（推薦）教學設計修改

1、如果您需要使用本文檔，請點擊下載按鈕下載!教學設計（教案）模板基本信息學 科英語年 級八年級教學形式上課教 師魯玲芳單 位東湖鎮(zhèn)中學城東部課題名稱Unit2 What should I do? (SectionA3a4)學情分析本堂課以“談論問題及提供建議”為話題，談論學生在學校和家庭中遇到的種種問題提供相應的建議、為他人找到合理的解決辦法，評價取舍他人的建議、為自己的問題找到最佳的解決辦法。這些生活化、通俗化的話題都與學生的現實生活息息相關，能激起學生的共鳴。通過本堂課的學習，使學生學會使用情態(tài)動詞couldshould及習慣用語“whats the matter? What should

2、I do? Why dont you”，談論自己生活、學習中存在的某些問題，提出建議，并能根據實際情況及個人經驗對他人的建議做出評價“good idea/ okay idea/ bad idea.” 教學目標1. 語言技能目標：（1） 能運用情態(tài)動詞could/ should提出相應的建議，為他人找到合理的解決辦法；（2） 能對他人的建議作出評價和判斷（Good/ Okay/ Bad idea）,從而決定是否接受或拒絕他人的建議；（3） 能運用陳述句談論在學?；蚣彝ブ杏龅降姆N種麻煩和問題。2. 語言知識目標（1） 在向他人提建議的交際中，能掌握兵運用情態(tài)動詞could/ should;（2）

3、能正確運用“What should I/ he/ she/ they/ you/ we do?”句型尋求幫助；（3） 能靈活運用“ or/ maybe/ I think”等詞委婉地向對方提出建議；如果您需要使用本文檔，請點擊下載按鈕下載!（4） 掌握并運用“Whats the matter? Whats wrong?”等句型詢問對方遇到的問題。3. 情感態(tài)度目標（1） 通過共同探討、解決各種煩惱和困惑，幫助學生學會反思自我，體諒他人，增強合作意識，培養(yǎng)積極樂觀的情感態(tài)度；（2） 通過尋求幫助、提供建議等各種形式的合作學習，發(fā)展學生的人際交往能力4. 文化意識目標（1） 了解談論問題、尋求幫助和

4、提供建議的基本方式，學會用得體的語言進行表述；（2） 初步了解英美等西方國家的學生在學習和生活中遇到的主要問題和煩惱，以及獲取幫助的渠道。5. 學習策略目標（1） 認知策略：通過與同學溝通交流，對同學的建議作出推理和判斷，培養(yǎng)學生的綜合分析和判斷能力；通過調查報告、制定幫助他人計劃等方式，提高學生調查分析能力和解決實際問題的能力；通過聽錄音，提高學生抓細節(jié)信息的能力。教學過程Step1 Revision and presentation1. Present the different problems and ask students to read them, then get studen

5、ts to give the advice by using “ You/ She / should./ could/shouldnt(present the words “pay for”, “need something to do”)2. Ask other students to think of the ideas that students think up. Get them to use “good idea/ okay idea/ bad idea” to judge them. Meanwhile, the teacher use the face explanation

6、to explain the meaning of “good idea/ okay idea/ bad idea”如果您需要使用本文檔，請點擊下載按鈕下載!Step2 Reading1. Ask students to read 3a and answer the questionsWhats Eves problem?What should she do?(Get students to answer questions by using “You should/ You could”)2. Ask students to think of the advice and give thei

7、r judgments, and give their reasons. Step3 Tasks 1. T: Theres another student who needs some money to buy gifts for his family. What should he do?First get students to read the conversation in 3b together. Then ask students to discuss together. And then ask two students in a group to make up their o

8、wn conversations.2. T: Jim, a Canadian boy, has come to live in China with his parents. He wants to practice his Putonghua, but hes very shy. So please help Jim.First have students read the conversation. Then make a list of things Jim could do. Then get students to make up the conversations. After m

9、aking the conversations, get other students to judge whether the ideas are good/ okay/ bad.3. T: Look at this picture, what are the problems? And what should we do if we are also on the bus?如果您需要使用本文檔，請點擊下載按鈕下載!Divide every four students into a group. Ask students to discuss first, then invite a gro

10、up member to give a report like this: In our group, S1 thinks maybe we should/ could.I think its a/anidea. S2 thinks we should/ could S3 thinks itsStep4 conclusionT: Please remember being polite and kind makes the world more beautiful.板書設計Unit2 What should I do? (Period2 Section A 3a-4)good idea okay ideashouldbad ideaYou/ He /SheshouldntAdvicecould作業(yè)或預習1. Review the new words and phrases.如果您需要使用本文檔，請點擊下載按鈕下載!2. Do exercises in workbook.自我評價不足之處：首先，本堂課最后一個任務的設計不夠開放。我選取了本冊課本第七單元reading “Would you mind keeping your voice down?”的圖片，讓學生討論圖片所反映的問題，并針對這些問題，提一些建議，最后作出評