教學(xué)設(shè)計內(nèi)容分析（教案寫作1Teachingtopic/content Teaching&learningmethods6Teachingaids 9.Teachingreflection★【1.Teachingtopic/content】:★【2.教學(xué)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.教學(xué)重點Teachingkeypoints 知識目▲Keypoints:Helpstudentsgettoknowthemeaningofthenewwordsandthesentence 能力目常用動詞help,guide,lead,show…★【5.教學(xué)方法TeachingMethodsGroupworkMethod★【6.Teachingaids】: , ,★【7.教學(xué)Teachingprocedures】導(dǎo)入—新授—鞏固練習(xí)—總結(jié)作業(yè)3P教學(xué)模PWP教學(xué)2.a.b.3.a.Stepb.Step4.5.Summaryand5.Summaryand★【8.板書設(shè)計Blackboarddesign9Teachingreflection★教案寫作其他要素Timeallocation時間分配以一堂45分鐘的課程為例 ▲e.g.Step3:While-1.Fastreading.Askstudentsquestionsandinvitesomestudentstotalkabouttheir(Justifications/Purposes:Studentshaveabetterunderstandingofthetext.Teacherwilllaythefoundationforthenextstep.);haveabetterunderstandingof教學(xué)過程分析導(dǎo)入—新授—鞏固練習(xí)—總結(jié)作業(yè)★【1.導(dǎo)入Lead-in激發(fā)學(xué)習(xí)、創(chuàng)設(shè)課堂氛圍、建立聯(lián)系、引出內(nèi)復(fù)習(xí)導(dǎo)入：Firststudentswillbeguidedtoreviewwhattheyhavelearnedinlast活動導(dǎo)入：Teacherwillfirstaskaquestionandstudentsneedtothinkaboutitandsharetheirideas.（游戲、討論、頭腦風(fēng)暴）教具導(dǎo)入：Studentswilllookata labouttheir★【2.新授Presentation3P教學(xué)模PWP教學(xué)2.a.b.3. Stepd.Step4.5.Summaryand5.Summaryand

3.鞏固練Practice常見方式角色扮演 ★【4. 重點課型講解★【詞匯句型教學(xué)過程】→ 模Step2新授Step3鞏固練習(xí)Step4小結(jié)Atthebeginningoftheclass,Teacherwillsetaswarmingup…Firststudentswilllistentoasongabout…Step2：建議：3步走：詞→ 例句：Firstly,Teacherwillpresentsomepictures/a Secondly,Studentswilllistentothetapeand…Step3：Practiceandplay建議：3個activity對應(yīng)前面的3步，詞→→句子；Guidestudentstothinkwhatthey例句：Studentsneedtofinishthefollowingtasks:…★【詞匯句型例題展示】→3P模式新授句型：whichseasondoyoulikeFirststudentslistentoasong:SnowmanShowstudentssomepicturesoffruitandseasons,andaskthemtomatchtheseasonandfruit.Justification/Purpose:Studentswilllinktheirpreviousknowledgetothenewcominglessonandtheywillbeinterestedinlearning.步驟一：熱身/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.任務(wù)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（生詞，語法點，長難句，句與句之間的銜接,細節(jié)分析等例句：Studentsareaskedtofinishtheexerciseontheirtextbook.Theyshouldrefertothepassageandchoosetherightanswer.Teacherwillaskaquestion:…?Studentsdiscussitingroups.Step5：例句：Studentswillsummarizewhattheyhavelearnedtodaybythemselves,andteachermakes★【閱讀課例題展示】 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（生詞，語法點，長難句，句與句之間的銜接,細節(jié)分析等例句：Studentsareaskedtofinishtheexerciseontheirtextbook.Theyshouldrefertothepassageandchoosetherightanswer.Teacherwillaskaquestion:…?Studentsdiscussitingroups.Step5：例句：Studentswillsummarizewhattheyhavelearnedtodaybythemselves,andteachermakes★【語法教學(xué)過程】→例句：Atthebeginning,teacherremindsstudentsofthe…theylearnedinlastclass.Studentswillfirstlookatthepicture lteacherthemeaning.be動詞變化Teacherwillwritedownthreesentencesontheblackboardandaskstudentstofindoutsomecommonthingsanddifferences.Teacherhelpstoconclude.Thenteacherunderlinesthewordsandintroducesthenewgrammar—begoingto.Atfirst,teacherwillaskstudentstointroducetheirplansinthecomingThenteacherpointsoutquestions:howtointroduceyourplanstoothers?Howtothingsinthefuture?Studentsmaysay“will”.TeacherencouragesthemtogiveanTeachergoesonteaching:todaywewilllearnanewwaytotalkaboutthisissue—begoingto.Teacherwillalsoremindstudentsoftheusageofthehelverb“be”.建議：2~3個activity。Activity1:Studentsfinishtheexerciseonpage10.Teacherwillaskthemtochecktherightansweronthe Activity2:Pairwork.Studentsreadthedialoguewiththeirelbowpartners,andthenchangeActivity3:Groupwork.Teacherdividesstudentsinto4groups.Studentstalkabouttheirweekendplansingroupsandshareinthefront.Theyareencouragedtousethegrammarwhen ★【寫作課教學(xué)過程】→Teacherwillfirstshowsomelearnedwordsonthe .StudentsreadthewordsandspeaktheirChinesemeaningsloudly.Teachershowabriefletteron ,andaskstudentsthebasicelementsofaFirst,studentswatchashort .Teacherintroducesthebackgroundbriefly,andasks:whatwillyoudoinsuchsituation?Studentshaveadiscussion.Studentsreadthepassagefirst.Theyneedtounderstandthetopicofthepassageasquicklyastheycan.Teacherhelpstosummarizethemainidea,andguidesstudentstothinkabouttheproblem/howtorespond.Firstly,studentssharetheirideasaboutthequestionintheirgroup.TheyneedtoconcludesomeTeacherwritesthetipsontheblackboard,andguidestudentstoorganizeinformationaccordingtothesetips.Teacherwillremindthemtoconsidertheaspectsofcontent,grammar,spelling.Teacherwillalsoguidestudentstothinkabouttheircomposition,andpredictthefollowingevents.評價★【直接法】Direct概念：直接教外語，將單詞和短語與事物之間直接建立聯(lián)系?！铩韭犝f法】Audio-lingual適用學(xué)段：小學(xué)、偶爾中學(xué)令，等。意念則是指交際的內(nèi)容，即人們在使用語言完成某種功能時，涉及到過意念來起作用。一般可以用提問why來檢驗功能，即交際目的或意圖，而用who或what來檢驗要達到交際目的所涉及的意念。學(xué)生接受語言材料的輸入★【視聽法】TheAudio-Visual主要特點：過分強調(diào)視覺直觀，忽略語。主要教學(xué)原則優(yōu)點課堂組織和管理存在。概念：學(xué)生在教師指導(dǎo)下，通過溝通、、詢問等各種語言活動來完成一定的任（learninPre-task.While-task.Post-task教師對任務(wù)進行評價，并及時給予反饋※優(yōu)點第二外語學(xué)習(xí)心理學(xué)的影響【行為主義心理學(xué)】知心理學(xué)】（Piaget哲學(xué)影響【經(jīng)典人文主義】Classical【重建主義】和stag（imitton （Mmion和后期強調(diào)意義教學(xué)（Meaningfulteaching）情景教學(xué)（Situationalteaching）和角色表演（Roleplay。，Practice，Production（【漸進主義】語言學(xué)（Linguistical）的影【三種母語習(xí)得理論】強化論（又稱刺激反應(yīng)論（Reinforcement）（Innate（【二語習(xí)得理論】中介語理論（Interlanguage/現(xiàn)象（Fossilization）輸入理論（InputTheory)：Krashen（克拉申當(dāng)母語規(guī)則與目的語規(guī)則相同或相似時會出現(xiàn)正遷移(positivetransfer)，規(guī)則出現(xiàn)（interference錯誤分析Error【ErrorVSMistake錯誤Error：知識不足→Competence錯誤的分類（CorderErrors指學(xué)生在學(xué)過程中已經(jīng)內(nèi)化語言的（Browncontextoflearning alfactorsSomeChineselearnersofEnglishtendtopronounce“new”as/lju:/.Thisisanexampleof A.intralingual B.interligualC.cross- D.Wecanconcludethatwordssuchas“puted”“breaked”areA.intralingual B.interligualC.cross- D.【學(xué)法指導(dǎo)】認知策略Cognitive 學(xué)習(xí)者在認知過程中，信息加工的方法和技術(shù)RehearsalElaborativeOrganizationalPlanning（2）策略MonitoringRegulativeResourcemanagementstrategy管理可用的環(huán)境和資源的策略。strategyWhichofthefollowingstrategiesbelongstocommunicationWhenspeakingEnglish,thestudentscanrealizethemistakesandcorrectThestudentsoftentalksabouttheirownfeelingsaboutlearningwithclassmatesandteachers.ThestudentscommunicatewithothersbyusinggesturesandThestudentsusereferencebookstogetmore【課堂中教師角色】（Instrucor（Controller（Assessor（OrganizrriipnesearherInwriting,studentsmaynotknowhowtoputsomethingintoproperEnglishandthusasktheirteacherforhelp.Heretheteacheristoplaytheroleofa/an.A. B.C. D.Whenateachersaystothewholeclass,“Standupandactoutthedialogue”,he/sheisplayingtheroleofa(n).A. B.C. D.Whenastudenthasmadeasentence“IborrowedapaperfromMissLi”,theteachersays,“Doyoumean‘a(chǎn)pieceofpaper’?”Heretheteacherisplayingtheroleofa(n).A. B.C. D.【課堂反饋Feedback&Correction◆反饋◆“No,thisisnottheright間接反饋sure?（◆正面反饋Goodjob,well反饋FishReadaftermef-ish(糾正錯誤，不是批評Whichofthefollowingteacher’sinstructioncouldservethepurposeofelicitingShallwemoveReadafterme,WhatcanyouseeinthisWhatdoestheworld“quickly”Whichofthefollowingisanexampleofteachers’indirectcorrectiveSay“went”insteadofWeneveruse“at”thatChoiceAisnottherightWhocanhelphimwiththisItissuggestedthatteachersshouldnotinterruptstudentsforerrorcorrectionwhentheactivityaimsat cometomeetadifferent教學(xué)評價的類型

診斷性評價Diagnostic形評價FormativeSummative【診斷性評價的方法】借助已有材料，如學(xué)生之前的成績單(reportcard)【形評價的方法質(zhì)性評價法。包括優(yōu)秀作品、概念圖 map)、、成長記錄【終結(jié)性評價的方法口試(oraltest)。如朗讀、討論、描述、角色扮演、情境交際、小組討論等Portfolios,dailyreportsandspeechdeliveringaretypicalmeans A.Norm-referenced C.Summative Teacherscan asamethodinFormativeA.final B.admissionC. D.Whichofthefo