课堂设计_752783.ppt

中学英语“同课异构”课堂教学研讨会 常德市教育科学研究院 －周文新 联系方式：0736-7891197 E-mail:tyyzzwx@126.com QQ：524731553 2013年5月 Sample 1Module 4 Unit 1 Advertising Direct speech and reported speech Teaching aims 1. To learn the differences between direct speech and reported speech. 2. To learn how to use reported speech. 3. To grasp some special rules in the changes of sentence structures, personal pronouns and tenses. Sample 2 Teaching aims: 1. Get to learn the difference between direct speech and reported speech or indirect. 2. Learn how to change direct speech into indirect speech in different tenses. 3. Learn to use indirect speech in statements, and questions. 4．Improve their listening skills during practice. Sample 3 1. Knowledge Objects Reading: Would you mind keeping your voice down? Section 1: Before You Read Section 2: While You Read Section 3: After You Read Section 4:Go for it! 2. Ability Objects： To train students’ reading comprehension. To train students how to use the strategy of reading. To train students’ability of getting information. 3. Sensibility and Value：To enable Ss to behave politely in public places and in our daily life. Sample 4 1) Improve the students’ reading skills of articles about narrations of people. 2) Help the students to get the main idea of the passage, use the reading strategies to solve practical problems and use reported speech skillfully. 3) Encourage the students to help people in need and call for them to go where they are needed when growing up. 教学设计 马杰（R. Mager）指出：教学设计依次由三个基本问题所组成。首先是“我要去哪里”，即教学目标的制订；接着是“我如何去那里”，即包括学习者起始状态的分析、教学内容的分析与组织、教学方法与媒介的选择；再是“我怎么判断我已到达了那里”，即教学的评价。教学设计是由目标设计、达成目标的诸要素的分析与设计、教学效果的评价所构成的一个三环节六要素的有机整体。 教学目标设定 1 能力目标 2 知识目标 3 非语言目标 考试方向 1 有利于师生过重教学负担减轻 2 有利于初、高中英语教学衔接 3 有利于英语两极分化趋势缩小 4 有利于11版英语课程标准实施 5 有利于外语教学价值取向定位 * *