教学设计---钱克是.doc

苍南县初中英语新教材教学设计评比

课 题
GFI 8 A Unit 10 Section B Reading
作者
钱克是
教学目标
知
识
1) Key words：teenager, expert, keep…to oneself, themselves, unless, certainly, wallet, angry, understanding, careful/careless, mistake, solve, experience等

2) Use the sentence “If people have …problems ，they should….”

能
力

1)Use the predicting strategy, skimming strategy and carefully-reading

strategy to get some information.

2）Use logical- thinking to summarize the main idea of the passage.

3) Learn to talk about the problem you and your classmates meet in daily life, find the solutions by discussion each other.
情
感、
策略
等

1. Talk about your feeling, share your feeling with others. Be willing

to help others and be optimistic.

2. Predicting strategy, skimming strategy and carefully-reading strategy, group-

cooperation learning strategy ,developing the ability of logical-thinking.

guessing the meaning of vocabularies by looking through the sentences in the

text.
教
学
重
难
点

Key points:
1) Using the predicting, skimming and careful-reading to find the useful

information.

2) guessing the meaning of vocabularies by looking through the sentences in the

text.

Difficulties:
1）Using the logical-thinking to get the main idea of the passage.
2）Using what we learned to describe others’ problems and find the solutions.

核
心
板
书
GFI Unit 10 Section B Reading
schoolwork, no money, can’t get on well with…
expert
teenager kinds of problems
wallet
keep…to oneself solutions
unless
angry
careful/careless
The best way is……, because …
The worst thing is……, because …
…

教 学 过 程 设 计
教 学 环 节
设 计 意 图

Step 1:Show a photo of Laura, she is 13 years old, she is a teenager(people who is from 13 years to 19 years old), she is unhappy, because she lost his wallet, which she puts her money in the wallet. What should she do ?

S1,S2,S3…….Teacher makes a summary as follows.
a) I think she should keep the problems to himself.
b) I think she should talk to other people.
c) I think she should get advice from an expert, who is good at helping teenagers solve the problems.

Teach “teenager, expert, solve and keep …to oneself.”

Step 2：1.Look at the picture, read the passage quickly, and find what’s the main idea of the passage, I’ll give you 40 seconds（秒） to find.
A.)If people have problems, they should get advice from an expert, who is good at helping teenagers solve the problems.
B)If people have problems, they should talk to other people.
C) If people have problems, they should keep them to themselves.
Read the solutions together.
Passage changes：Change the first sentence in the first paragraph “Laura Mills，a teenager from London agrees” into Laura Mills，a teenager from London agrees that __________________, ask students to fill in the blanks.(we should talk to other people instead of keeping them to ourselves when we have problems)，and put it in the first sentence of paragraph 2,so that it’s easier for students understand the writer’s idea.
Tips: Pay attention to the first sentence/pictures. Using fast- reading to find the answers.

Step 3 :1.Read the passage again，match the main idea of each paragraph with the following sentences. I’ll give you 1 minute to finish it. Let’s have a competition.(one star)
Paragraph 1
Paragraph 2
Paragraph 3
A. Give an example about Laura Mills to tell us if we have problems, we should talk to other people.

B. If students have problems, they should talk to other people.

C. The ideas of an expert named Robert Hunt about how to solve our problems.

Passage changes: Change the sentence in paragraph 3“Robert Hunt advises students about common problems” into“ Robert Hunt who is an expert, he is good at solving problems for teenagers”. So that make the main idea of passage 3 more clearly.
Tips: Pay attention to the first sentence key words/phrases .

2. Read each paragraph carefully and try to answer the following questions. I’ll divide you into 6 groups ,I will ask the student in the group which the number of students is the most.
Read paragraph 1 and answer the question，I will give you 40 seconds.
1)What’s the worst thing to do if you have a problem.（one star）
____________________________________
2)Read paragraph 2 and answer the questions. I’ll give you 2 minutes to finish.
1)Why didn’t Laura want to tell her parents about her lost wallet?(two stars)
Guess what the meaning of angry is________?(one star)
A）happy B）unhappy.
2)In paragraph 2,the writer used the story of Laura to_______(2 stars)
A. answer a question
B. give an example
C. introduce his friends
D .share her experience.

3)Read paragraph 3, answer the following questions. I’ll give you 4 minutes to finish it.
1).What’s the first thing to do when you want to solve a problem?(2 stars)
2) Why can our parents give us good advice about our problems?(2 stars)

Tips: Read each paragraph carefully, and get the main idea.

Guess what the Chinese meaning of “experience” in sentence “Students often forget that their parents have more experience, and are always there to help them.” (2 stars)
A) V体会 B）n.经验 C) V 参与

Tips: You can get the meaning of words according to the part of speech.
3)What’s the main idea of paragraph 3?(2 stars)
A. Few children are careful about their money.
B. Parents have more experience than children
C. Talking to someone helps to solve problems
D. Students have a lot of worries at school

4) According to the passage, does Robert Hunt agree with Laura’s opinion? What’s the main idea of Robert Hunt about solving the problems？(3 stars)
Step 4:Fill in the blanks with the phrases in the box.(2 stars each)
Students often have a lot of problems and worries. Laura Mills thinks the worst thing is ____(1)_____.She thinks you’ll feel worse if you don’t ______(2)_____about your problems. Laura remembers that she once lost her wallet and was afraid to ______(3)______about it. Now she believes you can’t feel better ______(4)_______to someone. She says she will always _____(5)______in the future. Robert Hunt agrees with Laura. He thinks you should not______(6)______ your problems, but you should try to solve them. If you can not talk to an expert like Robert, you can ____(7)______ with your parents because they have a lot of experience.
discuss your problems tell her parents
unless you talk run away from
talk to someone share her problems
to do nothing
Step5：Who is the best speaker?(5 stars)
1.a)When you meet the problems in the future, what
should you do? And what you should not do? Give the reasons.
When I have problems, I should___________, because….but I shouldn’t_____________, because …..
2.a) What do you worry about? Schoolwork, money, can’t get on well …or…..
b) How much time do you spend worrying about your problems, ten minutes, one hour, two hours?
c) What should you do about the problem? What shouldn’t you do about the problem? The worst thing is…, Because… The best way to solve the problem is ….Because…
d) How about your best friend?

Report like this:
I worry about…,I spend …The worst thing is …….,because …. , and the best way is …..,because ……..However, my best friend …worries ...….
Useful expressions:
discuss the problems tell your parents
unless you talk run away from
talk to someone share your problems
to do nothing

After the last student talked about his problems, I will tell all students“ Rich or poor, young or old ,problems are common. Smile to our lives, the world will smile to us, too.”

开门见山,干净利落的导入，马上激发学生的阅读欲望，为后面长篇文章的阅读留足时间。通过上下文语境处理生词如wallet, teenager ,keep…to oneself等。

学生谈论问题解决方法，老师归纳。突出学生主体地位，通过上下文情境，从学生口中说出生词的意思,课前解决部分生词为学生接下来的阅读扫清障碍，处理部分生词而不是所有生词主要是考虑到学情。

篇章整体阅读中，指导学生运用略读，观察图片信息和首句子的策略，去找文章的中心大意，图片中有两个人在交谈，第一段的句末，改编后的第二段首句，都非常清晰的告诉学生答案。在时间的控制方面，为了把略读策略落实到实处，只给学生40秒的时间。文章
的挖空填写作者观点便于学生对文本教材更好的理解，使文本框架更加清晰，不影响教学目标的达成。

开展小组竞赛形式，让学生在1分钟时间内快速找到关键词句，完成3段落匹配任务。采用小组竞赛形式完成任务活动，哪个小组举手人数多叫哪个小组学生回答，让学生在小组合作中学习，有利于发挥学生学习积极性，理解快的学生帮助理解慢的学生，同时，需要教师对不同层次学生学情有所把握。阅读时间不能给太多，也不能给太少，以便让活动不会流于形式，使竞赛形式不影响阅读慢的学生，从而使全班学生阅读能力有所提升，真正落实略读策略指导。

根据题目难易程度设置不同的星级，共设置
5星级别，以便对文本难点有所把握,题目难易程度不同，所给的时间应不一样。5个学生1组，前面的活动为后面做铺垫。所得星星数量最多小组为获胜
小组。课后加以评价总结。

分段阅读，运用细读策略，寻找相关信息。
题目设计种类多样，比如，运用细读策略从文中寻找事实信息和理解性的信息，又如，概括作者态度的推理
性的题目。而事实信息和理解性的信息是较常见的。借助此文本，培养学生快速寻找有用信息的能力。学生通过上述的活动对篇章文本有一个整体的认识。

根据词性做一个猜词训练的练习,把生词放在阅读中处理，引导学生通过上下文情境以及词性来引导学生对生词的学习。

3),4)推理思维训练题，有助于培养学生的思维能力，这也是中考中学生的薄弱环节，找出相关句子支持其答案。

语篇的挖空填写有助于加深学生对文本的印象，学生更加清晰地知道本节课所学内容。

设置2个语言输出活动。2个活动突出层次性，第一个题目训练
满足所有学生，学生只需要说2-4句话即可。另一个题目训练满足较高层次学生需求.为学生提供足够的语言输出的支架。八年级的学生已经具备一定语言知识，搭建支架目的为了开拓其思维。为学生说话创造理由，2个语言活动难度不一，这是进行分层教学满足不同层次学生需求。两个活动后请学生评出最佳speaker,用任务驱动活动，让活动有一个圆满的结果。

在语言训练过程中落实情感教育目标。评出最佳speaker和获胜小组。
作 业 设 计
设 计 意 图
Homework:
1. Discuss with your best friend about his/her problem, how to solve it. The worst/best way is …and give out the reasons.
2. Write the report down on the exercise’s book.
3. Use the strategies we have learned today to read another
passage and answer the 5 questions.
作业是课堂的延伸，让课堂学习延伸到课外,把课堂上学到的东西带到课外并运用起来，突出作业设计有效性。
问题研讨：提出2-3个在设计过程中反思和讨论的问题。

1.标修订版教材八年级上册词汇量较多，如何在长语篇中有效处理所有词汇。

2.八年级学生经过一年时间的英语学习，积极性有所下降，如何在日常教学中建立

有效机制，有效激发其英语学习的激情。