外研版初中英语《Unit 1 If everyone starts to do something, the world will be saved.》获奖教案-九年级英语教案.docx

To Keep Away From the Haze一.教学设计Teaching Aims1 . To get the students to comprehend the Chinese text properly2 .To encourage the students to analyze the organization of the t ext3 . To enable the students to know how to write an essay about sto pping the haze4 .To develop the students writing skills upon the basis of readi ng comprehensionTeaching Methodology1 . Constructivism2 .Theory of Task-based Teaching & LearningTeaching ProceduresStepl Lead-inShow several pictures about different professions.Have a free talk with the students.Step2 PresentationShow two pictures of the haze.Let the students have some ideas of the haze.Introduce the topic of keeping away from the haze.Step3 WritingTeach the students how to write an essay.Illustrate the 6 steps to write an essay.Ask the students to write a similar essay in the form of discussion.Step4 Reading ComprehensionAllow the students a few minutes to read the Chinese text and then check their comprehension.Step4 Organization AnalysisGet the students to grasp the main idea of the text and see how the text is organized.Step6 Further discussionAsk students to use the key words to make phrases and t hen put them into sentences. Help them to get the 6 steps of writing one by one.Step7 Consolidation & SummaryAsk students to review the 6 steps of writing and get the m to see the composition which is good .Step8 Home workWrite a short passage about keeping away from the haze二.教学设计理念1. 本节课任务型教学理论为依据来展开设计，强调以学生为主体，学生在多边互动中共同参与学习，掌握知识。2. 通过互动式的教学安排要达到以下目标：(1) 了解和掌握“haze”的概念。(2) 了解本篇文章的大意和结构(3) 了解怎样来写“essay"。(4)当堂完成一篇简单的“essay"(5) 中考生满分作文的展示与要求。在所有的教学目标中，目标(4)是最终目标，是学生学以致用、能力发 展的具体体现。在整个教学过程中是必须要达到的，也是衡量这堂课成 功与否的关键。3.整个教学过程始终以“互动方式”展开，分为四部分：(1) 导入部分：(2) 作文题理解部分：(3) 写作部分：本部分是基于对本篇作文的的中文理解基础上而设计。(4) 知识拓展部分三.课堂实效分析1. 通过小组讨论的形式展开教学活动，学生参与的积极性较高，思路开 阔，相对的限制性较少，学生受到高度重视，有一种“主人翁”的感受。2. 从学生回答问题的情况看，基本上都能理解文章的大意。3. 在对“haze”的概念引入的过程中，部分学生的个性化得到一定的表 现，他们的观点新颖独特，是他们经过小组讨论积极思维的结果。4. 在标题理解的基础上引入写作，学生感到有具体内容，而不是“空中 阁楼”，符合学生的认知结构，学生对“essay”写法的建构也是水到 渠成。5. 从学生当堂作文反馈情况看，虽然一些学生在作文中出现这样或那样 的语法错误，但是学生都注意了写作的谋篇布局，这正是这次写作要达 到的目的。6. 对于学生作文中出现的错误，通过佳品展示，通过学生自己修改，效 果理想。