英语人教版八年级上册unit 10 Section B2a-2e.doc

（简易多媒体环境、交互多媒体环境、多媒体网络教学环境、移动学习环境）下的教学设计基于解决的问题通过阅读巩固学习条件状语从句并解决现实生活中的烦恼教师贺荣日期2017.5.7科目英语教学班级八年级9班课时4多媒体设备白板，ipad教室一、教学内容分析In this class, the topic is “If you go to the party , youll have a great time”. Students should consolidate the basic sentence pattern and talk about the ways of problems that they are facing in the daily life. It is linked with unit 9 that talked about the party. 二、教学目标（知识、技能、情感价值观）1、知识：Consolidate the basic sentence pattern and learn the reading skills and new words and phrases.2、能力： Be able to use the “if”sentence pattern to deal with the problems in the life. Be able to talk about consequences Be able to find the topic and some information with the reading skills3、情感、价值观: Cultivate students to communicate with others when they meet the problems in the daily life.三、学情分析In primary school, students have learnt the future tense. Based on this , it is easy for students to learn a new sentence pattern.四、教学策略listening, speaking, reading, pair work and group work.五、重点、难点Teaching important points Learn the extensive reading skill to find the topic of a passage and intensive reading skills to find the details of the passage. Use the new sentence pattern to deal with the problem in the life.Teaching difficultiesUsing of the key sentence to express the ideas to deal with the problem.六、教学资源Seewo Electronic whiteboard, video, Ipad Classroom, 七、教法、学法趣味教学法，情景教学法，角色扮演教学法，口头复述教学法。八、教学过程教学环节教学内容资源、媒体运用教师活动学生活动设计意图1、Leading in图片提问：你认为生命中最重要的东西是什么？如果你开心了，你会做什么？自由发表个人意见引起学生的学习兴趣并导入本节课所学的内容2、Warming up微课展示学生生活中的烦恼看微课总结生活中烦恼的类别为大阅读的学习做铺垫3、Pre- reading白板的擦拭和图片拖动功能提出问题引导学生回答同学们自由讨论帮助学生预热文章主题的三个选项4、while- reading白板的书写功能让学生速读课文速读课文并选出文章的主题句训练速读技能捕捉信息5、while- reading白板的书写漫游拖动功能要求学生分段听内容并朗读，回答相关问题精读段落回答问题训练学生的精读技能，捕捉详细信息6、After-reading白板书写功能，iPad教室的发题，收题，和观测学生完成情况的功能要求学生完成练习阅读并选词填空 巩固所学文章内容及知识点和句型7、After-reading白板展示组织学生分段复述课文小组讨论并选出代表对段落根据关键词复述内容训练学生表达能力，对知识点学习的产出检测十、教学评价、反思在本节课的英语教学中，活动的设计应多考虑学生已有的生活经验。在阅读时，尤其是精读的时候应该给学生更充足的时间去找信息，要照顾到中下水平的孩子的阅读能力。在最后学习成果展示环节上，更应该给孩子们充分的时间去产出，让中下水平的孩子也尽可能多输出，多练习，达到二次学习的效果。再次，阅读课本身就很枯燥，在课的设计上应更多的注意方式方