全国英语教师教学设计大赛获奖作品-初中教案

作学习是一个渐进的过程，侧重点应在注重篇章构造、语法、词汇同时，加强对写但是也有一小局部学生学习很努力，但是效果与付出不教师和学生一起探讨学习英语的困难和方法，有着实际意注重语言习得的过程，以学生为主体，以教师为指导的教在学习了八年级下〔Unit2Whatshould知识，培养学生一定的听力和阅读能力；通过补充在03年我的学生第一次学习"Goforit"这套教材的时候，我供的输入信息较少，学生无法按要求完成最终写作任又考虑到英语语言学习的特点，还要注重学生学习语材料材料表达输出一输入一课内课内答复相关综合听说课内阅读学习主体综合听说课内阅读学习主体补充阅读输入输出二输入三输出三输入三答复相关问题一、输入与输出一、二为传统教学过程；输入与输出三、四为读写联动后增加的教学过程。从学习信息过程分析，增加了2个，同时信息输入与输出的强度大大增强。二、教学实录片段是为了集中反映教学过程的中的读写联动。ShowingproblemsandgivingadviceonhowtolearInmodernsociety,EnglisimaginationforthestudentstomanipulatenewlyLearntousethetargetlanguagetoe*pressone’sproblemsinlearningEnglishandgiveUsethesentencestrucShowingProblems:GivingIhavetroublelearniIforgetalotofnewwords.Whydon’tyouborrowthetapes"Idon’tunderstandwhatpeoplearesaying.Idon’tgetmuchwrititrouble,pronunciation,sentences,forget,undersProvideaprehensivereviewofrelatedlisteningskills.Provideaprehensivereviewofrelatedreadingskills.八、语言再现(SentenceStructureRecycling)should...EnjoytheEnglishsongs,enjoylearningEnglish.Developstudents’interestsinlearningDevelopabetterunderstandingbetweentheAnddevelopthestudents’attitudetow1.Recorder2.Multi-media3.TV4.Blackboard5.Students’worksheet的过程，这一过程假设配合得当，能使学生积极的气氛；既活泼了气氛，也为整个课堂教学的师键词找主旨大意的方法。采用两人一组的形式对下对阅读材料不断做出选择和验证选择的过程。可见，英2.让学生边读边找出本文的细节---作者谈论去年在学习英语上的困难以及逐步改作者的态度，写一个结尾。并让学生谈谈应该向作者学习哪纳和推断能力。从文章主旨的设问到文章中间具体细节的讨Leadin2’Askstudentstowatchaflash.(参见附歌词)Watchandsing.Stimulatestudents’interestsinthetopic---learningEnglishcanbefunbypresentingaflash.Brainstorming2’Thinkandanswer.AskstudentswhatthingsaredifficultforThinkandanswer.learning.Getstudentstothinkaboutthequestionandgetreadyfortheclass.Listening2a,2b18’Pre-listening:AskstudentstodescribethepictureThink,readandGetstudentstobefamiliarwithin2a.Readthechallengesandsolutions.describe.whatthey’regoingtolisten.WhileListening:Firstlistenand1.Providepracticein1stListening:AskstudentstolistenandcheckthedothelisteningunderstandingthetargetlanguageinlearningchallengesPaultalksabout.Thenchecktheanswertogether.2ndListening:1.Askstudentstolistenandmatchthechallengesin2awiththesolutions.Thenchecktheanswerinpairs.2.Askstudentstogetthemainidea.PostListening:1.Askstudentstoreadafterthespeaker.2.Askstudentstounderlinethesentencesaboutshowingproblemsandcirclethesentencesaboutgivingadvice.OralPractice8’1.AskonestudenttoshowhisproblemsinlearningEnglish,andtheotherstudentsinclassgivehimsomeadvice.2.Askstudentstopracticethetargetlanguageinpairs.Onestudentshowstheproblemsandtheothergivesadvice.3.Askstudentstoactout.Elicitandgivehelpfulfeedbackontheirperformancesbypointingoutwhataregoodandwhat,ifanythingcouldbeimproved.Reading3a10’WhileReading:streading:Askstudentstoreadandtellthepurposeofwritingthispassage.2ndreading:Askstudentstoreadandfindoutthewriter’sproblemsinlearningEnglishlastyearandhissolutions.PostReading:1.Askstudentstothinkabouttheresultofthereadingpassage.2.Askstudentstothinkaboutwhattheycanlearnfromthewriter.AdditionalReading5’e*ercises,thenchecktheanswerinpairs.Readdialogue.Underlinesentences.Showproblemsgiveadvice.theirRead,thinkandanswerthequestionsending.2.Answerwhatlearnfromthewriter.spokenconversation.2.Getstudentstopracticethelisteningstrategiesforgettingthespecificinformationandgeneralidea.3.Provideguidedoralpracticeusingthetargetlanguage.1.Getstudentstoimitatethepronunciationandintonation.2.Getstudentstoknowthesentencestructuresofshowingproblemsandgivingadvice.1.Providerealsituationfororalpractice,usingthetargetlanguage.2.Provideabetterchanceforthestudentstoe*changeideasonhowtolearnEnglishwell.3.Helpandlearnfromoneanother.1.Providereadingusingthetargetlanguage.2.Getstudentstopracticethereadingstrategiesforgettingthespecificinformationandgeneralidea.Getstudentstopracticethereadingandwritingstrategies.Askstudentstoreadapassageabouthowtogive1.ProvidereadingpracticetohelptheirEnglishaboost.Askstudentsto…studentsgetmoreideasaboutgiving1.getthewriter’spurposeofwritingthispassage.adviceonhowtolearnEnglish.2.findouthowmanysuggestionsoflearning2.GetstudentstopracticethereadingEnglishhavebeenmentioned.Read,thinkandstrategiestogetthespecific3.thinkaboutwhichsuggestionimpressedthemanswer.informationandgeneralidea.mostandthereasons.3.Provideoralpracticetohelp4.underlinethebeautifulsentencestheythinktheystudentstothinkandvoicetheircanuseintheirwritingpassagewhentheyareaskedopinionsonhowtheycanlearnogiveadviceonhowtolearnEnglishwell.Englishwell.WritingTask8’1.Askstudentstoreadareplytoaproblemletter.2.Askstudentstowriteareplytogivesomeadvice,usingthetargetlanguage.3.Askstudentstocorrectthewritingpassageinpairs.4.Askstudentstoreadthewritingpassage.5.Elicitandgivehelpfulfeedbackontheirperformancesbypointingoutwhataregoodandwhat,ifanythingcouldbeimproved.AskthestudentstodesignaposterwiththeirpartnersonhowtolearnEnglishwellthenputitupontheschoolbulletinboard.Read,thinkandwrite.Providereadingandwritingpractice,usingthetargetlanguagetogetthestudentstoinvolveinthe“realworld〞practiceactively.Makeaposter.Provideachanceforthestudentstoe*changeideasandfindoutbetterwaystolearnMakeaposter.在课堂写作教学中，我要及时收集、掌握学生的作5’35’3’2’4’1’教学的容与进度，整个教学可以做到紧而不忙乱，有条不仅适合于小班，程度齐的学生，同样适合于大班，不同程教学反思2、新课标初中英语阅读与写作联动教学法，是作者在初中三年英语教EverybodyistalkingwithyouandmeinEnglish.EverybodyissingingwithyouandmeinEnglish.Wearehappytobetogether.Andwearehappytoseeanoeon!Let’sgotogetheryouandme!Learnthewords,andsentences,andconversations,too.YoucantalktometodayandIcantalktoyou.EverybodyistalkingwithyouandmeinEnglish.EverybodyissingingwithyouandmeinEnglish.Wearehappytobetogether.Andwearehappytoseeanoeon!Let’sgotogetheryouandme!二、补充阅读AdditionalReading：SuccessinLearningEnglish---HowtomakeyourEnglishthebestitcanbe提Practiceveryoften:There’snoeasywaytolorgiftedyouare,youneedtoworkatit.Thebeasregulare*ercisemakesyoustronger,regularpracticewiReadoften:ThisissomethingeveryEnglishlearneread,thebetteryourEnglishbookormagazinewithyouwhereveryougo.Readonthebus,intheta*i,atlunchtime.And,ofFollowgoodspeeche*amples:Todevelopnatural-soundingEnglish,you