课件16张PPT。 Unit 6 If you go to the party,
you’ll have a great time!
(Section B 2a~2e)
Hot potato!Share my problem normal /?:/
solve /?/
share /e?/
careful /e?/
mistake
angry /?/
advice /aI/
Fast reading
A. If people have problems, they should get
advice from an expert.
B. If people have problems, they should talk to
other people.
C. If people have problems, they should keep
them to themselves. What’s the main idea of the passage?Tip 1: Read the first and the last sentence in each paragraph to get the main idea.
Students have problems with their schoolwork and friends. ( )
2. Problems and worries are normal in life, so the
best thing is to do nothing. ( )
3. If we talk to someone, we’ll feel worse. ( )
Careful readingFFTworstParagraph 1: True (T) or False (F)better If we don’t talk to someone, we’ll feel worse.Unless weIf I don’t work hard, my mom will be angry.Unless Iteenager1. What was Laura’s problem?
2. Did Laura tell her parents at first? Why?
3. What did Laura do in the end?
4. What’s her parents’ attitude(态度) and what did they do?
She lost her wallet. No. She thought “if she tells her parents, they’ll
be angry.”She talked to her parents.They were understanding and got her a new wallet. Paragraph 2:Careful reading Guess the meaning of the underlined words:
A dictionary is useful in English learning, but it’s useless to look up(查找) every word while reading.
Tip 2: Guess the meaning of a word from the context and the formation of the word.
(根据上下文和构词法猜测词义。)Her dad said he sometimes made careless mistakes himself. lost the walletRobert
advisesIt’s best __________________________We should ___________________not to run away from problemsThe first step is _________________
______________ try to solve problemsto find someone we
trust to talk to parents ____________________________
____________________________ They have more experience and are always there to help them.Careful readingWhy?Paragraph 3:______ experts______friendsIt is best not to run away from our problems.
⌒⌒⌒ Read aloud after the tape.
Read again and circle the words and sentences
you don’t understand.Question timeQuestion time2. So you’re halfway to solving a problem just by talking to someone about it!
ProbProblem
If you talk to someone, you have solved half of the problem.
1. Sharing a problem is like cutting it in half. Roberttry to solveLauraproblemrun away fromtalk to parentsMind maplost her walletwas afraid to telltalked to parentsshare the problemChicken SoupS
Solve your problem with your parents.your problem!
your happiness! H
A R EHave a talk with your friends. Accept the advice of your teachers.Running away from problem is useless.Enjoy your life every day. Email: xyz0402@163.com
Tel: 15953891385
I'm always here waiting to help you!
You should:
Retell the passage and finish exercise 2d on page 46.
If you like:
Watch Growing Pains on the Internet.
Write down the problems the children
have and how they solve them.
http://www.tudou.com/playlist/id/5058747/
Homework教材分析
本教材是鲁教版初二年级下册，本单元主要围绕“Decision making”这一话题展开，内容贴近学生的生活实际，为学生提供了鲜活生动的语言素材。Section A通过对“party”话题的讨论，学习if引导的条件状语从句，着重于听说和语法训练。Section B在其基础上将话题进一步拓展，训练学生的阅读和写作技能。本节课为阅读课的第一课时，主要培养不同层次的学生运用阅读策略获取信息的能力，同时也是对本单元语言知识和语言功能的进一步巩固和升华。活动设计和内容安排采用“任务链”的形式，每一个独立板块的教学内容及教学活动环环相扣，螺旋上升，有助于激发学生的学习热情和动力。
课后反思
英语阅读是初中英语教学的一个重要组成部分，加强阅读训练可以为学生创造大量获取语言知识和运用语言的机会。阅读既可以培养学生对语篇进行分析、从中获得信息的能力，也能培养学生的审美情趣，陶冶学生良好的情操。因此我一直在思考如何上好英语阅读课。在设计本节课时，我对课标进行了细致解读，对教材进行了深入挖掘，对学情进行了认真分析。课后我反复观看了这堂课的教学视频，静下心来反思了自己的课堂教学。以下是我认为本节课的不足之处：
一．问题设置不够合理巧妙
在细读环节我设计的有些问题过于简单，学生不需要阅读就可以得出答案，没有挑战性。有的则太宽泛，让学生一头雾水、无从下手。英语阅读教学中，巧妙的问题设置应该能激发学生的阅读兴趣，引导学生进行积极的思考。这就要求老师匠心独运，在“巧”字上下功夫。问题要合理，问域要适度，难度要适中，提问方式也可以有很多种，如选择比较式、填充补续式、追踪探因式、检查整理式等。提问设计的“巧”既能节省教学时间，又能提高教学质量，在今后的阅读教学中我还应不断摸索。
二．学生没有成为课堂的主角
在阅读教学过程中，教师应该扮演导演的角色，而学生应始终是学习的主体，学生的理解是保证，学生运用能力是关键，学生的创造性思维是升华。这节课因为课堂容量比较大，没有留给学生足够的时间去品读、去思考，学生张口说的机会很少，师生互动、生生互动都很有限。今后在阅读教学中，应该运用丰富多彩的多媒体资源，设计灵活多样的语言实践活动，尽可能调动学生各种感官的参与，引导每个学生都以饱满的热情积极参与进来，成为课堂的主角，充分彰显生命化课堂的本色。
三．阅读策略的指导不够深入
“授之以鱼，不如授之以渔”。教师不仅要教学生“学会”，而且还要教学生“会学”。对于阅读策略，这节课我只是蜻蜓点水地点拨了一下，没有给学生足够的机会来练习和运用。在今后的阅读教学中，应该更加关注对阅读策略的培养，让学生在阅读过程中根据不同的阅读目的和要求，采取不同的阅读方式和策略,如略读、跳读、猜词、概括文章主旨大意等。掌握了这些阅读策略，相信学生们将不再畏惧英语阅读。
四．课堂指令不够简洁有效
初二学生所学语言知识还较少，而我的课堂指令，有些表述过于复杂，有些过于啰嗦，没有用简短易懂的语言表达要求。有些环节没有给学生示范，让他们不是非常清楚自己该做什么，致使有些学生走了弯路，影响了课堂效率。在以后的教学过程中要尽量避免这一问题的发生，让课堂指令简洁、准确而有效。
教学反思可以激活教师的教育智慧，对自己的教学行为做出理性的整理和选择，对学生的学习状况做出及时准确的判断和评价。每一次反思都让我看到自己的不足，今后的教学过程中，我将不断提高自身的素质和修养，不断更新教育理念，让孩子真正地爱上英语课堂，让英语学习成为一种快乐的享受，让我的每一个学生都能有声有色地学习，有滋有味地生活。这是我始终追求的目标，为此我也将孜孜不倦地努力。
Unit 6 If you go to the party, you’ll have a great time!
(Section?B?2a~2e) 教学设计
教学目标
1. 知识目标：
(1) 90%的学生能正确朗读、拼写、运用normal, unless, wallet, angry, understanding, careful, careless, mistake, advise, solve, trust, experience等目标词汇。
(2) 85%的学生能运用keep problems to oneself, have problems with, run away from等短语生成新的句子，合理表达自己的观点。
能力目标：
(1) 85%的学生能通过skimming和scanning等阅读技巧和阅读策略理解文章的主旨大意，提高从语篇中提取关键信息的能力。
(2) 80%的学生能在阅读过程中排除不重要的生词，根据上下文语境和构词法推测生词的词义。
(3) 80%的学生能把握语篇整体结构，运用思维导图理解和复述文章。
情感目标：
(1) 引导学生正视困难，学会与父母、老师、朋友沟通，寻求帮助来解决问题。
(2) 通过小组合作，培养团队合作意识，增强英语学习的自信心。
教学设计
Step1. Warm up
Enjoy a song before class: Trouble is a Friend.
Play a game named Hot Potato and free talk with students.
【设计意图】以学生喜爱的歌曲和游戏形式导入本节课，能够在第一时间吸引他们的注意力，激发学生参与课堂的热情，消除由于彼此陌生带来的紧张和拘束感，增强师生间的亲近感。
Step2. Pre-reading
Share the teacher’s story and learn some new words.
【设计意图】通过分享老师自己的故事，呈现部分妨碍阅读的生词，让学生在语境中学单词，用单词。同时让学生做好语言和话题上的双重准备，为后面的阅读环节做好铺垫。
Step3. While-reading
1. Fast reading
What’s the main idea of the passage?
A. If people have problems, they should get advice from an expert.
B. If people have problems, they should talk to other people.
C. If people have problems, they should keep them to themselves.
Reading tip 1: Read the first and the last sentence in each paragraph to get the main idea.
【设计意图】指导学生运用skimming的阅读技巧浏览全文，并通过阅读每段的首句和末句来归纳文章的中心大意，把握文章的主题和结构。
2. Careful reading
Para.1
Tell True (T) or False (F)：
(1) Students have problems with their schoolwork and friends. （ ）
(2) Problems and worries are normal in life, so the best thing is to do nothing. （ ）
(3) If we talk to someone, we’ll feel worse. ( )
【设计意图】通过分段细读，引导学生运用scanning的阅读技巧从文章中获取关键信息，抓住主要事实，同时对其中重要的语言结构进行解析，帮助学生深化理解课文。
Para.2
Answer the following questions:
(1) What was Laura’s problem?
(2) Did Laura tell her parents at first? Why?
(3) What did Laura do in the end?
(4) What’s her parents’ attitude and what did they do?
“Her dad said he sometimes made careless mistakes himself.” Guess the meaning of careless from the context and from the formation of it.
Reading tip 2: Guess the meaning of a word from the context and the formation of it.
Guess the meaning of the underlined words:
A dictionary is useful in English learning, but it’s useless to look up every word while reading.
【设计意图】引导学生通过上下文语境和构词法猜测词义，不仅“授人以鱼”，更“授人以渔”。这种猜词能力将帮助学生在今后的阅读中扫除阅读障碍，提高阅读速度，是提升英语阅读能力的关键所在。
Para. 3
It’s best not to _________________________________
Robert advises We should____________________________________
The first step is ________________________________
Who should we talk to? ___________
Why should we talk to them? _________________________________________
【设计意图】运用框架图的形式对本段内容进行梳理，简洁清晰，一目了然，学生通过捕捉关键词来提取关键信息，能轻松把握本段的思路和作者的观点。
Step4. Post-reading
1. Read the passage aloud after the tape.
Pay attention to the linking, stress, pause and intonation while reading.
Give an example and lead the students to read it beautifully:
It is best not to run away from our problems.
【设计意图】跟读环节旨在进一步熟悉文章思路，理清文章脉络，同时对朗读技巧进行点拨——注意连读、重音、停顿、音调，让学生会运用正确的语音语调朗读课文。
2. Question time.
Read the passage again. Circle the words and sentences the students don’t understand.
Solve the problems in groups first. If they can not be solved, ask the teacher for help.
Help with common questions: What do these two sentences mean?
(1) Sharing a problem is like cutting it in half.
(2) So you’re halfway to solving a problem just by talking to someone about it!
【设计意图】再次通读文章，对其中的难点进行剖析，帮助学生深层次理解文章。
3. Retell
Talk about the whole passage by using the mind map. The teacher first makes a model.
【设计意图】利用思维导图进一步梳理文章内容，不但有利于提高学生的逻辑思维能力，也可以强化学生的篇章结构意识，对学生综合语言运用能力的提高有极大的帮助。
Step 5. Chicken soup
Solve the problem with your parents.
Have a talk with your friends.
Accept the advice of your teachers.
Running away from problem is useless.
Enjoy your life every day.
Share your problem and your happiness. Be a happy teenager from now on!
【设计意图】引导学生正视困难，学会与父母、老师、朋友沟通，寻求帮助来解决问题，对本节课的主题进行升华，达到德育渗透的目的。
Step 6. Homework
You should:
Retell the passage and finish exercise 2d on page 46.
If you like:
Watch Growing Pains on the Internet. Write down the problems the children have and how they solve them. http://www.tudou.com/playlist/id/5058747/
【设计意图】作业一为必做，能让学生加深对课文内容的理解，在语境中巩固本节课所学的重点短语。作业二运用网络平台为学有余力的学生拓展视听资源。分层作业的布置，能让不同层次的学生都获得成就感，增加英语学习的自信心。
评测练习
Para. 1 True (T) or False (F) 判断正误
1. Students have problems with their schoolwork and friends. ( )
2. Problems and worries are normal in life, so the best thing is to do nothing. ( )
3. If we talk to someone, we’ll feel worse. ( )
Para. 2 Answer the questions:
1. What was Laura’s problem?
2. Did Laura tell her parents at first? Why?
3. What did Laura do in the end?
4 .What’s her parents’ attitude (态度) and what did they do to help Laura?
Para.3 Fill in the blanks:
It’s best not to _____________________________________
Robert advises We should _______________________________________
The first step is _________________________________________
Who should we talk to? ___________
Why should we talk to them? _____________________________________________________________
