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1、教学设计与反思模板课题： Module 4 Education Unit 1 How long have you studied English?科目：英语教学对象： 八年级学生课时： 1课时提供者：边荣瑾天津海阔天空工作坊一、教学内容分析本课题是外研版初中英语八年级的教学内容。本模块以Education为话题，旨在通过单元教学使学生学会谈论自己接受教育的情况；了解关于希望工程的情况；学会表述时间与事件；能用所学的知识制作希望工程传单。通过本课的引导，让学生珍惜现在自己所拥有的优越的学习和生活条件，发奋学习，并尽自己的绵薄之力帮助贫困山区的孩子们。二、教学目标（一）知识与技能1. Words
2、& phrases study, teach, head teacher, since, same, poor, project, get on (well) with, hear about2. Key sentences How long have you known her? For two years.How long have you lived there? Since 2004.I get on well with her.It is easier to learn a foreign language when you visit the country.In fact, si
3、nce 1989 Project Hope has built schools all over China.（二）过程与方法通过小组合作学习，解决本课的疑难问题，学习重点语法和句型。（三）情感态度与价值观通过本课的引导，让学生珍惜现在自己所拥有的优越的学习和生活条件，发奋学习，并尽自己的绵薄之力帮助贫困山区的孩子们。三、学习者特征分析学生们在课前作业中已经自己预习了课文和单词。学生水平一般，但贵在乐学，学习情绪很高。这是一节借班上课的课程，所以我从未见过这些学生。我通过课前和该班班主任了解，知道学生们的基本英语学习情况。四、教学策略选择与设计本节课主要想体现“学生是中心，教材是剧本，教师是导
4、演，学生是演员，课堂是舞台”与“以人为本”的外语教学新理念。用该模式进行教学的最大特点，就是每堂英语课自始至终都充满了教师引导下由全班学生参与的各种各样课堂活动，即在该模式的英语课堂上学生总是在“动”。该模式课堂上的“大容量、快节奏 、高效率”正是学生多“动”和学生得到发展的真实反映。学生在这样的气氛中学习英语，综合语言运用能力的获得是必在其中的，这也适应了新课程改革的要求。五、教学重点及难点How to use the Present Perfect Tense with since and for. 六、教学过程教师活动学生活动设计意图Step 1.Lead-inIn this proce
5、dure, present the word since and the sentence how long? Give students a brief introduction to the sentence pattern and the word since in the present perfect.- Now lets play a game. Who can help me? I need three volunteers.( Let the students do the actions. )Since / forLet one student laugh as long t
6、ime as he can, and count the time.T: What does since mean? It means from 2005 to now.Then ask the students: -How long have I been a teacher? -I have been a teacher for 13 years.e.g jump / dance / laugh - What has he done? He has jumped / danced / laughed.- Has he danced? No, he hasnt. / Yes, he has.
7、- How long has he laughed?- For 5 seconds. - How long have you studied in this School?- For 2 years. ( - Since 2005.)通过生动活泼的游戏环节，在课一开始的时候就紧紧抓住学生们的注意力，吸引孩子们投入到本节课的学习中来。同时利用游戏让学生在没有负担的情况下自然轻松的进入课堂，提高课堂效率。用我自己的实际情况举例，引出本课学习的重点语法和句型。Step 2 Pair workIn this procedure, create certain situations for studen
8、ts to practise a dialogue with since and how long? A: How long have you.?B: I have forA: How long have you?B: I havesincelive in China / study Chinese / study English / study Physicsbe a teacher / be a student / work in the shop / learn to play the piano 小组合作，操练句型。巩固知识，为下文的学习做好铺垫。Step 3 Listening .(
9、1)- Do you have a pen friend ? Do you often write letters each other? I have a pen friend from western district .She is a student.(1)Compare the differences between the photos of the school in Western District and the photos of Hope School .A: The first photo of Western District School : -Look at he
10、r classroom. Its an old and shabby classroom. Do you like this school ?B: The second photo of Hope School: -Now this school has changed. Project Hope help them to build up a new School. I am so happy to see that! ( Repeat :Project Hope )- Well done! So I prepair some presents for you this is the lov
11、e heart of Project Hope! Its meaningful! I hope all of you can join my class and try to get it.(2) In this procedure, students will listen to the dialogue and answer two questions. Betty and Lingling are friends. Now they are talking something about Sally, their pen friend.Listen to the conversation
12、 and answer the question.(3) Read the dialogue.-Open books and turn to page 26. Read it by yourself/1 minute.(4) Do Exercise 4 individually then check the answers in groups.- page 27. Do part 4 / 2 mins.(5) Find the difficult points-Can you find out something that you dont understand Show the photo
13、of Mrs Zhang ,(the students English teacher )-Who is she? Do you like your English teacher?-Do you get on well with her? ( Do you like me? Do you get on well with me?) (Shake hands and have a hug)-Is it easier to learn English ?-If I tell you your head teacherMr Wen will sing and dance after this cl
14、ass, What will you say? get on well with sb Write them on the Bb. Its +adj(easy, difficult) +to do sth (6) Make up a dialogue in pairs.- We have learnt a lot of sentences and phrases,Lets join them together to make up a dialogue.Students answer my questions.Compare the differences between the photos
15、 of the school in Western District and the photos of Hope School .Students listen to the dialogue and answer two questions.How long has Lingling known Sally? ( For 2 years.)How long has Betty lived in China? (Since 2004.) Read the dialogue in pairs aloud.Find 2 pairs to read it aloud.Do Exercise 4 i
16、ndividually then check the answers in groups.Students try to find out something that you dont understandStudents answer the questions.-That sounds interesting!) Make up sentences.A: How many subjects do you have?B: A: Which one do you like best?B: A: Is it easy ( hard) to learn it?B: A: Do you like
17、your teacher?B: A: How long has he/she been a teacher?B: A: Do you get on well with him/her?B. 通过图片比较，生动形象的让学生有立体的认知，达到德育教育贯穿渗透课堂的目的。通过制作希望工程的爱心卡片，引起学生共鸣，使其能积极参与课堂活动。有的放矢的听课文，目的性强，效果佳。大声朗读课文，培养学生朗读的能力。课后习题，巩固认知。重点句型讲解，深入透彻，让学生能达到灵活运用的能力。通篇课文的重点语法、句型通过巧妙的改编，让学生反复小组联系，巩固提高。Step 5 Discussion.Show the p
18、ictures.-This family is so poor. They have no money and sometimes they have no food to eat.Their mother is ill and Their father has no job. Can these two girls go to school?( Divide them into two parts and let them discuss why the girls can or cant go to school.)*And we are very lucky to study in th
19、is so beautiful school. What should we do?*Part 1 discuss why the girls cant go to school.Part 2 discuss why the girls can go to school.Q: How to help the poor students?-We can do a lot of things to help the poor sutdents. Such as Project Hope.Discuss in pairs.通过本环节的引导，让学生珍惜现在自己所拥有的优越的学习和生活条件，发奋学习，并
20、尽自己的绵薄之力帮助贫困山区的孩子们。Step 6 Homework.1) Finish the exercises on page 27 -Part 6 & 82) Write a leaflet to raise money for the Hope school.After class , students finish the homework by themselves.知识积累，课后巩固。七、教学评价设计八、板书设计Module 4 Education Unit 1 How long have you studied English?- How long has he laughe
21、d?- For 5 seconds. - How long have you studied in this School?- For 2 years. ( - Since 2005.)九教学反思本节课为听说课， 结合时间谈论某个事件，尤其是与学校教育有关的话题，重点学习since和for在现在完成时中的用法。（一） 创设情景，复习训练，巩固旧知，导入新课。新课标基本理念中要求面向全体学生，注重素质教育。所以为了激发他们学习英语的兴趣，在学生不经意间，利用小游戏的方式复习现在完成时，并以次为契机带领学生重点学习since和for在现在完成时中的用法。并以pair work 的形式让学生反复操练
22、，把知识砸牢，为以下环节夯实基础。（二）图片感知，鲜明对比，课文学习，由浅及深，听中带练，突破语法。在这个环节中，通过介绍我的一个来自西部贫困山区的笔友的真实的学习环境，和现在通过希望工程救助之后的鲜明对比，引出本课的课文。另外我制作了一些很有意义的希望工程爱心卡片作为小礼物送给学生，唤起学生们对希望工程的关注。接着通过带着问题听课文，锻炼学生的听力水平。并给学生时间大声朗读课文，培养学生朗读能力，达到人人参与，人人能读的目的。为了检测对课文的理解，学生做书后的配套练习，通过小组合作学习，使同学们在讨论中解决难题。老师对学困生进行个别指导，完成练习，“不让一个学生掉队”，真正作到促进全班整体进
23、步。新课标中提出要变“让学生提问题教学”为“以问题为纽带教学”，所以除了给学生向教师提出本课疑难重点的机会之外，教师更要创设情景让学生在自然的环境之下掌握本单元的语法及词组重点，get on well with / Its easy to do sth. /That sounds interesting!为下一步的学习扫清障碍。经过以上知识的学习和训练，学生们非常辛苦和紧张，为缓解压力，让同学们身心放松，我设计了相对比较容易的句型练习，但是本句型包含了本课所有的语法及重点词组，使课堂松弛有度，为下面学习作好准备。（三）小组讨论，知识拓展，情感升华，产生共鸣！通过小组讨论，阐述小女孩可以上学和不
24、可以上学的理由和观点，本环节是对他们英语表达能力的一个积累和提高，引起学生共鸣，更加珍惜现在的学习和生活。此外，我设计此环节的另外一个主要目的是为了下一课Unit 2 Project Hope has bulit many schools做好铺垫。本节系统学习之后家庭作业的布置是完成书后练习并参与制作希望工程募捐卡。以上是我对本课的教学思路设计，在整个教学过程中，我时刻注意自己的情感投入，以我饱满的情绪感染学生，力求营造一种轻松愉悦的学习氛围！本节课我最兴奋的地方就是虽然是第一次接触这些孩子们，但通过我的精心设计环节，迅速清除了我们之间的陌生感，孩子们以极大的兴趣投入到我的课堂中来。学生对这节课的学习已经达到我的期望的水平。我非常满意。不足之处在于在细小的环节上能够更加精益求精，达到完美。如果我重新上这节课，我会加入角色扮演学生记者采访的环节，更加深入细致的完成本课的学习。当时听课的专家很满意我的这节课。并且在肯定我的这节课的同时提出了更高的希望和要求。我会继续努力，争取更大的进步！