湖南英语教案的编写及教学过程指导

 　　一、标题补课缺少

　　二、教学目标撰写要以学生为主语

　　举几个例子：

　　Students can master the key sentence structure “what are you doing?” .

　　Students can communicate with their partners by using the new sentence.

　　Students will be more interested in sharing their ideas with others and take part the group activity.

　　这些表述大家可以看到都是以学生为主语的，有时候大家会觉得一些句子表达会比较别扭，那可以表述成被动语态。

　　三、其他基本要素要包含：

　　如

　　Teaching key point

　　Teaching difficult point

　　Teaching Methods

　　第二，是关于教学过程的设计的：

　　教学过程要完成清晰!在这里给大家举一个例子：

　　Teaching procedure

　　Step 1 Warming-up 热身环节也可以写成lead-in，不过小学阶段的设计热身和导入环节都要有

　　At the beginning of class, ask students a question about what do they usually do on weekend. Students may have different answer like go to the zoo, stay at home and so on. Then teacher ask: “do you want to know what others are doing now?” to lead to the topic today, and write it down on the blackboard.

　　(step can give students chances to speak English ,and get a good preparation for the next step—the presentation part, student’s interest will be aroused as they can share the things they know with others in English. It can also help nurture students’ confidence.)

　　如果是技能课要按照这种前中后的形式进行安排教学

　　Step 2 Pre-reading

　　Show the picture about the Larry’s home, letting students guessing what happened and predict the content about the reading material.

　　(Justification: guessing part will focus students’ attention on the main topic of the reading passage. It prepares students to think critically about the topic and provides them with the opportunity to connect some aspect of the topic to their own lives)

　　Step3while-reading

　　Fast-reading

　　Ask students to read the short passage quickly and conclude the main idea.

　　(Justification: train students’ reading ability of scanning for the general information of the passage.)

　　Careful reading

　　1.ask students to read the passage again and answer the following questions:

　　What is Larry doing?

　　What is dad doing?

　　What’s grandpa doing?

　　2. Ask students to finish the sentence on the textbook.

　　(Justification: in this part, students’ analyzing and summarizing ability can be trained. In the process of answering, students can get the detailed information, which can help students understand the sentence.)

　　Step4 post-reading

　　1.play the tape and ask students to read the short passage after the tape and pay attention to the pronunciation of the words and sentences.

　　2.let students do the group work, it is a role play, four in a group. One of them call another one and ask what he or she is doing. After that, volunteers can show their performance before the class.

　　(Justification: this part can activate the atmosphere of the class and arouse students’interest at the same time. It helps students strengthen what they have learned during this lesson.)

　　Step 5summary and homework

　　Summary: do the summary together with students and let them have a clear clue about what we have learned

　　Homework: try to use the new knowledge to communicate with their partners after class.

　　(Justification: summary and homework can help students consolidate the knowledge what they have learned in the class, the homework can train students ability )