教学设计-U4+L12+Generation+Gap-北京市十八中-李亚娴.doc

教学基本信息课名北师大版八年级下册教材 U4 L12 Generation Gap （1）是否属于地方课程或校本课程否学科英语学段初中年级八年级授课日期2016.4.12教材书名：义务教育课程八年级下 出版社： 北京师范大学出版社 出版日期： 2013 年 7 月北京市中小学“京教杯”青年教师教学设计大赛教学设计参与人员姓名单位联系方式设计者李亚娴北京市第十八中施者李亚娴北京市第十八中导者陈勇北京教育学院丰台分他参与者徐晓燕北京市第十八中指导思想与理论依据英语课程标准指出，英语课程具有工具性和人文性双重性质，就工具性而言，英语课程承担着培养学生基本英语素养和发展学生思维能力的任务，就人文性而言，英语课程承担着提高学生综合人文素养的任务。同时, 课标倡导教师以学生为主体，采用活动途径，促进学生发展。英语学科核心素养包括英语学科关键能力和必备品格。英语学科核心素养的培养要求教师融育人目标于教学内容和教学过程之中，打造走向整合、关联、发展的课程，引导学生实现对语言的深度学习。多模态话语指运用听觉、视觉、触觉等多种感觉，通过语言、图像、声音、动作等多种手段和符号资源进行交际的现象。多模态环境下的语言输入对阅读者的心理和记忆力方面能产生更积极的作用，提升阅读效果。基于以上理论，笔者对本节课进行设计，确立了“读前读中读后”三大环节，设计多种学生活动，借助图片、视频等多模态话语，实现对文本的深度学习。重视培养学生综合语言运用能力的同时，体现语言学习对学生发展的价值，使学生形成良好的品格和正确的人生观、价值观。教学背景分析教学内容：本课位于北师大版初中英语八年级下册教材第四单元，单元话题为Dealing with problems,属于课标话题7情感与情绪（feelings and moods）以及话题8人际交往（interpersonal communication）。本单元的四课书围绕此话题展开，第10课Problem Page,以帮助学生解决如考前紧张等问题为主线，学习使用if, unless引导的条件状语从句，第11课Online Life是家长就孩子上网问题与教授展开的对话，学习建议句型和回应建议的功能句。本课是第12课的第一课时，阅读材料是Generation Gap: What do you argue about at home?文本内容是关于三个家庭孩子和父母对孩子学习、交友、卫生习惯等方面不同的看法，但仅仅了解文本表层内容是不够的，需要引导学生感受父母的教导背后是对孩子的关爱，产生问题的原因是彼此缺乏沟通和理解，引导学生增强与父母沟通的意识，注意与父母沟通时的态度和语气，建立和谐温暖的人际关系。在第二课时，进一步引导学生要加强与父母进行有效良好的沟通，掌握let和make的意义和用法。Communication Workshop，针对帮助解决与朋友、父母相处问题，提出合理建议，进行写作综合输出。所以，本课既是前两课学习内容的延伸，又为接下来的学习奠定基础，起着承上启下的作用。八年级上册教材U2 Teams &U5 Helping 的话题均涉及人际交往 interpersonal communication，所以此课容易激活学生已有的知识储备和话题储备。学生情况：本课的授课对象是十八中初二二班的学生，学生英语水平较好，获取信息能力较强。初二学生处于青春期和叛逆期，对事情拥有自己的看法，对长辈尤其是家长有着较强的逆反心理，因此本课内容容易引起学生的共鸣，这是学生拥有的话题基础，但在感受父母言行背后的情感，深层次理解文本主题，学会倾诉、沟通和交流，建立和谐的人际关系方面，还需要教师进一步引导。使动词是本课的语法，学生能够认读单词let和make，而且对建议句型并不陌生，但在理解let，make的深层含义,提出有效建议弥合代沟问题方面需要教师进一步引导。因此，笔者通过利用图片、视频等多模态话语，设计角色扮演等活动，引导学生联系实际，进行情感态度价值观的引导，突破教学难点。教学方式：自主合作型教学方式、情景教学法教学手段：课本、多媒体、ppt、视频、图片技术准备： 计算机、多媒体设备 教学目标(内容框架)在本课学习结束时，学生能够：1.通过填表、填空等活动，获取、理解三个家庭父母和子女对一些常见教育问题不同看法的信息；2.通过角色扮演、联系实际等，深度理解孩子、父母言语背后内心的渴望以及良好沟通的重要性； 3.根据所学、所感，以角色扮演进行语言和情感体验,提高和父母沟通的能力和意识。问题框架(可选项)What do you argue with your parents?What do they argue about? What are childrens and parents ideas?What do the children and parents really want in their hearts?What causes the problems between the children and parents?If they talk like this, will they solve the problems?What suggestions do you have for Andy, Jessica and Edward?How to bridge generation gap? What should you do?教学流程示意(可选项)教学过程(文字描述)Pre-reading (5 minutes) 1. Lead in the topic by talking about problems with parents T：When I was a girl like you, I liked watching TV very, very much. But my Mum always came to me, Too much TV is bad for your eyes and study.” Then I had to turn off the TV unhappily. This is my problem with my Mum. Do you have some problems with your parents? 2. Lead in the text by questions Q1: How do you feel when you argue with your parents? Q2: Do you know how your parents feel and what they think? Q3: What problems may they have? 设计意图：通过教师谈论自己小时候与家长的问题，引入话题，把学生带到情景中。引导学生谈论和父母的问题，激活学生已知。拉近学生与老师、现实以及文本的距离。在学生表达与父母争吵会影响彼此心情时，及时引导学生关注课本中的图片，导入课文的学习，预测文章主要内容以及文中父母和子女可能遇到的问题，激发学生阅读欲望，为学习课文内容进行铺垫。While-reading (29 minutes) 1st reading - Ss read for the general information of the problems.What do they argue about?problemschildrens ideasparents ideasAndy and Susanhomeworkusing the computerJessica and Karenbeing latehaving too many friendsspending hours on the phoneEdward and Georgetidying the roomQ：What problems do they talk about?设计意图：引导学生获取孩子与家长所争论问题的基本信息，核实预测是否准确 2nd reading - Ss read for the detailed information of childrens and parents ideas on the problems. （1）T leads Ss to find out Andys and Susans ideas on their problems. T: What are childrens and parents ideas on these problems？Lets begin from Andy and Susan. （2）Ss find out another two families ideas on the problems Ss work individually Ss work in groups of 4 to check the answer Check the answer in class设计意图：引导学生获取第一个家庭孩子和家长对问题不同看法的细节信息。通过英英释义方法引导学生理解lazy、进一步理解let的含义，通过图片学习词汇password。之后，学生自主学习获取第二和第三个家庭孩子和家长对问题不同看法的细节信息，小组内分享，全班核对答案。培养学生自主学习能力的同时，引导学生利用同伴资源促进学习，培养学生合作意识。 3rd reading - T leads Ss to read for deep understanding of what children and parents say. （1）T leads Ss to think about what the children and parents really want in their hearts. Q: What do the children and parents really want in their hearts? Two Ss role-play Andy and Susan Ss give their opinions on what the children and parents really want in their hearts （2） T leads Ss to think about the causes of the problems between the children and parents. T: It seems nobody is wrong. Then what causes the problems between the children and parents?设计意图：通过角色扮演、联系实际以及诸如Karen为何担心Jessica朋友太多、回家太晚等问题引导学生理解孩子和家长言语背后的渴望，学生能够理解孩子想要更多自己的空间和时间、想被理解，家长希望孩子优秀、安全、健康，这样学生也更加明白了自己父母对自己教育的初衷，了解了家长和孩子之间产生问题的缘由是缺乏沟通和理解。 4th reading - T leads Ss to get deeper understanding of communication between children and parents.（1）Ss finish Exe.4 on the textbook. Which person from the passage might say these things?_ 1. If you dont get off the phone, youll have to pay the bill yourself._2. Its not fair! I want to play my game._3. I know you are smart, but you still need to do more exercises._4. I make phone calls because I have lots of friends. I like to talk to them after school._5. I wont let you bring your friends home until you make your bed._6.Whats the matter? I cleaned it last month. （2） Ss put the sentences into dialogues. Andy: I know you are smart, but you still need to do more exercises. Susan: Its not fair! I want to play my game. Karen: If you dont get off the phone, youll have to pay the bill yourself. Jessica: I make phone calls because I have lots of friends. I like to talk to them after school. George: I wont let you bring your friends home until you make your bed. Edward: Whats the matter? I cleaned it last month.设计意图：引导学生进一步理解沟通的问题，检验学生对课文内容的理解，内化课文内容 5th reading - Read along with the speaker.设计意图：引导学生模仿语音语调，进一步内化理解课文内容。Post-reading (10 minutes) Activity 1. Come up with suggestions for the children with the help of two videos.Q1:If they talk like this, will they solve the problems? Q2: What suggestions do you have for Andy, Jessica and Edward? 设计意图：通过提问引导学生体会如Exe.4那样的沟通不会解决问题，并借助多模态信息输入，通过一对母女争吵的视频让学生感受沟通不畅带来的伤害，然后顺势引导学生为Andy，Jessica和Edward提建议。并通过这对母女顺畅沟通解决问题的视频为学生提供启示。阅读别人的故事，也在思考自己的人生，为他人提建议，其实也是在帮助学生解决自己的问题。 Activity 2. Role play.1. T leads Ss to feel the tension and harm caused by little communication and misunderstanding and talk about how to bridge generation gap by pictures and a proverb Q1: Whats between Mum and this boy? Q2: How to bridge generation gap? Pictures: Proverb: People are lonely because they build walls instead of bridges. By Emerson设计意图： 通过一对母子隔墙而站的图片和爱默生的名言让学生更直观、深刻地感受代沟、缺乏良好沟通带来的伤害，引导学生深入理解文本，然后引出如何跨越代沟的问题。 2. Ss role play （1） Work in pairs. （2） Role play a child and a parent. （3） Make a dialogue begin the dialogue with a problem and try to communicate your ideas pay attention to your attitude(态度) and manner of speaking (语气) 3 mins to prepare （4） Show in class.设计意图：设置角色扮演活动，学生模拟家长子女就某一问题进行沟通的真实场景，为学生创设语境，给学生提供语言和情感体验的机会。通过一系列活动的引导和铺垫，学生最终能够顺利地完成此活动，注意交谈时的态度和语气，增强了沟通的意识。 3. T leads Ss to feel the way and warmth of a harmonious relationship by pictures A happy smile and a hug may also help solve the problems. 设计意图：以母子冰释前嫌的图片收尾，引导学生进一步感受建立和谐人际关