英语科目3教学设计

教学设计教学内容teaching content / topicThis is a reading /listening/speaking/writing lesson. It talks about+素材的内容教学目标： teaching objectives 、aims （以模式，通过课堂教学和老师的引导，让学生具体的到什么：答题模板，要联系材料）1. Knowledge objectives: pronunciation/words/structure/function/topic因为目标是要在教学过程major step中体现出来，所以我们选择投topic比较好解决Students will understand the new words/expressions/sentences correctly.Students are able to understand /get to know the concept /topic of the passage/material.2. Ability objectives：reading/listening/speaking/writing skills including their subskills, skimming and scanning （阅读的子技巧）听力Students can give the corresponding response through listening.口语Students can express their opinion about-topic by using the target language through discussion / presentation / report阅读students are able to use different reading strategies, such as prediction /skimming /scanning / grasping the details correctly in their reading progress. 写作 students can write a passage with the certain topic （topic的内容）3. Emotion objectives：interest（各式各样的活动）/attitude（素材是比较高尚）/confidence（通过学习掌握知识）/cooperation（post-环节中的小组工作）兴趣爱好：students can foster the interest and desire of learning English , and are fond of taking part in kinds of class activities. 自信心 students can improve the confidence of learning English, and not afraid of speaking English in public.团队合作cooperation：students can cooperate with other group mates actively, and complete the tasks together.教学目标的原则： 以学生为中心：students can （以学生能够说出、列举、解释等模式，明确让学生掌握的主要知识点，体现学生的主体地位） 符合课程规律和课程标准，内容标准 全面（三个目标都写了），具体（具体的知识，而不是用一个related 混过去），可操作性 针对性：看准题目说这是什么课程，阅读课就应该针对阅读的目标 阶段性和可测性教学目标四要素：a+b+c+d audience behavior content degree教学重难点 teaching key points or difficult pointsKey points: to grasp the main idea and detailed information of Difficult points: to use the strategies correctly and naturally 教学过程 teaching procedure （45/15-20）Lead in 导入 + 3P/PWP + summary +homework Lead in 1.时长：不超过5minutes （超过5分钟，违反简短性）2.作用：指向作用 激趣作用 铺垫作用 目的：让学生能够对接下来的内容有一个明确的方向（避免误导学生） 激发学生的兴趣 为接下来的课程内容做铺垫，方便自然过渡3.原则：针对性原则 趣味性原则 启发性原则 多样性原则 简短性原则4. 温故知新法（问一下上次课的内容before）设置情景导入法（展示图片，播放视频和音乐）创疑导入法 （问有关本节课的问题）故事导入法Lead in: （4 minutes）At the beginning of the class, teacher shows the photos/pictures/videos of and ask one question: then invite some students to answer the questions.(justification: the picture is vivid and interesting, which can activate class atmosphere/ arouse students interest and then make a preparation for the topic today/lead to the topic today naturally.)Justification：必须结合你的教学方式Summary 总结：可以是学生也可以是老师Ask students to act as an assistant teacher to conclude what we have learned today. And then make a summary together.（justification: reviewing the important knowledge in this lesson can deepen the students impression and help them form good habits）Homework 作业常规性：复述（retell）；make a mind map 习题（exercise）改写（paraphrase）实践性: conversation; collect information, debate; survey, discussion 布置作业的原则：量的适中性，难度的层次性，内容的针对性， 完成的有效性，形式的多样性Retell the passage and make a simple mind map after class.Search more information about +topic and share with other students next class.(justification: mind mapping can help students sort out the course content, while the task of collecting information can help students actively explore more knowledge and information)板书的作用：有助于吸引学生注意力/有助于加强学生的记忆/有示范作用3P / PWP 教学模式3P ：presentation + practice + production 用于语言知识性课堂（语法 语音 词汇）PWP ：pre- +while- + post- 用于技术性课堂（听说读写）课程有45minutes / 15-20minutes （不用写lead in ,summary ,homework）教学知识与能力阅读课教学原则1. 材料选取难度适中 2. 提前向学生展示阅读任务3. 阅读课要针对培养学生的阅读技巧4. 阅读课是发展学生的阅读策略和阅读技巧，而不是处理一篇阅读5. 教师在学生开始阅读前，应该多给学生指导和帮助教学模式1. 自下而上模式（the bottom-up model）：字母-单词-句子-全文2. 自上而下模式（the top-bottom model）：背景知识-预测-检测3. 交互补偿模式（the interactive-complementary model）两种模式同时进行Put jumbled sentences（凌乱的句子） in order- understanding textual coherence 教学知识与能力听说课教学原则1. 与其他技能相结合，尤其是口语技能2. 确定听力的适当难度3. 把听力过程与文意理解相结合教学模式1. 自下而上模式（the bottom-up model）：字母-单词-句子-全文2. 自上而下模式（the top-bottom model）：背景知识-预测-检测3. 交互补偿模式（the interactive-complementary model）两种模式同时进行Make inference :推断work out the writers intention Ask question before listening increase students schemata Gist 要旨- decide on the best title for the passage 教学知识与能力口语课口语技能教学活动控制机械性活动controlled and mechanical accuracy 准确性半控制和半自动化活动 semi-controlled or semi-mechanical 开放性和创造性活动 open and creative fluency 流畅性教学知识与能力写作课 写作教学模式： 3种模式内容导向模式：content-oriented：强调写作前的，多渠道搜集信息过程导向模式：process-oriented：强调写作前的准备，初稿，修改结果导向模式：product-oriented：强调最终的结果，形式和结构注重语法，句法，拼写写作练习方式：控制性写作练习：controlled writing:抄写；填空；完成句子；句型转换指导性写作练习：guided writing: 段落写作；摘要性写作；基于调查问卷的写作交流性写作练习：expressive writing: 周记，日记，描写自己的朋友等万能模板阅读课阅读前:（Prediction/topic/background/obstacle选择前两个）Major step：Step 1 Pre-reading（3 minutes）（1） show the photos of Mark Twain and his works, and then ask students two questions: who is mark twain? How much do you know about him? have you ever read any works of mark twain? Which one do you like best, why?Invite students to answer the questions （如果是45分钟的，在lead in的时候已经用了，pre reading环节就不用写）（2）ask students read the title/key words of the passage and predict what the passage will talk about. (justification: the photos can activate the class atmosphere and provide students with some clues to answer the questions. Prediction can arouse students curiosity and make a preparation for reading the passage.)阅读中：包括两个子步骤：Global/fast reading和 detailed/careful readingGlobal /fast：skimming(main idea or best title) and scanning (who ,when where 一些基础信息不用仔细找)Detailed /careful:（做细节题）true of false / complete the table/ make a match / question and answer 用时最长Step 2 While-reading (12 minutes)（1） Global reading skimmingAsk students to read the passage quickly to check their prediction within 3 minutes and then conclude the main idea of the passage.scanningAsk students to locate the certain information by reading the passage quickly to answer the following questions:Is mark twain his real name? if not, whats his real name?What did mark twain do when he work on the steamboat? （从文章中挑选）（2） Detailed readingAsk students to read the passage carefully and do the true or false task: （T/F） （T/F） （T/F）（justification: In this activity, students will comprehend the passage in detail and their reading ability of getting specific information will be improved.）阅读后的活动：Retell discussion survey（make a survey with desk mate） role-play debateStep 3 Post-reading （6 minutes）Group discussion / do a survey: ask students to work in groups of four to discuss the following questions: why do the lives? how does the resembles?After the discussion, several students will be invited to share their answers. Then the teacher makes a conclusion.(justification: This task can arouse studentsinterest and involve the whole class. Also, by group discussion, their critical thinking and autonomous learning ability can be developed.)万能模板听说课Major step：Step 1 Pre-listening（3 minutes）（2） show the photos of Mark Twain and his works, and then ask students two questions: who is mark twain? How much do you know about him? have you ever read any works of mark twain? Which one do you like best, why?Invite students to answer the questions （2）ask students to look at the photos of the passage and predict what the passage will talk about. (justification: the photos can activate the class atmosphere and provide students with some clues to answer the questions. Prediction can arouse students curiosity and make a preparation for reading the passage.)Step 2 While-listening（12 minutes）（1） extensive listening ask students to listen to the tape first time to check their prediction within 3 minutes and then conclude the maid idea of the passage.（2） intensive listeningask students to listen to the tape second time and do the true of false task: （T/F） （T/F） （T/F）（justification: In this activity, students will comprehend the passage in detail and their listening ability of getting specific information will be improved.）Step 3 Post-listening （6 minutes）Group discussion: ask students to work in groups of four to discuss the following questions: why do the lives? how does the resembles?After the discussion, several students will be invited to share their answers. Then the teacher makes a conclusion.(justification: This task can arouse studentsinterest and involve the whole class. Also, by group discussion, their critical thinking and autonomous learning ability can be developed.)万能模板口语课Step 1 pre-speaking （8 minutes）（1）shows the pictures about and ask students to guess the what the dialogue is mainly about. After two minutes, invite some students to share their answers with the whole class. （2）ask students to listen to the conversation and fill in the where are you from?how old are you?TomLingling （3） the teacher explain the meaning and usage of new sentences: where are you from and invite students to answer the questions of the sentences. Step 2 while-speaking （7 minutes）Ask students to work in group of 4 and have a discussion about topoic (their personal information). They should try to use the words and sentence structures they learn today. （justification：students will have a deeper understanding about the topic and usage of the new knowledge, and they can also have more opportunities to express themselves.）Step 3 post-speaking （5 minutes）Invite some students to share their ideas and others make comments.（justification：the comments will help students learn more from others and improve their speaking ability.）万能模板写作课Step 1 pre-writing （8 minutes）（1）ask students to read the short essay