1.8 Chapter 3 Dealing with trouble 每课一练(牛津沈阳版八年级上)

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八年级英语Dealingwithtrouble课件

寻求第三方协调，解决家庭矛盾。
总结
应对困难的策略
回顾并总结处理困难的各种策略。
最后的思考
鼓励寻求帮助，提醒应对困难是生活的一部Байду номын сангаас。
勇于寻求帮助
鼓励学生在遇到困难时勇于寻求他人的支持。
处理社交困难
沟通技巧
学习有效的沟通技巧，以更好地处理社交困难。
共情能力
培养共情能力，理解他人的角度和感受。
解决冲突
学习解决冲突的方法，建立积极的人际关系。
建立积极的关系
建立积极、健康的社交关系。
处理学业困难
1 时间管理
合理规划时间，提高学习效率。
3 寻求教师帮助
向老师请教问题，争取更好的学习指导。
2 组织能力
建立良好的组织习惯，整理学习材料。
4 提高学习习惯
培养良好的学习习惯，如定时复习、积极参与课堂。
处理家庭困难
1
理解家庭动态
2
了解家庭成员的需求和情感，促进家庭和谐。
3
建立积极的关系
4
培养积极的家庭氛围，增进家庭成员之间的亲密关系。
沟通技巧
改善沟通技巧，与家人建立更好的关系。
寻求调解
社交困难
提高沟通技巧，培养共情能力、解决冲突、建立积极的关系、避免负面社交压力。
家庭困难
提高沟通技巧、理解家庭动态、寻求调解、建立积极的关系、设定界限。
处理个人困难
1
自我反思
深入思考问题的根源，并寻找解决方法。
表达情感
2
通过表达情感来减轻个人困难的压力。
3
寻求亲人的支持
向家人寻求支持，共同应对困难。
八年级英语 Dealingwithtrouble课件

1.10 Chapter 3 Dealing with trouble 每课一练(牛津沈阳版八年级上)

Chapter Three【本讲教育信息】一. 教学内容：Chapter Three: Dealing with trouble: reading［学习过程］一、重点句子：1. Today my father and I were waiting for the ferry .今天我爸爸和我正在等渡轮。

在此句中所用的时态是过去进行时，这一时态的基本结构是was/were+ v.-ing 形式。

它与一般过去时态不同。

一般过去时态用于陈述过去的事实, 而过去进行时态用于描述过去某个时间里正在发生的动作，句中常有具体的表示过去的时间点或时间段。

I was watching the World Cup Final at 7 o’clock yesterday evening.昨晚7点，我正在看世界杯决赛。

He watched the World Cup Final yesterday evening. 昨晚他看了世界杯决赛。

这一时态用于描述过去某一时刻正在发生的动作。

而现在进行时描述的是目前正在发生的动作。

I was having my breakfast then. 那时我正在吃早餐。

I’m having my breakfast now.现在我正在吃早餐。

You were sleeping then. 当时你正在睡觉。

They are sleeping now. 现在他们正在睡觉。

wait for 表示：等候，等待.wait 是一个不及物动词，后接宾语时，必须用短语wait for.Please wait here. He will be back in a minute. 请等在这儿吧。

他一会儿就会回来。

We should wait for help. 我们应该等待帮忙。

Will you wait for me for a while?你等我一会好么？2. This afternoon we heard a big argument. 今天下午我们听见一场大声的争论。

1.5 Chapter 3 Dealing with trouble 每课一练(牛津沈阳版八年级上)

Chapter 3【本讲教育信息】一. 教学内容：Chapter 3: Dealing with trouble: writing , more practice二. 重点句子：1. There’s a funny smell coming from the kitchen. 从厨房里飘出一股古怪的味道。

(1) coming from the kitchen 是一个v.-ing短语, 修饰smell. 当v.-ing 短语作定语时, 必须放在被修饰词的后面，作后置定语。

v.-ing作定语时, 表示主动或正在进行。

e. g.：In our class, there is a girl coming from Canada. 我们班上有一个来自加拿大的女孩。

(表主动：coming这一动作由girl主动发出)There is someone calling you . 有人在叫你。

(表主动，正在进行，calling 由someone主动且正在发出。

)(2) 表示被动时，常用动词的ed形式构成的短语作后置定语。

In Taiwan, there is a pop group called S. H. E. 在台湾, 有一个叫S. H. E. 的流行组合。

(表被动, called 这一动作不是由group主动, 而是被别人称为……)There is a bomb fixed under the car. 这台车下面装了一颗炸弹。

(表被动, bomb是被人装在车下的. )2. How much do they charge for making photocopies. 复印它们要收多少钱?句中动词charge表示：要价，收费，所用的结构是：charge (sth. )+ 钱数+for sth. 或for doing sth., 表示：为某人或某事向(某人)收钱。

e. g. ：NASA charges 20 million dollars for a private space travel. 一次私人太空旅行美国航天局要收取2000万美元的费用。

Chapter3《Dealingwithtrouble》课件2(15页)(牛津上海八年级上)

Chapter 3 Dealing with trouble
ห้องสมุดไป่ตู้
A hurry D pick up
C followed F report report it in If there is a fire, we should ________ time. happened to me Something strange ________ yesterday. Tourists ________ followed the guide and arrived at the hotel an hour ago. hurry Passengers _________aboard because the plane will take off soon. noticed On the first day of school, we ________a new student in our class.
sum up the story
One day, my son and I met an unusual thing … hear… ask… steal… notice… follow… wait… report…
What do you think of Paul’s father?
clever
B happened to E noticed
A stole B got off D argue about E move
C held out F stared at
My parents often__________ argue about my future. The man ________ held out his name card to show us his name. stared at the singer and shouted The crowd ________ excitedly. My purse is gone! Maybe someone stole ________it on the bus just now. got off I’m late for I __________ at the wrong bus stop this morning.

Dealing with trouble课件(1)

如何预防问题的发生？
预防措施定期检查设备加强员工培训防范数据泄露
实施方法制定专项保养计划并及时跟进制定培训计划和考核标准，定期复训定期检查系统安全漏洞和对策，妥善保管数据资料
结论
主动解决问题
掌握问题解决的通用方法和策略，尽可能的预测和应对问题。
开放心态
以积极、开放的心态，面对问题和挑战，学会从错误中总结教训。
化危为机——解决问题的艺术
在这个变革不断的时代，如何应对突发问题并妥善解决是成功与否的关键。这一课程将向您介绍如何主动应对问题，化危为机。
什么是“问题”？
Defined
问题是一个困难的局面，需要决策或行动才能解决。
Impactful
解决问题不仅可以缓解当前的困境，更可以创造潜在机会。
Varied
问题的形式多种多样，但解决问题的方法有通用原则。
如何明确问题？
1
识别问题的标志
学会辨别问题的征兆，以预防问题发生。
2
分析问题来源
从根源探究问题的引发原因，有目的地寻找解决方案。
3
明确问题的属性
问题是大是小、简单还是复杂，决定了解决问题的步骤和策略。
解决问题的关键
合作
几乎所有复杂问题都需要团队的协作和智慧。
汲取经验
分享经验和知识，借鉴成功经验和教训，追求成长和改进。
策略
掌握解决问题的通用方法，运用良好的策略和计划。
成长心态
用积极的心态看待问题，从错误中吸取经验教训。
追求成功
不断尝试和跨越，最终解决问题并获得成功。
如何解决问题？
1
承认问题的存在
诚实面对问题，否认只会让问题更加复
计划行动方案

八年级英语上册Chapter3Dealingwithtroublewriting教案牛津沈阳版(1)

Chapter 3 Dealing with trouble writing一、章节分析（一）综述本章节是语言运用部分。

通过写作训练，提高学生语言运用能力，教会学生如何写日记，并通过日记形式描写身边发生的事。

（二）目标1、学习掌握部分词汇。

2、根据提示完成两篇日记。

3、独立完成自己的日记。

（三）重点和难点独立完成自己的日记。

二、教学设计（Teaching Designs）I.[链接13]]II.WritingPre-writing1)To introduce the given words on page 45.2)Students should first know what a diary consists of.3)Tell the students to use the past tense to write a diary.While-writing1)Students should look at the pictures and complete the first diary in pairswith the useful words offered.2)Students should complete the second diary individually.3)Students should read out these two diaries to check the answers.Post-writingEach student should write a diary of himself.Chapter3. Dealing with trouble(More Practice)三、章节分析（一）综述More practice是补充阅读材料，描写了王奶奶在路上跌倒后得到了出租车司机帮助的整个过程。

本课的任务有三个：1、阅读王奶奶写的一封信，掌握文中词汇。

2、通过对话，填写关于司机和出租车的表格。

初中英语《Dealing with trouble》说课稿

初中英语《Dealing with trouble》说课稿Dealing with troubleGood morning/afternoon everyone, I’m NO ----. it’s my great honor to present my lesson here. Today, I’m going to talk about the reading part of chpter 3 from Oxford English 8A, Shanghai Education Press. The title of the reading passage is “Dealing with trouble” . To make my presentation much clearer, I’d like to divide the teaching structure inti 5 parts: analysis of teaching material, analysis of students, analysis of teaching and learning methods, teaching procedure and blackbored design. Now I am about to present them one by one.1.Analysis of teaching materialThe first part is the analysis of teaching materialThis text is about a diary of a boy, which content is focusedon how the boy’s father dealt with a trouble. This kind of topic is related to Ss’ daily life, so the Ss will love to read the dairy and desire to speak out their ideas. That’s say, the text offer a good chance for Ss to improve reading skills and their spoken English. Besides, Ss are going to learn some new words and phrases from the text, which are helpful for their further English study in future. According to the students’English level and the demands of the New Standard English, I divide my lesson objectives into three categories: knowledge objects,ability objects and moral objects.in the first place, knowledge objects include to learn new words and key expression by guessing and teacher’s guidance; to grasp the general idea of the whole passage and be able to retell the main idea of the passage; to get familiar with the simple past tense.Ability objects contain to improve Ss’ ability of getting imformation by scanning and skimming; to develop Ss’ ability to describ an event that happened in our daily life; and cultivate Ss’ ability to discover, analyze and solve problem.At last moves to moral objects. The moral objects are to cultivate Ss’ awareness to help people who are in trpuble and to help Ss’to realize the important of safety, try to learn how to pretect themselves in danger.Based on the objectives, I make the teaching key points and difficult points as follow.Teaching key points include the vocabulary and some phrases, such as argument/ argue, dial, steal, notice, robbery, detail, railing hold out, in handcuffs, be afraid of, go on, shout at, stare at, and run away. To improve Ss’ reading skills and encourage them to talk about troubles they met in their dailylife are another teahing key points.While the teaching difficult points are to retell the story with the help of some key words, to write a dairy with the simple past tense.2.the sencond part is analysis of students.The students in Grade 8 have the ability to complete tasks by cooperating with one another, They can work together to solve some troubles and they can share the pleasure of learning English. As junior middle school students, they can’t keep their attention for a long time. Then I will use , some games, some competition, some real objects etc. to attract their attention. During the period of learning English, they have the enthusiasm and interest to take part in the class activities English teaching should face all the students, to some students who are poor at English, I’ll give them some easy jobs and letthe better students help them so that all the students can experience the pleasure of success. Let the students grasp the help rules, it’s better for them to protect themselves.3.Then I move to the third part analysis of teaching and learning methods.As we know, it’s the best way for the junior students to learn English mainly by tasks. So with the help of the multi-media and balckboard, I’ll use the task-based teaching approach together with the communicative teaching method ,the situational teaching method , competition method and audio-viual methods. The students can learn in a more interesting and easier way. I’ll organize enough activities for the students to learn by group work, pair work, team work, competition ,etc. These activities can cultivate the students’sense of unity and cooperation. I’ll use the learner-centeredmethod .I’ll act as a director while the students act as the real master of the class. I’ll try to use some encouraging and polite remarks such as “well done”, “you did a good job”, etc. to help every student make a progress in my class. Let the students enjoy the process of learning English. I’ll pay attention to both the formative assessment and the summative assessment. The students can get comprehensive language using skills by autonomic learning, cooperating, exploring, etc.4.Teaching procedure is the forth part of my teaching structure.In order to achieve my teaching aims successfully I divide my teaching procedure into 6 steps: lead- in, pre-reading, while-reading, post-reading ,summary and homework.Step 1:lead- inIn this step I will show some pictues on the screen to theSs and ask them what they will do if they are in those situations, Let them discuss in pairs freely and then ask some Ss answer the question after 3 minutes.The purpose of showing pictures is that arouse Ss’imagination to deal with the troubles when they see someone are drowning, trapping in fire and being robbed. The Ss will get excited to talk with their partners in English . Therefore, the topic of this lesson is naturally led in by discussing.Step 2: pre- readingIn this step , I first ask Ss see the title , subtitle and the photoes on the book and then let them discuss in groups in order to try to guess the answers of questions in B1 and B2. Next , I ask the Ss to listen to the record to try to grasp the general idea of the passage.The purpose of this design is to train the speaking andlistening abilities of students.This also can be feedback to check other students whether they grasp the general idea of the passage.Step 3: while- readingI mainly use task-based method to help the Ss improve their reading skills in this step.Task1. Scanning for the questions in B2Finish those questions using scanning strategy. That is to say, you must let your eyes “scan” the text quickly to find details that you are looking for, you can find information quickly without reading the whole text. This activity provides practice in “scanning”. Read out the reading strategy for this unit. Explain it in more details and make sure students understand the difference between “reading for meaning” and “reading for detail”. Let Ss do a race. Encourage them finishthese questions as quickly as they can. Ss who do a good job will get a star for his group.Task2. Read the passage carefully and do true or false exercises on the screen.The goal of this task is to let Ss get further understanding of the article and check their reading results and the deployment of the reading strategies.Task3. Find out the new words and phrases. Let them guess from the context.New words: argument/ argue, dial, steal, notice, robbery, detail, railing.New phrases:hold out, in handcuffs, be afraid of, go on, shout at, stare at, and run away.This task pushes Ss to improve their ability to guess the words and carry out exploration study.Task4. Listen to the tape twice and fill out the missing words of the diary on the screen.Invite some students from different groups to answer the questions. Those whose answers are right will get a star (prize) for their groups.This task aims to cultivate Ss abilities of memory, observation, imagination, and analysis. So does listening practice.Step 4: Post-readingIn this step I design 2 activities to help the Ss strengthen what they have read and learnt before.Activity1. Deal with a trouble---role playAsk 10 Ss a group and give a play about the event of the diary .The purpose is that let Ss act and ask questions and learnby themselves. Ss can practice their spoken language, as well. Focus on self-learning.Activity2.Retell the article according to the photoes on the book and some key words.This activity focus on their speaking ability and organization of material.Step5: SummarySs summarize what we have learnt and key points. Make an assessment on each group. Count all the stars and pick out the best group---Group Know in this class. Emphasize the importance of group work and self-learning.Step6: HomeworkWrite a diary with simple past tense.11 / 11__来源网络整理，仅作为学习参考。

1.7 Chapter 3 Dealing with trouble 每课一练(牛津沈阳版八年级上)

Chapter 3【本讲教育信息】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。

牛津英语8A说课稿 Dealing with trouble

牛津英语8A说课稿Dealing with trouble
OxfordEnglishfor8A
Chapter3Dealingwithtrouble(Firstperiod)说课稿
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、UsingEnglish、WritingandMorepractice,训练更全面，更有针对性，更加侧重读与写。

本课是Chapter3Dealingwithtrouble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,dealwith,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...。

2019-2020年八年级英语上册 Chapter 3 Dealing with trouble教案

素材和资料部分来自网络，如有侵犯您的权益，请联系文库作删除处理！2019-2020年八年级英语上册 Chapter 3 Dealing with trouble教案上海牛津版Grade:Teacher:Teaching 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’ understanding on the key words and expressions in the text. (Ask students to 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 plete 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 activities:1. Divide students into groups and ask 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).-----如有帮助请下载使用，万分感谢。

Chapter3《Dealing with trouble》课件2(15页)(牛津上

hear… ask… steal… notice… follow… wait… report…
What do you think of Paul’s father?
clever brave warm-hearted ready to help others
What happened in the picture? (argue, shout at)
homework
Read the text fluently.
Write a diary about a trouble you met. (about 60 words).
If the pan catches fire when you’re cooking… If you see a theft…
Free talk
What trouble have you met recently ?
suggestions when we are in trouble
calm down ask for protect help ourselves
Paul’s dad asked _________ (发生了什么事) quietly.
Three young men ___________ from the two women tourists. (steal…)
The women ___________ and followed one young man. (notice…)
Tourists __f_ol_lo_w_e_d_ the guide and arrived at the hotel an hour ago. Passengers ___h_u_r_ry___aboard because the plane will take off soon. On the first day of school, we __n_ot_i_ce_d__a new student in our class.

八年级英语dealing-with-trouble课件1

•
: (v.) see something; to become aware
of it
•
: (n.) a small bag in which we keep
money
•
: (n.) metal bars which keep you out of
an area
•
: (v.) tell someone something, in an
• 14 steal (v) 偷 (steal---stole—stolen)
• e.g. My bicycle was stolen when I was in the shop
• :(adv.) on or into a ship, boat, aeroplane bus or train
•
: (n.) a quarrel; an angry
follow (v) 跟从,跟
report (v)&(n) 报
rob (v) 抢劫 steal (v) 偷 (steal---
拓展词汇
• argument (n)争吵钱包
purse (n) (女用)
robbery (n.) 抢劫案铐
handcuffs (n) 手
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
• Leading in
• Ask students to find out the certain rule on the past form ①-ed
• ②-d • ③-ied • ④-双写+ed • ⑤不规则的

新牛津上海版英语八年级上册《chapter 3 dealing with trouble》优秀教案(重点资料).doc

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).。

牛津沈阳版英语八年级上册《chapter 3 dealing with trouble》优秀教案(重点资料).doc

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.*************************************。

初中英语《Dealing with trouble》说课稿

初中英语《Dealing with trouble》说课稿Dealing with troubleGood morning/afternoon everyone, Im NO ----. its my great honor to present my lesson here. Today, Im going to talk about the reading part of chpter 3 from Oxford English 8A, Shanghai Education Press. The title of the reading passage is "Dealing with trouble' . To make my presentation much clearer, Id like to divide the teaching structure inti 5 parts: analysis of teaching material, analysis of students, analysis of teaching and learning methods, teaching procedure and blackbored design. Now I am about to present them one by one.1.Analysis of teaching materialThe first part is the analysis of teaching materialThis text is about a diary of a boy, which content is focused on how the boys father dealt with a trouble. This kind of topic is related to Ss daily life, so the Ss will love to read the dairy and desire to speak out their ideas. Thats say, the text offer a good chance for Ss to improve reading skills and their spoken English. Besides, Ss are going to learn some new words and phrases from the text, which are helpful for their further English study in future. According to the students English level and the demands of the New Standard English, I divide my lesson objectives into threecategories: knowledge objects,ability objects and moral objects.in the first place, knowledge objects include to learn new words and key expression by guessing and teachers guidance; to grasp the general idea of the whole passage and be able to retell the main idea of the passage; to get familiar with the simple past tense.Ability objects contain to improve Ss ability of getting imformation by scanning and skimming; to develop Ss ability to describ an event that happened in our daily life; and cultivate Ss ability to discover, analyze and solve problem.At last moves to moral objects. The moral objects are to cultivate Ss awareness to help people who are in trpuble and to help Ssto realize the important of safety, try to learn how to pretect themselves in danger.Based on the objectives, I make the teaching key points and difficult points as follow.Teaching key points include the vocabulary and some phrases, such as argument/ argue, dial, steal, notice, robbery, detail, railing hold out, in handcuffs, be afraid of, go on, shout at, stare at, and run away. To improve Ss reading skills and encourage them to talk about troubles they met in their daily life are another teahing key points.While the teaching difficult points are to retell the story withthe help of some key words, to write a dairy with the simple past tense.2.the sencond part is analysis of students.The students in Grade 8 have the ability to complete tasks by cooperating with one another, They can work together to solve some troubles and they can share the pleasure of learning English. As junior middle school students, they cant keep their attention for a long time. Then I will use , some games, some competition, some real objects etc. to attract their attention. During the period of learning English, they have the enthusiasm and interest to take part in the class activities English teaching should face all the students, to some students who are poor at English, Ill give them some easy jobs and let the better students help them so that all the students can experience the pleasure of success. Let the students grasp the help rules, its better for them to protect themselves.3.Then I move to the third part analysis of teaching and learning methods.As we know, its the best way for the junior students to learn English mainly by tasks. So with the help of the multi-media and balckboard, Ill use the task-based teaching approach together with the communicative teaching method ,the situational teaching method ,competition method and audio-viual methods. The students can learn in a more interesting and easier way. Ill organize enough activities for the students to learn by group work, pair work, team work, competition ,etc. These activities can cultivate the students sense of unity and cooperation. Ill use the learner-centered method .Ill act as a director while the students act as the real master of the class. Ill try to use some encouraging and polite remarks such as "well done', "you did a good job', etc. to help every student make a progress in my class. Let the students enjoy the process of learning English. Ill pay attention to both the formative assessment and the summative assessment. The students can get comprehensive language using skills by autonomic learning, cooperating, exploring, etc.4.Teaching procedure is the forth part of my teaching structure.In order to achieve my teaching aims successfully I divide my teaching procedure into 6 steps: lead- in, pre-reading, while-reading, post-reading ,summary and homework.Step 1:lead- inIn this step I will show some pictues on the screen to the Ss and ask them what they will do if they are in those situations, Let them discuss in pairs freely and then ask some Ss answer the question after 3 minutes.The purpose of showing pictures is that arouse Ss imagination to deal with the troubles when they see someone are drowning, trapping in fire and being robbed. The Ss will get excited to talk with their partners in English . Therefore, the topic of this lesson is naturally led in by discussing.Step 2: pre- readingIn this step , I first ask Ss see the title , subtitle and the photoes on the book and then let them discuss in groups in order to try to guess the answers of questions in B1 and B2. Next , I ask the Ss to listen to the record to try to grasp the general idea of the passage.The purpose of this design is to train the speaking and listening abilities of students.This also can be feedback to check other students whether they grasp the general idea of the passage.Step 3: while- readingI mainly use task-based method to help the Ss improve their reading skills in this step.Task1. Scanning for the questions in B2Finish those questions using scanning strategy. That is to say, you must let your eyes "scan' the text quickly to find details that you are looking for, you can find information quickly without reading the whole text. This activity provides practice in"scanning'. Read out the reading strategy for this unit. Explain it in more details and make sure students understand the difference between "reading for meaning' and "reading for detail'. Let Ss do a race. Encourage them finish these questions as quickly as they can. Ss who do a good job will get a star for his group.Task2. Read the passage carefully and do true or false exercises on the screen.The goal of this task is to let Ss get further understanding of the article and check their reading results and the deployment of the reading strategies.Task3. Find out the new words and phrases. Let them guess from the context.New words: argument/ argue, dial, steal, notice, robbery, detail, railing.New phrases:hold out, in handcuffs, be afraid of, go on, shout at, stare at, and run away.This task pushes Ss to improve their ability to guess the words and carry out exploration study.Task4. Listen to the tape twice and fill out the missing words of the diary on the screen.Invite some students from different groups to answer the questions. Those whose answers are right will get a star (prize)for their groups.This task aims to cultivate Ss abilities of memory, observation, imagination, and analysis. So does listening practice.Step 4: Post-readingIn this step I design 2 activities to help the Ss strengthen what they have read and learnt before.Activity1. Deal with a trouble---role playAsk 10 Ss a group and give a play about the event of the diary .The purpose is that let Ss act and ask questions and learn by themselves. Ss can practice their spoken language, as well. Focus on self-learning.Activity2.Retell the article according to the photoes on the book and some key words.This activity focus on their speaking ability and organization of material.Step5: SummarySs summarize what we have learnt and key points. Make an assessment on each group. Count all the stars and pick out the best group---Group Know in this class. Emphasize the importance of group work and self-learning.Step6: HomeworkWrite a diary with simple past tense.。

(2019版)八年级英语dealing-with-trouble课件1

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