教学设计（教案）修改 (2).doc

教学设计（教案）模板基本信息学 科年 级教学形式教 师单 位课题名称学情分析分析要点：1.教师主观分析、师生访谈、学生作业或试题分析反馈、问卷调查等；2.学生认知发展分析：主要分析学生现在的认知基础（包括知识基础和能力基础），要形成本节内容应该要走的认知发展线；3.学生认知障碍点：学生形成本节课知识时最主要的障碍点教学目标A、语言知识方面：1）Where, what when 引导的特殊疑问句并能做出相应的问答2）能掌握句子：Where are you going? I’m going to ? What areyou going to buy(do)? I’m going to ? When are you going? I’m going ?并能在实际情景中运用3）能在图文和场景下进行简单的交流和表演4）能够使用各种疑问句采访他人的计划并做记录B.情感态度方面通过本课的学习使学生达到运用英语交际的能力，培养学生的合作精神和创新意识教学过程Step 1、热身 (Warm-up)1、Greeting.2、全班齐唱本单元的歌谣Step 2、新课呈现及操练 (Presentation & Practice)1、 猜谜语。

T：I have four riddles. This is a place. There are many kinds of books in it, you can buy or choose any book you want. Where is it?Ss: It’s a bookstore.教师对学生给予及时的评价及表扬，给学生相应的小组加分 T: ……教师依次说出另外三个谜语，引出本课的生词：shoe shore, fruit stand, pet shop, 为后面的句型替换做好准备2、用课件出示几幅图片，让学生练习T：There are some places. Where are you going to this weekend? I’m going to the library.同时板书Where are you going to this weekend? I’m going to the library.并领读Ss: I’m going to the library.S1: I’m going to the park.S2: I’m going to the pet shop.……然后让学生两人一组练习，然后找几组学生展示他们的对话。

3、出示Chenjie头饰问：Who is she?Ss: She is Chenjie.T: Yes, she is Chenjie. She is going to buy something. Let’s listen and answer three questions. (课件出示问题同时教师把问题读一遍)听完录音后让学生四人一组，讨论完成表格T：（指Chenjie）Where is she going this afternoon?S1: She is going to the bookstore.利用课件回到表格，出示问题答案T：（把C头饰给学生）Where are you going this afternoon?S2: I’m going to the bookstore.问两到三名学生T：What is she going to buy?S5: She is going to buy a comic book.利用课件回到表格，出示问题答案T：I’m going to buy a magazine. What are you going to buy? Or what are you going to do? 同时板书What are you going to buy? I’m going to 并用所学的单词进行替换，如：newspaper, book, magazine 等。

S6: I’m going to buy a book.问一到两名同学T：When is she going?Ss: She is going at 3 o’clock.利用课件回到表格，订正答案板书When are you going? I’m going at 3 o’clock.教师领读并用tomorrow, next week, on Monday等表示时间的词进行替换问一到两名学生3、听录音，跟读教师把学生分成两组（男女生）分角色表演对话，然后让学生两人一组分角色表演，并对做的好的组及个人给所在小组加分设计意图：这一步，主要考虑到英语程度差一点的学生，最起码要让他们掌握课本上的内容，给他们一点自信心，觉得自己本节课学到了一些知识，并不是一无所获 Step3 Task1、让学生四一小组，采访他人的周末计划并做记录，完成表格内容最后让学生把他们的采访过程表演出来，教师对每组的表现给予及时的评价Step4 Consolidation1、出示课件，教师把本课所学主要句型编成歌谣并领读然后让学生自编歌谣在学生说完后，对本节课学生的表现给予评价，并对优胜组给予表扬及鼓励2、Homework:* Copy B: copy the main sentences for 3 times; Read Let’s talk to your parents for 3 times; Interview your parents or friends’ weekend plan. 板书设计Unit 3 My holidayWhat are you going to do? What are you going to buy(do)? I’m going to …… When are you going? I’m going at 3 o’clock.作业或预习Copy B: copy the main sentences for 3 times; Read Let’s talk to your parents for 3 times; Interview your parents or friends’ weekend plan. 自我评价本课的教学内容是Part B中的Let’s talk 部分的句型和Pair Work。

重点让学生区分Where, What, When在be going to 结构中的运用，理解一般将来时的意义和基本构成，并且熟练运用句型进行语言交际课堂中通过各种游戏，活动，学生，难点的掌握也是很不错的因此从整体来说，这节课是比较成功的，我从尊重学生，注重发展的角度去积极的调动他们的学习积极性，让他们主动的开口去说英语，不错的组长评议或同行评议（可选多人）：这节课不错，不管是从设计理念，还是在课堂中都是以学生为中心，充分调动了学生的学习积极性 评议一单位：太行路学校 姓名：吕小梅 日期：11.12。