初中英语_IusedtobeafraidofthedarkSectionA(3a-3c)教学设计学情分析教材分析课后反思

1、教学设计1 . Objectives知识目标：words, phrases &sentences:deal with, shyness, dare, background , take up, in front of, tons of, fight on I didn t use to be popular in school, but now I get tons of attention.能力目标: Learn the story of Candy Wang; Improve readingability through it.情感目标: Learn to watch some peopl

2、e s changes; payattention to beautiful things in our daily lives and enjoy our lives.2 .Key structure（ 1） .She used to be shy, but now she s not shy anymore.（ 2） .Only a very small number of people make it to the top.3. DifficultiesHow to better understand the “ used to ” sentences and thesigns of C

3、andy Wang s changes gave.4. Procedure Lead-inPlay a guessing game: Whois he/she? Use “ used to ” and “ now” to describe some students changes.Teacher: He used to be short. But now he is much taller. Heis from Class Thirteen.Students: Liu xiaoang!Step 1 PredictionWhat does the article mainly talk abo

4、ut? From the title andthe picture.Step 2 Fast readingRead and identify the paragraphs in which the followinginformation appears. Number the information 【 1-3 】how Candy s life has changedCandy s advice to young peopleCandy s backgroundStep 3 Read again and answer the questions.1. She used to be shy,

5、 but now she s not shy .2. She didn t use to be in school, but now she gets lotsof attention.3. She used to with friends, but it is almost impossiblenow.4. She didn t use to how she appears to others, butnow she does.Step 4 Read in detailsLet Ss read the article again carefully and complete the char

6、t about Candy.More details abouthow Candy s life has changed .Good things Bad thingsStep 5Candy s advice to young people:Step 6 Let s talkSuppose you are the interviewer（ 采访者 ） and your partner isCandy. Role play the conversation.Hello, Candy Wang. I m a reporter from Young World magazine.How was yo

7、ur life different after you became famous?What do you want to say to young people who want to become famous?Have them prepare for 5 minutes and show their dialogues in pair.Step 7 Critical thinkingIs Candy living a successful life now?Step 8 Follow up: Has your life change in the last few years?If y

8、es, what is the biggest change and how did you do that?If no, what do you think need to be changed and how are you doing that?Step 9 Think-pair-share:I used to (and what you did for that)Now (and what you life is like)In ten years, (and what your life will be like and why isthat)Step 10 Enjoy a poem

9、 ( Life is beautiful.)Step 11 HomeworkMust-do:(1) . Read the article again and retell it.(2) . Polish( 润色 ) your passage.Challenge yourself:(1) . Try to find out some other (famous) people s changes and share with us in next class.六、板书设计Unit4 From shy girl to pop starchangesused tonowEnjoyyour life!

10、be shy a pop starnot populartons of attentionnormal lifeworry aboutbe carefulnot much private time学情分析在学习本单元之前，本年级学生已经学习过了一些描写人物外貌的词汇和句型。对于本单元的学习，大部分学生已经有了一定的学习基础 , 经过本单元第一课时的学习，学生学会了简单的描述自己和他人过去和现在的变化。但由于学生自觉性差，很少能够自觉做好课前预习和课后复习，所以课前可以给些时间让他们熟悉下本节课的内容。效果分析这是一节英语听说课。整堂课下来，学生基本完成率教学目标的设定。 所以要相信学生的学习能

11、力。每个学生都蕴藏着充分的发展潜能， 关键是教师如何开发。但也存在很多不足，比如一些设计环节偏难，如 Critical thinking. 学生因为不够答案不够自信而没有特别活跃。本节课我进行全英授课，不少学生课下反映听不懂课堂指令。所以我以后要课堂语言的使用上要遵循简洁易懂的原则，以便让更多的孩子参与到课堂环节中来。这节课对教材的挖掘我觉得还是比较合理的。比如谈论Is Candyliving a successful life now? 对学生的人生观的指导有一定的现实价值。再加上后来的Follow up: Has your life change in thelast few years?

12、 让学生思索过去，正视过去，面对未来。在学习字词句的同时对学生进行了人生观的教育。教材分析本节课的核心话题为“from shy girl to pop star ”，围绕着谈论谈论Candy过去到现在的变化，进而学习她克服困难，追求梦想的精神。 本节课设置任务型综合性语言实践活动，让学生在交际活动中， 学会如何正确地用英语表达自己的意见和建议，重在培养学生的习得语言运用能力、实践能力、合作能力及创新意识。评测练习1. 我采访二十四岁的亚洲流行歌手Sarah。I Asian pop star Sarah.2. 她从事跳舞来解决她的害羞问题。She dancing to her shyness.3

13、. 我不再有许多个人时间。I don t have time .4. 她过去常和朋友一起购物。She with friends.课后反思这是一节英语阅读课，在讲完以后觉得有很多不足。比如一些设计环节偏难，如Critical thinking. 学生因为不够答案不够自信而没有特别活跃。以下是我对本节课和以后教学的几点反思。1、在每一次分组与讨论的过程中，如何更有效的促进上、中、下学生进行合作学习，互相帮助，使每位同学在每个活动中都有所得，尽量减少两极分化，是急需要解决而又难以解决的问题。2、班额大，在分组讨论过程中，教师很难及时地对每个组进行指导。久而久之，必定影响实际教学效果。怎么办？3、用“

14、真问题”组织课堂教学时，要留给同学足够的思维时间和回答问题的时间，教学任务完不成，怎么解决这对矛盾？4、教师在探究活动中的主导作用非常重要。体现在对教材的钻研、教学过程的设计、情感的激励、探究学习氛围的营造等各方面。教师还要有较强的应变能力，在学生思维受阻时巧妙引导，思维活跃时适时激励，有了思维成果后适当奖励要真正成为学生学习的促 进者、组织者和指导者，关键是转变传统的教学观念和教学行为。5. 要相信学生的学习能力。每个学生都蕴藏着充分的发展潜能，关键是教师如何开发。6、我将本课与平时教法相比，觉得运用探究方式更能充分发挥学生的主体性，学生思维的广度、深度、密度更大，更易形成良好的学习方法、策略。 本课70%左右的时间是学生活动，“以学生为主体”的教学理念得到了发挥。小组学习的形式，又增强了学生的合作意识。其中， 最大的不同是学生的情感体验。从发现规则时的喜悦，到巩固规则时的兴奋，运用规则时的大功告成，学生体验到了探究学习的快 乐。而这种体验，又促进了学生外语学习的积极性。课标分析本话题取材于义务教育课程标准话题项目表中学会讨论我们所发生的变化。该话题学生