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Module 2 My new teachers 外研版必修一教学设计


Module 2 Book I My New Teachers
一、课程分析
(一)学习内容 本节课所授内容是本模块的阅读部分。重点谈了“我”升入高中后,对三位新教师的个 性以及教师执教风格的描述。旨在让学生运用本模块所学词汇及表达“偏爱”的短语来描述 自己的课堂感受,描述喜爱的老师,最终让学生提高表述“学校生活”的综合能力。 (二)学习重点 学生在能准确地识读单词, 记住释义及主要用法的基础上, 能运用本模块所学词汇及短 语表达偏爱; 会用恰当的词汇描述自己的课堂感受和自己喜爱的老师; 能听懂对教师特征及 其风格的描述并获取信息。 (三)学习难点 学生掌握描述教师特征及其风格的词汇或表达方式。

二、学情分析
高一学生具备一定的听说能力,但掌握的词汇量较少,阅读能力还有待提高,但学生的 表现热情较高。本篇文章“My New Teachers”,对高一新生来说,是非常熟悉的话题。

三、设计理念
引导学生总结、运用新学词汇及短语,并以课外作业的形式,让学生通过其它资源获取 更多介绍师生关系等方面的信息。课堂上,通过老师设计的问题和活动,让学生的阅读和表 达技能得到加强,充分体现“和谐高效、思维对话”的教学理念。教学流程由 Pre-class, Leading-in, Skimming, Scanning, Discussion and Acting and Homework 组成。

四、学习目标
本节课侧重于训练学生的阅读技能, 在保证学生理解课文的前提下, 引导学生从自己的 角度描述不同教师的执教风格,同学之间谈论对教师不同教学风格的偏爱,围绕“我最喜爱 的教师”和“师生关系”等话题内容,展开讨论,让学生学会更好地理解别人,实现感情交 流。

五、教学流程
(一)课前准备 Step 1: Pre-class 1. Ask the students to prepare their graduation pictures. 2. Ask the students to collect as many words about their graduation pictures as possible. 点评:以自己所准备的材料来预知新课内容,调动他们的好奇心和求知欲;收集有关词 汇,也为新课的顺利进行做好充分的准备。 (二)新课导入 Step 2: Leading-in 1. Ask some students to show their graduation pictures and introduce their teachers to the class, including their teachers, teaching subject, personal characters, teaching style, etc. 2. Show three teachers’ pictures (younger, middle-aged, and older) to the students. Supposing they are the students’ teachers, ask some students to say a few words about them. Students can make full use of their rich imagination and ability of prediction. 3. There are two questions for the students to answer.

Q1: How can a young teacher behave if this is the first time that he or she teaches a lesson? A1: Students’ opinions. Q2: Which subject do you like most? Why? Is there any reason for teachers? What are your criteria for a good teacher? A2: Students' opinions. 点评:学生展示自己的毕业照,向其它同学介绍自己的教师,又通过教师图片的展示, 学生所喜爱的教师的标准讨论,使学生感知、理解“教师”这一主题,及时认识本节课的任 务并预测了课文内容。 Step 3: Skimming T: Today we are going to learn a text about the description of three different teachers, Mrs. Li, Mrs. Chen and Mr. Wu. Read the part quickly and find out the answers to the questions. Q1: What was your first impression of Mrs. Li? Q2: What kind of person is she? Q3: Mrs. Chen is strict, but some students still like her. Please give your reasons. Q4: What do you think of Mrs. Chen? Q5: Will you fall asleep in Mr. Wu’s class? Why? Q6: What is the main idea of the passage? 待学生回答后用课件展示以下答案: A1: My first impression of Mrs. Li was that she was nervous and shy. A2: She is kind and patient, respecting every student. A3: Though Mrs. Chen is strict, she is admired for her well organized and clear teaching. So a few students even admit liking her. A4: Mrs. Chen is serious and strict but a very good teacher. I’ll do well in the exam with Mrs. Chen teaching me. A5: No. His teaching style is interesting. When we are getting bored, he’ll think of ways, such as telling jokes to have us get rid of it. A6: The passage tells of my three teachers with different teaching styles. 点评:让学生带着问题快速阅读文章,培养学生在短时间内获取有用信息的能力,并初 步了解课文的内容。通过问题检测学生对文章的表层理解,侧重检查学生对课文中的事实、 情节是否清楚。 Step 4: Scanning 1. Read the passage again and finish the filling of the table. Teacher Age Character Teaching subject Whether students like her/him 2. Get the students to discuss the questions in groups and then ask them to answer the questions. (1) Paragraph 1 suggests that _______. A. Mrs. Li was too young for the students to like B. I used to make mistakes and pronounce words incorrectly, so I didn’t like English at all C. Mrs. Li wanted to have me catch up with others, so she went a bit too slowly for the faster Mrs. Li Mrs. Chen Mr. Wu

students (2) From paragraph 2, we can infer _______. A. Mrs. Chen was so strict as to be hated by some students B. If you don’t do what Mrs. Chen asks you to, you will be punished for sure C. Though Mrs. Chen is strict and serious, she is still considered to be a good teacher (3) Which of the following is not true according to the passage? A. There are a few students in our class who keep coming to class late because they don’t like the teacher or her subject. B. I am not good at English, but I’m making progress with Mrs. Li teaching me. C. Mr. Wu, full of energy, is probably popular with all the students. (4) Do you agree with the summaries? A. Mrs. Li, though new at work, is kind and patient. Her clear explanation makes students understand English grammar. B. Mrs. Chen, my physics teacher, who is serious and strict, is appreciated by most students for her well organized teaching and clear explanation of the happenings during scientific experiments. With her teaching me, my work is surely improving. C. A good teacher must like his students, enjoy teaching and especially love his subject. Such is Mr. Wu. So he is popular with his students. 点评:引导学生细读课文,捕捉关键信息,使学生在了解文章基本结构的前提下,学会 利用细节重组信息,逐渐对文章进行深层理解。要求学生从字里行间分析情况,培养学生推 理判断、分析作者意图以及对文章的概括能力。 Step 5: Discussion and Acting 1. Group work: The students choose three or four of their favorite teachers. Then they give their descriptions to other students. The students can refer to the contents of the table.
Criteria of a good teacher friendly strict and not smiling give us a lot of tests play games tell jokes know what we need give advice funny make meaning clear try to be one of us know much about other subjects let the students do themselves explain what we don’t understand clearly kind and patient smile to encourage us use many questions give us notes give us other materials ask students for suggestions tick cross

always let us listen amusing and interesting well organized always give marks say it doesn’t matter when we make mistakes

2. Make use of these criteria to organize the students to give comments on the teaching of their present teachers. 点评:话题讨论是阅读课上的亮点,也是一种重要的语言输出形式。学生从小学、初中 再到现在的高中,已经接触了相当多的教师,其中的一些优秀教师给学生留下了深刻印象。 结合“Criteria of a good teacher”,确保了学生有话可说。这就为学生交流提供了一个平台, 小组内的交流活动也锻炼了学生的合作交流能力。 Step 6: Homework 1. Try to retell the whole passage. 2. With the progress of society and the development of education, criteria of a good teacher are changing as well. Go to the library or online to find out the different criteria of a good teacher between 20 years ago, 10 years ago and now. Then write the similarities and differences. 点评:课外作业是课堂教学的补充和延伸,以阅读→讨论→交流→写作这样一个过程, 就比较圆满地完成了从语言输入到输出的任务。 让学生通过不同的途径, 了解了一个优秀教 师的标准。学生通过这样的教学活动,加深了对教师的了解和热爱,既发挥了学习主动性也 配合了教师的教学工作,使师生关系更加融洽,实现“和谐高效”的双赢。

六、课后反思
教学实施过程中的精彩片段就是 Discussion and Acting,待学生熟练掌握了课文内容、 对课文达到了一定的深层理解后,进行了“Criteria of a good teacher”这一话题讨论,并且设 计得新颖别致,既唤起了学生共鸣的问题,又让学生从同一来源的信息中探求不同的答案, 培养了学生积极求异的思维对话能力。在这一过程中,教师从“幕前”到“幕后”,学生完全变 为课堂的主体,他们熟练地运用课文知识并转化为己用,加大了英语信息输入量,使学生的 英语语言知识更具交际性。同时,激发了学生学习英语的浓厚兴趣,营造出了一种“和谐高 效”的快乐教育氛围。但是我在实施过程中也发现了一些存在的问题:阅读后设计的那部分 问题大多是 Wh-问题, 对阅读能力稍差的学生没有完全照顾到, 有一些学生并未能在短时间 内回答完所有问题; 课文复述对能力稍差的学生难度大了些; 有的学生在交流的过程中过多 地使用母语。 针对实施过程中存在的问题,我课后了解到:有些学生英语基础差点,回答问题或讨论 时怕出错,怕同学笑话,所以就说汉语或者不积极参与;个别学生思维跟不上节奏,原因是 课前没有很好地预习。据此,我打算在今后的工作中对学生更宽容一些,让学生敢于开口, 告诉学生学习语言的过程中必然要经历一个不断犯错误的阶段,多一些鼓励、赞美的话语, 让一些自卑的学生找回自信,让他们体验参与的乐趣和成功的快乐,多设计几个 Yes/No 的 简单问题, 多给他们参与的机会。 另外, 我应该更好地指导学生认真预习。 高中阅读课文长, 难度大,抽象的东西多,预习就显得尤其重要。在做好充分预习的基础上,可以适当地调整 时间,兼顾各个层次的学生,使他们更好地跟上课堂节奏,融入到课堂气氛中来。

七、总体点评
这是一节新授课型的阅读教学,比较圆满地完成了教学任务。尤其是 Scanning 部分的 问题设计,独具匠心,引导学生从对文章的表层理解逐渐走向深入,话题讨论部分更是这节 课的亮点, 把一种 “和谐高效” 的课堂气氛很好地展现出来。 可以说这是一堂成功的阅读课。

Module 2 Book I My New Teachers
一、课程分析
(一)学习内容 本节课的学习内容是 Module 2 中的 Vocabulary and Listening 以及 Everyday English 部分。 听力内容是一位英语教师和学生之间在课堂上进行的对话, 涉及有关课堂学习的新词汇以及 表达偏爱的句型。Everyday English 来自听力材料中的一些习语。 (二)学习重点 通过本段材料的听力训练使学生能够在对话和语段中识别新学词汇和短语, 在听懂原文 的基础上获取信息并能运用它们。 (三)学习难点 运用所学所听词汇和句型谈论课堂学习。

二、学情分析
教学对象为高中一年级学生, 他们的认知能力比初中阶段有了进一步的发展, 但还没有 很好地形成用英语获取信息、处理信息、分析问题和解决问题的能力,因此本节课特别注重 提高学生用英语进行思维和表达的能力。 本模块的话题是学生非常熟悉和感兴趣的, 在这个 前提下通过适当的引导,使他们在提高听力能力的基础上,能够用英语展开讨论,使他们主 动参与到活动中去,成为课堂的主体,同时也加强与他人交流合作的能力。不过,本班学生 的水平参差不齐,有些差距还相当大。因此在教学过程中,布置的任务要兼顾各个层次的学 生,使他们都有所收获。

三、设计理念
本着以培养学生的综合语言运用能力而不仅仅局限于听力训练为目标, 鼓励学生通过体 验、讨论、和探究等方式进行学习,从而激发学生学习本课的兴趣。改变以往教师在课堂教 学中“穿新鞋、走老路”的教学方式,发展学生自主学习和合作学习的能力,使学生有机会提 高联想、归纳等思维活动,用英语思考问题、分析问题和解决问题,获得深刻的、真实的、 有效的语言体验。做到知识能力和语言应用能力的整体统一,构建出和谐高效的课堂模式。 教学流程由 Pre-class, Leading-in, Pre-listening, While-listening, Post-listening and Homework 组 成。

四、学习目标
(一)知识与技能 学生能根据语境学习新单词, 在听懂对话的基础上获取信息并运用所学所听词汇和句型 谈论课堂学习。 (二)情感目标: 加深对老师的热爱和对课堂学习的兴趣,使课堂教学更加和谐高效。

五、教学流程
(一)课前准备 Step 1: Pre-class Ask the students to collect as many words about school life and classroom study as possible and then exchange in groups. 点评:学生在学习了本模块的 Reading and Vocabulary 之后已经掌握了一些描写学校生 活和老师的表达,让学生课前搜集关于学校和课堂学习的相关词汇可以为下面的课堂学习作

好准备。同时可以培养学生自主学习的习惯,激发学习的积极性。 (二)新课导入 Step 2: Leading-in 1. Present some new words (revision, translation, headmaster, headmistress, period, and timetable) on the screen. Then let the students listen to what the teacher says carefully and try to guess the meanings of the words according to the context. For example: Usually, when we finish a module, we do some revision, then we start a new module. And we also do revision before an exam. Can you guess the meaning of the word “revision”? 2. Ask the students to discuss the following questions in English in pairs. (1) How much revision do you do before an exam? (2) Do you do a lot of translation in your language classes? (3) Do you have any free periods in your timetable? (4) Is the head of your school a headmaster or a headmistress? (5) How much time do you spend in the school library? (6) Do you do different topics in your language classes? (7) Do you have a choice about which language to study? (8) How much vacation do you have? (The answers depend on their own.) 点评:这是任务前阶段,目的是激发兴趣、导入主题。让学生通过英语语境来学习新单 词,不仅加强了听的实践,为下面的听力练习作一些理解上的准备,而且可以培养学生用英语 进行思维的习惯,培养学生的猜词能力。随后的问题讨论让学生进一步巩固了对新学词汇的 理解,为理解好听力对话扫清了认知障碍。 Step 3: Pre-listening Tell the students they are going to hear a conversation between an English teacher and his students and before listening they will predict what the conversation is about, and then share their predictions with their partners. 点评:让学生了解任务,在听前预测对话内容,可以培养学生的联想能力,激活学生思 维和已有图式。 Step 4: While-listening 1. Play the tape and ask the students to listen to the conservation carefully and try to get the general idea to test their predictions. 2. Get the students to listen to the conversation twice. They will have to catch the detailed information and finish the following exercises. Before listening, they should read through the questions. (1)Exercise I. Complete the sentences with the words they have heard. ①This afternoon I’m going to give you a ________. ②We can either do some ________or we can do some___________. ③Firstly, have you all got your new__________? ④At present, you have a free ________ on Tuesday afternoons. ⑤The ________ wants to see everyone in the school_________. (2)Exercise II. Choose the right answers. ①What will students have soon? A. A vacation. B. Exams. C. A test. ②What do most of the class want to do?

A. Revision. B. Translation. C. Comprehension. ③What is the topic that most students want to study? A. Life in the Future. B. Travel. C. Life in the Past. ④What are students going to have on Tuesday afternoons? A. Geography. B. History. C. French. ⑤When does the headmaster want to see the students? A. At three o’clock. B. At two o’clock. C. At one o’clock. 3. Get the students to discuss the answers and check with their partners. 点评:学生先浏览了问题,然后带着问题认真听对话,抓住信息才能得到准确答案,通 过问题检测学生对材料的细节理解,训练学生获取信息和运用词汇的能力。 4. Play the tape again for a final check and meantime let them prepare themselves for Everyday English and make notes about important information while listening. 5. The students will have to complete the conservations in Everyday English with the proper expressions that they hear in the conservation. (1) — Shall I go to the meeting? — You decide __________________. (2) — ______________at this picture. Isn’t it beautiful? — Yes, it’s lovely. (3) — There are _____________ I need to do. — Do you need help with them? (4) — Your history classes are now on Monday at eleven, Tuesday at three and Friday at 9:30._____________________? — No, could you repeat it please? (5) — So _______________, we’ll start at nine tomorrow. — Fine, nine tomorrow. (6) — Come on _________, let’s go. — Wait for me! 点评:Everyday English 中所呈现的习语来自听力对话,经过前面的听力训练学生已经 熟悉了对话内容, 如何在没有选择范围的情况下把听到的习语正确地运用到另一个新的语境 中,是学生面临的一个新挑战。学生喜欢挑战,在这样的挑战训练中他们的语言运用能力会 得到锻炼和提高,真正做到学以致用。 Step 5: Post-listening 1. Work in pairs to make some short conservations using as many words and expressions in the listening material as possible and then act them out. The words are as follows: choice, exam, headmaster, library, period, revision, translation, timetable, topic, vacation, have you got that, take a look, that’s settled, a couple of things, it’s up to you 2. Discuss in groups about what the students think the most difficult area and the easiest area of English and give their reasons, then complete the charts. The most difficult area:
Language area Grammar Vocabulary Numbers of persons Main reasons

Conversation Translation Reading Listening Writing

The easiest area
Language area Grammar Vocabulary Conversation Translation Reading Listening Writing Numbers of persons Main reasons

点评: 在进行了有关课堂学习的听力训练后, 让学生运用本课所学所听词语来编对话, 既锻炼了他们的口语表达能力又对课堂学习词汇有了进一步的巩固和加深。 通过讨论写出英 语学习中最困难和最容易的项目,对于讨论的结果,教师不作肯定或否定的评价,让学生在 讨论中自己发现问题解决问题,培养了学生的综合语言运用能力。 Step 6: Homework Get the students to think out the words and phrases to describe Mr. Stanton’s teaching style based on what they have heard. Then write sentences with these words and phrases. According to the sentences, the students write and discuss whether they would like to have Mr. Stanton as their teacher and why. 点评: 课后作业是课堂学习的有效延伸和补充, 通过设置这样的作业可以帮助学生理解 和分析听到的内容,在此基础上进行写作训练,可以达到很好的效果。同时可以帮助学生了 解外国教师的教学风格, 培养学生的文化意识。 学生可以加深对老师和其教学风格的了解和 认识,改进自己的学习风格,从而建立更加融洽的师生关系。

六、课后反思
教学实施过程中成功之处是引导学生由浅到深、 由易到难、 循序渐进地从根据情境猜测 生词—预测听力内容—听录音获取对话大意—听录音捕捉对话具体信息—日常用语运用— 讨论交流—写作训练,使学生的能力逐渐提高。听前、听中和听后的练习设计层次分明,形 式多样,符合学生的认知水平。对于 Everyday English 的处理合理有效,使学生做到了对 语言知识的活学活用。在整个过程中,学生进行小组讨论和展示表演,都能够积极地参与, 表现出了很高的学习热情,既培养了学生的合作精神又使他们获得了学习的成就感。 通过本节课,发现一些学生在讨论的过程中不能用英语进行讨论。针对这个问题,我调 查了解了一些学生并分析了原因。一些学生平时在英语学习过程中不愿意用英语进行交流, 觉得自己英语水平差,信心不足;一些学生词汇量不够丰富,在交流的过程中经常卡壳,影 响了学习的积极性;根据这些问题,在今后的教学中我要鼓励学生敢于张口说英语,不要怕 出错,不学哑巴英语;指导他们通过多阅读来扩大词汇量;在课堂上设计多层次的问题,满 足不同认知水平的学生的需要, 使更多学生有参与讨论和发表意见的机会, 善于发现学生的 优点,及时给予表扬,让学生充满自信地学英语。

七、总体点评
这节课不仅仅是一节听力课, 教师在教学实施过程中很好地贯彻了培养学生的语言综合

运用能力这一理念,不仅训练了学生的听力水平,而且其它能力也得到了提高。循序渐进的 教学过程使学生在环环相扣的节奏中顺利地由输入的过程转到了自然有效的输出过程。 学生 在课堂上表现积极, 提高了自主学习和合作学习的能力。 真正做到了在课堂上师生互动但教 师要“少动”,学生要“多动”,展现出了“和谐高效”的课堂氛围。


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