师范类院校 教学法期末 教案模版.docx
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师范类院校 教学法期末 教案模版.docx
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师范类院校教学法期末教案模版
《学科教学法
(二)》(TeachingMethodologyII)
08级师范班期末考查
TheFinalProject
TheteachingplanforLesson1,Unit1,J2B
1.Thetextbookanalysis
2.Thebackgroundofstudents
3.Learningobjectives(practicelessonthroughlisteningandspeaking)
4.Teachingprocedure
5.Blackboardwritingdesign(hand-writtencopy)
6.Therelatedteachingmaterials(copy)
7.Verbatimplan
8.Reflection
9.Appendix
Designer
SchoolNo200803101204
Class
(2)Group(5)
Date:
2011-6-15
教材分析
我教的是外研社(三)高中版module1:
Europe的第一课。
我个人把这堂课当做是语言的操练课,因为这是个课堂的导入课程,这个单元的主题是Europe,主要讲的是一些欧洲国家及其城市的介绍。
,所以在课堂上,只要注重学生对英语听和说的训练。
个人分析,编者在这一课一共设置了3个活动环节。
第一部分:
欧洲国家及其城市,相应的语言的认识。
编者想通过学生对已学地理知识进行分析判断,从而完成书本图表的练习。
我认为这一部分对本单元的学习是很有必要的。
因为这可以让学生提前对单元内容进行熟悉,可以作为调动学生学习兴趣的一个重要环节。
第二部分:
重点单词的介绍,及其对欧洲地图,主要国家的位置的熟悉,我想通过自己在黑板上大致画出欧洲一些主要国家的地理位置,来加强学生对这一部分的理解。
这个部分,我觉得也是很有必要的,认为是第一部分的补充,及其巩固。
让学生理解地理位置和方位介词的用法。
第三部分:
文章阅读材料的介入,我个人认为,在这个单元的第一堂课上,文章的介入对班上学生还是有一定难度的。
所以应该在文章进入之前,做些准备工作。
如把Readingandvocabulary的part2提前让学生们熟悉。
因为重点词汇的学习,会让学生们在阅读课上有不一样的效果。
鉴于以上几点,我认为一名认真对学生负责的老师应根据学生的实际情况和学生的心理特点,对教材进行相应的整合,然后进行书本内容的删减,在适应学生实际情况的同时,极大的调动学生的学习积极性,培养学生兴趣,这才是教学的最终目的。
TeachingPlanforLesson1,Unit1,J2B
Name:
Class:
2Group:
5
Thebackgroundofstudents
Fromclassroomobservation,thestudentsinClass3,Grade1inHaikouQiongshanMiddleSchool(juniorhigh)aredescribedasfollows:
●thebasisoftheclass:
……...
●theattitudes:
………..
●theability:
………….
●thestrategies:
……...
●Theteachershould:
(1)Paymoreattentionto……..;
(2)Helpstudents…….;
(3)RemindSsof………:
(4)……….
MainLearningObjectives
★Reviewandlearnsomewordsandusefulexpressions
E.g.……….,andthenusethemtotalkaboutwhatwillhappenortheresultifyoudosth.
★Learnsomelanguageitemsandcommunicativefunctions
Usethesentencepattern:
………togivesuggestionstotheirpeersorpeoplewhoareinneedofsomeadvicewhentheyaregoingtodosomething.
★Learntousedifferentlisteningskills/strategiesintermsofstudents’interestanddifferentlisteningmaterials.
(1)Predictingandguessingthecentralmeaningoftheconversation(…..?
)by……...
(2)Listeningtotheconversationforthegist……by….
(3)Listeningtothedialogueforthespecificinformation…….by……..
★Attitudeandsignificanceoflistening
(1)EncourageSsto……….
(2)Develop…….g.
TeachingProcedures
Stage1:
Pre-Listening:
(5-10minutes)
Step1:
warmupactivity:
Theteacherpresents4picturesofdifferentsituations(seeappendix),andoneforeachgrouptodiscusswhytheycan/cannothavetheclasspartyatthosemomentandwhataretheygoingtodoattheparty?
basedontheirownexperience.
Step2:
AfterSsgetseveralcolorfulanswers,theteacherasksSstoreporttheiranswersandpresentsthemundertherelatedpicturespresentingonBb.
Step3:
Theteacherdeclarestheyaregoingtolistentoaconversationcloselyrelatedtothesepictures.ItisaconversationbetweenAndreaandMarkaboutwhentheclasspartywillbeheldandwhattheyaregoingtodoatthepartyandasksstudentstopredictandguessthepossiblesuggestionsthatMarkwillgivetoAndreabasedonthepicturesandtheirdiscussion.
Step4:
Theteacherindicatestheywilllistentothedialogueforthefirsttimeandcheckwhethertheirpredictionisrightorwrong.
Stage2:
while-listening(15-20minutes)
Step1:
Listeningforthegistoftheconversationbycirclingtherightanswerofmultiplechoices.
A.Andreaisgoingtohavetheclassparty.
B.AndreaandMark’sdiscussionaboutwhenwilltheyhavetheclasspartyandwhattheyaregoingtodoattheparty?
C.Sswillleaveschoolearlytostudyfortomorrow’stest.
D.MarkwouldliketohelpAndreaorganizetheparty.
Step2:
TheteacherchecksSs’answerandindicatestheyaregoingtolistentothedialogueforthesecondtimeanddosomemoreexercises.
Step3:
Listeningforthespecificinformationbymarkingthe“T”or“F”statements(seetheappendix)duringthesecondtimeplayingthetape;ifsomestatementsarewrong,trytocorrectthembasedontheirunderstandingoftheconversation.
Step4:
TheteacherasksSstohaveadiscussionwiththeirpartnersabouttheiranswers.
Step5:
TheteacherplaysthetapeforthethirdtimeandhelpsSstomakesureoftheiranswersandasksthemtofillintheblanksin2bonpage35oftheirtextbooks.
Stage3:
post-Listening(10-15minutes)
Step1:
Ssreporttheiranswersandteachergivessomeexplanationwhennecessary.
Step2:
TheteacherplaystheconversationagainsentencebysentenceandasksSstoreadthemonebyoneafterthetapeduringtheshortpausesgivenbytheteacher.
Step3:
TheteacherguidesSstosummarizethekeylanguageitemstheylearnedthroughlisteningandpresentsthemonBb,andthenasksSstopracticethemwiththeirpartnersbyaskingquestionsandansweringbasedontheirownexperienceineverydaylife.TheteacherwalksaroundtheclassroomparticipatinginSs’discussionandgivesassistanceifnecessary.
Step4:
Theteachergivestheassignment:
makeupadialoguebetweentwopeopleabouttheirdecisions’makingwhenandwhattheyaregoingtodosomething,iftheydonotagreewitheachother,andgivesthereasons.
Forexample,youcanmakeupadialoguebetweenLilyandLucyabouttheirdecisionswhentheyaregoingtovisitandwhattheyaregoingtodoinHolidayBeach.
Requirement:
Thedialoguemustcontainatleastfiverounds.
TeachingAids
Blackboard,chalks,pictures,textbooks,tapes,sheetsfor“T”or“F”statements.
VerbatimPlanforLesson1,Unit1,J2B
Module1Europe
Stage1:
Greeting
T:
Goodmorning,class!
S:
(Goodmorning,MissHuang!
)
T:
oksitdown,please.Howareyoutoday?
S:
(Fine,thankyou!
Andyou?
)
T:
Iamfinetoo.Todayisveryhot,pleaseremembertodrinkmorewaterandtrytostayindoorsasmuchaspossible.Takecareofyourselves.ok?
S:
(ok!
)
T:
Now,atthebeginningofthisclass,aquestion!
Doyoulikegeography?
S:
(yes或者是no.)
T:
Ihearsomebodysayyes,someonesayno.itdoesn’tmatterifyousayno.today,wearegoingtolearnsomethinginterestingaboutgeography.Ihopeallofyoucanlikeit.Canyoufollowme?
S:
(yes!
)
T:
Verygood,now,class,pleaseopenthebook,turntopage1,thetitleisEurope(老师在黑板上写上Module1:
Europe)ok,readaftermeplease!
S:
(Europe)
T:
good!
lookatthebox(老师边指着课本边对学生说)thefirstpart:
completethetablewiththewordsinthebox.ThenIsayChinese,youfindtheEnglishwords.Isthatclear?
S:
(Yes.)
T:
雅典,英语,法国,法语,希腊,希腊人,意大利人,意大利,里斯本,伦敦,马德里,巴黎,葡萄牙,葡萄牙语,罗马,西班牙,西班牙语,英国。
(老师一直和学生问答:
ifyoudon’tknowthemeaning,pleasewritedowninyourbook.)
S:
(学生作出相应的回答)
所有的单词全部都带完了。
T:
therearesixcountriesinthisbox.Canyoufindthese?
Whatarethey?
S:
(UnitedKingdom,Greece,Italy,France,Spain,Portugal)
T:
Great!
Inthesecountries,whichonedoyoulikebest?
S:
(找一个学生进行回答)
T:
(老师总结一下学生的观点)
Iamverygladtohearsomethingfromyourmouth;IthinkmostofgirlswouldlikeFrance.Becauseitisaromanticcountry.However,mostofboyswouldlikeSpain,becausefootball.Yes?
S:
(yes)
T:
Inthesecountries,IlikeGreeceverymuch.IthinkGreeceisamysteriouscountry,andhaslonghistory.Likeourcountry,Iamcuriousaboutthiscountry.Now,aquiz猜谜游戏:
theanswerisinthisbox,itisthecapitalofone’scountry.“排队上厕所”whocantellmetheanswer?
S:
(伦敦London)
T:
youaresoclever!
ItisLondon,soLondonisthecapitalofUK.(老师在黑板上呈现句型)whocantellmetherestoffivecapitals?
S:
(AthensisthecapitalofGreece
LisbonisthecapitalofPortugal
MadridisthecapitalofSpain
RomeisthecapitalofItaly条条道路通罗马
ParisisthecapitalofFrance.)
T:
Good.Nicejob!
Now,letusmovetonextpart.Ok,nowlookattheblackboard.Thisislocation.(老师在黑板上面画数轴,表明东南西北四个方向,然后依次画出英国,法国,意大利,西班牙,葡萄牙和希腊)ok!
ThisisthegenerallocationofsixcountriesinEurope.Then,pleasematchtheletterswiththesesentences.Like“fistheUK”Areyouclearthis?
S:
(yes)
T:
Now,pleaselookatthispicture.(TheteachershowsthepicturetotheSs.)
S:
(Yea.)
T:
So,class,whatisinthepicture?
S:
(Aboy,aclockandaclassroom.)
T:
Good,whatistheboydoing?
S:
(Heisstudyingveryhard.)
T:
Class,doyouknowwhatheisstudyingfor?
S:
(Heisfortheexamination.)
T:
You’resosmart.(TheteacherthumbsuptoSs.)
(Theteacherdealsthefollowpicturesinthesameway.)
T:
OK,class,Ssinthisclassaregoingtoholdaclassparty,holdaclassparty?
Doyouknowwhatdoesholdapartymean?
(Theteacherpresentsthephrase“holdapartyonBbandlooksattheSshopefully.”)
S:
(“开晚会”)
T:
Verygood.Holdapartyalsomeans,“haveaparty”,(Theteacherpresentsthephrase“haveaparty”onBb),amIright?
S:
(Yes.)
T:
Verygood.Holdapartysometimesalsomeans,“organizeaparty”,organize?
Doyouknow“organize”,organize?
(Theteacherpresentsthephrase“organizeaparty”onBb)
S:
(Yes.)
T:
Good,now,class,pleasereadafterme,organize.
S:
(Organize.)
T:
Good.Doyouthinkitissuitableforthemtohavetheclasspartyinthesituationofpicture1andpicture2?
S:
(No.)
T:
Good,whycan’ttheyhavetheclasspartyatthosemoments?
Why?
(TheteacherpoststhepaperonwhichshewrotethequestionsandlooksattheSswithsmile.)
SomeSsanswerinchorus.
T:
OK,class,justkeepyouranswerforamoment.OK?
S:
(Yes.)
T:
Good,now,pleaselookatpicture3&4;doyouthinkSswouldliketodothesethingsintheclassparty?
(TheteacherpoststhepaperonwhichshewrotethequestionsandlooksattheSswithsmile.)
S:
(Yes./No.)
T:
Class,whydoyouthinkso?
SomeSsanswerinchorus.
T:
OK,class,justkeepyouranswerforamoment.OK?
T:
OK,class,I’llgiveonepictureforeachgroupforyoutohaveadiscussion,group1,picture1
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