英语教学设计Unit3Teenageproblems-刘淑梅

1、初中英语教学设计Unit3 Teenage problems（Integrated skills）龙滩中学 刘淑梅【教学目标】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：reply pleasure 词组：the top student laugh at share your problems with her pay no attention to be proud of reply to句型：Im afraid she doesnt want to write to me any more. Im sure thats not true. Why dont you

2、 send an e-card to her and let her know you miss her very much? My pleasure. 2、能力目标：听：To extract information from a conversation 说：To talk about personal problems and give advice读：To extract information from a student profile写：To write notes about a student profile and write a record  3、情感

3、、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】Step 1: Lead inT: How are you

4、today, boys and girls? S(s): I am fine, thank you.I am not very well.If students all feel well, the teacher will say “Thats good, we all feel well today. But, do you think we will never have problems, we can be always well in our lives? (S: No.)No, thats impossible. We may have different problems so

5、metimes.” If there is a student feels not well, the teacher will say “Oh, I am so sorry to hear that. Whats wrong with you? Do you need to go to the hospital? Take care, my poor child.”T: When we have problems with your body, we need to see the doctor. What if we have problems with our friends or fa

6、mily members? Who can you ask for help?S(s): (Possible answers) friendsteachersparents Mrs. Rainbow(学生以前学到过的色彩疗法专家) and so on.T: Yes, very good, you have different good ideas. Now, Today let me introduce one more person to youSigmund Friend. You may also ask Sigmund Friend for help. He is a youth wo

7、rker. （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Sigmund Friend的介绍。） Step 2: PresentationActivity 1:T: How does Sigmund Friend work?Students may give different answers, the teacher organizes their ideas and presents them on the blackboard:How does Sigmund Fr

8、iend work?Find peoples problemsTake notesGive adviceWrite reports（设计意图：介绍青少年问题专家Sigmund Friend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。）Activity 2:T: Last weekend, Sue went to ask Sigmund Friend for help. What problems did she have? Lets look at her profile first. (shown on the computer) What does she say i

9、n the profile?    Ask students to read it together.    Ask students to find information about Sue from the profile. T: What information can you get from the profile? S(s): She is a 9th grade student. She is clever. She loves English, Maths and Science. She studies hard

10、and always does well in exams. She is the top student in her class. She isnt very good at sport. She cannot run fast and she hates swimming.(Praise students who can find information between lines.)Eg: Sue is a good student but she is weak in sports. Good students also have their own problems. She is

11、 smart that she goes to Sigmund when she has problems. （设计意图：以初三学生Sue Wang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。） Activity 3:Ask students to help Sigmund take notes. Fill in the blanks with the i

12、nformation we can get from the Profile. There are still some blanks that we cannot find the answers from the profile.T: Do you think we have got enough information about Sue? S: No.T: Dont worry. I have got the record of Sue and Sigmunds conversation. Lets listen to the tape and find the information

13、 we need.（设计意图：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。） Step 3: Listening and writingActivity 1:Tell students to read carefully what they have written, and pay attention to the gaps they have not yet been able to fill. Play the recording for students to catch the information t

14、hey need.(Play the recording again if necessary.)Ask students to read one answer each. Check for mistakes and mispronunciation.（设计意图：通过听对话来获取更多相关的信息，训练学生的听力。）Activity 2:T: That is Sigmunds notes about Sue. What will Sigmund do next?S: Give advice and write a report.T: I wonder what Sigmund told Sue

15、to do. Where can we find his advice?S: In his report.T: Lets look at his report. Open your books and turn to page55. Oh, there are some words missing in the report. Lets help Sigmund complete the report first.    Give students 2 minutes to fill in the blanks.    Check o

16、ne answer each by asking one student to read it.    Ask students to read the report together and find Sigmunds suggestions for Sue.    Ask students to retell his suggestions.S(s): Try her best and enjoy the exercise. Not to pay any attention to the students who laugh at

17、 her.T: Do Sigmunds suggestions work? Is Sue better now? Can you find the answer in the report?S(s): Yes, Sue is better. We can find it in the report. Sue seems much happier than before. She can talk to her best friend Betty when she feels sad and share her problems with her. She is proud of her sch

18、oolwork.T: Is Sigmund a good adviser?S: Yes, he is successful. （设计意图：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。）Step 4: PracticeT: From this case, we know that Sigmund is a good adviser. Every one has his own problems, even some good students. Righ

19、t?S: Yes.T: Do you think Miss shen also has some problems?S: Yes, every one has his own problem.T: Yes, I have some problems. I feel unhappy because of them. Do you think its a good idea for me to ask Sigmund for help?S(s): Yes, but/ No.    We dont know where Sigmund is.  &#

20、160; We havent got his phone number.    He is a youth worker, he works for teenagers. T: What can I do? Can you help me, my dear children?S(s): Yes.T: Thank you very much. You are so kind. Now, you are going to work as Sigmund Friend.(Ask students to look at the blackboard and revise

21、how Sigmund works.)    Read Miss Shens profile (shown on the computer) and ask students to take notes.    Get students to ask me questions to find more about my problems.My problems: I work very hard at school and I feel tired all the time. I have no time for my hobbies

22、. I am not good at cooking, and I hate doing housework.    Ask students to group themselves into 4 teams and try to think out some good suggestions.    Ask students to give the teacher suggestions.    Ask students to finish a report about the teachers cas

23、e. T: You are so helpful and I feel much better now. If you need my help, I will also try my best to give you a hand. We should always help each other in our daily life and enjoy ourselves.（设计意图：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

24、例的报告。）Step 5: speaking up: sharing problems and giving advice. (You are really good advisers. I think there is another person that you can help.)Activity 1: Listen to Millie and Amys conversation and then answer some questions:    Who is having a problem? (Millie.)    W

25、hat is her problem? (Her pen friend hasnt replied to her e-mails.)    What did Millie think of the problem? ( She thought her pen friend didnt want to write to her any more.)    Does Amy agree with Millie? (No, she thinks that maybe Millies pen friend is just too busy.)

26、    What advice does Amy give Millie? (Millie should send an e-card to her pen friend and let her know she misses her very much.)    Do you have any other good ideas? (an open question, students can have different answers)Activity 2:    Follow the tape an

27、d repeat after it.    Work in pairs and share their problems and then try to give advice, use Millie and Amys conversation as a model.    Act out the conversations in front of the class.    Give comments about their acting.（设计意图：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

28、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    Remember the useful phrases and drills in this lesson.    Write a report about your friends problems.    Finish the exercises in the workbook.（设计意图

29、：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】Unit 3 Teenage problems Integrated skillsHow does Sigmund Friend work?Find peoples problemsTake notesGive adviceWrite reports Words: reply pleasurePhrases:the top student laugh at share your problems with herpay no attention to be proud of

30、 reply toDrills:Giving advice:1)My advice is to2)I think you should3)Why dont you  【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。整个课堂设计由日常的问候自然导入呈现初三学生Sue的案例，然后创设情境，让学生通过帮助解决老师问题的案例进行操练巩固，最后让学生模仿教材中学生的对话联系实际自编对话并表演，过渡自然，浑然一体，使学生在不知不觉中实践了一步一步从语言的输入到语言的输出过程。在这节课

31、上完后，我感觉到比较成功的几个地方有：一、课堂气氛好：学生和教师一直在比较和谐愉快的氛围中亲切交流探讨，学生的注意力一直是高度集中的。不管是在讨论教材中学生的问题还是老师的烦恼，学生表现出来的是一种热情助人的态度。特别是对教师提出自己的烦恼请求学生的帮助时，学生都在竭尽全力地帮助老师想办法，为老师排忧解难。甚至课后还有学生跑来和我说，“老师，我们一个组就帮你想了三十多条建议，管用吧？”我在感动之余，深切地体会到要上好课，平时和学生之间的感情交流很重要。只有真正地让学生体会到老师对他们的爱护和关心，学生才能理解老师对他们的严格要求是为他们好，才能赢得学生的信赖和喜爱。这就是一种“亲其师，信其道”的表现吧！在最后学生的自编对话时，学生都真正地在思考问题，互相出谋划策，自然地在真实情境中用英语交流，似乎忘记了母语的存在，达到了学以致用的