教學(xué)設(shè)計(jì)-畢業(yè)設(shè)計(jì).doc

單位代碼 10642 密 級(jí) 公 開 學(xué) 號(hào) 201303214118 學(xué)士學(xué)位論文教學(xué)設(shè)計(jì)論文作者：譚俊琳指導(dǎo)教師：邱進(jìn)學(xué)科專業(yè)：英語專業(yè)（師范方向）提交論文日期：2017年 月 日論文答辯日期：2017年 月 日學(xué)位授予單位：重慶文理學(xué)院中 國(guó) 重 慶2017年05BA Thesis Chongqing University of Arts and SciencesTeaching Design WorkBA Candidate: Tan JunlinSupervisor: Qiu JinMajor: EnglishSchool of Foreign LanguagesChongqing University of Arts and SciencesMay 2017Table of Contents摘 要IAbstractII1Introduction12Analysis of Teaching Factors22.1Analysis of the Teaching Material22.2Analysis of Students32.3Analysis of Teaching Methods and Aids33Description of Teaching Plan33.1Listening and Speaking33.2Listening and Speaking43.3Reading53.4Grammar64Teaching Reflection7References8Acknowledgments9Appendix102017屆英語專業(yè)學(xué)士學(xué)位論文 中文摘要摘 要隨著中國(guó)對(duì)英語的重視程度加深，對(duì)教師的教學(xué)理念和教學(xué)方法進(jìn)一步提高了要求。整個(gè)教學(xué)過程不再是以教師的教為主，而是圍繞學(xué)生的學(xué)為主，老師僅起到引領(lǐng)的作用。在教學(xué)過程中用到新型教學(xué)法是很有必要的，比如簡(jiǎn)威爾士的任務(wù)型教學(xué)法，托爾曼為代表的認(rèn)知理論，來自美國(guó)教育學(xué)家和哲學(xué)家杜威“以學(xué)生為中心”的教育理念以及構(gòu)建主義都充分體現(xiàn)了以學(xué)生學(xué)習(xí)為主，教師教學(xué)為輔。地震是本單元的教學(xué)話題，然而地震又密切聯(lián)系我們的實(shí)際生活。所以在教學(xué)中不僅需要運(yùn)用一定的教學(xué)方法，更要結(jié)合學(xué)生原有的知識(shí)來帶動(dòng)新知識(shí)的學(xué)習(xí)。在關(guān)注學(xué)生成績(jī)的同時(shí)，更注重對(duì)學(xué)生學(xué)習(xí)興趣的培養(yǎng)。在教師的帶領(lǐng)下，學(xué)生主動(dòng)參與到課堂中來，成為課堂學(xué)習(xí)真正的主人。關(guān)鍵詞：任務(wù)型教學(xué)；認(rèn)知理論；以學(xué)生為主；構(gòu)建主義IAbstractWith the Chinese government attaching more importance to English and improving the requirements of the teachers teaching ideas and methods, the students learning is given the first priority in the whole process of teaching rather than the teachers teaching, and the teacher just plays a guiding role. Its necessary to use new-style teaching methods in the process of teaching. From TBLT proposed by Jane Walsh, the cognitive theory represented by Tolman to the student-centered principle and Constructiontheory by the philosopher, Dewey, they all fully reflect the idea that teaching now takes the students learning as the main, and the teachers teaching as the supplement. As the teaching topic of this unit, earthquake is closely related to our real life. Therefore, teachers should not only use some teaching methods in the process of teaching, but also integrate knowledge students had before into learning new knowledge, and pay attention to the scores as well as the cultivation of students interest. Under the guidance of teachers, students can actively participate in the class activities and become the real master of the class. Key Words: TBLT; Cognitive theory; Leaner-centerdness Principle; Construction theory2017屆英語專業(yè)學(xué)士學(xué)位論文Teaching Design Work1 Introduction The designing focuses on Topic2 “How can we protect ourselves from the earthquake” taken from Project English, Unit4 in Junior Grade Eight. This designing will be written from the following aspects: basic theories in designing, analysis (which includes the analysis of teaching material, analysis of students, analysis of teaching methods and aids), teaching aims, teaching contents, teaching procedures, homework, and blackboard designing. The theories including Cognitive theory, Learner-centeredness Principle, Constructivist theory, humanist education theory and so on will be chosen to analyze the process of designing by the author.The purpose of the designing is to obtain the knowledge, key points and difficult points by the new teaching methods, increase the fun of teaching and stimulate students learning interests. The significance of the designing is to help teachers to further renew the idea of teaching, change the traditional way of teaching which is centered on teachers and set up the concept of humanism. And the purpose of the lesson designing work is to solve the following problems: Firstly, it tries to find out the teachers new role in teaching which should change with the need of teaching. Secondly, it tries to change the traditional ways of teaching, especially the ways of teaching grammar. Thirdly, it tries to integrate other elements of education into teaching, such as life education, to make the English course more pragmatic. Whats more, it tries to find out how to arouse students interests in learning English in primary education.In this teaching designing, the theories including Cognitive theory, Learner-centeredness Principle, Constructivist theory, humanist education theory and so on will be applied. This view aims education for all students, and also promotes respecting individual differences. It shows concerns over students effective needs as well as other learning needs in order to stimulate their interests in learning, help them experience the sense of success, and gain self-confidence in learning. Its overall objective is to develop students comprehensive abilities in using the language and to improve their cultural quality, to develop their practical skills, as well as to cultivate their creative spirit.2 Analysis of Teaching Factors This section focus on the analysis of the teaching material, the analysis of students and the analysis of teaching methods and aids.2.1 Analysis of the Teaching MaterialTopic 2 of Unit 4 discusses how to protect ourselves from the earthquake, a natural disaster, to let the students have a general idea of the cause, the precursor, the harm of the earthquake and how to help themselves in an earthquake. All the language activities are mainly based on the topic, which guide the students to consider how to avoid the earthquake, or how to reduce the loss in the earthquake. That is to say, it provides the students with better understanding of the disaster and face up with the disaster with a positive attitude. At the same time, this part will help Students master the usage of new words and phrases such as” earthquake, strike, missing, mobile, phone, fire, level, sad, middle, shake, understand, whole, appear, send, army, fall down, another “How can we protect ourselves from the earthquake? Which was the most serious? I think we should It was a level 7.1 earthquake. The most important thing is”.2.2 Analysis of Students The students of Grade eight have some foundations of vocabulary and grammar. And they need to develop the skill of reading. Whats more, some students fear to make mistakes so they are unwilling to speak English. Therefore, students would be given some activities and be encouraged to speak and communicate with their partners to develop their listening, speaking, reading and thinking abilities. As for the topic “how can we protect ourselves from the earthquake”, it is familiar to them because of the Wenchuan Earthquake in 2008. According to the Theory of Cognitive Development by Piaget, the knowledge will be assimilated only when it arouses students desire to explore actively and creating. Students will have the strong desire to talk and share their experience because the topic is related to their daily life. 2.3 Analysis of Teaching Methods and Aids Teaching is an interactive process which involves not only the teacher but also the students. If we want to stimulate students interests in learning, we follow the interactive principle and adopt the following methods including TBLT (Task-based Language Teaching), PPP (Presentation, Practice and Production), CLT (Communicative Language Teaching) , Situational Method and Cognitive Approach in the teaching. Teaching particularly shows concerns over students affective needs as well as other learning needs. At the same time, papers, a tape recorder, PowerPoint, Multi-media computer are needed as the teaching aids. In order to attract students interests, I creates more activities, such as guessing game, memory challenge, pair work and making a conversation.3 Description of Teaching Plan3.1 Listening and SpeakingThe topic is “How can we protect ourselves from the earthquake?” taken from Project English, topic2 section A , “l(fā)istening and speaking” of Unit 4 in Junior Grade Eight.Teaching aims:(1). Knowledge objectives: a. Enable the students to master the words: earthquake, strike, province, missing, mobile phone, fire, rainstorm, snowstorm, levelb. Enable the students to master the sentences: - Which was the most serious? - How can we protect ourselves from the earthquake? (2). Ability objectives: a. Enable the students to understand topic language, and master the usage of comparative and superlative degrees of adjectives. b. Enable the students to master some new words and phrases. c. Enable the students to know how to use the words to describe natural disasters. d. Enable the students to develop their listening and speaking abilities. (3). Emotion objectives: a. Guide the students to learn how terrible Qinghai earthquake is, and encourage the students to care about the environment and cherish life. b. improve the students sense of cooperation.Key points: 1.Guide students to master the usage of new words and sentences, such as earthquake, strike, missing, mobile phone, fire, fall down, Which was the most serious? How can we protect ourselves from the earthquake? 2. Get the students to acquire the basic knowledge of earthquake. 3. Improve students listening and speaking abilities.Difficult points: 1. Guide the students to master the usage of new grammarcomparative and superlative degrees of adjectives. 2. Guide the students to form a scientific habit of listening and speaking.Teaching approaches include PPP, TBLT, CLT, Cognitive Theory, Constructivist theory, Socio-constructivist theory.Teaching process:Step1. Lead-in: Watching the video about Yushu earthquake to stimulate the interests of students. Step2. Review and new words: Review the words and learn new words. Step3. Free talk: Students talk about other earthquakes based on the video and lead to 1a. Step4. Listening and practice: Listen to 1a and then finish 1b and 1c. Step5. Key points: Teacher lets students find the key points by themselves at first, then teacher will explain the key points. Step6. Role play and conversation: Teacher asks students to role play 1a and intimate the tone of Kangkang and Li Mings, then lets them make a new conversation based on 1c. Step7. Consolidation: Teacher guides students to consolidate knowledge learned this class. Step8. Homework: Teacher assigns homework to the students.3.2 Listening and SpeakingThe topic is “How can we protect ourselves from the earthquake?” taken from Project English, topic2 section B , “l(fā)istening and speaking” of Unit 4 in Junior Grade Eight.Teaching aims:(1). Knowledge objective: a. Enable the students to master the words: level, sad, calm, hear about, hear of, run out. b. Enable the students to master the sentences: - It was a level 7.1 earthquake. - Many children lost their homes and couldnt go to school. -Do you know how to protect yourselves from the earthquake? -The most important thing is to stay calm. (2). Ability objectives: a. Enable students to talk about the disasters, especially the earthquakes; b. Enable the students to master some new words and phrases. c. Enable the students to know how to use comparative and superlative degrees of adjectives. d. Make the students be the real masters in class while the teacher acts as the guider, at the same time, train them with some effective learning methods to optimize the students learning results.(3). Emotion objectives: a. Encourage the students to care about the environment and cherish life. b. Encourage the students to care for other persons. c. Encourage the students to confront difficulties calmly.Key points: 1. Guide the students to master the useful words and expressions about earthquake. 2. Learn the comparative and superlative degrees of adjectives in depth.Difficult points: 1. Guide the students to put what they have learned into practice in life. 2. Review the words, including the pronunciation of / .Teaching approaches include PPP, TBLT, Behaviorist theory, Cognitive Theory, Constructivist theoryTeaching process:Step1. Review and Lead-in: Review and lead students listen to 1a and then finish 1b and 1c. Step2. Presentation: Teacher guides students to learn the key points, then listen to 2 and make a role play. Let students talk about more disasters to learn 3a. Step3. Competitive answering game: Flash each of the pictures from 3a on the screen, and all the groups compete to use words about disasters to describe the pictures. Step4. Summary: Review the key points and retell 1a, after that, students read 3b following the tape. Step5: Homework: Students need to interview their class members views of natural disasters based on 3a and search the useful methods to protect them in an earthquake.3.3 ReadingThe topic is “How can we protect ourselves from the earthquake?” taken from Project English, topic2 section C , “reading” of Unit 4 in Junior Grade Eight.Teaching aims:(1). Knowledge objectives: a. Students are able to learn and master the new words and expressions in this passage. b. Students are able to understand the passage and retell the story. (2). Ability objectives: a. Train the students reading abilities, such as predicting, skimming, scanning and careful reading. b. Enable the students to know how to protect themselves in the earthquake. c. Enable the students to write a summary of the passage. (3). Emotion objectives: a. Students should know how to protect themselves and help others in earthquake. b. Encourage students to protect the earth and reduce environmental disruption.Key points: Students are able to master the usage of new words and sentences, such as middle, indoors, doorway, furniture, power, shake, shock, aftershock, stay away from, on the floor, try to do, be careful of, be afraid, feel afraidDifficult points: The usage of comparative and superlative degrees of adjectives.Teaching approaches include Situational Method, TBLT, and Cognitive ApproachTeaching process:Step1. Lead-in: Teacher uses pictures and video to arouse the students interest. Then let students discuss how to protect ourselves in an earthquake. Step2. Reading: Let students read 1a fast and then use a sentence to conclude 1a. Next, students read 1a carefully to finish 1c and learn each paragraph. Step3. Summary and Consolidation: Students discuss in group and make a summary of 1a, and then let a group retell and act 1a out. Step4. Homework: Teacher assigns homework to the students.3.4 GrammarThe topic is “How can we protect ourselves from the earthquake?” taken from Project English, topic2 section D , “grammar” of Unit 4 in Junior Grade Eight.Teaching aims:(1).Knowledge objectives: a. Students master the rule of comparative and superlative degrees of adjective. b. Master the usage of modifier” much, a litter, a lot, even”. (2). Ability objectives: a. Students are able to use comparative and superlative degrees of adjectives when speaking and writing. (3). Emotional objectives: a. Students learn the grammar in a guided discovery method. b. Students realize that grammar learning can be interesting.Key points: a. The basic rule of comparative and superlative degrees of adjectives. b. More than, the+最高級(jí)+比較范圍, the +比較級(jí).the+ 比較級(jí), the+形容詞比較級(jí)+of.Difficult points: Use comparative and superlative degrees of adjectives to speak and write.Teaching approaches include PPP, Situational Method and Cognitive ApproachTeaching process:Step1. Review and Lead-in: Review the knowledge about earthquake and fire, and listen to an English song to lead-in grammar. Then ask students find sentences from Section A and Section B about grammar. Step2. Presentation and Practice: Ask students to find out the grammatical rules of comparative and superlative degrees of adjectives, then teacher will guide students to conclude the rules of those sentences. After learning the rules of grammar, students will do more exercise about grammar. Step3. Summary: Let students make a summary about what you have learned from this class. Step4. Homework: Finish Grammar and Function on page95, and write down 5 sentences using comparative and superlative degrees of adjectives. And the last is to collect the old sayings or songs about grammar.4 Teaching ReflectionReflection is a ladder through which the teacher develops more quickly and more successfully. As for this lesson designing, the reflection contains the following aspects:Shinning pointsFirstly, we should know how to combine the knowledge with activities. A relaxing and active classroom atmosphere is good for students learning. So many amusing activities will be designed, such as guessing game, louder and lower, remember games, act and guess, pass saying and so on. Secondly, todays language learning class has an important feature, that is, students do not study only in a big group, the designing could contains the individual work, pair work, group work and the whole class work. Students grouping should change with the specific teaching content. Thirdly, the whole class is full of entertainment and knowledge which can stimulate students interests and motivation. The class will be mastered by students while the teacher acts as the guider, and teacher will use some words to encourage students, such as” Very good! Excellent! Wonderful!”. Shortcomings: Firstly, the class is flexible, so the teacher will have some difficulties. And some unforeseen things may be happened in the class. Secondly, the teaching is based on the students, the students will have effects on the teaching procedures greatly. Teacher should acquaint them adequately, and change the teaching methods according to their characteristics. Whats more, the 40 minute class teaching is not enough for students to master the key and difficult points, so more practice should be needed after class. Besides, some steps of teaching are not be controlled