公开课设计思路

公开课设计思路 一、教学内容： 仁爱版英语八下p15-16 二、课型：阅读课 三、教学对象：八年级下学生 四、教学时间：40分钟 五、教学目标： （一）技能目标： 1. 听、说、读、写（重点：读） 2. 阅读技巧：skimming & scanning (学法指导) （二）知识目标： 1. Grammar-- because用法（注：在一节reading课中，自然习得语法）   载体句型： --Why are you unhappy?    --Because I’m too fat. I love my life because I’m healthy. 2. New words: deal with, refuse, elder, understand (阅读材料中) 情感形容词：worried, afraid, shy, lonely, frightened （三）情感目标：   1. How to deal with problems worried lonely frightened shy afraid ……   2. Love our life （主要） 六、设计总思路：     主线： unhappy other negative feelings            happy love our life     回归主线 次线：（because的用法） Why are unhappy? Because I’m too fat.                           在阅读中运用I love my life because I’m healthy在写作中运用                             七、教学过程及目的 (Greetings: 在起立时，大声问答Good afternoon！ Nice to meet you! How are you today?，为营造良好的课堂气氛作铺垫) Step 1: lead-in 目标：自然引入话 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 ，减少师生陌生感，营造良好的课堂氛围 1. 以糖果导入话题 T：Boys and girls, this is the first time Miss Tong gives you an English lesson. I’m very happy today.   Are you happy? Ss: Yes! T: So I bring you a little gift. You guess what it is. Ss:… T: What’s this? (拿出糖果) Ss: Candies! T: Do you like candies? Ss: Yes! T: Do you want to eat them now? Ss: Yes! T: But you can’t. You can get it after class.   You know, boys and girls, Miss Tong likes eating candies very much. You guess when Miss Tong will eat candies? When I’m happy or unhappy? Ss:… T: Yes/No. When I’m unhappy, I will eat a lot of candies! How about you, boys and girls? What will you do when you are unhappy?(随机抽3个学生回答) Ss:…. T：Miss Tong likes eating candies very much when I am unhappy. But now, I’m unhappy. Do you know why? Ss:…. T: Yes, I’m unhappy now because I’m getting fat. ( ppt 关于艾滋病ppt课件精益管理ppt下载地图下载ppt可编辑假如ppt教学课件下载triz基础知识ppt 显示：Why am I unhappy? Because I’m getting fat.) So, how about you? Usually, why are you unhappy?(随机抽4个学生回答) Step 2: 导入reading 目标：在操练句型Why are you unhappy?—Because I’m too fat.的同时，为reading创设情境，自然导入reading 1. pair work 操练Why-Because 句型 2.学生操练完后 T: There are many people unhappy. There is another person. His name is Jeff. You guess he is happy or unhappy? Ss: Happy/ unhappy.   T: Now. boys and girls, Let’s look at the passage. It will give the answer. Step 3: reading (skimming&scanning) 目标：skimming：进行学法指导，让学生学会how to skim                 学生能掌握文章大意       scanning：进行学法指导，让学生学会how to scan                 学生能掌握文章细节信息       在提问环节，练习Why-because用法       new words: deal with, elder, refuse, understand       达到情感目标1：How to deal with problems 1. 让学生看着文章，先对“形”有所认识   T：What’s the title of the passage?       How many paragraphs are there? 2. 告诉学生什么是skimming， 如何skim（学法指导） 3. 带领学生一起做skimming， 一起阅读了文章标题和每一段的首尾句，并设计了相应的问题，学生能够立刻正确得回答。   标题：Dealing with sadness        设计问题：Is Jeff happy or unhappy?   第一段首句： Nobody can be happy all the time.    设计问题：Can we be happy all the time?   第一段尾句：If you don’t know how to deal with these problems, you can learn something from Jeff.   设计问题：Does Jeff deal with his problem successfully?   第二段首句：Jeff almost went mad when his elder brother was killed in a car accident?   设计问题：Why was Jeff unhappy?   第二段尾句：He is feeling better now. 设计问题：Is Jeff happy now? 4. 齐回答完上述问题之后抛出问题：“What’s this passage talking about”（ ppt上给出相应提示：“Jeff was unhappy because… Then, he did something. At last,….”）   抽学生根据提示很容易回答出此问题   老师给出总结：Jeff was unhappy because his elder brother was killed in a car accident. Then he did something. At last he dealt with his problem successfully and he is happy again now.(并叫学生朗读一遍，对文章在讲什么有了大概的了解。 此处故意设计一句：“Then he did something”, 为scanning作铺垫， 显然学生在skim之后并不知道此处的something是具体的什么事，那么就需要scanning。于是，引入scanning) 5. 告诉学生什么是scanning, how to scan 6. 在scan之前给出两个任务   Task 1: Find the following words and underline them. Try to guess what they mean.           deal with      elder      refuse      understand   Task 2: Try to answer the following questions after scanning. 1. What did Jeff do after the accident? 2. Why was Jeff angry with the driver? 3. How did Jeff deal with his sadness? 7. 给5分钟时间，学生根据学法指导完成scanning后，解决两个tasks. (至此， 学生对文章的大意和细节都有所了解)  8. 抛出问题：“What can you learn from Jeff”（ppt上给出key words， 并请5位学生回答），最后老师对此问题作总结。 （实现情感目标1）  Step 4: Listening    目标：了解更多的描述负面情绪的词，并练习听力       new words: worried, lonely, afraid, shy, frightened 1. 由Jeff 之前unhappy的负面情绪，引出其他的负面情绪（头脑风暴+老师补充） 2. 引出听力材料，并完成听力。 Step5：情感升华 目标：为实现love my life的情感目标作铺垫 1. 由听力中的各种负面情绪，引出现代人总是很容易有这些负面情绪，很容易变得不快乐，抛出问题：“Are we really unhappy?” 2. 配音乐展示出一些很贫穷孩子的生活情况，并配以富有情感的解说   “Should you be happy because you can go to school?”   “Should you be happy because you have a nice classroom to study in? ”   “Should you be happy because you can eat delicious food every day?”   “Should you be happy because you have beautiful clothes to wear?” 3. 通过问题“Are you happy? Should you love your life? Do you want to love your life”升华出主题love our life 4. T：Today, Miss Tong will give you a chance to show your love to your life. 引出writing环节 Step 6, Writing a poem —— love our life 目标：学习并运用I love my life because…句型       实现情感目标，练学生writing，动手能力和合作能力 1. 写诗前学习句型：I love my life because I’m healthy, 在此情此景中，要求学生跟老师大声朗读，进行口头操练。（点出原因状语从句，T：This sentence pattern will help you write your poem and show your love to your life!） 2. 老师先给出示范： 现场朗诵了自己的诗歌 3. 给出指令，要求学生6人为一个小组，共同完成一首诗歌，并写在卡纸上（5分钟，配背景音乐） 4. 每组写好诗后，邀请一些组展示诗歌，并朗诵。 5. 老师对诗歌内容进行适当总结 Step 7: 总结所学知识 Step 8：家庭作业 sad worried angry afraid upset lonely bored shy scared frightened …. 八、板书设计 1. Why are you unhappy?   Because I’m too fat. 2. Reading: skimming&scanning 3. I love my life because I’m healthy