八年級英語 Dealing with trouble教學設計
ii. while-reading procedure
teacher’s activities students’ activities aims
step1
ask students where we have trouble to lead in the diary.
step2
ask students to read paragraph1, paragraph2, paragraph4, and paragraph10 to find some information.
step3
ask students three questions about the first part then teach students how to learn the new words by reading.
step4
ask students to think about a way to deal with robbery.
step5
ask students to read paragraph 6-9 and find out how paul’s father dealt with the robbery.
then ask students what they think paul’s father’s way to deal with robbery. step1
students look at the pictures and find out where we have trouble
step2
students read paragraph1, paragraph2, paragraph 4, and paragraph10 to find these five parts.
time
place
people
the whole process of the story
result
step3
students read paragraph1, paragraph2, paragraph5 to find out the answers to these questions.
1. what did we hear when we were waiting for the ferry?
2. what did the crowd do?
3. what did the young man do when the bell rang?
step4
students imagine they are paul and his father look at four short plays and choose the best way to deal with robbery.
step5
students read paragraph 6-9 and find fill in the blanks.
從圖片的最后一張引出課文的發生地點引出課文的內容。由于八年級的課文內容比較冗長所以在這一環節中將課文分解為五部分：time,
place; people the whole process of the story and result.。并且明確告訴學生讀那幾段來找出這些信息，不需要將整篇文章閱讀，從而滲透scanning 的閱讀技巧。
問題是圍繞課文內容設計的，生詞也恰好包括在這些問題中，所以在學生回答問題的過程中可以順勢滲透生詞的教學。
這里穿插一個小插曲：設置懸念，讓學生猜想接下來的故事情節，激發學生的閱讀興趣。教師邀請事先排練好小品的小組向同學們展示幾種處理robber的幾種方式。讓學生通過小品表演用豐富的想象力來展開思考。
設置填空任務，為了解決以上設置的懸念教師通過指導學生閱讀明確的段落，讓學生帶著任務去尋找懸念的答案。
學生通過閱讀并填空來理解paul’s father 解決robbery 的方法。之后教師向學生提出一個問題: what do you think about paul’s father’s way to deal with robbery? 讓學生思考遇到此類事件時正確的方法是什么。
iii. post-task activities:
teacher’s activities students activities aims
step1
. group work
ask ss work in groups to have a discussion about dealing with different kinds of trouble. (teacher provides some satiations for students to discuss.)