Learning about Language优秀教学设计范文

教学课例与教案设计

Unit4 Wildlife Protection 人教版第二模块（必修）

课型：1. Warm-up and Pre-reading

2. Reading and Language points

3. Using language 4. Listening and Speaking

5. Using Structure

6. Writing

授课时间：

40分钟/节

总体目标：每节课遵循Lead-in→Pre-task→While-task→Post-task→Reflective-task→Assignment模式，立足并渗透识别、理解、推理、概括、重构、阐述六个层面能力, 从语言形式训练过渡到语言思维的训练，归还语言之本质，注重信息能力、思维能力和跨文化沟通能力的培养。

教学配合资源：

高中新课标同步英语资料《三维设计》、《英语周报》。

教学设计与实施：仙桃荣怀学校英语高一教研组

课型：Discovering useful structures 教学内容:Present Continuous Passive Voice 执教者：毛文龙

语言材料分析：本单元要求学习的语法是现在进行时的被动语态。在本课时的设计中，通过对课文中的句子的填写，让学生自己总结出现在进行时被动语态谓语动词的构成。然后提供更多的例句让学生讨论归纳现在进行时被动语态的用法；最后老师再加予总结;并通过一套由易到难的练习（挑选了课文的相关练习），让学生对该语法得到巩固

。

Teaching aims:

1.

To learn the grammar point--- the present continuous passive voice.

2.

To help students master the present continuous passive voice.

Teaching methods:

归纳法和演绎法

Teaching procedures

Step 1

Lead-in (3’) 1.

Greeting . 2.

Ask students to fill in the blanks according to the text. T: Yesterday we’ve learned the passage”how Daisy learned to help wildlife”.What animals are mentioned in the passage, do you still remember? ……

Well, please fill in the blanks according to the text on the White Board….. Step 2

Pre-task(10’) Discovering useful structures T:

All the sentences include the present continuous passive voice. Can you summarize the rules for it? Pay attention to the verb form in each sentence. S:……

T: So it should be “am/are/is +being+V-ed”. Then do you know when it is used? You can get some tips from the usage of the Present Continuous Tense. (1) Ask students in group of four to discuss the usage of the Present Continuous Passive Voice by studying the sentences in the text and the sentences on the white board. (2) Ask students to say the usage of the Present Continuous Passive Voice. (3) The teacher summarize the usage of the Present Continuous Passive Voice. Step 3

While-task(8’)

(1) Do Practice 1 with partners and then ask the students to say out their answers. T: Now Please do the exercise on the White Board with your partners. ...... Now let’s check the answers. Any Volunteers?...... Exercise: --Can I use ________? --Sorry, but it ________________ . (2) Do Practice 2 with partners and then ask the students to say out their answers. T: Now another exercise for you. Do practice 2. Exercise: --Where __________? --Oh. ___________. Focuses or expected results 目标: 让学生自然地进入教学内容。

预测效果：能打开学生思维，进入话题。

目标:

让学生自己发现并分析所用句子的语法。（识别）

预测效果：学生能意识到这节课的教学目标。

目标：让学生根据文中的句子总结出现在进行时被动语态谓语动词的构成。然后提供更多的例句让学生讨论归纳现在进行时被动语态的用法；最后老师再加予总结。

预测效果：不同层次的学生能通过讨论基本掌握或很好地掌握语法规则。

Step 4

Post-task (10’) (1) Do Practice 3 in pairs and then ask the pairs to present the dialogues. (2) Read the sentences together once. Exercise: Mary: Peter, look at these pictures. What is happening? Peter: Oh, my god. ___________________. (3) Do Practice 4 in pairs and then ask the pairs to present the dialogues. (4) Read the sentences together once. Exercise: Mary: Peter, look at these pictures. What is happening? Peter: Well. __________________________. Step 5

Reflective-task (8 ’) Discuss the questions in Ex.3 on P29 in groups and then say out the answers in pairs. Step 6

Assignment ( 2 ’) 1. Revise the Present Continuous Passive Voice. 2、Finish Exx1-3 on P64.

目标：巩固所学语法的规则并进行运用。

预测效果：学生们能够顺利完成任务，达到巩固的目的。

目标：再巩固所学语法的规则并进行运用。

预测效果：学生们能够熟练掌握该语法。

Reflections:

课堂实施结果:(1)教师能完成预计的教学目的.学生也掌握了现在进行时被动语态；

(2)课堂气氛活跃，同学们能积极进行课堂讨论，自主探究得出老师所提问题的答案．

不足之处：

采用竞争的方式可以看出有些学生因基础较差未能很好地参与到活动中去。如何使差生在课堂上更好地参与到活动中去是我们老师应该思考和解决的问题。