初中英語-Unit9Myfavoritesubjectisscience教學(xué)設(shè)計學(xué)情分析教材分析課后反思

教學(xué)設(shè)計文本InstructionaldesignName:Grade:Grade7Subject:Unit9Myfavoritesubjectisscience.Lessontype:ReadingandwritingOverallDesignandGuidingPrinciplesThisisareadingandwritinglessonwhichaimstodevelopstudents’abilityintalkingaboutpreferencesaboutsubject.Meanwhile,students’linguisticandculturalknowledgeisexpectedtobeenrichedthroughreadingandwritingactivities.InthislessonImainlyemployedTask-basedTeachingMethod,NaturalApproachaswellastheCommunicativeLanguageTeachingMethodtocreatecertainsceneandaskstudentstocompleterelevanttasks,assistthemtolearninarelaxedatmosphereandbuildaconfidencetowardsreading,thusformingthehabitofactivelearningandimprovingtheircomprehensivelanguagecompetence,especiallytheabilitiesoftheirreadingandwriting.TeachingContextAnalysisofteachingmaterial:Thisisareadingandwritinglesson.ItisaletterfromYuMeitoJenny.Thelessonfocusesontalkingaboutsubjects,aimingatlettingstudentstalkaboutpreferencesandgivereasonsaboutthesubjects.Thetopicofthisunitiscloselyrelatedtostudents’reallife,andinaccordwithstudentscognitivelevel,thuscanmakestudentslearnmeaningfullyandbuildstudentsaconfidenceofEnglishlearning.Analysisofstudents:TheobjectsofthislessonarestudentsinGrade7.JuniorstudentslacktheabilityofsystematicautonomouslanguagelearningandsomestudentshavenoconfidenceofEnglishlearning.Therefore,itrequiresteacherstosetupthetasksfromeasytotheadvancedtoguidethem.Ssshouldlearnsomereadingandwritingstrategies.What’smore,juniorstudentstendtofocusonimagethinkingbecauseoftheabsenceofthemature,abstract,andlogicalthinking,thusteachersshoulddesignvariousinteresting,funandrelaxingactivitiestosustainstudents’interestsandattention.TeachingAimsAimsofknowledge:(1)Masterthenewwordsandusefulphrases,suchas:from...to...,afterthat,haveanartlessonfortwohours,useful,finish,etc.(2)Grasptheknowledgeofaletter.Aimsofability:(1)BeabletounderstandtheletterfromYuMei.(2)Grasphowtowritealetterabouttheschoolday.Aimsofemotion:Tobelieveallthesubjectsareuseful.Studentsshouldstudyhardandenjoytheirschoollife.Buildconfidencetowardsreadingandwriting,whichisgenerallyconsideredasthedifficultpointsofEnglishlearning.Beactiveandcooperativeinteamwork,enjoythesenseofachievementincooperation.Aimsofstrategy:Mastersomemethodsofreadingandwriting.KeyPointsandDifficultPointsKeypoints:1.Masteringofthekeywords.2.Relevantreadingandwritingskills.Difficultpoints:1.Gettingthecorrectinformationfromthereadingmaterial.2.Beabletousetheknowledgeandthewritingstrategiestowritealettertotalkaboutaday.TeachingMethods1.Task-basedTeachingMethod2.TheNaturalApproach3.TheCommunicativeLanguageTeachingMethod4.Computer-assistedInstructionTeachingAids1.Textbook2.Powerpoint3.AvideoclipTeachingProcedureStep1：Lead-in:Haveasmallconversationwithstudents:Whatdayisittoday?Howisyourday?ThenIwillshowstudentsavideoclipconcerningtheirfavoritedaysandsubjects.Afterthataskthemtoanswerthefollowingquestions:What'sBob'sfavoriteday?(2)WhatsubjectsdoesBoblike?Why?Thepurposeofmydesign:(1)tocatchstudents’attentionandarousetheirinterests(2)tolivenupthelessonandleadinthetopic--YuMei'sFridayStep2:Fastreading:Task1.AskSstoreadtheletterasquicklyastheycanandanswerthefollowingquestions.What'sthegirl’sname?Whocangettheletter?Howmanypartsaretheyinaletter?Andwhatarethey?Thepurposeofmydesign:(1)toimpressstudentsthestructureoftheletter(2)toletthemlearnsomestrategiesaboutreadingaletterTask2.AskSstoreadtheletterandfind:What'stheletterabout?Whichsentenceisthetopicsentence?HowisherFriday?Whyisshebusy?Thepurposeofmydesign:(1)toletSstograspthemainideaofthisletter(2)topreparetohavethefastreadingStep3:CarefulreadingTask1.AskSstoreadthelettercarefullyandfillintheformandthenanswerthequestions.1)HowmanysubjectsdoesYuMeihave?2)Whatarethey?Andwhen?TimeSubjectsWhilecheckingtheanswer,letSsanswersuchquestions.WhatdoesYuMeidoafterPE?Whendoherclassesfinish?Whatdoesshedoafterthat?Whendoesherartlessonfinish?Andletthemknowsomeimportantwordsandphrases,suchasfrom...to...,afterthat,haveanartlesson.Thepurposeofmydesign:(1)enableSstoknowthedetailsoftheletter,especiallysomeusefulnewwordsandphrasesabouttimeandsubjects(2)makeSstounderstandthelettermoreeasilyTask2.AskSstoreadtheletteragainandfillintheform.Whatdoesshethinkofthesubjects?TimeSubjectsFeelingsAftercheckingtheanswers,askSstoanswerthequestions:Whatsubjectsdoesshelike?Whatsubjectsdoesshenotlike?Alsotheyshouldlearnsomeusefulwordsandsentenceslikedifficultbutinteresting,easyandfun,relaxing,usefulandsoon.Thepurposeofmydesign:(1)EnableSstoknowthemoredetailsoftheletter,especiallysomeusefulnewwordsandphrasesaboutfeelings.(2)MakeSstounderstandthewholeletter.Task3:Furtherthinking:AskSstosharetheirownopinionsaboutsubjectsingroups.AndthenaskSstoretelltheletterandreadtheletter.Thepurposeofmydesign:(1)EnableSstousewhattheyhavelearnedtoexpresstheirownfeelingsingroups.(2)Toimprovetheirthinkinglevelandprepareforthewriting.Step4:SummaryAskSstosumupwhattheyhavelearned.Step5:WritingAskSstowritealetterbacktoYuMeiandanswerthefollowingquestions.1.＊What'syouridealschoolday?＊Whenareyourclasses?＊Whatisyourfavoritesubject?Why?2.Usefulwordsandphrases:interesting,fun,easy,useful,cool,relaxing,exciting,difficult,boring,...and...,...but...,afterthat,then,at,from...to...Rubrics:Sentencesarecorrect.Handwritingisnice.Usewhatwehavelearned.About70words.WritingDearYuMei,Thanksforyourletter.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Yours,_____Thepurposeofmydesign:(1)EnableSstousewhattheyhavelearnedtoconsolidatetheknowledge.(2)Toimprovetheirwritinglevels.Homework1.Perfectthewritinginclass.(Forall)2.Retellthepassagein2b(optional)Thepurposeofmydesign:thissectionisasublimationofthelesson,itisaimedatguidingstudentstoformthehabitofactivelearningandreinforcewhattheyhavelearnedintheclass.Everysubjectisuseful.Beconfident!Wecanlearnallthesubjectswell!學(xué)情分析AnalysisofstudentsTheobjectsofthislessonarestudentsinGrade7.JuniorstudentslacktheabilityofsystematicautonomouslanguagelearningandsomestudentshavenoconfidenceofEnglishlearning.Therefore,itrequiresteacherstosetupthetasksfromeasytotheadvancedtoguidethem.Ssshouldlearnsomereadingandwritingstrategies.What’smore,juniorstudentstendtofocusonimagethinkingbecauseoftheabsenceofthemature,abstract,andlogicalthinking,thusteachersshoulddesignvariousinteresting,funandrelaxingactivitiestosustainstudents’interestsandattention.效果分析本節(jié)課因為教師設(shè)計目標(biāo)明確，教學(xué)策略科學(xué)合理所以本節(jié)課的教學(xué)效果相當(dāng)好。具體表現(xiàn)在以下幾個方面：1.視頻、課件、學(xué)案等教學(xué)手段的合理使用增加了課堂的趣味性，也增加了課堂的容量，拓展了學(xué)生讀、說、聽、寫的綜合能力。2.小組合作學(xué)習(xí)提高了學(xué)生的參與面。讓學(xué)生針對教學(xué)任務(wù)進(jìn)行小組內(nèi)的交流與分享，降低了教學(xué)難度，增強(qiáng)了學(xué)生解決問題相互探討的能力。比如在討論學(xué)生的最喜歡的科目以及修改作文環(huán)節(jié)，學(xué)生們通過小組合作學(xué)習(xí)突破了重難點。3.教師運用學(xué)案引領(lǐng)學(xué)生逐步熟知書信的格式，書信的內(nèi)容，掌握文本中的重難點詞匯句式。引領(lǐng)學(xué)生積極進(jìn)行自主探究性學(xué)習(xí)，教師指起到引領(lǐng)作用。學(xué)生的學(xué)習(xí)能力得到長足的發(fā)展。4.教師設(shè)計的問題和任務(wù)具有梯度，并且問題設(shè)計由他人到自己，使學(xué)生的發(fā)散思維，創(chuàng)造性思維得到提升。教師適時讓學(xué)生審視自己，進(jìn)行了有效的德育滲透。教材分析AnalysisofteachingmaterialThisisareadingandwritinglesson.ItisaletterfromYuMeitoJenny.Thelessonfocusesontalkingaboutsubjects,aimingatlettingstudentstalkaboutpreferencesandgivereasonsaboutthesubjects.Thetopicofthisunitiscloselyrelatedtostudents’reallife,andinaccordwithstudentscognitivelevel,thuscanmakestudentslearnmeaningfullyandbuildstudentsaconfidenceofEnglishlearning.Unit9Myfavoritesubjectisscience.SectionB2bTeacher：School:QingdaoNo.2ExperimentalMiddleSchoolDate：April25Learninggoals1.Masterthenewwordsandusefulphrases,from...to...,afterthat,haveanartlessonfortwohours,useful,finishetc.2.Beabletounderstandtheletterandgrasphowtowritealetterabouttheschoolday.3.Allthesubjectsareuseful.Studentsshouldstudyhardandenjoytheirschoollife.KeypointsanddifficultpointsBeabletotalkaboutpreferencesandgivereasonsaboutthesubjects.Previewhomework:Designaschedulebelowforyourclassesonyouridealschoolday.TimeSubjectsBefore-readingLead-inWatchandanswerthefollowingquestions:1.What'sBob'sfavoriteday?2.WhatsubjectsdoesBoblike?why?While-readingFastreading:Task:Findouttopicsentence:_______________________________learnthestructureoftheletter.Thereare______partsinoneletter.Theyaresalutation,bodyandsignature.2.Carefulreading.Task1:Readandfillintheformandthenanswerthequestions.1)HowmanysubjectsdoesYuMeihave?2)Whatarethey?Andwhen?Task2:ReadtheletteragainandfillintheformWhatdoesshethinkofthesubjects?TimeSubjectsFeelingsTask3:Furtherthinking:AreYuMei’sideasthesameasyours?3.usefulwordsandsentences:Lunchisfrom12:00to1:00.from...to...,fromMondaytoFriday,fromQingdaotoBeijingHerclassesfinishat1:50.ButafterthatYuMeihasanartlesson____twohours.Herartlesson_______(start)at2:00.Soit________(finish)at________.afterthat,at,then,difficultbutinteresting,easyandfun,relaxing,usefulSummaryandretellingPost-readingPreparation:1.＊What'syouridealschoolday?＊Whenareyourclasses?＊Whatisyourfavoritesubject?Why?2.Usefulwordsandphrases:interesting,fun,easy,useful,cool,relaxing,exciting,difficult,boring...and...,...but...,afterthat,then,at,from...to...3.Rubrics:Sentencesarecorrect.Handwritingisnice.Usewhatwehavelearned.About70words.WritingDearYuMei,Thanksforyourletter.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Yours,_____Homework1.Perfectthewritinginclass.(Forall)2.Retellthepassagein2b(optional)Everysubjectisuseful.Beconfident!Wecanlearnallthesubjectswell!課后反思

本節(jié)課首先讓學(xué)生欣賞了一個談?wù)撟钕矚g的一天和科目的視頻，有效地進(jìn)行了熱身活動，鞏固舊知識的同時，激發(fā)了學(xué)生學(xué)習(xí)本節(jié)課的興趣。接著讓學(xué)生通過猜圖導(dǎo)入新課，先總體閱讀課本里的于梅寫的信，讓學(xué)生了解了書信的結(jié)構(gòu)，并且快速閱讀，回答這封信是談?wù)撌裁吹?？讓學(xué)生對書信的整體內(nèi)容有一個了解，提出本節(jié)課的主題。接著讓學(xué)生細(xì)讀書信在學(xué)案上填寫表格，讓學(xué)生通過閱讀找到她周五什么時間分別上什么課。完成之后學(xué)生逐一進(jìn)行了回答，并且?guī)熒黄饘W(xué)習(xí)探討了書信里的新的詞匯和句式。之后給學(xué)生五分鐘時間進(jìn)行二次細(xì)讀，讓學(xué)生找出于梅對不同科目的評價并填寫表格。經(jīng)過快讀和兩次細(xì)讀學(xué)生對課文的內(nèi)容從整體到細(xì)節(jié)已經(jīng)把握得比較準(zhǔn)確，教師讓學(xué)生回答玉梅對課程的整體評價，學(xué)生根據(jù)形容詞能夠判定出她喜歡什么科目和不喜歡什么科目，從而讓學(xué)生進(jìn)行了深度思考。然后進(jìn)一步提出問題，引發(fā)學(xué)生的討論與思考，讓學(xué)生談?wù)撟约簩@些科目的感受，是跟于梅有相同的看法，還是有不同的看法，并解釋為什么？培養(yǎng)學(xué)生的思辨能力和獨立發(fā)表見解的勇氣。這一環(huán)節(jié)之后讓學(xué)生對課文進(jìn)行了復(fù)述，使本節(jié)課所學(xué)的知識加以鞏固，同時為下一環(huán)節(jié)寫作的輸出打好了基礎(chǔ)。讓學(xué)生對本節(jié)課的知識進(jìn)行小結(jié)，并且引導(dǎo)學(xué)生給于梅寫一封回信，描述自己理想中的一天。在寫作之前根據(jù)本節(jié)課的學(xué)習(xí)目標(biāo)給學(xué)生提出了具體的要求。學(xué)生獨立完成作文之后讓他們小組內(nèi)互相糾正與分享。之后讓學(xué)生用投影進(jìn)行了的展示與交流。并且教師進(jìn)行了德育的升華，最后布置了兩個作業(yè)，一個必做作業(yè)，一個選做作業(yè)，實現(xiàn)了作業(yè)分層，減輕了學(xué)生的課業(yè)負(fù)擔(dān)。整節(jié)課設(shè)計環(huán)節(jié)比較嚴(yán)密，符合學(xué)生的認(rèn)知規(guī)律。本節(jié)課是一節(jié)標(biāo)準(zhǔn)的閱讀模式課。由整體認(rèn)知閱讀，然后到