学科教学法（二） (Teaching Methodology II) 08 级师范班期末考查The Final ProjectThe teaching plan for Lesson1, Unit1, J2B 1.The textbook analysis 2.The background of students 3.Learning objectives (practice lesson through listening and speaking) 4.Teaching procedure 5.Blackboard writing design (hand-written copy) 6.The related teaching materials (copy) 7.Verbatim plan 8.Reflection 9.AppendixDesigner School No 200803101204 Class (2 ) Group ( 5) Date: 2011-6-15 教材分析 我教的是外研社（三）高中版 module1：Europe 的第一课。我个人把这堂课当做是语言的 操练课，因为这是个课堂的导入课程，这个单元的主题是 Europe,主要讲的是一些欧洲国家 及其城市的介绍。 ，所以在课堂上，只要注重学生对英语听和说的训练。个人分析，编者在 这一课一共设置了 3 个活动环节。 第一部分：欧洲国家及其城市，相应的语言的认识。编者想通过学生对已学地理知识进行 分析判断，从而完成书本图表的练习。 我认为这一部分对本单元的学习是很有必要的。因为这可以让学生提前对单元内容进行熟 悉，可以作为调动学生学习兴趣的一个重要环节。 第二部分：重点单词的介绍，及其对欧洲地图，主要国家的位置的熟悉，我想通过自己在 黑板上大致画出欧洲一些主要国家的地理位置，来加强学生对这一部分的理解。这个部分， 我觉得也是很有必要的，认为是第一部分的补充，及其巩固。让学生理解地理位置和方位 介词的用法。 第三部分：文章阅读材料的介入，我个人认为，在这个单元的第一堂课上，文章的介入对 班上学生还是有一定难度的。所以应该在文章进入之前，做些准备工作。如把 Reading and vocabulary 的 part2 提前让学生们熟悉。因为重点词汇的学习，会让学生们在阅读课上有不 一样的效果。 鉴于以上几点，我认为一名认真对学生负责的老师应根据学生的实际情况和学生的心理特 点，对教材进行相应的整合，然后进行书本内容的删减，在适应学生实际情况的同时，极 大的调动学生的学习积极性，培养学生兴趣，这才是教学的最终目的。Teaching Plan for Lesson1, Unit1， J2BName: Class: 2 Group: 5 The background of students From classroom observation, the students in Class3, Grade1 in Haikou Qiongshan Middle School (junior high) are described as follows: the basis of the class: . the attitudes: . the ability: . the strategies: . The teacher should : (1) Pay more attention to .; (2) Help students .; (3) Remind Ss of: (4) . Main Learning Objectives Review and learn some words and useful expressionsE.g. ., and then use them to talk about what will happen or the result if you do sth. Learn some language items and communicative functions Use the sentence pattern: to give suggestions to their peers or people who are in need of some advice when they are going to do something. Learn to use different listening skills/strategies in terms of students interest and different listening materials.(1) Predicting and guessing the central meaning of the conversation (.?) by .(2) Listening to the conversation for the gist by . (3) Listening to the dialogue for the specific information . by . Attitude and significance of listening (1) Encourage Ss to. (2) Develop .g.Teaching Procedures Stage 1: Pre-Listening: (5-10 minutes) Step1: warm up activity: The teacher presents 4 pictures of different situations (see appendix), and one for each group to discuss why they can/can not have the class party at those moment and what are they going to do at the party? based on their own experience. Step2: After Ss get several colorful answers, the teacher asks Ss to report their answers and presents them under the related pictures presenting on Bb. Step3: The teacher declares they are going to listen to a conversation closely related to these pictures. It is a conversation between Andrea and Mark about when the class party will be held and what they are going to do at the party and asks students to predict and guess the possible suggestions that Mark will give to Andrea based on the pictures and their discussion. Step4: The teacher indicates they will listen to the dialogue for the first time and check whether their prediction is right or wrong.Stage 2: while-listening (15-20 minutes) Step1: Listening for the gist of the conversation by circling the right answer of multiple choices. A.Andrea is going to have the class party. B.Andrea and Marks discussion about when will they have the class party and what they are going to do at the party? C.Ss will leave school early to study for tomorrows test. D.Mark would like to help Andrea organize the party. Step2: The teacher checks Ss answer and indicates they are going to listen to the dialogue for the second time and do some more exercises. Step3: Listening for the specific information by marking the “T” or “F” statements (see the appendix) during the second time playing the tape; if some statements are wrong, try to correct them based on their understanding of the conversation. Step4: The teacher asks Ss to have a discussion with their partners about their answers. Step5: The teacher plays the tape for the third time and helps Ss to make sure of their answers and asks them to fill in the blanks in 2b on page35 of their textbooks.Stage 3: post-Listening (10-15 minutes) Step1: Ss report their answers and teacher gives some explanation when necessary. Step2: The teacher plays the conversation again sentence by sentence and asks Ss to read them one by one after the tape during the short pauses given by the teacher. Step 3: The teacher guides Ss to summarize the key language items they learned through listening and presents them on Bb, and then asks Ss to practice them with their partners by asking questions and answering based on their own experience in everyday life. The teacher w