八年级英语Chapter 3 Dealing with trouble教案上海牛津版

Chapter 3 Dealing with troubleTeaching plan上师大外附中姜艳2009-10-14 16:20:00Topic: Dealing with troubleSchool: Foreign language Midd le School Affiliated to Shan ghai Normal University Grade: Junior 2Teacher: Jiang YanTeaching material: Chapter 3, Oxford English 8ATeaching aids: Multi-media facilitiesTeaching objectives:1. To help students grasp the usage of key words and expressions in the text.2. To lead students to use the simple past tense to describe the text briefly.3. To show students how to deal with trouble and to protect themselves.Teaching procedures:[Ⅰ. Pre-task preparation:1. Test students’und erstanding on the key words and expressions in the text.(Ask students to choose the correct words or phrases a nd fill them into the right blanks)Ⅱ.While-task procedure:1. Ask students to translate the phr ases or to complete sentences with key verbs.2. Give some key words and ask students to use 6 or 7 sentences to sum up the text.3. Show pictures of different troubles and ask students to say what happened in each picture]Ⅲ. Post-task activiti es:1. Divide students into groups and as k each group to choose one picture to discuss.Topic: If you are in one of the troubles, how will you deal with it?[2. Invite students to share the trouble they met and give some suggestions.Assignment:1. Read the text fluently.2. Write a diary about a trouble you met in the past (about 60 words).。

Dealing with trouble(Oxford English 8A Unit 3)Students: Class 1 Grade 7, Gaoqiao-Donglu School Teacher: Yu WenruiI.Material analysisThe teaching material is about story learning. Students need to be clear about 6 ele ments of a story, find the clue of story development, and analyze the character’s q ualities so that they can cultivate the good habit of reading for information between lines and especially information after lines. Besides, they should enhance the ability of using the simple past tense.II.Class analysisThe material is for 8th graders, but I choose 7th graders to have a try. I guess my class may have difficulty in predicting especially in analyzing the character in the s tory. But I will guide them to learn to read and enjoy fun of reading.III.Teaching Objectives:1．Language objectives:By the end of this lesson, students will improve their skill of using the simple past tense to describe and express.2．Ability objectives:Students will improve reading comprehension skills by analyzing six elements of a story and finding the developing clue of a story.3．Emotion objective:Students will strengthen awareness of social responsibility-to help someone in trouble in a wise and efficient way and learn self protection as well.IV.Teaching focus and difficulty1．How to find the clue of story development2．How to analyze qualities of the character by observing detailsV.Research points1.提问激发思维碰撞2.学习方式自主合作3.教学效益得到优化C Today my dad and l were waiting for the ferry when suddenly we heard a big argument. Two women tourists and a young man were shouting at each other. The man held out a bag, and showed everyone that it was empty.A The crowd stared at the three people. No one knew what was happening.My dad moved through the crowd and said quietly to one of the women, ‘What’s going on?’‘They stole my friend’s purse,’ said the woman. ‘We were in the bookshop, buying postcards. Three young men started talking to us. Suddenly my friend noticed that he r purse was gone. Two of the men ran away. We followed this man here.’D Then the gates opened. The man hurried aboard, and the two womentourists went after him.‘Wait,’ said my dad. ’Let’s take the next ferry.’This was strange. Was my dad afraid of that man? l followed him to a shop nearby.B He picked up the phone and quickly dialed 110. ‘I want to report a theft. The man is on No. 3 Ferry now It just left a few minutes ago. Please meet the ferry.’ He gav e some more details, and then put the phone down.E We took the next ferry. As we got off, we saw the two women tourists and four policemen standing around the man and he looked worried.‘Well done, Dad,’ said as we walked by. Dad just smiled.。

Chapter 3 Dealing with trouble Teaching planGrade:Teacher:Teaching material: Chapter 3, Oxford English 8ATeaching aids: Multi-media fa cilitiesTeaching objectives:1. To help students grasp the usage of key words and expressions in the text.2. To lead students to use the simple past tense to describe the text briefly.3. To show students how to deal with trouble and to protect themselves.Teaching procedures:Ⅰ. Pre-task preparation:1. Test students’ understanding on the key words and expre ssions in the text. (Ask students t o choose the correct words or phrases and fill them into the right blanks)Ⅱ.While-task procedure:1. Ask students to translate the phrases or to complete sentences with key verbs.2. G ive some key words and ask students to use 6 or 7 sentences to sum up the text.3. Show pictures of di fferent troubles and ask students to say what happened in each pic ture.Ⅲ. Post-task activities:1. Divide students into groups and ask each group to choose one picture to discuss. Topic: If you are in one of the tro ubles, how will you deal with it?2. Invite students to share the trouble they met and give some suggestions.Assignment:1. Read the text fluently.2. Write a diary about a trouble you met in the past (about 60 words).。

八年级英语Dealingwithtrouble教学设计八年级英语Dealingwithtrouble教学设计初中英语课堂教学设计课堂教学设计一、设计的基本理念：构建以人为本，以学生的学、练、测为主线的优化课堂教学模式，通过实施任务型、活动性教学，夯实学生语言基础，提高语言运用能力，培养学生参与、合作、探究的创新精神。

二．学情分析：鉴于教学对象是农村中学的学生，这些学生在小学阶段可能英语学习并不系统，学生几乎没有任何学习的基础，不过学生在初一上学期的学习中已经学习了很多词。

所以本课需要教会学生在所给语境中正确地使用所学知识进行表达。

三．教学方法设计:本课主要采用任务教学方法，同时采用发现式语法学习法、学生中心教学法，以及有语境的操练教学、游戏教学等方法。

四、教材分析：一）本课内容为牛津英语8Achapter3的导读课。

八年级教材与六七年级不同，其内容长而繁琐，知识点零乱而复杂，学生在看到教材后都会产生一种恐惧感。

习惯了六七年级的简短内容的他们不知该如何学习像八年级这样的课文。

这一课是一个日记的记叙文，描述了一个抢劫案的发生，发展及结果。

所以在这一课，教师根据故事的发展顺序分将课文分为五个部分并设计了一系列的不同形式的阅读任务来引导学生掌握阅读的方法。

二）教学目标:1.知识与技能：①本课为八年级的阅读课，存在大量生词。

为了解决这些生词我将学生学会并理解生词作为教学目标。

②学生通过学习本课初步了解阅读的技巧。

2.过程与方法：通过教师的引导学生运用自主、合作、探究的学习方法来了解并掌握阅读的技巧。

3.情感态度与价值观：Whensomeoneintrouble,weshouldtrytohelpthem,butwedonotneedtoputo urselvesindanger,wecanoftenhelpinanindirectway,bycallingtheproperautho ritiesquickly.三）教学重点、难点：1.因为生词是解决阅读的第一道关卡，所以将其定为重点，通过大量的英文解释输入，让学生以英文的思维方式来理解单词。

《Dealingwithtrouble》说课稿范文《Dealing with trouble》说课稿范文在教学工作者开展教学活动前，很有必要精心设计一份说课稿，写说课稿能有效帮助我们总结和提升讲课技巧。

那么你有了解过说课稿吗？以下是小编收集整理的《Dealing with trouble》说课稿范文，希望能够帮助到大家。

一、说教材（一）教材的作用和地位“牛津英语”教材把语言结构、语言功能和主题内容有机地结合起来，因此语言信息输入量大，选材广泛，主体有序，内容集中，学习内容非常贴近学生生活实际和思想实际。

牛津英语8A教材以Chapter为学习单元，与高中教材体系基本接轨，分为Reading、Listening、Language、Speaking、Using English、Writing and More practice，训练更全面，更有针对性，更加侧重读与写。

本课是Chapter 3 Dealing with trouble 的第一课时，学生对一篇日记的学习后，初步了解日记的格式与书信的格式不同点，并且对课文中的robbery有所了解后，对学生的自我保护意识有所帮助；并且复习与课文有关的上海交通工具，增大信息量，使学生学会主动学习。

（二）教学目标：1、知识目标：1、学习单词dial，argue（argument），purse，deal with，crowd，railing， detail， handcuff 等。

2、课文的阅读和理解。

2、能力目标：1、培养学生的阅读理解能力。

2、提高学生自然运用英语交流的能力。

3、情感目标：通过讨论提高学生自我保护意识，渗透情感教育。

（三）重点：1、通过阅读猜出生词的意思。

2、描述一个难忘或有趣的经历。

难点：用英语阐述自己的观点及想法。

关键：对课文的理解和把握。

二、说教法（一）教学设计的原则以学生发展为本，开展合作学习。

教学中尽可能发挥学生的主动性和合作精神，营造良好的学习氛围，在交流中提高学生的语言表达能力。

案例名称: 《Oxford English 8A –Chapter3 Topic：Dealing with trouble》教材:Oxford English 8A –Chapter3 Topic：Dealing with trouble一、学情分析:这个班上海生源是从小学就开始学习牛津英语的，基础较好；而三分之一的学生来自全国各地,从小学四、五年级才开始接触英语，基础较弱。

全班来看，知识积累参差不齐。

所幸我跟他们一起两年了，彼此都比较熟悉。

他们中大多数很乐意表达自己的想法，尽管好坏程度不一，但他们那种乐此不疲的积极性让人兴奋。

二、教学目标1、知识与技能：1) to know the meanings of some new words: deal with, argument, handcuffs, robbery, steal, strange, trouble2) to grasp the main idea of the text;3) to let the students find out some useful information by skimming and scanning the text.2. 过程与方法：1）知识点呈现方式：由浅入深，由易到难。

2）主要是情景和任务式教学。

3. 情感-- 态度—价值观：The passage is in the form of a diary entry, describing a robbery. The passage is a fictional account but is based closely on a real incident. There are two moral points we can teach from this passage. First, that when someone is in trouble, we should try to help them. (Paul’s father did not just watch: he went and spoke to the women.) Second, that we do not need to put ourselves in danger. We can often help in an indirect way, by calling the proper authorities quickly.三、教学设计思想：根据Bloom’s Taxonomy of thinking和Maslow’s needs的相关理论，我从人的思维发展的不同水平和人的不同需求来设问以及设计情景和任务，由浅入深，由易到难，发展学生的思维，提高他们读与说的能力。

Chapter 3 Dealing with trouble一. 教学内容：Chapter 3: Dealing with trouble［具体过程］一. 重点句子：1. We followed this man here.我们跟着这个人到了这。

(1)句中follow表示“跟踪”，用作及物动词，表示“跟踪某人到某地”用follow sb. to + 地点名词，如果表示地点的词是副词，则不用介词to。

如：The policeman followed the thief to the train station.警察跟踪那个小偷到了火车站。

You must follow him everywhere around the clock.你必须24小时跟踪他，他到哪儿，你跟踪到哪儿。

The man followed her home.那个人跟踪她一直到了家里。

（2）follow还可以表示“跟着，跟随，追随”。

如：Don’t follow me around.别老跟着我。

The British fans follow their favourite football team everywhere.英国球迷喜爱的球队走到哪儿，那帮球迷就跟到哪儿。

Some terrorists follow Laden. 有些恐怖分子追随拉登。

2. The two tourists went after him.两个游客跟着他。

句中went after him 表示“跟着他”。

与一些动词搭配时，介词after表示“以……为追赶（或追求，纠缠，搜寻）的目标”。

如：He goes after money. 他追逐金钱。

The police are running after the murderer. 警方正在追捕那个杀人犯。

What are you after? 你追求什么？3. Can I use your phone? 我能用一下电话么？Can I…？是一种请求许可的用语。

1.5Chapter3Dealingwithtrouble教案（牛津沈阳版八年级上）Chapter 3 Dealing with troubleReadingTeaching DesignAccording to the teaching goals of this chapter, I’ll mainly train students’ comprehension abilities and change original teaching order in this lesson. Stress the importance of English as a tool for s tudy and developing the students’ abilities about how to deal with trouble. I divide the structure into seven parts: Analysis of teaching material, analysis of students, analysis of teaching approach, analysis of learning method, teaching procedure, blackboard design and teaching evaluation and reflection.Analysis of teaching material◆ Status FunctionThis is an important lesson in this book, the purpose is to know about how to help someone in trouble in an indirect way by calling the proper authorities quickly.That will be helpful for students’ study in four skills and what’s more, it will help them easily accept the key points. To b e related to daily life, it’s good to raise learning interests and improve their spoken English.◆ Teaching objectives★ Knowledge objectivesa. Learn the new words by teaching and guessingb. Help students understand the whole passage with the key wordsc. How to write a diary with the simple past tense.d. Describe an event that happened in our daily life.★ Abilities objectivesa.To encourage the students to practice, participate and co-operate in the class activities.b.To train the students’ comprehen sion abilitiesc.To develop the students’ abilities of communication by learning the useful structures★ Moral objectivesa. To enable the students to know about how to help others correctly.b. Let students be warm-hearted.c. Let them make a contribution to building an harmonious society and do something for the coming Olympic Games.◆ Key Points and difficult Points★ Key PointsV ocabulary : argument/argue, dial, steal, notice, robbery, railing, detail,Phrases: hold out , in handcuffs, be afraid of ,go on ,shout at, stare at, run away,Tense: the simple past tense★ Difficult PointsThis passage is based on real life, we should set up a good learning surrounding for the students so that they can study for application, use in study .Train them to master the abilities to solve the problems, show them the form of a diary, and use the knowledge of this lesson in real life . Analysis of students The students have learned English for over one year. They can understand the passage, communicate with others. But they aren’t on the same level. There are some students whose English are poor, Raise their interests to study English by tellingstories and appreciating the beautiful pictures.Analysis of teaching approachAs we all know, the main instructional aims of learning English in the middle schoolis to cultivate students’ abilities of listening , speaking, r eading, writing and their goodsense of the English language. So I’ll mainly use Communicative teaching method,Audio-visual teaching method and Task- based teaching method. I’ll try my best toincrease Student T alking Time, emphases are to be laid on learner-centered teaching , and activity-based teaching, they are: pair work, group work, class activity.★Special feature: General description ---making-up--- discuss and comment---inference Through this clue, students can be trained : information--- knowledge--- imagination---evaluation. Let the students communicate with each other and develop the students’ interests in English. Give them confidence. Students are the most important roles in the class, teacher can be a partner, an assistant even a director, help Ss solve the problem by using the target language.Teaching AidsMulti-media computer, some pictures and so on will be needed in this course.Analysis of learning methodCognitive strategy & Collaborative study & link methodTo deal with all above, the students must have a good preview and they must take partin the activities and co-operate the tasks by using target language. They can use thelink method, cognitive strategy and collaborative study to train their self-study, createabilities. They can also discuss the main idea to consolidate the knowledge with thehelp of teamworkTeaching ProcedureIn this course, I change the teaching order in this lesson. Reading is the basic part, the students learn to use the knowledge that they’ve mastere d freely in daily life .Attain the goal: study while using, use while studying.Teaching Procedure Teacher’s activities Students’ activities Purpose TimeWarming up Show them a:commonwealadvertisement video–《help others》, askthem some questions Say something aboutthe questionsHave students knowabout the topic of theclass2Lead in Show them somepictures about peoplein trouble and askthem questions Say out the telephonenumbers they shoulddialTo be familiar with thetarget topic2Word study Play some pictures Learn the new words while enjoying thepictures Make word study easierand more interestingfor the students andhave them be wellprepared for the readingin vocabulary5skimming Have students readthe text for the firsttime ，find out thesimple past forms ofverbs and find thewords’ meanings Read for some specificdetails . Study thespelling rules andanswer the questionsTo train the students’ability in acquiring theuseful information, getthe general idea5Scanning Explorative Have students readthe passage moreAnswer the questionsFill in the blanks withTrain their basic abilityof sentence construction 8。

Chapter 3 Dealing with troubleReadingTeaching DesignAccording to the teaching goals of this chapter, I’ll mainly train students’ comprehension abilities and change original teaching order in this lesson. Stress the importance of English as a tool for study and developing the students’ abilities about how to deal with trouble. I divide the structure into seven parts: Analysis of teaching material, analysis of students, analysis of teaching approach, analysis of learning method, teaching procedure, blackboard design and teaching evaluation and reflection. Analysis of teaching material◆ Status FunctionThis is an important lesson in this book, the pur pose is to know about how to help someone in trouble in an indirect way by calling the proper authorities quickly.That will be helpful for students’study in four skills and what’s more, it will help them easily accept the key points. To be related to daily life, it’s good to raise learning interests and improve their spoken English.◆ Teaching objectives★ Knowledge objectivesa. Learn the new words by teaching and guessingb. Help students understand the whole passage with the key wordsc. How to write a diary with the simple past tense.d. Describe an event that happened in our daily life.★ Abilities objectivesa.To encourage the students to practice, participate and co-operate in the class activities.b.To train the students’ comprehension abilitiesc.To develop the students’ abilities of communication by learning the useful structures★ Moral objectivesa. To enable the students to know about how to help others correctly.b. Let students be warm-hearted.c. Let them make a contribution to building an harmonious society and do something for the coming Olympic Games.◆ Key Points and difficult Points★ Key PointsVocabulary : argument/argue, dial, steal, notice, robbery, railing, detail,Phrases: hold out , in handcuffs, be afraid of ,go on ,shout at, stare at, run away,Tense: the simple past tense★ Difficult PointsThis passage is based on real life, we should set up a good learning surrounding for the students so that they can study for application, use in study .Train them to master the abilities to solve the problems, show them the form of a diary, and use the knowledge of this lesson in real life .Analysis of studentsThe students have learned English for over one year. They can understand the passage, communicate with others. But they aren’t on the same level. There are some students whose English are poor, Raise their interests to study English by telling stories and appreciating the beautiful pictures.Analysis of teaching approachAs we all know, the main instructional aims of learning English in the middle schoolis to cultivate students’abilities of listening , speaking, reading, writing and their goodsense of the English language. So I’ll mainly use Communicative teaching method,Audio-visual teaching method and Task- based teaching method. I’ll try my best toincrease Student Talking Time, emphas es are to be laid on learner-centered teaching , and activity-based teaching, they are: pair work, group work, class activity.★ Special feature: General description ---making-up--- discuss and comment---inference Through this clue, students can be trained : information--- knowledg e--- imagination---evaluation. Let the students communicate with each other and develop the students’ interests in English. Give them confidence. Students are the most important roles in the class, teacher can be a partner, an assistant even a director, help Ss solve the problem by using the target language.Teaching AidsMulti-media computer, some pictures and so on will be needed in this course.Analysis of learning methodCognitive strategy & Collaborative study & link methodTo deal with all above, the students must have a good preview and they must take partin the activities and co-ope rate the tasks by using target language. They can use thelink method, cognitive strategy and collaborative study to train their self-study, createabilities. They can also discuss the ma in idea to consolidate the knowledge with thehelp of teamworkTeaching ProcedureIn this course, I change the teaching order in this lesson. Reading is the basic part, the students learn to use the knowledge that they’ve mastered freely in daily life .Attain the goal: study while using, use while studying.Say something2Train theirBlackboard designChapter 3 Dealing with troublesContributions to the Olympic Games:1. help foreigners if they have trouble2. show ways3. protect environmentInfinitive simple past past participlego went gonedial dialled dialedleave left leftput put put…Teaching evaluation and reflectionThe students can learn the knowledge better because the tasks are designed well . Tasks must be close to their life. A free situation is a must, activities make their study more efficiently, teamwork is their new power to study. What I will do is to guide them to workout problems by themselves instead of telling them the answers directly. Change their thoughts from “I have to study.” to “I want to study.” Helping the students to form their own learning strategies is important and helpful for their lifelong study and I’ll make great efforts to help them to achieve the goals.*************************************。

Chapter3 Dealing with trouble Reading一、章节分析（Reading section ）（一）综述（二）本单元的阅读部分是以日记的形式讲述了一起抢劫案。

作者和他的父亲在了解案情的情况下，报警抓罪犯的过程，可以让学生得到两个启示：一、我们要在别人危难之际，勇于帮助他人。

二、危及时刻，可以尽快通知有关部门，我们无须把自己陷入困境中。

本篇阅读中还出现了一些核心词汇如： argue, deal with, dial, robbery, steal, trouble ,等也是教师教学的重点。

（二）阅读目标1知识目标学习课文中重点词、词组、句型和语法。

能力目标掌握英语日记格式和地址写法。

2情感目标教育学生遇到突发事件，要沉着冷静，有勇有谋。

（三）教学方法采用任务型教学法组织教学，通过听说，讨论等具体活动，达到教学效果。

（四）重点和难点1词汇学习1)核心词汇argue (v )争吵,争论 empty (a.) 空的crowd (n) 人群 stare (n)&(v) 瞪视,盯着看notice (v) 注意到 follow (v) 跟从,跟随action (n) 行为,举动 report (v)&(n) 报道,报告dial (v) 拨号 rob (v) 抢劫detail (n) 细节 steal (v) 偷 (steal---stole—stolen)拓展词汇argument (n)争吵 purse (n) (女用)钱包robbery (n.) 抢劫案 handcuffs (n) 手铐noisily (ad)吵闹地 railing (n) 栏杆permission (n)许可 aboard (adv) 在船上,到船上(火车上,飞机上等)definitely (ad)明确地2)词组：shout at 对…大喊deal with 处理、应付hold out 端出、伸出发行wait for 等候、等待stare at 瞪着…看 women tourists 女游客（复数）go on 发生 at first 起先hurry aboard 匆忙上船 run away 逃跑go down onto the ferry 走下到渡船上be afraid of 害怕 get off 下（船）车well done 干得好 shop assistant 营业员 教学设计（Teaching Designs ）教学内容 教学实施建议教学资源参考 Pre-reading 1利用图片学习新单词 [链接1] 2．通过讨论报纸上的抢劫案件引发学生的讨论。