教材分析
本节课是7下Unit 6 Section B Reading What should you do if you have problems? 教材内容包括2a-2e,这是本单元的阅读板块。2a的读前活动引导学生讨论生活中的问题和解决方式，从而激活他们的背景知识，帮助他们熟悉阅读的主题。该阅读语篇通过女孩Laura的故事，探讨了青少年如何解决生活中的问题，并给出了相关专家的建议。2b要求学生运用略读（skimming）的策略，概括文章的大意。2c的读后活动让学生通过回答问题把握语篇细节。2d让学生用所给短语完成对阅读文章的缩写，该活动一方面加深学生对课文内容的理解，另一方面让他们在熟悉的课文语境中巩固和使用几个重点短语。2e让学生讨论自己生活中的问题，拓展了文章主题，同时为后面的写作练习做准备。
本单元阅读板块的设计思路是：读前激活学生的背景知识，通过略读获取文章大意，通过细读获取文章细节信息，基于课文语境进行语言训练，让学生将课文内容与生活相关联，即：遵循了“语境导入——语篇输入——阅读理解——语言内化——口语输出”的过程。
在熟悉了教材和学情之后，在课标的引领下，我对教材进行了整合，做了如下设计：
首先，通过舞蹈热身以及和学生进行Free talk——“What problems do you have? How do you usually solve your problems?” 直截了当，导入课题Unit 6 Section B Reading What should you do if you have problems?
本节课为该阅读课的第一课时。我采用总-分-总的格式来学习。即，先总体理解，如：导入课题后，先让学生做一个段落大意匹配。这样做，学生通过Skimming,可以快速了解文本的main idea.
接着，是分段学习，在整体理解的基础上详细学习各段的内容。这篇课文共有3段，在分段学习中，我采用了不同的形式引领学生对各段进行学习和理解，每段学习理解之后，都注重让学生大声朗读，既加深了对课文的理解，还培养了学生的语感，阅读课就是要突出一个“读”！第三段相对比较难，所以，针对第三段，我还特别设计了Question time。而最后两句又是该语篇的点睛之笔，还有生词halfway等，所以我就用同义句置换的方法帮同学们来理解它们的意思（“If you talk to someone, you’ve solved half of the problem.”），并用谚语对文章的主题进行升华【A problem shared is a problem halved. Happiness shared is happiness doubled!(双倍)】。
“读后”是又回到了“总”上，在分段学完之后，通过三种不同形式再次对课文进行总体把握和理解，这不是简单的重复，而是在最初的总体感知以及分段学习的基础上的综合提升，学生可以更好地更精确地整体理解语篇，文章的篇章结构可以在脑子中形成一个清晰的影像，这对学生的写作也会起到潜移默化的作用。“朗读课文”是想让学生再次通过读进一步理解领悟语篇；听歌是对文本主题的拓展。
通过读、说、写等丰富多彩的阅读活动，既巩固了if引导的条件状语从句（本单元的目标语言），又引导学生正视困难，学会与人沟通，寻求帮助，解决问题——If you have problems, you should talk to someone about it。
导学案
一、While-reading
（一）Read the text and match each paragraph /'p?r?grɑ?f/ with its main idea.
Paragraph 1 A. Laura’s experience /?k'sp??r??ns/
Paragraph 2 B. Robert’s advice /?d'va?s /
Paragraph 3 C. Laura’s idea
Tip【温馨提示】: Find the key words by skimming (通过略读找关键词来快速找出每段的中心大意。)
（二）Read Paragraph 1 and finish：
Laura’s information： (Who is Laura?)
Laura’s idea：
Write “√” or “×”. Then correct.
1. Problems and worries are terrible in life.
2. Doing nothing helps a lot.
helps a lot and is to do nothing.
Read aloud.
（三）Read Paragraph 2 and answer the questions.
Tip: Underline the sentences that can help you answer the questions. It’s very helpful.
What happened to Laura once?
Did she tell her parents at first? Why or why not?
What did she do in the end?
What does she learn from this experience(经历)?
Read the sentences aloud.
Read this paragraph and then tell Laura’s story.
Laura once … She … at first, because … But in the end,…They …new… She knows that …share… in the future.
（四）Read Paragraph 3 and answer ——
1. Does Robert agree with Laura?
How do you know that? Underline the sentence and read it aloud.
2. What’s his advice? Please complete the chart.
Read the sentences aloud.
3. Read the last two sentences in Paragraph 3 together.
Read again!
Do you understand these two sentences?
What can you learn from them?
Have you heard these proverbs——
A problem shared is a problem halved /hɑ?vd/ (减半).
Happiness shared is happiness doubled /'d?bld/! (双倍)
（五）Read aloud Paragraph 3 and find what you don’t know.
Do you have any questions to ask?
I have a question. Line 4, Paragraph 3: This person doesn’t need to be an expert /'eksp??t / like himself.
Read Paragraph 3 and find the answers.
1. Who does “himself” refer to(指代)？
2. What does Robert do?
Post-reading
1、【小结】Laura and Robert have the same idea.
They think if we have problems.
2、Choose the main idea of the text.
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.
Read it aloud.
3、What should you do if you have problems?
The text mainly tells us what we’ll do if we have problems. Let’s say a few key words about it.
【总结】
Problems and worries are in life.
We shouldn’t them.
We should them and try to them.
We should if we have problems.
Talk about other ways to solve the problems.
4、Tip: Reading aloud is a good way to learn English.
Read aloud your favorite paragraph in groups.
5、Listen to an English song—— Trouble is a friend.
五、Homework
Finish 2c.
Try your best to rewrite(改写) the text. You’d better make it shorter with your own sentences.
教学反思
阅读是学生英语学习输入的重要手段，是学生获得英语词汇、语法和句法知识及篇章结构谋篇布局的重要途径，因此，英语阅读在英语教学中无疑有着举足轻重的作用。
1、注重语篇领悟的整体教学。
要求学生把阅读课文当作整体来处理，强调语言信息的整体输入（input）。可以通过略读、跳读等形式搜寻一篇文章的主旨要义，查到所需要的特定信息。同时，也要注意阅读过程不是一个被动的接受过程，知识和信息不是被动地接受的，应该是在学生不断思考和推测过程中获得的。还应注意适时进行阅读方法指导和建议，这对学生阅读水平的提高有一定地帮助作用。
2、在阅读课中采用“任务型”教学模式
在阅读课的教学过程中结合具有明确任务的“任务型”教学模式，指导学生进行整体阅读和训练，使学生带着明确的任务目标积极主动地进行学习，可逐渐提高学生的阅读能力，使阅读课成为在教师指导下的学生个体的认识和发展过程。该模式强调学生的“读”。
1）设计围绕大意的问题任务，帮助学生整体感知教材。
围绕阅读教材大意，设计一定的整体性理解训练题，采用泛读或略读的形式，引导学生快速找到与问题相关的信息，通过对所提出问题答案的找寻，了解阅读材料的整体内容、结构和作者的写作意图。
2）多维度设计阅读活动任务，帮助学生理解教材
学生是教学的主体。在通读之后，对文章的大意学生已经有了初步的了解，教师应多层次、多角度、多形式地为学生设计阅读活动，调动学生的主观能动性，使所有学生全程参与阅读过程，指导和帮助他们对文中信息运用已学的知识进行分析判断和逻辑推理，较准确地理解事件原因、人物性格、事物发展规律、作者的观点等等。对于文中影响学生阅读的语法和语言点，在学生不能猜测出意思的情况下，教师要适当讲解，但切忌脱离课本太远。
3、阅读课教学要遵循“总-分-总”的阅读原则，先通读全文，整体把握和感悟语篇。然后再分段详细分析、理解，最后再对全文进行概括总结提升认识升华思想。
4、此外，阅读课教学一定要突出一个“读”字，特别是在第一课时更应如此。在读中理解，在读中感悟，在读中提升。正所谓“文读百遍，其义自现。”所以我这节课是这么设计的：
一、热身与导入（读前）
伴随着 “Chicken Dance”的欢快韵律，师生开心舞动起来，等把大家的激情调动起来之后，老师问道 “Are you feeling happy?” 同学们兴高采烈地回答“Yes!”接着老师顺势而说“So am I. But we aren’t always happy every day. We might have some problems in our life. What problems do you have? …How do you usually solve your problems?”引入课题“Here’s a text. Unit 6 Section B Reading What should you do if you have problems? It tells us a good way to solve the problems. Let’s learn it together.”
二、读中
“读中”设计了五个环节，分别是：
（一）通读全文，把每段和其段落大意相连。（整体感知）【环节1】
适时进行阅读方法指导：Find the key words by skimming.(略读)
（二）分段理解分析
1、读第一段，找出Laura的信息和她的观点。这一段的分析理解是通过回答问题和判断正误并改错来完成的。这样做，既考虑到学生的学情，适当降低了学习的难度，又有一定的思维含量，需要动脑筋才能完成。并且把Laura’s information 和Laura’s idea全都概括了出来，突出了重点。【环节2】
2、Laura是怎么得出她的观点的呢？是通过她的一次经历。是一次什么样的经历？回答了这4个问题就能帮你了解她的经历。阅读方法指导：Underline the sentences that can help you find the answers.
设计的这4个问题，刚好就把第二段的主要内容给串了起来。这样设计，既能帮助学生读懂第二段，又能为下一环节的讲故事做了一定的铺垫。
回答完问题，然后又设计了一个讲Laura’s story的环节，为了降低难度，还给出了一些Key words. 同学们踊跃读书积极参与，兴致高昂。效果不错。
通过讲故事，使学生的的口头表达能力得到提高，同时提高学生的想象能力和思维品质。【环节3】
3、第三段，先由介绍Robert入手，引入Does he agree with Laura? How do you know that? 问题抛出之后，学生情不自禁就会去读第三段，并做出回答。然后，又提出“What’s his advice about solving the problems?”学生再次自觉地认真阅读第三段，完成图表。这些活动的设计，都能充分调动学生自觉阅读的积极性和主观能动性，变“要我读”为“我要读”。
第三段，比较难，也是重点段落。所以，在基本理解之后，我又设计了以下两个环节进行加强和提升：一个是让同学们读最后两句，反复地读，理解其意思。并通过提问What can you learn from them? 学生总结出来本篇课文的精髓“If we have problems, we should talk to someone.” 接着，引出谚语：A problem shared is a problem halved /hɑ?vd/ (减半). Happiness shared is happiness doubled /'d?bld/! (双倍)
提醒大家：Please remember to share your problems and happiness from now on. 【环节4】
另一个是Question time. 让同学们大声朗读第三段，找出自己不懂的。在得知同学们没有问题的情况下，老师提出了一个问题：第三段第四行，”This person doesn’t need to be an expert like himself.” 这一句，里边有个生词expert, 首先进行了解释；然后针对反身代词himself到底指代的是谁提出问题，同学们又一次阅读从而找出答案。接着又问“What does Robert do? 引领同学们了解Robert的身份。从而更加坚信了：Talking to someone is the most important way to solve the problems.再一次突出重点强调主题。【环节5】
三、读后
读后也设计了5个环节，主要是“分 ”完后又要回到“总“上来。不过不是简单地重复，而是概括、总结和提升。分别是：
1、小结Laura和Robert的共同观点
2、选择课文主旨大意
3、用3、4个Key words总结全文,再次突出重点，强调主题：normal, face, solve, talk to someone. 课文告诉我们Talking to someone is the most important way to solve the problems. What other ways can you think up to solve the problems? (同学们你一言我一语说出other ways. 这一环节，既练了同学们的发散思维，更是对课文的一个拓展。)
4、以小组为单位，任选一段，朗读课文。
阅读方法指导：Reading aloud is a good way to learn English.
展示朗读。
（再次突出“读”的作用。）
5、听歌：Trouble is a friend. (Problems can help us grow up. We can learn a lot from problems. So we can also （再次对课文进行拓展）
四、Homework
Finish 2c.
Try your best to rewrite(改写) the text. You’d better make it shorter with your own sentences.
不足之处：
1、在分析理解第三段最后两句时，应该是先问：What can you learn from these two sentences? 等学生说完Talking to someone is very important.之后再点出变成红色的talking to someone. 而上课时不小心却在学生回答之前先点出了红色的talking to someone.
2、板书少写了一个单词solve.
这都说明自己不够仔细认真，心理素质差，今后一定要多加注意。
总之，这节课是经过了一次又一次的打磨和修改，在众人的帮助下才终成此稿。我觉得应该是比较不错的。本节课主要是突出“读”，所有的课堂活动和学习目标的实现都是在“读”的基础上得到落实的。实践证明，这样设计的确效果不错。当然，也一定有需要改进和完善的地方，今后，我会加倍努力，积极探索初中英语阅读课教学科学可行的模式。但是，无论如何，我一直坚信：在阅读教学过程中，学生应始终是学习的主体，而教师则只扮演一个导演的角色。教师有效地引导是必要的前提和基础，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。只有充分发挥教师的主导作用和充分体现学生的主体作用，才能提高课堂效率和质量，真正达到阅读教学的目的。
Teaching Plan
Book Ⅱ Unit 6 Section B Reading
What should you do if you have problems?
the First Period
Learning aims:
1. Understand the meaning of some words and expressions such as “experience, expert, cut in half, halfway” by reading the text.
2. Understand the text more deeply by reading it aloud again and again.
3. Cultivate the ability of searching information, inductive reasoning and summing up by reading the text.
4. Find their own ways to solve the problems, and train the students’ confidence and the ability of dealing with the problems.
Teaching methods:
Reading, skimming, practicing, inductive reasoning, summing up
Important points:
Understand the meaning of the text by reading and learn a good way to solve the problems.
Difficult points:
Be able to learn to solve the problems by talking to someone /sharing the problems.
Teaching tools:
Multimedia?Computer?Technology
Teaching steps:
一、Warming up
Dance to the music——Chicken Dance.
二、Pre-reading
We are happy now. But we aren’t always happy every day. We might have some problems in our life.
Look, the boy has so many problems.
What problems do you have? Discuss in groups.… S1, S2, S3
(Asking one student) How do you usually solve your problems?
(Leading to the subject) Unit 6 Section B Reading What should you do if you have problems?
【设计意图】通过舞蹈热身以及从“What problems do you have? How do you usually solve your problems?”切入，直截了当，导入课题Unit 6 Section B Reading What should you do if you have problems?
三、While-reading
（一）Read the text and match each paragraph with its main idea.
Laura’s experience, “experience” do you know? / ?k'sp??r??ns/ Here, “experience” means “story”.
Robert’s advice, advice means suggestions, ideas.
Please turn to Page 45. Read the whole text and match each paragraph with its main idea.
I want to give you a tip: Find the key words by skimming.
…
Paragraph 1 A. Laura’s story
Paragraph 2 B. Robert’s advice
Paragraph 3 C. Laura’s idea
Check up the answers.
【设计意图】这是Section B 的阅读课教学，这种大课文一般分为两个课时：第一课时，主要是领着学生通过多种形式的默读、朗读，整体理解语篇的意思，学习文章的谋篇布局，梳理出文章清晰的脉络。最后落实到会复述课文或对课文进行缩写、改写等。第二课时，主要是对词组、句式、语法等语言知识这些细节东西进行认真剖析和学习，并进行适当的拓展阅读或相关的写作训练。
本节课为该阅读课的第一课时。我一般采用总-分-总的格式来学习。即，先总体理解，如上，做一个段落大意匹配，这样做，学生通过Skimming,可以快速了解文本的main idea.
接着，是分段学习，在整体理解的基础上详细学习各段的内容。
（二）Who is Laura? What’s her idea about solving the problems? Let’s read Paragraph 1 and finish them.
Laura’s information:
Read together.
Laura’s idea:
These are Laura’s ideas. Read them aloud.
（三）How did she get this idea? By her experience. What’s her experience? These questions can help you.
Another tip: Underline the sentences that can help you answer the questions. It’s very helpful.
What happened to Laura once?
Did she tell her parents at first? Why or why not?
What did she do in the end?
What does she learn from this experience?
Read the sentences aloud together. (Laura once lost her wallet. She didn’t tell her parents at first, because she thought her parents would be angry. She talked to her parents in the end. She knows she will always remember to share her problems in the future.)
Read this paragraph aloud by yourselves and then tell Laura’s story. (Give some key words)
（四）Look, this is Robert. What does he think of Laura’s idea?
1. Does he agree with Laura? Read Paragraph 3 and find the answer.
Who knows? Hands up! S6…
How do you know that? S6 …
Read the sentence together.
2. What’s his advice about solving the problems? Please complete the chart.
T:“should”, what should we do when we have problems?
S7: Try to solve them.
T: What shouldn’t we do?
S8: We shouldn’t run away from our problems.
T: Yeah, we shouldn’t run away from our problems. That is to say, we should face them bravely. We should try to solve them. Right?
Ss:…
T: Well, how to solve them?
S9: The first step is to find someone you trust to talk to.
T: Who should we talk to?
S10: Our parents.
T: Why?
S11: Because they have more experience and they are always there to help us.
T: I believe your parents are the only ones who love you and help you without reasons. So if you have problems, you should talk to your parents about them at first. Please love them and get on well with them. OK?
Read the answer sentences aloud together.
3. Now read the last two sentences in Paragraph 3 together.
(In English, we say that sharing a problem is like cutting it in half. So you’re halfway to solving a problem just by talking to someone about it. )
Read once more!
预设一：Do you understand these two sentences? Ss: Yes. How clever you are!）
预设二：Do you understand these two sentences? Ss: No.
T: It doesn’t matter. Discuss in groups. You can speak in Chinese.
(The teacher can help them while discussing.)
1) Cut it in half e.g. Cut an apple in half. ( by body language)
2) The last sentence means “If you talk to someone, you’ve solved half of the problem.” (by explanation)
T: Do you understand them?
Ss: Yes.
How do you understand these two sentences? / What can you learn from these two sentences?
S12 (Talking to someone is very important. / We should talk to someone if we have problems. / We should share the problems if we have problems.)
(If they can’t, the teacher can lead the students to say out.)
T: Talking to someone /Sharing the problems/ is the best or the most important way to solve the problems.
Have you heard these proverbs/ 'pr?v??bz/——
A problem shared is a problem halved.
Happiness shared is happiness doubled!(双倍)
They have the same meaning as the two sentences.
Read together. One, two! …Again.
Are you clear? …
Please remember to share your problems and happiness from now on, all right?
（五）Read Paragraph 3 again and find what you don’t know.
Do you have any questions to ask?
预设一：Ss: No.
T: I have a question to ask you. Paragraph 3, Line 4. This person doesn’t need to be an expert/'eksp??t/ like himself. Explain “expert”.
(1) “himself” refers to whom?
(Nobody can answer.）You can read this paragraph carefully.
S12: Robert.
T: Great!
(2) What does Robert do?
S13: An expert.
T: Clever!
预设二：S14: Yes.
T: What’s it? Who can help her/ him?
T: Anything else?
S14: No.
T: I have a question to ask you. Paragraph 3, Line 4. This person doesn’t need to be an expert /'eksp??t/ like himself.
Explain “expert”.
“himself” refers to whom?
…
【设计意图】这篇课文共有3段，在分段学习中，我采用了不同的形式引领学生对各段进行学习和理解，每段学习理解之后，都注重让学生大声朗读，既加深了对课文的理解，还培养了学生的语感，阅读课就是要突出一个“读”！第三段相对比较难，所以，针对第三段，我还特别设计了Question time。而最后两句又是该语篇的点睛之笔，还有生词halfway等，所以我就用同义句置换的方法帮同学们来理解它们的意思（“If you talk to someone, you’ve solved half of the problem.”），并用谚语对文章的主题进行升华【A problem shared is a problem halved. Happiness shared is happiness doubled!(双倍)】。
Post-reading
Sum up Laura and Robert’s idea
(Looking at the pictures.)
T: We know Laura is
Ss: a teenager. Robert is an expert.
T: They have the same idea about solving the problems. What’s it?
S15: They think if we have problems, we should talk to someone / share the problems.)
(Nobody can answer. The teacher can point at the subject and ask, “What should you do if you have problems?)
T: Wonderful!
Choose the main idea of the text.
T: Now choose the main idea of the text.
S16: / Ss: B.
T: Excellent! Read it together.
Sum up the text with three or four key words. Then talk about other ways to solve the problems.
(normal---(run away from---(face & solve talk to someone / share the problems)
Enjoy reading.
Read in groups. Pay attention to the pronunciation, intonation, pause, and speed. Then show group reading.
Enjoy an English song——Trouble is a friend.
【设计意图】“读后”是又回到了“总”上，在分段学完之后，通过三种不同形式再次对课文进行总体把握和理解，这不是简单的重复，而是在最初的总体感知以及分段学习的基础上的综合提升，学生可以更好地更精确地整体理解语篇，文章的篇章结构可以在脑子中形成一个清晰的影像，这对学生的写作也会起到潜移默化的作用。“朗读课文”是想让学生再次通过读进一步理解领悟语篇；听歌是对文本主题的拓展。
Homework
Time is up. Let me give you your homework:
Finish 2c.
Try your best to rewrite the text. You’d better make it shorter with your own words.
Dismissing
Thank you for your cooperation. All of you are so lovely and clever! I love you very much.
Class is over. Good-bye, everyone!
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