作业标题：个人教学设计 作业周期 : 2018-11-19 — 2019-03-31
发布范围：全员
作业要求： 在本次培训中，我们学习了学科专业知识的相关课程，也参加了相关交流研讨活动。要进一步做到“教学实践改进”，需要在课堂中真正去应用学到的知识。请您将本次培训所学融入到课堂中去，并完成一份个人教学设计提交至平台。 作业要求： 1．教学设计请参照模板要求填写；要体现应用了本次培训所学到的哪些学科专业知识； 2．要求原创，做真实的自己，如出现雷同，视为不合格； 3．字数不少于300字。 注：为方便批改，请尽量不要用附件的形式提交。（最好先在文档编辑器word软件里编辑好，再将内容复制到答题框提交，操作时间不要超过20分钟）
发布者：项目管理员
提交者:学员尹翠艳 所属单位:芒市遮放镇户拉中学 提交时间: 2019-03-04 22:47:33 浏览数( 2 ) 【举报】
个人教学设计 | |||||
课题名称：Unit 1 Changing the World Topic 1 Our country has developed rapidly Section A | |||||
姓名 | 尹翠艳 | 工作单位 | 云南省德宏州芒市遮放镇户拉中学 | ||
年级学科 | 九年级英语 | 教材版本 | 仁爱科普版 | ||
一、教学内容分析（简要说明课题来源、学习内容、知识结构图以及学习内容的重要性） | |||||
通过谈论假期经历初步感知现在完成时“have been to 和 have gone to”的用法，通过抓关键词完成表格的方法，培养学生的听力技能，通过创设新的语境，在听的过程中进一步体会两个词组的用法并总结它们的区别。
| |||||
二、教学目标（从学段课程标准中找到要求，并细化为本节课的具体要求，目标要明晰、具体、可操作，并说明本课题的重难点） | |||||
1. 知识目标：掌握本课的重点词汇和短语，初步学习现在完成时。 2.能力目标：培养学生的听力、口语表达能力，提高综合语言运用能力，为语言输出做好准备。 3.情感目标：引导学生了解不同的假期生活，热爱生活，增进友谊。 | |||||
三、学习者特征分析（学生对预备知识的掌握了解情况，学生在新课的学习方法的掌握情况，如何设计预习） | |||||
学生通过前两年的英语学习，一部分学生英语能力稍强，还有大部分学生英语基础没有打好，在运用方面还有问题。通过结合现实生活，让学生能够更容易理解have been to 和have gone to 的用法。 | |||||
四、教学过程（设计本课的学习环节，明确各环节的子目标，画出流程图） | |||||
Q1: How was your summer holiday? Q2:Where have you been? (2) Ask student to pronounce the new words on the lists and learn the new words. T need to ask some of the students to read the words out after teaching the words to make sure everyone know how to read the words. Learn “have/has been to” and “have/has gone to” by pictures and sentences.
(1) A: Where have you been? B: I have been to the park. (2) A: Where have you been? B: I have been to Sydney. (3) A: Where have you been? B: I have been to the bank. (4) A: Where has Mr. Brown gone? I can’t find him. B: He has gone to the restaurant. (5) A: Where has Jane gone? I can’t find her. B: She has gone to the library. (6) A: Where have Maria and her mother gone? I can’t find them. B: They have gone to the shop. Finish 2b Work in groups and find out the differences between have/has been to and have/has gone to. sb. have/has been to … 某人去过……（去而复返） sb. have/has gone to … 某人去……了（去而未归）
Now Using CCQ questions to check whether sts have learnt the using of the important sentences after presentation. Finish 3, ask students to write sentences according to the pictures by imitating the example. Then show their sentences in class. 2. Listening task. (1) Listen to the record and finish the form, then making sentences using have/has been/gone to.
Eg: Rita has been toIndia. (2) Listen to the record again and finish 1b. Listen to the record and finish the exercise. Check the answers in pairs first. Then teacher show them the answers. (3) Listen to the record for the third time and ask sts to look at the material, pay attention to the new expressions that they just learnt. Then read the dialogue in pairs and show their reading in front of the class. 2. Finish 2a, listen to the conversation and complete the blank. Before listening, guide sts to read the information in the table, and play the record twice to ask sts to finish the table. Then ask some of them to show the answers that they have got, then help them to solve the problems that they have. 1. –– Where is Zhao Ming? –– He ______ the playground. He is playing football there. A. has been to B. has gone to C. have been to D. goes to 2. Great changes ______ in my hometown. A. have taken place B. take place C. have happened D. happened 3. –– Hi, Kangkang, where have you______? –– The bank. A. gone B. been to C. been D. gone to 4. He got up ______ late ______ he was late for work today. A. such...as B. so...that C. very ... that D. too...to
| |||||
五、教学策略选择与信息技术融合的设计（针对学习流程，设计教与学的方式的变革，配置学习资源和数字化工具，设计信息技术融合点） | |||||
教师活动 | 预设学生活动 | 设计意图 | |||
问题导入
| 学生回答问题 | 通过学生回答引出现在完成时 | |||
任务一：
| 看图学习对话 | 学习have been to 和have gone to 的用法 | |||
任务二
| 小组活动 | 总结两个现在完成时的用法区别 | |||
任务三
| 听课文填空 | 训练学生的听力技能 | |||
六、教学板书（本节课的教学板书） | |||||
sb. have/has been to … 某人去过……（去而复返） sb. have/has gone to … 某人去……了（去而未归）
Now
| |||||
