指導青年教師教學設計

1、Unit4 Lesson2 教學設計我在一條龍英語教學中把每一單元的教學整合為五節(jié)課 ，即第一節(jié)的詞匯教學，第二節(jié)的聽說教學，第三節(jié)的語法教學，第四節(jié)的閱讀教學，第五節(jié)的寫作教學。今天本節(jié)課為九年級下冊第四單元WangWeis Dream 的閱讀課。一.設計理念在本課中，我根據(jù)教材內容，將第二課和第三課進行整合，設計出不同課堂活動, 引導學生進行閱讀方法的總結及訓練，并與寫作相結合。設置了不同形式的閱讀訓練來幫助學生掌握四個閱讀技巧。學生在閱讀過程中不是逐字、逐句地去理解，而是結合自己的預測，在文章中找出有關的信息，來驗證自己的預測。既改變了傳統(tǒng)的閱讀課教學方式只是把課文作為單純向學生傳授語法

2、及語言知識的載體，也改變了閱讀理解提問方式只停留在對所閱讀文章的表層理解層次上的問題。從閱讀方法的積累，到寫作方法的積累 ，形成了閱讀積累的輸入到寫作的輸出，培養(yǎng)學生的寫作能力，而且還給學生留出思維想象的空間，啟發(fā)學生動腦用英語思考,發(fā)展學生的創(chuàng)新能力。二.教材分析教學內容: 本課時的教學內容選自義務教育課程標準實驗教科書EEC英語學生用書九年級下冊Unit 4 Lesson Two WangWeis Dream 地位和作用：Unit 4 是這冊書中關于夢想的第一個單元，主要圍繞夢想這個中心話題展開的，通過本單元的學習，學生能夠談論他們的夢想，以及他們實現(xiàn)夢想的途徑，體現(xiàn)了為夢想而奮斗的中心思

3、想，本模塊起著承上啟下的作用，在教學中的地位是舉足輕重的。重點和難點：重點：四個閱讀方法的掌握，了解記敘文寫作提綱難點：能夠用閱讀方法閱讀文章， 能夠從文章中提煉寫作材料，技巧，完成寫作任務。三.教學目標分析知識目標：（1）閱讀技巧積累。（2）分析寫作方法，為閱讀與寫作積累寫作方法。能力目標：（1）聽 能聽懂別人用英語談論夢想。（2）說 能用英語談論夢想。（3）讀 能夠運用閱讀策略獲取信息，能閱讀有關的短文。（4）寫 能準確地進行記敘文的寫作，描述自己的夢想。情感目標： 1）使學生創(chuàng)設自己的美好夢想。 2）倡導學生通過完成夢想，培養(yǎng)挑戰(zhàn)精神，拼搏意識，樂觀向上的心態(tài)。四.學情分析：從九年級學生

4、已有的知識儲備，生活經驗和認知水平來看，他們對英語有著強烈的求知欲和好奇心，再加上如果所學知識和他們的生活較接近的話，他們會有更大的學習興趣。所以我抓住學生對本課內容的興趣這一點來通過課堂上一系列教學活動，激發(fā)和培養(yǎng)學生的學習能力及文化意識，鼓勵學生大膽開口。五.教法學法教法 任務型教學法、情景教學法學法 學習方法的指導 學習積極性的調動 學習能力的培養(yǎng) 學習策略的指導六.教學過程1引課T: Hello, everyone，Im Chris. Im from HongQiao Middle School. I think we are friends now.Do you think so?S

5、: Yes!T: I have a secret. When I was little, I wanted to be an excellent teacher. Now, I have realized my dream.Do you have a dream?S:Yes!T:What do you want to be?What is your dream?S:I want to beMy dream isT:Good dreams!Today we will go on the next part Reading.Its about Wang Weis dream.(板書:Lesson

6、2 Wang Wei dream) 設計思路 ：導入新課，引出話題,為學生創(chuàng)造輕松愉快的學習氣氛，激發(fā)學生的好奇心。2.新授T:Wang Wei is a high school student,What happened to him?Do you want to know?S:Yes!T:I have an interesting flash to you!Before watching it ,please look at the question,What is the reading about? Read the question about?Who can read it?S:(

7、選項A,B 男生女生分開讀)（課件展示）T:Is it interesting?S:YesT:Now look at the computer,Who can answer the question?S:Choose BT:Why do you choose B?S: A is from Paragraph One.But B is about the whole passage.T:Yes!You are right!Now in this lesson I will show you 4 writing keys.I think if you can use them better, yo

8、u can open the reading door!This is the first key. Together read it!S：（展示課件,學生齊讀）T:If you do the question like this,you can use it . Do you want to know next key?Lets look at the computer,I have five questions.Would you like to know how to answer them more quickly? 設計思路 ：使學生體會到跳讀的方法，找到這篇文章的中心思想。T:OK

9、,this is the second and the third keys.(展示課件，教師讀) The red words are the key words.Read them together(學生齊讀) Now open your books,and read the text with the key words and he questions.(給學生時間讀課文)T：What is you r ideas?Number one ,who can answer the question S:Choose B.T:Why do you choose B,how do you do

10、it?S:B is from the first paragraph !T:Which sentence?S:（學生讀出句子，之后展示課件)(以此類推其余四個問題進行同樣的活動) 設計思路 使學生體會到尋讀的方法，通過完成課后習題，指導學生通過抓住關鍵的信息詞，帶著問題讀文章，會提高閱讀速度，培養(yǎng)學生閱讀時獲取信息的能力，讓學生邊讀邊尋找答案并進行簡單的課文理解。T:We have learned the second and the third keys. You should read the passage with the key words and the questions.T:N

11、ow Ill show you the last key.Please read the article in groups, discuss how many parts there are in the passage(展示課件)S:（學生討論）T:Ok,tell me the answer.S:There are three parts.T:What are they?S: Paragraph 1 is Part 1.Paragraph 2 ,3,4 are Part 2. Paragraph 5,6 are Part 3T:Wonderful !Please tell me the r

12、eason ,how did you do it?S:According to the main idea of each part.T:Here is the main idea of each part.Can you match them?(展示課件)S:（學生說答案老師連線）T:Which is the most important part of them?S:Part 2T:There are three paragraphs in Part 2.Here are the main idea of each one,can you match them?(展示課件)S:(學生連線)

13、T:Now let us analyse the Part 2.Please read Paragraph 2 and you can discuss which ones belong to it?(展示課件)S:(學生討論且回答)T:This time please read Paragraph 3and4 and then discuss which ones belong to them ?(展示課件)S:(學生討論且回答)T:We have known the main idea of each part.(展示課件)Part 3 tells us WangWei realized

14、his dream.Part 2 tells us WangWei tried his best to realize his dream.But Part 1 tells us he realized his letter.So its different from the usual way of narration.We call it inserting,but we write the narration with along narrates as usual. T:If we rewrite the passage ,which part will be the first on

15、e？S: Part 2T:And the next and the last?S:Part 1 and Part 3T:This is the usual way,we call it Along narrates.Here I have a passage like this ,please fill in the blanks on your paper. (學生做題，教師核對答案) 設計思路 在細讀中，小組合作閱讀，對文章進行結構分析，體裁分析，對文章的主體部分進行段落分析（整合第三課內容），培養(yǎng)學生從整體上把握文章的脈絡信息。 幫助學生在閱讀時理清作者思想發(fā)展的脈絡。提煉各個段落的內容

16、，理清各個段落是如何形成文章的有機整體。T:Now ,lets analyse the passage .Look at the Paragraph 1,it tells us Wangweis dream.So in this paragraph,we must write straight to the point.From Paragraph 2,we can know the events about WangWeis dream.So in Paragraph 2,we always show some events.Nothing is impossible if you put

17、your heart into it,here is sublimation.(展示課件)This is the outline of WangWeis dream. 設計思路 通過對文章的改寫，指導學生完成文章主要內容。幫助學生感知記敘文的寫作順序，為學生語言的輸出進行鋪墊T:If you understand the passage deeply, grasp the main clues of the passage ,then you will know how to read and write.( 展示課件)T:We have learnt four keys to reading

18、 ,lets review them together.(學生齊讀)T:Lets have a check(展示課件)設計思路 幫助學生掌握四個閱讀技巧T:From WangWei ,what do we learn ?S:We have learnt that we should keep up the good work.T:Yes,you are right.OK,I think Life is just like a ladder , if we can climb it step by step, we will reach our dream easily! Life is just like a key ,if we can use i