Section B教案设计

教学设计理念

在落实新课标与课程改革的相关要求的前提下，基于英语学习的基本要求，即要求学生听说读写的全面发展，结合初中生素质教育，着重培养学生综合运用语言的能力。在整个过程中：

1.运用交际型教学法。在设定的情境下，培养学生综合运用语言的能力。鼓励学生大胆地使用英语。

2.本堂课将采取不同于传统英语阅读的教学方式，即过于着重词汇语法的教学方式。将着重于课文的理解，以及对朗读技巧（语音、语调）的掌握。致力于提高学生的阅读兴趣。

3.本堂课以学生为主体，教师为主导。鼓励学生发言说英语，英语教师通过言语活动促进学生对言语对象的内化，从而形成英语运用能力。让英语在学生那里发生是英语教学的主要目的，也是促进英语课程进行的重要环节。

4.

确立“言语本位”的课程观。秉承英语教学最终是教授给学生“语言”，即语言的能力，而不是仅限于、浅层次的词汇语法等语言知识。英语教学是以言语内容为中介使学生获得言语规律和技巧的教学活动；通

过开展言语活动，培养学生的英语运用能力。

学情分析

1, 初一的学生，刚接触外面新鲜的世界，对于英语这门学科的认识还没有最终确立，在这个阶段教师应引导学生形成学习英语的兴趣，引导他们找到学习英语的乐趣，这样才能在学生的英语学习开始时打下扎实的兴趣基础，才有利于推进英语的学习与教学。本课通过各种小活动来学习I’m watching TV这一单元的阅读，让学生感受到英语学习的乐趣。

2, 在这个信息时代，学生可以通过各种途径接触到各种新鲜事物，在这种情况下，如果教师还局限于传统课堂，学生的学习兴趣肯定大幅度下降。因此新课堂要求教师告别死记硬背，结合学生对文化背景（端午节）的了解，引入学生感兴趣的元素（运用动态图片、各种小游戏），在教学活动设计环节满足他们的心理需求，激发他们学习的热情。

3，初一学生对英语的认识还不完全，所以这个时候教师一定要兼顾所有的学生，把所有学生的英语兴趣提起来，

而不是一开始就让学生觉得英语课无聊，从而产生一种厌学情绪。

4，初一的学生还没有形成良好的学习习惯，还不能很好的管理自己的学习。因此在以学生为主体的课堂中，教师要做好纪律监督者和课堂主导者，以保证课堂的顺利进行。

课型分析

阅读课在英语教学过程中是教学的重难点。阅读不是单纯为解决某个语言问题，而是为利用所获取的信息知识进行交流，这种交流包括学生与文章作者的交流也包括学生获取信息后与同伴的交流。它一种吸收、思考、理解、接受信息和反馈信息的过程，也是知识情感的交流的过程。

信息输入-信息理解-输出，这三步是我们培养学生理解能力的必经之路。信息输入是培养学生对信息的收集整理能力；理解是引导学生通过联想、推理、归纳等思维活动对输入信息进行进一步的解码并存储的过程；输出旨在培养学生运用所学知识，结合生活经历与生活实际，发挥理性思维对某一话题发表自己的看法的综合语言运用能力。

基于阅读课的特点以及本课的话题—正在进行时，本堂课我将以交际教学法为主，借助多媒体展开教学活动。围绕文章内容，设定小任务；合作探究与独立思考相结合。展开一个以教师为主导，学生为主体的双向互动教学。

教法分析

交际教学法（CLT）：

交际教学法核心是教学生怎样使用语言，用语言达到交际的目的，而不是把语法规则和零碎的词语的教学作为语言教学的最终目标。交际教学法强调的是要教授语言运用方面的知识。

根据交际教学法的原则，教师和学生都要注重运用所学外语进行模拟现实的交际。本课根据交际教学法，将设计模拟现实的交际任务，着重于学生语言交际能力的锻炼和培养。

Teaching contents:

Unit 5: I’m watching TV (People's Education Press, Book 2.

) Reading

45 minutes Junior 1

Lesson type:

Class-duration: Ss’ description:

Teaching objectives:

Knowledge:

1. Students can speak, read, write and use the following phrases correctly: Watching TV, cleaning, reading a newspaper, talking on the phone,

Exercising,

washing the dishes,

2. Students can understand and use the following sentence pattern:

---What’s he/she doing?

----He/She is doing...

---What are you/they doing?

---I’m/ They are doing... Skill:

1. Students can master the skill of skimming, scanning, and careful reading.

2. Students can read passages with proper tone and rhythm. Affect:

1. Students can use what they have learned to have a better communication with others.

2. Students learn to reflect on themselves about their relationship with their family.

Learning strategy:

Students can analyze and solve problems by observing, discussing and concluding.

Main points：

1. To master key words and phrases in text.

2. To comprehend the text and grasp the main idea. 3. To grasp details of the text. Difficult points:

1. To master and use present continuous tense correctly.

2. To retell the story in an orderly and logic way. Teaching methods: Teaching aids:

CLT (Communicative Language Teaching method) Blackboard, PPT, computer, video, pictures...

Teaching procedures

Time

Teacher Activities

Student Activities

purpose Resources

6’

Step 1: 1.Greet my students:

How do you feel today?

2.Review on what students have learned in last class.

Do you still remember what we have learned yesterday? Do you want to have fun? Now let’s play a bomb game to review what we have learned yesterday.

Instructions: when you see a bomb, you cover your ears with your hands; when you see a phrase you read it.

Step 2: 1. Pose one question and give instructions: Lead-in

Step 1: 1.

The whole class answers the question together.

2.

Listen to teacher’s instructions and do as the picture shows.

The whole class act together.

Step 2: 1. One student answers teacher’s Step 1: 1.

Warming-up

2.

Help Ss warm up and prepare mentally for the new lesson.

Step 2: 1.

Review and practice PPT Computer

Pictures Audio

Pictures should be clear enough for Ss to distinguish the action.

Do you still remember the conversation we learned yesterday? Now let’s practice it with pictures.

(The teacher randomly asks one student: what’s he doing?)

Step 3: 1.

Check students’ answers and give them proper and timely comments.

question and then randomly asks the main sentence another student the same pattern of this unit: question according to the picture A: What’s she/he on the screen; another student doing? answer the question. B: She/he is doing…

Step 3: Step 3: 1. Check whether their answers are 1.

To warm Ss up and right or not. give them some

preparations for the new lesson on words

and phrases.

.

PPT Computer

Pictures Pictures should be clear enough for Ss to distinguish the action.

Comments should be proper and encouraging so that Ss can build their confidence.

9’

Pre-reading

PPT Step 1: Guessing game

Step 1: Step 1: a.

Give instructions. 1. (Group work) 1.

To motivate Ss to Computer

(Here are four groups of pictures, every

Every group discuss according to think and guess, Blackboard

group will get a picture and then guess what relation the picture has with passage, and everything related to the picture is ok).

(Appendix I)

b.

To write down the key words of every group’s discussion on the blackboard. (Now link what every group has found out and imagine what kind of story we will going wo learn).

3. Guide Ss to build the linkage between these pictures and key words, leading them to imagine the whole story; then invite Ss to share their ideas with their classmates.

4. Praise Ss for what they have done, then give directions and requirements on skimming the passage. the instruction of the teacher.

2. One member of each group show the teacher their results of guessing; at the same time, link the keys words of every group’s results and think about what the story might be.

3. To build the linkage between the pictures with the guidance of the teacher and imagination; then show their hands to share their thoughts.

4. Ss read the text very quickly in a silent way and find out answers by using skimming skills. using their imagination; at the same time, to cultivate their cooperating spirit.

2. To encourage Ss to talk and think boldly and give them a chance to speak in public.

3. To cultivate Ss’ ability to organize related ideas together in a logic way.

4.

Train Ss’ skimming skill by catching the key words of Pictures.

Pictures should clear enough with clear signs so that Ss can imagine in the right direction.

The key words should be small but with strong indications so that students can imagine correctly.

(Do you want to know whether your answers are right or wrong? Now let’s read the passage quickly and check our imaginations; after reading the passage, finish the T & F Questions on the screen;

Give Ss skimming skills: a. Pay attention to key words and phrases of every item. b. Focus on beginning and ending of every paragraph. (Appendix II)

5. Check Ss’ answers.

5. Two Ss share their answers with the whole class and other Ss shall check their answers.

every item.

5. Evaluate Ss’

skimming ability.

.

12’

While-reading

Step1: Step1: Step1: 1.

Pose two questions 1. Be aware of the question and 1.

To encourage Ss to What do you know about Dragon Boat listen carefully to teacher’s know more Festival?

directions; and do as the teacher information about What do you do on this day? says. the traditional

PPT Computer

Poker cards

(Discuss with your partner for one minute

and then play the poker game: there are four

poker cards (number1--4), after your

discussion, randomly choose one---you should

say the same number of sentences equal to the

number you get).

2.

Invite Ss to share their ideas on Dragon Boat 3.

To share their understanding and Festival. information on Dragon Boat

Festival.

3.

Give directions and reading skills on careful 3. Read the text very carefully in a reading. silent way, and find out answers (Just know we know what we do on Dragon from the text by applying careful Boat Festival, then how about Zhu Hui’s reading skills. family? Read the passage carefully and find

out what Zhu Hui’s family are doing and fill

the table;

Give careful reading skill:

Reading skills about solving detailed

questions：to locate key words).

3. Check Ss’ answers.

4.

Two Ss share their answers with

the whole class.

Step 2: Step 2: 1.

Pose a question

1. When read the passage keep the (Zhu Hui’s family are celebrating Dragon Boat question in mind.

2.

To cultivate Ss’

native culture

awareness.

3. Train Ss careful

reading skills.

3. Evaluate Ss’

careful reading

skills.

Step 2: PPT 1. Train Ss careful

Computer reading skills and

Chinese festival and know the meaning of this festival.

Festival, what about Zhu Hui? What does he think about his home in China? Read the passage carefully and choose the best answer for the question).

(Appendix III) 2.

Pose a question:

Why Zhu Hui misses his family?(Combine the meaning of the Dragon Boat Festival)

(Appendix VI)

3. Check Ss’ understanding.

2. Discuss with partner and answer the question.

3. Show their understanding on this question.

understanding.

2. To invite Ss to think more on Dragon Boat Festival, to let them know it’s not only a day that honors Qu yuan(an ancient poet and patriot ) but also a day for family reunion.

8’

Post reading

Step 1: 1.

Story-retelling.

Give students directions and requirements on story-retelling.

(To read the passage again, and pay attention to what people are doing. Then retell the story according to the given pictures. Firstly, retell the story to your partner and then share your story in class).

(Appendix V)

2.

Invite Ss to retell the story.

Step 1: 1.

Read the passage carefully and then retell the story according to the pictures. (group work)

2.

Learn from example and think in a divergent way.

PPT Step 1: 1.

To cultivate Ss’

Computer ability to think and

organize words logically.

2.

Encourage Ss to speak and think.

5’Text analysis

Language points

Point1---any other

Step1. Analysis

Any other + 名词单数

1.

Listen to the teacher and take notes. 1.

Train students’

PPT

ability of note Computer 2.

Try to understand these language taking.

points.

2.

Help students to 3.

Practice. acquire these

language points.

Point II---wish to…

Step1. Analysis Wish to do sth…

Wish sb to do sth…

5’

Step 1:

1.

Pose homework

To search for more information on Dragon Boat Festival. Then share them with your classmates tomorrow. 2.

To tell a story according to the give pictures and hints.

(Appendix VI) Assignment

(Requirements: a.

You should try to use Present Continues Tense as much as possible;

b.

You can refer to dictionaries and books for new words;

c.

Tell the story to your classmates tomorrow).

After class reflection

It will be written after class immediately.

Appendix Appendix I:

Appendix II: (1)

Zhu Hui now lives in American. (2)

American people celebrate(庆祝) Dragon Boat Festival as Chinese do. (3)

Zhu Hui doesn't miss his family.

Appendix III:

who mom and aunt dad and uncle Zhu Hui the father of the host family the mother of the host family what

Appendix VI: What does he think about his home in China? A. He doesn't miss his family. B. He misses his family a lot and wants to go back home.

C. He doesn't like his family at all. Appendix V:

Appendix VI:

教

Warm-up Activity one:

Bomb game Q&A Review conversation Pre-reading Guessing Game Skimming: T & F Questions 学

流

While-reading Brainstorming

Careful reading: Activity one: Activity two: Multiple Choices 程

Post-reading Story-retelling Text analysis Language points (Analysis) Practice