教學(xué)設(shè)計(jì)修改

1、教學(xué)設(shè)計(jì)（教案）模板基本信息學(xué) 科英語年 級(jí)八年級(jí)教學(xué)形式上課教 師魯玲芳單 位東湖鎮(zhèn)中學(xué)城東部課題名稱Unit2 What should I do? (SectionA3a4)學(xué)情分析本堂課以“談?wù)搯栴}及提供建議”為話題，談?wù)搶W(xué)生在學(xué)校和家庭中遇到的種種問題提供相應(yīng)的建議、為他人找到合理的解決辦法，評(píng)價(jià)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(xué)生的現(xiàn)實(shí)生活息息相關(guān)，能激起學(xué)生的共鳴。通過本堂課的學(xué)習(xí)，使學(xué)生學(xué)會(huì)使用情態(tài)動(dòng)詞couldshould及習(xí)慣用語“whats the matter? What should I do? Why dont you”，談

2、論自己生活、學(xué)習(xí)中存在的某些問題，提出建議，并能根據(jù)實(shí)際情況及個(gè)人經(jīng)驗(yàn)對(duì)他人的建議做出評(píng)價(jià)“good idea/ okay idea/ bad idea.” 教學(xué)目標(biāo)1. 語言技能目標(biāo)：（1） 能運(yùn)用情態(tài)動(dòng)詞could/ should提出相應(yīng)的建議，為他人找到合理的解決辦法；（2） 能對(duì)他人的建議作出評(píng)價(jià)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(yùn)用陳述句談?wù)撛趯W(xué)校或家庭中遇到的種種麻煩和問題。2. 語言知識(shí)目標(biāo)（1） 在向他人提建議的交際中，能掌握兵運(yùn)用情態(tài)動(dòng)詞could/ should;（2） 能正確運(yùn)用“What should I/

3、he/ she/ they/ you/ we do?”句型尋求幫助；（3） 能靈活運(yùn)用“ or/ maybe/ I think”等詞委婉地向?qū)Ψ教岢鼋ㄗh；（4） 掌握并運(yùn)用“Whats the matter? Whats wrong?”等句型詢問對(duì)方遇到的問題。3. 情感態(tài)度目標(biāo)（1） 通過共同探討、解決各種煩惱和困惑，幫助學(xué)生學(xué)會(huì)反思自我，體諒他人，增強(qiáng)合作意識(shí)，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(xué)習(xí)，發(fā)展學(xué)生的人際交往能力4. 文化意識(shí)目標(biāo)（1） 了解談?wù)搯栴}、尋求幫助和提供建議的基本方式，學(xué)會(huì)用得體的語言進(jìn)行表述；（2） 初步了解英美等西方國家的學(xué)生在

4、學(xué)習(xí)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(xué)習(xí)策略目標(biāo)（1） 認(rèn)知策略：通過與同學(xué)溝通交流，對(duì)同學(xué)的建議作出推理和判斷，培養(yǎng)學(xué)生的綜合分析和判斷能力；通過調(diào)查報(bào)告、制定幫助他人計(jì)劃等方式，提高學(xué)生調(diào)查分析能力和解決實(shí)際問題的能力；通過聽錄音，提高學(xué)生抓細(xì)節(jié)信息的能力。教學(xué)過程Step1 Revision and presentation1. Present the different problems and ask students to read them, then get students to give the advice by using “ You/ She

5、/ 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 to explain the meaning of “good idea/ okay

6、 idea/ bad idea”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 their judgments, and give their reasons. Step3 Tasks 1. T: Theres a

7、nother 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 own conversations.2. T: Jim, a Canadian boy, has come to live in

8、 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 making the conversations, get other students to judge whether th

9、e 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?Divide every four students into a group. Ask students to discuss first, then invite a group member to give a report like this: In our group, S1 thinks maybe we should/ could

10、.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(shè)計(jì)Unit2 What should I do? (Period2 Section A 3a-4)good idea okay ideashouldbad ideaYou/ He /SheshouldntAdvicecould作業(yè)或預(yù)習(xí)1. Review the new words and phrases.2. Do exercises in workbook.自我評(píng)價(jià)不足之處：首先，本堂課最后一個(gè)任務(wù)的設(shè)計(jì)不夠開放。我選取了本冊(cè)課本第七單元reading “Would you mind keeping your voice down?”的圖片，讓學(xué)生討論圖片所反映的問題，并