初中英語Lesson-72-教學(xué)設(shè)計方案

1、初中英語Lesson 72 教學(xué)設(shè)計方案Properties: Recorder, Overhead Projector and a map of world.Teaching Objectives: 1. Practise listening ability. 2. Revise the grammar: the Comparative Degrees of Adjective and Adverbs The Past Perfect TenseLanguage Focus: Checkpoint 18Teaching Procedures:I. Showing the teaching a

2、imsII. Revision Check homework, then ask the students to read the partners homework to share with each other. Revise the use of the InfinitiveIII. leading in T: Today well learn something about Coco. Do you know where she is from?IV. Listening practice Play the tape or for the students to listen and

3、 find the answer, then look at the workbook, Exercise 1, go through the questions with the students and make sure they can understand what they mean. Play the tape again, let the students discuss their answers in pains before the teacher checks the answers with the whole class.V. Presentation Show t

4、he students a map of the world, and ask: What map is it? Help the students find “China” and “India” on the map. Let the students discuss the two countries: They are developing countries. They have a large population in the world. Ask: Whats the population of China and whats the population of India?

5、Let the students read Part 2 and answer the questions. (Chinas population is 1 328 000 000 and Indias population is 1 000 000 000). Thats to say Indias population is smaller than Chinas .Ask the students to use the words in the box to complete the passage, then read together, finally ask the student

6、s to retell the text.VI. Practice Revise the Grammar: The Past Perfect Tense, give some examples: 1. He had left before his wife came back. 2. I remembered that Peter had already got a bike. 3. By the end of last month, he had learned 2000 new words. 4. When I got to the cinema, the film had begun.

7、Then ask the students to do Exercise 3. The answers are: 1 C 2 E 3 A 4 B 5 D. Let the students read these sentences together.VII. Practice Ask the students to do Exercise 4 first, then check the answers. The answers are: had, in, is, more, the, had, to, in, had, that, to, us, and, toVIII. Workbook G

8、ive the students five minutes to finish workbook. Do Exercises 1, 3 and 4. Then check the answers. The answers to Exercise 1 are: took, went, found, was, called, told, had happened, said, would go, came, was found, checked, founded, said, stole, went, enjoyed, came, found, had stolen, had The answer

9、s to Exercise 3 are: I worn out 2 try on 3 slow down 4 made up my mind 5 am pleased with 6 were angry with, deserve to 7 at least 8 as if 9 carried onIX. SummaryExercises in class Fill in the blanks according to the text in this unit. Lucy and Lily are_1_. They are living together_2_. But sometimes

10、they fight. It doesnt last too_3_. They_4_very well with each other again. They look_5_, so its hard for people to recognize them: Who is Lucy_6_Lily. We always_7_mistakes. They feel_8_. They like most of the same things, for example: music, food and_9_. But Lily likes to_10_, Lucy likes to_11_, the

11、y dont like the same colour,_12_. So they have some_13_Sometimes they disagree, but they never_14_. They love each other and they are_15_happy that they are twins. Answers: 1.twins 2.most of the time 3.long 4.get on 5.the same 6.or 7.make 8. the same 9. books 10 .dance 11. sing 12. either 13. differ

12、ences 14. fight 15.bothX. Homework Prepare for the final examination.Lesson 67教學(xué)設(shè)計方案Properties: Recorder, overhead ProjectorTeaching Objectives: 1. Go over the Grammar. 2. Learn some useful expressions.Language focus: the Attributive Clause.Teaching Procedures:I. Showing the teaching aimsII. Revisio

13、n Ask the students to act out the dialogue first, then let them retell the story written in the exercise books.III. Presentation Say: In Lesson 66, we know Mr Green lost the necklace and his parrot, but he didnt catch the thief. Ask: Who stole the necklace? Allow the students to read the second part

14、 of the play for a few minutes, try to find the answer to the question. Check the answer with the whole class.IV. Practice Play the tape for the students to listen and repeat, then let than read the dialogue and practise it in pairs, ask some of them to act it out in front of the class.V. Teaching G

15、rammar Learn the Attributive Clause. Give the students more examples. 1. A man who doesnt try to learn from others cant hope to achieve much. 2. Do you know the man who came to see Xiao Yang this morning. 3. Is she the girl that sells flowers? 4. The book that/ which Tom gave me is a famous detectiv

16、e. 5. The girl (who / that ) I spoke to is my sister.VI. Practice Go through the sentences of Part 2 with the class, let the students complete the following sentences with who, that or which, then check the answers with the whole class. The answers are: 1. which/that 2. That/ which 3. who 4.which/ t

17、hat 5. That/ that 6.Which / that 7. who 8. who 9. who 10.which/ thatVII. Workbook Do Exercise 2, let the students work alone, then check the answers with the whole class. Then let the students practise the dialogue in pairs. The answers are: 1. The one that the boy is eating 2. The one that has a ne

18、ck and two legs. 3. The one who kicked two goals. Exercises in classDo Exercise 3 in the workbook, write down the answers in the exercise books: Answers:1. Im reading a book which/that is about a robbery.2. Have you ever seen the film that/ which was directed by Zhang Yimou.3. I was shocked to hear

19、the news that/ which was about the terrorist attacks on the World Trade Center in New York.4. Most of the people who lost their lives in the terrorist attacks were5. The twins which used to be the tallest buildings in the US.6. The four planes which were used to attacked the World Trade Center by th

20、e terrorists were American passenger planes.7. The terrorists who launched the terrorist attacks on the US from Alfghanistan must be punished. VIII. Homework 1. Revise the grammar. 2. Ask the students to act out the dialogue.教師資格說課指導(dǎo)：如何的進(jìn)行英語說課說課，是80年代隨著教改的深入而產(chǎn)生的帶有教育科研性質(zhì)的教改新課題。它是教師在規(guī)定時間內(nèi)，面對同行或?qū)＜遥到y(tǒng)地說

21、出或?qū)懗瞿骋还?jié)課的教學(xué)設(shè)計及其理論依據(jù)的一種教研活動。 一說課的意義和特點(diǎn)：1說課是一個開放性活動，它源于備課又高于備課，是備課的深化和提高。要想說好課，教師必須認(rèn)真學(xué)習(xí)課標(biāo)、鉆研教材，必須帶著備課中的問題去深入學(xué)習(xí)有關(guān)教育理論，反復(fù)推敲琢磨自己的教學(xué)設(shè)計是否可行，說出其備課中的思考，即不僅要說出教什么和怎么教，更要說出為什么這樣教。將其備課的理論依據(jù)展現(xiàn)給聽眾，將教學(xué)設(shè)計的思維活動過程從隱性變?yōu)轱@性，從無聲變?yōu)橛新?。使教師半封閉式的個體備課勞動置于集體的監(jiān)督之下。同時，說課教師的知識、能力和修養(yǎng)等狀況隨之直接表露出來。 2說課為上課提供理論依據(jù)。說課有著很強(qiáng)的理論性和實(shí)踐性，它能促使課堂教學(xué)

22、趨于科學(xué)化。說課是介于備課和上課之間的一種教研活動，它為備課提供了理論依據(jù)，并為上課提供了理論指導(dǎo)。也就是說，運(yùn)用說課對備課的理性思考去指導(dǎo)課堂教學(xué)。它不僅能提高課堂教學(xué)效益，而且能提高教師自身的業(yè)務(wù)能力。由于說課活動把說和評結(jié)合起來，使說課教師從備課的靜態(tài)個體行為轉(zhuǎn)化為動態(tài)學(xué)術(shù)討論，形成一種研究氛圍，大家互相切磋，集思廣益，在這個基礎(chǔ)上，說課人再將有價值的反饋信息作用于自己的備課之中，并矯正充實(shí)原先的教學(xué)設(shè)計，使得課堂教學(xué)更趨于科學(xué)化、理性化，從而發(fā)揮說課對課堂教學(xué)每一個環(huán)節(jié)的指導(dǎo)作用。說課架起了備課和上課之間的橋梁，使教學(xué)活動與教研活動達(dá)到和諧統(tǒng)一。二說課的具體內(nèi)容：1說教材（1）說教材的

23、地位與作用：教材內(nèi)容是什么，包含了哪些知識；該課教學(xué)內(nèi)容是在學(xué)生學(xué)了哪部分知識基礎(chǔ)上進(jìn)行的；是前面所學(xué)的哪些知識的運(yùn)用，又是后面所要學(xué)習(xí)的哪些知識的基礎(chǔ)；它在整個知識體系中所處的地位；它在學(xué)生學(xué)習(xí)知識、能力方面有哪些重要作用；對將來的學(xué)習(xí)還會有什么影響等。（2）說教學(xué)目標(biāo)的確定：教學(xué)目標(biāo)是指在教學(xué)設(shè)計中確定的該課教學(xué)所要達(dá)到的目標(biāo)，它對課堂一切教學(xué)活動起到宏觀的調(diào)控作用，也是對課堂教學(xué)評價的重要依據(jù)。首先確定一節(jié)課的教學(xué)目標(biāo)，注意目標(biāo)的完整性：應(yīng)包括認(rèn)知目標(biāo)，情感目標(biāo)和技能目標(biāo)。然后闡述確定教學(xué)目標(biāo)的依據(jù)：教學(xué)目標(biāo)的確定既要符合大綱的要求，又要切合學(xué)生的實(shí)際。最后指出目標(biāo)的可操作性：目標(biāo)要求明

24、確、具體，能直接用來指導(dǎo)、評價和檢查該課的教學(xué)。（3）說教學(xué)重點(diǎn)、難點(diǎn)的確定：教學(xué)重點(diǎn)是教材內(nèi)容表現(xiàn)出來的知識點(diǎn)的內(nèi)在聯(lián)系及其語用價值。其確定的依據(jù)要從課標(biāo)、教材內(nèi)容和學(xué)生的知識基礎(chǔ)及年齡特征等方面來加以說明。教學(xué)難點(diǎn)是指學(xué)生難懂的、教學(xué)中需要著力講解或討論的知識點(diǎn)。其確定的依據(jù)要從造成學(xué)生難懂的原因來加以說明：一種是教材內(nèi)容較深或概念比較抽象；一種是學(xué)生缺乏這方面的感性認(rèn)識或基礎(chǔ)知識。有時教學(xué)重點(diǎn)和難點(diǎn)重合。但如果難點(diǎn)屬于教材內(nèi)容的次要部分，則要分別說出教學(xué)時對重、難點(diǎn)的突破方法、占用時間等。（4）說對教材的處理：教材處理是指教學(xué)設(shè)計時教師對教材內(nèi)容進(jìn)行加工，轉(zhuǎn)化為課堂教學(xué)導(dǎo)的形式的創(chuàng)造性行

25、為。說對教材的處理應(yīng)說出：對教材內(nèi)容的取舍和重點(diǎn)的選擇；依據(jù)、教材特點(diǎn)和學(xué)生實(shí)際，確定哪些內(nèi)容應(yīng)總結(jié)概括，哪些內(nèi)容需解釋發(fā)揮，哪里需詳講，哪里需略講，以及這樣處理的理由等。教材處理是否恰當(dāng)，是教師教學(xué)水平的綜合反映。在教材處理過程中，要體現(xiàn)教師駕馭教材的能力，要有創(chuàng)造性。既不要迷信教材，又要符合教學(xué)各方面的具體要求。 來源：考試大2說教學(xué)方法說教學(xué)方法的選擇及其依據(jù)。教學(xué)方法的選擇，一要考慮是否取得最佳效果，二要考慮師生的勞動是否最少。選擇教學(xué)方法時，一定要遵循教學(xué)有法，教無定法，貴在得法的原則。一般一節(jié)課以一、兩種教法為主，穿插滲透其它教法。教學(xué)中只有一法為主，多法配合，才能使教學(xué)生動有趣。

26、一旦確定了教學(xué)方法，就應(yīng)該介紹為什么采用這些方法，在具體的課堂教學(xué)中，通過什么途徑有效運(yùn)用這些教學(xué)方法，預(yù)計達(dá)到什么樣的效果。運(yùn)用比較法，旁證自己所確定的教學(xué)方法是否可行，并說出在具體實(shí)施中應(yīng)注意哪些問題，3說教學(xué)手段說教學(xué)手段的選擇及其依據(jù)。教學(xué)手段是指教具的選擇及其使用方法。選擇教學(xué)方法時，要考慮到目的性、實(shí)用性、可操作性和新穎性。教具的選擇，一忌過多，使用過頻，使教學(xué)過程變成教具的展覽；二忌教學(xué)手段過簡，不能反映英語課的特點(diǎn)；三忌教學(xué)手段流于形式，對教學(xué)重點(diǎn)、難點(diǎn)的突破不能起幫助作用。說選擇教學(xué)手段的依據(jù)，一般從教學(xué)目標(biāo)、教材內(nèi)容、學(xué)生年齡、學(xué)校設(shè)備和主要教具的功能等方面作出解釋。4說教

27、學(xué)程序（1）說教學(xué)思路及其依據(jù)：教學(xué)思路主要包括各環(huán)節(jié)的時序安排及其內(nèi)部結(jié)構(gòu)，這是說課更為具體的內(nèi)容。合理安排教學(xué)程序，優(yōu)化教學(xué)流程，是教學(xué)成功的基本保證。說教學(xué)程序，一般先說課型，確定課型后，再說明準(zhǔn)備安排哪些教學(xué)環(huán)節(jié)，各教學(xué)環(huán)節(jié)的進(jìn)行步驟、主要內(nèi)容等。如導(dǎo)入設(shè)計：這樣導(dǎo)入有什么好處？效果如何？新授內(nèi)容設(shè)計：分幾步呈現(xiàn)？每步呈現(xiàn)哪些內(nèi)容？各步所呈現(xiàn)內(nèi)容的練習(xí)、講解、交際活動的安排設(shè)計，如何提問和組織練習(xí)、交際活動？如何促進(jìn)學(xué)生積極思維，引導(dǎo)學(xué)生積極參與教學(xué)活動？各教學(xué)環(huán)節(jié)之間如何過渡？最后又怎樣結(jié)束等。整個思路要層次分明，富有啟發(fā)性，教學(xué)結(jié)構(gòu)力求優(yōu)化，能體現(xiàn)教師的主導(dǎo)作用和學(xué)生的主體作用。教學(xué)思路是教師的創(chuàng)造性思維活動，能體現(xiàn)教師的能力和水平，反映教師的教學(xué)技巧。它直接影響教學(xué)目標(biāo)的實(shí)現(xiàn)，直接影響學(xué)生能力的培養(yǎng)和教學(xué)質(zhì)量的提高。教學(xué)思路設(shè)計的依據(jù)要聯(lián)系教法、學(xué)法、教學(xué)手段、學(xué)生的認(rèn)知規(guī)律等方面加以說明。（2）說各教學(xué)環(huán)節(jié)的時間分配：聯(lián)系教材內(nèi)容、學(xué)生基礎(chǔ)和教學(xué)方法等，說出教學(xué)各環(huán)節(jié)的時間分配及其依據(jù)。（3）說板書設(shè)計及其依據(jù)：說板書設(shè)計，主要介紹該課的板書類型，什么時間板書什么內(nèi)容，彩色粉筆如何搭配使用，如何使用黑板，哪部分哪些內(nèi)容屬于主板書，哪部分哪些內(nèi)容屬于副板書等。板書設(shè)計要注意英語語言知識的科學(xué)性