First, the teaching content analysis:
The central topic of this unit is to talk about personal characteristics and compare people. This is a topic that accords with students' psychological characteristics. In this lesson, students are exposed to the comparative degree of adjectives for the first time and practice listening, speaking, reading, acting and writing with these words. The design of relevant dialogues and the selection of listening language materials are closely related to the center of contrast.
Second, the teaching process design:
Review the past and learn the new. Warm-up activities, according to the psychological characteristics of students' curiosity about the teacher's situation, design questions between teachers and students to enhance understanding, achieve equality between teachers and students, form a harmonious classroom atmosphere, and let students dare to speak and be willing to speak. As another part of "warm-up", students introduced their games to each other, which aroused their interest and enthusiasm. At the same time, through the full practice of listening, watching and speaking, I reviewed the words such as height, figure and appearance, which paved the way for the next picture description.
Before presenting new knowledge, draw two stick figures on the blackboard, which are simple and vivid, and then guide the students to make a comparative description and present antonyms. After the students match the antonyms, the next round of comparative description-describing the students in the class and showing the comparative degree of adjectives. Understand the sounds, shapes and meanings of these words by observing and reading after them.
Oral practice is to further consolidate the comparative degree of adjectives just learned. Through the interesting comparison of three pairs of twins, the comparative grade can be used reasonably and effectively in the scene. And inadvertently present the dialogue in the book naturally as an example of oral practice. Students' oral training from imitation to creation lays a solid foundation for later listening.
Listening practice should be gradual, first listen to the order, then listen to the name, and finally listen to the meaning. This part is no longer about listening to simple word pronunciations, but more importantly, listening to meaningful dialogues. Students form a sense of language by looking at pictures, listening, following and reading in different roles.
Pairwork mainly shows what you have learned in real situations. Before speaking, the teacher made a demonstration, the students got ready, and then performed in pairs.
In the conclusion, a cooperative task is designed: students discuss with each other in groups of four, write down the differences between twins, and choose a representative from each group to report. Through such activities, students learn to cooperate with each other and gain a sense of accomplishment and collective honor.
The whole teaching process is closely linked, which comprehensively trains students' listening, speaking, reading and writing, and cultivates students' ability to express their thoughts and practice in English.
2. Example of handouts in the second volume of Senior Three English.
First, the status and role of teaching materials
The style trend of new English textbooks for senior high schools is a fashionable topic. Facing the future, innovative thinking and humanistic color are strong, the teaching content is closer to modern life, with strong information of the times, which is conducive to improving students' ideological quality and humanistic quality. So is this unit. The central topic of this unit is humor, which specifically involves "what is humor", "joke", "comedy" and "comedy career". It uses topics that students are very interested in. Can fully mobilize the enthusiasm of students to participate in XX. The content of the unit is highly life-oriented and full of vitality, which embodies an important feature of this set of teaching materials. It closely follows the pulse of the times and is full of the flavor of the times. After studying healthy diet and modern agricultural festivals, students have a better understanding of Chinese and foreign eating habits, festivals and agricultural differences, and then have a certain grasp of culture. It also lays a humorous foundation for the next unit, body Lang uagt, which aims to encourage students to explore independently, understand the splendid culture of the motherland and foreign cultures, and cultivate students' awareness and ability of cross-cultural communication.
1, teaching objectives
According to the requirements of English syllabus and the overall goal of English curriculum grading in basic education, the teaching objectives of this course are divided into:
(A) language skills goals
Through the study of this unit, we can cultivate students' good skills of "listening, speaking, reading and writing", so that students can use some similar problems in the knowledge they have learned and combine the given tasks with new knowledge to solve problems and complete tasks. On this basis, we encourage students to solve problems boldly and independently according to their own language foundation and ability.
(B) Language knowledge objectives
This unit requires students to master not only the necessary words, phrases and sentence patterns, but also the language that describes the nature of work, including phrases and sentence patterns.
(3) Emotional goals
1, to stimulate and improve students' interest in learning English, so that they are willing to accept new things and dare to try; Reflect the main identity of classroom teaching, make it actively participate in all aspects of teaching and become the master of learning; Let it have personality and cultivate its creativity.
2. Cultivate students' feelings of harmony, be willing to cooperate, be good at sharing their favorite feelings with others, and cultivate correct aesthetics and values.
3. Emphasis and difficulty in teaching
The main purpose of this course is to train students' listening and speaking ability. Therefore, the teaching focus of this class is to train students' ability to obtain material details through hearing, and the difficulty is to have an open discussion on a given topic.
Second, the teaching material processing
1. Analysis of Students' Present Situation and Countermeasures
After a semester of formal training, students have become familiar with the new textbooks, their listening and speaking abilities have been greatly improved, and they have initially acquired the ability to observe, analyze and solve problems. The content of teaching materials and teaching activities conform to their age characteristics and psychological development characteristics. Therefore, the vivid examples in this unit will definitely attract them. However, because their thoughts are not mature enough, their thoughts and behaviors need the correct guidance of teachers. In activities involving language skills such as listening, speaking, reading and writing, I strengthen students' emotional understanding of a profession and create opportunities for students to express their feelings from both language and emotion.
2. Organization and arrangement of teaching content
Because this lesson involves the preview of listening and speaking, the time is tight, so I shortened the preview time and let it play the role of introducing new lessons. The textbook "Speech" requires interviewing clowns. I changed it to interview three different types of comedies and professional comedians from different countries, so that students can fully understand the differences between different humors and different cultures and enhance their interest in interviewing.
Third, teaching methods.
In teaching methods, the pursuit of natural relaxation reflects the diversity and artistry of teaching methods. Specific teaching methods include situational teaching, intuitive pictures, passionate association and other forms to create a harmonious and natural people and culture. Language environment that people and scenery are interested in.
Fourth, teaching methods.
In teaching and task design, multimedia computers are intentionally or unintentionally mixed into it, and special attention is paid to the effective use of these things in the classroom, reflecting its auxiliary role.
Verb (abbreviation of verb) teaching program
1, new lesson import
The introduction of this lesson is to ask students to prepare a humorous joke in advance as a morning meeting report and ask: Why are you laughing? Do you find it funny? Put some humorous pictures on the big screen to introduce the theme of this unit, humor.
(In this lesson, first put some pictures of Zhao Benshan, and let three students perform their English version of the sketch "Kidnapping". Ask: Who is he? Why are you laughing? Do you find it funny? Put some humorous pictures on the big screen, which leads to the theme of this unit, humor.
2. Warm up
Look at the pictures on the big screen, summarize some types of humor and ask the students, "Do you like other expressions of humor?" What other humorous performances do you appreciate? Let the students build a lexical chunk in their minds, let them understand the various forms of humor, and draw one of them-tongue twisters. This part has two purposes, one is to present the central topic of this unit, and the other is to cultivate students' sense of language.
3. Listening stage
In listening teaching, students are organized to look at pictures and talk by using the pictures in the textbook, imagine an interesting story, complete the exercises in the textbook after listening to the materials, and form a reaction, that is, cultivate students' imagination, create a suspense in their minds, let them listen with tasks, improve the listening effect and provide feedback in time, which is conducive to students' self-evaluation. At this stage, three kinds of activities are mainly adopted.
(1) Group activities, in which each group determines the order of pictures through intra-group negotiation. Starting from the group leader, everyone simply says a word according to what he said before and what the pictures reflect, unfolds the story, records it on paper, and sorts and modifies the story.
(2) Personal activities, by listening to tapes, recording listening details and doing exercises in textbooks.
(3) Class activities, reading their own stories at all levels, teachers and students * * * cooperate with the evaluation, and judge the most interesting stories and the stories closest to the original.
4. Speech stage
This part requires students to complete the interview with professional clowns on the basis of learning to interview comedians. I designed teacher-student interaction and student-student interaction to create opportunities for students to express their feelings.
(1) Teacher-student interaction: exchange views on entertainment programs, comedy sketches, cross talk and their actors, and improve the understanding of humor.
(2) Class discussion: analyze an actor or comedy sketch mentioned by the students and introduce some languages and viewpoints of the text dialogue.
(3) Group discussion, followed by the previous discussion, each group discussed in detail, summarized the main points of discussion, and formed an interview dialogue with three humorous masters.
(4) Each group sends people to the front to perform the dialogue.
5. summary.
Several students summarized and discussed comedians and their performances, which can not only improve students' understanding of comedy performances, but also help to cultivate students' insight into media and guide students to prepare for the next reading.
6. Homework Find the information of humorous masters on the Internet.
The above is the content of my lecture. Thank you all.
3. Example of handouts in the second volume of Senior Three English.
First, the new educational concept:
1, which embodies the educational concept of taking students as the main body and human development as the foundation in task-based teaching. Judging from the title of this class, the training between teachers and students is very tacit.
2, through a variety of classroom activities, focus on cultivating students' motivation, interest, will, confidence and other non-intellectual factors.
Second, the teaching method is flexible.
1, using modern teaching methods to create a good language communication environment for students.
2. Students participate in a wide range. According to my statistics, about 30 students in the class stood up to speak.
3. Classroom interaction is frequent. Questions and answers between teachers and students, pairs of students and group activities make the classroom active.
Third, strong organizational skills.
1, using a variety of teaching methods. You can accomplish different tasks in different ways.
2. Have affinity. In class, the teacher always smiles, treats others equally, inspires students patiently, follows the lead, and the classroom atmosphere is relaxed and harmonious. In this atmosphere, students' enthusiasm and initiative can be brought into full play.
3. Strong adaptability. Can properly solve the random problems in the classroom, and synchronize with the classroom process designed by the teacher and the requirements put forward.
Fourth, the classroom effect is good.
1, the whole class went smoothly, and naturally, students could understand the teacher's intention well. And keep up with the classroom process designed by the teacher and the requirements put forward.
2, can effectively use 45 minutes, listening, speaking, reading and writing in this class has been fully demonstrated. After listening to several wonderful English classes of several teachers, I feel that the following aspects are particularly worth learning.
Being able to prepare lessons so richly in a short time shows that teachers have accumulated a lot of English materials at ordinary times.
The phrases in each class are displayed in the form of group competition, which not only deepens students' memory, but also fully mobilizes students' learning competition psychology.
Pay attention to the basic knowledge of language and speak thoroughly and correctly.
Attach importance to the cultivation of comprehensive language use ability. When talking about knowledge points, you can combine the context and provide scenarios.
Classroom teaching is thoughtful. Not copying, but absorbing, digesting and melting into one's own thoughts.
The process of this class is smooth and the rhythm is moderate. Questions and answers between teachers and students, students' performances, everywhere reflect the good teacher-student relationship and students' strong enthusiasm for learning. For the implementation of the key content of the final review, it is innovative and ingenious.
The above is my experience and some views on the classroom. Improper or different views hope to communicate more.
4. Example of handouts in the second volume of Senior Three English.
Dear judges, good afternoon!
I am very glad to have the opportunity to show you my teaching design for reading and vocabulary in Module 4 of Book 3. (Writing on the blackboard at the same time: Volume III-Module 4 Reading and Vocal Music)
The new curriculum standard requires us to carry out teaching around the three-dimensional teaching objectives, integrate and develop students' language knowledge, language skills, emotional attitudes, learning strategies and cultural awareness, and cultivate students' comprehensive language use ability. According to this requirement, according to the actual situation of students, I rearranged the teaching materials and completed the teaching design. It includes teaching material analysis, goal and method analysis, process analysis and blackboard design.
First: teaching material analysis.
The theme of this unit is: Sandstorms in Asia. Reading and vocabulary are the core of the whole module. Taking the article "Asian Sandstorms" as the carrier, this paper introduces the situation of sandstorms in Asia (mainly in China). At the same time, the key words, sentence patterns, grammar and language functions of this module are introduced.
Second: analyze the objectives and methods.
There are three goals of language knowledge in this lesson: one is to remember 14 words related to natural disasters, and learn to use 4 key words and 7 key phrases, which are the basis and key points; The second is to understand and use an adverbial clause guided by so … that…, two sentences with infinitive subjects and 1 long sentences with appositive clauses, time adverbial clauses and cause adverbial clauses. This is the key and difficult point; Third, pay attention to the use of infinitives in the text to pave the way for the next grammar class.
I set the ability goal of this course as follows: focus on training students' reading ability to grasp the structure of the article as a whole and capture the details; Focus on practicing students' reading skills of skimming and browsing.
In order to achieve these goals, I will adopt: hierarchical teaching, cooperative learning, and the teaching mode of circulating large class and PWP interspersed with each other. For different links, I have adopted intuition, brainstorming, discussion, induction and other teaching methods. Let students know the harm of natural disasters by integrating and telling, and inspire their determination to fight against natural disasters by practical actions. This is the cultural awareness goal of this lesson.
Third: process analysis
The teaching process I designed is divided into four links, including five activities. This is a synchronous process of reading and processing teaching plans. ?
Step 1: Preview In this step, I designed an activity. It will take about 5 minutes.
Firstly, with the help of PPT, related vocabulary is derived through intuitive teaching method and brainstorming method, which not only completes the introduction, but also checks the effect of students' preview of vocabulary. Then complete activity 2, activate the students' background pictures and prepare for reading. Play another video of sandstorm to introduce the new lesson.
Link 2: While-reading I designed two activities. It will take about 16 minutes.
Activity 1: read this article quickly, which consists of six paragraphs. First, ask the students to find out the central sentence of each paragraph in the article in 5 minutes. Because the answer is obvious, let the students with poor foundation answer it, which will help to mobilize the enthusiasm of the underachievers to participate in the classroom. This activity mainly exercises students' ability to grasp the structure of the article as a whole.
Activity 2: Intensive Reading I use Activity 4 in my textbook as an exercise for this activity. 5 minutes, let the students discuss the answers to the questions completed after class in groups, and encourage the students to organize the language as much as possible. Then shout back the answers together. This activity mainly exercises students' reading ability to capture details.
Link 3: After reading (after reading) I designed three activities. About 22 minutes.
Activity 1: processing keywords. (Write on the blackboard at the same time: keywords: 1.2.3.4. Keywords: 1.2.3.4. Students show the usage of four words and seven phrases found after class. After a little explanation, use activity five to consolidate vocabulary.
Activity 2: Overcome difficult sentence patterns. (At the same time, write on the blackboard: key pattern: 1. 2.3.4.) Students read adverbial clauses headed by so…than…, two sentences with infinitive as the subject and 1 long sentences with appositive clauses, time adverbial clauses and cause adverbial clauses. Let the students analyze the sentence structure by themselves in the form of group discussion, then sum up the law of infinitive as subject and the usage of so … that under the guidance of the teacher, and let the students write it on the blackboard. After reciting these sentences in the competition, consolidate the difficulty with five multiple-choice questions in the college entrance examination.
Activity 3: Test: Show the abbreviations of the text in loose-leaf form, dig out the key words, phrases and sentence patterns, and form a cloze. Let the students listen to the tape and read the text, then finish the passage independently. After 5 minutes, collect it and take it back to correct it, so that the teacher can understand the teaching effect.
Step 4: Summarize and assign homework.
I designed two assignments. Write a composition of about 100 words first to protect the environment. The second is to finish the next grammar lesson.
Fourth: blackboard design
My blackboard writing uses the finishing touch. The teacher outlines the key points and difficulties of the teaching content on the blackboard, and the students briefly summarize and show the key points and difficulties of the teaching content. It can also be said that I draw the dragon and the students make the finishing point.
The above is my teaching design. Please give me more advice! thank you
5. Example of handouts in the second volume of Senior Three English.
1. Analysis of Textbooks
This lesson is located in the first part of Unit 1 of People's Education Press 10. Mainly by learning the simple future tense of verbs, we can discuss the ideal of life and future plans and plans. The purpose is to let teenagers not only have a good vision for the future, but also start from now and fight for a healthy ideal in this season of flowers.
2. The status of teaching materials
This unit is the general future tense and another important tense after the general past tense. From the topic point of view, it is about future planning, so that students can establish their own ideals in life from an early age. The topic of the next unit is housework, which is in line with an old saying of China, "A lesson from the past", "If you don't sweep a house, how can you sweep the world?" Therefore, this unit is a connecting link from both knowledge and emotion.
3. Teaching objectives
(1) knowledge target
Nouns about occupation; On the Expression of General Future Tense
(2) Ability goal
Able to understand words and expressions about life ideals; Able to understand the expression of future plans; Can talk about life; Able to discuss future plans.
(3) Emotional goals
Through the discussion of life ideal, let students set up their own life ideal at an early age and make up their minds to work for it now. Make them a new generation of teenagers with ideals, ambitions, motivation and healthy growth.
4. Teaching focus. Difficulties.
(1) Learn to describe your life ideals and express your struggle thoughts.
(2) Focus: Learn the simple future tense of verbs.
(3) Difficulties: the contradiction between idealistic education and reality.
5. Understand this course
Emotional basic investigation-through the investigation of students' life ideals, we know that some students are not ideal; Or have unrealistic ideals; Or have the idea of despising the hard work process;
Knowledge base-past tense, comparative knowledge.
6. Characteristics of this lesson
Small vocabulary, few grammar points (need to expand the topic)
Emotional education is very important (to explore students' lives, extend their connotations and touch their hearts)
7. Innovative embodiment of teaching design
Three main lines, two synchronizations and one center.
Three surveys-the whole class revolves around three surveys-(father's dream, success story, my ideal);
Three main lines-development through comparison-(father's experience, successful life, my road,)
Two synchronizations-(knowledge transfer and emotional experience). Realize synchronous and harmonious development, show no trace, moisten things silently.
A center-student center: preparing students before class, classroom task-oriented.