1、我的教學設計課題名稱：新外語教學與研究出版社 初中七年級下冊Module 10 A holiday journeyUnit 1 What did you do?科目：初中英語作者：作者單位：一、教學內容分析1.本模塊以假期旅行為主題。本模塊所使用的教材是新外教學與研究出版社出版的中 小學英語教材一一英語（新標準）的初中部分，七年級卜冊第十模塊。本模塊的內 容以旅行為話題，試圖在學生而前打扇窗戶，讓他們領略不同的文化下歷史、人文 與生活。圍繞這一話題，本模塊的對話和閱讀部分別以托尼到洛杉磯和貝蒂到巴黎旅行 為題材，既展示了談論旅行時常用的諦言，又介紹了這兩座代表西方文化的重要城市。 讓學生通過了

2、解西方歷史和文化，感受世界級文化遺產帶給我們的震撼，讓學生經歷文 化熏陶，培養學生的國際理解力口尊重不同文化、珍首文化遺產的意識。2.本節課的教學內容是第十模塊的第T課。該單元是以對話的形式談論你的假期旅行，考慮到學生可能對洛杉磯這個城市比較陌生，本單元的對話從迪斯尼和好萊塢等相 對熟悉L些的地點入手介紹這個城市，借此激發學生的興趣，讓他們樂意了解更多關于 洛磯、加州和美國的信息。二、教學目標基于對教材的分析，同時為了更好地培養學生學習英語的興趣，提高應用英語能力，推 進探究、合作和自主學習，我將本節課的教學目標確定如下：語百知識目標：1 . Key vocabulary: Pacific,

3、so, guess, excited, wow.2 . Key structures: Where did you go? When did you go? How did you get there ? How long did you spend there? What did you do or see? What was it like? Did you. ?語百技能 目標： 1.To understand conversations about holiday journeys.3 .To grasp the main information about journey experi

4、ences.4 .To learn how to describe holiday journeys.5 .To learn past tense.情感態度與價值觀:1.Raise students ' interest to learn English and get to know more knowledge about a holiday journey in English.2.Prompt students to explore new knowledge autonomously.三、學習者特征分析1 .初中學生的抽象思維能力較低，形象思維能力強，但注意力容易分散。本課擬

5、以flash、 圖片等形式展示，并配以豐富的色彩，從而增強學生的興趣和注意力。讓學生盡量全身 心地投入到知識的學習中去。2 .我所帶班級14 (2)班有學生50名。學生來自不同小學，英語基礎參差不齊，經過一 個多學期的初中英語學習，約35%的學生英語水平較好，喜歡表達自己，能在課堂上消 化所學知識。他們寫出的短文結構較完整、用詞較準確、行文較流暢、部分學生有自己 的思想，經常閃現出智慧的火花，書寫規范整齊。50%的學生具有語基礎，課堂上能跟著老師，但需要反復的知識復現，才方旨夠基本掌握知識。他們能基本完成短文， 層次較清晰、句式基本正確、單詞的拼寫正確，但模仿痕跡較重，部分學生缺乏創意。但15

6、%的學生學習英語較為吃力。他們邏輯不清，漢語式英語特別嚴重，基本屬于漢語 思維的單詞堆積或羅列。四、教學策略選擇與設計基于以上分析，總的方針是根據學生實際情況，遵循學生身心發展的普遍規律，按照學 生認知水平和能力，從學生實際生活經驗出發，由易到難，逐級鋪設臺階，合理使用教 材、安排教學內容，注重學生學習英語的過程，本課強調學以致用，通過設置真實情境， 在課堂上為學生“架起課堂與實際生活的橋梁”，即我在教學過程中必須圍繞特定的交 語目的和諦言項目，設計出可操作性強的、任務化的，在保持學生學習興趣的同時，提 高課堂學習的效率。突出學生為主體的教學活動，使學生通過多種課堂學習方式，運用 一定學習策略

7、，最終完成系統的任務鏈，達到學習諦言和掌握諦言的目的。1 .教法：任務統領整節課的教學過程；以10#新，建立聯系及時設置鞏固、反饋環節； 讀寫聯動將句型結構、功能和話題緊密結合。2 .學法：情景教學法、互動教學法、小組合作學習法，通過聽和讀文章了解談論有關他 人在學習英語上的問題以及解決辦法的句型；以舊聯新，重新組織和完善所學到的諦言 知識；在學習過程中，通過同伴、同學交流、合作、探究，感知、體驗、運用目標諦言。五、教學重點及難點重點：1. To understand conversations about holiday journeys.2. To learn some key words

8、 and useful expressions.難點：1.To grasp the main information about journey experiences.3. To learn past tense.4. 一般過去時的特殊疑問句。六、教學過程教師活動預設學生活動設計意圖Step1 Warming up (4)： 1.Before the class, play a piece of music.(Yesterday once more.)2.Ask students some questions.1.Ss listen to the music2.Ss answer the q

9、uestions.1.Stimulate students ' interests by listening English song.2.This activity will make students active and interested in this class.Step2 presentation& listening ( 8'):I.Show more pictures and lead out new words ,read the new words aloud and ask Ss to repeat.I.Read the new words a

10、fter the teacher.I.Learn key words quickly.2 .Find the places on the map.(California Hollywood , Los Angeles, Pacific Ocean, Santa Monica, Disneyland.)3 .Play the tape and ask them to number the places.2 .Find the places on the map.3 .Listen and number the places. Check answers with a partner.2.Get

11、students to be familiar with what they re going to listen.Step3 listen and read (15'): 1 . Book closed. Show some questionsabouttheconversationon PPT. Askstudents to answer them on their paper. Then check the answers on PPT .2.Book open. Ask students to underline key words and useful expressions

12、.3 .Play the tape again and ask students to read after it.4 .Ask the students to read the conversationintensively.Then answer the questions on their paper. .Check answers with partner.5 . Read in roles.6 .Ask the students to finish Activity4 in groups.I.Students listen and answer questions. Check an

13、swers.2 .underline key words and useful expressions.3 .readthe conversationsafter the tape.4 .readthe conversationscarefully.5 . Read in roles.6 .Do Activity4 in groups.I.Provide practice in understanding the target language in spoken conversation.2.Get students to practice the listening strategies

14、for getting the specific information and general idea.3 .Get students to imitate the pronunciation and intonation.4 . Get students to practice the reading strategies for getting the specific information and general idea.Step4Make a dialogue (6): Divide the students into eight groupsAsk and answer ab

15、out a special holiday.1 .Where did you go?2 .When did you go?3 . How did you get there ?4 .How long did you spend there? 5.What did you do or see?6 .What was it like?I.Providerealsituation for oral practice, using the target language.2 . This activity make students learn to work in groups and encour

16、age them to try their best to do things.3 .Help and learn from others.Step5 Exercise (4): Showsomephotos on PPTand ask Ss to complete a short composition.1. Students complete the short composition.2. Read it loudly.Improve the students ' thinking and reading skills.Step6 Summary (3): Sum up what

17、 they have learnt today.Sum up what they have learnt today,Make sure that the students know what they have learned clearly.Step7 Homework:I.Writeashortcompositionaboutaholiday journey. 2.Read the conversation in groups .Then act out the dialogue .Get them to consolidate what they have learned by wri

18、ting.七、教學評價設計1.課堂學習效果評價表(5=Excellent 4=Very good 3=Good 2=Adequate 1=Need improvement )123451.I can talk about some places.2.I can read all new words.3.I understand the conversation very well.4.I can describe a holiday journey.2.課堂表現評價表(5=Excellent 4=Very good 3=Good 2=Adequate 1=Need improvement )1

19、23451.I listen to the teacher carefully in class2.I listen carefully when my classmates were repeating.3.I was active in pair work.4.I could choose the right way to read according to the Qs asked.5.I could pay enough attention from the beginning of the lesson to the end of the lesson.6.amsatisfied w

20、ith my performance in the lesson.課堂教學中組與組之間進行評比，看一看哪個小組的活動開展得最好，哪個小組的同學 最積極主動、團結友好，增強學生的合作意識，提高學生的學習積極性八、板書設計Module10 A holiday journeyUnit1 What did you do?New words: Pacific, so, guess, excited, wow.1. Where did you did?小組評價2. When did you go?T1 T2 T3 T4 T5 T6 T7 T83. How did you get there?4. How

21、long did you spend there?5. What did you do or see?6. What was it like?九、教學反思本節課我以激發學生興趣為前提,鼓勵學生大膽地使用英語；創設各種情景，使學生在掌握最基本的知識的同時，注意拓寬知識面，關注全體學生的學習情況，給他們自主學 習和在真實的情景中，直接交流的自我發展空間；鼓勵學生通過體驗、實踐等方式，發 展聽、說、讀、寫的綜合能力；加強了對學生學習策略的指導，讓他們在學習和使用的 過程中逐步學會如何運用所學語言；關注學生情感，保護他們的自尊心和積極性，努力 創造寬松民主、和諧的教學氣氛。一、本課的亮點分析：1 .教學目標設計突出了一個 明”字，即明確具體。符合新課程標準的要求，以人的發 展為本。教學目標不但考慮了語言知識學習技能的培養，而且也考慮到了文化和情感教 育。2 .教學過程設計突出了一個 清”字，即層次清楚。 教學結構嚴謹、環環相扣，過渡自 然，時間分配合理，密度適中，效率高。教學過程的主線非常清晰，