15周年校庆公开课——eaching Design - 内容

15周年校庆公开课——eaching Design

School: Longyuan Middle School

Student: Class 3 Grade 6

Teacher: 赵慧颖

Subject: Signs and Rules

Material: Oxford English M3U7

Time: November 30th, 2011

Teaching Objectives

I. Language objectives:

1. To learn and know how to use the vocabulary for signs and rules

2. To practice new sentence patterns:

Where can we find this sign?

We can find it …

What does this sign mean?

It means don’t + do… we mustn’t +do…

II. Ability focus:

1. To practice recognizing the signs and tell the meaning;

2. To develop the ability of getting and sharing information.

III. Emotional objectives:

To guide students to care for their school and try to make their school life better

Key and/or difficult points:

Key points: To recognize different signs;

To tell the meaning of different signs;

To use the target sentence patterns to express information.

Difficult points: To use the sentence patterns to express information freely.

Teaching aids: Multi-media, blackboard, handouts, etc.

Teaching procedure

Stage

Teaching activities

Learning activities

Purposes

Warming up

1. Show a video and ask students to tell the topic of the video.

1. Watch a video and tell the topic of the video.

To elicit the topic of this lesson.

Pre-task preparation

1. Have a brainstorming: Where can we find these signs?

2. Introduce four places of our school.

1. Do a brainstorm: Where can we find these signs?

2. Recognize four places of our school.

To call students’ attention to places and signs.

To draw students’ attention to places in our school.

While-task procedure

1. Ask a question: Where can we find this sign?

2. Ask students to do pair-work :

A: Where can we find this sign?

B: We can find this sign in/on __.

3. Show students the sentence pattern: Don’t______.

4. Ask students to match signs with their proper meanings.

5. Show students some more signs and tell the meaning of each sign.

6. Guide students to tell the meaning of signs with the sentence pattern:

We mustn’t____.

7. Ask students to play a game: tell the meaning of different signs.

8. Ask students to practice expressing the meaning of different signs by asking and answering questions.

1. Answer the question: We can find it in/on ____.

2. Do pair-work:

A: Where can we find this sign?

B: We can find this sign in/on __.

3.Use the sentence pattern:

Don’t______.

4. Match signs with their meanings.

5. Recognize the signs and tell the meaning of each sign.

6. Tell the meaning of signs with the sentence pattern:

We mustn’t_____.

7. Play a game: tell the meaning of different signs.

8. Practice expressing the meaning of different signs by asking and answering questions.

To develop students’ ability of recognizing proper information.

To practice the target sentence pattern.

To develop students’ ability of getting proper information.

To develop students ability of expressing the meanings of signs.

To develop students’ ability of expressing meanings in different ways.

To develop students’ ability of expressing meanings.

Post-task

Activity

Group work:

Ask students to choose some sings for their school and talk about the signs.

Choose some signs for the school and talk about the signs.

To develop students’ ability of designing and expressing.

To arouse students’ love for their school

Assignment

1. Oral work:

Try to find some signs on your way home and tell their classmates about them.

1. 2. Written work:

2. Draw some new signs for our school and make some new rules to make our school life better.

学、做、思、悟

------ 教学反思

2011.11.30 作为龙苑大家庭的一员，我很荣幸在庆祝建校15周年之际，进行了课堂教学的展示。正如校训所示：幸福自己，幸福他人。在教学的实践中，我也得到了教会他人，成长自己的体悟。而这份成长与幸福，也经历了诸多的困顿，反复的研磨。如同建校15年来的种种风雨与光辉，一名教师的成长也建立于脚踏实地的学习，实践，思考和感悟。

学：组室行，必有吾师

对于年轻教师而言，同组室老师们的共同备课磨课如同师傅手把手带教般宝贵。而此次的备课过程，于我更是宝贵的经历和财富。确立课题，明确课型，设计思路，选择形式，在反复的思考，研磨，推翻，再研磨的过程中，始终有英语组的老师们和我并肩，给予我指导和鼓励。我向她们学习如何上课，如何上好课，学习的道路上，我不寂寞。

做：因才施教与因材施教

英语课本的编写集合了许多老师的智慧结晶，英语课本对于英语教学的指导意义和功能毋庸置疑。但面对不同的学生，因才施教也势在必行。我所理解的“因材施教”，不仅是指根据学生采取相应的教学措施，也是指根据教材内容采用相应教学方式，发挥课本的最大功效。在本堂课所教授的文本中，融合了牛津英语6A Unit7 45-46两页文本的内容。重点介绍了日常生活中所涉及到的规则和相应的标志，词汇量比较大，在表达标志含义的两个句型转化和提问回答中，对学生的英语基础能力有一定要求。因此，我对文本内容进行了预先处理，在一堂课中整合45-46两页课文内容，课文普通词汇要求学生进行课前预习，课堂中重点教授目标句型并运用创设情境，分步骤，重阶梯，运用游戏，提问，竞赛等方式进行语言知识的教授和对话操练，进行语言积累。通过对课文文本的处理，适当减低了课堂教学的难度，为学生铺设梯度，化繁为简，达到文本教学的目标。

思：授人玫瑰，手有余香

课后，我参加了教学研讨，聆听了听课教师们对课堂教学的指导和建议。通过教学研讨，从听取一节课的评估，更拓展到了对英语教学的思考。外语的学习对于初中低年级的学生而言无疑是一项挑战，刻板的情态，不仅会影响英语学习的效果，还会影响其它发展，学生只有对自己、对英语及其文化有积极的情态，才能保持英语学习的动力并取得成绩。因此，我们更应关注学生情感，并努力创造民主和谐的教学气氛。尊重每个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性。课堂教学中，教师是学生的引领者，更是协助者和鼓励者。通过创设各种情景，鼓励学生大胆开口使用英语，对他们在学习过程中的失误和错误采取宽容的态度。通过对话练习、小组讨论等形式为学生提供自主学习和直接交流的机会，以及充分表现和自我发展的一个空间。鼓励学生体验、实践、合作、探索。

把英语教学与情态有机地结合起来，创造各种合作学习的活动，促进学生互相学习，互相帮助，体验成就感，发展合作精神。孩子们投来的专注的眼神，信赖的目光，由衷的笑颜也是我们最大的收获与满足。

悟：纸上得来终觉浅绝知此事要躬行

我曾钦佩优秀教师在课堂中的挥洒自如，羡慕优秀教师在教学中的出色业绩，感叹专家同行点评时的火眼金睛，感谢他们建议的中肯切实。而他们的优秀也定并非偶然。备课组老师的帮助，日夜思量的倾身躬行，课后反复的思量……一趟课的意义早已远胜40分钟之外。纸上得来终觉浅，绝知此事要躬行。要成长，就必须踏实迈出脚步。人生，只有走出来的美丽。

学、做、思、悟, 是我对教学课的反思，更是对英语教学和努力方向的诠释。