罗纯斌-教学设计（教案）模板

1、教学设计（教案）模板基本信息学 科英语年 级九年级教学形式五指教学教 师罗纯斌单 位和平县公白中学课题名称Unit2 Topic 3 Would you like to be a greener person?Section A学情分析分析要点：1.教师主观分析、师生访谈、学生作业或试题分析反馈、问卷调查等；2.学生认知发展分析：主要分析学生现在的认知基础（包括知识基础和能力基础），要形成本节内容应该要走的认知发展线；3.学生认知障碍点：学生形成本节课知识时最主要的障碍点。我担任九（1）班英语教学工作。这个班有51人。班级整体水平分析：学生整体学习习惯不太好，书写普遍不够端正，整体的英语水平参

2、差不齐。对于基础知识，同学们普遍掌握的不够扎实，对关于发表自己的意见与感觉的能力就更差了。有一部分学生学习不够积极不够主动。在这个班里学困生较多，他们的基础特别差，有许多最基础的知识和方法及能力都没有，基本的阅读能力也不会，基本的分析能力也欠缺。学习习惯也不好，上课听讲不专心，作业质量不高，老师有时候催促也不写。在老师和同学的帮助下，虽然有些进步，但是学习仍然缺乏自学性，作业态度欠端正，作业马虎。然而使我感到欣慰的是还有20多个同学基础较扎实，积极主动参与到学习中去，成绩还不错。教学目标Teaching aims and demands 教学目标1. Learn some new words:

3、plastic, suppose, nod, agreement, shake 2. Learn a useful sentence: Everyone is supposed to do so.3. Learn the compound sentences with “or”, “and”, “but” and “while”: (1) Noise is a kind of pollution and its harmful to our hearing. (2) The earth is beautiful but people are hurting the earth now. (3)

4、 Work hard, or you will fail the exam. (4) She was busy cooking while they were watching TV. 4. Learn to talk about environmental protection.教学过程Step 1 Review 第一步 复习(时间:7分钟)师生互动，复习上个话题的内容，培养学生的听、说能力，导入本课话题。1(复习讨论污染的危害。)T: We talked about the harm of pollution in last topic. And we know there are man

5、y kinds of pollution, such as water pollution, air pollution, light pollution, litter and so on. But do you know how these kinds of pollution affect our environment? Volunteers?(教师以竞答的方式请学生回答。)Example:S1: Water pollution makes some animals dead. S2: Water pollution makes some plants dead. S3: People

6、 and animals cant drink the water.S4: Air pollution causes the greenhouse effect. S5: Air pollution makes people sick and even causes cancer. S6: Air pollution destroys the ozone layer. T: Well done! You know, all kinds of pollution are polluting our environment. So we are facing the serious polluti

7、on problems. What should we do to improve our environment?2. (学生分组讨论，然后回答。)T: Please discuss in groups. Then make a report.Group 1: Dont spit here and there. Dont pick the flowers. Plant more trees. Group 2: Ask the government to make rules and pull down some chemical factories. Ask people to save e

8、lectricity. T: Very good! You have so many good ideas. Would you like to do something useful to improve our environment?Ss:Of course. T: Me, too! OK, lets be greener people together.(导入1a。)Step 2 Presentation 第二步 呈现(时间:14分钟)利用图片或实物创设语言情景，呈现部分生词；并通过听录音回答问题等形式呈现1a，完成1b。1. (教师用图片或实物引出本课的词汇和内容。)T: If we

9、 want to be greener people, what should we do?(教师展示图片。)T:Is he a greener person?Ss:No.T:We should reuse plastic bags instead of throwing them away.(可出示一塑料袋帮助学生理解。)(板书，让学生猜测其汉语意思，且要求掌握。)plastic(教师展示图片。)T:Is she green?Ss:No.T:We should reduce paper cups.(板书且要求学生理解。)reduce(教师展示图片或出示实物。)T:What are these

10、?Ss: They are soft drink cans.(教师帮助学生回答并板书，要求学生理解can。)canT: How shall we deal with them?Ss: We should collect them for recycling. (教师让学生看图片，帮助学生总结环保方面的知识。)T: Now, we know we should reduce, reuse and recycle some things to protect our environment. We call them the three Rs.(板书并要求学生理解the three Rs的含义。)

11、the three Rsreduce, reuse and recycleT:It is not hard for us to protect the environment. We can encourage people around us to begreener people. Would you like to do so?Ss:Sure.T:Protecting our environment is our duty. That is to say, everyone is supposed to do that. It means everyone should do that.

12、(板书并要求学生掌握。)be supposed to do sth.T: Now what can we do at home to protect the environment? Please listen to the tape, then find out the answer. (教师放1a录音，让学生不看书回答问题。)T:Can you find out the answer?(师生共同核对答案。)2. (让学生再听1a录音，回答小黑板上的问题，为完成1b做铺垫。)T: Please listen to the tape again, then try to answer the

13、questions on the small blackboard. (展示小黑板。)(1) Who is working for an organization that protects the environment?(2) Whats her main job?(3) Should we use both sides of paper?(4) Why is the recycling useful?(师生共同核对答案。)Step 3 Consolidation 第三步 巩固(时间:10分钟)通过跟读录音、两人对话、复述课文等形式巩固1a。1. (让学生跟读1a录音并完成1b。) T:P

14、lease read the conversation after the tape, then finish 1b. (核对答案。)2. (学生两人一组练习对话，然后抽查几组学生，以检验活动成果。)T:Please work in pairs. Then Ill ask some pairs to act it out. 3. (让学生再读1a，并找出关键词，为下步复述做铺垫。)T: Please read the conversation again, and try to find the key words.4. (让学生运用关键词复述1a，培养学生的语言组织能力和表达能力。)T:No

15、w, Ill ask some students to retell 1a. Please try to speak with your own words. Example:S1: Im Jane and Im studying at Renai International School. In my spare time, I am working for an organization that protects the environment.Step 4 Practice 第四步 练习(时间:10分钟)听录音，完成2，让学生掌握科学处理生活垃圾的方法。然后导入学习并列句，完成3。1.

16、 (让学生听录音，完成2。)T:Please listen to the tape carefully. Youll hear four people talking about environment protection. Then finish 2.(听两遍录音后，师生共同核对答案。)2. (教师让学生判断下列句子陈述的内容是否是改善环境的行为，引出while, but, and, or引导的并列句。) (展示小黑板。)(1) We should use plastic bags as few as possible.(2) We should throw the garbage in

17、the river.(3) We should reduce the waste we produce.(4) We should use both sides of paper.(5) We should throw the plastic bags rather than reuse them.T: Look at the five sentences. If you think the statement is good for our environment, you nod your head, and it means agreement, (教师做点头状并重读nod。) or y

18、ou shake your head, and it means disagreement. (教师做摇头状并重读shake。) (板书且要求学生掌握。)nodagreementshake(师生共同核对答案。) (教师出示小黑板上的句子。)(1) You nod your head and it means agreement. (2) Hurry up, or youll miss the train.(3) Water is important but some people dont save it. (4) Some people protect animals while other

19、s kill animals. (教师让学生讨论画线部分的单词在句中起到什么作用，前后两个句子是什么关系。)T:Lets look at the sentences. Pay attention to the words underlined. Whats the function of them? Whats the relation of the two parts in each sentence?(学生讨论后，教师引导学生一起分析这些句子，总结归纳并列句的用法。)并列句表示并列关系，用and表转折，用but, while表选择，用or3. (让学生依照3中的例句，完成3，巩固练习并列句

20、。)T:Please join the sentences in 3 with “or”, “and”, “but” or “while” after the example. (学生完成后，教师检查并核对答案。)Step 5 Project 第五步 综合探究活动(时间:4分钟)通过对生活垃圾的不同处理方式的引导，让学生增强环保意识。1. (教师利用多媒体，呈现一些生活垃圾的图片，让学生判断怎样科学地处理它们才能更环保。)T: Look at these objects in the picture. Which can be reused, reduced or recycled?(教师让学

21、生分组讨论，回答并核对答案。)2. Homework:Write a short passage about the three Rs in your daily life. 板书设计：Would you like to be a greener person?Section Abe supposed to do sth.1. You nod your head and it means agreement. reduce2. Hurry up, or youll miss the train.the three Rsreuse3. Water is important but some people dont save it.recycle4. Some people protect animals while others kill animals.自我评价一、精心备课在上课之前，我细致地分析学生，充分地把握教材，精心地设计教学进程，恰当地选择教学方法，准确地拟定教学目标并对学生多种可能的反映做出预期。实践经验告诉我们，课前准备越充分，教师在课堂上就越能游刃有余，得心应手，否则很容易出现问题甚至出现僵局。二、让教学设计在课堂上落实