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初中英语阅读课授课流程一．(Pre—reading) 阅读前（导入）1．做与阅读有关的背景介绍；或者由学生说出与阅读有关的话题。
2．导入一部分有碍课文理解的单词（留一部分生词让学生在阅读时去猜测）；3．根据文章的标题，插图和有关问题引导学生讨论并预测4．给出一两个能概括全文中心思想的指导性问题。
二．(While-reading) 阅读中1. (Skimming) 略读快速阅读课文，引导学生发现作者的写作思路，文章的中心思想,段落大意。
可利用下列问题或者连线的形式，在完成任务的同时理解文章大意。
1）What’s the main idea of this passage?2）How many parts are there in this article?3) What is the text about?4）Match the main idea of each paragraph.2. (Scanning) 详读给出细节性问题，让学生获取有关what, where, when, why, who等基本事实的问题。
这里可以根据文章的不同采用多种形式来帮助学生理解课文。
如回答问题，选择填空，填表格，判断对错等。
3．(Post-reading) 阅读后1. 讲解语言要点。
在学生对课文理解的基础上，有针对性的，简明扼要的分析、解释新语言现象。
同时，检查学生对生词的猜测情况；（知识点点到为止，不要拓展，不要联想）2. 做语言知识练习。
但需要注意的是，非课标要求的项目不以做过多的练习。
（以上两步不要超过10分钟）3. 语言运用。
围绕课文展开各种形式的口，笔头交际活动，如复述课文，问题讨论，角色扮演，采访，调查，仿效与课文有关的话题等。
开始
导入新课
课件展现目标
自主学习，预习展现
教师点拨
合作研究，共同提高
自主学习速读课文，找出文中重点性语句看屏幕，读目标
自学课本，独立达成
课内研究任务一
自学课本，独立达成课内研究任务二
组内沟通你的收获，
共同解决你的疑问，
并展现
教师点拨托尔斯泰的相貌描绘
合作研究作者是怎样描绘托尔斯泰的眼睛的？
教师点拨抓住托尔斯泰眼睛的特色
合作研究阅读《人间最美的墓地》，回答下列问题
教师点拨托尔斯泰的墓有哪些基本
特色
托尔斯泰终究是幸福仍是不幸？小结
结束。
教学流程设计图(总3页)
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教学流程图的设计
一、教学流程图的作用
“教学流程图”顾名思义是关于教学过程的流程图，它是教师实施教学活动的蓝图，其作用在于：
——它可以直观地显示整个课堂活动中各个要素之间的关系、比重；
——教学中的重点和难点部分也可以简洁地呈现出来；
——它也可以较好地反映出教师教学过程设计的逻辑性、层次性等。
教学过程流程图是浓缩了的教学过程，它层次清楚、简明扼要、使读者一目了然。
二、常见的图例有
示例：
课题《再现与表现》（高一语文作文教学）教学过程：
教学流程图。
初中英语听说课教学流程图模板Teaching English listening and speaking skills is a crucial aspect of language acquisition, particularly in the middle school setting. Developing these skills not only enhances students' overall language proficiency but also boosts their confidence and communication abilities. This essay presents a comprehensive template for teaching English listening and speaking in middle school, outlining the key steps and strategies to ensure an effective and engaging learning experience.The first step in the teaching process is to establish clear learning objectives. Teachers should identify the specific skills and competencies they aim to develop in their students, such as the ability to understand and respond to basic conversational exchanges, the capacity to express personal opinions and experiences, and the proficiency in using common conversational expressions and idioms. These objectives should be aligned with the school's curriculum and the students' language proficiency levels.Once the learning objectives are established, the next step is todesign a well-structured lesson plan. The lesson plan should incorporate a variety of engaging activities and tasks that cater to different learning styles and preferences. For example, the lesson may begin with a warm-up activity, such as a short dialogue or a listening comprehension exercise, to activate students' prior knowledge and prepare them for the main lesson.The core of the lesson should focus on developing students' listening and speaking skills. This can be achieved through a combination of teacher-led instruction, pair or group work, and individual practice. Teachers can start by introducing new vocabulary and expressions related to the lesson topic, providing clear explanations and examples. They can then move on to listening comprehension exercises, where students are exposed to authentic or semi-authentic audio recordings and are required to answer questions or complete tasks based on the content.To further enhance students' speaking skills, teachers can incorporate various interactive activities, such as role-playing, information-gap exercises, or small-group discussions. These activities should encourage students to engage in meaningful conversations, express their ideas, and respond to their peers' contributions. Teachers should provide constructive feedback and guidance throughout these activities, helping students to improve their pronunciation, fluency, and communication strategies.Throughout the lesson, it is important to incorporate a variety of multimedia resources and technological tools to make the learning experience more engaging and interactive. For instance, teachers can use audio or video recordings, interactive whiteboards, or language learning applications to provide diverse input and facilitate interactive practice.Effective assessment and feedback are crucial components of the teaching process. Teachers should regularly assess students' progress and provide them with constructive feedback to help them identify their strengths and areas for improvement. This can be done through formative assessments, such as in-class observations, quizzes, or short presentations, as well as summative assessments, like end-of-unit tests or oral proficiency exams.In addition to the core lesson components, teachers should also consider incorporating cultural elements into their teaching. Exploring the cultural contexts and social norms associated with the target language can not only enhance students' understanding of the language but also foster their intercultural competence and appreciation for diversity.Finally, it is essential for teachers to create a supportive and inclusive learning environment that encourages students to take risks, makemistakes, and actively participate in the learning process. By fostering a positive and encouraging classroom atmosphere, teachers can help students overcome their fears and inhibitions, ultimately leading to greater language proficiency and confidence.In conclusion, the template for teaching English listening and speaking in middle school presented in this essay provides a comprehensive and structured approach to language instruction. By incorporating a variety of engaging activities, leveraging technology, and fostering a supportive learning environment, teachers can effectively develop their students' listening and speaking skills, preparing them for successful communication in the target language.。
小学英语学科单元整体教学设计流程图全文共3篇示例，供读者参考篇1Unit Title: English Language for Elementary School StudentsUnit Introduction:This unit is designed to help elementary school students improve their English language skills in various areas such as reading, writing, listening, and speaking. The unit will cover basic vocabulary, grammar rules, and simple sentence structures that are suitable for young learners.Unit Objectives:1. To introduce basic English vocabulary to elementary school students.2. To help students understand and apply simple grammar rules in writing and speaking.3. To improve students' reading and listening comprehension skills.4. To encourage students to communicate in English with confidence.Unit Duration: 4 weeksUnit Content:Week 1: Introduction to English Vocabulary- Introduce simple words and phrases related to daily activities, animals, colors, and numbers.- Practice spelling and pronunciation of common vocabulary words.- Engage students in vocabulary games and activities to reinforce learning.Week 2: Basic Grammar Rules- Introduce simple grammar rules such as subject-verb agreement, present tense, and articles.- Provide examples and practice exercises to help students apply these rules in sentences.- Review grammar concepts with interactive worksheets and group activities.Week 3: Reading and Listening Comprehension- Introduce short stories and passages for students to read and comprehend.- Engage students in listening activities with recorded dialogues and conversations.- Discuss key vocabulary and comprehension questions to improve reading and listening skills.Week 4: Speaking and Communication- Encourage students to practice speaking in English through role-plays, presentations, and discussions.- Provide opportunities for students to communicate with peers in English.- Assess students' speaking skills through individual and group activities.Unit Assessment:- Weekly quizzes on vocabulary, grammar, reading, and listening comprehension.- Speaking assessments through role-plays and oral presentations.- Final unit test to evaluate students' overall English language skills.Unit Reflection:At the end of the unit, students will reflect on their progress and identify areas for improvement in their English language learning. Teachers will also reflect on the effectiveness of the unit and make adjustments for future teaching.篇2Unit title: AnimalsOverall Teaching Design Process for Primary School English Subject1. IntroductionThe Animals unit is designed for primary school students to learn about different types of animals, their habitats, and characteristics. This unit aims to improve students' English language skills, such as listening, speaking, reading, and writing, through the theme of animals.2. Teaching Objectives- Students will be able to identify different animals and their habitats.- Students will be able to describe the characteristics of animals.- Students will be able to use English vocabulary related to animals.- Students will be able to speak, listen, read, and write about animals.3. Teaching Materials- Picture cards of different animals- Videos and songs about animals- Worksheets and activities related to animals- English storybooks about animals4. Teaching Strategies- Introduction: Start the unit with a brainstorming activity where students discuss what they know about animals.- Vocabulary building: Introduce new vocabulary related to animals through pictures, videos, and songs.- Reading and listening: Read English storybooks about animals and listen to audio recordings of animal sounds.- Speaking and writing: Have students describe different animals and write short paragraphs about their favorite animals.5. Assessment Methods- Formative assessments: Conduct quizzes, group activities, and class discussions to assess students' understanding of the unit material.- Summative assessment: Administer a written test at the end of the unit to evaluate students' overall knowledge of animals.6. Differentiation- Provide extra support for students who may struggle with English language skills.- Offer extension activities for students who have a deeper understanding of the unit material.7. Homework Assignments- Assign reading tasks from English storybooks about animals.- Practice writing short paragraphs about different animals.- Review vocabulary words related to animals.Overall, the Animals unit is designed to engage students in learning English through a fun and interactive theme. By incorporating a variety of teaching strategies and assessment methods, students will have the opportunity to improve theirEnglish language skills while learning about the fascinating world of animals.篇3Unit Title: English Teaching Design ProcessIntroduction:The teaching of English in primary school is an essential part of the curriculum. It is important to carefully plan and design the teaching process to ensure that students can effectively learn and grasp the language skills. A well-structured unit plan is necessary to guide teachers in delivering quality English education to young learners. This document will outline the overall process of designing a unit plan for teaching English in a primary school setting.Step 1: Unit Overview- Define the topic or theme of the unit.- Identify the learning objectives and goals of the unit.- Determine the scope and sequence of the unit.Step 2: Pre-Assessment- Conduct a pre-assessment to gauge students' prior knowledge and skills.- Identify students' strengths and weaknesses in English.- Use assessment results to inform instructional design.Step 3: Curriculum Design- Develop a curriculum framework based on the unit objectives.- Determine the content and language skills to be taught in the unit.- Align curriculum with standards and guidelines.Step 4: Lesson Planning- Plan individual lessons that align with the unit objectives.- Incorporate a variety of activities and resources to engage students.- Consider different learning styles and abilities in lesson design.Step 5: Assessment Strategies- Develop formative and summative assessment tools to measure student progress.- Include a mix of assessment types such as quizzes, tests, projects, and presentations.- Provide feedback to students to guide their learning.Step 6: Differentiation and Adaptation- Modify lessons and activities to meet the needs of diverse learners.- Provide additional support for struggling students.- Offer enrichment activities for advanced learners.Step 7: Reflection and Evaluation- Reflect on the effectiveness of the unit plan and instructional strategies.- Evaluate student performance and progress in achieving learning objectives.- Make adjustments to the unit plan based on feedback and reflections.Conclusion:Designing a unit plan for teaching English in primary school requires careful planning, organization, and reflection. By following the outlined process, teachers can create effective andengaging English lessons that meet the needs of all students. A well-designed unit plan is essential for promoting language acquisition and proficiency in young learners.。
Unit 5 Colours 教学设计教师：仇常蓉所在单位：兴隆林业局第二中学授课年级：一年级一、教学目标：知识与技能：能够听懂并说出与颜色有关的五个词：red,black,yellow,blue,green。
过程与方法：能够听懂询问颜色的问句：What colour is it? 并作出回答：It’s…情感态度与价值观：在活动中培养学生的竞争意识，养成良好的学习习惯。
二、教学重、难点：教学重点：1、Learn the five words:blue,green,yellow,red,black.2、Practice the sentence pattern:What colour is it ? It’s …教学难点：1、能在游戏活动中熟悉运用所学颜色单词，并能对身边的事物进行简单的描述。
2、能掌握句型：What colour is it ? It’s …并且能灵活的运用。
三、学情分析：大多数一年级学生的语言基础知识相对较少，但是有一些学生在学前班或是英语班接触过英语。
对于这部分学生而言，学习书本上有关颜色的词汇和句型已不能满足他们的需求。
此时若是通过信息技术，利用网络资源，就可以激发起学生对新知识的兴趣，这就更有利于学生发挥自己的潜能，向学习的深度和广度扩展。
四、设计理念：《英语课程标准》中明确指出，基础教育阶段学习英语的目的旨在激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立初步的学习英语的自信心；培养学生一定的语感和良好的语音、语调基础，使他们形成初步用英语进行简单交流的能力，为进一步学习打下良好的基础。
在本课中，我采用任务教学法，直观演示法、情境教学法、游戏教学法相结合的方法。
在教学设计中一开始就把任务交给学生，让学生在任务的驱动下学习语言知识，利用多媒体，实物等创设情境，采用学生易于接受的游戏等方式组织课堂教学，提高了课堂效率。
五、教材：新起点英语一年级上册课型：听说课六、教学准备：教学光盘、PPT课件、单词卡片、水彩笔七、教学流程：Step 1: Warm—upLet’s sing a song.Step 2: Greeting:Hello, boys and girls. Good morning.Step 3: New concepts:1、同学们，你们今天穿的衣服可真漂亮，五颜六色的，你们都喜欢什么颜色呢？那你们想知道老师喜欢什么颜色吗？Red, I like red.【设计意图：从生活中引入，自然而且学生比较容易接受．】2、1) Show Chinese flag and ask “what color is it?”(red) look at these five stars, they’re yellow. “what color is it?”2) Practice: red yellow３、Show green balloon and ask “what color is it?”Read it one by one .then teacher make the balloon big and students say green.【设计意图：利用水彩笔来辨别颜色，既激发了学生的兴趣，又巩固了单词．】4、Practice: “red, yellow”with “show me ”.5、Practice: “red, yellow，blue, black, green”“show me ”6、Use“Magic games”learn “blue, black and blue”.Use someone’s hair learning “black”【设计意图：通过变魔术的方法来学习三个单词，容易引起学生的好奇心，另外采用不同的方法来进行新授，也避免了枯燥．】Step 4: Practice:1.play a game “what’s missing?”2.Game: ①Read all the colors together, then play game: “只做口型不出声＂．②考一考你的眼力．③给奥运五环旗涂颜色。
教学设计流程图教学设计流程图模板教学设计是为了方便我们更好的进行教学，这个时候，大家可以看看下面的流程图模板，欢迎大家阅读哦！1．章节名称按照教科书上的章、节（或课）的顺序和名称填写。
在一般情况下，是以教科书上的一节（或一课）为单位进行课堂教学设计的。
如果教科书上的一节（或一课）在实际教学时需要两堂以上的课（我们把它称为学时）才能完成，那么在进行课堂教学设计时，既可以统一设计、分段教学；也可以按学时分别设计、各成体系。
如《初中化学》第二章第二节：原子，统一设计时章节名称可填写为：§2.2 原子；分别设计时则为：§2.2 原子（第一学时）和§2.2 原子（第二学时）两个设计表。
2．计划学时按照设计的授课实际需要填写。
如上述统一设计，需要两堂课来完成“原子”这一节的教学内容，因此在“计划学时”栏中应填写“ 2”；若按照第二种分学时的设计方案，则在对应的“计划学时”栏中填写“1”。
3．教学目标应根据本课程的课程标准（教学大纲）的要求，认真研究教学内容和分析教学对象（学生）的特点，提出本节（课）的教学目标。
教学目标的编写一般包括了认知、动作技能和情感三方面的内容。
按新课标的要求，教学目标应包括知识和能力、过程和方法、情感态度和价值观三方面。
尤其是情感目标，应在深入研究教学内容的基础上，挖掘、提炼对学生思想、品德发展有积极意义的方面，因势利导、自然贴切。
教学目标的叙述应简洁、准确、精炼，概括性强，包括对象、行为、条件和标准四个要素。
它和表下方的各知识点学习目标有着直接的关系，但又不是所有学习目标的简单相加。
另外要注意的是，教学目标涉及的范围要和上面“章节名称”栏中所确定的范围相符合。
如果是一节（课）的统一设计，教学目标也应是整节（课）的；若是按学时分别设计的，则教学目标应是对应该学时教学内容的那一部分，而不是该节（课）的全部。
4．学生特征填写学生在学习本节（课）时的学习准备情况，作为解决教学重点、难点，选择教学策略，设计课堂教学过程的依据。
