教学设计及反思

教学设计及反思

作者：朱志慧

来源：《黑龙江教育·中学教学案例与研究》2011年第04期

[本课选自人教版义务教育课程标准实验教科书（五四学制）初中英语八年级下。]

一、教材分析

1.教学目标

知识目标：

（1）掌握词汇和短语。

词汇：race, taught, importance, care, succeed, point, achieve, realistic, obey

词组：get in the way, care about, make decision, be serious about, achieve one’s dream

（2）理解文章内容。

（3）学会用新的语言结构表达自己的观点和想法。

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能力目标：

（1）学会扫读和精读两种阅读方式，培养阅读能力。

（2）培养用英语思维的能力。

情感目标：

（1）通过阅读，使学生对如何控制兴趣爱好和学业上的时间分配有自己的理解。

（2）通过参与讨论，使学生能够理解父母的苦心和感受父母的爱。

2.教材的重、难点

重点：掌握文章段落大意，了解两代人对于同一事物的不同理解，并学会阐述理由。

难点：概括总结双方的不同观点及被动语态的应用。正确使用被动语态，对青少年被允许和不被允许做的事情，发表自己的建议，并陈述理由。

二、教学过程

Step1 Warming up

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设计意图：通过展示4幅图片（1.穿奇装异服 2.扎耳眼 3.在公交车上吸烟 4.外出晚归）抛砖引玉，引导学生总结青少年在家、学校以及公共场所应当遵守的规则。在巩固旧知的同时，为导入新课作铺垫。

T: How old is a teenager?

S: The children between 13 and 19 years old.

T: Yes, that’s right. because these numbers end with teen.

T: What are some of the rules that a teenager should obey? Look at the pictures, perhaps they may help you.

S1: We should wear school clothes at school.

S2: We shouldn’t be allowed to get ears pierced.

S3: We shouldn’t smoke or talk loudly in public places.

S4: We shouldn’t drop litter or spit in public.

……

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Step2 Leading-in

设计意图：延伸热身当中的问题。谁为我们制定了这些规则，引导学生探讨我们是否可以自己制定规则，这个问题与学生的生活实际结合起来，激发学生的参与热情，各抒己见，继而导入本课话题。使学生带着求知的欲望学习这篇文章。

Then ask“who makes the rules for us”.

S1:Our teachers.S2: Our headmaster. S3: Our parents. S4: The government.

T: I agree with you. Do you think you should be allowed to make your own decisions? Let’s talk about it in groups.

Group 1: We think so, because we are old enough, we have already had our own ideas about different things.

Group 2: We agree with you. We are able to tell what is wrong and what is right, so we should be allowed to make our own decisions.

Group 3: The teachers and parents don’t know what we like to do. They always ask us to do this or to do that. We can’t stand them.

Group 4: We don’t think so. Teachers and parents have more experience than us. They care us very much. They don’t want us to be hurt. They want us to

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be healthy and happy. So they often make decisions for us. We should follow their advice.

T: Indeed，you have already grown up，in some fields，you even have more knowledge than adults, after all, you are short of experience. Whether you accept your parents’ ideas or not, you should respect their suggestions and take them seriously. Today, let’s know a boy called Liu Yu. He has a problem about whether he should be allowed to make his own decision. Can you help him? Let’s read the text together.

Step 3 Reading

设计意图：采用了阅读教学法及任务型教学法。任务布置层层递进，由浅入深。学生通过扫读、精读获取文中信息。

第1遍读课文：（提出问题：What is Liu Yu’s dream? How does he plan to achieve his dream?通过扫读让学生从整体上纵观全文结构和内容。）

Task 1：Say everyone wants to succeed, so does Liu Yu. Let’s read a passage about him. Scan the reading and find the answers to the questions. What is Liu Yu’s dream? How does he plan to achieve his dream?

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第2遍读课文：让学生带着问题在课堂中自学探究，通过精读课文来回答每段的问题，了解每一段的具体内容。充分体现学生的主体地位，培养学生用英语进行思维的习惯。

Task 2：Read each paragraph and answer the questions.

Para1:

T: What do the teenagers think about the hobbies?

S1: They think they should be allowed to practice their hobbies as much as they want.

T: Do you agree？

S2:I don’t completely agree with him. Work should come first.

T: Do all of you think so?

Ss: Yes, we are good students.

T: What are the disadvantages of their hobbies？

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S3: These hobbies can get in the way of schoolwork.

T: What do parents worry about?

S4: They might worry about their child’s schoolwork.

Para2:

T: Where is Liu Yu from?

Ss: Shandong.

T: What’s his hobby?

Ss: He likes running.

T: What does he want to be in the future?

Ss: He wanted to be a professional athlete.

T: What do his parents think about his hobby?

Ss: His parents won’t allow him to train as much as he would like to. He needs to be realistic.

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Para3：

T: Does Liu Yu understand his parents care about him?

S1: No，I don’t think so. He think his parents don’t understand him and don’t allow him to do what he enjoys.

Para4:

T: Does his parents allow him to practice running on school night? Why？

S1：No. Because They think he should study hard in the evenings.

T: What is his parents’way for him to succeed?

S2: They think he needs to spend time on his homework.

T: That is to say they want him to get a good education, and then get a good job,right?

Ss: Yes.

T: Do your parents have the same ideas?

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Ss: Yes.

Para5:

T: Does he agree with his parents’ ideas? What does he think?

S1: No, He thinks he will succeed. He wants to makehis own decision.

Task3：Sum up the whole passage.

设计意图：在了解每段内容之后，学生对文章的理解是零散的，为了让学生理解父母与孩子的矛盾冲突到底是什么，须要对文章进行重新梳理。引导学生积极参加小组讨论，合作探究概括双方各自的观点，并通过表格的形式展现出来，让学生一目了然。对文章有更深层次的理解，引导学生抓住中心和关键，把握全文，理清思路。

Step 4 Learn the language points

设计意图： 所谓知识点，就是学生在阅读时遇到的障碍，通过学生自己阅读，找到他自己不明白的语言点，教师重点讲解疑难点并处理文章中出现的语言现象。这种让学生去提出问题的设计，培养了学生主动探究的意识，避免教师生硬地讲解，改变学生盲目

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地听的被动局面。

（1） get in the way of schoolwork

（2） worry about their child’s success at school

（3） be serious about something /doing somethin

（4） be strict with somebody/in something

（5） success（n.），successful（adj.），successfully（adv.）

Step 5 Consolidation: Open topic

设计意图：学习语言的目的是为了应用，以达到真实的交际水平。设计这个任务就是让学生学以致用，能力得以提升。按学生的真实想法将全班分成两组，就该话题进行辩论。既能调动学生兴趣及参与意识，又能提升学生运用语言进行交际的能力。

Task4： Discuss and exchange information .“Whose opinions do you agree with ? And tell us why？”

Group A：We agree with his parents’ idea. Because few people can

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succeed as a runner just like Liu Xiang in China. and if he can’t succeed， what job can he do？

Group B: We don’t think so. If everyone is afraid of failure. No one will have a try in this field. How can it be improved?

Group A:We think if he becomes a professional athlete, he can’t get a good education. If he can’t join the national team, how can he make a living in the future.

Group B: He can go to college to major in PE. If he can’t become a professional athlete, he can work as a P.E. teacher. If he succeeds, he will be famous, if he becomes famous， he can be rich， he can travel all over the world. He can...

Group A: No, we think it’s just a dream， It’s very difficult to achieve. We must be realistic.

Step 6 Homework

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提升学生的英语表达能力，巩固并运用所学语言知识，做到学以致用。

Write a short passage to express your ideas about it.

Let us share your story.

三、课后反思

本课是一节阅读课，所以我采用了阅读型教学与任务型教学相结合的教学方法，以学生为中心，以问题为出发点。每一个教学过程学生都在完成任务，使语言的内容得到重视，语言的形式呈现多样化。在扫读中的任务是让学生找出Liu Yu的理想是什么，他计划怎样实现他的理想。从而抓住文章的核心内容。在精读中就每一段内容设置问题，激活学生的思维，让学生带着问题阅读，使阅读的目的性更强，获取的信息更具体，而且通过师生之间的交流，使书面文字变成鲜活的语言，既培养了学生的阅读能力，又提高了学生的表达能力。第三个任务，总结父母与儿子关于未来的不同观点，对文章进行重新梳理，使学生进一步理解文章的主旨。第四个任务让学生参与到话题中来，就各自的观点进行辩论，真正做到学以致用。学生带着浓厚的兴趣，参与到辩论中来，使本课达到了高潮。学生的积极性和语言组织能力得到提升。

由于所有的问题都是教师围绕着文章内容去设计的，学生相对来说处于一种被动的状态，而且内容多，每一个环节相对比较紧凑，时间短，任务多。学生的层次以及接受能力是不同的，掌握的情况也有很大差异。如果课前让学生进行充分的预习，自己来设计问题，而课上的时间主要用来交流，展示，答疑，师生之间、生生之间进行思维与思维的

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碰撞，那么这节课效果会更理想。

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编辑/丁俊玲