通过本次课程的培训和研修，你一定对自己的教学方法和职业素养有了创新性的提升。请列举一个自己的教学案例，运用研修成果从教学设计、教学策略、教学评价三个角度分析其优点和不足，并提出改进建议。
要求：
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［设计理念］ 以任务为中心的任务型语言教学是目前交际教学思想中的一种新的发展形态。它倡导“在做中学，在做中用”的教育理念，将语言应用的基本理念转化为具有实践意义的课堂教学方式。运用学习任务组织教学，强化了语言实践的过程，充分体现了语言的交际本质。在英语课堂上，实施任务和开展活动具有很大的挑战性，需要在实际操作中对教材进行重新整合，并要根据学生的环境和接受能力来开展行之有效的任务和活动。同时利用多媒体和网络技术，帮助解决教学难题。这样，既能为学生创设真实可视的英语学习环境，也能激发学生积极参与的欲望，引起学生的共鸣和兴趣。
［教材分析］ 教学内容为新目标英语八年级上册第六单元section a 。学习内容主要体现在以下三点： 1、学习有关人物特点的单词：tall, thin, short, heavy, calm, wild, long hair, short hair, outgoing, quiet, funny, serious, smart, athletic, ect. 2、学习人物比较的重要句型： （1） Pedro is funnier than Paul. （2） Tina is taller than Tara. （3） Tom is more athletic than Sam. 3、掌握语法点：the comparative and superlative degrees of adjectives (形容词的比较级和最高级)
［学生分析］ 1、利用多媒体课件上英语课，学生视听感受明显，表现出极大兴趣，在欣赏和享受中学习，学习效果很明显。 2、对于我校学生以前已经接触过形容词的比较级和最高级，但并没有系统完整的认知，对单音节和多音节形容词的比较级和最高级的表达上总是出现错误。通过对本课的学习可以系统的学习形容词的比较级和最高级，掌握用正确的语言结构表达人物特点和人物比较。
step 1 lead-in t：I have a sister. Can you guess what she looks like and what she is like? (show them you are waiting.) s：she is tall. /she is thin. / she has long hair./she is easygoing./…(students use their imagination and express themselves freely.) t：let’s look at our photos. (show them on the screen.) please talk about us. s：she is shorter than you. /she has shorter hair than you. /she is thinner than you. /… (students get information from the photos.) t：I’m more outgoing than my sister.（lead in the class subject.） 设计目的:［ 1、平时师生间接触多，但学生与老师的家人接触甚少，利用学生的心理和想象空间，调动学生的学习兴趣，增进师生间的相互了解。2、了解学生对已学过的形容词比较级和最高级的掌握程度，为下一步巩固学习做好铺垫
• step 2 revision
• 1、revise the adjectives describing people’s appearance and personalities: divide the class into four groups and have a competition. see which group of the students can get as much as possible. write down on a piece of paper prepared before class. (students must collect them before class.)
• 2、show some photos about famous persons and talk about their personal traits, using description words, such as short hair/long hair, curly hair/straight hair, tall/short, heavy/thin, funny/serious, outgoing/quiet, smart/foolish, beautiful/ugly, intelligent/lazy, friendly/unfriendly …etc, on the screen.
• 设计目的:［1、复习已学内容，自然延伸到新课学习，起到承上启下的作用。2、开展竞赛活动，既可调动课堂气氛，又可提高求知欲望，一举两得。］
• step 3 presentation
• 1、learn some new words about personal traits: calm/wild, athletic/weak， using the pictures of 3 pairs of twins in section a. t: who is calmer, tom or sam? s: tom is calmer than sam. sam is wilder than tam. tom is more athletic than sam. sam is weaker than tom. 2、do section a-1a.match each word with the opposite. check the answers. 3、get students to introduce the rules of the comparative and superlative degrees of adjectives.(show them on the screen.)
设计目的:［1、充分利用课本资源和网络资源，进行词汇教学，词不离句，形散而神不散。2、让学生归纳总结语法知识点，因势利导，有利于开启思维，体现以学生为中心的教学特点。］
step 4 listening
1、listen to the tape and number the pictures in 1b.
2、listen to the tape and complete the chat in 2a. listen again and fill in chat in 2b.
3、check the answers.
设计目的:［听力训练既是对知识的巩固，也为下一步的任务输出提供了输入材料。］
• step 5 practice task 1: interview famous persons（pair work） 1、demonstrate the activity with one student. (imagine he/she is a famous person. the teacher acts as a reporter.) eg.t: hello, Susan. may I ask you some questions about your family? s: yes. t: do you have a brother or a sister? s: yes, I have two brothers and one sister. t: who is taller, your sister or you? s: I’m taller than my sister. t: who is the most athletic of you? s: my oldest brother. (show an example on the screen.) 2、ss work in pairs. then ask some pairs to act them out in class. task 2: public vote （group work） 1、divide the class into 4 groups and then work in groups. fill in the chat. in class name who is the tallest? who is the shortest? who is the heaviest? who is the thinnest? who is the most outgoing? who is the most athletic? … 2、each group choose one student to do a report. show the results in class. task 3: super star (individual performance) t: suppose you are a super star in the future. what will you look like and what will you be like? s:I’m better than now, of course. 1、show an example on the screen: I want to be a super star. now I’m tall. later I’m taller. now I’m a middle school student. later I’m a college student.… 2、get ss to design their future and have a free talk. 3、ask some ss to share with others.
• 设计目的:［1、设计的活动既突出互动合作，又体现个性化发展，有利于调动各个层面同学的学习积极性，最大限度地提高每位同学的参与意识。2、活动的主题难易顾及到学生的实际情况，操作具有可行性。3、教师导演，学生主演，充分发挥学生的主体作用和积极能动性。4、“名人专访”、“公众投票”、“明日之星”这些活生生的生活场面，活现在课堂中，完全改变了以往“直截了当向学生传授语言”的传统教育模式，真正体现了“以人为本”的任务型语言教学模式。］
Unit 10 You’re supposed to shake hands（第2课时）
一、教材分析
九年级Unit10 You are supposed to shake hands.本课重点学习一些常见国家的英文表达，以及该国在初次见面时的行为与语言, 该话题能激起学生的好奇心，调动学生学习英语的积极性。
本单元围绕“customs”这个话题展开教学活动，tell what you are supposed to do让学生了解各国的文化习俗、社交礼仪, 使学生感受民族文化的魅力。本节课有听力练习也有口语练习。内容相对来说较简单，重点帮助学生练习“be supposed to do” 的用法，在不断的练习中达到掌握以及熟练运用的目的。本单元难点是学生缺乏相应的文化背景，对不同国家人们初次见面的礼仪易混淆。
二、教学目标和要求
知识目标：1、能够使用be supposed to do谈论不同国家人们初次见面时的礼仪
2、掌握关键词：shake hands , bow , kiss ,custom
3、句型: A: What are you supposed to do when you meet someone for the first time?
B: We are supposed to shake hands/bow/kiss.
4、句型“should have + done”
能力目标：正确运用短语：be supposed to, should do something ,
情感目标：本单元以谈论“习俗”为话题，了解各地不同的文化知识，从而让学生知道哪些是应该做的，哪些是不应该做的，要学会尊重不同的文化，养成良好的行为习惯，培养学生的学习兴趣。
三、教学重点
教学重点： be supposed to…的句型
四、教学难点
本单元难点是学生缺乏相应的文化背景，对不同国家人们初次见面的礼仪易混淆。
五、 教学策略
本课主要是一节听说课，根据《英语课程标准》及《英语教学大纲》的要求，在本节课的教学过程中，采用“小组合作“以及“任务型”的教学途径，借助多媒体，增强趣味性和直观性，增大课堂容量，提高课堂效率，面向全体同学，在听说过程中帮助学生掌握知识、发展能力、形成正确的价值观。
六、教学准备
录音机 课本课件 多媒体设备。
七、教学环节
Step Ⅰ Revision
Check homework． Ask some pairs to act out their conversations according to Activity 1a．
Step Ⅱ 2a
Look at the picture and ask students to tell What is happening．
Help students understand that the people are at a picnic．
Point to Maria and ask, what’s Maria wearing? （She is wearing a dress．）Ask, Does she look comfortable? （No．）
Read the instructions and point to the four mistakes on the list． Ask different students to read the mistakes to the class．
Listen to Maria talking to a boy about what happened at the picnic． She made several mistakes． Listen to the recording and check the mistakes she made．
Play the recording． Students only listen the first time．
Play the recording again． Get students to check the mistakes Maria made．
Check the answers with the class．
Step Ⅲ 2b
Go through the instructions with the class． Point out the blanks in the four sentences． Invite a student to read the first sentence．
Play the recording again． Let students fill in the blanks with the words they hear alone．
Correct the answers with the class．
Step Ⅳ 2c
Read the instructions for the activity to the class．
Look at the example in the box． Ask two students to read the conversation to the class．
Point out the mistakes in Activity2aand the sentences in Activity 2b． Role play Dan and Maria’s conversation using information from Activities2aand 2b．
Ask students to work in pairs． As they work, move around the classroom checking the progress of the pairs and offering help as needed．
Check the answers by calling on different pairs to say their conversations to the class．
Step Ⅴ Grammar Focus
Review the grammar box． Get different students to say the questions and answers．
八、作业布置
Complete the sentences with the phrases inthe box.
九、板书设计Unit 12 You are supposed to shake hands
1. shake hands 2. be supposed to do 3. make some mistakes
4.make plan to do 5. on time 6. after all
1. A: What are you supposed to do when you meet someone?
2. B: We’re supposed to shake hands / kiss / bow.
3.. A: When were you supposed to arrive? B: I was supposed to arrive on time.
十、教学反思
本课主要是一节听说课，在本节课的教学过程中，在听说过程中帮助学生掌握知识，各个环节由易到难，环环相扣，面向全体学生，争取让每一个学生都能参与到教学活动中来，得到练习的机会，教学目标圆满完成，大部分学生在这节课后能准确流利的使用所学句型以及单词进行自由会话。
教师先以各国初次见面的礼仪引入，让学生分组讨论各国的社交礼仪。然后小组活动讨论各个国家的社交礼仪。通过小组合作学习使课堂气氛活跃，能充分调动学生的积极性和主动性，学生的合作意识会在活动中得到充分的展示。
但这堂课基本用全英语授课，导致基础不是太好的学生在理解上有些困难，从而不能很好的听懂老师的要求，总体上来说，学生对每个环节都比较感兴趣，能够在轻松快乐的氛围中学习和使用英语，体验学习英语的乐趣。
2015年