Dealing with trouble教学设计_从化区

http://blog.sina.com.cn/u/1775167223

首页博文目录关于我

个人资料

微博

加好友发纸条

写留言加关注

博客等级：
博客积分：

博客访问：
关注人气：
获赠金笔：0支
赠出金笔：0支
荣誉徽章：

正文字体大小：大中小

Dealing with trouble教学设计

(2011-01-12 16:52:36)

标签：

杂谈

分类：吕田中学冯翠琼

Dealing with trouble教学设计

学校、班级：从化市吕田中学初一（1）班

科目：英语

时间：2010年10 月19 日第一节

授课教师：冯翠琼

章节：Oxford English, Book A, Unit 3 Reading A (P34~35: A1~A3)

一、教学材料（Teaching Material）: Oxford English, Book A, Unit 3 Reading A (P34~35: A1~A3)

二、 教学对象（Teaching Object）: Junior Middle School students of Grade 7, who have an average level in learning English

三、 课型（Lesson Type）: Reading lesson, a new lesson

四、 主题（Topic）: Dealing with trouble

五、 教学方法 （Teaching approaches）: Communicative approach & Task-based approach

六、 教学时间（Time）: 45 minutes

七、 教学目标（Teaching Objectives）：

By the end of the lesson, Ss will be able to:

1. 语言知识目标（Language knowledge）:

A. be familiar with the new words and expressions: river, ferry, steal, purse, thief, theft, handcuffs; wait for, hold out, run away, hurry to, pick up, on the other side of.

B. make sentences with some expressions.

2. 语言技能目标（ Language skills）:

A. Listening: understand the whole passage and get the useful information from it through careful and attentive listening;

B. Speaking: express their opinions correctly;

C. Reading: can understand the content and structure of the article;

D. Writing: comprehend the form of a diary, then write a passage with their comprehension about emergency and troubles.

3. 学习策略目标（Learning strategies）:

A. create scenes to understand the reading passage;

B. use scanning, skimming, generalization，inference when reading other passages;

C. search more information about troubles by means of all kinds of resources.

4. 情感态度与价值观目标（Affect）:

A. develop their team spirit through the group works and competitions, meanwhile be more independent;

B. realize how to deal with troubles when they encounter troubles..

5. 文化意识目标（Culture awareness）:

be aware of the importance and necessity of calling the proper authorities when in danger..

八、 教学重点（Teaching Focus）:

1. The main idea of this reading passage.

2. New words

九、 教学难点（Difficult Points）:

1. The simple past tense.

2. How to retell a story.

十、 教具（Teaching Aids）:

1. A computer, an overhead projector and the blackboard.

2. Making use of multimedia — powerpoint — to show the whole teaching procedure.

3. Use the pictures to increase Ss’ interest.

十一、 教学过程

一、课前热身： Greeting and Dictation.

T: Good morning, class!

Ss: Good morning, Miss Feng!

T: Sit down, please! Let’s do the dictation first.

(Are you ready? Let’s begin. First one…. Finish? Hand in, please!)

二、新课导入(Warming up and leading-in)

(1 ) T: What did you do this Sunday?

(possible answer )Ss: I did my homework at home. / I went out with my friends.

T: Oh, your weekend is so colorful. Did you meet troubles?

( possible answer )Ss: Yes, I did. / No, I didn’t.

T: Would you please share your troubles with our classmates? / You are so lucky.

Today we are going to learn something about troubles.

(2) T: What is the Chinese meaning of “ Don’t trouble troubles until trouble troubles you.”

Ss: 不要自找麻烦.

三、新课讲授

Pre-reading

1．T present some New words (river, ferry, steal, purse, thief, theft, handcuffs ) through a fiction story.

T: What can you see in the picture?

Ss: people, ship, river, tall buildings, ferry….

T: (The teacher points to the river and then to the ferry.) Yes, it is a river, and this is a ferry. These are the two new words, read after me. River, ferry. ( Meanwhile the phonic symbols appeared on the screen.)

Ss: River, river… , ferry, ferry….

T: What is the man doing?

Ss: He is stealing the purse.

T: So the man is?

Ss: A thief.

T: And the whole thing is called?

Ss: A theft.

T: Finally, the man was caught, and he was in? ( the mouse pointer points to the handcuffs)

Ss: 手铐。

T: Handcuffs. Read after me, the whole class.

Ss: Handcuffs, handcuffs

2. T shows the pictures in the textbook and introduce the setting on the story to Ss. Ask Ss what happened in the text.

T: What is the man doing in the picture?

Ss: He is showing the bag to two women.

T: Can you guess why?

( possible answer )Ss: Because he lost something.

T: It happened in the ferry. Let’s see what happened.

While-reading

1^st reading: (1)T： Look at the pictures below. Give answers to the following questions.

Ss: Yes.

(2) T：Scan the passage while listening to the tape, and tell what kind of writing it is.

Ss: A diary.

2^nd reading: T: Use the correct form of the words in the box to complete the letter to Kurt.

Ss: OK.

3^rd reading: T: Finish a chart --- when, where, who ( main points of the story )

T: Now tell me when.

Ss: On Friday, 28 September.

T: Where?

Ss: On the ferry.

T: And who?

Ss: A man and two women.

T writes down on the bb.

Post-reading

1. T: Boys and girls, here are some pictures about emergencies. Would you please tell me which number you should dial for help when you came across these situations?

Ss: 110 ( a robbery ), 120 ( a wounded person ), 119 ( a building on fire )

2. T: What would you do if you’re in trouble such as Liu Wei’s father?

Ss: Dial 110 / Go to the police office for help.

3. T: Since you’ve known the story, can you retell it? You can follow the chart before. ( when, where, who…)

Ss: A man steal a purse from two women. They argue on the ferry. Liu Wei’s father see it and call the police. The man wear handcuffs.

T: Well done! It tells us: A man stole a purse from two women, so they argued on the ferry. Liu Wei’s father saw it and called 110. Finally the man was caught and in handcuffs.

课堂练习：

A1 Look at the pictures below. Give short answers to these questions.

1. What is the man doing with the bag in the first picture?

2. Which people are arguing?

3. Which person is Liu Wei?

4. What is Liu Wei’s father doing in the second picture?

A3 Find the answers to these questions in Liu Wei’s diary.

1. Why did the man hold out a bag?

2. Who do you think had the purse?

3. Why did Liu Wei’s father not get on the ferry?

4. Did the man run away in the end? How can you tell?

5. Why did Liu Wei say “You are so great” to his father?

A4 Later Liu Wei wrote a letter to his penfriend Kurt. Use the correct form of the words in the box to complete the letter.

father, handcuffs, argue, exciting, hurry, follow, ferry, purse, steal, meet, next, run

Dear Kurt

Yesterday an (1)___________________ thing happened to us. My father and I waited for the (2)__________________. Two women and a man began (3)___________________. One woman told my (4)___________________ that three men (5)___________________ her (6)___________________. Two of the men (1)___________________ away, but the woman and her friend (1)___________________ this man onto the ferry.

My father and I did not get onto the ferry. He (1)___________________ to an ice cream shop, and quickly phoned the police. He asked them to (1)___________________ the No.3 Ferry.

We went across the river on the (1)___________________ ferry. The police got there in time! The man was in (1)___________________. My father helped those women. He was really great. Write and tell me your news soon, Kurt.

Best wishes

Liu Wei

四、小结( Summary )：

T: Now please think about what we’ve learnt today? Then tell me your idea five minutes later.

Ss: A man steal a purse from two woman. They argue on the ferry. Liu Wei’s father see it and call the police.

T: Yes, you are so clever. It tells us: A man stole a purse from two women, so they argued on the ferry. Liu Wei’s father saw it and called 110. Finally the man was caught and in handcuffs. Right?

Ss: Yes.

五、家庭作业( Homework )：

T: Here are today’s homework ---

1．Finish A3;

2. Copy new words from “project” to “downstairs”;

3．Retell the story, then write a short article.

六、板书设计( Layout )

a man stole a purse two women

caught

argued on the ferry

called the police my father saw

课程标准的要求是：画外音（说课）

每节课前三分钟都要听写，帮助学生巩固所学知识，检查学生所学的情况。

这个导入与生活实际紧密相贴，有利于学生了解这个单元的课题。

通过一个自己虚构的故事来介绍新单词，既有趣又能加深学生的记忆，使学生更容易接爱。

展示图片时，我直接指着河让学生讲，限制了学生的思维。

阅读分三次进行，有泛读与精读，每次阅读都带有明确的目的。

练习紧扣课文，符合新课标的要求。

总结整节课，检验了学生掌握情况。

家庭作业再次重复课堂上讲过的，巩固知识。

板书，我注重的是工整而不是速度，使学生在板书中发现重难点

十二、 课后反思( Self-reflection )：

根据学生的反应我的计划有少少的变动，我觉得自己的掌控能力还不错，但学生似乎对课文很陌生，对于我的英语口语他们也听不懂，所以几乎没有给我反馈。在以后的教学中，我应该设置更多的口语练习，尽量与学生产生共鸣。

阅读┊ 收藏 ┊ 喜欢 ▼ ┊打印┊举报/Report

前一篇：My life’s work -- studying stars教学设计

后一篇：A Completing notes & B What are your hobbies? 教学设计

新浪BLOG意见反馈留言板　欢迎批评指正