齐丽教学设计（教案）

1、 教学设计（教案）基本信息学 科英语年 级八年级教学形式 新课教 师齐丽单 位 河南省济源市沁园中学课题名称 八年级（下）Unit 2 Section B 3a-4学情分析分析要点：1.教师主观分析、师生访谈、学生作业或试题分析反馈、问卷调查等；2.学生认知发展分析：主要分析学生现在的认知基础（包括知识基础和能力基础），要形成本节内容应该要走的认知发展线；3.学生认知障碍点：学生形成本节课知识时最主要的障碍点。1.整体设计思路、指导依据说明八年级（下）Unit 2 Section B 3a-4继续学习怎样谈论问题以及给出建议，它是温故知新的强化，应以学生的练习为主，它是一个输出的过程。因此我为

2、本课设计了一个中心任务根据别人存在的问题，给出建议；并说出自己的问题，向别人寻求帮助。我在设计教学任务时，创设了大量教学情景，优化教学过程，给学生提供一种自然的情景学外语。使学生能随着活动的完成而掌握巩固知识点，同时也获得成就感，激发学生参与、探索与创新。2.教学背景分析教学内容分析：本单元主要让学生通过学习能正确使用情态动词should和could给他人提出建议，帮助他人解决生活中的问题，使学生提高分析和解决生活中一些问题的能力。学生在前面几个课时已经做了大量的练习，所以对本节课的话题并不陌生。本课时只是温故知新的强化，是一个输出的过程。学生情况分析：八年级的学生具有过渡性和动荡性的心理特点

3、，处于两极分化的突出时候，学生差异较大，因此在任务设计上我注重分层，面向全体，充分调动每个学生的积极性。而且这个阶段的学生活泼好动，好奇心较强，乐于助人，再加上本节课又是他们非常感兴趣的话题，所以在课堂设计上我十分注意激发他们的好奇心，让他们了解别人的问题，积极给出建议，发扬乐于助人的风格；并鼓励他们勇敢说出自己的问题，向别人寻求帮助。教学目标分析要点：1.知识目标；2.能力目标；3.情感态度与价值观。教学目标分析（1） 知识目标：学生通过学习能正确使用情态动词should和could来给他人提出建议，帮助他人解决生活中的问题。（2） 能力目标：通过学习本课，使学生能够提高分析和解决生活中一些

4、问题的能力。 （3）情感目标：使学生发扬乐于助人的风格，积极动脑给别人提建议，帮助别人解决问题。并鼓励学生勇敢说出自己的烦恼，学习向他人寻求帮助。 正确使用情态动词should和could来给他人提出建议，帮助他人解决生活中的问题。 如何分析和解决自己或他人生活和学习中存在的问题。教学方法1.恰当运用多媒体辅助教学，提高课堂效率增加趣味性。 2.以学生为中心，开展Role play, Guessing game, Pair work,Group work等英语教学活动。 3.注重分层教学，尊重差异，让不同层次的学生都能参与，获得成就感。 4.“任务型“活动策略，在做中学和练，任务明确，活动面广

5、，使学生在交际中真实运用所学知识。 教学过程Step1 Warming-upIntroduce myself. Get the students to introduce Heze if I give the lesson in Heze.设计意图：Get students warmed up.Step2 Lead-in1. Give problems: Say: I have a problem. I am busy these days. I want to relax after class. But I dont know where I should go and what I sh

6、ould do in Heze. Ask the students to give advice. (Before answering, ask them what words they can use to give advice. Help them answer: should / could/had better/Why not-? /What about-?Show some pictures of people who have problems. Say: Thank you for helping me. Look at these people .They also need

7、 your help. 2. Get the students to talk about the problems and give advice.设计意图：激起学生学习兴趣；复习旧知识，为学习新知识做下铺垫。Step3 Presentation1. Ask：When you have a problem, what should you do ? Will you solve it alone or ask other people for help? Get the students to answer. Encourage them to ask other people for he

8、lp when they have problems.设计意图：结合学生实际，当学生有自己解决不了的问题时，鼓励他们要勇于向他人寻求帮助。2. Guessing:Say: I have a student. He is very lonely these days. Why is he lonely? Get the students to guess.设计意图：唤起学生的好奇心，使其积极参与到教学活动中来。3. Listening. Listen to the tape with the question: Does he have a problem with his teachers,

9、his parents or his friends?设计意图：Improve students' listening skill。4.Reading: Ask the students to read the e-mail. Find out the new words. Try to help them if they have difficulties. Then ask a few students to retell the Lonely Kids problem.设计意图：Improve students' reading and speaking skills。5

10、.Writing: Say: The Lonely Kid is my student. I want to help him. Ask the students to give their advice and write down .设计意图：Improve students' writing skill。Step4 Consolidation1.Group work: The Lonely Kids problem is very common among the teenagers. Perhaps some of the students are feeling lonely

11、 now.Maybe you argued with your best friend. you didnt lend your new bike to your classmate. you didnt “help” your best friend in the exams. -Get the students to work in groups. Find out the lonely kid in each group. Help him/her and give him/her some advice. Ask some groups to act out. 设计意图：先引导学生说出

12、自己类似于Lonely Boy与人相处的问题。为下面的知识输出打下伏笔。2. In our life, the students may have problems with their parents, teachers, and friends or about study. Encourage the students to speak out all kinds of problems in their lives.设计意图：进一步鼓励学生说出生活中的各种问题。以学生为中心，置学生于语言环境交际之中，调动学生的参与热情，将课堂教学成为一个师生共同学习创造的过程，由易到难，实现知识结构逐

13、步上升。提高学生说的技能。3.Writing:(1) Ask the students to write down their problems like this:Dear friend, I have a problem.-Prepare four boxes. The first one is for having problems with parents. The second one is for having problems with teachers. The third one is for having problems with study. The last one

14、is for having problems with friends. After the students finish writing, ask them to put their paper into different boxes.Ask some students to choose a piece of paper and read the problem. The other students give advice.(2) Divide the students into groups. Ask each group to choose a piece of paper. D

15、iscuss the problem in groups and write a letter to the student who has a problem to give him/her some advice.They may write like this:Dear-,There are a lot of things you could do. You should-. Or maybe you could-. Yours xxAsk some groups to read the problem they chose and give their advice.设计意图：这一环节

16、是对本节课的升华和延伸，通过让学生写出自己的问题向他人寻求帮助，然后又给别人提出建议，帮助他人解决问题这一活动，让学生在巩固知识的过程中能够提高分析和解决生活中一些问题的能力，发扬乐于助人的精神，激发了学生的学习兴趣，提高了学生的写作能力。Step5 Summing-upAsk the students to sum up what they have learned from this lesson. Get the students to know we should help each other. Give my e-mail address to the students. Show

17、 that they could write to me if they have problems. I would like to help them.板书设计Should /Could/had better/Why not-? /What about-?Dear-,There are a lot of things you could do. You should-. Or maybe you could-. Yours xx作业或预习Ask the students to sum up what they have learned from this lesson. Get the s

18、tudents to know we should help each other. Give my e-mail address to the students. Show that they could write to me if they have problems. I would like to help them.自我评价英语教学提倡体验、实践、参与、交流与合作的学习方式，要使学生尽可能多的从不同的渠道，以不同的方式接触和学习语言，亲身感受和直接体验语言，在互动中交流语言，在体验中生成知识，使语言的学习转变成一种创造和运用语言的体验过程，因此在教学中我遵循了体验式教学模式，使教师的输入