教学设计(模板及范例--初二英语.doc

教学设计

课题：《Unit4 What’s the best movie theater? Section B 1a to 1e》
科目：英语
教学对象：初二（1）班
课时：1课时
提供者：彭睿敏
单位：万安县顺峰中学
一、教学内容分析
The lesson plan I’m going to talk about is from Go For It! BookⅡUnit4 What’s the best movie theater? My lesson is the third period of this unit. It includes Section B(from 1a to 1e).
First I’d like to tell you about my understanding of the teaching material. The topic of this unit is mainly to discuss preferences and comparisons, the students can talk about the favorite things, so they are interested in this topic. They have already learnt comparative and superlative forms of adjectives and adverbs. So it’s not difficult to lead in this new period. After this period, students are required to be able to make comparisons and describe the people and things.

二、教学目标
1. Knowledge aims:
a. Students should be able to use new words:
creative, talent, performer
b. Students should be able to use the target language:
Who was the best performer?
2. Ability aims: a. Students will be able to make comparisons and describe the performers.
b. Students will be able to develop their listening skills by learning 1c & 1d and improve their speaking skills through different kinds of practice.
3. Moral aims: a.To arouse the students’ passion of learning English and take an active part in English activities.
b. To develop good relationships between teachers and students

三、学习者特征分析
学生在第三单元已经学了形容词比较级的用法，学会了对两个事物进行比较、描述。本单元学习的话题学生比较感兴趣，是第三单元知识的延伸，在讨论、交流中可以培养学生运用语言做事的能力。
当然我们学校的学生大部分基础较差，两级分化严重，课堂设计的任务如果有难度那么互动的学生相对就会较少，因此设计的任务要有层次性。注重基础教学，由易到难，慢慢提升。

四、教学策略选择与设计
　1、情境教学法
2、讨论教学法
3、多媒体辅助教学法

五、教学重点及难点
teaching and learning focusis to help students describe the things, make a decision and show their own opinions.
Difficult points is to helpstudents master some expressions about comparative and superlative forms of adjectives and adverbs.

六、教学过程
教师活动
学生活动
设计意图
Ⅰ. Warming- up
1. Daily greeting. show a beautiful song“I could be the one”.
T: Do you like the song? This is the best foreign song I know. It called“I could be the one” I love it very much. I like staying at home and listening to music. I think I’m friendly and quiet. What are you like?
2. Use adjectives to describe the appearance and personality.
3. Tell something about the class.
T: You see, I’m your new teacher today. So I want to know something about you. Who always has new ideas in our class?
T: So I think he\she is the most creative student in our class.(pay attention to the intonation).
…is the most popular student in our class?
Quietest
…

1.Answer questions:
What are you like?
I am …
What is he\she like?
He\She is…
2.Say some sentences:
…is the most popular student in our class.
。

As usual, my lesson begins with greetings. Warm them up. ThenI’ll ask them to tell us information about the class and other things they want me to know. Here, I design some questions to help the students be familiar with the superlative forms they have learned in section A. I aim toarouse students’ interests and attract their attention. Let students use the adjectives and adverbs as much as they could, And it can make Ss feel less difficult when making new practice in the next steps.

Ⅱ.Practicing
1. 1a.Write these words and phrases next to their opposites in the chart.
T: I’m glad to know so much about you. You are the kindest persons I know. Now please open your books and turn to page 28. Look at 1a, please write these words and phrases next to their opposites in the chart.
2. Read the words.

Choose the opposites in 1a and check the answers by using words like this: the most boring and the most creative.
most boring
most creative
loudest

worst

most serious

consolidating the new phrase, superlative forms and the opposites.
Ⅲ. Brainstorming
Talk about the person you know.
T: Good job. This is my cousin Li Jing. She is the funniest person I know. Now let’s talk about the persons you know

Students say sentences like this:
…is the quietest person I know.
…is the funniest person I know.
…is the most creative person I know.
…is the…I know

After consolidating the new phrase and superlative forms, it is time to put them in using. This step isalsoto let students confirm the key words and superlative forms.The teacher can get students to practice the target language naturally through sentences. It can also arouse the students’ interest of showing their own opinions.
Ⅳ. Presentation
Show the pictures of school talent show and ask what they did.
(present the new words “ talent, performer”)
T: Look, these are the pictures from the school talent show. They are performing. They are performers.
What did she\they\he do?

Look at the pictures and say what they did.
She played the guitarupside down.
They played loud music and sang together.
He performed throwing and catching balls.
She played the piano.
He sang a song with his d

I’ll show them some pictures of China’s Got Talent. First, show the new words “talent and performer”. Then I’ll ask them to talk about the performers by using superlative forms. Try to lead the students to say them correctly. In this way, I naturally present the important words, sentence and let them know something about talent show.。

Homework
1. Listen to 1c &1d at least 3 times and imitate(模仿） it.
2. Write down the report about classmates.

Report:
In our class, I think Lily is the funniest person. She often tells jokes. John is_________________________
____________________________
________________________
____________________________

consolidating the things we studied today.
七、教学评价设计

评价内容

学生姓名

评价日期
11月16
评价项目
学生自评
生生互评
教师评价
优
良
中
差
优
良
中
差
优
良
中
差
课堂表现
优

优

优

回答问题
优

优

优

作业态度
优

优

优

知识掌握
优

优

优

综合评价
优
寄语

八、板书设计
Unit4 What’s the best move theater?
Section B 1 1a-2e
loudest talent show
quietest performer
funniest Who was the best performer?
most creative
most boring

九．教学反思
可以从如下角度进行反思（不少于200字）：

这是我在别的学校上的一节公开课，我是依照词-句-对话-文章的形式由易到难进行设计的，首先通过让学生听歌进行热身，通过“What are you like?”引导学生说一下体现性格和外貌的形容词，接着询问班级里学生的一些情况，加深相互之间的了解，同时让学生说类似的句型：…is the most popular student in our class.从而让学生更加熟悉最高级。然后让学生做1a过于单词及1b过于句型的练习进行进一步的巩固和运用。
接着开始导入到听力。这一部分是我认为我这节课最精彩的地方，我充分解读了文本，运用了一些听力策略。首先，我通过1b中的图片导入新单词talent及performer并教授的音标。然后对每一幅图片都进行了具体的分析问学生他们在做什么，以此来减低听力的难度，让学生对接下来的听力内容有一定的了解。接着由于有些人名学生不会念，就先让学生跟读一遍，接着做听力。然后再次呈现图片，让学生自己谈论他们认为图片中的人是最怎么样的，为下面较难的1d做好铺垫降低难度，并强调来不及写整个单词就写首字母，最后在进行听力练习。这样一来就使学生对这两个步骤掌握得非常牢固。
听力做好后就让学生跟读对话，进行对话练习，最后进行报告及采访，对所学的知识进行提升，对今天所学语言进行运用及输出。
这节课学生比较活跃，基本达到了我期望的水平。但最后的采访我觉得还可以再改进。在公开课时这个环节发生了出乎我意料的事，我为了慎重，特意给他们每人发了一张纸，本意是让他们四人一组进行对话练习，但任务布置下去后他们都忙着去填那张表了，我立时就有些懵了，等他们填好后，才开始练习。好在最后的展示很不错，就是稍微多用了点时间。因此，我想最后那个环节设计时，只要在幻灯上芳上这张表格就可以了，学生的习题纸上表格就可以省去。
如果重新上这节课，最后的采访我要改掉，原本设计的是了解班级之最及这样认为的原因，但课后我认为如果让他们讨论超女、中国好声音等节目可能更能激发学生的热情。通过这节课，学生基本掌握了主要的内容及句型，可以流利的进行对话了。听课的老师也认为我最后的环节处理及设置有待改进。

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