教学设计情境分析

教学设计内容分析（教案写作1Teachingtopic/content Teaching&learningmethods6Teachingaids 9.Teachingreflection★【1.Teachingtopic/content】:★【2.教学Teachingobjectivese.g.Studentswillmasterthenewwords:…Studentswillgettoknowthesimplepasttense.Studentswillbeabletopronouncetheletter…▲Studentswillbeabletomaster andphrasessuchassymbol,appear,bereadytoandsoon.▲Studentscanunderstandkeysentences.Forexample:However,hewasalwaysreadytotryhisbest.Atthesametime,SscanknowmorefactsaboutMickeyMouse.Studentswillimprovetheirreadingskillssuchasskimmingandscanning.Studentswillbeabletotalkabouttheissuewithothers.▲Throughlistening,speaking,andgroupwork,Sscan yzethetimelineofthispassage,andtheycandeveloptheirreadingskills,suchaspredicting,skimming,scanningandsummarizing.e.g.Studentswillfeelthebeautyofnature.Studentscanlearnfromthescientists.Studentscandeveloptheconsciousnessof…Studentscanbeawareoftheimportanceof…★Studentswilllike/beinterestedinlearning▲Studentswillhaveastronginteresttogetmoreinformationaboutsomefamouscartooncharacter.Andstudents’cross-culturalcommunicationawarenesswillpromoted.★【3.教学重点Teachingkeypoints 知识目▲Keypoints:Helpstudentsgettoknowthemeaningofthenewwordsandthesentence 能力目常用动词help,guide,lead,show…★【5.教学方法TeachingMethodsGroupworkMethod★【6.Teachingaids】: , ,★【7.教学Teachingprocedures】导入—新授—巩固练习—总结作业3P教学模PWP教学2.a.b.3.a.Stepb.Step4.5.Summaryand5.Summaryand★【8.板书设计Blackboarddesign9Teachingreflection★教案写作其他要素Timeallocation时间分配以一堂45分钟的课程为例 ▲e.g.Step3:While-1.Fastreading.Askstudentsquestionsandinvitesomestudentstotalkabouttheir(Justifications/Purposes:Studentshaveabetterunderstandingofthetext.Teacherwilllaythefoundationforthenextstep.);haveabetterunderstandingof教学过程分析导入—新授—巩固练习—总结作业★【1.导入Lead-in激发学习、创设课堂氛围、建立联系、引出内复习导入：Firststudentswillbeguidedtoreviewwhattheyhavelearnedinlast活动导入：Teacherwillfirstaskaquestionandstudentsneedtothinkaboutitandsharetheirideas.（游戏、讨论、头脑风暴）教具导入：Studentswilllookata labouttheir★【2.新授Presentation3P教学模PWP教学2.a.b.3. Stepd.Step4.5.Summaryand5.Summaryand

3.巩固练Practice常见方式角色扮演 ★【4. 重点课型讲解★【词汇句型教学过程】→ 模Step2新授Step3巩固练习Step4小结Atthebeginningoftheclass,Teacherwillsetaswarmingup…Firststudentswilllistentoasongabout…Step2：建议：3步走：词→ 例句：Firstly,Teacherwillpresentsomepictures/a Secondly,Studentswilllistentothetapeand…Step3：Practiceandplay建议：3个activity对应前面的3步，词→→句子；Guidestudentstothinkwhatthey例句：Studentsneedtofinishthefollowingtasks:…★【词汇句型例题展示】→3P模式新授句型：whichseasondoyoulikeFirststudentslistentoasong:SnowmanShowstudentssomepicturesoffruitandseasons,andaskthemtomatchtheseasonandfruit.Justification/Purpose:Studentswilllinktheirpreviousknowledgetothenewcominglessonandtheywillbeinterestedinlearning.步骤一：热身/snowmanStep2:Firstly,showingdifferentseasons.GuideStudentstothinkabouttheweatherinthatseason,andshowsomepicturesordosomeactionstoexplainthenewwords.Secondly,Learnthenewsentence.Teacherasks“what’syourfavoriteseason?”Thenpointoutthatwecanuseanotherwaytotalkaboutthisissue:whichseasondoyoulikebest?Teacheranswersthequestionbyusingthenewwords.ListeningactivityStudentslistentothetape,andtrytounderstandthewordsandsentencepatterninspecificsituation.Purpose:Helpstudentstomasterthemeaningofthenewwordsandsentence;makingtheclasswhatStep3:Studentswillbesplitintotwoteamsandwhisperawordfromthefirstonetothenext,thelaststudenthearsthewordandrunfasttotheboardandpointoutthewordandsayitloud.Fasterteamswillgetpoints.Task2:DoaTeacherusesthechartinthebook.Studentswillgoaroundtheclassroomholdingtheirbookstofindout“what’severyone’sfavoriteseason.”andputdowntheinformationinthebook.Reporttheanswersatlast.Studentsworkingroupsoffour,discussingrelatedissuesaboutseasonsandweather,suchas:wearing,eating,transportationsthenroleplay:S1:“today,isMarch8thit’scoolinspring,weshouldwearjeans…”S2:“right,andwemustridebikesinthisniceweather…”Justification:Studentswillusethelearnedknowledgeinarelaxingatmosphere,andthegameprovideschancetoshowthemselves.任务2—“小”Step4:Teachermakessupplementsandemphasizesthedifferencesbetweenseasonsandweather.Teacherwillalso lstudentstoobservecarefullyintheirlifeandfindoutthechangesindifferentseasons.Justification:ReviewthewholelessoninashortStepStudentsareencouragedtocollectmorephotosor saboutdifferentseasonsafterclass,practicingthekeysentencepatternswiththeirparents.Theyaresupposedtosharenextclass.例句：First，teacherwillaskstudentstodiscussaquestioninAtthebeginning,studentswilllookatthepictureonthe .Thenteacherwillintroducethecontentofit.:/例句：StudentswillreadthetextasquicklyaspossibleTheyneedtofindthemaintopicoftopicsentencesofeach例句：Studentsareencouragedtoguessthemeaningofthenewwordsaccordingtothecontext.Teacherwillaskafewquestions,studentsanswerthemaccordingtotheinformationintheblanguagefocus（生词，语法点，长难句，句与句之间的衔接,细节分析等例句：Studentsareaskedtofinishtheexerciseontheirtextbook.Theyshouldrefertothepassageandchoosetherightanswer.Teacherwillaskaquestion:…?Studentsdiscussitingroups.Step5：例句：Studentswillsummarizewhattheyhavelearnedtodaybythemselves,andteachermakes★【阅读课例题展示】 模teachingcontentsmajorstepsandtimeallocationactivitiesandjustificationsBritishandAmericanEnglisharedifferentinmanyways.Thefirstandmostobviouswayisinthevocabulary.TherearehundredsofdifferentwordswhicharenotusedontheothersideoftheAtlantic,orwhichareusedwithadifferentmeaning.Someofthesewordsarewellknown—Americansdriveautomobilesdownfreewaysandfillupwithgas;theBritishdrivecarsalongmotorwaysandfillupwithpetrol.Asatourist,youwillneedtousetheundergroundinLondonorthesubwayinNewYork,ormaybeyouwillprefertogetaroundthetownbytaxi(British)orcab(American）.ChipsorFrenchButotherwordsandexpressionsarenotsowellknown.Americansuseaflashlight,whilefortheBritish,it'satorch.TheBritishqueueup;Americansstandinline.Sometimesthesamewordhasaslightlydifferentmeaning,whichcanbeconfusing.Chips,forexample,arepiecesofhotfriedpotatoinBritain;intheStateschipsareverythinandaresoldinpackets.TheBritishcallthesecrisps.ThechipstheBritishknowandloveareFrenchfriesontheothersideoftheAtlantic.HaveorhaveThereareafewdifferencesingrammar,too.TheBritishsayHaveyougot...?WhileAmericanspreferDoyouhave...?AnAmericanmightsayMyfriendjustarrived,butaBritish sayMyfriendhasjustarrived.Prepositions,too,canbedifferent:compareontheteam,ontheweekend(American)withintheteam,attheweekend(British).TheBritishuseprepositionswhereAmericanssometimesomitthem(I’llseeyouMonday;Writemesoon!).ColourorTheothertwoareasinwhichthetwovarietiesdifferarespellingandpronunciation.Americanspellingseemssimpler:center,colorandprograminsteadof'centre,colourandprogromme.ManyfactorshaveinfluencedAmericanpronunciationsincethefirstsettlersarrivedfourhundredyearsago.Theaccent,whichismostsimilartoBritishEnglish,canbeheardontheEastCoastoftheUS.WhentheIrishwriterGeorgeBernardShawmadethefamousremarkthattheBritishandtheAmericansaretwonationsdividedbyacommonlanguage,hewasobviouslythinkingaboutthedifferences.Butaretheyreallysoimportant?Afterall,thereisprobablyasmuchvariationofpronunciationwithinthetwocountriesasbetweenthem.ALondonerhasmoredifficultyunderstandingaScotsmanfromGlasgowthanunderstandingaNewYorker.Teachingcontents:ThispassageisaboutsomedifferencesbetweenBritishEnglishandAmericanEnglish.Knowledgeobjective:StudentswillknowthedifferencesbetweenBritishStudentscanidentifyavarietyofStudentsareabletofindoutthemainideaandthedetailsofaEmotionalobjective:Afterthislesson,studentswillbeinterestedinEnglishlanguageTeachingKey＆DifficultTeachingkeypoint:Howtomakestudentsgraspsomedetailsofthepassageandreaditindifferentways.Step1:LeadinStudentslistentothetapeofdifferentEnglishaccents.TeacherasksthemtoimitatetheAskstudentstoreadthepassagequicklyandfindoutthemainideaofthepassage.Thenfindoutwhatcharactersarecomparedinthepassage(Justification:Studentswillgetthegeneralideaofthispassage,andtheirreadingabilityofscanningcanbepracticed.)AskstudentstoreadtheparagraphscarefullyandfindthespecificdifferencesbetweenBritishEnglishandAmericanEnglish.Laterstudentsshouldgivetheiranswers;teachershowssomedetailsonthe Studentsconcludethedifferencesfromthefollowingaspects:vocabulary/grammar/spelling/(Justification:StudentswillunderstandmoreaboutthepassageandimprovetheirreadingAskthestudentstodiscussonequestioningroupoffour,andthensharetheiropinions.Q:ArethereanydifferencesbetweenChineseindifferentprovinces?(Justification:HelpstudentshavemoreconfidenceinspeakingEnglishandtheywillgettheconsciousnessofcooperation.)Step4:SummaryAttheendoftheclass,studentsconcludewhattheyhavelearntfromthelesson.Teacherwillgivesupplementsintime.Atlast,Studentswillhavetwokinds :(1)finishexercise3band3c.(2)search American car/ Doyou Haveyou Eastcoast/NewYorkaccent London/Glasgowaccent例句：First，teacherwillaskstudentstodiscussaquestioninAtthebeginning,studentswilllookatthepictureonthe .Thenteacherwillintroducethecontentofit.:/例句：StudentswillreadthetextasquicklyaspossibleTheyneedtofindthemaintopicoftopicsentencesofeach例句：Studentsareencouragedtoguessthemeaningofthenewwordsaccordingtothecontext.Teacherwillaskafewquestions,studentsanswerthemaccordingtotheinformationintheblanguagefocus（生词，语法点，长难句，句与句之间的衔接,细节分析等例句：Studentsareaskedtofinishtheexerciseontheirtextbook.Theyshouldrefertothepassageandchoosetherightanswer.Teacherwillaskaquestion:…?Studentsdiscussitingroups.Step5：例句：Studentswillsummarizewhattheyhavelearnedtodaybythemselves,andteachermakes★【语法教学过程】→例句：Atthebeginning,teacherremindsstudentsofthe…theylearnedinlastclass.Studentswillfirstlookatthepicture lteacherthemeaning.be动词变化Teacherwillwritedownthreesentencesontheblackboardandaskstudentstofindoutsomecommonthingsanddifferences.Teacherhelpstoconclude.Thenteacherunderlinesthewordsandintroducesthenewgrammar—begoingto.Atfirst,teacherwillaskstudentstointroducetheirplansinthecomingThenteacherpointsoutquestions:howtointroduceyourplanstoothers?Howtothingsinthefuture?Studentsmaysay“will”.TeacherencouragesthemtogiveanTeachergoesonteaching:todaywewilllearnanewwaytotalkaboutthisissue—begoingto.Teacherwillalsoremindstudentsoftheusageofthehelverb“be”.建议：2~3个activity。Activity1:Studentsfinishtheexerciseonpage10.Teacherwillaskthemtochecktherightansweronthe Activity2:Pairwork.Studentsreadthedialoguewiththeirelbowpartners,andthenchangeActivity3:Groupwork.Teacherdividesstudentsinto4groups.Studentstalkabouttheirweekendplansingroupsandshareinthefront.Theyareencouragedtousethegrammarwhen ★【写作课教学过程】→Teacherwillfirstshowsomelearnedwordsonthe .StudentsreadthewordsandspeaktheirChinesemeaningsloudly.Teachershowabriefletteron ,andaskstudentsthebasicelementsofaFirst,studentswatchashort .Teacherintroducesthebackgroundbriefly,andasks:whatwillyoudoinsuchsituation?Studentshaveadiscussion.Studentsreadthepassagefirst.Theyneedtounderstandthetopicofthepassageasquicklyastheycan.Teacherhelpstosummarizethemainidea,andguidesstudentstothinkabouttheproblem/howtorespond.Firstly,studentssharetheirideasaboutthequestionintheirgroup.TheyneedtoconcludesomeTeacherwritesthetipsontheblackboard,andguidestudentstoorganizeinformationaccordingtothesetips.Teacherwillremindthemtoconsidertheaspectsofcontent,grammar,spelling.Teacherwillalsoguidestudentstothinkabouttheircomposition,andpredictthefollowingevents.评价★【直接法】Direct概念：直接教外语，将单词和短语与事物之间直接建立联系。★【听说法】Audio-lingual适用学段：小学、偶尔中学令，等。意念则是指交际的内容，即人们在使用语言完成某种功能时，涉及到过意念来起作用。一般可以用提问why来检验功能，即交际目的或意图，而用who或what来检验要达到交际目的所涉及的意念。学生接受语言材料的输入★【视听法】TheAudio-Visual主要特点：过分强调视觉直观，忽略语。主要教学原则优点课堂组织和管理存在。概念：学生在教师指导下，通过沟通、、询问等各种语言活动来完成一定的任（learninPre-task.While-task.Post-task教师对任务进行评价，并及时给予反馈※优点第二外语学习心理学的影响【行为主义心理学】知心理学】（Piaget哲学影响【经典人文主义】Classical【重建主义】和stag（imitton （Mmion和后期强调意义教学（Meaningfulteaching）情景教学（Situationalteaching）和角色表演（Roleplay。，Practice，Production（【渐进主义】语言学（Linguistical）的影【三种母语习得理论】强化论（又称刺激反应论（Reinforcement）（Innate（【二语习得理论】中介语理论（Interlanguage/现象（Fossilization）输入理论（InputTheory)：Krashen（克拉申当母语规则与目的语规则相同或相似时会出现正迁移(positivetransfer)，规则出现（interference错误分析Error【ErrorVSMistake错误Error：知识不足→Competence错误的分类（CorderErrors指学生在学过程中已经内化语言的（Browncontextoflearning alfactorsSomeChineselearnersofEnglishtendtopronounce“new”as/lju:/.Thisisanexampleof A.intralingual B.interligualC.cross- D.Wecanconcludethatwordssuchas“puted”“breaked”areA.intralingual B.interligualC.cross- D.【学法指导】认知策略Cognitive 学习者在认知过程中，信息加工的方法和技术RehearsalElaborativeOrganizationalPlanning（2）策略MonitoringRegulativeResourcemanagementstrategy管理可用的环境和资源的策略。strategyWhichofthefollowingstrategiesbelongstocommunicationWhenspeakingEnglish,thestudentscanrealizethemistakesandcorrectThestudentsoftentalksabouttheirownfeelingsaboutlearningwithclassmatesandteachers.ThestudentscommunicatewithothersbyusinggesturesandThestudentsusereferencebookstogetmore【课堂中教师角色】（Instrucor（Controller（Assessor（OrganizrriipnesearherInwriting,studentsmaynotknowhowtoputsomethingintoproperEnglishandthusasktheirteacherforhelp.Heretheteacheristoplaytheroleofa/an.A. B.C. D.Whenateachersaystothewholeclass,“Standupandactoutthedialogue”,he/sheisplayingtheroleofa(n).A. B.C. D.Whenastudenthasmadeasentence“IborrowedapaperfromMissLi”,theteachersays,“Doyoumean‘apieceofpaper’?”Heretheteacherisplayingtheroleofa(n).A. B.C. D.【课堂反馈Feedback&Correction◆反馈◆“No,thisisnottheright间接反馈sure?（◆正面反馈Goodjob,well反馈FishReadaftermef-ish(纠正错误，不是批评Whichofthefollowingteacher’sinstructioncouldservethepurposeofelicitingShallwemoveReadafterme,WhatcanyouseeinthisWhatdoestheworld“quickly”Whichofthefollowingisanexampleofteachers’indirectcorrectiveSay“went”insteadofWeneveruse“at”thatChoiceAisnottherightWhocanhelphimwiththisItissuggestedthatteachersshouldnotinterruptstudentsforerrorcorrectionwhentheactivityaimsat cometomeetadifferent教学评价的类型

诊断性评价Diagnostic形评价FormativeSummative【诊断性评价的方法】借助已有材料，如学生之前的成绩单(reportcard)【形评价的方法质性评价法。包括优秀作品、概念图 map)、、成长记录【终结性评价的方法口试(oraltest)。如朗读、讨论、描述、角色扮演、情境交际、小组讨论等Portfolios,dailyreportsandspeechdeliveringaretypicalmeans A.Norm-referenced C.Summative Teacherscan asamethodinFormativeA.final B.admissionC. D.Whichofthefo