精品百课 Unit 4 speaking教学设计Word文档格式.docx

精品百课 Unit 4 speaking教学设计Word文档格式.docx

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陈春如 

课 

题：

人教版八年级上Unit4Speaking

联系方式：

135*****909 

报送时间：

2009.6.28 

（内页不准署名）

填写说明：

1. 

课题要具体、明确。

通用格式为“**版**年级**内容的教学设计”。

2. 

写明单位、姓名、联系电话。

如果多人合作，应说明谁是执笔人或第一作者。

1.设计简述：

（简要说明设计的指导思想、理论依据和特色，不超过800字）

BACyxomjnhcknnsays:

“Inone’smind,thereisalwaysakindofdeeplyrooteddemand,thatisthehopetofeeloneselfafinderandexplorer.InSs’spirits,suchdemandisspeciallystrong.”Andaccordingtothenewstandardcurriculumandthesyllabus,afterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,Iamguidedbytheideato“strengthenthepsychologicalability,andlightenthepsychologicalburdenofthestudents”,inordertoinspirethestudents’interesttolearn,andleadthemtoactivelyexplore,discoverandsolvetheproblemsbythemselves.Sointhislesson,I’lldomybesttocarryoutthefollowingtheories:

Makethestudentstherealmastersinclasswhiletheteacherherselfactsasadirector,combinethelanguagestructureswiththelanguages,letthestudentsreceivesomemoraleducation,whiletheyarelearningtheEnglishlanguage,thatisstudentsarecenteredastheprincipalpartintheteachingprocedurewiththeleadingoftheteacher.Andintheteachingprocedure,Ipayattentiontothefollowingaspects:

guidingthestudentstodopreparationandtoattendtheactivities,andtosummarizeanddoexercises.Allthesewillfacilitatethestudentstoknowhowtolearn.

Inthislesson,Imainlyusethecommunicativeapproachandtask-basedapproach,inthisway,Icanofferthestudentsopportunitiestocompletethetasksinwhichstudentsuselanguagetoachieveaspecificoutcome,andalltheactivitiesreflectsthereallife.

Inpresentation,theactivitiesgivestudentslisteningpracticeinunderstandingthetargetlanguageinspokenconversation.

Tomasterthelanguagecapabilityneedscertainamountofpractice,soIdesignlotsofpractice,alltheactivitiesprovidetheSschancestouseEnglishfreely.Theycansaytheconversationaccordingtotheirthoughtusingthetargetlanguage.Ofcourse,atthesametime,ittrainstheSs’speakingability.Also,itdevelopsthestudents’abilityofcommunicationandalsotheirabilityofco-operationwillbewelltrained.

2.教材分析：

（1）根据《课程标准》，分析本课教学的基本要求

（2）分析本课内容的知识体系（地位和作用）

（3）分析本课内容与相关知识的区别和联系

（4）说明教学内容的调整、整合、解构和补充

Analysisoftheteachingmaterial:

ThecontentofthislessonisGoforitBookⅡUnit5.Thetopicofthisunitisaboutthetransportation.Bystudyingofthisunit,we’llenablethestudentstoknow“howquestions”,affirmativeandnegativestatements,thenamesofsomewaysoftransportation,letthestudentslearntotalkabouthowtogettoplaceswithsimplewordsandsentences,.Atthesametime,letstudentsuseEnglishtoobtaininformation,exchangeinEnglishduringtheprocessoffinishingthetask,cultivatetheabilitytouseEnglishtosolvepracticalproblem.

Accordingtothetypeofthelesson---speaking,IchooseSectionA1a,1c,2a,2cand2dasmyteachingmaterials,whichprovideproperlanguageinputandspeakingpractice,thushelpstudentslearnandoutput,andIwillusetheseactivitiesflexibly,someactivitiesamongthemwillbechangedorcombined.ThislessonplaysanimportantpartintheEnglishteachingofthisunit.Thecontentofthelessonisrelatedcloselytostudents'

actuallife,apttocausestudentstousesimpleEnglishtocommunicateandexchangethemessageintheirdailylife.Inactivities,studentstalkabouthowtogettoplaces,promotetheemotioncommunicationbetweenstudentsandteachers,andalltheseactivitiesinthisunitcanraisestudents’learninginterestsandimprovetheirspokenEnglish.Ifthestudentscanlearnitwell,itwillbehelpfultomakethestudentslearntherestofthisunit.

亮点与反思：

Theteachingmaterialisfromthestudents’livesandtiescloselywiththeiragecharacteristics,cognitivestructure,experienceoflifeofstudents.Inthislesson,wepaymoreattentiontocommunication,andtrytomakeallstudentstakeanactivepartintheseactivities,letallstudentswithdifferentlevelsmakedifferentprogressinlearningEnglish.

3.学情分析：

（1）分析学生的学习起点，可能遇到的困难和问题及其依据

（2）确定促进学生有效学习，解决困难的思路和策略。

Analysisofstudents:

Ourstudentshaven’tlearnEnglishforalongtime,sotheydon’thaveagoodfoundationinpronunciation,wordsandsentences,theyarelackofvocabulary.Asjuniorstudents,theyarepoorincooperativelearningskills.Somestudentsarenotactiveinclass,theyareafraidtomakemistakes,theydon’tuseEnglishtoexpressthemselvesandcommunicatewithothers,butit’seasytoarousetheirlearningemotion.Weknowthatjuniorstudents’thinkingabilityoftheimageisstrong,buttheattentioncanbescatteredeasily,sointhislessonIdesignsomeactivities,suchaspairwork,roleplaying,gameorcompetitionetc.mixitwithabundantcolor,thusstrengthenstudents’interestandattention.Accordingtotheeducationalpsychologytheory,ifstudentshavegreatinterestsinsomething,theywillgetridofallsortsofsubjectiveandobjectivenegativefactors,trytheirbesttoputintostudyofknowledge.

Therefore,I’llhavestudentsstudyinarelaxedatmosphere.Studentsunderstandthenewknowledgeincertaindegreethroughthementalprocessofseeing,hearing,saying,observing,thinkingetc.Andmakepreparationforcompletingthenewstudytask.Afterfeelingandunderstandingthelanguagepoints,letSsgettheknowledgeactivelybyprobestudyandcooperativestudy.Inaword,we’llteachtheSshowtobesuccessfullanguagelearnersandlettheSspass“Observation—Imitation—Practice”tostudylanguage. 

Thislessonisrelatedtoourdailylife,soit’sveryeasytoraisethestudents’learninginterestsandtrytoimprovetheirabilitiesofstudyingandworkingwiththelearninglanguageindependently,andatthesametimetheyalsolearnhowtocommunicatewithothers.

4、教学目标设计：

用具体、明确、可操作的行为语言，描述本课的知识、技能、能力、方法、情感、态度、价值观等方面的教学目标。

Teachingobjectives:

Bytheendofthesession,moststudentswillbeabletotalkabouthowtogettoplaces.Thiswillbeachievedby

1.teachingstudentstomakeconversationsreferringtoamodel:

A:

Excuseme,howdoyougettoschool?

B:

Iusuallytakesubway,butsometimesItakebus.

Howlongdoesittake?

Ittakesabout15minutesbysubwayand25minutesbybus.Whataboutyou?

Iusuallygotoschoolbybike,ittakes30minutes.

…

2.teachingstudentssomenumbers:

forty,fifty,sixty,seventy,eighty,ninety,hundredandsomeothernewwords,suchastrain,subway,bicycle,take,by,

3.helpingstudentstofulfillsomerelevantlanguagetasks:

askingandansweringquestions,pairworkandroleplaytopracticeconversations,makingconversationstotalkabouthowtogettoplaces.

Cultureawareness:

Studentswillknowmoreaboutthelifestylesofthestudentsinwesterncountries,especiallytheirtransportation.

5.重点难点设计：

本课的教学重点和教学难点及依据

Learning&

teachingfocus:

1.targetlanguage:

Howdoyougettoschool?

Itakethesubway. 

Howlongdoesittake?

Ittakes20minutes. 

2.vocabularyofthislesson.

Anticipateddifficulties:

1.Studentsmayfinditdifficulttoremembersomanynewwords,especiallythespellingofforty.

2.Itmaybealittledifficultforsomestudentstomakeconversationsabouthowtogettoplaces.

Solutions:

Relevantexercisesasshownintheteachingprocedurearedesignedtohelpstudentstoovercomedifficulties.

6.教学策略与手段：

本课教学中所运用的教学模式、教学策略和教学手段，包括课前准备：

（1）学生的学习准备；

2．教师的教学准备；

3．教学环境的设计与布置；

4．教学用具的设计和准备。

Teachingmethodsandaids:

Inmyopinion,themaininstructionalaimsoflearningEnglishintheMiddleSchoolistodevelopthestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.Sointhislesson,accordingtothemodernsocialcommunicationteachingtheories,I’llmainlyuseCommunicativeApproach,task-basedapproach,and3psmethod.

Atthesametime,I’llmakeuseofthemodernelectricityteachingequipmentsandallkindsofteachingmeans,thatisppt,ataperecorderetc.IthinktheseteachingaidscanmobilizetheSs’enthusiasmandcreativityinlearningEnglishanddevelopthestudents’thought.

7.教学过程：

这是教学设计的主体部分。

分几个环节具体说明教学活动的安排，包括学生学习活动、教师指导活动、师生交互活动。

应采用文字叙述加点评的格式，不要采用表格或流程图的形式。

Teachingprocedures:

Step1 

Warmupandleadin

1.Greetings

2..Showacartoonabouttransportation

Purposeofmydesign:

Ithinktobegintheclasswithacartoonwillofferthestudentsalightandeasyatmosphere;

ThisisanactivityforstudentstogetmentallypreparedforEnglishlearning.

Step2Presentation

Activity1:

T:

Doyoulikethecartoon?

Whatdoesthecartoontalkabout?

Yes,it’sabouttransportation.Whattransportation?

Ss:

Bike. 

T:

Yes,bike,andwealsocallitbicycle.Whatothertransportationdoyouknow?

Sstrytosay:

bus 

car 

ship

Presentthepicturesandteachthenewwords:

subway 

train

Activity2:

Presentabuspictureandsay:

Iusuallytakethebustoschool.Howdoyougotoschool?

Showdifferentpictures,andlettheSslearntosay:

Itakethetraintoschool. 

Itakethesubwaytoschool. 

Iridethebiketoschool. 

Iwalktoschool.

Presentthenewwords:

subway,trainandlearnmorenewphrasesandstructuresbyaskingandansweringquestionsbetweentheteacherandthestudents.Alwaysusepicturestohelpstudentstotelltherighttransportation.

Step3Practice

Activit