初中英语教学设计
9A Unit3 Teenage problems
（Integrated skills）
【教材分析】
本课时所教的是江苏版《牛津初中英语》（Fun with English） 9A （供初三年级上学期使用）Unit3 Teenage problems中Integrated skills部分的内容，是本单元的第七课时（整个单元按十课时设计）。
当前不少学生因为学习、交友以及家庭关系而产生很大的压力，正面临着一段人生的困惑期。本单元主要谈论的是中学生在学习、交友、与家人的关系等方面所遇到的问题，让学生学会思考个人的问题并寻求解决问题的方法。
Integrated skills部分主要围绕初三学生Sue Wang的问题和青少年问题专家Sigmund Friend给出的建议展开。
第一项内容：初三学生Sue Wang的简介及青少年问题专家Sigmund Friend对她的情况做的部分笔记，借此引出她的问题所在；
第二项内容：Sue Wang和Sigmund Friend的对话录音。通过听对话录音，进一步了解Sue Wang的问题和困惑，补全Sigmund Friend对她各方面信息的采集；
第三项内容：Sigmund Friend针对Sue Wang的情况给出的建议，总结Sigmund Friend对Sue Wang案例的报告。
第四项内容：通过Millie和Amy的对话，引导学生学会互相交流探讨所遇问题及解决方法，创设情境让学生分组谈论自己的问题并给对方建议。
书中设置的各项内容，第一和第三项活动训练侧重考查学生的英语的读写能力，第二和第四项活动训练侧重考查学生听说能力，总体来讲是对学生英语听说读写能力培养的一个小综合。
本课教材中新单词很少，只有3个，并且在平时的教学中有的已经接触过，因此不作为教学的重点，在课本材料相应的语境中出现时处理。
【教学目标】
1、知识目标：掌握谈论问题和给出建议需要用到的重点词汇及句型。
词汇：reply pleasure
词组：the top student laugh at share your problems with her
pay no attention to be proud of reply to
句型：I’m afraid she doesn’t want to write to me any more.
I’m sure that’s not true.
Why don’t you send an e-card to her and let her know you miss her very much?
My pleasure.
2、能力目标：听：To extract information from a conversation
说：To talk about personal problems and give advice
读：To extract information from a student profile
写：To write notes about a student profile and write a record
3、情感、态度价值观目标：
通过本课的学习，使学生能有机会在学习英语的同时，提出自己在学习、生活中所面临的困惑和问题；在师生间，学生间相互倾诉的同时，加深彼此的了解，增进感情，并互相给出合理的建议解决问题或缓解这些问题带来的不良情绪。
【教学重点】
通过学习，正确恰当地使用本课的词汇、句型谈论青少年遇到的问题及解决方式，在情境中操练语言。
【教学难点】
通过讨论交流，让学生在真实的语境中运用语言，并能真正地进行情感交流，互帮互助，解决问题；同时了解作为一名青少年问题专家的工作流程和工作方式，模拟专家进行案例处理。
【教学过程】
Step 1: Lead in
T: How are you today, boys and girls?
S(s): ①I am fine, thank you.
②I am not very well.
If students all feel well, the teacher will say “That’s good, we all feel well today. But, do you think we will never have problems, we can be always well in our lives? (S: No.)No, that’s impossible. We may have different problems sometimes.”
If there is a student feels not well, the teacher will say “Oh, I am so sorry to hear that. What’s wrong with you? Do you need to go to the hospital? Take care, my poor child.”
T: When we have problems with your body, we need to see the doctor. What if we have problems with our friends or family members? Who can you ask for help?
S(s): (Possible answers) friends\teachers\parents\ Mrs. Rainbow(学生以前学到过的色彩疗法专家) and so on.
T: Yes, very good, you have different good ideas. Now, Today let me introduce one more person to you—Sigmund Friend. You may also ask Sigmund Friend for help. He is a youth worker.
（设计意图：通过日常问候自然引出我们生活中总有这样那样的问题，身体出毛病是需要看医生，思想上有疑难问题时可以找朋友，老师家长等求助。并借此过渡到对青少年问题专家Sigmund Friend的介绍。）
Step 2: Presentation
Activity 1:
T: How does Sigmund Friend work?
Students may give different answers, the teacher organizes their ideas and presents them on the blackboard:
How does Sigmund Friend work?
Find people’s problems
↓
Take notes
↓
Give advice
↓
Write reports
（设计意图：介绍青少年问题专家Sigmund Friend的大致工作流程，使学生对他的工作方式有一个整体的了解和初步的认识。）
Activity 2:
T: Last weekend, Sue went to ask Sigmund Friend for help.
What problems did she have? Let’s look at her profile first. (shown on the computer)
What does she say in the profile?
① Ask students to read it together.
② Ask students to find information about Sue from the profile.
T: What information can you get from the profile?
S(s): She is a 9th grade student.
She is clever. She loves English, Maths and Science.
She studies hard and always does well in exams.
She is the top student in her class.
She isn’t very good at sport.
She cannot run fast and she hates swimming.
(Praise students who can find information between lines.)
Eg: Sue is a good student but she is weak in sports.
Good students also have their own problems.
She is smart that she goes to Sigmund when she has problems.
…
（设计意图：以初三学生Sue Wang寻求Sigmund帮助的案例，引导学生具体深入了解Sigmund的工作。首先通过阅读Sue的简介，指导学生获取相关信息，以开放性问题的方式提问，让学生自己去发现关于Sue的信息，对于不局限于字面能通过字里行间挖掘出信息的学生给与大大地鼓励和表扬，培养学生主动思维，观察的能力。）
Activity 3:
Ask students to help Sigmund take notes. Fill in the blanks with the information we can get from the Profile. There are still some blanks that we cannot find the answers from the profile.
T: Do you think we have got enough information about Sue?
S: No.
T: Don’t worry. I have got the record of Sue and Sigmund’s conversation. Let’s listen to the tape and find the information we need.
（设计意图：让学生完成书上的填空练习，找出哪些空格由于信息的缺乏还不能填完，自然过渡到下一步，听Sue和Sigmund的谈话。）
Step 3: Listening and writing
Activity 1:
Tell students to read carefully what they have written, and pay attention to the gaps they have not yet been able to fill. Play the recording for students to catch the information they need.(Play the recording again if necessary.)
Ask students to read one answer each. Check for mistakes and mispronunciation.
（设计意图：通过听对话来获取更多相关的信息，训练学生的听力。）
Activity 2:
T: That is Sigmund’s notes about Sue. What will Sigmund do next?
S: Give advice and write a report.
T: I wonder what Sigmund told Sue to do. Where can we find his advice?
S: In his report.
T: Let’s look at his report. Open your books and turn to page55. Oh, there are some words missing in the report. Let’s help Sigmund complete the report first.
① Give students 2 minutes to fill in the blanks.
② Check one answer each by asking one student to read it.
③ Ask students to read the report together and find Sigmund’s suggestions for Sue.
④ Ask students to retell his suggestions.
S(s): Try her best and enjoy the exercise.
Not to pay any attention to the students who laugh at her.
T: Do Sigmund’s suggestions work? Is Sue better now? Can you find the answer in the report?
S(s): Yes, Sue is better. We can find it in the report.
Sue seems much happier than before.
She can talk to her best friend Betty when she feels sad and share her problems with her.
She is proud of her schoolwork.
T: Is Sigmund a good adviser?
S: Yes, he is successful.
（设计意图：了解Sigmund工作的最后一个重要环节，写报告。通过这个环节的各项活动完成报告的书写，训练学生的笔头能力和综合整理归纳信息的能力。同时对本课的一些重要词组句型在情境中作必要的讲解和训练。）
Step 4: Practice
T: From this case, we know that Sigmund is a good adviser. Every one has his own problems, even some good students. Right?
S: Yes.
T: Do you think Miss shen also has some problems?
S: Yes, every one has his own problem.
T: Yes, I have some problems. I feel unhappy because of them. Do you think it’s a good idea for me to ask Sigmund for help?
S(s): Yes, but…/ No.
① We don’t know where Sigmund is.
② We haven’t got his phone number.
③ He is a youth worker, he works for teenagers.
…
T: What can I do? Can you help me, my dear children?
S(s): Yes.
T: Thank you very much. You are so kind. Now, you are going to work as Sigmund Friend.
(Ask students to look at the blackboard and revise how Sigmund works.)
① Read Miss Shen’s profile (shown on the computer) and ask students to take notes.
② Get students to ask me questions to find more about my problems.
My problems: I work very hard at school and I feel tired all the time.
I have no time for my hobbies.
I am not good at cooking, and I hate doing housework.
③ Ask students to group themselves into 4 teams and try to think out some good suggestions.
④ Ask students to give the teacher suggestions.
⑤ Ask students to finish a report about the teacher’s case.
T: You are so helpful and I feel much better now. If you need my help, I will also try my best to give you a hand. We should always help each other in our daily life and enjoy ourselves.
（设计意图：通过教师的烦恼，引导学生模仿Sigmund的工作方式，为老师的问题出谋划策。在这个步骤中，学生将练习从简介中获取信息，并对寻求帮助者以主动提问的方式获取所需信息，并进行分组讨论寻求对策，给老师建议，最后完成本案例的报告。）
Step 5: speaking up: sharing problems and giving advice.
(You are really good advisers. I think there is another person that you can help.)
Activity 1:
Listen to Millie and Amy’s conversation and then answer some questions:
① Who is having a problem? (Millie.)
② What is her problem? (Her pen friend hasn’t replied to her e-mails.)
③ What did Millie think of the problem? ( She thought her pen friend didn’t want to write to her any more.)
④ Does Amy agree with Millie? (No, she thinks that maybe Millie’s pen friend is just too busy.)
⑤ What advice does Amy give Millie? (Millie should send an e-card to her pen friend and let her know she misses her very much.)
⑥ Do you have any other good ideas? (an open question, students can have different answers)
Activity 2:
① Follow the tape and repeat after it.
② Work in pairs and share their problems and then try to give advice, use Millie and Amy’s conversation as a model.
③ Act out the conversations in front of the class.
④ Give comments about their acting.
（设计意图：通过听两个学生的对话，了解他们是如何在生活中遇到问题找人倾诉和给人建议的，仿照他们的对话，练习自己的实际自编对话。这个环节是让学生通过本课的学习，运用学到的知识来解决自己实际生活中的问题，把对知识的操练上升到对知识的运用的高度。）
Step6: Homework
① Remember the useful phrases and drills in this lesson.
② Write a report about your friend’s problems.
③ Finish the exercises in the workbook.
（设计意图：通过记忆和练习册的作业让学生巩固所学的内容，并通过报告的书写提高归纳整理的书写能力。）
【板书设计】
Unit 3 Teenage problems
Integrated skills
How does Sigmund Friend work?
Find people’s problems
↓
Take notes
↓
Give advice
↓
Write reports
Words:
reply pleasure
Phrases:
the top student laugh at
share your problems with her
pay no attention to be proud of
reply to
Drills:
Giving advice:
1)My advice is to…
2)I think you should…
3)Why don’t you …
【教学反思】
这节课实际操作下来比较成功，达到了预期效果。整节课的设计紧扣教材，最后又跳出课本，让学生学以致用，收到了较好的教学效果，得到了领导和同行的肯定和赞许。
整个课堂设计由日常的问候自然导入呈现初三学生Sue的案例，然后创设情境，让学生通过帮助 解决 老师问题的案例进行操练巩固，最后让学生模仿教材中学生的对话联系实际自编对话并表演，过渡自然，浑然一体，使学生在不知不觉中实践了一步一步从语言的输入到语言的输出过程。
在这节课上完后，我感觉到比较成功的几个地方有：
一、课堂气氛好：学生和教师一直在比较和谐愉快的氛围中亲切交流探讨，学生的注意力一直是高度集中的。不管是在讨论教材中学生的问题还是老师的烦恼，学生表现出来的是一种热情助人的态度。特别是对教师提出自己的烦恼请求学生的帮助时，学生都在竭尽全力地帮助老师想办法，为老师排忧解难。甚至课后还有学生跑来和我说，“老师，我们一个组就帮你想了三十多条建议，管用吧？”我在感动之余，深切地体会到要上好课，平时和学生之间的感情交流很重要。只有真正地让学生体会到老师对他们的爱护和关心，学生才 能理解 老师对他们的严格要求是为他们好，才能赢得学生的信赖和喜爱。这就是一种“亲其师，信其道”的表现吧！
在最后学生的自编对话时，学生都真正地在思考问题，互相出谋划策，自然地在真实情境中用英语交流，似乎忘记了母语的存在，达到了学以致用的效果。
二、过渡自然：在备课是我就充分地分析了教材，分析了学生，根据教学需要结合学生认知的实际情况设计教案。并且特别注意到各个环节之间的自然过渡和衔接。我的英语课一直追求能尽量让一节课，浑然一体，让学生在不知不觉中轻松愉快地学习。从开场的简单问候引出青少年问题专家Sigmund，到研究Sigmund处理初三学生Sue的案例，再到帮助处理老师烦恼的案例，最后同学之间互相倾诉、解决问题，整个过程没有特别让人感到生硬、突然的痕迹。
三、全面训练：本节课是单元中听说读写能力训练的一个小综合，所以被称为“Integrated skills”。虽然通常在一节课中，听书读写四项技能的训练不太可能面面俱到，总是有所侧重。但在这节课的设计中还是能有效把听说读写围绕一个主题进行有效地训练，所以我把它称为“小综合”。
四、有效训练思维：我在设计问题和活动时比较注意学生思维的训练。注重激发学生学习兴趣，培养学生分析问题、解决问题的能力，充分发挥学生的主体作用。在课堂教学的过程中，不仅教师要提出有价值有意义的问题，打开学生思路，引导学生学会思考，而且要教会学生提出高质量的问题，使学生通过答和问既培养了逻辑思维能力、判断力，解决了问题，又在有实际意义的情境中操练英语、学好英语。
在这样的英语课堂上，学生不再是仅仅为学英语而学英语，英语是一种互相交流的工具，通过它可以发现问题、解决问题，同时达到提高英语水平的目的。
五、注重情商的培养。在我的英语课上，我通常都会特别注意挖掘教材中能培养学生情商的元素。我坚持学生在我的英语课上绝不仅仅是学英语，也应该学做人。要更多地了解自己，了解别人，了解世界。在这一课中就有两点内容。一个是当自己有问题和困难时应该积极主动地寻求解决的方式，避免自暴自弃或压抑自闭，使自己的生活陷入困境。另外，对别人有的困难的应该热情帮助。在动脑筋的过程中，学生也训练了自己的思维，增强了解决问题的能力。
虽然整节课完整有序，充分调动了学生的参与热情，使学生愿意积极配合完成各个环节，气氛相当热烈，但是有些教学细节还有待于精雕细琢，有些训练还应该根据学生反应出来的问题进行调整。比如学生愿意大胆地用英语讲很好，但是说的过程中，还是发现很多学生口头表达时会出现一些错误。在学生讲的时候不一定当场打断他们，以免挫伤他们说英语的积极性，但是作为他们老师，要正视这些问题，并且在今后的教学中加强有针对性的训练。我相信，不断的积累和反思，我的学生能有不断的进步，我自己的教学也会有不断的进步。
