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初中英语_Module 3教学设计学情分析教材分析课后反思

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教材设计 Part1. The analysis of teaching material. This reading passage is taken from Module3. It mainly talks about the plans. Students can get more information about the plans. Part2. The analysis of students. Middle school students have learnt English for many years, so it is not very difficult for them to learn the tenses and grammars. But it is a difficulty for most students to read and speak English. Part3. Teaching aims. 1. Knowledge aims: help students master the words, phrases and sentence patterns, especially the attributive clauses. Guide students to use these words and sentence patterns to describe a disaster. 2. Ability aims: develop students’ reading skills, such as skimming, scanning and guessing. Meanwhile, get students to enjoy reading, love reading. That’s because reading is everything in learning a language. 3. Emotional aims: get students to know more knowledge about an earthquake, and know how to survive. Part4. Teaching key and difficult points. According to the situation of students learning English, my key and difficult points are that how to enable the students to master the reading skills and express their thoughts using what we have learnt in the reading. Part5. Teaching methods and aids. To solve the teaching points above, as a teacher, I will adopt the following teaching methods: brainstorming, task based language teaching and situational approach. As for learning, students will learn through independent reading, discussing and cooperating. I will use multi -media and blackboard as my teaching aids. Part6. Teaching procedures. According to the teaching aims, I divide the teaching procedures into 4 steps, that is warming up and pre-reading, while-reading, post-reading and homework. Step 1.Warming up and pre-reading. It includes 2 tasks, and I will spend 8 minutes on them. In task one, I will get students to discuss in groups about the warming up, encourage them to imagine bravely and describe the damage to these beautiful and clam buildings after the earthquake. In task two, I will ask students to discuss the 2 questions in pre—reading part and report their answers to the whole class. Step2. While-reading. This step includes 4 tasks, and it will take 25 minutes. Task one, skimming. Students will skim the passage and do some true or false questions. The purpose is to enable students to find out some exact information quickly. Task two, scanning. Students need to scan the passage and find out the main idea of each paragraph by individual work and pair work. The purpose is to enable students to find out the clue of this text and understand the structure of this passage. Task three, study reading. I will get students to read and study the passage to find out the difficult and charming sentences and then try to analyze and memorize them. The purpose is to train the students’ ability of understanding, appreciating and using language. We know listening is very important for students to catch useful information, so task 4 is listening. Now that students have fully understood the whole passage, so I will get them to listen to the tape and read it aloud to prepare for the next step. Step 3. Post-reading. It will take 10 minutes. In this step, I’d like students to prepare an interview between a reporter and a survivor from the Tangshan earthquake by pair work. The purpose is to consolidate students’ language knowledge and ability Step4. Homework. I will spend 2 minutes on it. I will get students to write a summary of this passage, using the useful words and sentence patterns they have learnt in this unit. Part7. Blackboard design. I will divide the blackboard into 3 parts. On the top, it is the title of this lesson. On the left, there are some useful words and sentence patterns. On the right, it lists the main idea for each paragraph. Part8. Reflective thinking. I think this part is also very important for teachers. Because I believe that without reflective thinking, there will be no progress in teaching. After class, I will reflect the advantages and disadvantages about this class. Then I will try my best to improve my class. That’s all for my teaching plan. Many thanks to all of you.

学情分析 初一学生，由于年龄小，又加上生性活泼好动，喜欢直观形象思维，对游戏、竞赛、画画特别感兴趣。初一是中学生学习英语的基础阶段，这一阶段的重要任务在于激发并保持学生学习英语的兴趣。因此，在设计课堂教学活动时一定要根据学生的情况，采用灵活多样的教学方法来吸引学生的注意，努力营造玩中学、学中玩的教学情境。课堂上尽量以鼓励表扬为主，鼓励学生开口说英语、特别是给差生创造机会，让他们尝试成功的喜悦。有人说：“教育的艺术是使学生喜欢你所教的东西。”课堂教学中，只有学生乐于参与，主动参与，学生的思维才会处于活跃状况，吸收知识才会迅速，学习英语才不会让学生觉得是“苦差事”。

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初中英语_Unit 3 What color is it教学设计学情分析教材分析课后反思

初中英语_Unit 3 What color is it教学设计学情分析教材分析课后反思

1.插入flash，强化听力；随后连线。
2.链接网络，了解有关颜色的其他知识。
3.利用白板自身的英语书写格式稿纸认真记录自己的卧室各种颜色物品搭配情况，选出最佳有品位卧室。
谈谈收获
教学总结。
1.今天你学到了询问颜色的哪几个句子？
2.你对教学中那些颜色词印象最深刻？
3.你能画出知识树吗？
对本节知识的小结，注重让学生体验成功的快乐。
1.能听懂、会说新单词pink，blue，red，yellow。
2.能听懂会说本课对话。
3.能运用“What color is this ..?”询问物体的颜色，并用“It’s…”对该询问做出回应。
教学重点难点
以及措施
1.重点：掌握新单词。
2.难点：运用What color is this…?询问物体颜色，并用“It’s…”对该询问做出回应。
9. 英语四线三格的模板、实物投影的连接：教师能更直观的规范学生写小作文。
10.刮奖功能：重点单词的拓展等利用了刮奖功能，激发了学生的兴趣。
11.网络超链接功能：链接网络并即时播放，浏览课外知识，开拓学生视野，教师操作轻松简捷。
总之，本节教学中采用了交互式电子白板的多种功能，让学生在“学中做，做中学”。白板辅助教学使得学生的学习效率提到高了，同时也大大的吸引了学生的兴趣；兴趣是最好的老师，因此使得学生在学习上事半功倍。
3.教学过程中的生成性资源对学生和教师来说无疑是最好的礼物或惊喜，对今后的教与学提供了宝贵的资料，更促进了教师和学生的大胆创新意识，使学生在玩中学，且学有所获。
建议
对你所用的交互式电子白板的教学适用性暨有关功能等的改进建议或意见。
白板运用中采用应该多设计开放的，互动的模式，给予学生更多的交流与实践机会。另外，教师自身对白板的各项功能在今后的课堂教学中还有待于发掘。
初中英语_Unit 3 It must belong to Carla.教学设计学情分析教材分析课后反思

初中英语_Unit 3 It must belong to Carla.教学设计学情分析教材分析课后反思

Unit 3It must belong to Carla. (Section A 3a-3c)教学设计教学方法和学习策略1. 教学方法：（1）情景交际法：本单元话题主要围绕“推测物品”展开，并进一步引入神秘事件这一话题，集中呈现与学习表示推断的相关词汇。

本部分的教学目标是要求学生能听懂掌握情态动词must, could, might的用法。

（2）任务型语言教学法：设计多种任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。

（3）开放性教学策略：开放性地处理教材，结合教材插入学生感兴趣的图片、音像片段等，丰富学生知识，拓宽他们视野，实现知识的整合。

2.学习策略（1）合作学习：在与同学合作完成任务的活动中形成合作学习和探究学习的学习方式，引导学生积极思考，善于抓住英语交流的机会。

在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。

（2）通过小小汇报家、展开想象力等有意义的任务活动，创设情景，激发学生的学习热情，培养他们的概括和推理能力，发挥他们自己的主观能动性，把被动的学习变为主动学习，让学生巩固所学语言知识。

学习目标确立：Learning objectives1. Knowledge①Grasp the words & expressions of the reading: noise-maker, wolf, uneasy, have fun (in)doing, anything strange, see sb./sth. doing②Grasp the sentences:It might/must/could be……2. AbilityLearn to make inferences using the target language: It might/must/could be……3. EmotionBelieve in science.课堂活动设计：recently. And then ask the Ss to find out and complete who heard the strange noises. Let them use scanning to find out the answers quickly.③ Ask the Ss if they want to know more about the mystery and have them read the passage again and find out the answers to four questions. Have the Ss look at the four questions and ask if they know the meaning or not. Remind them they should pay attention to the underlined words.④导入语： Now we know the people in the neighborhood didn’t find the noise-maker, but everyone has his or her own ideas. And then ask the Ss to find out what the people thought of the noise. This mind-map can help the Ss understand the context better.4. Work in groups: Make an interview Have the Ss work in groups and make an The student whoanswers the questioncorrectly can get 2smiling faces. Ifthey miss one answer,they can’t get 2faces.Read the articleagain and answer thefour questions.Read the passageagain and finish themind-map.Use the mind-map toRetell the articlChoose a role andfinish the report.人物-Victor, Victor’sfriends, Victor’swife, Victor’sparents, Helen and thewoman in the area.让学生养成仔细认真的好习惯。

初中英语_英语教学设计学情分析教材分析课后反思

初中英语_英语教学设计学情分析教材分析课后反思

八下英语教学设计Unit 3 Could you please clean your room?Section B 2a-2e学习目标1．重点单词：chore，stress，waste，provide，anyway，depend，develop，fairness，since，neighbor，result，ill，drop，independence，independent 2．重点短语：a piece of，in order to，depend on，look after，as a result，take care of，fall ill3．重点句式：Housework is a waste of their time.They should spend their time on schoolwork in order to get good grades and get into a good university.There is no need for them to do it now.It's the parents' job to provide a clean and comfortable environment at home for their children.I don't mind doing them.It's not enough to just get good grades at school.Children these days depend on their parents too much.Doing chores helps to develop children's independence and teaches them how to look after themselves.It also helps them to understand the idea of fairness.Everyone should do their part in keeping it clean and tidy.The earlier kids learn to be independent，the better it is for their future.学习重点1.重点短语和句型2．泛读技巧学习难点1．重点短语和句型2．泛读技巧自主学习一、预习课本P22新单词并背诵，完成下面的汉译英。

初中英语_Unit3 It must belong to Carla.教学设计学情分析教材分析课后反思

初中英语_Unit3 It must belong to Carla.教学设计学情分析教材分析课后反思

Unit3 It must belong to Carla. 教学设计一、Teaching Goals教学目标1、Knowledge and skill(知识与技能)：V ocabulary：position, ancestor, victory, express,honorStructures：①Conjunctions: not only...but also①Sentences：--Whose hair band is this?--It must belong to Carla.2、process and methods（过程与方法）：Situation-teaching, Pair-work,Group-work,Retelling,Task-based teaching3、Emotional attitudes and values（情感态度价值观）：Let the students guess and make inferences by using Model Verbs.二、Importance and difficulty教学重难点1、Importance重点:V ocabulary：position, victory, express, honor, enemyStructures：①Conjunctions: not only...but also①Sentences：--Whose hair band is this?-- It must belong to Carla.-- It must be Carla’s.2、Difficulty难点:How to make the students be interested in the topic and enjoy give their ideas. On this basis, how to express themselves by using Model Verbs to make inferences fluently.三、Teaching methods教学准备PPT, a music book, a wallet四、Procedures教学过程Step 1 Greeting3minutesWarming up and leading in this topic. Making conversations by using the music book and the wallet. Let the students guess whose book or wallet it might be.Step 2 Pre-task 2 minutesPrepare for the following revision. Show the teaching goals tree to the students. Look through the words and recite them as quick as possible.Step 3 Words revision 3minutesDisplay some key words and phrases, then let the students recite them as quick as possible. Do the exercise at once to check them.Step 4. Pair-work 4minutes.Summarize the key words and phrases of this unit and then explain the using method of them. Work in pairs and write down the words phrases and key sentence structures on their exercising paper. Then have a check with each other.Step 5 Group work 6 minutesLet the students work in groups and hit the gold eggs. Each egg includes one to two questions. Ask some groups to choose their favorite egg and hit the egg then answer the related question. The teacher checks the answers, explains some important points.Step 6 Grammar Practice 10 minutesThen enjoy a video about the rules of Model Verbs. After that, do the choices exercise and the teacher explain their mistakes after sharing the answers.Step 7 Passage retelling10 minutesLet a few students to tell the class the story displayed on the screen in their own words as many as possible. The teacher gives some necessary help to the students.After that, do some exercises related to our examination.Step 8 Summary 5 minutesWords：position, enemy, energy, honor, ancestor.Phrases: run after, pick up, have fun doing,point out, communicate with, be interviewed by, catch a bus, not only...but alsoKey Sentence Structure：--Whose hair band is this?--It must belong to Carla.--It must be Carla’s.(引导学生自己总结，每个词的意义，用法，举例子)Step 8 Homework 2minutesHave a self-assessment: If you grasp each grammar, give yourself a smile face. If you get 1-2 smile faces, finish homework 1, or you get 3-5 smile faces, finish homework2.Homework1: grasp all the words and phrases.Homework 2: finish the rest exercises and try to retell the passage in 2d.五、Layout板书设计Unit3 It must belong to Carla.V ocabulary：can/couldmay/mightMustStructures：①Conjunctions:not only...but also就近原则：Neither...nor...Either...or...There be...①Sentences：--Whose hair band is this?--It must belong to Carla.初四一班学情分析本次上课我选用的是初四一班的学生，本班学生是经过三番五次调换老师的班级，学生由于不适应这一系列的情况产生了对英语的排斥和厌恶甚至惧怕之情，谈不上兴趣，所以造成本班学生基础较差，两极分化比较严重。