教学设计新部编版+
教师学科教案[ 20 – 20 学年度第__学期]
任教学科：_____________
任教年级：_____________
任教老师：_____________
xx市实验学校
Teaching Design
I. Theme
The new curriculum advocates "people-oriented" education, and conforms to the laws of physical and mental development of students.
This class is mainly task-based. Multimedia and other teaching means will stimulate and nurture students’ interest in English learning. And what’s more, students will get informed in easy and pleasant environment, build up their self-confidence, cultivate good study habits, discover effective learning strategies, develop self-learning ability, and promote the spirit of cooperation. It aims to enable students to acquire a certain amount of basic knowledge and English listening, speaking, reading and writing skills to improve the students’ comprehensive ability.
II. Multimedia Design
I ’m aiming at creating a pleasant study environment for students and demonstrating the difficult and the main more vividly through PPT. aids.
First, leading in some useful expressions of this unit by a most favored short TV sketch:
Second, stimulating students’hearing and visual senses by lovely pictures of deeply-loved stars, and avoiding dull lecturing. Let the students tell what he/she used to like and what they like now through visual comparison. Grasping target language and discussing in groups the words that describe people’s appearances and personality. Then，the teacher may make a conclusion. Next, you may ask the students to write them on the blackboard. Finally, practice (asked the student to finish 1b) and play the recorder.
Third, students will be at a glance through demonstration of difficult points with red letters which show the key parts. And finish related exercises.
Four, students summarize the difficult and the main points orally. The teacher will demonstrate the related contents to deepen the students’ impression. Students should
try to use them freely.
Finally, show the assignment, and play music to get the students relaxed.
III. Teaching Aims:
https://www.360docs.net/doc/4d1139939.html,nguage aims:
To learn about the usage of “used to do”
2. Ability aims:
To grasp related sentence patterns:
I used to be afraid of the dark.
Mario, you used to be short, didn’t you?
Mario used to be short.
Yes, he did. /No, he didn’t.
3. Emotion aims:
To talk about what you used to be like, and enhance the relationship between the teacher and the students.
IV. The Difficult and the Main Points
To learn the usage of “used to do”
To tell “used to do”from “be /get used to doing”
V. Teaching Time
One period
VI. Teaching Methods:
1. Grammar-Translation Approach
2. Direct Approach
3. Reading Approach
4. Audiolingual Method
5. Community Language Learning
6. Communicative Approach
VII. Teaching Procedures
Step1. Greeting and Leading-in
Lead-in with a TV short sketch, then ask the students the following
questions:
T: Do you like it?
S: Yes/No.
T: What does it talk about?
S: It talks about ……
T: Yes, it talks about the past the present and the future.
And today we are going to study Unit 2, its title is I used to be afraid of the
dark. (PPT. shows the title.)
Step2. Thinking
T：In the title ,we find a new phrase “used to”.
What does it mean? Do you know?
S: Yes, 过去常常
T: Yes, you are excellent. (PPT. shows the new phrase) It means “过去常常”in Chinese.
And now please look at the two pictures.
T: Do you like him?
S: Yes.
T: What’s his name?
S: Shi Xiaolong.
T: Yes. And can you tell the differences from the two pictures?
S: Yes.
T: Now please look at the first picture, can you use our new phrase “used to do”
to describe him?
S: Yes.
Then ask some students to answer my question.
S: He used to be thin
T: Yes, good. Sit down, please.
S: He used to be short.
S: -----
T: Praising students properly to inspire their English learning interest.
PPT. demonstrates target language
T: Then let’s look at the second picture , what does he look like now?
S: Now he is tall.
S: Now he has long hair.
S: ---
T: Right, excellent! Let’s look at another picture. Can you tell the differences? S: Yes.
T: Hands up, please.
S: She used to be fat.
S: She used to have short hair----
T: And now?
S: Now she is thin.
S: Now she has long curly hair.
T: Very good. Sit down, please.
Step 3: Speaking practice
T: Now we will do some practice with “used to do”and these words.
Who can read the dialogue to our class?( ask some students to read them
A: Mario, you used to be short, didn’t you?
B: Yes, I did.
A: Shi Xiaolong used to have short hair.
B: Yes , he did. Now he has long hair.
A: ----
B: ----
(after a group of practice)
And look at these words “fat, thin ,short hair, long hair etc.”They are all about people’s appearance. Do you know more words to describe people’s appearance. S: Yes.
(Ask some students to answer and write some on the blackboard.)
S: medium height, beautiful, pretty----
T: Very good, sit down, please. And can you think of some words that describe
people’s personality. Can you? Hands up, please.
S: outgoing, shy, friendly, kind---
T: Now can you make up some similar dialogues? To use the words above and our new phrase “used to do”
You can have a discussion in your groups.
(Discussion: For about five minutes)
T: Be slient, please. Who can have a try.
S: A: ---
B: ---
Step4: Teaching the important points
There is a phrase is very similar to “used to do”, let’s look at it together now. T: used to do means “过去常常做某事”and “be/ get used to doing”means “习惯于做某事”
For example:
Can you translate them into English?
我过去常常晚起. 我习惯于晚起.
S: Yes.
T: Hands up, please. You, please.
S: I used to get up late.
S: I am used to getting up late.
S: ---
Step5: Doing some writing practice
T: Good , and let’s do some writing practice.
Check the answers.
S: used to
T: Right or not?
S: Right.
T: the next one.
S: ---
- Step6: Listening practice
T: OK, very good. Now let’s do some listening practice.(Ppt. aids) Listen to the recorder carefully, and then fill in the blanks. (Play the tape recorder)
Check the answers
Ask some students to answer.
S: glasses
T: Right?
S: Yes.
T: Excellent, most of you have got the right answers
Step7: Summary.
T: Very good. And now do you know how to use them?
We must pay attention to the two phrases and learn them by heart.
OK? Let’s do make some sentences with the two phrases.
(Give the students some time to write their own sentences, then ask them to read their sentences to the class.)
Step8: Homework.
Show the homework to the students:
T: I hope you can finish it on time
T: You must be tired now, let’s enjoy a piece of beautiful music.
(Play the music) Array T: Class is over. Goodbye!
S: Bye.
VIII. The Features of Teaching Design and Teaching Reflections
1.Features
The main content of courses in this unit is helping students learning and practicing by the person they like. In this way, we can improve the interest of students’ learning more easily. Combining teaching with practicing is more likely to get a better teaching efficiency.
2.Teaching Reflections
The goal of this unit is let students learn how to describe the change of others’ appearances, characters and hobbies. At the same time, students should learn to use the structure of “used to” to express the situation that used to happen but no longer exists now. I will let students review some adjectives such as fat, thin, outgoing shy and so on before class, and let them talk about their or others’ change to consolidate the usage of “used to”.
I found that a part of students couldn’t grasp the usage of “used to” totally by the survey after class. I will start with the following points if I have another teaching design in the future.
A)As for the indigestible points, we should classify them before teaching
and practicing. This way of classification based training can give
students clear minds and also be good to remedy the shortcoming of the former knowledge.
B)I should think more, study and analyze the key points and difficult
points more and find out the source of students’ mistakes. Then, I should summarize all kinds of problems and practice the points in different ways to realize the goal of drawing inferences about other cases from one instance.
C)I should also strengthen training, find the problems in class and deal
with them in time to get a better result of teaching.
VIIII. Flow Chart of the Teaching Plan