初中英语教学设计2

1、所用教科书 书名义务训练课程标准试验教科书英语（go for it ）九年级所教年级初三所教册次、单元九年级其次单元设计主题reading: he used to cause a lot of trouble.1. 整体设计思路、指导依据说明本节课是主题为一个老是惹麻烦的男孩在母亲的帮忙下变成一个好孩子的阅读文章；依据阅读课的要求，我设计了导入，快速阅读，认真阅读，读后活动，自我评判，作业六个环节；导入环节设计了一篇小故事，快速引导同学进入话题，同时引入生词，解决生词；快速阅读第一通过两个简洁且重要的问题明白课文的主要内容，在此基础上填入文章中所缺句子，同时帮忙同学们总结出这一步的阅读策略；认

2、真阅读， 分段阅读，通过不同形式的问题带领同学细致的学习课文；读后分为了四个活动；第一依据martin 的成长苦恼复述课文；然后找出自己的成长中的苦恼，帮忙别人解除苦恼，引导同学学会感恩；最终通过自我评判挑选相应的作业巩固课堂学问；2. 教学背景分析教学内容分析：本课是九年级其次单元的最终一课，阅读课，是本单元话题过去的某种状态的延长和连续；文章讲得主要内容是一个老是惹麻烦的男孩在明白了母亲对他的爱之后变成一个好孩子的故事；同学情形分析：我所教同学大多是来自农村，英语基础一般，但是他们有着积极的学习态度，能够很快融入我的课堂中，每个环节同学们都能大胆的参加，很顺当的完成了本课学习；3. 教学目

3、标分析学问目标：学习本课中显现的生词，懂得课文主要内容；才能目标：通过阅读课文，设计各种活动训练同学运用英语进行听说读写各种活动的才能；并培育同学利用语境懂得句意的阅读方法和技能；1情感目标：通过学习本课，让同学能体会到父母之爱，找出自己的成长苦恼，帮忙别人解除苦恼，并学会感恩；4. 教学重点、难点分析教学重点： 对于课文各个细节的懂得及对于课文主题更深层的懂得； 对于同学阅读才能及听说读写各个才能的培育；教学难点： 训练同学利用上下文信息填写词汇和句子的才能； 对于课文的懂得及活动的绽开；5. 教学过程设计一before you read（读前）设计意图：读前热身&导入通过自我介绍，

4、问候，拉近与同学的距离，再用几个简洁问题如 “are you always happy at school. do you have a lot of homew ork. ”等引出我的同学 mary 的成长问题，并导入话题，学习生词；二while you read（读中）1. read quickly and answer the questions.（快速读课文回答疑题）(1) what did martin use to be .(2) is martin a bad boy now.设计意图： 第一通过快速阅读课文，回答两个简洁问题， 明白课文主要信息： 主人公 martin的转变，从

5、一个问题小孩变成一个好孩子；2. read carefully and put the missing sentences into the right places in the reading.（读课文填入文中缺少的句子）missing language2a. how was he able to change.b. and didn t give up trying to help himc. that s when i decided to changed. after his father s death a few days agoe. even the teacher agree

6、d that martin was wasting his time learning strategy （阅读策略）:as we read, we need to use the information around the sentences to help you guess themeaning. using context can help you know the meaning of the sentences.（阅读文章时，我们可使用句子四周的信息来推测语句意思；也就是说，语境可帮忙你懂得句意；）设计意图：课文中缺少了五个句子，这一步通过认真阅读课文，把五个句子填入文中， 使文

7、章完整，为下一步分段细读课文做好铺垫；在这个过程中，让同学学习通过语境懂得句意的阅读策略；3. read paragraph 1 and answer the questions.（读第一段回答疑题）(1) when did martin s life become much more difficult.(2) “ to do this, she had to work, and so was not often at home.”what s the meaning of“ to do this”.设计意图：认真阅读第一段，找出问题一的答案，这是个关键信息，martin的生活什么时候开头变

8、化的，这个问题也是martin变化的重要缘由；其次个问题，利用刚学习的阅读策略来找答案，同时，仍让大家明白到martin母亲不常常在家的缘由，这同时也是martin变化的缘由之一；4. read paragraph 2 and fill in the chart. （读其次段填表）martin s troublemother s help(1). he caused problems for .1. shehim as wellas(2). he was not studying.(3). he often she could.2. she sent him to .with the poli

9、ce.(4). he wanted to the school.3设计意图：这一段主要讲了martin的问题、麻烦，以及他母亲对孩子的耐心帮忙，因此设计了这个表格，可让同学们很清楚的看出这一段的主要内容；5. read paragraph 3 and tell true or false.（读第三段判定正误） 1 the headteacher said it was not necessary for martin to talk with his mother. 2 martin finally understood what his problem was. 3 what his mot

10、her said didn t change his mind. 4 martin was afraid of being alone after his father s death.设计意图：第三段主要描述了母亲对儿子说的几句话，这是martin转变的直接缘由，通过 4 个判定正误题检测同学是否懂得本段内容；6. read paragraph 4 and fill in the blanks. （读第四段填空）1) martin is now students in his class.2) helped him feel good about himself.设计意图： martin现在

11、已经完全转变了，他的转变及是什么最终转变了他，这一段进行了总结，通过这两个句子可以把这两个关键信息显示出来；三after you read:（读后）1. retell according to martin s pains（依据 martin 的成长苦恼来复述课文）1） martin is a . he used to be . when his father died, . his mother had to work, so .2) he his study and often police. atlast,hismotherdecidedto .buthewantedto .3) mar

12、tin called .his mother helped him .even though his father was no longer with them, he .4) now martin has really changed. he is .设计意图： 让同学们通过martin的成长苦恼文章这条主线更加深刻的懂得课文，为下一步开展活动奠定基础；2. group work:（小组合作）1) make an interview: write down your classmatesgrowing pains i n your group. （ 进行一次采4访，写下你组内同学的成长苦恼

13、）2) put the paper into the envelop and pass your group s envelop to another and talk about how to help them to solve the problem and tell us.（把你们组内的成长苦恼装入信封，传递给下一组，你来帮忙别的组解决问题，写下解决方法，并告知大家）设计意图：通过采访，记录组内同学的成长苦恼，并帮忙其他组解决苦恼的小组合作活动，升华本课主题，并培育同学团结合作互帮互助的精神；3) write a“thank you note ” to the people who h

14、elped you solve the proble（m.写一篇感谢信给帮忙你解决问题的人）thank youthankyousomuchfor .it vserykindofyouto- .iused to .butyoutoldme to . i am so happy that now i .again special thanks to you.yours sincerely 设计意图：通过写感谢信让同学学会如何感谢帮忙过你的人，做一个有爱心的人；3. to sublime. 升华 dont meet trouble half-way.don t trouble troubletill

15、 trouble troubles you.trouble is your friend, dont be afraid of making troubles; just believe in yourselves, you can learn from your trouble.god helps those who help themselves. do well and have well.4. self-evaluation.（自我评判）read the following sentences and check your understanding of the text.ifyou

16、 have masteredthe rules, you d better write three smiling faces on the lines. but if you haven t mast well, you can write just one or two smiling faces on the lines.（对于本课的学习你是否已经掌握以下五条，假如你已经很好的把握请在横线上画三个笑脸，假如是把握一般请画两个笑脸，假如没有把握请画一个笑脸） 我已把握了课文中生词； 我已很好的懂得了课文内容； 我已懂得了本课的阅读策略； 我很好的熟悉到了我的问题及同学们的问题，及如何更好的

17、解决问题；5 我学会了如何做一个有爱心的人，如何感谢别人；设计意图：通过自我评判，明白自己对本课所学内容的把握，依据不同的情形挑选相应作业进行巩固；4. homework.（作业）homework1: vocabulary exercise. （词汇练习）homework2: shorten the text. （缩写课文）homework3:writeashort passage aboutyourbest friendprsoblemsandtrytogive suggestions.（写一篇短文关于你的挚友的问题并尝试赐予建议；）设计意图：针对同学们把握情形的不同，完成相应的作业，真正使同学巩固课堂所学学问；6. 教学评判设计在教学过程中，对回答疑题积极精确的同学赐予肯定