当前位置 :项目首页 > 教学设计 > 正文

教学内容：Period Arrangements

一、 教学内容分析（说明所属教材章节、课程标准相关要求、内容特点）

1. Location. Put those students sitting near each other together.

2. Random. Count students off with a group number (1-2-3-4) and then say, “All number 1s sit here. All number 2s sit there.”

二、学生特征分析（学生对教学内容及相关知识的掌握情况、学习风格、对信息技术应用的兴趣）

They are all used to their environment.

三、教学目标定位和信息技术融合目标定位（依据课程标准和学情分析，确定教学目标）

press\teenager\remind\dare\emergency\dial\obey\throughout\calendar

throughout the world, stay in touch with sb., call for help, in case of emergency, have fun, be cool….

四、教学重难点和信息技术融合突破重难点、支持学与教模式变革分析（依据教学内容进行重难点分析，确定教学模式变革方法）

当然，在学生的自我评价与相互评价中应强调发现自己的长处和发现别人的优点

五、教学过程设计（设计本课的教学环节，明确各环节的教学子目标、知识点及教学方法策略等，画出教学流程图）

Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.

    Next week we are going to clear the school as follows:

    Monday--- Classroom Building No.1

    Tuesday--- Classroom Building No.2

    Wednesday--- the computer center and language lab

六、信息技术应用设计（针对学习流程中某个环节设计信息技术应用细节，包括融入点、拟用技术、融合方式等）

要求学生在思索之后通过上网阅读，准备一个能体现Technology优越性的爱心故事，在下一节课与其他同学分享。

七、教学评价设计（包括对学习者学习效果评价和对教学人的教学效果评价，确定评价项目、评价标准、评价主体、评价权重等）

     有很多课堂情形需要教师对学生行为进行观察和分析，单纯的笔头考试不能全面反映学生的学习成就。尤其像英语课，对于学生的评价，除了单纯的笔头考试外，还应注重对学生的口语，朗读与听说，阅读等种种需要。

八、教学板书、演示文稿及其它数字化资源

Discussion                                                                                                                               

  With the fast development of economy, many parts of our old city is being rebuilt.In the area where you live, the city government plans to pull down quite a few low old buildings and put up some high buildings. There is an old building, which dates from the Ming Dynasty and in it there’re a lot of famous carved paintings.                                           

Do you think it necessary to pull down this old building or to leave it as it is?