新目标八年级下unit2教案设计

Unit 2 What should I do? 新干四中 邹友梅 Section A( 2a-2c) The second periodTeaching goals1. Target language: Talk about problems and use could should, Why dont you.and What about.to give advice.2. Ability goals: The ability of analyzing and solving problems.Train the ability of reading, listening, and speaking.3.Moral goals: Learn to face and solve the problems in a positive attitude.Teaching important and difficult points:Talk about problems and give suggestionsTeaching Aids: Multi-media computer, a picture, a bottle Teaching Procedures:Step 1. Lead-inAfter greetings, I will show them a short film.T: A girl has an unhappy thing. Well watch a film and think: Why is the girl unhappy?Ss: ( watch the movie)T: A funny film! So why is the girl unhappy?S: She is very fat/ too heavy.T: Yes. She is fat and the boys laugh at her, so she is unhappy. Do you have unhappy things?S: Yes.T: Ok. The problems in our life will make us unhappy. When your friends say youre 猪头，Are you happy or unhappy?S: Unhappy.Step 2. Write down your problemsT: Now write down your unhappy things on the paper in English. For example, I cant watch TV every day.Ss: ( students discuss and write)T: Ok. Time is up. Can you tell me your unhappy things?S1: I always have too much homework to do. S2: My teacher often calls my parents.T: Yes. Good. Please put your problems into this box.Step 3. Find Peters problemT: My student Peter also has a problem. Look at this picture. What can you see?S: Two boys.T: Yes. This is Peter, my student. And this is Jim. What are they doing?S: They are fighting.T: Good. We can also say theyre arguing. Do you want to know their problem? Peter wrote a letter to me to tell me their problem.Please read this letter and put these sentences into right order, then youll know the answer.A. Last week, he borrowed my maths book and didnt return it.B. My best friend Jim is really nice, and we get on well each other.C. I dont want to lose the friend, what should I do?D. But he always borrows my things and doesnt return it.E. I was so angry that I had an arguement with him.F. So I couldnt do my homework and the teacher critisized me. Ss: ( students read and discuss)T：Ok. Whod like to answer?S1: The right order is BDAFEC.T: Well-done! Now lets read the letter together.Step 4. Listen and matchT: After the argument, Peter was very sad. His friend is giving him advice. Do you want to know what it is?S: Yes.T: Listen carefully and circle “could” or “should” you hear.( Then check the answer, let students listen again and fill in the blank)T: After listening , we know Peter wants to buy a ticket for his friend. But he doesnt have enough money, what should he do?S1: He could get a part-time job.Step 5. Give adviceT: Do you remember the problems in the box? Now its time for us to solve our problems. ( Design a fruit chart for students to choose problems to give advice)T: Group1, which fruit do you like?S: Apple.T: Ok. Problem 6 is for your group. . You can give as many suggestions as you can.Ss: ( students discuss and give advice in a group)T: Whod like to be the first to tell us problems and your advice.Ss: ( students answer) T: Then put it on the blackboard.Step 6. ConclusionT: Do you remember the boys and the girl at the beginning? Some days later, they get on well with each other. Watch a short film and think what makes them get on well again?S: ( watch the film) Then students present their ideas.T: Now lets play a word game, then youll know the answer. There are four words here. The first letter of each word can make a new word. Do you know what it is?S: Love.T: Yes. Love makes them get on well again. If we can learn to love people around us, we can get on well with everyone and solve any problem well. Do you agree with me?Listen Open Voice ExcuseStep 7. HomeworkMake a survey of problems between parents and children in you class, write it down and give some suggestions. Blackboard DesignUnit 2 what should I do?You could/should doWhy dont you do ?What/How about doing ？Youd better do.Give advice: Listen Open Voice Excuse分析与反思：分析与反思： 教学反思：这节课是我在课题的研究过程中准备和实践的。英语教学的落脚点应在于学生在实际生活中会说会用，能够用英语解决人们之间的沟通问题，即口语表达能力。但是在实际教学中最让老师头疼的问题恰恰就是学生不想开口，不敢开口，最后导致我们经常所说的“哑巴英语”现象。我研究的“英语教学中培养学生口语表达能力的策略研究”这一课题正是针对此问题提出的。首先研究如何在课堂英语教学中积极创设学习情景，利用各种教学手段激发学生的表达积极性，让他们产生强烈的表达欲望，愿意开口去说。其次营造融洽的师生、生生关系，为学生提供一个安全、和谐的表达环境，树立表达的自信，敢于张口说英语。最后通过学习与训练，让学生能说、会说。 在本课的教学中，我准备了大量的图片，设置了大量的情景话题，目的就是利用这些学生感兴趣的事物，激起了他们的兴奋，从而产生开口表达的欲望。满足了他们追求自身价值实现的心理需求。学生这时的积极性可想而知，心中产生了想说的冲动，他们渴望发言的需求是那么的强烈，形成了争先恐后的场面。 在研究中我发现，融洽的师生、生生关系是学生自信的来源，是学生敢读、敢说的关键。只有建立起民主、平等、合作、理解的师生、生生关系，才能激发学生的自尊、自信、自强与自立，语言表达的潜能才能够被开发。在教学中我要求自己首先不吝啬鼓励。有一句话说：“孩子都是往大人鼓励的方向发展。” 有时老师简简单单的一句表扬的话，足以成为学生学习的最大动力。所以当学生肯表现，敢表达时，教师应在适当的时候多给学生鼓励和赞美。其次应有容错的雅量，不在同学发言的过程中指正甚至批评，对学生的各种错误，延缓下结论，而鼓励学生继续读、继续说，并尽可能多读、多说。要求班内的同学在别的同学发言时安静地听、学习地听、欣赏地听，学会保留意见。等待发言结束，教师首先给予的应该是鼓励，然后教师与学生一起对发