《中学英语教学研究与实践》 教案
中学英语教学研究与实践 教案
Week 1 Classroom behavior, handwriting and drawing1
Language objectives:
  1. Students can write standard orders of strokes of letters.
  2. Students can write with proper distance between letters, words, and lines.
  3. Students learn to draw simple figures. Ability objectives:
  1. Develop them the habits of observe objects carefully.
  2. Develop students’ good study habits. Important points: develop students’ ability of good handwriting and simple figure. Difficult points: develop their good study habits. Teaching method: Situational teaching method, communicative teaching method, discussion. Teaching aid: blackboard, multi-media, pictures. Teaching procedures:
  1.
  2.
  3. Greeting and revision Lead in Introducing based on the PPT
Assignments: try to draw simple figures after class.
Week 1 Classroom behavior, handwriting and drawing2
Language objectives:
  1. Students get to understand the principles and requirements of English writing and simple figures.
  2. Students get to master the postures and methods of English writing and basic tactics of simple figures. Ability objectives:
  1. Develop them the habits of observe objects carefully.
  2. Develop students’ good study habits. Important points: Students get to master the postures and methods of English writing and
2
中学英语教学研究与实践 教案
basic tactics of simple figures. Difficult points: develop their good study habits. Teaching method: Situational teaching method, communicative teaching method, discussion. Teaching aid: blackboard, multi-media, pictures. Teaching procedures:
  1.
  2.
  3. Greeting and revision Lead in Introducing based on the PPT
Assignments: try to draw simple figures after classes.
Week 2 Singing, playing and using courseware1 Language objectives:
  1. Students learn to sing basic English songs.
  2. Students can learn better through playing teaching games.
  3. Students learn to draw simple figures. Ability objectives:
  1. Develop students’ listening, speaking abilities.
  2. Develop students’ all-round abilities. Important points: Students learn to sing basic English songs. Difficult points: develop students’ all-round abilities. Teaching method: Situational teaching method, communicative teaching method, discussion. Teaching aid: blackboard, multi-media, pictures. Teaching procedures:
  1.
  2.
  3.
  4. Greeting and revision Lead in Introducing based on the PPT Exercises: singing songs.
Assignments: try to practice the English songs learnt in classes.
3
中学英语教学研究与实践 教案
Week 2
Singing, playing and using courseware2
Language objectives:
  1. Students learn to sing basic English songs.
  2. Students can have better study results by playing games.
  3. Students learn the importance of courseware. Ability objectives:
  1. Make students become more interested in learning.
  2. Develop students’ all-round abilities. Affective objectives: Students can feel the joy of learning. Students like communicating and cooperating with others. Important points: Students learn to sing basic English songs. Difficult points: develop students’ all-round abilities. Teaching method: Situational teaching method, communicative teaching method, discussion. Teaching aid: blackboard, multi-media, pictures. Teaching procedures:
  1.
  2.
  3.
  4. Greeting and revision Lead in Introducing based on the PPT Exercises: play English teaching games
Assignments: play English teaching games with your friends after classes.
Week 3 Lead-in and presentation 1
Language objectives:
  1. Students get to know the great scientists and their achievements respectively.
  2. Students get to know the symbol of the image of dragons.
  3. Students may gradually like thinking independently. Ability objectives:
4
中学英语教学研究与实践 教案

  1. Develop students’ abilities of independently thinking.
  2. Broarden students’ horizons and minds. Important points: Students understand the context and what the text is about. Difficult points: make students develop the ability of thinking independently. Teaching method: Situational teaching method, communicative teaching method, discussion. Teaching aid: blackboard, multi-media, pictures. Teaching procedures:
  1. greeting and revision
  2. lead in
  3. introducing based on the PPT
  4. discussions: Who are they? Have you ever heard of them? What achievements have they achieved? What are they?
  5. Assignments: design a lead-in class and prepare for it.
Week 3 Lead-in and presentation 2
Teaching content:Lead-in and presentation Language objectives:
  1. Students understand the context and thus the meaning and the use of the new language.
  2. Help students find the clues of the text directly and reasonably.
  3. Students may gradually like thinking independently. Ability objectives:
  1. Develop students’ abilities of independently thinking.
  2. Broarden students’ horizons and minds. Important points: Students understand the context and thus the meaning and the use of the new language. Difficult points: make students develop the ability of thinking independently.
5
中学英语教学研究与实践 教案
Teaching method: Situational teaching method, communicative teaching method, discussion. Teaching aid: blackboard, multi-media, pictures. Teaching procedures:
  6. greeting and revision
  7. lead in
  8. introducing based on the PPT
  9. discussions: Who are they? Have you ever heard of them? What achievements have they achieved? What are they?
  10. Assignments: design some lead-in methods to teach some lessons.
Week 4 Questioning and correcting1
Language objectives:
  1. Students can know the meaning of questioning and correcting.
  2. Students can know the principle and requirement of questioning and correcting.
  3. Students can know the classifications and sentence forms of questioning. Ability objectives:
  1. Make students concentrate their attentions.
  2. Make students activate their study motivations and interests.
  3. Promote their creative thinking.
  4. Develop their language Communicative abilities. Important points: Students know the principle and requirement of questioning and correcting. Difficult points: Promote students’ creative thinking. Teaching method: Situational teaching method, communicative teaching method, discussion. Teaching aid: blackboard, multi-media.
6
中学英语教学研究与实践 教案
Teaching procedures:
  1.
  2.
  3. Greeting and revision. Lead in. Introducing based on the PPT.
Assignments: ask yourself questions as a test and try to give answers.
Week 4
Questioning and correcting2
Language objectives:
  1. Students can know the definition of questioning.
  2. Students can know the techniques of questioning.
  3. Students can know the reasons and important factors of questioning. Ability objectives:
  1. Promote their creative thinking.
  2. Develop their language Communicative abilities. Important points: make students know how to ask questions. Difficult points: Develop their language Communicative abilities. Teaching method: Situational teaching method, communicative teaching method, discussion. Teaching aid: blackboard, multi-media. Teaching procedures:
  1.
  2.
  3. Greeting and revision. Lead in. Introducing based on the PPT.
Assignments: ask yourself questions as a test and try to give answers.
Week5
This class is taught by a teacher of Yucai senior school of Shenyang. It is a pretty good class, as the teacher’s quality is very high, she has fantastic oral English, very experienced in
7
中学英语教学研究与实践 教案
teaching, and the over all organization of the class is full of logic and carefully designed, she has very clear ideas of teaching aims, key points, and difficulties. What’s more, she can perform naturally in front of the platform and have good and proper interactions with students. Thus, her class is very successful. After greeting the students, the teacher talks about her telephoning her little son, who has strong desire and addiction to computer games, which directly lead to the topic of the lesson today, then she asks students the time when they first get in touch with computers, the students are all very active and seem very interested in the topic. Thus, they are all eager to answer questions. The lead in part is organized closely and naturally, as the students are all asked to answer questions, their study interest is aroused. Another questions, “do you think the computers are beneficial? “are firstly questioned, as the class is about the advantage and disadvantage of the computers, Based on their experience of using computers, they all begin to talk. After some discussion, the students can have a general idea of the advantages and shortcoming of computers. Then, the teacher asks about the writer’s opinion on computers just by looking at the title, with another three questions about the text in mind, the students are required to read the passage and find out the answers. Before that, she helped them to solve the new vocabulary problems. When teaching the words, the other forms of the words are also introduce, and by showing them some sentences of the words, she let them to guess the meaning, so that the students may have deep impressions on computer. When checking the questions, she carefully guides the students to think by themselves and skillfully show students the pictures of computers and let them to guess the problems they have with computer. Thus, students’ study motivations are aroused; study interests are enhanced. The last part, she holds a debate about the advantages and disadvantages of computers. In this way, all the students can participate and cooperate. What’s more, she comments from the fluency, logic, and accuracy of their performance. Through this process, students get more familiar with the content of the text. The class is very successful. However, she does not pay too much attention to the detailed analysis of the textbook, instead, she focus on students’ ideas and deep understanding of the
8
中学英语教学研究与实践 教案
passage. As they are all students of senior high school, they have mastered enough vocabularies and had a broad sphere of knowledge.
Week6
Generally speaking, they all have done a good job. First of all, I’d like to talk about the first student. His behavior in class was like a teacher and his body language used in classroom was also very proper. Second, the design of his courseware was quite good. However, his ability to manage the whole class need to be further improved. The second student also behaved like a teacher and the design of her courseware was quite good. She used many pictures which made her courseware very vivid and easy to understand. However, there are still some aspects that she should pay attention to, such as pronunciation and classroom management.
Week7
Generally speaking, they all have done a good job. First of all, I’d like to talk about the first student. His behavior in class was like a teacher and his body language used in classroom was also very proper. Second, the design of his courseware was quite good. He thinks very clearly. Third, each teaching step was well done. However, there are still some aspects that he should pay attention to, such as pronunciation and how to make the courseware more attractive to the students. And the second student also behaved like a teacher. Second, the design of her courseware was quite good. Third, she used many pictures which made her courseware very vivid and easy to understand. However, there are still some aspects that she should pay attention to, such as pronunciation and classroom management.
Week8
Generally speaking, they all have done a good job. First of all, I’d like to talk about the first student. She behaved like a teacher and she has strong ability of classroom management. Second, the design of her courseware was quite good. Third, she used many pictures which made her courseware very vivid and easy to understand. However, there are still some aspects that she should pay attention to, such as pronunciation and facial expression. While the second student’ behavior in class was also like a teacher and his body language used in classroom was very proper. Second, the design of his courseware was quite good. He thinks very clearly. Third, each teaching step was well done. However, there are still some aspects that he should pay attention to, such as pronunciation and how to make the courseware more attractive to the students.
Week9
9
中学英语教学研究与实践 教案
This class is taught by a teacher of senior high school of Beijing. It is a pretty good class, as the teacher’s quality is very high: she has fantastic oral English, be very experienced in teaching, and the over all organization of the class is full of logic and carefully designed. She has very clear ideas of teaching aims, key points, thus, she focus a lot on the detailed analysis of the textbook. What’s more, she can perform naturally in front of the platform and have good and proper interactions with students. Thus, her class is very successful. After greeting the students, the teacher asks the students a question “what disasters do you know?” which directly lead to the topic of the lesson today. As it is an easy question, students are all very active and seem very interested in the topic. Thus, they are all eager to answer questions. Then she tells students a day called “inte
 

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