Unit 5 Problems and advice教学设计第二课时

新课标要求着重学学生英语语言核心素养。即：语言能力，文化意识，思维品质和学习能力的培养。课文“what should I do?”所创建的语境是人与自我的关系处理。主题是做人做事。语篇类型是求助信件。本节课是在对课文整体理解之后的延伸和拓展，我创设的主题是“成长的烦恼”。教学内容是分词短语的巩固和课文核心内容的提炼以及学生对话展示。

基于成长的烦恼这一素材和话题，我事先让学生自编自改对话。主题背景是A：你捡到皮夹子，想占为己有，朋友耐心规劝

B：

你有一虎妈，总拿你和别人家的孩子比较，让你倍感烦恼，

朋友耐心开导。（学生根据实际，自由选择话题）

教案设计思路：导入开门见山，交代本节课的学习任务，给学生提供尽可能多的参与课堂活动的机会，虽然以语法为重点（

分词短语作状语的活用），但是我设计的内容和形式避免机械枯燥的操练。课件的制作也能体现趣味性。

关注学习过程，创设与生活关联的任务导向的真实情境

主题语境：人与自我

主题群：生活与学习

练习主题语境：考试没考好的烦恼

对话主题语境：我该怎么办和你该这么办

语言知识：语音---准确朗读,流利表达；词汇---课文相关词汇；语法---分词短语作定语和状语；语用：学生表达困惑和提供建议。

文化知识：学生理解和接受生活中存在问题的必然性和征求意见和提供建议的重要性。

语言技能：学生表达生活中的困惑和提供解决问题的建议，基于准确的语法规则。

学习策略：学会归纳语篇核心内容；学会倾诉和提供建议。

用不同的语句表达同一个语义。（活译）

学生提炼核心课文内容。（一鱼三吃）

学生合作完成连词成句。（分词短语作状语）

学生对话展示。（

成长的烦恼----倾诉和建议）

分词短语作状语的活用

教学过程：

1.

老师展示PPT。呈现课题---Pains of Growth

并且交代学习主要任务------课文核心内容提炼，连词成句和对话展示

2.

Warm-up and lead-in

课文核心内容的提炼和复习

老师给出三张简笔画-------- 打碎的花瓶，三个流氓和一个小男孩，和一张纸币

学生用英语讲出三个短语，老师提供语言支持，启发他们用Ving短语作定语的准确表达。

3.

学生朗读首字母填空的短文，然后进入一鱼三吃的活动环节。

即：

词汇选择和新语法填空。

What should I do ? Case One:

While I was visiting a close friend, a flowerpot from my friend’s high-rise flat s_________ to the ground below, which n__________ missed some children at play. Seeing that no one was hurt, we two left for the cinema a______ planned. But now I feel guilty, I think we should have a_____ our mistake.

Case Two:

Instead of stopping the three tough guys from b_______ a young boy on the underground, I did n______ for the young boy and got off. I hate v_______, but I was not brave enough to stop their bad b_______, I do regret not helping the poor boy and feel g_______

about it.

Case Three:

The rude checkout assistant didn’t give me a chance to return the extra change although I had m_______ to, therefore, I left the supermarket with the money not b________ to me. However, I still have a guilty c___________.

A behavior E admitted I. hesitated

B regret F smashed J bullying C violence G conscience K narrowly D meant H belonging

What should I do ? Case One:

While I was visiting a close friend, a flowerpot from my friend’s high-rise flat _____1_____ to the ground below, which ____2_____ missed some children at play. Seeing that no one was hurt, we two left for the cinema as planned. But now I feel guilty, I think we should have ___3_____ our mistake.

Case Two:

Instead of stopping the three tough guys from ___4____ a young boy on the underground, I did nothing for the young boy and got off. I hate __5____, but I was not brave enough to stop their bad ____6_____, I do __7____ not helping the poor boy and feel guilty about it.

Case Three:

The rude checkout assistant didn’t give me a chance to return the extra change although I had ___8____ to, therefore, I left the supermarket with the money not ____9____ to me. However, I still have a guilty _____10______.

新语法填空What should I do ? Case One:

While I was visiting a close friend, a flowerpot from my friend’s high-rise flat smashed to the ground below, ____1____ narrowly missed some children at play. __2___(see)

that no one was hurt, we two left for the cinema _3____ planned.

But now I feel guilty, I think we ___4___ have admitted our mistake.

Case Two:

Instead of stopping the three tough guys from ___5__ (bully) a young boy on the underground, I did ___6___ for the young boy and got off. I hate violence, but I was not brave enough ___7___ (stop) their bad behavior, I do regret not helping the poor boy and feel guilty about it.

Case Three:

The rude checkout assistant didn’t give me a chance to return the extra change ___8____ I had meant to, therefore, I left the supermarket with the money not ____9____ (belong) to me. However, I still have a guilty c_____10______.

老师评价，学生理解和表达文章要点

4.

学生合作，讨论，口头完成连词成句游戏，模仿例句。猜出图片，注意特殊语法点，分

词短语作状语的灵活使用。学生在3分钟内完成，学生动嘴，主动寻求帮助，老师及时给予帮助。

例句：

Wearing a pair of dark glasses, LL looks cooler. 1. While shopping in the super-market, I ran into LL .

2. The little boy often told lies, thus losing all of his friends. 3. Not having enough money, Mr. Lu can’t afford to buy a big house. 4. Reading my school report, my mother fainted. 5. Being too young, ZZY isn’t able to tell right from wrong.

6. Holding a long ruler in his hand, Mr. Lu entered the classroom

学生展示游戏结果，表达完成的“整句”，老师及时反馈和点赞。学生判断

句子中Ving 短语的语法功能，老师给予评价和点赞。（这些句子的语境都紧密结合本节课的主题：成长的烦恼）

5.

继续话题“成长的烦恼”，学生展示对话

Show-time of my dialogue. 1 .Why can’t I keep the money?

2. I hate it when My mom compare me with others

老师提供准确的语言支持

It really upsets me that------

What annoys most is that----

What puzzles me most is why---/ how---

6到8组学生上台表演对话，要求学生能够做到，真实语言情境的创设和语言尽量准确。

老师及时犯规总结和正能量点评

6.

在课堂结尾时老师给出常用的给予对方意见的例句模式，如

1. If I were you ,I would-----/ I would not---- 2. My suggestion is that you should----- 3. Have you ever considered--------? 4. Rather than do

A, why not do B? 5. You should be wise enough to/ not to------ 6. You might as well ----- 7. What you should do now is to---- 7．结束课堂活动

老师简短的评价学生表现，指出不出，肯定成绩。

、教后反思（对教案与课堂教学的自我评价）

1. 在课堂设计中，我较全面地把握了新课改的对学生语言核心素养的培养的要求，即：语言技能，文化意识，思维品质和学习策略的把控。

17年新课程标准对以上4点的要求更加明确化，老师必须以此为本，根据学生的实际能力和价值观的引导，来创造性地使用或者改编教材。

2.学生较好的落实我的设计和参与各项有效的活动。（理解和表达）

各环节有铺垫，层层推进，各项活动都有较强的时间把控，不拖沓，有难度而又轻松参与，快乐合作，有效学习。

3. 主题语境的创设比较真实，贴近生活现实。（人与自我）

教材中对“人与社会，人与自然”的涉及面很多，也为我在课堂上提供学生自主学习，合作学习和探究式学习提供很好的平台。

4. 教学目标的设定体现了SMART原则。（specific, measurable, attainable, realistic, time-based）----具体化，可衡量，可实现，真实的，时间控制的）

5. 学生在对话中的语言比较丰富，敢用长句，难句。

口语交际和高考笔试相辅相成，你中有我，我中有你，口语交际让英语语法学习更快乐更有效。

6.学生批判性思维的落实：If I were you, I would -----

,学生在该句型的框架里提出自己

的批判性意见或者建议

7. 课后作业的设计理念：减负增效，紧扣课堂内容----要求学生自觉读背建议型的常用句型，以此进一步完善对话。而对于课文梗概，要求熟读熟背。