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视频标签：Growing Pain,悦读联播
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视频课题：悦读联播八下Module 5 Growing Pains Ask the Blog张亚妮 视频课
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悦读联播八下Module 5 Growing Pains学案张亚妮 视频课
悦读联播八下Module 5 Growing Pains
Ask the Blog
棋源中学 张亚妮
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:
...
设计意图: 由代沟引发的成长的烦恼是每个孩子都面临的问题，也是他们想要解决的问题。这样设计既贴近孩子们的生活实际，又有利于激发他们的学习兴趣。
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?
设计意图: 引导孩子们通过观察文中图片、标题来预测阅读篇章的主题思想，激发阅读欲望，为下一阶段的阅读活动做好积极准备。
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(划分) the article into? What are they about ?
设计意图: 略读有助于孩子们认识文章的整体结构，从宏观上感知文章，认识文章。
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 |
|
|
|
|
设计意图: 细读有利于孩子们把握文中细节问题，进一步了解和熟悉文中目标语言的使用，为下一阶段的阅读活动做准备。
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.
设计意图:根据文章主要内容填空并练习对话有助于孩子们对文章的主要内容进一步的了解和深化，为后续写作做准备。
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,
设计意图:利用目标语言进行写作，第一有助于检测孩子们对所学内容的掌握和巩固，从而增强综合语言运用能力；第二，有助于孩子们对文章结构的掌握，知道如何写这样的短文。
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.
设计意图:乐于助人是中华优良传统，但是在这一代青年身上却很难看到，强化情感目标，培养孩子们乐于助人的思想。
悦读联播 八年级下册
Module 5 Growing Pains
Ask the Blog
说 课 稿
Qiyuan Middle School Zhang Yani
尊敬的各位专家、领导、同仁们：
大家好！今天我说课的内容是《悦读联播》初二下册
Module 5 Growing Pains 的第一篇文章
Ask the Blog。下面我将从说教材、说学生、说教法、说学法和说教学流程五个方面进行说课。不足之处，请大家批评指正！
Module 5 Growing Pains这一话题是初中阶段每个学生每天都必须面对且急需解决、却又不知道如何解决的问题。可以说，教材本身就非常贴近学生的日常生活，具有极大的吸引力，能在很大程度上调动学生的阅读欲望。而
Ask the Blog这篇文章正好既谈及了学生所面临的问题，又说到了朋友们通过现代的通讯工具“微博”所给出的建议。这样，既给学生们提供了交流的平台和手段，又给学生们提供了学习解决问题，帮助他人、帮助自己的机会。由于这是一节阅读课，帮助学生学习、掌握一些阅读策略，提高阅读技能，是非常必要的。所以，我制订了一下教学目标和教学重难点。
（一）教学目标
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）教学重点
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）教学难点
Use reading skills correctly and actively.
农村的孩子由于除了英语课外，平常很少，甚至可以说从不接触英语，所以他们的英语学习兴趣不高，基础薄弱。同时，又因为学生来自不同的村庄，小学英语教师配置不同，基础差异大，导致两级分化严重。因此，导课尤为重要，阅读任务的设置也必须充分考虑学生情况，授课有一定难度。
为了培养学生们学习英语的积极性，帮助他们体验学习的成就感，找到学习的自信心，结合阅读篇章的特点，我采用了读前、读中和读后的阅读教学模式，主要运用预读、略读和细读等阅读策略进行教学。
在现代英语教学中，在课堂上教会学生自主学习已成为英语教师教学的重要任务，所以我在日常的课堂中，运用多种阅读策略教学，潜移默化，帮助他们了解、熟悉并运用这些阅读策略进行阅读，使学生养成自主性和探究性学习的习惯；建立起自信的良好的心理素质，享受到英语学习的乐趣，让他们真正地学好英语，用好英语。
五、说教学流程
合理安排教学过程是教学取得成功的关键，根据本课教材的特点，我安排了以下几个教学环节：
Step 1.Leading-in.
Talk about growing pains.
由代沟引发的成长的烦恼是初中阶段，每个学生每天都必须面对且急需解决，却又不知道如何解决的问题。可以说，教材本身就非常贴近学生的日常生活，具有极大的吸引力，能在很大程度上调动学生的阅读欲望。当教师以讲述因自己与父母喜好不同所引发的成长烦恼时，容易在情感上和学生产生共鸣，激发学生的阅读欲望。
Step 2. Before you read.
Look at the title, the pictures and answer the questions.
引导学生们通过观察文章标题、文中图片，预测阅读篇章的主题思想，从整体上把握文章。
Step 3.While you read.
A. Scan the article and answer the following questions.
文章涉及七个人物、八个段落，乍一看，一头雾水，无从下手，为了降低阅读难度，增强学生阅读的信心，我就借助文本内容，针对性设置问题，将文章分段。同时，也为后期阅读任务的顺利完成奠定了一定的基础。
B. Read the article carefully to finish the two charts.
在分段之后，运用细读的阅读策略再次分块阅读，有助于学生在有限的时间内获取具体的正确的信息，提高阅读速度。填表格信息归类，有助于学生了解并熟悉文章中“谈论问题”，“给出建议”的目标语言，为后期的语言输出积累素材。
Step 4. After you read.
A. Make conversations in groups.
利用阅读前期所获取的信息进行对话练习，可以说是阅读信息的重现，有助于检测学生对阅读信息的掌握和运用，使老师心中有数，清楚接下来要做什么，应做什么。
B. Write an e-mail to Helen or Gimbya to tell her your advice .
在充分了解学生对阅读信息的掌握情况后，我们根据文本主要内容进行任务型写作训练，可以提高学生语言的综合运用能力。
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.
乐于助人是中华优良传统，但是在这一代青年身上却很难看到，强化情感目标，培养学生乐于助人的思想。
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