初中英语Lesson_72_教学设计方案.doc

初中英语Lesson 72 教学设计方案 Properties: Recorder, Overhead Projector and a map of world.Teaching Objectives: 1. Practise listening ability. 2. Revise the grammar: the Comparative Degrees of Adjective and Adverbs The Past Perfect TenseLanguage Focus: Checkpoint 18Teaching Procedures:I. Showing the teaching aimsII. Revision Check homework, then ask the students to read the partners homework to share with each other. Revise the use of the InfinitiveIII. leading in T: Today well learn something about Coco. Do you know where she is from?IV. Listening practice Play the tape or for the students to listen and find the answer, then look at the workbook, Exercise 1, go through the questions with the students and make sure they can understand what they mean. Play the tape again, let the students discuss their answers in pains before the teacher checks the answers with the whole class.V. Presentation Show the students a map of the world, and ask: What map is it? Help the students find “China” and “India” on the map. Let the students discuss the two countries: They are developing countries. They have a large population in the world. Ask: Whats the population of China and whats the population of India? Let the students read Part 2 and answer the questions. (Chinas population is 1 328 000 000 and Indias population is 1 000 000 000). Thats to say Indias population is smaller than Chinas .Ask the students to use the words in the box to complete the passage, then read together, finally ask the students to retell the text.VI. Practice Revise the Grammar: The Past Perfect Tense, give some examples: 1. He had left before his wife came back. 2. I remembered that Peter had already got a bike. 3. By the end of last month, he had learned 2000 new words. 4. When I got to the cinema, the film had begun. Then ask the students to do Exercise 3. The answers are: 1 C 2 E 3 A 4 B 5 D. Let the students read these sentences together.VII. Practice Ask the students to do Exercise 4 first, then check the answers. The answers are: had, in, is, more, the, had, to, in, had, that, to, us, and, toVIII. Workbook Give the students five minutes to finish workbook. Do Exercises 1, 3 and 4. Then check the answers. The answers to Exercise 1 are: took, went, found, was, called, told, had happened, said, would go, came, was found, checked, founded, said, stole, went, enjoyed, came, found, had stolen, had The answers to Exercise 3 are: I worn out 2 try on 3 slow down 4 made up my mind 5 am pleased with 6 were angry with, deserve to 7 at least 8 as if 9 carried onIX. SummaryExercises in class Fill in the blanks according to the text in this unit. Lucy and Lily are_1_. They are living together_2_. But sometimes they fight. It doesnt last too_3_. They_4_very well with each other again. They look_5_, so its hard for people to recognize them: Who is Lucy_6_Lily. We always_7_mistakes. They feel_8_. They like most of the same things, for example: music, food and_9_. But Lily likes to_10_, Lucy likes to_11_, they dont like the same colour,_12_. So they have some_13_Sometimes they disagree, but they never_14_. They love each other and they are_15_happy that they are twins. Answers: 1.twins 2.most of the time 3.long 4.get on 5.the same 6.or 7.make 8. the same 9. books 10 .dance 11. sing 12. either 13. differences 14. fight 15.bothX. Homework Prepare for the final examination.Lesson 67教学设计方案Properties: Recorder, overhead ProjectorTeaching Objectives: 1. Go over the Grammar. 2. Learn some useful expressions.Language focus: the Attributive Clause.Teaching Procedures:I. Showing the teaching aimsII. Revision Ask the students to act out the dialogue first, then let them retell the story written in the exercise books.III. Presentation Say: In Lesson 66, we know Mr Green lost the necklace and his parrot, but he didnt catch the thief. Ask: Who stole the necklace? Allow the students to read the second part of the play for a few minutes, try to find the answer to the question. Check the answer with the whole class.IV. Practice Play the tape for the students to listen and repeat, then let than read the dialogue and practise it in pairs, ask some of them to act it out in front of the class.V. Teaching Grammar Learn the Attributive Clause. Give the students more examples. 1. A man who doesnt try to learn from others cant hope to achieve much. 2. Do you know the man who came to see Xiao Yang this morning. 3. Is she the girl that sells flowers? 4. The book that/ which Tom gave me is a famous detective. 5. The girl (who / that ) I spoke to is my sister.VI. Practice Go through the sentences of Part 2 with the class, let the students complete the following sentences with who, that or which, then check the answers with the whole class. The answers are: 1. which/that 2. That/ which 3. who 4.which/ that 5. That/ that 6.Which / that 7. who 8. who 9. who 10.which/ thatVII. Workbook Do Exercise 2, let the students work alone, then check the answers with the whole class. Then let the students practise the dialogue in pairs. The answers are: 1. The one that the boy is eating 2. The one that has a neck and two legs. 3. The one who kicked two goals. Exercises in classDo Exercise 3 in the workbook, write down the answers in the exercise books: Answers:1. Im reading a book which/that is about a robbery.2. Have you ever seen the film that/ which was directed by Zhang Yimou.3. I was shocked to hear the news that/ which was about the terrorist attacks on the World Trade Center in New York.4. Most of the people who lost their lives in the terrorist attacks were5. The twins which used to be the tallest buildings in the US.6. The four planes which were used to attacked the World Trade Center by the terrorists were American passenger planes.7. The terrorists who launched the terrorist attacks on the US from Alfghanistan must be punished. VIII. Homework 1. Revise the grammar. 2. Ask the students to act out the dialogue.教师资格说课指导：如何的进行英语说课说课，是80年代随着教改的深入而产生的带有教育科研性质的教改新课题。它是教师在规定时间内，面对同行或专家，系统地说出或写出某一节课的教学设计及其理论依据的一种教研活动。 一说课的意义和特点：1说课是一个开放性活动，它源于备课又高于备课，是备课的深化和提高。要想说好课，教师必须认真学习课标、钻研教材，必须带着备课中的问题去深入学习有关教育理论，反复推敲琢磨自己的教学设计是否可行，说出其备课中的思考，即不仅要说出教什么和怎么教，更要说出为什么这样教。将其备课的理论依据展现给听众，将教学设计的思维活动过程从隐性变为显性，从无声变为有声。使教师半封闭式的个体备课劳动置于集体的监督之下。同时，说课教师的知识、能力和修养等状况随之直接表露出来。 2说课为上课提供理论依据。说课有着很强的理论性和实践性，它能促使课堂教学趋于科学化。说课是介于备课和上课之间的一种教研活动，它为备课提供了理论依据，并为上课提供了理论指导。也就是说，运用说课对备课的理性思考去指导课堂教学。它不仅能提高课堂教学效益，而且能提高教师自身的业务能力。由于说课活动把说和评结合起来，使说课教师从备课的静态个体行为转化为动态学术讨论，形成一种研究氛围，大家互相切磋，集思广益，在这个基础上，说课人再将有价值的反馈信息作用于自己的备课之中，并矫正充实原先的教学设计，使得课堂教学更趋于科学化、理性化，从而发挥说课对课堂教学每一个环节的指导作用。说课架起了备课和上课之间的桥梁，使教学活动与教研活动达到和谐统一。二说课的具体内容：1说教材（1）说教材的地位与作用：教材内容是什么，包含了哪些知识；该课教学内容是在学生学了哪部分知识基础上进行的；是前面所学的哪些知识的运用，又是后面所要学习的哪些知识的基础；它在整个知识体系中所处的地位；它在学生学习知识、能力方面有哪些重要作用；对将来的学习还会有什么影响等。（2）说教学目标的确定：教学目标是指在教学设计中确定的该课教学所要达到的目标，它对课堂一切教学活动起到宏观的调控作用，也是对课堂教学评价的重要依据。首先确定一节课的教学目标，注意目标的完整性：应包括认知目标，情感目标和技能目标。然后阐述确定教学目标的依据：教学目标的确定既要符合大纲的要求，又要切合学生的实际。最后指出目标的可操作性：目标要求明确、具体，能直接用来指导、评价和检查该课的教学。（3）说教学重点、难点的确定：教学重点是教材内容表现出来的知识点的内在联系及其语用价值。其确定的依据要从课标、教材内容和学生的知识基础及年龄特征等方面来加以说明。教学难点是指学生难懂的、教学中需要着力讲解或讨论的知识点。其确定的依据要从造成学生难懂的原因来加以说明：一种是教材内容较深或概念比较抽象；一种是学生缺乏这方面的感性认识或基础知识。有时教学重点和难点重合。但如果难点属于教材内容的次要部分，则要分别说出教学时对重、难点的突破方法、占用时间等。（4）说对教材的处理：教材处理是指教学设计时教师对教材内容进行加工，转化为课堂教学导的形式的创造性行为。说对教材的处理应说出：对教材内容的取舍和重点的选择；依据、教材特点和学生实际，确定哪些内容应总结概括，哪些内容需解释发挥，哪里需详讲，哪里需略讲，以及这样处理的理由等。教材处理是否恰当，是教师教学水平的综合反映。在教材处理过程中，要体现教师驾驭教材的能力，要有创造性。既不要迷信教材，又要符合教学各方面的具体要求。 来源：考试大2说教学方法说教学方法的选择及其依据。教学方法的选择，一要考虑是否取得最佳效果，二要考虑师生的劳动是否最少。选择教学方法时，一定要遵循教学有法，教无定法，贵在得法的原则。一般一节课以一、两种教法为主，穿插渗透其它教法。教学中只有一法为主，多法配合，才能使教学生动有趣。一旦确定了教学方法，就应该介绍为什么采用这些方法，在具体的课堂教学中，通过什么途径有效运用这些教学方法，预计达到什么样的效果。运用比较法，旁证自己所确定的教学方法是否可行，并说出在具体实施中应注意哪些问题，3说教学手段说教学手段的选择及其依据。教学手段是指教具的选择及其使用方法。选择教学方法时，要考虑到目的性、实用性、可操作性和新颖性。教具的选择，一忌过多，使用过频，使教学过程变成教具的展览；二忌教学手段过简，不能反映英语课的特点；三忌教学手段流于形式，对教学重点、难点的突破不能起帮助作用。说选择教学手段的依据，一般从教学目标、教材内容、学生年龄、学校设备和主要教具的功能等方面作出解释。4说教学程序（1）说教学思路及其依据：教学思路主要包括各环节的时序安排及其内部结构，这是说课更为具体的内容。合理安排教学程序，优化教学流程，是教学成功的基本保证。说教学程序，一般先说课型，确定课型后，再说明准备安排哪些教学环节，各教学环节的进行步骤、主要内容等。如导入设计：这样导入有什么好处？效果如何？新授内容设计：分几步呈现？每步呈现哪些内容？各步所呈现内容的练习、讲解、交际活动的安排设计，如何提问和组织练习、交际活动？如何促进学生积极思维，引导学生积极参与教学活动？各教学环节之间如何过渡？最后又怎样结束等。整个思路要层次分明，富有启发性，教学结构力求优化，能体现教师的主导作用和学生的主体作用。教学思路是教师的创造性思维活动，能体现教师的能力和水平，反映教师的教学技巧。它直接影响教学目标的实现，直接影响学生能力的培养和教学质量的提高。教学思路设计的依据要联系教法、学法、教学手段、学生的认知规律等方面加以说明。（2）说各教学环节的时间分配：联系教材内容、学生基础和教学方法等，说出教学各环节的时间分配及其依据。（3）说板书设计及其依据：说板书设计，主要介绍该课的板书类型，什么时间板书什么内容，彩色粉笔如何搭配使用，如何使用黑板，哪部分哪些内容属于主板书，哪部分哪些内容属于副板书等。板书设计要注意英语语言知识的科学性