Module2 My New Teachers教学设计-德卧中学 易忠仁.doc

Book One Module TwoMy New Teachersintroduction & reading and vocabulary的教学设计义龙新区德卧中学 易忠仁一、教材分析与处理module 2 introduction 部分主要介绍表示个性特征的形容词，并通过听力活动对描述教师风格的陈述进行判断；reading and vocabulary部分要求学生利用提供的词汇阅读三篇短文，了解不同教师的教学风格。为了训练学生围绕学校生活对教师个性特征、教学风格进行由浅入深的描写，本人大胆尝试在本模块第一课时介绍表示个性特征的形容词，以及其它相关词汇，而在第二课时中把introduction的听力与reading and vocabulary的短文阅读理解相结合进行教学。遵循教材的“题材-功能-结构-任务”的编写原则，探索适合学生英语学习的途径和方法。二、教学目标（一）语言知识目标词汇部分（见课件）功能话题是了解不同教师的个性特征和教学风格，运用所学词汇和短语进行简单的描述。（二）语言技能目标听懂对教师特征及其风格的描述并获取信息；运用表示个性特征的词汇描述熟悉的人物；理解介绍教师风格的对话和短文、获取信息并掌握和理解作者的观点；简单描写自己身边的老师。（三）学习策略目标搜集和运用所学词汇、短语；对介绍教学风格的材料进行理解、分析、比较和总结；体现自主合作探究相结合。（四）文化意识和情感态度目标了解国外中学生对教师风格的要求；加深对老师的了解和热爱, 既发挥学习主动性也配合教师的教学工作，实现感情交流, 使师生关系更加融洽。三、教学重点与难点重点：围绕学校生活对教师个性特征、教学风格进行描写。难点：了解不同教师的教学风格，并运用于实际。四、教学方法根据高中英语课程标准及当前教学改革、课程改革的先进理念，为达成上述教学目标，运用任务型教学途径，围绕核心任务，设定小任务；开展自主性学习的小组活动，使合作、探究与独立思考相结合，最大程度地优化学生的学习方式，提高课堂学习效果。五、法制渗透：中华人民共和国教师法六、教学过程step1. lead-in T: what shall we talk about today? s: my new teachers.T t: you have already been students for about 9 years. during the 9 years, you must have met tens of different teachers. could you use some adjectives to describe these teachers? s: yes.T: lets play a game. ill divide the class into two parts. one part is boys, the other is girls. lets see which group gets more words. s: 第一环节：导入与复习。这部分起到复习旧知导入新知的作用。主要任务是使用学过的形容词描述老师，既复习了上节课涉及到的词汇，又很自然地进入到今天主要谈论的话题。为避免学生对词汇复习感到枯燥无味，于是采用游戏形式brainstorming完成，最大程度地调动了学生的学习兴趣，所以这部分也属于激趣阶段。step2: listeningT: in our books, therere some statements about teachers in activity3. do you agree with all of them? now, please tick the sentences that you agree with individually, and then discuss with your partner. s: (well share their choices in class.)T: ill introduce a new friend to you. his name is alex, an english student. i think youre at the same age. lets listen to alexs opinions about the statements. you should tick the sentences that he agrees with. s: 第二环节：表述与听力。这一步骤在复习使用形容词的基础上，通过自主评价和讨论的方式训练学生表达对教师不同风格的看法，为听力及下一步的课文阅读理解扫除了障碍。这部分主要训练学生听说及获取相关信息的能力，而且帮助学生了解国外中学生对教师风格的看法，通过对比改进学习风格。step3: readingT: Talking about teachers is an interesting topic for students all the time. now, well read three compositions about three teachers written by their students. and well know more about them. lets know them first. s: Mrs li, Mr wu, Mrs chen.T: first, lets listen to the tape and try your best to answer the two questions. 1. which teachers do students like a lot?2. who is a very good teacher but is serious and strict?第三环节：阅读与理解。这一环节是本模块的中心内容，也是本课时的重难点。我采用了以下步骤。第一步、在课件中通过呈现照片使学生对课文中的三位老师产生亲切感。然后让学生带着reading activity1中的两个问题，进行听力训练，使学生初步感知课文内容，训练学生的听力扑捉能力，为进一步的阅读理解打下基础。T: next, please read the three compositions and compare the three teachers, then answer more questions on the screen. its a pair work, you can discuss with your partner. s: (check the answers to the questions)第二步、通过两人结队活动pair work，进一步阅读课文，互相帮助解决语言形式引起的理解问题，并对比三位老师的个性和风格，快速查找信息，有梯度地讨论和回答reading activity中的有关问题，全面了解课文内容。T: last, lets do the reading summary. every group must fill in the form in 5 minutes, and then give us a report about one of the teachers. s: 第三步、全班分为三大组，对课文进行小结，培养学生的合作精神和总结能力。利用表格进行读书摘记，使课文内容化繁为简，思路清晰，易于对比三位老师的个性特征和教学风格。（仔细阅读课文，完成第15第幻灯片内容。）step4. writingT: lets relax ourselves and share some pictures.(show some pictures of the teachers who are teaching the class)s: T: youll have 5 minutes to write out a short passage about the teacher who youre most interested in. and then, lets share it together. s: T: ive got a good idea. our school is holding an activity for choosing the most popular teachers through public appraisal. you can send your writing about teachers to the website of our school. if you want to know more about this activity, you can surf the internet, and visit our school website 第四环节：写作与交流。 这一环节属于学生语言能力的拓展、知识的灵活运用。通过呈现学生身边任课教师的真实照片，让学生运用所学词句描述自己熟悉的老师特征。通过这一写作练习，使学生把所学语言运用于实践当中。通过以上各个环节的设计与实施，从多方面强化语言技能的训练，