以下是小编为大家准备了人教版八年级英语国培教学设计(共含13篇），欢迎参阅。同时，但愿您也能像本文投稿人“景甜”一样，积极向本站投稿分享好文章。
Teaching Procedures
Pre-task
A. Greetings
Hello, everyone. I’m an English teacher from No. 4 Middle School. My name is Han Guili. You can call me Miss Han. Today I’m going to be your English teacher. We are going to learn Unit 10 Section B together. Now let’s begin our class. Stand up, please. Good morning, class. How are you today? I’m OK. Thank you. Sit down, please.
B. Explain “resolution” by listening to a song.
We all know New Year is coming. Today I have a gift for all of you.Do you like music? Great. Let’s enjoy it together. If you can sing it, you can follow it.(在听歌时教师板书课题Unit 10 I’m going to be a basketball player. Section B )
Do you like the gift ? I’m happy to hear that . I’m going to learn it next year and then I’m going to sing it for you. Do you like listening to me? This is my New Year’s resolution. “resolution” Are you clear? Follow me ,please. “resolution” From group 1to 6. “New Year’s Resolutions” From group 1to 6.(同时板书resolution New Year’s Resolutions)
（设计意图：通过新年礼物--周杰伦的歌曲“稻香”引出主题。歌曲具有时代气息，内容激励学生心存梦想并努力去实现它。）
Now let’s look at some New Year’s Resolutions. What are the meanings of the resolutions.
Discuss in groups. First translate and then read them. The others follow him or her.Go! Are you ready? Volunteer. （叫几名学生回答，学生领读时教师写板书instrument最后教师领读生词instrument）Now we have known the meanings of the resolutions. Please match the pictures with the resolutions. Answer it together. Let’s check the answer.
（设计意图：通过讨论翻译短语并由学生领读。这一环节可以培养学生们的自学能力和小组探究能力。同时也能提高学生的自信心。通过图片与短语的搭配有助于学生对短语的理解和记忆。）
C. Now let’s guess some famous people’s resolutions. Look! Who is it? What’s his resolution? Guess.（几名学生回答）Are they right? Let’s check the answer. Yes, they are right. Who can right it on the blackboard. Volunteer. (学生写板书时教师问)What is he going to do ? Answer it together.（这一步骤共五幅图片采用相同的方式训练学生）
（设计意图：这一环节趣味性强，对学生有吸引力。通过对名人决心的猜测，一方面增强了学生的好奇心和求知欲；另一方面也巩固了所学知识。同时也练习了对第三人称一般将来时的提问与回答。）
While-task
A. Now let’s use the resolutions to make conversations in pairs. For example, (Ask one student)What are you going to be when you grow up? What are you going to do next year ? Sounds interesting. I’m going to learn a foreign language.Are you clear? Go! Are you ready? The more pairs the better in a group. Volunteer. The last pair. Which group has the most pairs?（给获胜组贴一个笑脸） Come on boys and girls . Let’s learn from them.
（设计意图：通过这一对话练习，使学生能更熟练的掌握一般将来时的问与答，而且对话内容贴近实际生活。给获胜组贴一个笑脸，既鼓励了获胜组又激励了其他组。）
B. Let’s use the resolutions to make up a play. Look at some festivals here. Please choose one of them and then make up a play in groups.The group leader should say your choice. Go! Ready? Volunter. Which group is the best? I think you are all great.（给每一组贴一个笑脸）
（设计意图：小组合作编剧并表演出来。给每个学生展示的机会，使学生真正成为课堂的主体。给每组一个笑脸，既是对他们积极参与的表扬，又是对他们成绩的肯定。）
Let’s do some listening practice.Activity 2a. Let’s answer it together.Are you right? Let’s check the answer. Yes, you are great. Activity 2b. How are they going to do it ? Who can answer it? （叫几名学生回答）Are they right? Let’s check the answer. Yes, they are right. Who is right? Put up your hands. OK. Put down your hands. If you are not good at listening, please practice it after class.
（设计意图：通过听力练习可以考察学生对所学短语和句型的理解。2a听力部分较简单，适合总体检查。2b听力部分较难，可对学生答案进行抽查，再总体核对并进一步说明。）
Post-task
A. Now let’s have a PK in groups .Ask and answer one by one like this .(Ask one student )What are you going to do next year? This student answer it and ask the next one and go on .The fastest group is the winner. Go! Ready?Which group wants to be the first one? （用记时器为每一组记时）Which group is the fastest ?（给获胜组一个笑脸）Let’s learn from them.
（设计意图：这一活动可以锻炼学生的口语表达能力和提高说的流利程度，并增强集体合作意识和荣誉感。有竞争有趣味，学生都乐于参与。）
B. Discuss in groups. How to improve your English in the new year? The group leaders write down your answers and then report it for us.Go!Ready? Volunteer.（每组组长到前面来报告）
Great! I hope your resolutions can come true in the new year. A good plan is a good start to success. And where there is a will , there is a way. Let’s work hard togther, and get good grades. Come on , boys and girls.
（设计意图：通过对怎样提高英语的讨论，同学们之间都了解了各自的决心，并为之而努力。最后教师用恰当的谚语来鼓励学生并对学生进行情感教育。）
C. Sum up . What have you learned today?（先由学生总结最后教师总结）
（设计意图：锻炼学生的总结能力。）
D. Homework :Clean and Green
Imagine you work for your city . It’s your-job to make it cleaner. What are you going to do ? Think of a six-point plan.
（设计意图：使学生会运用所学知识。）
Unit 10 I’m going to be a basketball player.
Ⅰ.Teaching aims and demands:
Students learn to talk about future intentions.
Ⅱ.Teaching key and difficult points:
A.Vocabulary
1.computer programmer, professional, engineer, pilot
2.computer science, dream job, grow up, move to, fashion show, retire, save
3.resolution, get good grades, get a part-time job, make more friends
B.Target language
1. What are you going to be when you grow up?
I’m going to be a computer programmer.
2. How are you going to do that?
I’m going to study computer science.
C.Structures
Future with going to
Want to be
What, Where, When, How questions
D.Grammar
The simple future tense.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.This unit is divided into five periods.
Period 1 Listen and speak
Ⅰ.Teaching aims and demands:
Students learn to talk about future intentions.
Ⅱ.Key and difficult points:
A. Vocabulary
1.professional, acting, take lessons, every day
2.computer programmer, engineer, baseball player, pilot, actor, actress, artist
B. Target language
1.What are you going to be when you grow up?
I’m going to be a computer programmer.
2.How are you going to do that?
I’m going to study computer science.
C.Structures
Future with going to
Want to be
What, How questions
D.Grammar
The simple future tense.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.Teaching procedures:
Step 1 Warming up
Task 1 Ask students to think about ways they already know to talk about future events. For example:
☆Where are you going next week?
I’m going to my grandmother’s house next week.
☆How long are you staying?
I’m staying for a week.
☆What are you doing on Saturday?
I’m playing tennis all day.
Task 2 Circle the –ing in each sentence. Say, We use ing words to talk about things that are going to happen in future. We are sure these things will happen.
Step 2 Key vocabulary
Task 1 Read each words to the class. Ask the students to point to the jobs that appear in the picture.
Task 2 Read the instructions and say, put a 1 after the most interesting job, put a 2 after the second most interesting job, and so on.
Task 3 Check to say which things are the most interesting in the class. Ask students to write the six jobs on the blackboard. Ask: How many students made engineer number 1?
Step 3 Target language
Task 1 Read the instructions.
Learn the target language:
What are you going to be when you grow up?
I’m going to be a computer programmer.
How are you going to do that?
I’m going to study computer science.
Task 2 Play the recording the first time. Students only listen.
Task 3 Play again. Ask students to draw lines connecting the jobs and the activities.
Task 4 Check the answers.
Step 4 Pair work
Task 1 Ask students to look at the pictures in activity 1a. Then ask students to read the sample conversations in activity 1c.
Task 2 Ask students to work in pairs and make their own conversations.
Task 4 Ask some pairs to present one or more of their conversations to the class.
Ⅵ Homework
1.Remember the vocabulary and the target language.
2.Review the simple future tense.
Period 2 Listen , speak and Grammar Focus
Ⅰ.Teaching aims and demands:
1. Revise the target language, and complete the listening practice;
2. Learn Grammar Focus.
Ⅱ.Key and difficult points:
A. Vocabulary
take acting lessons, move
B. Target language
1.What are you going to be when you grow up?
I'm going to be an actor.
2.How are you going to do that?
I'm going to take acting lessons.
C.Structures
Future with going to
What, Where, When, How questions
D.Grammar
The simple future tense.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.Teaching procedures:
Step 1 Revision
Task 1 Ask questions beginning with “What are you going to be when…” “How are you going to do…
Task 2 Practice the conversations using the target language students have already studied.
Step 2 Listening
Task 1 Read the instructions.
Task 2 Ask some students to say what they say.
Task 3 Play the recording the first time. Students only listen.
Task 4 Play again. Ask students to check the pictures of the things Cheng Han is going to do.
Task 5 Check the answers.
Step 3 Listening
Task 1 Read the instructions and point out the sample answer.
Task 2 Ask a student to read the sample questions and sample answers to the class.
Task 3 Play again. Ask students to fill the chart.
Task 4 Check the answers.
Step 4 Pair work
Task 1 Read the instructions for the activity.
Task 2 Ask students to read the dialogue to the class.
Task 3 Ask students to work in pairs, ask and answer,
Task 4 Check the answers by asking different pairs to do one question and answer each.
Step 5 Grammar Focus
Task 1 Read Grammar Focus
Task 2.Explain the two different ways of saying the same things.
I'm going to take acting lessons.
﹦ I'm taking acting lessons.
Ⅵ Homework
1.Revise the target language.
2.Finish off the exercises on work book.
Period 3 Read and speak
Ⅰ.Teaching aims and demands:
1 Revise the target language, and complete the reading practice;
2 Go on learning the simple future tense: be going to
Ⅱ.Key and difficult points:
A. Vocabulary
Somewhere, Paris, sound like, fashion show, part-time, save, at the same time, hold, rich, retire, yet
B. Target language
1. What are you going to be when you grow up?
I’m going to be an actor.
2. How are you going to do that?
I’m going to take acting lessons.
3.Where are you going to work?
C.Structures
Future with going to
Want to be
What, Where, When, How questions
D.Grammar
The simple future tense: be going to
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; Control reading
Ⅴ.Teaching procedures:
Step 1 Revision
Review the simple future tense: be going to.
Step 2 Reading
Task 1 Read the instructions.
Task 2 Ask students to read the diary on their own, and circle the words and phrases they don’t understand.
Task 3 Ask students to read the words and phrases they don’t understand, ask other students to explain.
Task 4 Ask students to underline the things that Tian Tian is going to do.
Task 5 Correct the answers.
Step 3 Writing and speaking
Task 1 Read the instructions.
Task 2 Have students write down answers about themselves, and tell their plans to their partner.
Task 3 Ask students to answer these questions. Have them work in pairs to ask and answer, then change the roles.
What …? Where…?How…?
Task 4 Ask some students to say their dialogues to the class .
Step 4 Group work
Task 1 Read the instructions and point to the picture. Write the year on the blackboard. Ask the class why that is an important date for Beijing and China.
Task 2 Write going to on the board. Ask :What are you going to do to help make the Olympics a success?
Task 3 Divide the class into groups of four or five students. Ask them to make their own conversations.
Task 4Ask each group to present its conversation to the class .
Ⅵ Homework
1 Revise the target language.
2 Revise the simple future tense: be going to.
3 Finish off the exercises on work book.
Period 4 Section B
Ⅰ.Teaching aims and demands:
Learn some new language, and complete the listening practice;
Ⅱ.Key and difficult points:
A. New language
fax, few, food, resolution, grade, healthier, instrument, part-time job, harder, learn, letter, lots of, resolutions, money, New Year, next year, make the soccer team
B. Structures
Future with going to
Want to be
What, Where, When, How questions
C. Grammar
The simple future tense: be going to
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.Teaching procedures:
Step 1 Discussion
Get the students discussion the New Year’s resolutions in group of four by asking the questions like the following:
What are you going to do next year?
Why are you going to do so?... ..
Step 2 New words
Task 1 Ask students to tell when New Year’s Day is. Ask students what they do on New Year’s Eve.
Task 2 Ask students to explain the resolutions in their own words.
Task 3 Ask students to match the phrases and pictures on their own.
Step 3 Pair work
Task 1 Read the instructions and read the conversations to the class.
Task 2 Ask students to work in pairs to discuss what things they are going to do.
Task 3 Ask several pairs to present their conversations to the class.
Step 4 Listening
Task 1 Read the instructions and the phrases in activity 1a.
Task 2 Play the recording the first time. Students only listen.
Task 3 Play again. Ask students to circle the resolutions in activity 1a that they hear.
Task 5 Check the answers.
Step 5 Listening
Task 1 Read the instructions.
Task 2 Play again. Ask students to fill the chart.
Task 4 Check the answers.
Step 6 Group work
Task 1 Read the instructions for the activity. And read the sample conversations.
Task 2 Ask students to work in pairs.
Task 4 Ask some students to present their dialogues to the class.
Ⅵ Homework
1 Revise the target language.
2 Finish off the exercises on work book.
Period 5 Self check
Ⅰ.Teaching aims and demands:
Revise the content taught and complete the writing practice;
Ⅱ.Key and difficult points:
Future with going to
Want to be
What, Where, When, How questions
Writing practice
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Communicative Approach; Control reading and writing
Ⅴ.Teaching procedures:
Step 1 Revision
Review the simple future: be going to.
Step 2 Reading
Task 1 Read the magazine article to the class.
Task 2 Read the instructions to the class.
Task 3 Ask students to finish the activity on their own.
Task 4 Ask students to make a list of the New Year’s resolutions that the article mentions.
Step 3 Reading and Writing
Task 1 Read the instructions to the class.
Task 2 Have students writing a magazine article.
Task 3 Ask students to read their articles to the class.
Step 4 Writing
Task 1 Ask students to make a list of their resolutions.
Task 2 Ask students to write about their resolutions using the language learned in this unit.
Task 3 Ask some students to read their resolutions.
Step 5 Group work: Clean and Green
Task 1 Ask a student to read the instructions and the example answer for the class.
Task 2 Ask Ss to work in groups and write the group plans.
Step 6 Self check
Task 1 Fill in the blanks.
Task 2 Write a list about your plans what the American exchange students and you are going to do.
Task 3 Just for fun: read and act out.
Ⅵ Homework
1.Finish the writing practice.
2.Revise the words and target language of this unit.
国培评语
石老师在我校培训期间工作认真，勤奋好学，踏实肯干，服从分配, 尊敬指导教师及培训单位所有教师，能够虚心向富有经验的教师请教，虚心听取其他教师提出的教学建议。能将所学理论指导实际的教学工作，严格按照上级要求，做到每天听一节课，每星期上一节常规课，最后上一节汇报课，保质保量完成各项工作任务。培训过程中表现出强烈的敬业精神，深厚的专业思想和良好的师德。经过培训期间的工作和学习，石老师综合素质得到较大提高，达到了培训的目的
教师国培评价量表
（评选内容：教学设计、课件、实录、论文）
[最新国培教学设计评语模版]
Teaching aims of unit eleve
Ⅰ.Teaching article:（教学课题）
Unit 11 Could you please clean your room ?
II.Teaching aims and demands(教学目的和要求):
1.Knowledge Objects
Learn to ask for permission.and reading and writing practice.
2. Process and method
By listening、speaking、reading、 and writing.
3. Emotion and attitude
Training the student’s hobbies of studying.
III. Teaching importance (教学重点)
Learn to ask for permission.
IV.Teaching diffculty(教学难点):
How to Learn to ask for permission.
V. Teaching ways(教学方法):
Revision, learning, practice and reading.
V.Teaching tools(教学工具):
Tape-recorder and Lattern.
VI.Teaching time(教学时间):
Six periods八 年 级 英 语 教 学 设 计
总计：第八课时
Period Period 1 Main teacher Wang Haiyan
Assistant Song Haixia Class teacher
Content Unit 2 What should I do?
Aims Language and Ability 1. Knowledge Objects Key vocabulary. Target language.
2. Learn to ask for permission.
Process and method To understand the target language by writing、reading.
Emotion and attitude Training the student’s hobbies of studying
Important
Points Learn to use “be born” to ask sb sth
Difficult Points How to use “be born” to ask sb sth
Methods 1.Reading method.
2.Speaking method.
3.Self check method.
Aids 1.A projector.
2.Large chart paper, colored markers. Revision and perfection
procedures
Step 1 Leading in
Greetings .
Step 2 Pre-task
Teach the new words and phrases.
Step 3 While-task
SB Page65,1a & 1b.
1、Point to the items and ask someone to read the each one to the class .
2、Play the recording and let Ss fill in the chart .Check the answers .
SB Page 65 , 1c .
1、Point out the sample conversation in activity 1c .
2、Ask two Ss to read it to the class .Have Ss work in pairs .
Step4 Pair work:
1.Point out the conversation in the box in activity 1c. ask two students to read it to the class.
2.Ask the students work with a partner. Make your own conversations about the people in the picture.
3.Then ask several pairs to say their conversations to the class.
.
Blackboard design Unit 11 Could you please clean your room ?
（1a----1c）
Could you please …?
Could you … ?”.
Yes,sure.
Homework Make a conversation using “Could you please …?
Could you … ?”.
Reflection after class
八 年 级 英 语 教 学 设 计
总计：六十二课时
Period Period 2 Main teacher Wang Haiyan
Assistant Son Haixia Class teacher
Content Unit 11 Could you please clean your room ?
（2a----2c）
Aims Language and Ability 1. Key vocabulary.
2. Target language.
3. Grammar focus.
Process and method To understand the target language by writing、reading
Emotion and attitude Training the student’s hobbies of studing
Important
Points Learn to ask for permission.
Difficult Points Learn to ask for permission.
Methods 1.Reading method.
2.Speaking method.
3.Self check method.
Aids tape , tape-recorder , cards . Revision and perfection
procedures
Step 1 Greet the class as usual and check the homework.
Step 2 Post-task
SB Page 66 , 2a & 2b .
1、First point to the chart in activity 2a and get Ss to know what to do ,then play the recording and ask Ss to check “yes” or “no” .
2、Correct the answers .
Do with activity 2b in the same way .
Step 3 Pairwork
SB Page 66 , 2c .
Ss work in pairs , then ask some pairs to act out their conversations .
Step 4 Summary
1.Today we’ve reviewed the key vocabulary and the target of the unit by reading and writing.
2.Grammar focus.
Blackboard design Unit 11 Could you please clean your room ?
（2a----2c）
Could you please …?
Could you … ?”.
Yes,sure.
Sorry,I can’t.
Homework Copy the grammar box in your exercise books..
Reflection after class 八 年 级 英 语 教 学 设 计
总计：六十三课时
Period Period 3 Main teacher Wang Haiyan
Assistant Son Haixia Class teacher
Content Unit 11 Could you please clean your room ?
（3a-----4）
Aims Language and Ability Review vocabulary items.
2. Writing using target language.
Process and method Reading skill. Writing skill.
Emotion and attitude Use list to help with your study.
Important
Points Like or don’t like
Difficult Points Writing using the chores.
Methods Reading 、saying 、listening and writing.
Aids A picture of computer. A tape recorder. Revision and perfection
procedures
Step 1 Leading in
Revise the pattern : Could you please … ? Could you … ?
Step 2 Pre-task
SB Page 66 , Grmmar focus .
1、Ask Ss to say the questions and answers .
2、Explain :the questions use the word could and the answers use the words can and can’t .
Step 3 While-task
SB Page 67 , 3a .
1、Read the conversation to class with a student .
2、ay blank every time you come to a blank .
3、Ask Ss to fill in each blank with the work make or do .
4、Correct the answers .
SB Page 67 , 3b .
1、Ask two Ss to read the sample phrases .
2、Say ,Now write a list of chores you have to do ,you can use the list of chores in 1a .
3、Ask a student to say the name of a chore .
4、Then ask another student to say I like or I don’t like .Then ask a third student to give a reason .
Step 4 Post-task
SB Page 67 , Part 4 .
1、In groups of five , give each group a set of blank cards .
2、Ask Ss in each group to write one core onto a card .In turns ,.
3、one student turns over a card and asks the person next to him to do the chore , that person must say no and give a reason .
Blackboard design Unit 11 Could you please clean your room ?
（3a-----4）
I like doing sth.
I don’t like doing sth.
Homework Make two conversations after the conversation in 3a..
Reflection after class
八 年 级 英 语 教 学 设 计
总计：六十四课时
Period Period 4 Main teacher Wang Haiyan
Assistant Son Haixia Class teacher
Content Unit 11 Could you please clean your room ?
Section B(1a---1c)
Aims Language and Ability 1. Key vocabulary.
2. Target language.
3. Oral practice.
Process and method To understand the target language by writing、reading.
Emotion and attitude Prepare for the next class game.
Important
Points 1. Key vocabulary.
2. Target language.
Difficult Points Could you take out the trash?
Yes, sure.
Methods Listening and speaking methods. Communicative approach.
Pair work.
Aids A current wall calendar. A tape recorder. Revision and perfection
procedures
Step 1 Leading in
Ask some Ss with questions :Could you please … ? Could you … ?
Step 2 Pre-task
SB Page 68 ,1a .
1、Say , Look at the items on the list .
2、ask Ss to complete the writing on their own .
3、Correct the answers .
Step 3 While-task
SB Page 68, 1b .
1、Read the instructions and point out the sample conversation.
2、Ask Ss to work with a partner and make their own conversations about the items in activity 1a .
3、Call several pairs to say one or more of their conversations to the class .
SB Page 68, 2a & 2b .
1、Read the instructions and have Ss know what to do .Play the recording and ask Ss to write their answer on their own .
2、Ask two Ss to write their answers on the Bb .
Correct the answers.
Step 4 pairwork.
SB Page 68, 2c .
1、Point out the sample conversation and ask two Ss to read it to the class .
2、Then point to the phrases in the box .Ask Ss to ask and answer with a partner .
3、Ask several pairs to say their questions and answers to the class .Correct any incorrect questions or answers .
Blackboard design Unit 11 Could you please clean your room ?
Section B(1a---1c)
Could you take out the trash?
Yes, sure.
Homework Make some sample conversations.
Reflection after class
八 年 级 英 语 教 学 设 计
总计：六十五课时
Period Period 5 Main teacher Wang Haiyan
Assistant Son Haixia Class teacher
Content Unit 11 Could you please clean your room ?
(3a----4)
Aims Language and Ability 1. Review key words and target language of the unit.
2. Reading and writing practice.
Process and method Reading and writing skills.
Emotion and attitude Ask him or her for help.
Important
Points take care of ,feed ,mine ,weren’t=were not
Write an e-mail message to a friend .
Difficult Points How to write an e-mail message to a friend .
Methods Reading and writing methods.
Aids A projector. Revision and perfection
procedures
Step 1 Leading in
Ask Ss to translate some Chinese phrases .
Step 2 Pre-task
SB Page 69 , 3a .
1、Read the instructions and have Ss know what to do .
2、Ask Ss to read the letter on their own and complete the chart .
3、Ask two Ss to write their answers on the Bb .
Correct the answers .
Step 3 While-task
SB Page 69 , 3b .
1、Ask a student to read the beginning of the e-mail message.
2、Have Ss finish the message .Tell them they can look at the
3、Chart in activity 2b for ideas .
4、Ask some Ss to read their message to the class.
SB Page 69 , 3c .
Ask Ss to finish the e-mail message on their own and call some Ss to read their messages to the class .
Step 4 Post-task
SB Page 69 , Part 4 .
1、Point out the sample conversation and read the instructions to have Ss know what to do .
2、Divide Ss into groups of three and ask them to make conversations .
3、Ask several groups to say their conversations to the class .
Step 5 Summary
Today we’ve learned the key vocabulary and the target of the unit by reading and writing.
Blackboard designUnit 11 Could you please clean your room ?
(3a----4)
take care of ,feed ,mine ,weren’t=were not
Homework Finish the selfcheck
Reflection after class
国培《祝福青春》教学设计
“国培计划” 示范性网络研修与校本研修整合培训项目 《祝福青春》教学设计表
课名 省份 单位全称 教师姓名 学科（版本）
《祝福青春》 黑龙江省 市 大庆市 区/县 龙凤区
黑龙江省大庆市第十九中学 张艳霞 人教版初中政治（义务教育课程 章节 标准实验教材）七年级 上册 1 课时 年级 第二单元 第四课 第三框题 初一 学科 初中政治
学时 学习者分析
学生在前三课的学习过程中，养成了一些学习政治的良好习惯，但是对青春的美好体验 不多，因此学习本课有一定的困难。 教学目标 教学重点难点 以及措施 教学准备 多媒体教学环 境 教学环节 1．知识与技能：学生通过学习本课对青春期的内涵要有较为深刻的认识。 2．过程与方法：通过阅读、活动、讨论等感悟青春的幸福。 3．情感与态度：仔细体味自己在青春期拥有的.幸福，树立正确的人生观和价值观。 [教学重点] 青春是幸福。 [教学难点] 感受青春是幸福的，树立正确的人生观和价值观。 措施：先讨论“寻找青春的幸福” ，激发同学们感悟青春是幸福。 多媒体课件（录播教室、交互式电子白板） 交互多媒体教学环境 教学内容 青春的幸福 寻找青春的幸福 活动设计 活动目标 激发学生学习兴趣， 活跃 课堂 快速阅读 二、总体把握 完成导学稿上的预习自测 养成自学习惯， 激发求知 欲。 三、合作探究 寄语青春 青春的我，给我 的同学设计一份礼 物，送给共同成长中 的朋友。在礼物下面 简单解释这份礼物的 意义（这份礼物可以 共同感悟青 春的美好。 祝 福青春。 同享 幸福。 导入：青春是幸福的，因为 拥有青春， 我们每一天都站 在新的起跑线上， 迎接新的 挑战；因为拥有青春，我们 通过白板显示自测答案 媒体使用及分析
出示课题（白板出示）
一、导入
是实物，也可以是生 活态度、鼓励的话语 通过活动突 等） 。 破重点。 小组活动：展示同学 自己为同学设计的礼 物，并说明送此礼物 的理由。老师适时鼓 励！
可以尽情放飞自己的梦想， 并努力追寻；因为拥有青 春，我们不怕失败，相信一 切可以从头再来。
在诗情画意
配乐朗诵：教材上的诗歌。
中理解难点。 感悟青春的美！
四、巩固练习
几道选择题， 一道大 题。
学生集中注意力做 题。
掌握基础知 识，感悟幸 福。
白板出示习题， 提问学生做 后公布答案。
五、教学反思
参与的同学不是全部，要注意激发同学们参与的热情。让所有的学生都成为课堂的主人。
备注： 多媒体教学环境包括： 1.简易多媒体教学环境（由多媒体计算机、投影机、电视机等构成，以呈现数字教育资源为主）
； 2.交互多媒体教学环境（主要由多媒体计算机、交互式电子白板、触控电视等构成，在支持数字教育资源 呈现的同时还能实现人机交互） ； 3.网络教学环境； 4.移动教学环境（例如使用手机、IPAD 等） 。
增强语文课 “语文味”的一篇教学设计
拟解决的问题：
发掘教材中的“语言文字点”，采用多种形式进行“语言文字点”的内化与外显，以加强语文课的“语文味”。
要突破的难点：
1.在教材中披荆斩棘，发掘出其中的“语言文字点”。
2. 如何整体把握教材，以免割裂文本，断章取义。
预期目标：
1、提高教师教材解读能力，依据文本特点找出本文独具的特色句式、亮点表达，形成本课“语言文字点”。
2、提高课堂效率，充分围绕“语言文字点”进行多种方式的听说读写训练，凸显“语文味”。
3、学生能依据文本开展读写迁移，升华对文本的感悟，活化生活积累，提高语文能力。
实现计划：
1、解读文本。
2、研究学情。
3、确立“语言文字训练点”。
4、内化：设计“语言文字训练点”层层推进的呈现方式。
5、外显：考虑“语言文字训练点”的读写迁移训练方式。
Textbook：Go for it!(2B) Teacher:Zheng Jinshen
Content：Unit 3 What were you doing when the UFO arrived ?
Analysis of the Teaching Material：
The topic of this unit is about interesting events. It deals with something interesting about the UFO and aliens , so it can arouse the students’ special attention easily . In this unit , students will learn to talk about the past events and tell a story with the Simple Past Continuous Tense , so it is very important to grasp the structures and usages of these two tenses. Students will also learn the Adverbial Clause led by when and while , and mastering their differences is very important . In the Reading , students will know something about some important and interesting events which happened in the history . They will be taught to be good at looking back the days in the past and cherish the good time at present by recalling and describing the past events .
Teaching Aims：
1、Knowledge and skills
In this unit students learn to talk about past events and tell a story ; learn and master the ways to express the Adverbial Clause led by when/while ; learn and understand the differences between the Simple Past Tense and the Past Continuous Tense. Improve their abilities of listening , speaking , reading and writing ; improve their abilities of communication and integrating skills .
2、Processes and methods
With the studying strategies of Using context and Role playing , get the students to do pairwork to learn to talk about past events and tells a story by using the teaching courseware , pictures , flashcards or objects . At the same time , enable the students to tell a story and master the use of the Simple Past Tense and the Past Continuous Tense by writing sentences according to the pictures , drilling sentence patterns, describing real events and role playing conversations .
3、Emotion , attitudes and value
The content of this unit is close to the students’ life and the topic is about talking about past events and telling a story , so it can arouse the students’ special attention easily and inspire the students’ enthusiasm and exert their potential. At the same time , get the students to look back the days in the past and cherish the good time at present by recalling and describing the past events , enable the students to cooperate with others , help each other and complete the tasks together by going all kinds of activities .
Difficulties and Focuses:
1、Learn to talk about the past events and tell a story with the Simple Past Tense and the Past Continuous Tenes;
2、Learn the Adverbial Clause led by when/while；
3、Tell the differences between the Simple Past Tense and the Past Continuous Tense ;
4、Train students to use the target language correctly in speaking and writing.
Teaching Periods: 6 periods
The first period: Section A la-1c and Section A 2c
The second period: Section A 2a-2b 含 Grammar Focus and SectionA 4 Section B 4 b
The third period: SectionA 3a-3b and Section B 1 and Self check 2-3
The fourth period: Section B 2a-2c and Self check 1 含 Just for Fun!
The fifth period: SectionB 3-4a and Reading Section 1
The sixth period: Reading Section2-4
Teaching Plans
The First Period
Teaching content: Section A la-1c and Section A 2c
Teaching objectives: Talk about the past events
Target language:
Words: UFO barber barber shop bathroom bedroom kitchen get out take off while land alien
Sentences：
What were you doing when the teacher came in?
I was talking/reading/looking out of the window.
What was he doing when the UFO arrived/took off？
He was sleeping when it arrived.
He was riding his bike when it took off.
Language skills:
a、To get the information from the pictures and listening materials, and quickly deal with the information.
b、To learn the structures and the usage of the Past Continuous Tense by answering the reporter’s questions.
c、To get the Ss to learn how to express the statements with the Past Continuous Tense.
Self-learning ability:
To learn how to express the Past Continuous Tense.
Teaching methods
Task-based Language Teaching
Teaching by listening and practicing
Teaching aids: small pictures, a small blackboard and a recorder
Teaching procedures:
Step l. Leading in
1.1 Greetings and duty report.
(Organize the beginning of this class and have a student on duty to report.)
1.2 Ask and answer.
T: What were you doing when I came in?
S1:….
(Help the student to answer the question and then write the answer on the Bb.)
T:What about you?
S2:….
T:And you?
S3:….
(Ask the same question and have the Ss answer it. Of course the answers are various .While the students answer the question , write the real answers on the Bb.)
1.3 Look and learn.
Show some pictures and introduce the UFO and aliens , teaching new words UFO and alien. After that ask the Ss if they have heard of the UFOs.
(Get the Ss to look at the picture and tell them that the UFO is a strange object that some people think they have seen in the sky and that may come from another planet. The UFO is short for“unidentified flying object”. As for alien , it is a person or an animal that comes from another planet in space. )
1.4 Have the Ss read a passage about the UFO ,showing a small blackboard.
Step 2.Look and match (Section A 1a )
2.1 Show another picture and talk about it with the Ss.
T: What can you see in the picture?
S1:….
T: Can you see the UFO?
S2:….
T: Who is in the UFO?
S3:….
T: What else can you see? etc
S4:….
2.2 Books open at page 18. Look through the picture in activity la.
(Discuss the picture with the Ss .Point out the experience of each person when the UFO arrived , teaching new words.)
2.3 Match the statements with the people in the picture.
Step 3. Listen and circle (Section A 1b)
3.1 Read the instruction to the class .(Writing the title of this unit on the Bb.)
3.2 Talk about the people’s actions in the picture.
T: What was A doing when the UFO arrived?
S1: He was standing in front of the library.
T: What was B doing when the UFO arrived?
S2: He was sleeping in his bedroom.
……
(Help the Ss answer the questions. Pay attention to the structure and the usage of the Past Continuous Tense , writing the structure on the Bb.)
3.3 Listen to the reporter’s questions and circle the correct responses.
(Play the recording the first time .Students only listen. For a second time , ask the Ss to circle the correct phrases.)
3.4 Books open at page 88. Listen and repeat the conversation.
Step 4 . Practice (Section A 1c)
4.1 Ask and answer in pairs.
eg T: What was D doing when the UFO arrived?
Ss: He was getting out of the shower.
Have the Ss do like this.
4.2 Ask and answer according to the real actions.
T: What were you doing when they talked?
S1: I was listening to them.
T: What was A doing when B answered my question?
S2: He was looking out of the window. etc
4.3 Make a survey.
Get the students to do pairwork like activity 1c to talk about :What were you doing when they talked?
(As the Ss talk , move around the room and check their work .Offer language assistance as needed.)
Step5 Grammar Focus (Section A 2c)
5.1 Talk about the picture in activity 2c .Ask Ss to say what each person is doing.
5.2 Ask and answer.
eg. What was the girl doing when the UFO took off?
She was walking down the street.
5.3 Present two more ways of saying.
The girl was walking down the street when the UFO took off .
(a) When the UFO took off , the girl was walking down the street.
(b) While the girl was walking down the street , the UFO took off.
5.4 Point out the Adverbial Clause led by when/ while.
5.5 Ask the Ss to work in small groups like the sample dialogue in activity 2c.
(Move around the room checking the progress of the groups and offering assistance as needed)
Step6. Homework
Make some sentences including the Past Continuouse Tense and when or while.
Writing on the Bb
Unit 3 What were you doing when the UFO arrived?
What were you doing when I came in? UFO alien bathroom kitchen
I was doing my homework/reading/resting. get out of the shower cut hair take off /land
What was A doing when the UFO arrived? be (was/were)+V.ing
He was standing in front of the library.
The girl was walking down the street when the UFO took off.
(a)When the UFO took off ,the girl was walking down the street.
(b)While the girl was walking down the street, the UFO took off.
Teaching Backthoughts
本单元的教学目标有三个，谈论过去发生的事情，其一；学会讲故事，其二；热爱科学、探索科学，其三。作为本单元的第一课时，教学内容直截了当地点击本单元的教学目标，特别是引入过去进行时这种新时态，结合When和While的使用，在谈论过去发生的事或讲故事时，得体地使用这种新时态，重点表达在过去一时刻或某一段时间内正在进行的动作，适合描述过去某一动作的实际需要。
语法教学，不是老师生硬地灌输，而是启发学生通过大量的语言练习，在运用中让学生自我总结，自我归纳，悟出语言规律，是一种自我习得语言的过程。本节课笔者通过听、说、读、写等方式，设置具体的语境，如询问学生当老师走进教室时在干什么（What were you doing when I came in ?），图文并茂，看图说话（What was A doing when the UFO arrived?），听音选词等等，都是用感知的方式让学生接触过去进行时，通过具体的语言情境，让他们在有意义的交流中感悟语言规则（What were you doing when they talked?），通过实践去领悟，通过观察去总结规则（如比较when与while 的使用），最后指出过去进行时的构成be（was / were ）+V.ing 可以说是画龙点睛之举。
因时间关系，本节课没有很好地把握时机，利用UFO知识对学生进行热爱科学、探索科学的相关教育，在以后的课时必须补充。
附：小黑板阅读材料
Do you know about the UFO?
Today many people enjoy reading stories about the UFO .Many people in different countries are studying the UFO .But what is the UFO?
The UFO is a kind of objects.It seems to fly much faster than the plane on the earth . It often carries visitors coming from other stars.
UFO scientists and many people believed there are UFOs. Some people said they saw some strange visitors coming out of the UFOs. Some even said they were carried away in the UFOs, and then they were sent back by the strange visitors.
Maybe these people made mistakes. Perhaps they saw a weather balloon (气球)or an uncommon plane. Sometimes they saw the light from the ground or the moon.
But there are a lot of things we can’t understand. Now people still can’t understand the UFO clearly. It may take many years to find a clear answer, and then people will give UFO another name.
教学内容 Unie6 Reading
课时 一课时 教学对象 八年级学生 执教者 田海燕
一、教材内容分析
本节课为一篇阅读课，介绍了一位名叫利奥的澳大利亚人在中国黑龙江省哈尔滨边任教边学中国历史的经历，表达了对中国的热爱的感情。旨在培养学生的快速阅读法和对课文宏观把握的能力，以及了解中国各朝代的英语表达。
二、学习者特征分析
初二的学生已有一定的语言基本功，比如：-Whth’s your hobby？-I like… -What sport do you play? – When did you start?等句型都已学过，在这基础之上再去学习新的目标语言，这样能够激发学生的学习欲望，从而乐于参与语言实践活动，为英语学习营造良好的课堂学习氛围，为完成教学目标奠定了良好的基础。
三、教学目标（知识，技能，情感态度与价值观）
Knowledge Object 1.Vocabulary: capital,European, Russian ,Jewish ,Jew, more than, thousand,emperor,quite,certain,miss,the Olympic Games
2.Reading a passage.
Ability Object:1．To train students’reading and comprehensive ability.
2. To train students scan the passage .
3. Aims of emotion and evaluation:
To be interested in learning about Chinese history and western history.
三、重点难点
Teaching important points:
1.Vocabulary：capital,European, Russian ,Jewish ,Jew, more than, thousand,emperor,quite,certain,the Olympic Games
2.Key structures: It iswas + adj.+ for sb. to do sth. The more... the more …
Teaching difficult points: How to train students’reading and comprehensive ability.
1. To train students scan the passage .
四、教法选择、学法指导 本节课采用任务型教学法，重在培养学生的阅读能力,以及质疑解疑的能力。
五 资源准备 多媒体课件、教室及相关教学资源。
六、教学过程
教学任务 教师活动 学生活动 设计意图
及资源准备
Step1
Organization
Warming up
( 5minutes)
Show some questions:
1. Do you like history?
2. Do you know any dynasties in Chinese history?
3. How many famous characterrs from Chinese history can you think of ?Make a list.
4. Can you think of famous characters from the history of other countries? Make a list.
Ss talk about these questions.
激发学生兴趣,了解对朝代的英语表达法。
Step2
While you read
(12minutes)
1.Introduce
reading strategy-scan
2. Scan the text for
information to complete 3a. Do 3a.
检测学生对阅读技巧的运用。
Step3 Key phrases.
(8minutes)
Show key phrases and structures. 1. Understand key phrases and structures.
2. Use them correctly. 帮助学生正确使用它们。
Step4 Read.
(10minutes) Let studens read each pragraph and summary main idea. Read each paragraph and summary main idea. 培养学生语篇分析能力，宏观上把握课文内容。
Step5 Practice
( 8minutes) Let students read the passage again, then fill in the blank according to the passage. Fill in the blank. 加深对课文重点词的运用。
Step6 Time travel
(5minutes) If you have a chance to live in one of Chinese dynasties, which dynasty will you choose(选择)? What kind of person will you be? Where will you live? What will you do?
Talk freely in groups 调动学生学习的积极性，引发学生思考，培养学生联想能力，及用英语表达的能力。
Step7 homework
( 2minutes)
1. Read the passage again to understand it better.
2. Memorize the words and phrases.
3. Do exersises.
4. Find something you are interested in about Chinese history and write them down.
Choose 1. 2. 3.
（优等生做2、3、4题。） 帮助学生养成及时复习的良好习惯。作业分层要求，以适应不同层次的学生学习。
七、板书设计
Unit6 How long have you been collecting shells?
Phrases and structures:
(be) in…style more than It is was +adj. +for sb. + to do sth.
The more... The more… with a very colorful history
设计理念和思路及反思 根据新课改的理念: 教育要以人为本，促进人的发展，要关注学生，关注过程，关注发展。课堂教学是以学生为主体，诱发学生内部学习的动机，激活课堂教学活动，教师创造性地运用教材，引导学生探索问题、发现问题、通过交流讨论、感悟、反馈等自主实践活动，获得初步解决问题的能力，从而使学生学会思考、学会学习、学习创新，塑造学生良好的个性心理品质。而要体现这个基本理念，就需要合理的使用教材，合理的整合教材，所以我把SectionA1b,1c,2a,2b,2c,Grammar Focus做为第一课时;3a, 3b, 4为第二课时；Section B 1a,2a,2b,2c,3a,3b,4a 为三课时；Self Check 为第四课时；Reading 为第五课时。既遵循了学生的认知水平，又符合学生的学习心理特点。
《英语课程标准》倡导“任务型”的教学途径，其最终目的是培养学生综合运用英语的能力。所以我把具体的“任务”贯穿与整个教学活动中， 主要是通过听、说、读、写来培养学生的英语交际能力，用知识能力，良好的阅读习惯和阅读技能，还有就是学生的合作精神，学会聆听和分享别人的资源。总而言之培养了学生的认知策略，调控策略，交际策略和资源策略。《新目标英语》倡导以任务为基础的教学，也就是引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。任务的设计也就是要给学生提供明确、真实的语言信息，使学生在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。我们在教学中设计任务应该注意一下几点：
1、任务要真实。要从学生的认知水平和生活实际出发。如教授本节课是可从学生学过的历史知识入手，询问你都知道哪些历史朝代，还知道哪些著名的历史人物？
2、任务要可完成。如果设计的任务不可完成，将在很大程度上妨碍学生主体水平的发挥。
3、任务要由简到繁，由易到难，层层深入，构建由初级任务到高级任务并由高级任务涵盖初级任务的循环，使教学阶梯式地层层递进。
4、要注意任务的合作性。任务的完成必须依赖于学习者之间的共同合作，每一个学习者在执行任务的过程中，都担当各自不同的角色，都需要提供自己所掌握的信息，在共同完成任务的过程中培养合作精神。
现在我们流行这样一种说法：一节课老师最多讲15分钟，剩下的要么是开展活动，要么就是让学生自学。《新目标英语》中每单元至少有两篇阅读材料，我们现在一般都采用阅读教学法，通过发现问题、分析问题、解决问题来获得知识，强调自学与合作学习。那么在课堂教学中教师到底究竟应该怎样讲？
叶圣陶先生曾说过：讲当然是必要的，问题可能在如何看待讲和怎样讲。可见教师并不是不能讲，而是要“精要地讲”。再说，只让学生畅抒己见而没有教师精当的讲授和适时的点拨，学生的思维不可能深入；只让学生想象体验而没有教师开启智慧的引导，学生的创新精神很难得到培养；只让学生诵读感悟而没有教师的品词析句，学生的学习势必缺少深度和广度。因此教师作为学生学习的组织者、引导者、促进者，必须从教育规律和学生实际出发，精心设计好自己的“讲解点”。因此，阅读课不同的地方要注意不同的讲：
1、自读之前启发讲：即在学生自主阅读之前，简明扼要地揭示阅读要求和重点。
2、重点地方着重讲：对材料中的重点、难点和关键之处，在学生自读、自悟的基础上进行重点讲解，该挖掘处必挖掘，该品味，该讲深讲透的地方必须讲深讲透。
3、疑难问题明确讲：当学生在材料理解上遇到疑难时教师要鲜明地讲，从而为学生解难释疑，让学生正确理解、领悟材料内容。
4、合作中提示讲：当学生在合作学习中不能抓住要点进行有效合作时，教师要进行提示性讲解，以使合作有效、深入。
5、总结时补充讲：在总结一节课、一篇材料的阅读情况时，在学生概括、总结的基础上，教师要及时进行补充，以进一步进行提炼和归纳，从而使总结更加完整、准确。
总之，我们在教学中应将传统与现代的有效的结合起来，按照新《课标》的要求，在教学思路和方法上求实、求新、求变；同时注意学生在学习方法上的突破，养成良好的学习习惯和形成有效的学习策略；培养自主学习的能力以及观察、记忆、思维、想像能力和创新精神，拓展视野，为他们的终身学习和发展打下良好的基础。
本节课的可取之处就是强调了学生的主体地位。体现了新课程倡导的核心理念“一切为了每一位学生的发展“。教学设计的每一步都从学生的实际出发，遵循学生的认知规律。作业也彰显了分层布置的特点，可以让每一位学生最大限度的提高自己的各方面的能力。新课程强调教学是师生互动、对话、交流的过程，是一种创造性活动。教师在活动中面对的是一个个生动活泼的学生，学生每天都有不同的想法与问题，学习的内容也不断地变化，教师所面对的是动态场面而不是静止的画面，因此，教师的教学不能一成不变，而应随着学生思维的变化、对象的不同、教学内容的变换而变化，这就需要教师对原有的教学设计、教学方法、教学经验进行反思，根据不同的对象、不同内容及时调整和改变教学策略，不断完善教学方案。教师对自己教育教学行为的反思，是运用先进的教育理念对自己的教育教学实践进行分析、判断，从而改进和调整教育教学行为，使教育教学实践充分体现先进的教育理念。
本节课也有缺憾和不足。有待改进的是个别的设计环节。例如本节课最后的课堂设计是比较有新意的，但在具体的操作中有些学生因为词汇量的限制，不能准确的用英语来表达自己的想法，即使勉强表达出来了还有一部分学生不能完全理解。因为时间限制，教师在这里简单的总结几句。与预期效果有些差距。这是我今后课堂教学中应该注意的地方，要对每堂课的设计与效果做及时的反思，及时掌握学生的学习状况和课堂中出现的问题，并及时调整自己的教学节奏和教学行为。
总之，通过培训学习，使我进一步明确了教育教学目标。我将带着收获、带着感悟、带着信念、带着满腔热情，在今后的教学中，结合教学策略，从学生的实际情况出发，认真钻研符合自己学生的英语教学法，运用新课程提倡的“任务型”教学模式，发展学生的综合语言能力，使得学习过程成为学生形成积极情感的世界，提高学生跨文化意识和形成自主学习语言的能力。注重“教学反思”，写好教学后记，重视学生反馈意见，做好自我评价。我将不断的学习新课程中的理论知识，并运用到实践当中，为成武的初中英语教育做出自己应有的贡献。
1. 教学目标（知识目标、能力目标、情感目标）
知识目标
（1） Be able to pronounce and master the words.
（2） Be able to use the key structures to talk about annoying things.
能力目标
To develop the students’ skills in listening and speaking.
情感目标
(1) To learn to communicate in good manners
(2) To be able to help others in trouble and find the correct solutions to the complain.
2. 教学重难点
（1） Learn how to correct solutions to complain.
（2） Master how solve complain.
（3） Make correct sentences using the key structures.
3.教学手段
主要以现代化电教手段---多媒体辅助教学，贯穿整个教学过程，增加了直观性和趣味性，加大了课堂密度，提高了教学效率。
4.教学过程
Step1 Greeting and revision
1. The teacher and the students greet each other.
2. Rivision of key structure.
Step 2 Presentation
(1). The teacher shows six pictures to students and asks them to say something about the pictures.
(2). Let students make the conversations after the sample conversation in pairs.
(3). Ask several pairs of students to present their conversations to the class.
(4). Explain the six sentences and then get students to check the most annoying thing among the six pictures.
(5). Ask students to make a list of at least five things that they have complained.
(6). Play the recording and ask the students to listen carefully and number the sentences in the order they hear.
Step 3 Practice
(1). Ask the students to look at the three column heading.
(2). Listen to the recording a second time and fill in the chart and pause the tape from time to time to allow the students to write the answers in their book.
(3). Check the answers.
(4). Ask the students to repeat after the recording.
(5). Let students work in pair to practice the dialogue using the sample dialogue in 2c. Then ask several pairs to perform in front of the class.
Step 4 Consolidation
Task1:
Read the instructions to the class.
Ask a student to read the seven sentences
Let the students finish Task1 individually.
Task2:
Group work (four students): talk about these questions above and find out new ways.
Step 5 Summary and homework.
“国培”教育是国家为提高教师教学质量的一次培训活动。本次培训为我们设计了灵活多样的培训方式，使我们农村教师有幸聆听了专家对我们的理论指导。专题一听取了韦钰、李吉林、王珠珠三位专家讲座。其中李吉林教授的“情境教育特质及其独特优势”让我懂得了要以“情”为纽带，让情感走进课堂，给儿童宽阔的思维空间，教师要为学生创设良好的学习环境。
之后柳琏教授为我们教授了《“多认少写”背景下的教学》。使我认识到了“多认少写”的好处，传统的“四会”方法使学生知识量有限，给学生的发展造成了一定的困难。“多认少写”对于学生开阔视野，开发智力都有不可估量的作用。 王崧舟老师的《阅读教学要用好教材 》让我懂得了在教学中要把握文本的价值取向，发掘文本的语言因素，立足文本进行适度拓展。王燕骅老师的《阅读教学要促进学生发展》使我明白了阅读教学要以学生为本。教师要引导学生提出问题，产生主动阅读的愿望。要培养学生提问的意识，引领学生学会提问。要珍惜学生提出的“真问题”，引导学生比较、筛选，提高问题的质量，并启发学生自己解决问题。 在今后教学中，我让尽可能多的孩子动起来，进入阅读情境，从中学习知识、技能和方法，并且感受到阅读的快乐。张化万老师的《让学生快乐有效的习作》为我们的作文教学指明了方向，我想听了张老师的作文课，我今后的作文课也不会再是枯燥无味的了，而是会让孩子们在快乐中习作。本次培训我最关注的是沈大安老师的《农村小学怎样开展语文综合性学习》，因为作为一名农村教师，怎样开展语文综合性学习一直是困扰我的问题。农村学生知识面窄，教学资源匮乏，有的时候干脆把综合性学习当做阅读课或习作课来教。听了沈老师的课我才知道怎样挖掘本土资源和用好教材资源来开展综合实践活动。
在我们培训的每一天都可以聆听到教育专家的报告，听取不同类型的讲座，每一天都能感受到思想火花的碰撞。几天的培训，我从中学到了很多，不仅拓宽了我的视野，还丰富了我的实践经验，更让我的思想得到了升华，使我对教育有了更新的认识，更加热衷于教育事业。今后，我会更加努力学习，为农村的教育事业贡献自己的一份力量。同时，使我的专业理论基础得到加强，从特级教师的教学视频中深受启发。没有理论支撑的研修是没有根基的。脱离了理论学习，我们的教学研究活动是肤浅的，是飘浮的。专家们从小学语文课堂教学的几个重要环节结合新课程标准进行专题讲解，使我们农村一线教师进一步树立小学语文教学的整体观念、全局意识得到加强。即将改变我们以前孤立地进行教学的现象和模式。今后必须加强识字教学、阅读教学、作文教学、口语交际教学和综合性学习的教学与研究。这五个版块的知识是紧密联系的，相互依存，相互促进的。我们通过学习，掌握了很具体的操作方法，比如训字教学的方法有很多，归类识字、游戏识字、编故事、编字谜、编顺口溜，字理分析等;口语交际教学要创设真实的交际情境，让学生认识到口语交际的重要作用，不是为了交际而交际，而是生活中处处需要口语交际，这是一种生活、工作能力发展的需要;阅读教学，要注重语感的培养、注重语言艺术的感染、要注重读写结合、课内与课外结合、语言文字训练与思维训练结合、文道统一，作业布置与批改的要求和标准，提问的艺术等;写作教学要注重兴趣培养，难易适度，循序渐进，让学生快乐有效地作文，克服痛苦无效或低效作文，要让学生认识到作文是生活的需要，不是为完成任务而作文，要给学生充分展示自己习作的机会与平台等;综合性学习方面，要制订，要注重活动过程的指导，进行活动成果的展示与分享，还要认真进行活动，要处理好实践活动与学生人身安全的的关系，教师要高度重视综合性学习，要努力学习，提高自身的教学能力，积极主动参与学生的综合性学习实践等。
理论上得到加强和提高，具体的教学方法受到启发，这是本次培训最大的成效。虽然是看电视资源，实际上我们能够与专家进行面对面学习，节约时间成本，节约经济成本，十分方便快捷，真正达到教育均衡、实现教育公平，资源共享!虽然培训结束了，但是，作为教师的提高学习永远不会结束!相反，这是继续教育一个新的起点，今后希望能够多参加类似的培训。我将要针对本次培训认真做好反思，认真整理学习笔记，特别是在下学期开学时，有针对性地开展以上五个版块的教学实践与研究活动，把我们在假期中学习到的知识应用到教学实践中去，边实践边总结边反思，不断巩固所学知识，真正做到学用结合，联系实际，学以致用。
[国培英语心得体会]
我有幸参加了“国培义务教育阶段学校学科教师教学能力提高远程培训，英语班学习。我十分珍惜这次不断完善和提高自我的机会，积极认真地参与了培训的全过程。在培训中我聆听了英语教育专家的精彩讲座，领略了他们幽默风趣的教育风格、先进的教育理论；也与班上的各位优秀的教师一起进行了交流，不但加强了理论和专业知识的学习，又和本班的教师一起进行了课例研究。可以说此次培训收益颇丰、获取匪浅。
一、提高教育思想，开阔改革视野。
培训学习，让我把埋着苦干的头抬了起来，发现教育是需要远见卓识的。在本次培训中，每位专家老师给我们做精彩的讲座。各位专家老师的讲座，阐述了他（她）们对中学英语教学的独特见解，对新课程的各种看法，对英语思想方法的探讨，并向我们介绍了比较前沿的教育理论知识，以及如何开展课例研究。从各位专家的亲身体验，从国内教育到国外理念，让我犹如呼吸到清新的空气，为之振奋。
登录“国培”，一种全新的培训模式，一种国家级的大规模的专业培训，一种充满人文关怀，一份中学教育教师的特别礼物，一种种更具专业和规范的教师培训，一门门引领教育教学思想潮流的学科课程，一场场专家精彩务实的讲座报告，学员积极而热烈的讨论交流，认真而创意的提交作业，专家、辅导老师的积极耐心的辅导和温暖而有力的鼓励，从字里行间感受着他们严谨的作风；学员的一网情深，如饥似渴，不断学习，不断与反思，洋溢着对教育的极大热情和真诚，我在国培里找到了榜样和力量，来自教育的另一种力量，所有这些仿佛就在昨天，无时无刻不在感染着我，感动着我，激励着我前进
……
伴随着紧张有序的日程安排，自己也收获颇丰，最重要的是在思想上和专业素养上都有了一个重新的认识和提升。
二、你我他
—“国培”---资源共享。
国培的学习与培训，专家、学者、学员，不少的教育教学的经历、体会、感受和学习成果的展现，在这种培训中一起完成了农村教师教育教学的'资源共享！这是一次大规模的集体的智慧的共同创造和创新，是一次教师成果的大荟萃，彼此影响着彼此，收获着收获，你的，我的，他的，我们大家的。
三、加强专业知识学习，做专业型教师。
培训既紧张而忙碌，因为在培训中，我感受到了一种孜孜以求、学无止境的氛围。这种严谨实效的氛围，让每听一课我都认真准备，精心揣摩，通过网络便捷方式查阅相关资料，努力构建高效的教育教学活动。在实践过程中敢于迎接挑战，便也敢于创新。可以说，是培训激励了我的意志，启发了我的心智，让我更加执着地扑在中学英语的教育教学上。有句话说的好：
“教师要想给学生一碗水，自己必须得有一桶水，甚至是源源不断的源头水。”所以我们要想做一名优秀的教师，不能做
英语国培心得体会(2) 一潭死水，而是要做那源源不断的源头水，因此必须要不断加强专业知识的学习。
四、以课例研究为载体，促进教师专业化成长。
课例是教师课堂教学
“轨迹”的真实反映。以课例为研究对象开展课例研究，是教师从事教学改革研究的重要方式，有利于促进教师的专业发展。教师的职业成长有一个循序渐进的自然成熟过程，有目的、有计划的开展教学研究及课例研究，能有效缩短教师成长周期。此次培训我觉得让我收获最大的就是课例研究活动。
在培训过程中，我的心里发生了很大的变化，从最初把课例研修看成一种负担，变成今天的感激和期盼。培训过程中，我们班的每一位老师都付出的艰辛的努力，一次次的课例跟进，我们都有极大的收获。一次次的课后交流，我们的思想碰撞出火花，凝结成智慧的结晶。在执着的研修过程中，我们付出了不懈的努力，收获颇丰，但最让我们感到欣慰的是：我们这些原本陌生的人因为课例研究走在了一起，通过亲密无间的合作，成为一个具有凝聚力的团队。
缘聚国培，教学相长。感谢我们的辅导员老师对我们的指导，感谢英语班的全体学员的互相帮助，资源共享，共同提高。我们坚信，课例研究过程中的这种不服输、不言败，孜孜以求的精神将使我们终生受益。
五、努力做一名具有专业素养负责任的人民教师
此次“国培”虽将结束的，但是教师培训教师素养的提升永远不会结束，“国培”带给我们的知识、思想和精神将会是持久的陪伴和影响，“国培”
会继续坚定不移地走可持续发展之路辐射全国教师；通过这次培训，使我提高了认识，理清了思路，找到了自身的不足之处以及与一名优秀教育者的差距所在，我将以此为起点，让
“差距”成为自身发展的原动力，不断梳理与反思自我，促使自己不断成长。在今后的教育教学实践中，潜下心来采他山之玉，静下心来纳百家之长，在教中学，在教中研，以生为本，在教和研中追求质量和水平，创造出自己在农村教育事业的一片新天地，忠诚于党和人民的教育事业，努力成为一名更加受党和国家、人民信任、放心，学生尊重和喜欢的人民教师。
“国培”你真的很“给力”.
培训是短暂的，但学习却是终生的，培训绝不是学习的终结，而是自我发展的起点。通过这次培训，使我更加认识到了自己的浅薄与不足，在今后的教育教学实践中，我将继续通过不同形式的学习，丰富更新自己的知识储备，自我认识、自我探索、自我接纳、自我超越。
“路漫漫其修远兮，吾将上下而求索”
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让诗人的话激励我们教师在中学英语教学的舞台上更加努力地投入到教学工作中去！
通过这段时间的培训让我受益匪浅，教学水平有了显著的提升。现将我参加此次培训的心得总结如下：
一、国培计划创新合理，切合实际，是教学工作的“及时雨”。
整个培训活动安排合理，内容丰富，专家们的解惑都是针对我们一线教师的“心头病”，是我们发自内心想在这次培训中能得到提高的内容，可以说是“万众所向”。在培训过程当中，我一直抱着一种积极、乐观和向上的心态去学习，因为我认为，保持乐观的心态对每个人的学习、工作都是至关重要的。作为一名新课改的实施者，无论是从教学课件还是教学思维上，我们都应该抢先一步，成为新课标实施的引领者，与大家共同致力于新课标的研究与探索中，共同寻求适应现代教学改革发展的道路，积极以新观念、新思路、新方法投入教学，以适应现代教学改革需要，切实发挥新课标在新时期教学改革中的科学性和引领性，达到应有的教学效果和作用，使学生在新课改中获得能力的提高。
二、知识的“更新换代”非常必要。
“学而不思则惘，思而不学则怠”，对于英语这门课程来说，本身就是一种挑战，要提高一线学生对英语的兴趣和提升学生的学习水平尤为困难，所以知识的更新尤为重要，作为一名一线初中英语教师，我对这点理解尤为深刻。在这次培训中，我深刻体会到，教材是教学过程中的载体，但不是唯一的载体。在教学过程中教材是死板的，但作为教师的人是灵活的。在新课程改革的今天，深刻的感受到了学生知识的广泛化，作为新时代的英语教师，要不断地增加、更新自己的知识，活学活用，才能将教材中有限的知识拓展到无限的生活当中去。“是用教材教，还是教教材？”作为一名教师，应当经常清醒反思，而这次专家们给了我们明确的回答。从今以后，我们教师必须用全新、科学、与时代相吻合教育思想、理念、方式、方法来更新自己的头脑，这次的培训无疑给我们一次深刻的洗礼。
三、注重教学方法的生动性与合理度。
英语教师在实际教学中，只有多关联生活，多创造情境，多动手操作，多注重教学方法和学习方法，英语课堂才能变得丰富多彩。
新课标要求学生的学习内容是现实合理的，有意义的，富有创造力和挑战性的。从情境中引入要学习的内容，激发学生学习的兴趣和欲望，使学生体会到英语无处不在，通过与学生的互动交流，达到预期的教学效果。在六年级上册第五单元的课堂单词教学课堂设计中，我将在国培学习中总结到的教学经验和创设思维，将自己的全家福照片做成课件，先让学生来猜猜他们分别都是谁，然后再一一引入家人称呼的单词。这样一来，学生在一个真实贴近生活的情景中进入到课堂学习，整个课堂设计显得生动，富有趣味性，同时，这样做也符合初中生的认知规律，达到了预期的教学目的和较好的教学效果。
培训活动虽然是短暂的，但无论是从思想上，还是专业上，对我而言，都是一个很大的提高。衷心的感谢此次培训中专家们给我们这些工作在教学一线上的教师孜孜不倦的教诲；也对默默无闻一直在关怀和指点我们成长的辅导老师表示最诚挚的谢意。正因为有了你们的辛勤耕耘和无私奉献，我们才能在这么短的时间内教学水平得到全面的提升。在今后的工作中，我会继续努力学习，理论结合实际，在实践和学习中不断进步，提升自己的教学水平，为我国的基础英语教育教学添砖加瓦，贡献自己的绵薄之力。
作为一个初中英语教师，我深深的感到自己在工作中存在很多的不足之处，通过这次培训，我学到了很多，也深深的体会到，在平时的教学中应精心设计自己的没一堂课，在初一的第一堂课起，应培养学生良好的学习兴趣和爱好，特别是差生，不能让任何一个学生掉队。我们老师是课堂的组织者，也是课堂的参与者，把课堂交给学生，让学生成为课堂的主人。探究学习自己学习，对 英语学习尤其重要。
如何使我们的英语课堂愈发显得真实、自然、厚重而又充满着人情味，作为英语老师的我更要关注的是蕴藏在英语课堂中那些只可意会、不可言传，只有身临其境的教师和孩子们才能分享的东西，要关注那些伴随着师生共同进行的探究、交流所衍生的积极的情感体验。
英语教学不是一两天的事情，我们英语应锲而不舍的坚持。给学生适当的鼓励，形成良好的竞争机制，夯实学生的基础。注重知识的讲授也要 注重情感教育。一个没兴趣的学生，老师的一句：“come !on””I believe you can ”.对学生来说这是莫大的支持和赞同。
总之一句话，这次培训收获颇多，对以后自己的英语教学有很大的帮助。我会把这次培训学到的经验，运用到自己的教学中，我会不断努力，争取做的更好。感谢老师们的辛勤劳动成果~!
★ 国培英语心得体会
