教学设计修改

1、.教学设计（教案）模板基本信息学 科英语年 级八年级教学形式上课教 师鲁玲芳单 位东湖镇中学城东部课题名称Unit2 What should I do? (SectionA3a4)学情分析本堂课以“谈论问题及提供建议”为话题，谈论学生在学校和家庭中遇到的种种问题提供相应的建议、为他人找到合理的解决办法，评价取舍他人的建议、为自己的问题找到最佳的解决办法。这些生活化、通俗化的话题都与学生的现实生活息息相关，能激起学生的共鸣。通过本堂课的学习，使学生学会使用情态动词couldshould及习惯用语“whats the matter? What should I do? Why dont you”，

2、谈论自己生活、学习中存在的某些问题，提出建议，并能根据实际情况及个人经验对他人的建议做出评价“good idea/ okay idea/ bad idea.” 教学目标1. 语言技能目标：（1） 能运用情态动词could/ should提出相应的建议，为他人找到合理的解决办法；（2） 能对他人的建议作出评价和判断（Good/ Okay/ Bad idea）,从而决定是否接受或拒绝他人的建议；（3） 能运用陈述句谈论在学校或家庭中遇到的种种麻烦和问题。2. 语言知识目标（1） 在向他人提建议的交际中，能掌握兵运用情态动词could/ should;（2） 能正确运用“What should I/

3、 he/ she/ they/ you/ we do?”句型寻求帮助；（3） 能灵活运用“ or/ maybe/ I think”等词委婉地向对方提出建议；（4） 掌握并运用“Whats the matter? Whats wrong?”等句型询问对方遇到的问题。3. 情感态度目标（1） 通过共同探讨、解决各种烦恼和困惑，帮助学生学会反思自我，体谅他人，增强合作意识，培养积极乐观的情感态度；（2） 通过寻求帮助、提供建议等各种形式的合作学习，发展学生的人际交往能力4. 文化意识目标（1） 了解谈论问题、寻求帮助和提供建议的基本方式，学会用得体的语言进行表述；（2） 初步了解英美等西方国家的学生

4、在学习和生活中遇到的主要问题和烦恼，以及获取帮助的渠道。5. 学习策略目标（1） 认知策略：通过与同学沟通交流，对同学的建议作出推理和判断，培养学生的综合分析和判断能力；通过调查报告、制定帮助他人计划等方式，提高学生调查分析能力和解决实际问题的能力；通过听录音，提高学生抓细节信息的能力。教学过程Step1 Revision and presentation1. Present the different problems and ask students to read them, then get students to give the advice by using “ You/ She

5、 / should./ could/shouldnt(present the words “pay for”, “need something to do”)2. Ask other students to think of the ideas that students think up. Get them to use “good idea/ okay idea/ bad idea” to judge them. Meanwhile, the teacher use the face explanation to explain the meaning of “good idea/ oka

6、y idea/ bad idea”Step2 Reading1. Ask students to read 3a and answer the questionsWhats Eves problem?What should she do?(Get students to answer questions by using “You should/ You could”)2. Ask students to think of the advice and give their judgments, and give their reasons. Step3 Tasks 1. T: Theres

7、another student who needs some money to buy gifts for his family. What should he do?First get students to read the conversation in 3b together. Then ask students to discuss together. And then ask two students in a group to make up their own conversations.2. T: Jim, a Canadian boy, has come to live i

8、n China with his parents. He wants to practice his Putonghua, but hes very shy. So please help Jim.First have students read the conversation. Then make a list of things Jim could do. Then get students to make up the conversations. After making the conversations, get other students to judge whether t

9、he ideas are good/ okay/ bad.3. T: Look at this picture, what are the problems? And what should we do if we are also on the bus?Divide every four students into a group. Ask students to discuss first, then invite a group member to give a report like this: In our group, S1 thinks maybe we should/ coul

10、d.I think its a/anidea. S2 thinks we should/ could S3 thinks itsStep4 conclusionT: Please remember being polite and kind makes the world more beautiful.板书设计Unit2 What should I do? (Period2 Section A 3a-4)good idea okay ideashouldbad ideaYou/ He /SheshouldntAdvicecould作业或预习1. Review the new words and phrases.2. Do exercises in workbook.自我评价不足之处：首先，本堂课最后一个任务的设计不够开放。我选取了本册课本第七单元reading “Would you mind keeping your voice down?”的图片，让学生讨论图片所反映的问题，并针