My New Neighbor教学中评价的设计.doc

My New Neighbor教学中评价的设计桓台县实验中学王茂泉2012年8月3日 14:00崔怀亮于12-8-3 14:57推荐并加10分您的教学设计包含了学习策略，关注了中下游学生，关注了评价，设计了情感目标，甚至前面的教学目标的英语写法都进行了改变，说明您认真进行了研修，这很好。对于阅读的设计思路也是合适的，即PWP设计。一个建议：单词教学在阅读教学中也要涉及到，是吧？宗志红于12-8-3 15:11推荐教学过程中注重形成性评价的活动设计，设计合理有效，值得大家学习。 My New Neighbor教学中评价的设计（整堂课的重点放在中、下学生身上）。I、Learning objectives：1、Knowledge objectives：（1）Understand the text，master the key words and phrases.（2）Master the usage of the simple past tense. 2、Ability objectives：Can talk about events happened in the past.3、Moral objectives：Learn to understand others，learn to how to care about others.II、Learning keys：can understand the text，develop the students reading and writing skills.III、Learning difficulties：how to describe events happened in the past.IV、Learning procedureStep 1、Warming up 1. Teacher introduced what he did yesterday. Then asked the students what they did last weekend and let them answer one by one.【学习策略设计】：通过对话，让学生在轻松愉快的氛围中学会主动参与交际, 提高有效学习的能力。【评价】: 问题较简单，属于复习口语交际能力，鼓励中下水平的学生回答，多给与一些激励性语言，让他们找到自信，树立自信心。2、Teacher told them what he did last weekend (Repeat the text) -he met a girl . And he might told the students something about the girl using some pictures. Have them guess what happened to her? to lead in the new text Then ask them what should we do to help her?【学习策略设计】：通过老师的叙述，激起学生的探知欲望，培养学生学会聆听的方法, 并积极思考问题的能力。【评价】: 先让优秀的学生说，给中下水平学生做出例子，然后指导中下水平学生仿说，让他们在愉快的氛围中去感受师生之间的关怀，让他们觉得自己只要努力,就能行。Step2、While reading1、Read the passage quickly and answer the following questions：1) When did the story happen? When did the girl move in?2) What did the neighbor look like?3)What did Lucy see about her neighbor?【学习策略设计】：培养学生快速阅读的习惯和快速获取信息的能力,即教会学生,通过略读,跳读,迅速获取所需信息的能力。【评价】: 读的过程中，优秀学生能快速找到答案，然后要求他们划出识记自己认为重要的单词、短语、句子。学习有难度的学生要尽力完成任务，在学习过程中可随时寻求老师或同学的帮助。2、Read the passage carefully and tell the statements are TRUE or FALSE：1) The girl was the same age as me. 2) The girl looked happy. 3) There are some books in the basket. 4) I left the basket in her yard. 5) We became friends now.【学习策略设计】培养学生带着问题，仔细阅读,不放过任何有效信息的能力。（即搜寻信息、整合信息的能力）。【评价】: 以上任务，学习上有难度的学生可以听录音跟读，而优秀的学生可以进行小组讨论。然后讨论的小组可以进行小组间交流。3、DISCUSS What should we learn from Lucy?Discuss in groups first then say out their own opinions one by one.A: We should be ready to help others.B: We should be kind to anyone.C: We should help people who are in trouble.D: We should give our seats to the olds, the disabled or woman with babies.E：We should understand others.F: 【学习策略设计】通过问题的讨论，让学生畅所欲言，培养学生积极参与讨论，勇于、敢于表达自己观点，积极地参与课堂活动的能力。老师加以必要的引导，对学生进行人文教育，关怀他人，热爱他人，实现本课的情感目标。【评价】: 问题较简单，属于复习口语交际能力，鼓励中下水平的学生回答，多给与一些激励性语言，让他们找到自信，树立自信心。 4、Read the text again carefully and quickly ,then complete the following . Last weekend, a new girl _ in next door. She _ lonely. I _ a great idea. First, I _a piece of paper into the shape of a basket .Next, I _some grass and put it inside. Then, I_ the rest of the basket with candy and flowers. Finally, I _ a card. I _ the basket on her doorstep, _ her doorbell, _ away and _ behind a tree. She _ the door, _ up the basket and _. We _ good friends after that.【学习策略设计】：通过阅读挖空的课文，让学生学会把握学习重点、难点，加深对所学知识的感悟，即真正掌握知识、提升技能的能力。【评价】: 先让优秀的学生说，给中下水平学生做出例子，然后指导中下水平学生说，让他们在愉快的氛围中去感受师生之间的关怀，让他们觉得自己只要在课堂上认真努力,就能行。 Step 3 After reading1、Close the text according to the understanding of the text A Busy WeekendI _(get up) early last weekend. Then I _(play) sports. I _(have)milk and bread for breakfast. On Saturday morning, I _(read) some books and _ (watch) TV. In the afternoon, I _(do) housework. I _(cook) dinner for my family in the evening. On Sunday, I _(go) shopping with my friends. I _(clean) my room, too. I _(am) busy but happy on the weekend.【学习策略设计】：（强调注意动词的变化形式以及时间状语），这一环节，重在引导学生把所学的知识加以运用，培养学生深入思考、扎实掌握知识，并把知识变为能力的方法。克服学生怎么听，怎么会，怎么做，怎么错的毛病。（加深对一般过去时用法的理解用在解决实际问题上）。【评价】: 先让优秀的学生说，给中下水平学生做出例子，然后指导中下水平学生说，并且及时表扬、鼓励， 让他们觉得自己只要在课堂上认真努力, 就能行。2、Improving Discuss ：How to get along well with others?Have them into some groups to talk about what they think about the question, especially in their own life. Then write down their own opinions.【学习策略设计】：这一环节，重在培养学生，积极参与小组合作，勇于展示自己观点的能力。创设情境（真实的）帮助他们理解所学，并完成三大目标的整合实施。【评价】: 学生之间存在着很大的差异，要关注学生的个体差异，从学生的实际情况出发，尤其是要关注中下层水平学生的发展状况，把阅读作为英语教学的重中之重。课程设计从学生的实际出发，将学生分为不同的层次，针对学生的不同情况进行教学，兼顾不同学生的需求，减小班级的两极分化现象，注重学生的全面发展和兴趣的保持 Step 4 Writing PracticeEncourage them to write a short passage about what they did last weekend/yesterday, maybe they can use the information in this text. They should read together first after finishing writing in their own group .【学习策略设计】设计意图：在巩固本课所学内容的同时练习学生的写作技能，一举两得