Teaching plan design & reflections
（五）
Unit4，Topic1，SectionA Plants and animals are important to us.
Ⅰ.Teaching aims and demands
1. Learn some new words:
sky, clear, nature, cow, horse, hen, sheep, goose(geese), thin
2. Learn some ways of expressing comparative situations:
(1)The air is fresher.
(2)I’m much faster than you.
(3)I’m a little bigger than you.
3. Learn the comparative and superlative degrees of adjectives.
4. Talk about nature.
Ⅱ. Teaching Procedures
Step 1 Review and lead-in (5 minutes)
1. Use pictures to review the names of the animals.
T: What’s this in English?
Ss: It’s a cat/dog/rabbit …
T: And what’s this?
Bb cow, horse, hen, sheep, goose(geese)
T: Where can you see them?
S1: In the zoo.
S2: On the farm.
T: Yes, we can see the animals in the countryside.
(Bb countryside)
2. Lead Ss to make a comparation between city and country.
T: We can also see these animals in the city. Do you like the countryside or the city? Why?
S3: I like the city, because the roads are wider, and the buildings are higher.
S4: I like the countryside, because the air is fresher, and the sky is bluer.
T: Yes, I also like the countryside because the rivers are clearer, and there are also greener trees. People can enjoy the beauties of nature there.
(Bb sky, nature, clear, beauty)
3. Guide Ss find out the rules of the comparative : wider, higher, fresher, bluer, greener. Then explain the rules.
Step 2 Presentation (7 minutes)
1. Ask Ss to look at the pictures and guess what are the people in the picture talking about. Then listen to 1a, answer the questions.
T: Look at the picture. Michael and Wang Wei are talking about life in the countryside. Now listen to the tape and try to answer the following questions: Who likes the countryside? Why?
2. Let Ss Listen to 1a and read after the tape. Pay attention to the pronunciation and intonation.
Step 3 Practice (20 minutes)
1. Divide the class into two groups. Group A acts as Michael, and Group B acts as Wang Wei. Then change the roles.
2. Get Ss look at the pictures in 2a, then listen to 2a.
T: One day, the animals on the farm were talking. Do you want to know what they were talking about? Now look at the picture and listen to 2a. Pay attention to the comparative and superlative degrees of adjectives.
3. Ask Ss to listen to 2a again and follow it. Find out the sentences with the comparative and superlative degrees of adjectives.
(Bb I’m the strongest on this farm.
I’m the biggest of all.
He is lazier than me.
I’m much faster than you.
I’m a little bigger than you.)
4. Role-play the dialog in 2a.
5. Ask Ss to look at Picture 1 and fill in the blanks on the small blackboard according to the example.
6. Look at the table in 2b and finish it.
T: Now please look at the picture on Page 78,and discuss the animals on the farm. Then act as one of the animals on the farm to continue the conversation, using comparative and superlative degrees of adjectives in the table.
7. Let Ss play the animals and introduce themselves with the adjectives in the form on page 78.
T: I’m a horse. I am the tallest of all.
S1: I’m a cow. I think I’m taller than you.
S2: …
…
8. Listen to 3 and chant.
Step 4 Project (8 minutes)
1. Devide the Ss into 4 groups and let them make a survey to find out how many people like the animals. Then explain the reasons.
T: Which kind of animal do you like better, cows or horses?
S1:Cows.
T: Why?
S1:Because cows are the biggest and they offer milk to us …
2. Report the survey, then T. gives a summary.
Example:
S2: In our group, three students like dogs best, because they are the bravest on the farm. Two students like horses best…
3. Homework:
Write a passage according to the survey report.
Ⅲ.Teaching aids
Pictures, recorder
板书设计:
教学反思（五）
My serious problem was the clarity and pithiness of teacher talk. I couldn’t give students a clear explanation when I claimed the rules of game. Therefore, my instructions didn’t get an effect and positive feedback which came from students. For example, I should have used some simple words and short sentenes to explain the rules of game, but I said “I will divide into two groups to play the game and if your group member can say a correct English words about the picture, your group will get one point, or else, you can’t get any point.” It is so long and complexity that students couldn’t understand what I said at all. So, when I asked them whether understand the rules the game, they said “No”. Facing this situation, I had to use our mother language to esplain the game again, so that students can understand the rules and play the game successfully.
As for my instruction of tescher talk, there were three reasons. The first and important reason is that I couldn’t find proper words or phases to instead of these complicated words and sentense in class, when I described the rules of game. Secondly, I think I still lack of experience. When I stood in front of my students, I was quite nervous. To be frank, I had already remembered all of words what I should say. But when I began to teach, I forgot all of the words that I needed to say. So I had to think of these words again while I was saying. Obviously, I couldn’t explain it very clear.the last but not least, I was afraid of my teaching which possibly took up too much time. Therfore, I only wanted to finish my teaching as soon as possible and didn’t pay attention to my clarity and pithiness of talk.
When my group member put forward that my tescher talk was not enough clarity and pithiness, I gradually realized that it was a quite serious problem. Because my purpose of design the game is to stimulate students’ interest and make students to challenge themselves. But, because of my vague explaination, students lose motivation and don’t want to play it. What’s more, I couldn’t give students a clear instruction so that the game can’t be successfully finished, which also hinder my teaching procedure and plan. Finally, I couldn’t go on my teaching plan and the game also lose its real meaning.
To solve this problem, I think of three methods. Firstly, t will look for some teacher and English in class and remerm\ber it to make sure that I own words to say when I am teaching . Secondly, when I give students instruction, I should take consider of students’ ability and make sure they can understand what I said. I will try my best to use some simple words or phrases that students know the meaning. If it’s necessary, I will usesome proper Chinese to explain it. Thirdly , I will learn my teachers or classmates how to give students a clear instruction. Meanwhile, compared with them, I will make up my disadvantages and practice more.
第二篇：英语教育实习教案及教学反思
十七中学实习课程设计
------教案
学 校：
学院专业：
姓 名：
学 号：
班 级：
讲授课程： 新标准教材第三册Module 5 Unit 1
日 期： 20##年9月26日星期一
Ⅰ.Teaching Topic：
Unit 1 How is the USA, Grandma?
Ⅱ.Students：
25 Junoir school students, Grade 2, Class 2
Ⅲ.Lesson Duration：
45 mins
Ⅳ.Teacher：
(Mosquito)
Ⅴ.Teaching Objsctives：
By the end of this lesson, students should be
able to :
1) 掌握并能够使用规则动词的一般过去时进行描述曾经发生的事情，如购物，旅游等，并可以通过对话来增强学生的交际能力；
2）熟练掌握规则动词过去式的变法以及其一般过去时的用法；
3）掌握并能灵活运用本单元的“重点词汇及句型”；
4）熟悉并理解一般过去时态，提高学生的英语正确使用率；
5) 掌握“igh”的字母组合发/ ai / 的读音；
6）通过对话，使同学们增进彼此之间的了解以增进友谊，并将强对美国名胜古迹的了解，激发学生对探索世界的热情！
Ⅵ.Teaching Contents：
1） Important Phrases：
Have a good time ! 过得愉快！ 玩的高兴！
visit my sister 拜访我的妹妹家
at the weekend 在周末
play badminton 打羽毛球
2）Important Words：
★ yesterday n. & adv. 昨天 badminton n. 羽毛球 Chinatown n. 唐人街
did not = didn’t 过去式的否定 weekend n. 周末 building n. 建筑大楼
★ 相关动词原形及相应过去式如下表所示：
3）Important Sentences：
★ How is the USA, Grandma?
★ Yesterday, I walked in a park with my brother.
★ At the weekend I played badminton with myfriends.
★ I didn’t work this afternoon.
★ I didn’t go to Chinatown, but I climbed to the of the Empire State Building,
4) Grammar：
①一般过去时态中规则动词过去式的构成（如下表所示）：
② 实义动词在一般过去时态中的句型转换（如下表所示）：
5）Practice about Listening and Communication（Part 3 and Part 4 on the page 35 of the book）
6）Homework（课下完成本单元相应的练习）
Ⅶ.Teaching Importance and Difficulty：
1）Teaching Importance：规则动词一般过去时的用法
2）Teaching Difficulty：规则动词相应过去式的变法，一般过去时中相应的句型转换（详见教学内容部分）
Ⅷ.Teaching Strategies：
Communicative Language Teaching (CLT)
Ⅸ.Teaching Procedures：
Step 1. Guide (5mins)
a) Review: ( be 动词的过去式)
be am / is → was
are → were
b) be 动词在一般过去时中的变化如此，那么对于那些实习动词，它们在一般过去时中应该怎么变化呢？下面我们一起通过学习Module 5 Unit 1 来看一看。
Step 2. New Lesson Learning (20mins)
a) Listen and read the dialogue in the Part 1.
b) To ask students to find out which word they don’t know following.
walked watched visited played worked climbed didn’t
c) To ask students to guest the original of these words and encourage them to conclude the rules.
walked、watched、visited、played、worked、climbed →末尾直接加-ed
didn’t =did not → do/does not =do/doesn’t
d) Sentence pattern transformation in the Past Simple Tense (To take the sentences of this text for examples and ask students to practice.)
陈述句：I visited my sister this morning.
否定句：I did not / didn’t visit my sister this morning.
一般疑问句：Did you visit your sister this morning？
肯定回答：Yes, I did. 否定回答： No, I did not / didn’t.
e) According to the Chinese meanings, to find out the English phrases.
玩得高兴：have a good time
一场篮球比赛：a game of basketball = a basketball match
拜访我的妹妹：visited my sister → visit sb.
在周末：at the weekend
打羽毛球：played badminton → play + 球类名词
爬到帝国大厦的顶部：climbed the top of the Empire State Building→ climb to the top of
Step 3. A Task (10mins)
a) Before listening, ask students to describe these pictures with what is learned in Past Simple Tense.
b) Listen and Number
c) Tell their answers and give the student whose right answers are the most a praise.
Step 4. More Practice (10mins)
a) Work in Pairs: Ask and answer questions about a holiday or weekend. Talk about things you did and didn’t do with the proper words and sentences in the blank.
b) Pronunciation: To ask students to read according to the rule of the pronunciation.
Ⅹ. Homework
a) To finish the Workbook Exercises. (完成课后练习)
b) To recite the Past Tense of the regular verbs. (背诵规则动词的过去式)
Ⅺ.Teaching Reflection (教学反思)：
实义动词在一般过去时中的应用属于初中语法结构中尤为重要的部分，在此，我拿出来本节课大部分的时间进行讲解和练习，最开始时是让学生在课文中发现内容，并将其放到一起进行归纳和总结，这样的过程，有利于学生更扎实的记忆和学习。在掌握了固定用法以后，对课文中含有一般过去时的句子类似的演练和转换，不断巩固所学内容。本课的后半部分通过对一般过去时的应用练习学生的听力和对话交流能力，在反复地、不同形式的练习过程中，学生克服了本课的难点，掌握了本课的重点！
针对初中二年级学生好动，思想活泼的特点，我在他们当中开展了小组对话的练习和表演竞赛，既增强了本文内容的实践性，又激发了学生的好胜心理，将其顺理成章的接受！
但由于课上时间有限，可能学生练习的时间不够，这样就要在课下，让学生进行家庭练习，并在下节课上对其进行检查和讲解！
本节课共包含四部分，历时45分钟，全班25人全员参加，总体来说，圆满完成了本节课的教学任务，学生基本上掌握了本节课的重点和难点。