课题名称：Problem Page 教材版本：北师大版 八年级下
教师姓名 学校：
教学指导思想与理论依据
《义务教育英语课程标准（2011年版）》明确指出：“义务教育阶段英语课程力求面向全体学生，教师要通过创设接近实际生活的各种语境，培养学生用英语做事情的能力。”
同时，情感态度五级标准中要求学生“能在英语交流中注意并理解他人的情感”。
本课是一节阅读课，结合本班学生多为独生子女，较以“自我为中心”，教师把引导学生“学会换位思考，积极面对生活”设定为教学目标之一。通过表格、追问及板书等方式归纳学生读者的日常困惑及栏目专家给予的建议，并通过一份有关本班学生日常困惑的问卷调查创设情境，谈论问题并给予建议，为学生的输出活动搭建台阶，推进情感态度价值观的实现。
教学内容分析
本单元的中心话题是人际交往，涉及课标话题7“情感与情绪”和话题8“人际交往”。就人际交往而言，本册涉及Unit 2 Communication及本单元Lesson 11有关征求和给予建议的功能句。
本课是一节阅读课，课题为Problem Page。阅读部分的内容是“问题专栏”下的两个版块，版块一是学生读者的具体日常问题，版块二是根据求助者的问题，栏目专家表明自己的观点并给予建议。
本文涉及有关描述情感和日常问题的词汇有shy，nervous，bad moods等和给予建议的短语take deep breaths，break the ice等。
本课是在本单元Getting ready部分学生初步了解谈论日常问题的目标语言的基础上，在语篇层面的深入学习和运用。同时在给予建议方面渗透if的用法，使学生感知并习得，为第二课时掌握if/unless的用法做铺垫。因此本课是语言功能运用的拓展和延伸。
学生情况分析
本节课授课对象为牛栏山一中实验学校初二年级8班的学生，其英语学习兴趣比较浓厚，乐于感知新事物，接受能力较快。
已知起点：
通过本单元Getting Ready的学习，学生已经能初步了解谈论日常问题的目标语言。
存在问题：
多为独生子女，较以“自我为中心”。初二是学生成长的关键期，课前教师做了一份问卷调查，统计出本班学生十大日常问题，调查结果显示学生存在共同的困惑，需要教师及时给予引导。
教学目标
在本课结束时，学生能够：
通过阅读，查找、记录学生读者的日常困惑和栏目专家给予的相应解决建议。
运用所学语言知识，如bad moods，get nervous，take deep breaths，break the ice等，谈论本班同学的困惑并提出合理的建议。
学会换位思考，积极面对生活。
教学重、难点
重点：通过阅读，查找、记录学生读者的日常困惑和栏目专家所给的相应解决建议。
难点：运用所学语言知识，如bad moods，get nervous，take deep breaths，break the ice等，谈论本班同学的困惑并提出合理的建议。
难点突破：通过利用上下文、英英解释、图片展示等方式为学生的语言学习做铺垫；通过表格、追问及板书等方式归纳所涉及的日常问题及建议，帮助学生理解栏目专家持有的观点，为学生的输出活动搭建台阶，推进情感态度价值观目标的实现。
教学流程图
教学过程
教学环节与时间
教师活动
学生活动
教学资源
设计意图
Pre-
reading
(5min)
1. Ask Ss a question: How are you today?
2. Talk about T’s feeling and ask for advice.
Answer the question.
Give advice.
PPT
自然引出有关描述情感的词汇，并激活谈论日常问题的背景知识。
一份有关本班学生日常问题的问卷调查引出本课阅读内容。
题目预测，关注话题信息。
3. Ask Ss to talk about
feelings and problems
through pictures.
Talk about feelings and problems through pictures.
4. Introduce the survey about Ss’ problems.
Think about the survey result.
5. Ask Ss to read the title and guess what the reading will be about.
Read the title and answer the question.
While-
reading (22min)
1st Reading
1. Use problem 1 to show Ss how to find out the key words to match the problem with the reply.
2. Ask Ss to finish the next
three ones individually and then discuss in pairs.
2nd Reading
Use problem 1 to show
how to make notes with key words for suggestions.
Ask Ss to finish the
next three ones individually and discuss in groups.
3rd Reading
Ask Ss to discuss the
question: What are the writer’s opinions about the problems (1-4)?
Ask Ss to look at the
title again and answer two questions:
What is the reading
about?
Where can you find the
problem page?
Play the recording and ask Ss to read with the speaker.
Read through all the problems. Read fast to find out the key words in each reply and match the problems with the replies.
Do it individually and then discuss in pairs.
Read carefully and make notes with key words for suggestions.
Do it individually and then discuss in groups.
Read between lines and discuss the writer’s opinions about the problems.
Look at the title and answer the questions.
Read the text with the speaker.
PPT
课本
学案
教师示范，渗透学习策略。通过略读，聚焦文本。
通过追问、细节信息表格化及板书归纳学生读者的日常困惑及栏目专家给予的建议，为稍后学生内化语言及语言输出做准备。
回归文本，引导学生思考栏目专家对四个问题的看法，体会换位思考的重要性。
加深对problem solvers及problem page的理解，拓展解决困惑、寻求帮助的途径。
跟读录音，模仿语音语调，培养语感，进一步内化课文内容和语言。
Post-
reading
(12min)
Ask Ss to work in pairs
to recall the problem page with the notes on the worksheet.
Show Ss the result of
the survey.
Ask Ss to work in
groups and talk about problems and suggestions.
Work in pairs to recall the problem page with the notes on the worksheet.
Think about the result.
Work in groups and talk about problems and suggestions.
PPT
课本
学案
内化文本信息，加深对目标语言的掌握，为稍后的语言输出做准备。
通过展示问卷调查结果，启发学生思考。
问题源于学生，回归学生，培养学生用英语做事情的能力，强化目标语言的应用，推进情感态度价值观的实现。
Homework
(1min)
Read the text carefully.
Design your own Problem Page in groups.
PPT
加深对文本的理解。
巩固所学，落实到笔头。
板书设计
附件一：学案
Unit 4 Lesson 10
Make notes about the text in the table.
II. Work in pairs: Recall the problems and suggestions.
Remember: Use the notes on your worksheet.
III. Work in groups: Problem Solvers
Six people in one group. One talks about the problem. The others give suggestions.
1. Draw lots (抽签) for the problem to solve.
2. Give suggestions the more the better.
3. Try to be useful and helpful.
附件二：小组活动页
Group _______
Problem No.___：
Suggestions：
5.
…
When you give suggestions, you can speak in this way:
The problem we are going to talk about is …
If you…, you can/should… It will /can help you…
first/second/third… You will…
Hope they can improve your situation.
Hope they can help /they are helpful for you.
I think you can feel better.
课件39张PPT。Unit 4Lesson 10How are you today?Why?I feel upset these days. I’m worried about today’s lesson.I feel relaxed now. gladhappy satisfied excitedsadlearning difficultiespoor gradesangryproblems with classmates/friends Feelingsangry bored excited glad
lonely nervous relaxed sad
satisfied scared upset worriedangry boredexcited gladlonely nervous relaxed satisfied sad scaredupset worried Feelingsrelaxedlonelyglad excited satisfiedsad upset boredscaredangry nervousworriedTop Ten Teenage problems in our classFour kids want to share their problems with us. What will the reading be about?Look at the title of the text.
Circle the key words that help you
get the answer.Read the problems (1-4) and match them with the replies (a-d).1st Reading (2min)v1. hard to control bad moods
vvvnegative feelings
Circle the key words that help you
get the answer.Finish the next three ones by yourself. 1st Reading (2min)vvv2. get nervous before testsv3. too shy to talk to people
sometimes4. don’t know how to manage
school work
stick to = keep to 坚持vvvvdeal withNo.1 have too much homework 50/50Top Ten Teenage problems in our classNo.7 hard to control bad moods 22/50No.6 get nervous before tests 28/50No.10 too shy to talk to people 10/502nd Reading (3min)Read again and make notes in the table. 1. hard to control bad moods
calm down2nd Reading (3min)hard to control bad moodstake ten deep breaths
try talking about your problems with somebody you trustcalm downcool downFinish the next three ones by yourself.2nd Reading (3min)get nervous before testsreach achieve your goals
produce good results believe in yourselftrust yourself and study hard
pay attention to your answers and don’t think about your gradesFinish the next three ones by yourself.2nd Reading (3min)too shy to talk to peoplebreak the ice
turn strangers into friendstalk about interests and everyday life.
start making friendly conversations today破冰，打破僵局2nd Reading (3min)don’t know how to manage school workrelax, talk to your parents and teacher about the problem
make a plan, do one thing at a time and stick to your planFinish the next three ones by yourself.improve the situation
succeedDiscussionWhat are the writer ’s the opinions about the problems (1-4)?relaxStand in one’s shoescommon but unhealthytrust yourselfso you are not alone换位思考What is the reading be about?Look at the title of the text again. Problem Page(问题专栏)Where can you find the Problem Page?Work with your partner to recall (回忆)the problems and suggestions. Remember:
Use the notes on your worksheet.Recall the problems and suggestions. hard to control bad moodstake ten deep breaths
try talking about your problems with somebody you trustcalm downcool downIfRead the text with the speaker.No.1 have too much homework 50/50
No.2 don't get enough sleep 48/50
No.3 tired of exams 45/50
No.4 can’t speak English well 42/50
No.5 too short/fat 36/50
No.6 get nervous before tests 28/50
No.7 hard to control bad moods 22/50
No.8 hate sports 16/50
No.9 have problems with others 12/50
No.10 too shy to talk to people 10/50Top Ten Teenage problems in our classGroup WorkSix people in one group.One talks about the problem.The others give suggestions.Rules1. Draw lots (抽签) for the problem to solve.2. Give suggestions the more the better.3. Try to be useful and helpful.Q: I can’t speak English well.
A: If you can’t speak English well,
first you should trust yourself.
Second, try to speak as much as possible.
Third, you can listen to VOA in your spare time.
…
Hope they can improve your situation.Problem No._____4The BEST group (s)
The BEST spokesmen (发言人)Congratulations! Time to Share! 1. Read the text carefully.
2. Design your own Problem Page
in groups.Homework
