师范类院校 教学法期末 教案模版.doc

学科教学法（二）(Teaching Methodology II)08级师范班期末考查The Final ProjectThe teaching plan for Lesson1, Unit1, J2B1.The textbook analysis2.The background of students3.Learning objectives (practice lesson through listening and speaking)4.Teaching procedure5.Blackboard writing design (hand-written copy)6.The related teaching materials (copy)7.Verbatim plan8.Reflection 9.Appendix Designer School No 200803101204 Class (2 ) Group ( 5) Date: 2011-6-15 教材分析我教的是外研社（三）高中版module1：Europe的第一课。我个人把这堂课当做是语言的操练课，因为这是个课堂的导入课程，这个单元的主题是Europe,主要讲的是一些欧洲国家及其城市的介绍。，所以在课堂上，只要注重学生对英语听和说的训练。个人分析，编者在这一课一共设置了3个活动环节。第一部分：欧洲国家及其城市，相应的语言的认识。编者想通过学生对已学地理知识进行分析判断，从而完成书本图表的练习。我认为这一部分对本单元的学习是很有必要的。因为这可以让学生提前对单元内容进行熟悉，可以作为调动学生学习兴趣的一个重要环节。第二部分：重点单词的介绍，及其对欧洲地图，主要国家的位置的熟悉，我想通过自己在黑板上大致画出欧洲一些主要国家的地理位置，来加强学生对这一部分的理解。这个部分，我觉得也是很有必要的，认为是第一部分的补充，及其巩固。让学生理解地理位置和方位介词的用法。第三部分：文章阅读材料的介入，我个人认为，在这个单元的第一堂课上，文章的介入对班上学生还是有一定难度的。所以应该在文章进入之前，做些准备工作。如把Reading and vocabulary的part2提前让学生们熟悉。因为重点词汇的学习，会让学生们在阅读课上有不一样的效果。鉴于以上几点，我认为一名认真对学生负责的老师应根据学生的实际情况和学生的心理特点，对教材进行相应的整合，然后进行书本内容的删减，在适应学生实际情况的同时，极大的调动学生的学习积极性，培养学生兴趣，这才是教学的最终目的。Teaching Plan for Lesson1, Unit1， J2B Name: Class: 2 Group: 5 The background of studentsFrom classroom observation, the students in Class3, Grade1 in Haikou Qiongshan Middle School (junior high) are described as follows: the basis of the class: . the attitudes: . the ability: . the strategies: . The teacher should :(1) Pay more attention to .; (2) Help students .;(3) Remind Ss of:(4) . Main Learning Objectives Review and learn some words and useful expressions E.g. ., and then use them to talk about what will happen or the result if you do sth. Learn some language items and communicative functionsUse the sentence pattern: to give suggestions to their peers or people who are in need of some advice when they are going to do something. Learn to use different listening skills/strategies in terms of students interest and different listening materials. (1) Predicting and guessing the central meaning of the conversation (.?) by . (2) Listening to the conversation for the gist by .(3) Listening to the dialogue for the specific information . by . Attitude and significance of listening(1) Encourage Ss to.(2) Develop .g.Teaching ProceduresStage 1: Pre-Listening: (5-10 minutes)Step1: warm up activity: The teacher presents 4 pictures of different situations (see appendix), and one for each group to discuss why they can/can not have the class party at those moment and what are they going to do at the party? based on their own experience.Step2: After Ss get several colorful answers, the teacher asks Ss to report their answers and presents them under the related pictures presenting on Bb.Step3: The teacher declares they are going to listen to a conversation closely related to these pictures. It is a conversation between Andrea and Mark about when the class party will be held and what they are going to do at the party and asks students to predict and guess the possible suggestions that Mark will give to Andrea based on the pictures and their discussion.Step4: The teacher indicates they will listen to the dialogue for the first time and check whether their prediction is right or wrong.Stage 2: while-listening (15-20 minutes) Step1: Listening for the gist of the conversation by circling the right answer of multiple choices.A.Andrea is going to have the class party. B.Andrea and Marks discussion about when will they have the class party and what they are going to do at the party?C.Ss will leave school early to study for tomorrows test.D.Mark would like to help Andrea organize the party.Step2: The teacher checks Ss answer and indicates they are going to listen to the dialogue for the second time and do some more exercises.Step3: Listening for the specific information by marking the “T” or “F” statements (see the appendix) during the second time playing the tape; if some statements are wrong, try to correct them based on their understanding of the conversation.Step4: The teacher asks Ss to have a discussion with their partners about their answers. Step5: The teacher plays the tape for the third time and helps Ss to make sure of their answers and asks them to fill in the blanks in 2b on page35 of their textbooks.Stage 3: post-Listening (10-15 minutes)Step1: Ss report their answers and teacher gives some explanation when necessary.Step2: The teacher plays the conversation again sentence by sentence and asks Ss to read them one by one after the tape during the short pauses given by the teacher.Step 3: The teacher guides Ss to summarize the key language items they learned through listening and presents them on Bb, and then asks Ss to practice them with their partners by asking questions and answering based on their own experience in everyday life. The teacher walks around the classroom participating in Ss discussion and gives assistance if necessary.Step 4: The teacher gives the assignment: make up a dialogue between two people about their decisions making when and what they are going to do something, if they do not agree with each other, and gives the reasons. For example, you can make up a dialogue between Lily and Lucy about their decisions when they are going to visit and what they are going to do in Holiday Beach. Requirement: The dialogue must contain at least five rounds. Teaching AidsBlackboard, chalks, pictures, textbooks, tapes, sheets for “T” or “F” statements.Verbatim Plan for Lesson1, Unit1, J2BModule 1 EuropeStage1: GreetingT: Good morning, class!S: (Good morning, Miss Huang!)T: ok sit down, please. How are you today?S: (Fine, thank you! And you?)T: I am fine too. Today is very hot, please remember to drink more water and try to stay indoors as much as possible. Take care of yourselves.ok? S: (ok!)T: Now, at the beginning of this class, a question! Do you like geography?S:( yes 或者是no.)T:I hear somebody say yes ,someone say no. it doesnt matter if you say no. today ,we are going to learn something interesting about geography. I hope all of you can like it. Can you follow me ?S: (yes!)T: Very good, now, class, please open the book, turn to page 1,the title is Europe(老师在黑板上写上Module1:Europe) ok,read after me please!S: (Europe)T: good! look at the box(老师边指着课本边对学生说)the first part :complete the table with the words in the box. Then I say Chinese, you find the English words. Is that clear? S: (Yes.)T: 雅典，英语，法国，法语，希腊，希腊人，意大利人，意大利，里斯本，伦敦，马德里，巴黎，葡萄牙，葡萄牙语，罗马，西班牙，西班牙语，英国。（老师一直和学生问答：if you dont know the meaning ,please write down in your book.）S: (学生作出相应的回答)所有的单词全部都带完了。T: there are six countries in this box. Can you find these? What are they?S: (United Kingdom, Greece, Italy, France, Spain, Portugal)T: Great! In these countries, which one do you like best?S: (找一个学生进行回答)T: （老师总结一下学生的观点）I am very glad to hear something from your mouth; I think most of girls would like France. Because it is a romantic country. However, most of boys would like Spain, because football. Yes?S: (yes)T: In these countries, I like Greece very much .I think Greece is a mysterious country, and has long history. Like our country, I am curious about this country. Now ,a quiz猜谜游戏：the answer is in this box, it is the capital of ones country.“排队上厕所 ”who can tell me the answer?S: (伦敦 London)T: you are so clever! It is London, so London is the capital of UK. (老师在黑板上呈现句型)who can tell me the rest of five capitals?S: (Athens is the capital of GreeceLisbon is the capital of PortugalMadrid is the capital of SpainRome is the capital of Italy 条条道路通罗马Paris is the capital of France.)T: Good. Nice job! Now, let us move to next part. Ok, now look at the blackboard. This is location. (老师在黑板上面画数轴，表明东南西北四个方向，然后依次画出英国，法国，意大利，西班牙，葡萄牙和希腊) ok !This is the general location of six countries in Europe. Then, please match the letters with these sentences. Like “f is the UK”Are you clear this?S:(yes)T: Now, please look at this picture. (The teacher shows the picture to the Ss.)S: (Yea.)T: So, class, what is in the picture?S: (A boy, a clock and a classroom.)T: Good, what is the boy doing?S: (He is studying very hard.)T: Class, do you know what he is studying for?S:(He is for the examination.)T: Youre so smart. (The teacher thumbs up to Ss.)(The teacher deals the follow pictures in the same way.)T: OK, class, Ss in this class are going to hold a class party, hold a class party? Do you know what does hold a party mean? (The teacher presents the phrase “hold a party on Bb and looks at the Ss hopefully.”)S: (“开晚会”)T：Very good. Hold a party also means, “have a party”, (The teacher presents the phrase “have a party” on Bb), am I right?S: (Yes.)T: Very good. Hold a party sometimes also means, “organize a party”, organize? Do you know “organize”, organize? (The teacher presents the phrase “organize a party” on Bb)S: (Yes.)T: Good, now, class, please read after me, organize.S: (Organize.)T: Good. Do you think it is suitable for them to have the class party in the situation of picture1 and picture2?S: (No.)T: Good, why cant they have the class party at those moments? Why? (The teacher posts the paper on which she wrote the questions and looks at the Ss with smile.)Some Ss answer in chorus.T: OK, class, just keep your answer for a moment. OK?S: (Yes.)T: Good, now, please look at picture3&4; do you think Ss would like to do these things in the class party? (The teacher posts the paper on which she wrote the questions and looks at the Ss with smile.)S: (Yes. /No.)T: Class, why do you think so?Some Ss answer in chorus.T: OK, class, just keep your answer for a moment. OK?T: OK, class, Ill give one picture for each group for you to have a discussion, group1, picture1, group2, picture2, group3, picture3, group4, picture4. (The teacher hands out the pictures.)T: Group1&2, you are supposed to answer question1, Group2, you are supposed to answer question2, is that clear?S: (Yes.)T: Good, later we will see which group will do it better, see, red star for the winner groups. Are you clear?S: (Yes.)T: Good, two minutes for you.(Two minutes later) Step2:T: Group1, can they have the class party at 5:50 this afternoon? (The teacher points to picture1 and looks at group1 with smile.)S: (No.)(Ss in group1 answer.)T: Good, any body from group1or group2 can tell me why they cannot have the class party at 5:50 this afternoon?S1: (Half of the class will not come.) (One student from group1 stands up quickly and answers.)T: Good, so if they have the class party today, (The teacher pauses and looks at Ss encouragingly.)S: (Half of the class will not come.)T: Very good, class, the whole sentence, please.S: (If they have the class party today, half of the class will not come.)T: Good. What about group2?(The teacher deals with picture2 in the same way.)T: Good, so class, which group is the owner?S: (Group1.)T: Congratulations, one red star for your group.T: Lets see Q2, picture3 first, group3, are they going to watch a radio in the class party? (The teacher points to picture1 and looks at group3 with smile.)S: (No.) (Ss in group1 answer.)T: Why not? Why?(Ss from group3 answer in chorus.)T: I cannot hear you clearly, individual, please. (The teacher raises her hand and looks at Ss encouragingly.)S: (They dont like watching Video in the party.)T: How do you know that?S: (Ss frown and talk with others, they feel bored.)T: Very good. So if they watch Video, some Ss may(The teacher pauses and looks at Ss encouragingly.)S: (feel bored.)T: Very good. (2 points for your group first.) (The teacher marks Ss on Bb under the corresponding group number.)T: Group4, what are they doing in picture4? (The teacher points to picture1 and looks at group3 with smile.)S: (They are playing cards.)T: Do they like it?S: (Yes.)T: How do you know that?S: (They are happy.)T: So if they play cards, they will be happy, am I right? (The teacher pauses and looks at Ss encouragingly.)S: Yes.T: Good. (2 points for your group.) (The teacher marks Ss on Bb under the corresponding group number.)T: OK, class, for question2, which group is the winner? (The teacher looks at Ss with smile.)S: (group4.)T: Good, I agree, a red star for your group, group3, you can do better next time. (The teacher looks at Ss encouragingly.)Step3:T: Now, its time for us to listen to the conversation. It is a dialogue between Andrea and Mark. The content of the dialogue is quite similar to what we have discussed just now, Andrea is going to hold a class party, and she is talking something with Mark. Clear?S: (Yes.)T: Good, first, please have a guess, please guess what they may talk about in their conversation, it is quite similar to what we have discussed just now, clear? S: (Yes.)T: Good, one minute for you. (During Ss discussion, the teacher posts the paper on which wrote the central idea of the conversation on Bb.) (One minute later.)T：OK, class, have you got the idea, what topic they may talk about?S: (Time and place they are going to have the party.) (Ss answer in chorus.)T: Very good, what time are they going to have the party and what are they going to do at the part?(The teacher presents Ss guess and prediction on Bb)T: Very good, you have got so many colorful answers. Step4:T: Class, please look at the Bb; the multiple choice is about the central idea of the dialogue, see?S: (Yes.)T: Good, we are going to listen to the dialogue for the first time, please choose the best one that can express the central idea of the conversation, thats to say, choose the correct one that can express what the conversation is about, clear? (The teacher points to the multiple choices she presented on Bb.)S: (Yes.)Stage2: While-Listening activity.Step1:T: Good. Now, listen! (The teacher plays the tape for the first time and the teacher stands still.)(After Ss listen to the dialogue for the first time.)Step2:T: Class, have you got the answer?S: (Yes.)T: So, class, which one is the right answer, which one do you choose?S: (B, A.) (Ss answer in chorus.)T: OK, class, you got two different answers, A&B?T: Now, class, who choose A, hands up. (The teacher points to A and looks at the Ss.)(Only a few Ss raise their hands.)T: OK, I see, now, class, who choose B, hands up. (The teacher points to B and looks at the Ss.)T: OK, more Ss choose B, lets have a look at A first. Andrea is going to have the class party. Is Andrea going to have the class party?S: (Yes.)T: OK, but why not this one?S: (Its too 概括.)T: Yes, good, its too general. Andrea and Mark are having a discussion, am I right?S: (Yes.)T: What are they talking about?S: (They are talking about when they are going to have the class party and they are going to do at the party.)Step3:T: Very good. Now, we are going to listen to the dialogue for the second time. See, I have 5 true or false statements here, please finish them after you finish listening to it for the second time, is that clear? (The teacher hands out 5 true or false statements she prepared before class.)S: (Yes.)T: Good. Has everybody get one?S: (Yes.)T: OK, class, listen carefully, and mark “T” or “F” next to the statements. If some of them are wrong, try to correct them, clear?S: (Yes.)Step4: T: Good, now, (short pause.) listen! (The teacher plays the tape for the second time.)(After Ss listen to the dialogue for the second time.)T: OK, class, have you finished?S: (Yes.)T: Good, now, please work in pairs and have a discussion with your partners about your answers, OK?S: (OK.)T: Good, two minutes for you. (The teacher walks around the classroom and gives Ss assistance if necessary.)Step5:T: Now, time is up. Stop here!T: Please keep your answers; we are going to listen to the conversation for the third time. Please make sure your answers and fill in the blanks in 2b on page 35, page 35, 2b, (The teacher shows Ss 2b on page 35.), is that clear?S: (Yes.)T: Good, one minute for you to look through the exercise.T: Now, time is up. Are you ready?S: (Yes.)T: Good. Now, (short pause.) listen! (The teacher plays the tape for the third time.)反思报告一、教学思路在上这一课的时候，我按照听前、听时、听后三个部分来设计活动，每一部分包含若干个小活动。听前活动：我准备了四幅图片（图1：.；图2：；图3：.；图4：），我想通过图片做以下几件事：1、吸引学生注意力，调动学生积极性；2、在引导学生熟悉讨论图片内容时引入新单词；3、由于图片内容与所听听力材料内容息息相关，给学生两个问题来讨论图片内容，为下一步的听作好充分的准备工作。4、老师简单介绍对话内容，让学生做一个guessing game，进一步调动学生的积极性，让学生根据他们讨论的结果以及现实生活中自己的亲身经历猜测对话可能的大概内容。听中活动：1、听录音之前我给学生一个选择题，让学生带着问题听对话的中心大意。（自己设计的活动难度适合学生的实际水平。）2、通过做5个正误判断题，让学生采集理解对话的细节信息，并注意到本单元的语法点。（自己设计活动难度适合学生的实际水平，与本课的听力材料和语法点紧密联系。）3、通过做课本35页的练习题2b的回答问题进一步抓对话细节，掌握本单元的语言点，理解对话的意思。听后活动：1、老师引导学生检查答案，让学生体会语言输出的自我成就感。2、学生跟读磁带录音，模仿语音语调，培养初学者的语感