初中英语-Module 3教学设计学情分析教材分析课后反思

1、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 isnot very difficult for the

2、mto learn the tenses and grammars. But it is a difficulty for most students to read and speak English.Part3. Teaching aims.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 des

3、cribe a disaster.Ability aims: develop students reading skills, such as skimming, scanning and guessing. Meanwhile, get students to enjoy reading, love reading. Thats because reading is everything in learning a language.Emotional aims: get students to know more knowledge about an earthquake, and kno

4、w how to survive.Part4.Teachingkeyanddifficultpoints.Accordingtothe 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 aid

5、s. To solve the teaching points above,asateacher,Iwilladoptthefollowingteachingmethods: 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 teac

6、hing 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

7、 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 prereading part and report their answers to the whole clas

8、s.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 a

9、nd find out themain 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 cha

10、rming sentences and then try to analyze and memorize them. The purpose is to train the students ability of understanding, appreciating and using language.We knowlisteningisveryimportantforstudentstocatchuseful information,sotask4islistening.Nowthatstudentshavefully understood the whole passage, so I

11、 will get them to listen to the tape and read it aloud to prepare for the next step.Step3.Post-reading. It willtake 10minutes. Inthis step,Id 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 lang

12、uage knowledge and abilityStep4. 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 desi.gInwill divide the blackboard into 3 parts.On the top, it is the title of

13、 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 thinkiIntgh.ink this part is also very important for teachers. Because I believe that without reflective thinking, there will be no progress in teac

14、hing. After class, I will reflect the advantages anddisadvantages about this class. Then I will try my best to improve my class.Thats 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

15、，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”。效果分析分析如下：课前的导入占用了一部分时间，起初设计时，主要是为了对喜欢的事物进行复习，让他们利用学习过的内容，准确理解词义，结果设置问题过多，导致喧宾夺主，今后在课前的活动设置上，我会更加注意这一点，做到真正的有效课堂。设置教学内容过多，过分高估学生的能力，

16、关于学科的词汇长且拗口，很多同学 都不会读，简单地练了几遍就要求学生掌握，确实有些勉为其难。师生互动活动开展的还不错，但生生互动方面有所欠缺，今后还要注重引导学生 和学生对话。设置场景，让学生融入情景，从而真正的学以致用。课堂设置过于平淡，学生的学习气氛没有很好地被调动。对细节把控不够，课堂活动设置的不够精巧。课后，我认真的学习了新课改革的内容，对于公开课有了新的认识， 一堂成功的英语公开课，一方面教师必须具备熟练驾驭课堂的能力， 标准的英语语音语调，有益于开发学生心智的课堂教学设计。另一个 重要的方面就是处理好了教学活动的各个环节，既有引人入胜的开头， 又有高潮迭起的中场，还有画龙点睛的结尾

17、，更注重培养学生多元的 思维能力，让学生在课堂上体验成功的喜悦，获得进取的力量，分享合作的和谐，发现生命的灿烂。教材分析一、知识与技能：识记并运用单词表上黑体单词通过学习能够听懂有关表达制定计划的对话。掌握并运用句型。What are you going to do？ 二、过程与方法：通过自学与互助学习的方法练习制定计划的对话三、情感态度与价值观：学会询问他人的计划。学会制定自己和家人的计划。测评练习一般将来时：be going to结构用法：be going to+动词原形标志词：next week/ month/ year, tomorrow, this afternoon, in 205

18、0, in+一段时间等。特别提醒：助动词be 的形式（am/is/are）要与主语相一致。例如：Im going to have a picnic on Sunday morning.Tony isnt going to take a bus to the park. He is going there bybus.What are you going to buy for your mother on her birthday?there be句型的一般将来时：There+be(is/are) going to +be+名词+其他。例如：There is going to be a fash

19、ion show next week.There arent going to be any matches next term.专项练习： 一、单项选择1. Are they goinga picnic this Saturday?A. forB. withC. toD. on2.LinglingandIgoingtohaveapicnicSundayafternoon.A. am; inB. is; atC. are; inD. are; onMr. Zhang, whatyour plans?A. amB. isC. areD. be-are you going to do ?-Im g

20、oing to see my grandmother.A. What5. -B. Whyyou play the violin?C. HowD. Who-No, I.A. Can; canB. Are; amC. Can; cantD. Are; canThe students in Class 1to climb Mountain Tai next week.A. goesB. are goingC. to goD. goingThere a meeting tomorrow afternoon.A. will be going toB. will going to beC. is goin

21、g to beD. wi ll go to beCharlie here next month.A. isnt workingB. doesnt workingC. isnt going to workingD. wont workThere a dolphin show in the zoo tomorrow evening.A. wasB. is going to haveC. will haveD. is going to be10. -youfree tomorrow?-No. I free the day after tomorrow.A. Are; going to; willB.

22、 Are; going to be; willC. Are; going to; will beD. Are; going to be; will beMother me a nice present on my next birthday.A. will givesB. will giveC. givesD. giveThe day after tomorrow they a volleyball match.A. will watchingB. watchesC. is watchingD. is going to watchThere a birthday party this Sund

23、ay.A. shall beB. will beC. shall going to beD. will going to beThey an English evening next Sunday.A. are havingB. are going to haveC. will havingD. is goin g to have you free next Sunday?A. Will; areB. Will; beC. Do; beD. Are; beHe there at ten tomorrow morning.A. willB. isC. will beD. be your brot

24、her a magazine from the library?A. Are; going to borrowB. Is; going to borrowC. Will; borrowsD. Are; going to borrows 18.Ann mountains tomorrow morning.A. is going to climbB. climbC. climbsD. is climbingThere an English test during the term.A. will haveB. isC. is going to haveD. is going tobeThe day

25、 after tomorrow they a volleyball match.A. will watchingB. watchesC. is watchingD. is going to w atchThere a birthday party this Sunday.A. shall beB. will beC. shall going to beD. will going to beThey an English evening next Sunday.A. are havingB. are going to haveC. will havingD. is going to have课后，几位老师对我的这节课进行了点评，并且我也聆听了其他英语教师的优质课，使我受益匪浅，我不仅获得了不少的经验以及教学方法，而且还了解到了自己的不足之处。现分析如下：课前的导入占用了一部分时间，起初设计时，主要是为了对喜欢的事物进行一 下复习，让他们利用学习过的内容，准确理解词义，结果设置问题过多，导致喧宾夺主，今后在课前的活动设置上，我会更加注意这一点，做到真正的有效课堂。设置教学内容过多，过分高估学生的能力，关于学科的词汇长且拗口，很多同学 都不会读，简单地练了几遍就要求学生掌握，确实有些勉为其难。师生互动活动开展的还不错，但生生互动方面有所欠缺，今后还要