英语教学设计模板

ALessoninaLab1.TeachingcontentanalysisThemaintopicofthismoduleis“alessoninalab”,andthestudentsaresupposedtolearnsomebasicknowledgeofscienceandsciencesubjects,includinggeneralscienceandsomescientificexperimentsinformation.Duringtheprocessofgainingtheinformation,thestudentswilllearnsomenewwordsandexpressions,andstillinthiswaytheirinterestforsciencesubjectslearningcanbeimproved.ThisperiodofclasswillcovertheIntroductionandReadingandVocabularyparts.Inordertoarousethestudents'interest,wewillfirstintroducesomegeneralscienceknowledge.Andwewillintroduceacommonchemistryexperiment.2.TeachingaimsKnowledge:a.NewwordsandexpressionsThestudentsaresupposedtorememberandbeabletousethefollowingwords.Someimportantwords:conclusion,aim,result,method,solid,liquid,expand,contract,steam,mixture,substanceandthenamesofsomechemicals.Importantexpressions:reactwith,add…to…,usedto,intheareaofb.ImportantsentencestructuresWaterexistsasaliquid,asolidandagas.Steelisamixtureofironandothersubstances.Addsomewatertothetube.Skills:integratedskillstraining,listening,speakingandreadingskillsshouldbeimprovedinthislessonEmotionalvalue:whilelearningthislesson,thestudentsaresupposedtolearnsomethingaboutchemistryexperiments,however,inEnglish.Inthisway,wehopetodevelopstudents’interestsinlearningbothEnglishandothersciencesubjects.3.FocalanddifficultpointsThefocalpointsNewwordsandexpressions,makesurethestudentsgetenoughpracticeandbeabletousethem.Encouragethestudentstodiscusswiththeirclassmatessoastoimprovetheirlisteningandspeakingskills.2)Thedifficultpointsa.Leadthestudentsinpracticingusingthenewlylearnedwords.b.Encouragethestudentstotakepartinthediscussion.c.GuidethestudentsinfindingouttherequiredinformationinReadingandVocabularypart.4.TeachingmethodsTask-basedteachingmethodinreadingpart.CommunicativeteachingmethodinIntroductionpart.Audio-visualteachingmethodinVocabularyandReadingandVocabularypart.5.TeachingaidsBlackboard,textbook,multimediateachingtools(ppt,somerecordedmaterials,ashortvideo).6.Teachingprocedures课堂板块活动安排教学策略教学用具预计时间GreetingCommunicativePPT,textbook2minsLead-inDiscussionCommunicativePPT,blackboard5minsPre-readingDiscussionBrainstormingCommunicativeAudio-visualPPT,blackboard10minsReading&TransitionExperimentone(basicallyreading)CommunicativeAudio-visualPPT8minsReading2FastreadingReadingcomprehensionPostreadingTask-basedcommunicativePPT,blackboardtextbook15minsLeave5minutestothestudentstodigesttheknowledgelearnedtoday.Step1.GreetingT:Goodmorningeverybody.Whatasunnydaytoday.Yousee,thesunshineisheatingourworldtomakeusfeelwarm.(writetheword“heat”ontheblackboard.Inthisway,Icaneasilydrawthewholeclass’attention,andarousetheirinterestaswell.)So,canyouguessthemeaningof“heat”?...Thisisscience,sotodaywearegoingtotalkaboutsomethingaboutscience.Step2.Lead-in1,ProposeaquestiononthePPTsays“Howmanyfamousscientistsdoyouknow?”(Showsomepicturesoffamousscientists.)2,Inviteastudenttogivetheanswers,orjustcallbacktheanswersfromthewholeclass.Inthiswaytheteachersuccessfullyledthetopic“science”in,andthestudents’interesthasbeenaroused.Activityone:Discussion“Howcanwebecomeascientist?”asimplequestion,aimsathavingthestudentstalkwiththeirclassmatestoexpresstheirownideas.What’smore,duringthisprocess,thestudentsarereachingtheideathatscienceislogicalandshouldbedonecarefully.(Attheend,theteacherwillgivehisownanswertothequestionwhichisactuallypre-plannedincluding2majorsteps.)Stepone:somegeneralscience1.(a)Waterexistsasasolid,aliquidandagas.(b)Waterexistsasasolidandaliquidonly.2.(a)Whenyouheatametal,itexpands.(b)Whenyouheatametal,itcontracts.Havethestudentsfocusontheimportantwords,andbythewaytheywillhavetogivetheirideasonthosesciencefacts.Justletthemtalk.Whiledoingthisactivity,listouttheimportantwordsonthePPTandhavethestudentsreadaftertheteacherandofcoursetrytomemorisethem.Step3.ScientificexperimentT:(showthestudentsapictureofalab)Doyouknowwhereitis?Ss:Itisalab.T:Whatdoyouthinktheyaredoing?Ss:Theyaredoinganexperiment.T:Haveyoudoneanyexperiment?Howdidyoudoit?Activitytwo:discussionHowcanwecarryoutanexperimentsuccessfully?Listoutthefourmainsteps(conclusionaimresultmethod).Havethestudentsputthemintherightorderaftercarefulconsiderationfromthediscussion.Maybewecaninviteacoupleofstudentstosharetheiranswersbycreatingashortconclusion.Givethestudentsandhavethemreadtheconclusiongivenbytheteachertogether.(onceagain,havethempayattentiontothenewwordsandphrases)Activitythree:BrainstormingWhatarethosesubstancesinChemistry?T:Whenwehavechemicalclass,theteacherwillshowussomesubstances.Doyouknowwhattheyare?1)SimplyshowthestudentsthepicturesofthesubstancesandhavethemcalloutthenamesinChinese.2)HavethestudentsreadtheEnglishnamestogether,butspendnomuchtimeonit.Step4.TransitionT:Afterallthosewehavetalkedabout,weshouldputwhatwelearnedintouse.So,let’sgototherealexperiments.Activityfour:Experimentone:thereactionofmetalsFastreading:ReadPassageAandchoosethebesttitleforit.Detailedreading:answerthequestionswithcompletesentences.Checktheanswerswiththewholeclass,andgettheconclusionthatsomemetalscaneasilyreactwithothersubstancesandothersdon’t.Inthisway,theteachercanmanagetoleadthestudentstothesecondmatalreactionexperiment.Bytheway,thewholeprocessisbasedonstudents’knowledgeofchemistrywhichisnotdifficulttothem.Step5.ReadingparttwoExperiment2:thereactionofnailsThispartistohelpthestudentstoseeawholeexactchemistryexperimentinEnglish.Still,thestudentsshallusetheirreadingskillstogettherequiredinformationASAP.Step1.Lead-inT:(twopictures)whatcanyouseeinthepictures.Ss:Twonails.T:Theyarenotthesame,why?Ss:(differentanswers)T:ok,sonow,wearegoingtodoanexperimenttofindtheanswer.Activityfive:Readthepassageandcompletethetablethestudentscanquicklyandeasilyfindtheanswersfromthepassage.Sojustcallbacktheanswersfromthewholeclass.Activitysix:experimentdetailsJustnowwelearnedthatwhiledoinganexperimentweshouldfollowthe“aim--method--result—conclusion”order.Sonow,havethestudentsfollowtheorderandfillintheblanksontheshownpictures.Aim:tofindoutthereasonwhynailsrustMethod:comparisonexperiment(3differentways)Result:nailsrustonlyinthethirdwayConclusion:n