1、初中英語教學設計unit3 teenage problems(integrated skills)龍灘中學劉淑梅 【教學目標】1、知識目標：掌握談論問題和給出建議需要用到的重點詞匯及句型。詞匯:reply pleasure詞組：the top studentlaugh at share your problems with herpay no attention tobe proud of reply to句型：i'm afraid she doesn't want to write to me any more.i'm sure thafs not true.why

2、don't you send an e-card to her and let her know you miss her very much?my pleasure.2、能力 目標： 聽：to extract information from a conversation說： to talk about personal problems and give advice讀： to extract information from a student profile寫： to write notes about a student profile and write a record3

3、、情感、態度價值觀目標：通過本課的學習，使學生能有機會在學習英語的同時，提出自己在學習、 生活中所面臨的困惑和問題；在師生間，學生間相互傾訴的同時，加深彼 此的了解，增進感情，并互相給出合理的建議解決問題或緩解這些問題帶 來的不良情緒。【教學重點】通過學習，正確恰當地使用本課的詞匯、句型談論青少年遇到的問題及 解決方式，在情境中操練語言。【教學難點】 通過討論交流，讓學生在真實的語境中運用語言，并能真正地進行情感 交流，互幫互助，解決問題；同時了解作為一名青少年問題專家的工作流程和工作方式，模擬專家進行案例處理。【教學過程】step 1: lead int: how are you today

4、, boys and girls?s(s): i am fine, thank you. i am not very well.if students all feel well, the teacher will say “that's good, we all feel well today.but, do you think we will never have problems, we can be always well in our lives? (s: no.)no, that's impossible. we may have different problem

5、s sometimes.if there is a student feels not well, the teacher will say “oh, i am so sorry to hear that. what's wrong with you? do you need to go to the hospital? take care, my poor child.”t: when we have problems with your body, we need to see the doctor. what if we have problems with our friend

6、s or family members? who can you ask for help?s(s): (possible answers) friendsteachersparents mrs. rainbow(學生以前學到過的 色彩療法專家)and so on.t: yes, very good, you have different good ideas. now, today let me introduce one more person to you一sigmund friend. you may also ask sigmund friend for help. he is a

7、youth worker.(設計意圖：通過日常問候自然引出我們生活中總有這樣那樣的問題，身體出毛 病是需要看醫生，思想上有疑難問題時可以找朋友，老師家長等求助。并借此過 渡到對青少年問題專家sigmund friend的介紹。)step 2: presentationactivity 1:t: how does sigmund friend work?students may give different answers, the teacher organizes their ideas and presents them on the blackboard:how does sigmund

8、 friend work?find people? s problemstake notesgive advicewrite reports（設計意圖：介紹青少年問題專家sigmund friend的大致工作流程，使學生對他的工作方式有一個整體的了解和初步的認識。）activity 2:t: last weekend, sue went to ask sigmund friend for help.what problems did she have? let's look at her profile first, (shown on the computer)what does s

9、he say in the profile? ask students to read it together. ask students to find information about sue from the profile.t: what information can you get from the profile?s(s): she is a 9th grade student.she is clever. she loves english, maths and science.she studies hard and always does well in exams.sh

10、e is the top student in her class.she isn't very good at sport.she cannot run fast and she hates swimming.(praise students who can find information between lines.)eg: sue is a good student but she is weak in sports.good students also have their own problems.she is smart that she goes to sigmund

11、when she has problems-（設計意圖：以初三學生sue wang尋求sigmund幫助的案例，引導學生具體深 入了解sigmund的工作。首先通過閱讀sue的簡介，指導學生獲取相關信息， 以開放性問題的方式提問，讓學生自己去發現關于sue的信息，對于不局限于字 面能通過字里行間挖掘出信息的學生給與大大地鼓勵和表揚，培養學生主動思 維，觀察的能力。）activity 3:ask students to help sigmund take notes. fill in the blanks with the information we can get from the prof

12、ile. there are still some blanks that we cannot find the answers from the profile.t: do you think we have got enough information about sue?s:no.t: don't worry. i have got the record of sue and sigmund's conversation. let's listen to the tape and find the information we need.（設計意圖：讓學生完成書上

13、的填空練習，找出哪些空格由于信息的缺乏還不能 填完，自然過渡到下一步，聽sue和sigmund的談話。）step 3: listening and writingactivity 1:tell students to read carefully what they have written, and pay attention to the gaps they have not yet been able to fill. play the recording for students to catch the information they need.（play the recordin

14、g again if necessary.）ask students to read one answer each. check for mistakes and mispronunciation.（設計意圖：通過聽對話來獲取更多相關的信息，訓練學生的聽力。）activity 2:t: that is sigmund's notes about sue. what will sigmund do next?s: give advice and write a report.t: i wonder what sigmund told sue to do. where can we fi

15、nd his advice?s: in his report.t: let's look at his report. open your books and turn to page55. oh, there are somewords missing in the report. lefs help sigmund complete the report first. give students 2 minutes to fill in the blanks. check one answer each by asking one student to read it. ask s

16、tudents to read the report together and find sigmund's suggestions fbrsue.(4) ask students to retell his suggestions.s(s): try her best and enjoy the exercise.not to pay any attention to the students who laugh at her.t: do sigmund's suggestions work? is sue better now? can you find the answe

17、r in the report?s(s): yes, sue is better. we can find it in the report.sue seems much happier than before.she can talk to her best friend betty when she feels sad and share her problems with her.she is proud of her schoolwork.t: is sigmund a good adviser?s: yes, he is successful.(設計意圖：了解sigmund i作的最

18、后一個重要環節，寫報告。通過這個環節 的各項活動完成報告的書寫，訓練學生的筆頭能力和綜合整理歸納信息的能力。 同時對本課的一些重要詞組句型在情境中作必要的講解和訓練。)step 4: practicet: from this case, we know that sigmund is a good adviser. every one has his ownproblems, even some good students. right?s: yes.t: do you think miss shen also has some problems?s: yes, every one has h

19、is own problem.t: yes, i have some problems. i feel unhappy because of them. do you think it's agood idea for me to ask sigmund for help?s(s): yes, but./no. we don't know where sigmund is. we haven't got his phone number.(3) he is a youth worker, he works for teenagers. t: what can i do?

20、 can you help me, my dear children?s(s): yes.t: thank you very much. you are so kind. now, you are going to work as sigmund friend.(ask students to look at the blackboard and revise how sigmund works.) read miss shen's profile (shown on the computer) and ask students to take notes. get students

21、to ask me questions to find more about my problems.my problems: i work very hard at school and i feel tired all the time.i have no time for my hobbies.i am not good at cooking, and i hate doing housework. ask students to group themselves into 4 teams and try to think out some good suggestions. ask s

22、tudents to give the teacher suggestions. ask students to finish a report about the teacher's case.t: you are so helpful and i feel much better now. if you need my help, i will also try my best to give you a hand. we should always help each other in our daily life and enjoy ourselves.(設計意圖：通過教師的煩

23、惱，引導學生模仿sigmund的工作方式，為老師的 問題出謀劃策。在這個步驟中，學生將練習從簡介中獲取信息，并對尋求幫助者 以主動提問的方式獲取所需信息，并進行分組討論尋求對策，給老師建議，最后 完成本案例的報告。)step 5: speaking up: sharing problems and giving advice.(you are really good advisers. i think there is another person that you can help.)activity 1:listen to millie and amy's conversation

24、 and then answer some questions: who is having a problem? (millie.) what is her problem? (her pen friend hasn't replied to her e-mails.) what did millie think of the problem? ( she thought her pen friend didn't want to write to her any more.)(4) does amy agree with millie? (no, she thinks th

25、at maybe millie's pen friend is just too busy.) what advice does amy give millie? (millie should send an e-card to her pen friend and let her know she misses her very much.) do you have any other good ideas? (an open question, students can have different answers)activity 2: follow the tape and r

26、epeat after it. work in pairs and share their problems and then try to give advice, use millie and amy's conversation as a model.(d act out the conversations in front of the class. give comments about their acting.(設計意圖：通過聽兩個學生的對話，了解他們是如何在生活中遇到問題找人傾 訴和給人建議的，仿照他們的對話，練習自己的實際自編對話。這個環節是讓學 生通過本課的學習，運

27、用學到的知識來解決自己實際生活中的問題，把對知識的 操練上升到對知識的運用的高度。)step6: homework remember the useful phrases and drills in this lesson. write a report about your friend's problems.(3) finish the exercises in the workbook.(設計意圖：通過記憶和練習冊的作業讓學生鞏固所學的內容，并通過報告的書 寫提高歸納整理的書寫能力。)【板書設計】unit 3 teenage problemsintegrated skillsho

28、w does sigmund friend work? words:find people? s problemsreplypleasureiphrases:take notesthe top studentlaugh at1share your problems with hergive advicepay no attention tobe proud of1reply towrite reportsdrills:giving advice:1) my advice is to.2) 1 think you should.3) why don't you .【教學反思】這節課實際操

29、作下來比較成功，達到了預期效果。整節課的設計緊扣教材， 最后又跳出課本，讓學生學以致用，收到了較好的教學效果，得到了領導和同行 的肯定和贊許。整個課堂設計由日常的問候自然導入呈現初三學生sue的案例，然后創設情 境，讓學生通過幫助 解決 老師問題的案例進行操練鞏固，最后讓學生模仿教 材中學生的對話聯系實際自編對話并表演，過渡自然，渾然一體，使學生在不知 不覺中實踐了一步一步從語言的輸入到語言的輸出過程。在這節課上完后，我感覺到比較成功的幾個地方有：一、課堂氣氛好：學生和教師一直在比較和諧愉快的氛圍中親切交流探討， 學生的注意力一直是高度集中的。不管是在討論教材中學生的問題還是老師的煩 惱，學生

30、表現出來的是一種熱情助人的態度。特別是對教師提出自己的煩惱請求 學生的幫助時，學生都在竭盡全力地幫助老師想辦法，為老師排憂解難。甚至課 后還有學生跑來和我說,“老師，我們一個組就幫你想了三十多條建議，管用吧？ ” 我在感動之余，深切地體會到要上好課，平時和學生之間的感情交流很重要。只 有真正地讓學生體會到老師對他們的愛護和關心，學生才能理解老師對他們 的嚴格要求是為他們好，才能贏得學生的信賴和喜愛。這就是一種“親其師，信 其道”的表現吧！在最后學生的自編對話時，學生都真正地在思考問題，互相出謀劃策，自然 地在真實情境中用英語交流，似乎忘記了母語的存在，達到了學以致用的效果。二、過渡自然：在備課是我就充分地分析了教材，分析了學生，根據教學需 要結合學生認知的實際情況設計教案。并且特別注意