八年级英语 Dealing with trouble设计
初中英语课堂设计
课堂教学设计
一、设计的基本理念：
构建以人为本，以学生的学、练、测为主线的优化课堂教学模式，通过实施任务型、活动性教学，夯实学生语言基础，提高语言运用能力，培养学生参与、合作、探究的创新精神。
二．学情分析：
鉴于教学对象是农村中学的学生，这些学生在小学阶段可能英语学习并不系统，学生几乎没有任何学习的基础，不过学生在初一上学期的学习中已经学习了很多词。所以本课需要教会学生在所给语境中正确地使用所学知识进行表达。
三．教学方法设计:
本课主要采用任务教学方法，同时采用发现式语法学习法、学生中心教学法，以及有语境的操练教学、游戏教学等方法。
四、教材分析：
一） 本课内容为牛津英语8A chapter 3 的导读课。八年级教材与六七年级不同，其内容长而繁琐，知识点零乱而复杂，学生在看到教材后都会产生一种恐惧感。习惯了六七年级的简短内容的他们不知该如何学习像八年级这样的课文。这一课是一个日记的记叙文，描述了一个抢劫案的发生，发展及结果。所以在这一课，教师根据故事的发展顺序分将课文分为五个部分并设计了一系列的不同形式的阅读任务来引导学生掌握阅读的方法。
二）教学目标:
1. 知识与技能：①本课为八年级的阅读课，存在大量生词。为了解决这些生词我将学生学会并理解生词作为教学目标。
②学生通过学习本课初步了解阅读的技巧。
2. 过程与方法：通过教师的引导学生运用自主、合作、探究的学习方法来了解并掌握阅读的技巧。
3. 情感态度与价值观：When someone in trouble, we should try to help them, but we do not need to put ourselves in danger, we can often help in an indirect way , by calling the proper authorities quickly.
三）教学重点、难点：
1. 因为生词是解决阅读的第一道关卡，所以将其定为重点， 通过大量的英文解释输入， 让学生以英文的思维方式来理解单词。
2.阅读技巧在八年级才开始系统地训练，课文长难度大，所以将阅读技巧作为难点，尝试训练。
四）教学设想：
1.整个教学过程分为三大块：Pre-reading; while-reading and post-reading.
2. 课前制作PPT,创设教学情境。
五）学生课前准备：
1. 预习课文 2. 编排小品
六）教学时数： 一课时
五、教学过程：
I. Pre-reading preparation
Teacher’s activitiesStudents’ activitiesAims
Step1
Guessing game
Show three telephone numbers to students.
Step 2
Ask students when we dial these numbers to ，lead in the topic of this lesson: Dealing with trouble. Step1
Look at these pictures and guess who we make a phone call by dialling these telephone numbers
Step 2
Students think and learn the new words
dial = call a number l
in trouble
deal with trouble 创设情境，导入新课。从我们日常生活中常用的电话号码来引导学生理解为什么要打这些电话号码，要打给谁，从而引出本课的主题：Dealing with trouble.
II. While-reading procedure
Teacher’s activitiesStudents’ activitiesAims
Step1
Ask students where we have trouble to lead in the diary.
Step2
Ask students to read paragraph1, paragraph2, paragraph4, and paragraph10 to find some information.
Step3
Ask students three questions about the first part then teach students how to learn the new words by reading.
Step4
Ask students to think about a way to deal with robbery.
Step5
Ask students to read paragraph 6-9 and find out how Paul’s father dealt with the robbery.
Then ask students what they think Paul’s father’s way to deal with robbery. Step1
Students look at the pictures and find out where we have trouble
Step2
Students read paragraph1, paragraph2, paragraph 4, and paragraph10 to find these five parts.
Time
Place
People
The whole process of the story
Result
Step3
Students read paragraph1, paragraph2, paragraph5 to find out the answers to these questions.
1. What did we hear when we were waiting for the ferry?
2. What did the crowd do?
3. What did the young man do when the bell rang?
Step4
Students imagine they are Paul and his father look at four short plays and choose the best way to deal with robbery.
Step5
Students read paragraph 6-9 and find fill in the blanks.
从图片的最后一张引出课文的发生地点引出课文的内容。由于八年级的课文内容比较冗长所以在这一环节中将课文分解为五部分：Time,
place; people the whole process of the story and result.。并且明确告诉学生读那几段来找出这些信息，不需要将整篇文章阅读，从而渗透scanning 的阅读技巧。
问题是围绕课文内容设计的，生词也恰好包括在这些问题中，所以在学生回答问题的过程中可以顺势渗透生词的教学。
这里穿插一个小插曲：设置悬念，让学生猜想接下来的故事情节，激发学生的阅读兴趣。教师邀请事先排练好小品的小组向同学们展示几种处理robber的几种方式。让学生通过小品表演用丰富的想象力来展开思考。
设置填空任务，为了解决以上设置的悬念教师通过指导学生阅读明确的段落，让学生带着任务去寻找悬念的答案。
学生通过阅读并填空来理解Paul’s father 解决robbery 的方法。之后教师向学生提出一个问题: What do you think about Paul’s father’s way to deal with robbery? 让学生思考遇到此类事件时正确的方法是什么。
III. Post-task activities:
Teacher’s activitiesStudents activitiesAims
Step1
. Group work
Ask Ss work in groups to have a discussion about dealing with different kinds of trouble. (Teacher provides some satiations for students to discuss.)
Step2
Teacher makes a summary about this lesson Step1
Ss work in groups to have a discussion about dealing with different kinds of trouble. (They can choose one kind of trouble to discuss)
Step2
Students listen and learn how to deal with trouble.
利用Group work 来体现学生团体合作及对本节课所学知识的综合应运的能力。
教师总结本课，落实情感教育。指导学生在遇到困难时懂得如何既能保证自己的安全，又能聪明地解决困难的方法。
IV. Homework：
1. Read the text again and complete exercise C1&C2
2. Surf on the internet and find some ways to deal with robbery.
(因为是导读课，所以要降低难度让学生先将课后C1&C2 的练习完成，巩固单词教学；另外一个作业：学生自己上网查找解决robbery 的方法，增强他们自我保护的意识。)
六、课后反思：
初中英语课堂设计
课堂教学设计
一、设计的基本理念：
构建以人为本，以学生的学、练、测为主线的优化课堂教学模式，通过实施任务型、活动性教学，夯实学生语言基础，提高语言运用能力，培养学生参与、合作、探究的创新精神。
二．学情分析：
鉴于教学对象是农村中学的学生，这些学生在小学阶段可能英语学习并不系统，学生几乎没有任何学习的基础，不过学生在初一上学期的学习中已经学习了很多词。所以本课需要教会学生在所给语境中正确地使用所学知识进行表达。
三．教学方法设计:
本课主要采用任务教学方法，同时采用发现式语法学习法、学生中心教学法，以及有语境的操练教学、游戏教学等方法。
四、教材分析：
一） 本课内容为牛津英语8A chapter 3 的导读课。八年级教材与六七年级不同，其内容长而繁琐，知识点零乱而复杂，学生在看到教材后都会产生一种恐惧感。习惯了六七年级的简短内容的他们不知该如何学习像八年级这样的课文。这一课是一个日记的记叙文，描述了一个抢劫案的发生，发展及结果。所以在这一课，教师根据故事的发展顺序分将课文分为五个部分并设计了一系列的不同形式的阅读任务来引导学生掌握阅读的方法。
二）教学目标:
1. 知识与技能：①本课为八年级的阅读课，存在大量生词。为了解决这些生词我将学生学会并理解生词作为教学目标。
②学生通过学习本课初步了解阅读的技巧。
2. 过程与方法：通过教师的引导学生运用自主、合作、探究的学习方法来了解并掌握阅读的技巧。
3. 情感态度与价值观：When someone in trouble, we should try to help them, but we do not need to put ourselves in danger, we can often help in an indirect way , by calling the proper authorities quickly.
三）教学重点、难点：
1. 因为生词是解决阅读的第一道关卡，所以将其定为重点， 通过大量的英文解释输入， 让学生以英文的思维方式来理解单词。
2.阅读技巧在八年级才开始系统地训练，课文长难度大，所以将阅读技巧作为难点，尝试训练。
四）教学设想：
1.整个教学过程分为三大块：Pre-reading; while-reading and post-reading.
2. 课前制作PPT,创设教学情境。
五）学生课前准备：
1. 预习课文 2. 编排小品
六）教学时数： 一课时
五、教学过程：
I. Pre-reading preparation
Teacher’s activitiesStudents’ activitiesAims
Step1
Guessing game
Show three telephone numbers to students.
Step 2
Ask students when we dial these numbers to ，lead in the topic of this lesson: Dealing with trouble. Step1
Look at these pictures and guess who we make a phone call by dialling these telephone numbers
Step 2
Students think and learn the new words
dial = call a number l
in trouble
deal with trouble 创设情境，导入新课。从我们日常生活中常用的电话号码来引导学生理解为什么要打这些电话号码，要打给谁，从而引出本课的主题：Dealing with trouble.
II. While-reading procedure
Teacher’s activitiesStudents’ activitiesAims
Step1
Ask students where we have trouble to lead in the diary.
Step2
Ask students to read paragraph1, paragraph2, paragraph4, and paragraph10 to find some information.
Step3
Ask students three questions about the first part then teach students how to learn the new words by reading.
Step4
Ask students to think about a way to deal with robbery.
Step5
Ask students to read paragraph 6-9 and find out how Paul’s father dealt with the robbery.
Then ask students what they think Paul’s father’s way to deal with robbery. Step1
Students look at the pictures and find out where we have trouble
Step2
Students read paragraph1, paragraph2, paragraph 4, and paragraph10 to find these five parts.
Time
Place
People
The whole process of the story
Result
Step3
Students read paragraph1, paragraph2, paragraph5 to find out the answers to these questions.
1. What did we hear when we were waiting for the ferry?
2. What did the crowd do?
3. What did the young man do when the bell rang?
Step4
Students imagine they are Paul and his father look at four short plays and choose the best way to deal with robbery.
Step5
Students read paragraph 6-9 and find fill in the blanks.
从图片的最后一张引出课文的发生地点引出课文的内容。由于八年级的课文内容比较冗长所以在这一环节中将课文分解为五部分：Time,
place; people the whole process of the story and result.。并且明确告诉学生读那几段来找出这些信息，不需要将整篇文章阅读，从而渗透scanning 的阅读技巧。
问题是围绕课文内容设计的，生词也恰好包括在这些问题中，所以在学生回答问题的过程中可以顺势渗透生词的教学。
这里穿插一个小插曲：设置悬念，让学生猜想接下来的故事情节，激发学生的阅读兴趣。教师邀请事先排练好小品的小组向同学们展示几种处理robber的几种方式。让学生通过小品表演用丰富的想象力来展开思考。
设置填空任务，为了解决以上设置的悬念教师通过指导学生阅读明确的段落，让学生带着任务去寻找悬念的答案。
学生通过阅读并填空来理解Paul’s father 解决robbery 的方法。之后教师向学生提出一个问题: What do you think about Paul’s father’s way to deal with robbery? 让学生思考遇到此类事件时正确的方法是什么。
III. Post-task activities:
Teacher’s activitiesStudents activitiesAims
Step1
. Group work
Ask Ss work in groups to have a discussion about dealing with different kinds of trouble. (Teacher provides some satiations for students to discuss.)
Step2
Teacher makes a summary about this lesson Step1
Ss work in groups to have a discussion about dealing with different kinds of trouble. (They can choose one kind of trouble to discuss)
Step2
Students listen and learn how to deal with trouble.
利用Group work 来体现学生团体合作及对本节课所学知识的综合应运的能力。
教师总结本课，落实情感教育。指导学生在遇到困难时懂得如何既能保证自己的安全，又能聪明地解决困难的方法。
IV. Homework：
1. Read the text again and complete exercise C1&C2
2. Surf on the internet and find some ways to deal with robbery.
(因为是导读课，所以要降低难度让学生先将课后C1&C2 的练习完成，巩固单词教学；另外一个作业：学生自己上网查找解决robbery 的方法，增强他们自我保护的意识。)
六、课后反思：
