英语unit2教学设计及反思1

1、八年级（下）Unit 2第一课时教学设计及反思徐寨中学 段光珍【教学设计】Theme：What should I do ？Function：Talking about problems and give advice Structure：could， should，Why dont you.？（formulaic）difficult points：How to talk about problems and give adviceTeaching aids：recorder ， CAI and pictures Teaching aim：（1） Learn to talk about the

2、problems by using：Whats wrong ？/ Whats the matter ？/Whats the trouble ？（2）Learn to talk about giving advice by using ：could ， should ， Why dont you.？Teaching process：Step 1：Leading-in The teacher said ;I have a cold. What should I do? Let students give some advice .Step 2：Pre-task1.Warming up：Guessi

3、ng pictures.（Teacher show the Ss some pictures in which some people are in trouble.The Ss guess：What s the matter with he/she ？）2.Discussion （Talk about the trouble in different pictures among different people， and give some advice to them.）Step 3：While-task1.Listening comprehension（Listen to the ta

4、pe and circle the problems they hear in activity 1a.）2.Reading comprehension（Ask and give advice according to the dialogue in pairs.）3.Role-play（Practice the dialogue and then act the dialogue after listening and repeating the tape.）4.Listening comprehension（Listen to the tape and draw lines to matc

5、h the advice and the reasons.）5.Problem solving （Teacher ：I dont feel very well.I feel very tired.What should I do ？Ss give advice.）6.Find and solve （Students in small groups try to find out what problems they have， write down the problems; others try to find out advice for them.） 7.Singing（Ss sing

6、out the following song by changing the words ）12     3     1    |  12     3    1 | 3  4  5 | 3  4  5 |Whats the matter？Whats the matter？I.56     54   

7、 31|  56    54    31 | 2        1|What should I do？What should I do？You should.Step 4：Post-taskThe resultsStep5：Homework Changes in assignments （ Ss find out what problems their classmates had and write down the advice they give them.）【课后反思

8、】教学过程中，我在明确了任务目标后，充分挖掘教材智力因素，重新设计活动内容，使学生能在新的情境中运用所学语言。这样学生才能真正发挥其主体作用，在完成任务过程中主动积极地获得学习经验，享受成功的喜悦，从而提高学习兴趣和成就动机。1.我在上此课时恰巧学校正在流行感冒，因此我编了下列对话。T：What happened to him？Did he feel happy？S：No.（by most of the students）T：What should he do？Can you give him some advice？S：Yes./ No.（The answers may different.

9、）T：Maybe he should. Today we are going to learn how to talk about the problems and give others some advice.学生带着学习任务进入这节课。开门见山，非常直接。2.多媒体课件激发兴趣。课堂上，我通过多媒体课件将机械的问题变得充满乐趣。我用Flash把一些如：“play the stereo too loud”的图片加以处理，使它们能局部呈现。我首先问：“Whats the matter with him ？Did he sing？”等。随着画面的渐趋完整，讨论的气氛愈加热烈，直到我最终展现全图

10、时，90%学生会产生一种成就感，因为他们不仅参与了游戏，而且还为自己创造了大量说英语的机会。3.歌曲演唱化难为易。歌曲深受学生喜爱。学生在唱歌过程中不仅可以缓解学习中的紧张气氛，而且可以把本节课的重难点轻松地记住。因为任务型教学理念认为，仅靠英语知识的传授（学得），不会导致真正的语言习得，语言学习应强调“做中学”，使学生通过完成教师精心设计的任务来习得语言。4.自选作业发挥个性。作业作为课堂知识掌握情况的一个反馈和延伸，可以适当加以变通。如，本课的课后作业，我要求学生把其他同学提出的问题，帮他们提出建议并写在作业本中。在教学过程中也存在着许多不足之处：1在编对话，教师为了开个好头而给学生指定内容，应该把更多的时间让学生支配。 2.在小组活动中，个别学生由于本身水平而不能积极参与活动的各环节，教师应辅导和帮助，利用小组长对他们进行帮助。3.本课能基本上围绕课文中的话题，在一项大任务中通过完成各项小任务来渗透听说读写各项技能训练。但在控制学生思维的方向，使学生不会在有限的课堂时间内夸夸其谈而离题方面，还存在不足。4.学生对教师的依赖心理。学生习惯于被动学习方式，在接受和完成任务时一时很难主动形成师生、生生间的互动局面，影响