9A Unit3教学设计.doc

牛津初中英语教学设计FWE( 9A ) Unit Three Teenage problemsReading（I）沭阳县韩山中学 陈静一、 设计简述本节课教学设计以语篇教学和任务型语言学习为理论指导。语篇教学就是在教学中从宏观的角度出发，将语篇作为一个整体来处理。这就是说，外语教学不能只停留在对目的语的孤立词、句的分析水平上，而应从语篇的形式和内容两个方面入手，结合语言运用的环境来理解和掌握语篇。语篇教学法认为：1、它有利于培养学生运用语言进行交际的能力；2、更能激发学生学习的积极性，逐步形成以学生为中心的课堂教学；3、有利于创造一个和谐自然的语言环境，让学生沉浸在使用目的语的环境中进行有意义的交际；4、有利于培养学生分析问题和解决问题的能力。因此本课在引导学生在理解语言形式结构的基础上，更加注重文章语言所传授的有关青少年生活的文化知识。英语课程标准（实验稿）明确指出：提倡任务型教学模式，把综合语言运用能力的培养落实在教学过程中，倡导体验、实践、参与和合作的学习方式，实现任务的目标，感受成功，强调学生能用英语做事情。任务型教学途径与传统教学法之间的差异在于前者更注意信息沟通，活动具有真实性而且活动量大。英语课堂教学应具有“变化性互动”的各项活动，即任务。学生正在完成任务的过程中进行对话性互动，进而产生语言习得。正由于任务型教学具有上述性质和特点，在英语课程改革不断深化的今天，倡导选择和运用任务型教学以期更好地完成课程目标就成为一种历史的必然了。本节课创设了良好的语言环境和提供大量的语言实践机会，这样不仅增加教学的直观性，使得学生宛若置身于真实的语言环境中，让学生运用所学目标语言去完成各个任务。学生在完成任务过程中，通过自己的体验、感知、实践、参与和交流，形成语感，自然而然地产生用英语表达的需要，提高他们的语言实践与交际能力 。本节课的英语教学特色是始终发挥学生主体作用，设计了以学生为中心的教学活动。在课堂教学过程中尊重个体差异，充分考虑到学生在现有基础、学习潜能等方面存在差异的客观现实，采用内在尺度法，实施隐性分层教学，设计不同层次的活动任务，满足不同层次水平学生的学习需要。比如本节课设置的各个环节的任务具有层次性和梯度性，既体现了对学习困难学生的关注，又给基础教好的学生更大的发展空间。二、 教材分析（一） 背景分析许多中国学生因为学习、朋友以及家庭关系而产生很大的压力。随着青少年生理上的变化，我们不难理解很多学生正面临一段非常困难的时期。在报纸和杂志上我们经常可以看到为读者提供建议的栏目，现在又有了一些网站和聊天室供人们谈论自己的问题。教师可以让学生了解当他们需要帮助的时候，有哪些资源可以利用。除了老师、家庭和朋友之外，学生如果不想公开自己的身份，还可以选择其他能让他们感觉更舒服的途径。（二） 教材内容分析本课时是9A第三单元的第二课时reading，通过学习本课时，同学们可以了解如何谈论自己在平时的学习和生活中遇到的一些烦恼和困惑，并且知道如何写信来向别人寻求帮助。同时，在教学过程中，老师还可以根据本课阅读内容适当介绍一些阅读技巧，让学生学会针对不同的阅读任务采用相应的阅读技巧，还要让学生学会如何利用所给出的一些单词或短语来复述课文。三、 学情分析1、九年级学生经过中学两年多系统的英语学习，具备了一定的基础和阅读能力。九上的学生已经掌握了宾语从句、疑问词+to do sth 的用法。同时通过两年多新课程理念的熏陶和实践，有了初步自主合作，分析归纳的能力。学生处于知识积累，前后知识衔接，培养良好的学习习惯的关键时期。大部分学生对英语有一定兴趣，但由于知识的安排由浅入深，有少数学生对这门学科产生了恐惧厌恶心理，不愿开口说英语。因此消除学生厌学情绪，激发调动学生学习兴趣显得至关重要。2、根据学生实际情况，尊重学生现有的知识水平和认识差异, 我采用情境教学法和任务型教学途径，设置尽量真实贴近学生生活的情境，激发学生表达的欲望和兴趣，同时设置一些符合学生现有水平和感兴趣的任务，让学生有用英语表达的愿望，在完成任务中体验成功；并注意指导和培养学生的学习策略。四、 教学目标设计1、知识目标：能够掌握本课时的重点单词、词组和句子。通过本节课的学习，使学生掌握complete refuse accept allow strict worth等四会单词、deal with hand in be of great value achieve a balance等重要短语以及以下句型：I often doubt whether it is worth working so hard. Can you please advise me how to achieve a balance between my schoolwork and my hobbies？2. 能力目标：熟练运用本课时所学知识来谈论自己遇到的困难和烦恼，并学会如何向别人寻求帮助。 3. 情感目标：通过本课的学习，使学生能有机会在学习英语的同时，提出自己在学习、生活中所面临的困惑和问题；在师生间，学生间相互倾诉的同时，加深彼此的了解，增进感情，并互相给出合理的建议解决问题或缓解这些问题带来的不良情绪，进而营造积极乐观的人际氛围，培养学生良好的人际关系和较高的文化修养。 4.学习策略目标（1）通过scan和skim获取文章信息，在完成阅读任务的同时,培养学生阅读理解能力 .（2）通过discuss活动，引导学生在体验、实践、参与、合作和交流中学会用英语来谈论自己遇到的困难和烦恼，并学会如何向别人寻求帮助。 五、 重难点设计由于本节课的话题是如何谈论自己在平时的学习和生活中遇到的一些烦恼和困惑，并且知道如何写信来向别人寻求帮助。同时，在教学过程中，老师还可以根据本课阅读内容适当介绍一些阅读技巧，让学生学会针对不同的阅读任务采用相应的阅读技巧，还要让学生学会如何利用所给出的一些单词或短语来复述课文。因此本节课教学重点如下：1. 重点：会准确运用描述青少年问题的相关词汇、句型谈论青少年遇到的问题及解决方式，在情境中操练语言。2难点：准确理解文章中的长句。1) I doubt whether it is worth working so hard.2) Then I get into trouble at home because my parents do not allow me to play outside after 6 p.m.六、 教学策略与手段根据以上对教材的分析，同时针对九年级学生学习英语能力的实际情况。本节课通过创设良好的语言环境和提供大量的语言实践机会，让学生运用所学目标语言去完成各个任务。学生在完成任务过程中，通过自己的体验、感知、实践、参与和交流，形成语感，提高语言运用能力。本节课根据教学目标，主要运用语篇教学和任务型教学法，将语篇作为一个整体来处理，通过任务型语言教学法，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。根据教学需要，本节课主要以现代化电教手段多媒体辅助教学，贯穿整个教学过程来增加教学的直观性和趣味性，加大课堂的教学密度，进而提高达到教学效果的目的。七、 教学过程Part 1 Lead-inStep 1.Revision Different problems T: Hello, boys and girls, welcome to my class. Last period, we learnt many different problems. Do you still remember them?The following pictures may help you. Look at them and tell me. eg. Who is she? She is Sandy. What is her problem? Her parents work all day and they dont have time for her. So you can say : Sandys parents work all day. They dont have time for her.T：What about Picture 2? Good！ Simon doesnt have enough time to do his homework. T: What about picture 3? Yes.The TV is always on at Kittys home. The noise almost drives her mad. T: What about this one? Good.Daniel doesnt have any close friends to talk to. Sometimes, he feels lonely. T: Look at picture 5? What is the problem? Amys cousin always makes a lot of noise, and disturbs her when she is studying. T: What about picture 6? Yes.Millie doesnt get enough sleep. She feels tired in class. （设计意图：由老师和学生的free talk导入新课内容，为任务呈现做准备，激活已有的知识；通过图片创设情景激发学生兴趣，调动其求知欲和学习热情，准备学习新知识，并完成任务。）Part Two Pre-reading Step2 PresentationT: We know that Millie doesnt get enough sleep and she feels tired in class. Can you guess why? Maybe she has too much homework to do and she sleeps late at night. Of course, she also has no time for her hobbies. How about you? Please think over: How long do you spend on your homework? How long do you spend on your hobbies? T: So your life maybe like this. You spend much more time on your homework than on your hobbies. Do you like that? What do you want your life to be? Of course, I think you want your life to be like this. Why? Because it achieve a balance. T: I guess too much homework is the biggest problem for you. Sometimes, you may have no time to complete it. Here “complete” means “finish”.Can you refuse it? Here “refuse” means “to say no”. Can you? No, you just accept it. And your parents may not allow you to do your hobbies. Here “allow” means “let sb. do sth.” They are very strict, arent they? Here “strict” means: when someone wants you to do sth., you must listen to him and do what he wants. Is it worth doing homework? Of course yes.Why? It may help us study better. Right? So we have to solve, or we can say we have to deal with this problem. But how? May be we can find the answer in todays lesson today. Here are the new words. Read these words together.T: When you have problems, who do you ask for? You also can ask a youth worker for help. Here is a youth worker and his name is Sigmund Friend. I think he can help Today, well read two letters from two students. They have some problems so they wrote letters to Sigmund Friend to ask for help. （设计意图：由师生对话很自然地引出生词，课文内容，通过讨论图片导入新课，这样不仅可以激活学生头脑中已有的相关知识，还可以熟悉一些词汇，为进一步的阅读做好准备。）Part Three While-reading Step 3. Task one First Reading Read the two letters quickly and answer the follow questions:Who are the two students? What are their problems? Check the answers together. Step 4 Task two: Second Reading T: Look at Exercise B on P.46. Here are some key words appeared in the letter. We may know some words but some we dont. Read the letter again, match the words on the left with the meanings on the right. The answers are: g, d, e, b, h, f ,c, a Step5 Task three: Third Reading T: Listen to the tape , read these two letters silently and finish the following exercises. First is about Millie. Judge the following statements true or false. 1. Millie often stays late to complete the exercise, but she doesnt feel tired next day. 2. Sometimes, she refuses to do so much homework. 3. Millie thinks that handing in her homework on time can help her make good progress in school. 4. Millie is sure it is worth working so hard.T：Now is about Simon. Please answer the following questions: 1.Is Simon crazy about football?2.How long does Simon play football every day?3.What do Simons parents ask him to do?4.Do Simons parents understand him?5.What problem does Simon have?（设计意图：这一步主要运用语篇教学法，让学生细读课文达到既理解文章，又能用自己的语言进行浅层次表达的目的，主要训练学生的阅读理解能力。）Part Four Post-reading Setp 6 Task 1 Revision： Exercise C T: Now, do you still remember Millies and Simons problems? Look at Exercise C on page 46. It may help you. Now, lets check the answers.Step7 Task 2 Fill in the blanks with words and phrases. First is Millies letter. Millies letter Millie has a problem and she doesnt know how to _(处理)it. She has a lot of homework but she cant _(拒绝)it because she understands that it is important to do her homework and _(准时交作业). She usually just a _ it and often stays up late to c_ the exercises. However, she has no s_ time for her hobbies. She d_ whether it is _(值得如此努力工作). She is _(期待) a holiday without homework and wants Sigmund Friend _(提供她一些建议). Lets look at some languge points in this short passage.T: 1.deal with sth. 处理，应付 eg.你昨天有没有处理那些信件啊？ Did you deal with these letters yesterday? Go back to the passage. Lets see the next one. 2. refuse v. refuse to do sth. 拒绝做某事 Look at it and try to fill it with the correct form. eg. He refused to _ (receive) their presents. The answer is “to receive”. Go back to the passage. Lets see the next one. 3. hand sth. in (to sb.) 上交某物给某人 Look at it and choose the correct one. The answer is B. eg. Remember to _ tomorrow. A. hand in it B. hand it in C. hand D. hand it on 注意：当短语中某物时代词时，只能放在hand 和in 之间。4. on time 按时，准时 eg. 翻译下列句子：火车准时到了。 The train arrived on time. eg. The train arrived on time. 补充：in time 及时Go back to the passage. Lets see the next one.T: 5. worth adj. be worth doing sth. 值得做某事 Look at the eg.eg. The book is worth _ (read). The answer should be “ reading”. Go back to the passage. Lets see the next one. 6. offer v. 提议 offer sb. sth. / offer sth. to sb. eg. 翻译下列句子：他给她提供了一杯水。 He offered her a glass of water./ He offered a glass of water to her. suggestion u.n. 建议 c.n. 建议或提议的内容 近义词：advice (u.n.) 劝告，建议 advise (v.)Next, lets look at Simons letter. Simons letter Simon would like some a_ on his love of football. He is so c_about football that he s_ out late at night to play it. His parents are very _ (对严格) him and they dont a_ him to play outside after 6 p.m. Simon feels s_ and angry _ (时不时). He wishes he could have his parents s_. He wants Sigmund Friend to tell him how to _ (在之间达到平衡)his school work and his hobbies. T: Lets look at some languge points in this short passage. 7.strict adj. 严厉的 做定语： a strict teacher be strict with sb. 对某人严厉 look at it and choose what? eg. She is strict _ her children. A. of B. to C. with D. for The answer should be C. Go back to the passage. Lets see the last one. 8. allow v. 允许 allow sb. (not) to sth. 允许（不允许）某人做某事 eg.翻译下列句子：老师允许我们明天交作业。 The teacher allows us to hand in the homework tomorrow. OK. Try to remember these important words and phrases after class. Step8 Task 3 Retell the letters T: Now, lets retell the letters. I will give you some phrases and try to say something about letters with your won words. First is about Millie. Second is about Simon. Step9 Task 4 Exercise D T: Millie and Simon have these problems. Do you want to know Sigmund Friends suggestions? He is replying to Millies and Simons letters. Here are the letters on page 47. Please help him complete the letters. （设计意图：这一环节主要是面向全体学生，尤其关注学习基础较差的学生。通过基础知识的讲解、基础题型的设置来尽可能地满足不同层次学生的需要。）Step10 Task 6 Discussion Fimally, lets have a discussion. Do you have these problems? First, work in pairs and think T: What kind of problems do you meet? Discuss in pairs and tell us your problems.T：Exchange your problems with another pair. Listen to another pairs problem and give them your suggestions.（设计意图：本活动是对学生本节课学习的一个及时巩固。在这个步骤中，学生将练习从同伴中获取信息，并对寻求帮助者以主动提问的方式获取所需信息，并进行分组讨论，寻求对策，对学生语言运用能力的提高必然有很大的帮助。）Step 11 Summary T：Lets make a summary for todays lessons. Step 12 Homework 1 1. Remember the new words and phrases. 2. Read two letters again. 3 .Write a passage about your own problems.（设计意图：作业体现了本节课任务的延续