Listening and vocabulary教案设计（一等奖）

教学设计

TB1 Module2

My new teachers The Second Period---- Reading and Vocabulary

镇宁民族中学

张齐英

一、课堂教学设计思路和原则

“以学生为中心”的阅读训练

二、教材分析与处理

Module 2 Reading and Vocabulary部分要求学生利用提供的词汇阅读三篇短文，了解不同教师的教学风格。为了训练学生围绕学校生活对教师个性特征、教学风格进行由浅入深的描写，我大胆尝试在第二课时中把Introduction介绍表示个性特征的形容词，以及其它相关词汇与Reading and Vocabulary的短文阅读理解相结合进行教学。遵循教材的“题材-功能-结构-任务”的编写原则，探索适合学生英语学习的途径和方法。

三、教学目标

（一）语言知识目标

1、重要单词与短语

（amusing, energetic, intelligent, nervous, organized, patient, avoid, appreciate, admit, scientific, literature, joke, summary, respect , make sure, so that, make progress, as a result, in fact, fall asleep, tell jokes ）

2、重要句型

1)

She is also very serious and doesn’t smile much.

2) Some ..., but most of us really appreciate her ... well organized and clear.

3)

There are few students ... who keep coming to class late...

（二）语言技能目标

理解介绍教师特征及其风格的课文、获取信息并掌握和理解作者的观点；运用表示个性特征的词汇描述熟悉的人物尤其是描写自己各科任老师。

（三）学习策略目标

搜集和运用所学词汇、短语；对介绍教学风格的材料进行理解、分析、比较和总结；体现自主合作探究相结合。

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（四）文化意识和情感态度目标

通过对本课时文章的阅读，加深对老师的了解和热爱, 从而尊重老师，既发挥学习主动性也配合教师的教学工作，实现感情交流, 使师生关系更加融洽。

四、教学重点与难点

重点：围绕学校生活对教师个性特征、教学风格进行描写。

难点：了解不同教师的教学风格，并运用于实际。

五、教学方法

根据高中英语新课标及当前教学改革、课程改革的先进理念，为实现上述教学目标，采用多媒体教学为辅，运用任务型教学途径，围绕核心任务，设定小任务；开展自主性学习的小组活动，使合作、探究与独立思考相结合，最大程度地优化学生的学习方式，提高课堂学习效果。

六、教学过程

Step Ⅰ Greetings and Pre-reading Task 1: Greetings with students. Task 2: Show the content and goals of this period to students. Task 3: Show students a blackboard newspaper about the Teachers’Day to let students describe the blackboard newspaper , arousing the students’interest. And then show some pictures of their teachers，including my pictures. Students work in groups of four to describe the pictures，then make a conclusion : some adjectives which we can use to describe people as follows : amusing

patient

energetic

popular

funny

serious

shy

kind

intelligent

strict

lively

stupid

nervous

organised

第一环节：导入与复习。这部分起到复习旧知导入新知的作用。主要任务是让学生使用上一课时学过的形容词描述老师，既复习了上节课涉及到的词汇，又很自然地进入到今天主要谈论的话题。为避免学生对词汇学习感到枯燥无味，于是采用欣赏教师图片的同时应用所学词汇描述的方式完成，并对其描述作出相应的评价进而作出词汇总结。这最大程度地调动了学生的学习兴趣，所以这部分也属于激趣阶段。

Step Ⅱ while -- reading Task 1: Ask students to turn to P12 and look at the pictures of three teachers ( Mrs. Li、Mrs. Chen and Mr. Wu.) Then let students to express their first impression of the three teachers.

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Task 2: Let students listen to the text and check their prediction. Task 3: Let students read the text to get the detail information, then do some exercises.

1. Judge these sentences

True or False about Mrs. Li . 1). Mrs. Li wasn’t nervous at her first lesson. 2). Mrs. Li explains grammar clearly and I can follow her. 3). She makes me feel stupid when I make mistakes. 4). With her help, I make progress in English.

2. let's retell the story of Mrs. Chen by filling in the blanks . Mrs. Chen is very _____ and also very ______ and doesn’t ____ much. Those who are often late for class are always ______ for her lessons. But most of us really _____

her because her teaching is well _______ and clear. During some ________experiments, she gives exact explanations. Although physics is not my _______ lesson, I think I will make progress. 3. Answer the following questions about Mr . Wu.

1). How old is Mr. Wu and how is he ? 2). Is Mr. Wu liked by his students? Why ? 3). What does he do when he gets excited ? 4). What does he do when his students get tired ?

第二环节：阅读与理解。这一环节是本模块的中心内容，也是本课时的重难点。我采用了以下步骤。

第一步、在课件中通过呈现课文中的三位老师的照片让学生用所学的形容词描述自己对这三位老师的第一印象。然后让学生听课文录音对比自己对三位老师第一印象的预测，使学生初步感知课文内容，训练学生的听力扑捉能力，为进一步的阅读理解打下基础。

第二步、通过两人结队活动pair work及小组活动，进一步阅读课文，互相帮助解决语言形式引起的理解问题，并对比三位老师的个性和风格，快速查找信息，有梯度地讨论、回答和完成相关练习（三位老师分别采用了三种不同的理解方式Mrs. Li——判断句子对错，并对错句进行改正；Mrs. Chen——通过完形填空的方式复述课文：Mr . Wu——采用回答与课文相关的问题检验对课文的理解程度），全面了解课文内容。

Step Ⅲ Post -- reading

Task 1: Read the text carefully and show them a table..

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Task 2: Give them a few minutes to fill in the table about the whole text.

Task 3: Check the answers with the whole class.

Show students a table:

Teacher Subject Age Character Why students like him / her Mrs. Li English Kind and She explains 1.______ 2._____so clearly. She 3._____ making students feel stupid. Mrs. Chen

Very Her teaching is so 4. Almost strict and 5._______ and clear. ______ 60 serious

Mr. Wu

He really enjoys 6. About 28 Energetic 8.______ We never ______ and 9.______in his class. 7.______ He tells jokes when thinking we are 10._______.

第三环节、全班分为三大组，对课文进行小结，培养学生的合作精神和总结能力。利用表格进行读书摘记，使课文内容化繁为简，思路清晰，易于对比三位老师的个性特征和教学风格。

Step IV

Small talks Task 1: Which teacher would you like to have? Explain the reasons using some adjectives we learned just now.

Example:

I’d like to have Mrs. Chen because her teaching is well organized and clear.

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TaskⅡ: Talk about your teachers in senior high school .

patient

smart

amusing

our Teachers in senior high school serious

strict organised

energetic

funny lively

A conclusion: We all appreciate our teachers !

第四环节、在对三位老师的教学风格全面了解后，通过Small talks 的方式谈论自己对这三位老师的喜爱及其原因。之后，在将所学知识运用于实践中——谈论自己的科任老师，加深对老师的了解和热爱, 进而实现本课时的德育教育——学生自觉尊重老师，并对老师给予的无私关爱与教育表示感谢。

StepⅣ

Making a summary

Firstly : the proper way of reading a passage---focusing on the general idea and then getting some special information as required . Secondly : the adjectives in this period used to describe the personality and teaching style . Thirdly : our new teachers are so wonderful that all of us should understand and respect them in our daily life .

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第五环节：总结。理解课文所采用的恰当阅读方法及所学到的用于描述老师的个性和教学风格的形容词和对学生进行德育教育。

Step V Home work :

1. Go over what we learnt about Reading and Vocabulary.

2. Preview GRAMMAR & LISTENING AND VOCABULARY. 3. Making dialogues

When you are having an English class , What will you do as a teacher in the following scenes （Sleeping 、

Using the mobile phone、Being late for school 、Cheating during the exam）?

第六环节：作业的设计与布置，属于学生语言能力的拓展、知识的灵活运用。为培养学生探究式学习能力，在作业设计中，分为课内和课外开放式作业两种。其中作业3，通过呈现学生上课期间违反学校规定的不同情景的真实照片，让学生假想自己作为一名老师遇到这些情景时应如何处理进行编写对话。通过这一练习，使学生把所学语言运用于实践中并从中学会对教师角色的换位思考，为今后配合教师的教学工作，实现感情交流, 使师生关系更加融洽奠定基础。

总之，通过以上各个环节的设计与实施，从多方面强化学生语言技能的训练，全面培养学生的综合英语能力。

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