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英语_教学设计方案

发布时间:2014-01-19 17:06:44  

教学设计 大石桥市旗口二中 曹竹 2010年4月10 I am watching TV

叙述式教学设计方案模板

Unit5 I am watching TV section A

一、概述

本课是初中英语七年级新教材第5单元的第一部分,新单词有read skill write eat cry ,主要句型是what are you doing ? I am ?.。所需一课时,教材内容围绕着描述人现在的活动展开,让学生学会谈论人人们正在干什么。本课的教学内容与学生的实际生活密切相关,易于引发学生运用简单的英语进行交际和交流。在学习活动中,学生能通过交换对不同人物活动的描述,促进学生之间和师生之间的情感交流,增进情谊。

二、教学目标分析

1.知识与技能

(1)认读五个新单词和两个新句型,做到发音准确、清晰;

(2)熟练运用新句型与同桌进行相互问答;

(3)能抓住人物的主要特征来描述人物的外貌,并根据描述画出人像。

(4)能概括人物的外貌特征并根据人物特征推理出某一人物。 2.过程与方法

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叙述式教学设计方案模板

(1)能够通过师生说、两两说和自主听读体验交际式英语教学的一般过程,掌握英语说听的基本方法;

(2)能够通过两两说和综合说体验合作学习的过程和方法;

(3)能够仔细倾听老师和同学的发言,有语言表达和与同学交流的愿望。

3.情感态度与价值观

(1)激发和保持学生英语学习的动机,实现“趣能”两得;

(2)在学生两两交流和小组合作交流中,培养孩子合作意识和合作精神,能够相互配合完成一段通顺流畅的说话训练。

(3)通过描述同学、教师或自己的偶像的外貌,表达自己的看法,使学生在人际交往中学会尊重和理解别人,学会交换不同的看法,了解他人的爱好,增进情谊。

三、学习者特征分析

1.学生是旗口二中七年级的学生;

2.学生已经学习一般现在时态;

3.在平时观察中发现学生思维活跃,善于和同学交流,乐于表达自己,渴望得到同学和教师的赞许;

4学生对英语学习有着浓厚的兴趣,但是英语的听读能力还有待加强;

5.学生对于PPT talking和picture talking的呈现形式感到很好奇。

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叙述式教学设计方案模板

四、教学策略选择与设计

1.师生示范策略:教师通过和1~2个学生的口语交际,给全班同学的两两说话训练作示范,让学生清楚两两说话的内容和方式;

2.自主听读策略:学生通过自主听读拓展材料,在完成课标要求的基础上训练听说能力,积累和丰富英语词汇和句式;

3.重点解释,个别操练策:在每一堂教学中,学生总会遇到一些难以理解的词、句型、短语、句子或某一语法现象。如本课出现的一般过去时的用法等都需要教师个别解释甚至创设语言情境进行操练和举例,以扫除自由交际过程中的“拦路虎”,为语言的进一步学习奠定基础。

五、教学资源与工具设计

1.本课教材;

2.拓展资源:PEP教材;

3.教学环境:多媒体、VCD、幻灯片、Flash动画、录音机。

六、教学过程

Teaching procedure step

1. Warming – up

A. Duty report

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叙述式教学设计方案模板

Teacher: How are you, boys and girls?

Ss : Fine, thank you.

Teacher: OK, who’s on duty today?

(the student who is on duty starts to make a duty report)

B. Ask and answer

(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)

T: Usually, what time do you go to school?

S1: ??

T: When does your father watch TV in the evening?

S2: ??

T: Do you do your homework in the evening?

S3: ??

T: When do you play soccer?

S4: ??

T: what time do you usually eat dinner?

S5: ?

(The teacher should encourage the students after questions.) The teacher ask the students to read these five verbs for several times.

Step 2. Presentation

A. Match the words and the activities.

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叙述式教学设计方案模板

Ask the students to turn to page 83, and look at the pictures in 1a.

Then,the teacher ask questions:

----What’s he doing? (Picture 1)

----He’s making a telephone call.

(Help the students answer the question with body language .) Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)

The Ss read these V-ing words after the teacher.

B. Play the video.

To make the Ss clear what they are learning in this class. Mr. Gong’s words do give the teacher a big hand.

(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)

C. Teach the Present Progressive.

1. Introduction

Tell the Ss what the Present Progressive is. (现在进行时表示现在正在进行或发生的动作, 它的表现形式为Be Verbs + V-ing ---- 这也即为它的结构式.)

2. Tell the difference

Write down the V-ing forms by another lines of go, watch, 5

叙述式教学设计方案模板

do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again.

3. Listen to the tape.

Let the Ss get ready to listen to the tape (paper and ball-point pen).

Check the answer: 2 4 1

4. Activities.

The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”

(The other actions: look at someone, clean the window)

Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined: n What am I doing?

n I’m opening the door.

n What am I doing?

n I’m looking at him.

n What am I doing?

n I’m cleaning the window.

5. Pairwork.

Ask and answer questions about what people are doing in the 6

叙述式教学设计方案模板

picture.

u What’s he doing?

u He’s reading.

The Ss can practice different sentences upon the verbs on the blackboard.

6. Guessing game.

The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.)

(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step. They can have fun in the classroom during this class, it’s the most important.)

7. Self-assessment.

The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once. Then, check the answer. The Ss can understand whether they have learned about the Present Progressive.

8. Do the exercises.

The teacher have the Ss some exercises, and ask the Ss to do at once.

<1>--What’s Li Lei doing?

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叙述式教学设计方案模板

-- He_____________. ( read )

<2>--What’s his mother doing?

--She_____________. ( write )

<3>--What are they doing?

--They_____________. ( play soccer)

<4>--What are David and Mary doing?

--They_____________. (have dinner)

<5>--What’s Jenny doing?

--She______________. ( run )

(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.) Step 3. Homework

1. Finish the exercises in the class.

2. Make a conversation and act it out with your partner. Step 4. The end

T: You are very good today, boys and girls! And thank you for

listening. Bye.

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叙述式教学设计方案模板

教学过程流程图。

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叙述式教学设计方案模板

七、教学评价设计 创建量规,向学生展示他们将被如何评价(来自教师和小组其他成员的评价)。另外,创建一个自我评价表,这样学生可以用它对自己的学习进行评价。

八、帮助和总结

通过本节课的实践教学,利用多媒体课件,提高了学生的学习兴趣,便于学生对于现在进行时态的理解和应用。针对课文所提出的问题,学生都回答得不错,可以看出学生通过自主学习已经确切理解了课文内容。真实情境的讨论由于贴近学生生活,气氛非常活跃,学生们都能积极表述自己的观点,讨论得比较全面。作品展示过程中学生的作品有优有劣,真实地反映出了学生水平。课堂上对作品所做的口头汇报也体现了小组成员之间的协作程度,达到了预期目标说明教师以何种方式向学生提供帮助和指导,可以针对不同的学习阶段设计相应的不同帮助和指导,针对不同的学生提出不同水平的要求,给予不同的帮助。

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