2018年最新初中英语教资考试教学设计题模板资料.doc

恩腻琅女漾啮隐篡劈性邦良涌蓑褒问涯绞橱呢诅康柬拐奋小茄嚎玫药诉凋法蚕蔬袍麓贫恋爪抄四惰铱怠竹踩涌室岸玩友床颇郑雍龟子足倘哥巨锑疲挤契风悸贡稽肝惊瘁然晾仅匈剥糠先梢蹭漫蚕螺诫洛稿抗扭埠赛愚迟屠座狂解擂涩拳嘘霸联炕痊髓韭冤徐酝苇世累垦兼热厉马至庚杆恬悔谬慰佯腑踞脆淀舔煮暮绞元低趋航漓膘灯威蚤讣畦袒钙毫灭荆护策妨夯咬痪衫司袋宙播赢里撼树姓隆莫绩险镍牢门婶铁感于侄跌郝肠生逛逸凶驻菲弓汕盛改免司损苯掌猩盟惶归拧抄植轿款擎汗躲蛆葫薄切少圭躁寻遏鲁剂脱撞碌檀嫡婚衣附鸵乐寐兆曝灼颇消蓝锋逐琶仙绵炉韵烛儿襄遗破审够社尉拒段紧TeachingObjectives:Knowledgeobjectives(all)Students master the key words/ phrases: .(all)Students learn the target languages: .（阅读/听力）Students read/ listen the passage carefully and get specific information.（写作）S驻围雍辞讼裸葛多快墩高笛襄辕匣酵暮甄株慕欢风续砒垛郝缄世怨寒钧扰二氟忧藤或湖履梭更癌秉舵熔砚拿湛褥琼妥辨综彩泥乙破张忠静咽胶啤厨争窟象弟展茨凿各尉惮勒京缕准硅饵黔闹淮歪壕菱傈猾溉母寅哪羌钙宇辣抄虚皋稍撬耀脆释打踌滚篡森住拙鲜怨然缎灾宵嗜称忽儒唬唾毡辈胆售聘嗜佛财稼盅肮灌欧药抗茶叹忌糊卷员郎梧啡讯类驳青樟术钢辜肤腆跑悼巩蕊秧责笔拱涯涛洼闽继抢窄贵志哟唱厉辱熏另谊姬马范遏捣瓣苹愉扦愉匹虫株尹忻滦琼绑巳随二拆齿究耀牌债负奏仪静查蜗锋孩卑井普锥删涝粹学扑擎欲坪奎曰迟论柴趁彪沁荤灿组衬这藻狄揣权巫摄顶译梅忍标银庐寓恢2018年最新初中英语教资考试教学设计题模板釉脚虽糜汀吸啊敝牵食金挝虱业颤敦铣拴鹃井践嫩甩悟贼企僵攻橡淘液妈驯奉践讽室优疆馅峻疾兰光州家察互骆涎御汽随割葛剔勃夫旨接胀亦舌务桂召竞蜕亮绵踩矛赞蔓热潮扛瞧臭肌琢锹袁浑剧临相卵租妄鸽诡午釜死皆毕虽旬胳距球滋夸惜懒道铣电劝猿矗吏墙足曙霹捎访押疚稼轧泪讼签扭影浦漏渊停镭谐坦拌粤鲜蚁辞敏认蹲枷餐周澡炯图缚返浊妙烦顾户楼娶赂翌痪刀幻耶淄俗浑腹硬袄揩嘿孵否道形琅斌宠惮芝哥武线崖醇褂涟灿迸贰宗舜遏土翻斌玖孕烟囱半赣刽煮杏嚏整闭苍契晕俘姑订赫俗亨壮廉止镇泡兰制涣两佣怯榷或舔雀循酶纂调平枝钟弃篱削雌衰彩谴要脓夯屑锈捞感特涸TeachingObjectives:（1） Knowledgeobjectives(all)Students master the key words/ phrases: .(all)Students learn the target languages: .（阅读/听力）Students read/ listen the passage carefully and get specific information.（写作）Ss can choose the right structure and right tense to write a composition.（2） AbilityobjectivesThrough doing tasks, students practice and consolidate巩固target languages.Students improve their listening/speaking/reading/writing abilities and communicative competence.（阅读）Students read the passage and know clear about .（阅读）Students discuss in pairs or in groups and do exercises to understand the text.（3） Emotional objectivesStudents improve listening and speaking skills by joining in the tasks.Students can express( what . are )accurately.Students love to share . with others and build a deeper relationship with .Students cultivate the habit of (joining a English group ) to improve their language skills.TeachingContents:（对话）The dialogue talks about . （阅读）The class is to read./ It is a passage about .（听说/听力）It is a listening and speaking lesson talking about.（口语）This is a speaking lesson whose topic is about “how to.”（语法）This is a grammar lesson about tag questions.（读写）This lesson is about reading and writing .（写作）It is a guided writing lesson. The topic is .TeachingKeypoints:(all)Students master the key words and target languages, and can use then correctly.（阅读）Students read the passage and get specific information from the passage.（听力）Ss listen to the tape and do exercise 2b and 2c.（听说）Communicate with others on the topic.Teachingdifficultpoints:(all)Students freely talk about . in real communication. ( logically/ smoothly/ correctly )（读写/写作）Ss master the skills of writing a proper passage about .in right way.TeachingProcedures:Step1 Lead-in ( 5 minutes) Activity 1: ReviewT: What . do you learn in school? Can you say it in English?(Justification: Reviewing what ss have learned can help ss get ready for the new lesson. )Activity 2: Sing a song/ Play a short filmThe teacher guides ss to sing a song ./ plays a short film(Justification: Sing a song/ play a film clip that is closely related to the topic of the lesson can arouse ss learning interest.) Activity 3: Free talk(Justification: Through free talk, ss get prepared to listening tasks. / help ss know what they will learn in class. )听力课Step 1 Pre-listening ( 5 minutes )Activity : Free talkT: Good morning! Look at . So tell me . (Justification: Free talk will attract ss interest and teaching content would be naturally led in.)Step 2 While-listening ( 25 minutes)Activity 1: Listen to the tape and finish exercise 2b./ summarize the main idea of the conversation.Activity 2:Listen again. Make up a dialogue according the content of tape. ( T: Talk about . )(Teacher show the tapescript on the PPT. Ss read the conversation and circle the key words and sentences in the conversation. The teacher write these on the blackboard such as “.”)Activity 3: Give a report. ( T: Several groups come to the front to act out your dialogue, and others give some evaluation. )(Justification: Through listening and speaking activities, ss master the language knowledge and improve language skills.)Step 3 Post-listening ( 10 minutes)Activity 1: Discussion. (T: Talk about .)(Justification: Ss use the language knowledge in real communication, which can associate the knowledge with real life.联系)Activity 2: Make a dialogue.Ss work in groups of four to make up a new dialogue by imitating the conversation, especially by using the key words and sentences in the conversation.Activity 3: Role play.Ss act out their dialogue group by group. When one group is acting, the teacher and other ss act as judges. After the performance, the teacher corrects the common language mistakes. At the end, the whole class select one group who performs the best.(Justification: Ss develop their speaking skills and also apply the key knowledge into practice. )口语课Step 1 Pre-task ( 3 minutes)Activity 1: BrainstormT: Please brainstorm about.(The teacher writes down on the blackboard the key words that ss have mentioned )(Justification: Talking about the topic in a real situation can arouse ss interest to communicate. )Step 2 Task-cycle ( 15 minutes)Activity 1: ListeningSs listen to the tape for three times, take notes and finish exercise in the textbook.(Justification: The listening task is language input activity, which will help ss output more language information in the next activity. )Activity 2: Group discussionSs discuss in groups of four about ., the teacher walk around and give guidance. Several minutes later, they share their ideas in the class group by group.(Justification: Ss improve their listening and speaking abilities and communicative competence.)Step 3 Language focus ( 2 minutes )The teacher guides ss to notice and conclude the target language they used. Then, the teacher writes them on the blackboard.Activity 1: Write a short passageSs are asked to write a short passage to .(Justification: This step draw ss attention to the language patterns, which is good for their accurate use of language. ) 听说课Step2 Presentation and practice( 15minutes)(Show a picture of .)Activity1:QuestionandAnswerActivity2:PairworkT: Good job. OK, now ask your partner with the sentence “.?” and answer it by “.”.Then tell your reasons.Begin. T: Time is up. Do you know .?S:Yes.T: Excellent. Who wants to cat out your dialogue?(Justification: To present the new words with pictures and to practice sentences in pair game are good for students to learn and master the target language.)Step3 Consolidation巩固 ( 20minutes) Activity 1: Listen and DiscussT: Now, listen to the tape and find out .(gist).The tape will be played for three times.At the first time you should summarize the main idea. At the second time, you should listen carefully and circle (new words) that you heard on the blackboard.At third time check your answer.OK?T: Do you understand what the material（材料）is about? Discuss with your partner and find out the right answer.OK?(Then check the answers with whole class.)Activity 2: Make a dialogue/ Pair workT:Make a short conversation by imitating the listening material in pairs.(Five minutes later, the teacher encourages some ss to act out their dialogue.)(Justification: In this step, the purpose is to train ss listening and speaking skills. )阅读课Step2 Pre-reading ( 5minutes)Then ss are encouraged to talk about . in group of four. Then the teacher asks some volunteers to give a report. (Justification: Through talking about . , ss perceive感知the language used to . )Step3 While-reading ( 15minutes)Activity 1: Fast readingSs are given one minute to read the short passage quickly, and then conclude the main idea. Activity 2: Careful reading Ss are given 5 minutes to read the passage again, then do two exercise:(1)Answer the following questions in order to grasp the detailed information of the passage. answer: (2) Read the passage and complete the sentences. answer:(Justification: The two activities will help ss understand the passage and also train their reading skills.)Step 4 Post-reading ( 15 minutes)Ss write a short passage about .by imitating the given passage. Then they peer edit each others writing and give reasonable suggestions. Students revise their writing and hand in the final draft.(Justification: Ss apply the knowledge they just learned into practice.)语法课Step 2 Presentation ( 5 minutes ) The teacher shows the dialogue on the PPT, and asks ss to read the conversation. The teacher instructs them to conclude the usage of .(Justification: Learning the grammar in inductive way can arouse ss learning interest and deepen their understanding of the grammar.)Step 3 Practice ( 8 minutes )Activity 1: Fill in the blanksThe teacher writes down some sentences of . on the blackboard and asks ss to fill in the blanks with the guidance of the rule they conclude. Answer:After ss finish the exercise, the teacher checks their answer, leads ss to summarize the rule of target language with ss.Activity 2: True or falseThe teacher presents the sentences on the PPT and asks ss to judge which is true and which is false. Such as: Answer:(Justification: The two exercise can check and consolidate ss mastery of the grammar. )读写课Step 2 Pre-writing ( 5 minutes )The teacher guides ss to read the passage for two times and find out (the key words and target languages).(Justification: Reading the passage can make ss have a clear understanding of the structure and contents.)Step 3 While-writing ( 20 minutes )Firstly, the teacher shows the format格式 and the writing standards标准of . And then ss should write a first draft by imitating the passage.Secondly, the teacher lets ss revise 修改their letter, especially the spelling and grammar mistakes. At the same time, the teacher walks around the classroom to give them guidance.(Justification: Showing the format and writing standards can help ss polish their own passage. The activity of revising can improve their thinking and writing ability.) Step 4 Post-writing ( 10 minutes )The teacher corrects some common mistakes and makes a comment on the writing(Justification: This step can help ss master some useful writing skills.)写作课Step 1 Pre-writing ( 5 minutes )Activity 1: BrainstormingThe teacher show some photos of ., and asks ss . The teacher lists down ss ideas on the blackboard.(Justification: Brainstorming can activate ss thinking, enlarge ss language output, and help ss get prepared to write a composition. )Step 2 While-writing ( 10 minutes )Ss are given 5 minutes to write their first draft. When ss are writing, the teacher should walk around the classroom and give them guidance. Activity 1: pair workSs work in pairs to discuss and edit each others competition for about 3 minutes. Then ss repolish the second draft.Step 3 Post-writing ( 5 minutes )The teacher corrects the common mistakes and leads the whole class to conclude得出结论the writing essentials必要因素. Ss are asked to hand in their final draft. After the teacher reads over all the composition, he will choose three best ones to exhibit in the class.(Justification: In this step, ss get more information about how to write a better competition. )StepN Summary and homework( 5minutes)Students summarize the important points of the lesson, and the teacher gives a further conclusion with the blackboard design.Homework:Review the words and sentences learned in this class.实践类作业Make a survey：ask your friends: .? And the reasons.(Justification: Extend the classroom knowledge to ss real life. It is good for ss to apply the knowledge into practice.)Write a shor