和题干，以便大概掌握题目内容，缩小听力范围，为听做准备。这是听力学习中的预听技巧。本环节运用了看、听、想三要素。）(2)While Listening: 1st Listeni

9、ng: Ask students to listen and check the learning challenges Paul talks about. Then check the answer together. 2nd Listening: Ask students to listen and match the challenges in 2a with the solutions. Then check the answer in pairs.（ 设计说明：引导学生边听边记，既关注细节，又要把握文章的大意，练习运用抓关键词找主旨大意的方法。采用两人一组的形式对答案，既对了答案，又

10、进行了目标语言的机械训练。本环节运用了听、看、想、做和动静转换要素。）(3)Post Listening: Ask students to read after the speaker. Ask students to underline the sentences about showing problems and circle the sentences about giving advice. Ask students to get the main idea.(设计说明：让学生听后跟读课本录音带，模仿语音语调，这样就可以充分利用听力资源。而且还为下一步的交流做准备。读后让学生找出并谈

11、论在学习英语上的困难以及提建议的句型。这一过程是为了让学生体验如何找出关键句型。在这一层次上，教师进行句型分析和讲解。在分析讲解的过程中，还注意将新语言知识与学生已有的语言知识挂起钩来，使学生通过自身的思维活动消化、吸收、内化新的语言知识。本环节运用了听、看、想、讲和做要素。)Step 3: Practice 2b(1) Ask one student to show his problems in learning English, and the other students in class give him some advice.（设计说明：该环节主要是为学生提供一个真实的情景，让学

12、生运用所学的目标语言进行口语练习。本环节运用了想、讲、听和做要素。）(2) Ask students to practice the target language in pairs. One student shows the problems and the other gives advice.（设计说明：该环节主要是为学生提供一个更好平台，让他们交流如何学好英语，巩固所学的目标语言。本环节运用了想、讲、听、做和动静转换要素。）(3) Ask students to act out. Elicit and give helpful feedback on their performanc

13、es by pointing out what are good and what, if anything could be improved.（设计说明：该环节主要是实现情感目标，让学生学会互相帮助，互相学习。使学生更好地掌握教学重难点。本环节运用了想、讲、听、做和动静要素。）Step 4: Reading 3a(1) While Reading: 1st reading: Ask students to read and tell the purpose of writing this passage.（设计说明：运用了看、想、做和讲四要素，让学生联系根据标题找出主旨。这样做有利于对文章

14、的理解，把握文章的脉络，提高对文章的理解。学生也可以通过文章主题句把握文章的主旨大意。） 2nd reading: Ask students to read and find out the writers problems in learning English last year and his solutions.（设计说明：让学生边读边找出本文的细节-作者谈论去年在学习英语上的困难以及逐步改进的措施，并将这些细节归类。有利于提高他们的阅读技巧。本环节运用了看、想、做和讲四要素）(2) Post Reading:Ask students to think about the result

15、 of the writers solutions and add an ending to the reading passage. Group Work: Ask students to think about what they can learn from the writer.（设计说明： 我将阅读文章3a的结尾去掉，让学生通过阅读，根据作者的实际，把握作者的态度，写一个结尾。并让学生谈谈应该向作者学习哪些方面。旨在培养学生的归纳和推断能力。从文章主旨的设问到文章中间具体细节的讨论及文章结尾的推断，我不拘泥于书中阅读题的设置，而是对阅读整体理解和把握，为下一步的写作奠定基础。本环节运

16、用了看、想、做、讲和动静转换要素）Step 5: Additional ReadingAsk students to read a passage about how to succeed in learning English. Ask students to answer these questions:(1) Get the writers purpose of writing this passage.(2) Find out how many suggestions of learning English have been mentioned.(3) Think about whi

17、ch suggestion impressed them most and the reasons.(4) Underline the beautiful sentences they think they can use in their writing passage when they are asked o give advice on how to learn English well.（设计说明：这个环节运用了看、想、做和讲要素，旨在扩大学生的视野，同时要求学生能根据自己学习英语的情况来谈谈自己对文中所涉及的学习方法的感受。提高运用语言解决实际问题的能力，并进一步地提高写作水平，为

18、书写绚丽的人生奠定坚实的基础。）Step 6: Writing 来源:W(1) Ask students to read a reply to a problem letter.(2) Ask students to write a reply to give some advice, using the target language.(3) Ask students to correct the writing passage in pairs.(4) Ask students to read the writing passage. (5) Elicit and give helpful

19、 feedback on their performances by pointing out what are good and what, if anything could be improved.（设计说明：本环节轮换使用看、想、做、讲、听和动静转换七要素，旨在为学生创设真实的语境，让学生运用所学目标语言解决实际问题。）Step 7: HomeworkAsk the students to design a poster with their partners on how to learn English well then put it up on the school bulletin board.(设计说明：通过课后作业让学生进一步消化课堂所学知识。更重要的是让学生在学完本课后，心潮澎湃，充满学习的动力和信心，继续学习英语，探究英语学习方法，共享英语学习方法。)5.【教学反思】根据新课标初中英语听说、阅读与写作教学的现状，为了进一步提高教学的针对性和效果，我在本节课中采用了EEPO有效教育的要素组合方式和听说、阅读与写作联动的教学方法。本节课我以激发学生兴趣为前提, 鼓励学生大胆地使用英语；创设各种情景，使学生在掌握最基本的知识的同时，注意拓