优秀教学案例评选教案设计刘.doc

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1、第二届全国中小学“教学中的互联网搜索”优秀教案评选活动 学段、年级： 七年级上册第四单元单位（全称）： 灌云县初级中学 姓 名： 刘励红 教学设计题目： Food 联 系 电 话： 13815670826 报 送 时 间： 2011/1/23 优秀教学案例评选教案设计灌云县初级中学 刘励红一、Lesson plan background1Facing the student： middle school appropriate primary school 2. Discipline：English 2class：1 class3Students preparations before cla

2、ss:（1）、Preview of this case content involves the target vocabulary（2）、Can understand the text general content（3）、According to the text entry summed up more content and vocabulary incomprehension place二、Basic design concept: focus on quality education and reflect the concept of new course reform, hig

3、hlight the dynamic design, pay attention to the problems of setting the whole scene, teaching process designed to guide students independent and cooperative, explore, communication process.三、Class type: reading class四、Teaching topic: Teaching Plans for Unit 4, 7AThe second teaching period 五、Teaching

4、 material analysis1、Unit background analysis：This unit is learning introduces young peoples way of life. In developed countries, people can through now better diet to keep healthy. People need to consume enough food to get energy to do they want to do. If youre like sports, then than those who dont

5、exercise person, you will need more energy. Reading materials, introduces the food and exercise relationship. Too much food to obesity, and too few can make person tired. In the study of this unit at the same time, let classmates against its own, talking about how to have some balance diet to keep b

6、ody well-balanced, health. Through language skills training to this unit of learning goals.2、Teaching material content analysis: This class learning article is about Kitty and Daniel past and present diet and lifestyle. By learning and comparison, lets the student understand what is a healthy diet a

7、nd daily life habit.六、Teaching Aims: 1、Knowledge and the function：1) Learn to talk about the food that they or others like and dislike by introducing the food .2) Learn to talk about the food that they and others like to eat for breakfast.2、Process and methods：1) To catch the main idea by reading th

8、e whole passage.2）To train the studentsreading ability. 3、Emotions, attitudes and values:To help the students to have a healthy diet habit and lifestyle.七、Textbooks key points and difficultiesTextbooks key:1、To help the students revise and learn more words about food and lifestyles.2、To help the stu

9、dents know the relationship between diets and health.Textbooks difficulties：To know the general meaning of the articles by looking over quickly and search for the particulars in the articles.八、Design ideas：1The teaching design：1）Read the passages for overall comprehension.2）Know more about Kitty and

10、 Daniels lifestyles.3）Learn to talk about a healthy lifestyle.2Reading design：Listening and reading are both good ways for students to get information. To train the studentsthe ability of fast reading by asking the students to listen and read silently.九、Teaching strategy：The technique of skimming.十、

11、Intelligent cultivation：Compound healthy food and do some proper activities.十一、Teaching aids:1、To prepare the reading materials and look up the new words and language points.2、A Recorder、Pictures、Subjects、Teaching courseware.十二、Teaching procedures:Step 1: Warming - up activities(一) Free Talk : To as

12、k the student on duty to make a speech : “What is my favourite food ?” （Design idea：To discuss the topic of daily life into, can active classroom atmosphere, meanwhile, because every day there are on duty report, can exercise students written and oral communication ability, In addition, in the cours

13、e of the exchange, also exercised the students listening level.）(二) 1. Ask students some questions to revise the names of some food/ fruit/drinks/ vegetables/meat/snacks.What fruit/drinks/vegetables/meat/snacks do you know? What do you usually have for three meals?What food do you like/ dislike? Why

14、? 2. Ask the students to revise the words “love、like、dislike、hate” ect.3. To show the students beautiful pictures of food during the talking , write some of them on the Bb, especially some new words: hamburger, noodles, cake, bread, dumpling. 4. To ask the students to ask and answer : “What is it ?”

15、,“Do you like it ?” （Design ideas: Let the students mutual interlocution, understanding the food, the name of the in communication and cultivate their spirit of cooperation and problem solving ability.）Step 2: Presentation1. Show two pictures with two boys on each of them on the screen. One is stron

16、gand the other is weak. Ask the students: Look at them .Are they strong? Who is strong? What about ? 2. Show the diet chart of the two boys in the pictures. Ask the students What does the strong boy eat for breakfast / lunch/ dinner ?What about the thin boy? Then say to the students : “Oh, We may se

17、e the relationship between diets and health”. Present the new the words by showing the students some pictures.Step 3: Reading 1. Get the students to look at the pictures about Kitty and Daniel of Part A on Page 60.Say to the students: Do you know these two students? Today, well learn something about

18、 their diets and lifestyles. Read the article and tell me who is healthy. Get the students to read the passages As quickly as possible and find out the answer. (Kitty is healthy.) 2. Play the tape recording for the students to listen, and finish the exercises on Page 61 B2.3. Play the tape recording

19、 again and Ss read after it. Then finish the exercises Page 62 C1. (Design ideas：Through purposefully listening and reading, let the students understand the general meaning of the text at the same time grasp the text in some detail content.)Step 4 : Intensive Reading Read the text again, try to answ

20、er the following questions: 1. What does Kitty have for breakfast? 2. What does she have for dinner? 3. What does she have after dinner?4. Does she eat any sweet snacks? 5. What does Daniel like doing? 6. Does Daniel have a healthy diet or lifestyle? 7. Why does Daniel change his diet? 8. What does

21、he plan to do? （Design ideas：Further purposefully read, can let students better understand the text details, meanwhile, through the responder cent way, further stimulates the students active participation, raises student ability of using language and exchanges and cooperation ability.）Step 5 : Pract

22、ice1. Ask groups 1 & 2 to read the text a third time,and make a dialogue in pairs (about Kitty).eg. Kitty,May I ask you some questions? What do you want to be when you grow up? What did you have before? 2. Ask groups 3 & 4 to retell the story about Daniel. Begin with “Daniel is a , he likes reading

23、”3. Read through the reading passage with the following questions:1) How long does Kitty dance every day? (Its very easy for her to get tired.)2) What is important for her? (A healthy diet.)3) Can Daniel run fast? Why? ( No. Because he cannot run fast.) （Design ideas：Further reading the text, and un

24、derstand the article content, cultivating students through dialogue and exchanges and cooperation ability。）Step 6 : Discussion : 1. Read the six statements about Kittys and Daniels different diets and lifestyles and write true or false . 2. Answer the following questions:(1) What food can we eat a l

25、ot ?(2) Do you think is good for our health ? (3) Which is your favourite ? （Design ideas：Application, and through the interesting topics greatly stimulate students curiosity, to let them participate in discussions, can full training students comprehensive abilities。）Step 7 : Do exercises in class (

26、According to the English explanation, write sentences lack in words)1. To get to the top of the mountain, you need lots of _ (power to do things).2. If you want to be _ (having good health), you should often have sports.3. Its 3:30p.m. Its time for us to _ ( do sports activities).4. I dont like read

27、ing books. So I _ (not very often) go to the library.5. Kittys _ (the way people live) is quite different from yours.Step 8 : Homework1. Oral work: Listen and repeat the text, remember the new words and expressions in the articles.2. Written work: Teachers can assign the Ss write an article accordin

28、g to their own conditions.十三、Teaching reflection： In teaching practice, I deeply realize, reading teaching should handle the following four relations：1、Teacher teaching and learning students: the relationship between teachers should pay more attention to how to teach students to read, not only to th

29、e students instill a lot of language knowledge. The teaching process is the students in teachers help and guidance of knowledge and forming the skill of the process. Teachers should let the student in activities play its subject status, lets student to discover, analysis and problem-solving.2、n the

30、teaching design process, to do its best to consider student emotions in the importance of the teaching, try to let the student studies in the joy. But the teacher cannot one-sided pursuit of so-called happy, fastening on lively classroom, atmosphere is active, but neglected the student to the knowle

31、dge and ability. 3、Reading process and result of the relationship. The task-based teaching requires teachers in teaching is not only the attention to study results, but also on the learning process. Students complete the task of process is students find, analysis and problem-solving process, is also

32、 gradually enhance reading skills, improve reading ability of process.4、Practice and reflection of the relationship. Reflecting is a mirror of practice, each teaching reflection can refracts the practice of success and shortcomings, for reference in teaching should constantly, improve the success in

33、sufficient, raises the student to learn to read and learn to independent learning as the pursuit of the goal.5、Only by reading can make students understand the text, and has formed certain reading skills. This link through refining carelessness, plot capture, cooperation and outspread training to ex

34、plore four steps, cultivate students generalize theme, capture the details and reproduce the reading skill. Teachers also can pay attention to the design appropriate cohesion language, makes each teaching link natural transition, lets the student in imperceptible in into the learning state and carrying out the activity.十四、教师情况省份江苏省学校灌云县初级中学姓名刘励红职称中学高级电话13815670826电子邮箱Liulh0412通讯地址连云港市灌云县初级中学 222200自我介绍 本人从教三十余年，在工作中，勤奋学习，刻苦钻研，勤勤恳恳，任劳任怨，勇于探索，努力走科研兴教之路，立志做学者型教师。我凭着对事业的痴心、对学生的爱心、对工作的热心、对未来的信心，在岗位上兢兢业业，在接触到互联网后，“百度”一直陪伴着我，为我的教学工作插上腾飞的翅膀。使我的工作更加轻松，生活更加愉快。让我们永远相伴，共同为教育事业贡献力量。只愿“丹心化作春雨洒，换来桃李满园春”。