一hing Procedure
Teaching Objectives
get the students to comprehend the text properly
2. To encourage the students to analyze the organization of the text
3. To enable the students to know how to write an essay
4. To develop the students’ writing skills upon the basis of reading comprehension
Teaching Methodology
1. Constructivism
2. Theory of Task-based Teaching&Learning
Teaching Procedures
Step1 Lead-in
Show several pictures about different professions.
Have a free talk with the students.
Step2 Presentation
Show two pictures of part-time jobs.
Let the students have some idea of a part-time job.
Introduce the topic.
Step3 Reading Comprehension
Allow the students a few minutes to read the text and then check their comprehension.
Step4 Organization Analysis
Get the students to grasp the main idea of the text and see how the text is organized.
Step5 Writing
Teach the students how to write an essay.
Illustrate the skills to write an essay.
Ask the students to write a similar essay in the form of discussion. Step6 Further Reading
Step7 Consolidation&Summary
Annotation: Step6 and Step7 are possible steps if time permits. Step8 Assignment
Write a short passage about the disadvantages of doing a part-time job.
二.設計理念描述
1. 本堂課以現代建構主義理論、現代教學互動理論、任務型教學理論等依據來展開設計，強調教師、學生在多邊互動中共同參與學習，建構知識。
2. 通過互動式的教學安排要達到以下目標：
(1)瞭解和掌握“part-time job”的概念。(2)瞭解本篇文章的大意和結構
(3)瞭解怎樣來寫“essay”。(4) 當堂完成一篇簡單的“essay”。 在所有的教學目標中，目標(4)是最終目標，是學生學以致用、能力發展的具體體現。在整個教學過程中是必須要達到的，也是衡量這堂課成功與否的關鍵。
3. 整個教學過程始終以“互動方式”展開：
(1)匯入部分：
任務一：鼓勵學生互相討論各自未來的理想(將來從事何行業的工作). 任務二：呈現幾幅有關職業的圖片，學生互相討論圖片中這些人從事的是哪些行業的工作、這些工作的特點是什麼及對這些工作的個人看法。
任務三：師生共同討論這些圖片，交換意見或看法。
任務四：師生依據所展示的圖片一起討論“part-time job”的概念。
(2)課文理解部分：
任務一：學生在規定的時間內自己閱讀課文(自學課本)，然後互相討論，對於文章中不清楚的知識點，可以問老師、同學或查字典、參考用書。
任務二：檢測學生通過自學和合作學習對課文的理解程度。在這一過程中，根據所設計的問題，師生共同討論這些問題。在最後的問題設計上，實行半開放式，允許學生有自己不同的理解。
任務三：師生共同探討整篇文章的篇章結構。
(3)寫作部分：本部分是基於對本篇文章閱讀基礎上而設計。
任務一：由這篇文章的結構引出“essay”的基本寫法。(先由學生髮表各自意見，然後教師進行提煉總結。)
任務二：教師提供一篇範文“Getting up early is a good habit”，學生齊聲朗讀，感受文章的.結構，進一步熟悉“essay”的寫法。
任務三：教師給出一個話題“Smoking is a bad habit”，學生小組討論，互相討論文章內容和寫法。
任務四：學生當堂完成以剛才討論過的話題為題目的一篇簡單“essay”。在寫作過程中可以繼續與小組成員進行討論，也可與教師進行討論。
任務五：通過多媒體投影展示部分學生完成的“essay”，然後要同學進行修改。
(4)知識拓展部分：
任務一：給出一篇與課文同一主題的文章，學生自己閱讀，瞭解文章大意。 任務二：小組討論，發現文章中比較優秀的短語和句子。
任務三：小組討論，用自己的話概括兩篇文章中“Advantages of taking a part-time job”。以上各部分教學活動的展開主要是以學生小組討論(group work)和師生之間的交流為主要形式，注重資訊的雙邊反饋，師生之間和學生之間相互合作，平等參與教學活動，鼓勵學生積極學習的熱情。
三.課堂實效分析
1. 通過小組討論的形式展開教學活動，學生參與的積極性較高，思路開闊，相對的限制性較少，學生受到高度重視，有一種“主人翁”的感受。
2.從學生回答問題的情況看，基本上都能理解文章的大意。
3.對於文章的篇章結構，絕大多數學生能進行有效分析，部分學生(英語程度較差)經過討論，也瞭解了本篇文章的結構。
4.在對“part-time job”的概念引入的過程中，部分學生的個性化得到一定的表現，他們的觀點新穎獨特，是他們經過小組討論積極思維的結果。
5.在閱讀理解的基礎上引入寫作，學生感到有具體內容，而不是“空中閣樓”，符合學生的認知結構，學生對“essay”寫法的建構也是水到渠成。
6.從學生當堂作文反饋情況看，雖然一些學生在作文中出現這樣或那樣的語法錯誤，但是學生都注意了寫作的謀篇佈局，這正是這次寫作要達到的目的。
7.對於學生作文中出現的錯誤，通過學生自己修改，效果理想。
8.補充材料展示後，部分學生通過閱讀討論都認可這篇文章是優秀範文，從而感到自己寫作上的差距，起到了一種助推作用，這種作用在課後的影響是深遠的。
9.部分學生當堂完成的“essay”(抽樣)：其中一些文章有語法錯誤。
範文2：九年級英語教學設計方案Lesson 71
Properties: Recorder, Overhead Projector.
Teaching Objectives:
1. Revise the grammar: the Adverbial Clause and the Infinitive.
2. Revise the use of “who, that, which”.
Language Focus: so that
The Infinitive: to + Verb(原形)
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Check homework, ask some students to retell the story.
III. Presentation
Give the students some sentences for example to help them understand the structure:
so + adj. /adv. + that(結果)
1. I am so angry that I can't say a word.
2. The teacher spoke so fast that we couldn't catch up with him.
3. The classroom is so dirty that we must clean it.
Ask the students to make up some sentences with “so… that”, then give same more sentences.
1. He got up late so that he was late for school.
2. He ran very fast so that he hit the electric pole.
Ask the students to do some practice.
IV.
Practice
Look at Exercise 1, ask the students to answer the questions with so that…. The answers are:
1. I stayed at home so that I could go swimming when I had finished it.
2. Lucy saved her money so that she could buy her mother a birthday present.
3. Ling Feng was going to Changsha the next week so that he could visit his sick grandmother.
4. I was doing my homework so that I could ask him to help me with my physics.
5. I was looking for Lin Tao so that he could visit sick grandmother. V. Presentation
Get the students to make up some sentences like:
1. I don't know how to get to the station.
2. She doesn't know which sweater to choose.
Ask the students to pay attrition to the Infinitive. Give them more examples to understand better, e. g.
1. I don't know what to do next.
2. They don't know where to go.
3. We didn't know when to start.
Focus on the use of the Infinitive, then give another example: It’s very important to learn English well:
To learn English well is very important.
Let the students make more sentences, pay attention to the use of the Infinitive.
VI. Practice
Look at Exercise 2, make sentences with partners. The answers are:
1. It’s hard / easy to work out these maths problem.
2. It’s exciting to watch football matches.
3. It’s interesting to read history books.
4. It’s hard / easy to learn foreign languages.
VII. Leaning and practice
Do Exercise 3, complete the sentences using who/ that/ which. The answers are:
h h h h
VIII. Workbook
Do Exercise 1, let the students translate the sentences alone then check the answers with the students.
Answers: 1. We arc hungry. We need to buy something to eat. 2. She is very busy today. She has a lot of work to do. 3. Please be quiet! I have something important to tell you. 4. Will you please tell him to turn down the TV a little? 5. nobody knows what to do next? 6. I’m going to the post office to buy a few stamps this afternoon.
For Exercise 2. Join the two parts and make the students read together.
For Exercise 3. Get the students to read the story, and fill in the blanks. The answers are: which, who, who, who, who
IX. Summary
Exercise in
class
l. 昨天他想借我的收音機.
2. 我需要一些喝的東西。
3. 他有許多家務要做。
4. 她叫我說慢一點。
5. 在街上踢足球很危險。
6. 學外語不容易。
7. 我不知道去哪裡。
8. 叫他不要遲到。
X. Homework
1. Revise the use of the grammar.
2. Make sentences with the Infinitive.
範文3：七年級英語教學設計一、 教學設計理念
英語是一門實踐性很強的學科，必須通過大量的活動和練習，才能掌握和運用。它的特點也決定了它課堂教學
活動形式靈活多樣。在設計活動時要有計劃和要由易到難，使聽說讀寫得到更全面發展 。
二、學情分析
七年級學生對英語普遍感興趣但有很大的不穩定性，遇到困難容易退宿，因此要採用情景交際法，激發學生學習興趣，讓學生易於接受。
三、 教學內容分析
Unit5 Topic2的中心內容是現在進行時的理解與運用，而Section D則是通過聽力、填空、唱歌等形式對現在進
行時進行復習和總結。
四、 教學目標
現在進行時的理解與運用。
五、教學重難點
現在進行時的結構及動詞的現在分詞的構成。
六、教學策略
1、運用多媒體技術，優化課堂教學。
2、引導學生自主學習。
3、合理開發和利用網路資源。
七、教學過程
Step 1. Warm up and leading
Show a song “What are you doing”
設計意圖：抓住學生注意力，匯入新課。
Step 2. Presentation
一、Present Continuous
What’s he doing? He is running.
What are they doing? They re dancing.
What___(be) her mother? She is______(cook).
設計意圖：展示多媒體人物活動圖片，小組活動訓練句型。
二、 Fuction
se me, _____some English workbooks? Sure.
2.—— can I keep them? Two weeks.
must return them on time. Sure.______k you.
設計意圖：讓學生總結本話題的討論內容與語法點。
Step 3. Practice
1. Listening. Complete the table.
設計意圖：讓學生聽錄音填空，提高學生聽力。
Step ersation
Read the passage, then number the picture.
設計意圖：學生認真讀課文，以讀來解決問題，培養學生語感，提高學生解決實際問題的能力。
Step 5. Homework
一、 Fill in the blanks.
(1) Look. Miss Wang_______(talk) to Maria on the Great Wall.
(2) Tom often______(do) his homework after school. But now he______(write)
a letter.
(3) He looks happy because he loves______ in the _____pool .(swim) .
(4)He comes from______. He is an ______.(America)
二、Write a passage: Describing “What are they doing”.
設計意圖：檢查學生對現在進行時的掌握程度，通過寫作提高學生的寫作水平。
教學反思：
本次教學設計既達到了教學容量飽滿，又沒有采用增加學生負擔，造成學生心理 壓力。本次教學設計採用多媒體教學，抓住了本節課的中心點、關鍵點學習。在課堂上，師生互動，生生互動，人人蔘與，學生成了課堂的主人。但在時間
的安排上有待於完善。今後在課前備課和課件製作上要更加努力。
