教学设计
课题 Unit10 If you go to the party, you’ll have a great time!(Section B 2a-2e)
课型 新授课 复习课□ 试卷讲评课□ 其它课o
教学内容分析 本课时进一步加深与巩固本单元的话题内容,通过阅读文本,使学生了解在遇到问题时应该与他人交流,解决问题,不能逃避问题。话题贴近学生生活,趣味性强,是他们愿意谈论并有话可说的话题。
学情分析 学生有一定的知识基础,通过阅读文章,强化学生对单元主题内容及语言项目的学习和理解。学生能有效的联系阅读策略,灵活运用阅读技巧,弄懂文章大意,但在理解上也会或多或少出现一些问题。
学习目标 通过使用快读和精读两种策略来理解文章,同时有效的完成阅读任务。 让学生认识到任何职业都有优点、缺点,学生应用辩证的观点分析、看待事物,在对自己理想职业的选择上要有一个清醒的认识并为之努力奋斗。
重难点 1、以小组合作的形式,阅读文章,了解文章大意,并认识到遇到问题时应该与他人交流,解决问题,不能逃避问题 ; 2、通过阅读文章,使用阅读策略,有效完成阅读任务。
教学评活动过程
教师活动 学生活动
环节一:★Step 1 Pre-reading
教师活动 I’m so glad to give you an English class in such a nice classroom(录播教室). Are you happy, too But, a student of mine who I taught last year, isn’t happy. Look at the picture. The boy is Tony. He is so worried. What’s wrong with him Let’s call him. 学生活动 Greet to me and reply to me .
设计意图 通过跟学生之间的相互问好自然过渡到学生的情绪,从而引出学生的情绪不好的问题所在,进一步探讨青少年可能面对的问题。
环节二: Lading in
教师活动 Teacher: Hello, Tony! Tony:Hello, Miss Zhang! Teacher: I heard you had a lot of worries. What’s wrong with you Tony:First, I’m not good at maths. So I get poor grades. Next, I spend little time witth my parents because they are too busy. At last, I have health problem. You know, I’m a little fat. Teacher: I’m so sorry to hear that. But today we’ll learn a passage about how to solve problems. Maybe my students can help you later. Tony:I hope so. Teacher: See you! Tony:See you!Let’s watch a video about the origin of Thanksgiving, and know something about the first Thanksgiving. What are Tony’s problems Do you have the same problems as Tony Do you know how to solve them Maybe no. Don’t worry. Today we’ll talk about students’ problems and learn how to solve them. 学生活动 Watch the video. Listen carefully and find out Tony’s problems. Think about problems they are facing.
设计意图:通过现实生活中微信视频聊天的形式呈现出当下青少年可能面临的共性问题,引起学生的兴趣,更易将学生带入本课主题中。
环节三:★Step 3 Fast reading
教师活动 活动一 Let’s Read the article quickly and get the main idea of the whole passage.First, pay attention to the reading skills, Tips1: We can find the main idea of the passage from the first or the last paragraph. 活动二 Read the article quickly again, Match the main idea with each paragraph. This time, we should pay attention to the first or the last sentence in each paragraph. 学生活动 Read to find the main idea of the article and each paragraph.
设计意图:通过快读把握文章以及每一段的大意,让学生掌握寻找主旨大意的方法,即文章的主旨大意通常来自于首段和末段,而每段的主旨大意通常是首句和末句。
环节四:★Step 4 Careful reading
教师活动 活动一 Let’s read paragraph1 sentence by sentence and answer the questions.You should pay attention to the reading skills. Tips2: Scanning, catch the key words and sentences. 活动二 Read para2, and fill the chart to tell Laura’s story. 活动三 Read para3, and judge the statements true or false. Tips 3: Scanning, find the sentences in the passage and compare them. 学生活动 Read para1 carefully and answer the questions. Read para2 carefully and try to tell Laura’s story. 3.Read para3 carefully and judge T or F,and then correct the sentences that are wrong.
设计意图:通过细读回答问题、讲述故事和判断正误来提升阅读技巧,即寻找关键词和类似句子,并做比较。问题设置难易均衡,可以让绝大多数学生参与到活动中。
环节五:★Step 5 Summary
教师活动 Read the passage again and complete the mind map. Discuss it with your partner. 学生活动 Read and retell the passage.
设计意图:通过思维导图的引领对文章内容进行总结,掌握文章的重点句式并能将其复述出来。
环节六:★Step 6 Group Work
教师活动 Work in a group of four students. Discuss how to help Tony. 学生活动 Discuss and give some advice to Tony.
设计意图:通过小组讨论给Tony提出建议,从而展示出解决问题的能力。
板书设计 Unit10 Section B Reading How do we solve problems
作业与拓展学习设计 Homework Talk to someone you know. Find out his/her biggest worries. Try to think of some solutions to the problems and write them down.
特色学习资源分析、技术手段应用说明 PPT,录屏软件录制视频,竞争机制,板书演绎
教学反思与改进 本节课是本单元第四课时,讲述如今青少年面对困难时应如何应对的问。首先在与学生Tony的视频通话中,他叙述了生活中的忧虑,也是大部分学生所遇到的共性问题,更容易引起学生共鸣,同时也引出了本节课要讨论的话题。阅读分为泛读和详读,采用不同的阅读策略让学生掌握阅读理解的多种题目类型,题目设置梯度明显,适合不同程度的孩子。竞争机制激发了学生的竞争意识,使课堂更加高效生动。竞争机制采用贴忧伤表情的方式,和本节课讨论的青少年问题相契合,表情贴组合成微笑的轮廓,寓意面对问题要采取积极的态度,为本课的情感态度目标达成做铺垫。最后的情感升华利用黑板的开合,为If you and your friends share the happiness, the happiness will be double; You and your friends share sorrow, you are only half the sorrow.的解读。 部分学生课前没有预习课文,且语篇中出现的生词较多,没有复习单词,对语篇的理解造成了一定的阻碍,导致部分学生课上注意力不集中,无法在规定的时间内完成活动预设,影响了课程的正常推进,导致最后的小组讨论环节时间短缺,没有进行深度挖掘,学生的语言输出受限。日后要督促学生养成预习的习惯,及时关注学生的听讲状态,根据课堂实际调整课程安排,进一步优化课堂。