視頻標簽：Growing Pain,悅讀聯播

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視頻課題：悅讀聯播八下Module 5 Growing Pains Ask the Blog張亞妮 視頻課

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悅讀聯播八下Module 5 Growing Pains學案張亞妮 視頻課

悅讀聯播八下Module 5 Growing Pains
Ask the Blog
                          棋源中學  張亞妮
I. Teaching aims:
  1.Language knowledge:
Talk about the problems and give advice.
  2.Language skills:
   ①Predict the main idea of the article according to the title and scanning.
   ②Find out the detail information by reading the passage carefully.
   ③Talk about problems and give advice using the target languages.
  3.Reading strategies:
    Predict by looking at the title, scan and read carefully.
  4.Emotional attitude:
    ①To express their problems they meet while growing up and get some advice from others in English actively.
    ②To be willing to communicate with others and help them.
II. Teaching important points:
①Talk about the problems and give advice.
    ②Find out some information that we need using some reading skills such as predicting by looking at the title, scanning and reading carefully.
III. Teaching difficult points:
   Use reading skills correctly and actively.
IV. Teaching process:
Step 1. Leading-in.
Talk about growing pains.
T: In free time, I always like playing computer games, chatting on line , going shopping and so on, but my parents hate them. They are always asking me to study hard, have after-school classes in holidays. I really don’t like it. So there is a generation gap between my parents and me .This causes a lot of growing pains. Do you have these problems?
Ss: Yes, I do.
T: What do you usually do when you have a problem?
S1:
S2:
...
    設計意圖: 由代溝引發的成長的煩惱是每個孩子都面臨的問題，也是他們想要解決的問題。這樣設計既貼近孩子們的生活實際，又有利于激發他們的學習興趣。
Step 2. Before you read.
   Look at the title, the pictures and answer the questions.
   Are the students in the article from one country? How do they solve their problems?
   設計意圖: 引導孩子們通過觀察文中圖片、標題來預測閱讀篇章的主題思想，激發閱讀欲望，為下一階段的閱讀活動做好積極準備。
Step 3.While you read.
  A. Scan the article and answer the following questions.
   1. Who has a problem ?
   2. Who is giving advice ?
   3.How many parts can we divide(劃分) the article into? What are they about ?
   設計意圖: 略讀有助于孩子們認識文章的整體結構，從宏觀上感知文章，認識文章。
  B. Read the article carefully to finish the two charts.
                      The first part:

Helen's problem	Tom's advice	Emily's advice	Simon's advice

                      The second part:

Gimbya's problem	George's advice	Aisha's advice

   設計意圖: 細讀有利于孩子們把握文中細節問題，進一步了解和熟悉文中目標語言的使用，為下一階段的閱讀活動做準備。
Step 4. After you read.
  A. Make conversations in groups.
  1. Tom:  What's Helen's problem?
    Emily: Her problem is             .
Tom:  Why?  
Emily: Her parents are always talking about             ,            and           .They even make her            after dinner every night. What do you think of the problem ?
Tom: I think all the parents are      . They want us        them.
How about you?
Emily: I think she should do           and       them because she lives in their house and spends their money. What do you think of the problem, Simon?
Simon: Maybe she could help around the house--it’s only     .She shouldn’t change her         .Teenagers should          teenagers.
Tom: I hope things will be better for her soon.                                                 
  2. George: What's Gimbya's problem?
    Aisha: Her problem is                                    .
What do you think she should do?
    George:                                                          How about you?
    Aisha:                                                                 
George: I hope everything will be fine soon.
    設計意圖:根據文章主要內容填空并練習對話有助于孩子們對文章的主要內容進一步的了解和深化，為后續寫作做準備。
  B. Write an e-mail to Helen or Gimbya to tell her your advice .
From:        
To: Helen
 
Dear Helen,
(Para 1: her problem)                                                             
                                                               
                                                            (Para 2: your advice）                                                       
                                                           
                                                           
                                                            
                                                Yours truly,
                                                           
   設計意圖:利用目標語言進行寫作，第一有助于檢測孩子們對所學內容的掌握和鞏固，從而增強綜合語言運用能力；第二，有助于孩子們對文章結構的掌握，知道如何寫這樣的短文。
Step 5. Make a summary.
  T: Today, we have learned what we should or could do when we have a problem in our life. At the same time, we also understand how to give advice when others have problems. Are you willing to help others when they have a problem? 
  Ss: Yes, we are.
  T: Why ?
Because helping others is helping ourselves.Are you clear?
  Ss: Yes.
  T: So in our daily life, we should help those people in need.
   設計意圖:樂于助人是中華優良傳統，但是在這一代青年身上卻很難看到，強化情感目標，培養孩子們樂于助人的思想。
悅讀聯播 八年級下冊
Module 5 Growing Pains
Ask the Blog
說    課    稿
                           Qiyuan Middle School  Zhang Yani
尊敬的各位專家、領導、同仁們：
大家好！今天我說課的內容是《悅讀聯播》初二下冊Module 5 Growing Pains 的第一篇文章Ask the Blog。下面我將從說教材、說學生、說教法、說學法和說教學流程五個方面進行說課。不足之處，請大家批評指正！

• 說教材

     Module 5 Growing Pains這一話題是初中階段每個學生每天都必須面對且急需解決、卻又不知道如何解決的問題。可以說，教材本身就非常貼近學生的日常生活，具有極大的吸引力，能在很大程度上調動學生的閱讀欲望。而Ask the Blog這篇文章正好既談及了學生所面臨的問題，又說到了朋友們通過現代的通訊工具“微博”所給出的建議。這樣，既給學生們提供了交流的平臺和手段，又給學生們提供了學習解決問題，幫助他人、幫助自己的機會。由于這是一節閱讀課，幫助學生學習、掌握一些閱讀策略，提高閱讀技能，是非常必要的。所以，我制訂了一下教學目標和教學重難點。
（一）教學目標
     1. Language knowledge:
 Talk about the problems and give advice.
     2. Language skills:
     ①Predict the main idea of the article according to the title and scanning.
     ②Find out the detail information by reading the passage carefully.
     ③Talk about themselves problems and give advice using the target language.
     3. Reading strategies:
       Predict by looking at the title, scan and read carefully.
     4. Emotional attitude:
      ①To express their problems they meet while growing up and get some advice from others in English actively.
      ②To be willing to communicate with others and help them.
    （二）教學重點
  1. Talk about the problems and give advice.
      2. Find out some information that we need using some reading skills such as predicting by looking at the title, scanning and reading carefully.
     （三）教學難點
       Use reading skills correctly and actively.

• 說學生

    農村的孩子由于除了英語課外，平常很少，甚至可以說從不接觸英語，所以他們的英語學習興趣不高，基礎薄弱。同時，又因為學生來自不同的村莊，小學英語教師配置不同，基礎差異大，導致兩級分化嚴重。因此，導課尤為重要，閱讀任務的設置也必須充分考慮學生情況，授課有一定難度。

• 說教法

為了培養學生們學習英語的積極性，幫助他們體驗學習的成就感，找到學習的自信心，結合閱讀篇章的特點，我采用了讀前、讀中和讀后的閱讀教學模式，主要運用預讀、略讀和細讀等閱讀策略進行教學。

• 說學法

    在現代英語教學中，在課堂上教會學生自主學習已成為英語教師教學的重要任務，所以我在日常的課堂中，運用多種閱讀策略教學，潛移默化，幫助他們了解、熟悉并運用這些閱讀策略進行閱讀，使學生養成自主性和探究性學習的習慣；建立起自信的良好的心理素質，享受到英語學習的樂趣，讓他們真正地學好英語，用好英語。
    五、說教學流程
合理安排教學過程是教學取得成功的關鍵，根據本課教材的特點，我安排了以下幾個教學環節：
    Step 1.Leading-in.
   Talk about growing pains.
由代溝引發的成長的煩惱是初中階段，每個學生每天都必須面對且急需解決，卻又不知道如何解決的問題。可以說，教材本身就非常貼近學生的日常生活，具有極大的吸引力，能在很大程度上調動學生的閱讀欲望。當教師以講述因自己與父母喜好不同所引發的成長煩惱時，容易在情感上和學生產生共鳴，激發學生的閱讀欲望。
     Step 2. Before you read.
     Look at the title, the pictures and answer the questions.
引導學生們通過觀察文章標題、文中圖片，預測閱讀篇章的主題思想，從整體上把握文章。
     Step 3.While you read.
     A. Scan the article and answer the following questions.
文章涉及七個人物、八個段落，乍一看，一頭霧水，無從下手，為了降低閱讀難度，增強學生閱讀的信心，我就借助文本內容，針對性設置問題，將文章分段。同時，也為后期閱讀任務的順利完成奠定了一定的基礎。
B. Read the article carefully to finish the two charts.
在分段之后，運用細讀的閱讀策略再次分塊閱讀，有助于學生在有限的時間內獲取具體的正確的信息，提高閱讀速度。填表格信息歸類，有助于學生了解并熟悉文章中“談論問題”，“給出建議”的目標語言，為后期的語言輸出積累素材。
    Step 4. After you read.
     A. Make conversations in groups.
     利用閱讀前期所獲取的信息進行對話練習，可以說是閱讀信息的重現，有助于檢測學生對閱讀信息的掌握和運用，使老師心中有數，清楚接下來要做什么，應做什么。
 B. Write an e-mail to Helen or Gimbya to tell her your advice .
     在充分了解學生對閱讀信息的掌握情況后，我們根據文本主要內容進行任務型寫作訓練，可以提高學生語言的綜合運用能力。
     Step 5. Make a summary.
     T: Today, we have learned what we should or could do when we have a problem in our life. At the same time, we also understand how to give advice when others have problems. Are you willing to help others when they have a problem? 
    Ss: Yes, we are.
    T: Why ? Because helping others is helping ourselves. Are you clear?
    Ss: Yes.
    T: So in our daily life, we should help those people in need.
    樂于助人是中華優良傳統，但是在這一代青年身上卻很難看到，強化情感目標，培養學生樂于助人的思想。
 
 

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