九Uit3同课异构教学设计及反思

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教学设计,反思,Uit3
年级：九年级学科：英语课题:Unit 3(三)Section B 3a---4 课型：新授课授课教师：翟静华

学习目标：1. Talk about what you are allowed to do.

2.Learn to talk about “agree” and “disagree”. 3.Talk about the rules around the students. 4.Learn to make rules or change rules reasonably.

教学流程

自主探究环节

1. Learn the new words

导航台

严格

be strict with+人. be strict in+事物.

2.the other day前几天,不久以前

3.concentrate on…专注于…

We would concentrate more on our clothes. 4.辨析:①be good to sb/sth对…好 She is very good to me.② be good to do sth做某事好例:Why is it good to volunteer? ③be good at擅长;④ be good for对…有益 Swimming is good for our health.

知识链接

1.be strict with 对…要求

1. concentrate on 2. at present

3. have a opportunity to

2.Talk about what you

do sth

4. a member of

are allowed to do

5. reply to

3.Read 3a by themselves 6. sleepy/asleep And find out the main 7. at least 8 hours’sleep points 8. take time to do sth 4.Complete the questions 9. agree with 10. have Friday afternoons off

合作交流环节

I think

1.3b Pairwork

2.Fill the blanks

be allowed to do sth

students

should be …

I disagree. They talk …

I agree. Do you think …? No, I don’t.

展示点拨环节

1. should + be allowed

Talk about the rules We have a lot of rules …What school rules do you think should be changed?

We should be allowed to We should not be allowed to

to do …

巩固达标环节

1.Complete sentences 2.wring

1. .翻译句子

1. 学生不应该穿耳眼。Students shouldn’t

_______

______

_______ _______.

2. 学生应当遵守学校的规定。 Students should obey ______ ______ _______ school. 3. 他没在家而是去了上海。He didn’t at home ______ _______ _______ to Shanghai.

4. 我们为中国的数千年文化而感到骄傲。We are ______ ______ our China’s thousands of culture.

5. 大声朗读对学英语很有好处。Reading aloud is ______ ______ ______ English. 6. 请把卧室整理一下，太乱了。Please ______ _______ your

含有情态动词的被动语

态

Should be….

教学反思：

在本周的同课异构活动中，我和李静静老师执教的都是第三单元SectionB的内容。上课前，我们一起讨论本课时的教学方法并确定了本课时的教学重难点。参加了本次同课异构活动后，感受如下：

1.扎实的教学功底必然会造就一批高素质的学生，李静老师优异成绩的取得和她扎实的课堂有很大关系，向45分钟要效率，她充分做到了这一点。

2.整个授课过程李静老师层次分明，节奏紧凑，课堂容量大，学生能力高。 3.我需要改进的地方：在学习阅读文时，应从泛读到精读。先粗读课文，了解文章大概内容，能回答问题即可。在学生对文章有了初步的了解之后，再进行二次的精读，让学生以小组为单位讨论学习，并找出文中的重点短语和句子。这样的教学才符合学生的认知规律。在这点的处理上，我忽略了学生的认知能力，让学生先找短语再回答问题，处理的不恰当，在以后的教学中应注意改正。