如何编写教案.docx
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如何编写教案.docx
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如何编写教案
如何编写教案
一、 教案的意义和作用
教案就是教师为实现课堂教学目的而拟定的教学方案,是教师为实现课堂教学目的而拟定的工作计划,通常按课时编写。
所以,教案又叫课时计划。
上课要有教案的道理,就象做任何工作都应该有计划的道理一样。
工作没有计划,要影响工作效果;上课没有教案,会影响上课效果。
因此,有没有教案,是上课有没有计划的标志。
教案是教师上课的计划,因此在多数情况下课堂教学都按教案组织或基本按教案组织。
在个别或少数情况下,不得不离开教案组织教学过程的事是可能发生的,特别是不得不局部离开教案的事就更多一些。
例如,由对学生水平估计得不准,巩固用练习过难或过易,用于巩固的时间超过或少于教案规定,因而不得不改变一下教学环节的内容。
所以,上课必须有教案,但不能完全拘泥于教案。
为了应付“意外”情况,教案中最好有备用练习——有时间就完成,没有时间就不进行的练习。
编写教案的工作通常与按课备课工作平行。
一般说,从上述具体备课过程的第二步起,就开始起草教案。
二、教案的内容和形式
教案的内容和形式不可能有固定的、划一的规格。
其详简程度一般取决于教师的教学经验和组织课堂教学进程的能力。
因此,老教师的教案通常简明一些,新教师的教案详细一些。
同时,也取决于教科书提供材料的多少。
例如,教科书的语法写得详简恰当、通俗易懂,教案中就可以不必补充或重写;教科书提供的练习数量较多,基本上能满足实践教学需要,教案中就只有少量补充练习。
比较简明的教案往往叫做授课提纲。
教案的内容和形式不可能人人写得一样。
但一般说,不管是授课提纲还是详细教案,都应该包括下列内容。
1.授课学时,授课内容和授课目的。
2.各个教学环节的内容和进行的方式、方法。
1)各个环节所用的语言材料(见“示例一”的“检查”,“示例三”的“讲授”和“巩固”)。
如果语言材料是利用教科书上现在的,教案上可以不写。
2)简要说明各环节的进行方式和方法(见“示例一”的一、三、四环节;“示例二”的五)。
3.板书设计(见“示例一”和“示例二”)。
4.课外作业内容和完成方式。
此外,在授课后,最好能补记教案完成情况,记述本次课的优缺点等。
这样做,不仅有助于写好下次课的教案,也是一项很好的教学资料和教学经验积累工作。
三、教案的格式要求
在备教材、备学生、备方法、备练习的基础上,整理成有条理的书面教学方案,其基本格式要求如下:
1) 标题;
2) 教学内容:
课本、单元、课目;
3) 教学目的和要求:
本次课要完成的任务、达到的目的和对学生的要求;
4) 教材分析:
重、难点等;
5) 教学步骤:
实际教学中的程序和具体安排,是教案的主体;
6) 板书设计:
科学、恰当利用黑板。
四、教案举例:
TEACHINGPLAN
FORLesson33JEFCBook1
Contents:
Lesson33JEFCBook1
Teachingaims:
Focalpoints
FourskillsThreeskillsOneskill
thenewstudentsWho’sondutytoday?
Whose?
Goodmorning!
Teamdifference
Areweallhere?
thesame
Theyaren’there.group
Teachingdiffculties:
Helpthestudentsuse“am,is,are”proficiently.
TeachingProcedures:
Step1Review
1.TalkwithindividualSandaskseveralSstotalkwitheachotherwithaviewtoreviewingthefollowingEnglish:
Goodmorning!
/Howareyou?
/Fine,thankyou.Andyou?
/I’mfine,too./MynameisYuLiping.What’syourname?
/Mynameis…/Howoldareyou?
/
2.AskSeveralSstomakeintroductions.Thedialoguegoeslikethis:
S1:
Thisis…andthisis…
S2:
Howdoyoudo?
S3:
Howdoyoudo?
3.Review“What’sthisinEnglish?
”anditscorrespondinganswersandsomepronouns.
Ask“What’sthis?
”and“What’rethese?
”holdingupapencilbox/abook/aneraser/bananas/pencils/cardsofcats.Theexpectedansweris“Itis…”and“Theyare…”.
Ask“Isthis/Aretheyyour/his/her…?
”Theexpectedansweris“Yes,itis/theyare.”and“No,itisn’t/theyaren’t?
”.
Ask“Whoseisit/arethey?
”,theexpectedansweris“It’s/They’remine/hers…”
Step2Presentation
1.Write“duty”ontheBb.
2.Gettheclasstorepeatafteryou.
3.Write“on”before“duty”.
4.Gettheclasstorepeatafteryou.
5.T:
TodayIamonduty.Icleanthedesk,theblackboard,andsweepthefloor.Iamonduty.
6.Askonestudentifshe/heunderstands“onduty”.
7.GettheSstorepeat“onduty”and“Iamondutytoday.”
Step3Drill
T:
Areyouondutytoday?
S1:
Yes,I’mondutytoday.
T:
Areyouondutytoday?
S2:
No,I’mnot.I’mnotondutytoday.
T:
Issheondutytoday?
S3:
No,sheisn’t.Sheisn’tondutytoday.
Step4Presentation
1.T:
Who’sondutytoday?
S(onduty):
Iamondutytoday.
2.Add“Who’s”,“today”to“onduty”whichisalreadyontheBb.
Step5Drill
1.GettheSstorepeatthequestionandtheanswer.
2.Getseveralpairstodothesame.
Step6Presentation
1.A.T:
Whatelsemayyoudowhenyouareonduty?
(RepeatitinChinese).Youmaymakeadutyreport.(SayitagaininChinese).ForexampleIcanask“Iseveryonehere?
”Youranswercanbe“Yes”or“No”.PerhapsIwillaskyou“Areweallhere?
”
B.Write“Areweallhere?
”ontheBb.
C.GettheSstorepeat“we”.
D.Explain“we”bysaying:
“We”meansyouandme.YouareChinese.IamChinese.WeareChinese.WeareallChinese.WeareinNo.4MiddleSchool.
E.GettheSstorepeat“we”and“Areweallhere?
”
2.A.AsktwoSstogooutandthenask“Areweallhere?
”
B.Ask“Whoisn’theretoday?
”Theanswermightbe“…and…aren’there”.
C.Say“Are…and…here?
Theyaren’there”.Thenwrite“Theyaren’there.”ontheBb.
D.GettheSstorepeat“Theyaren’there.”
Step7Practice
T:
Areweallhere?
Ss:
No.
T:
Whoisn’tatschooltoday?
Ss:
…and…aren’there.Theyaren’there.
T:
Wherearethey?
Ss:
Idon’tknow/Ithinktheyareathome.(AskthetwoSstocomeback.)
T:
Nowweareallhere.Areweallhere?
Ss:
Yes.
Step8Presentation
1.Playthetapeforfart1Lesson33andasktheSstofindtheanswerto“Aretheyall
atschooltoday?
”
T:
Aretheyallatschooltoday?
Ss:
No.
T:
Whoisn’tatschooltoday?
Ss:
…and…
2.PlaythetapeforthesecondandthethirdtimeandtelltheSstoreadaftertherecording.
Step9Drill
1.Getonehalfoftheclasstorole-playMissGaoandtheotherhalftheboy.
2.AsktheSstoexchangetheirrolesandreadthedialoguealoudagain.
3.Getseveralpairstoreadaloudthedialogue.
4.Getthewholeclasstodrillthedialogueinpairs.
Step10Practice
1.AsktwoSstogoout.
2.Askseveralpairstoactoutthedialogue.
3.AskthetwoSstocomebackandtalkabouttheclassattendance.
Step11Review
1.Review“Whatrowareyouin?
”“AreyouinRow…?
”and“Isshe/heinRow…?
”
withindividualSs.
2.AskS1whatrowheisinandthenaskS2whoisnotinthesamerowasS1andwhatrowheisin.
3.Askthewholeclass“WhatrowisS1in?
”and“WhatrowisS2in?
”Thengoonwiththequestion“Aretheyinthesamerow?
”Uponhearing“Theyaren’t”,say“Theyaren’tinthesamerow.Theyareindifferentrows.”
Step12Presentation
1.Write“thesame”,“different”ontheBb.
2.T:
Ihavetwopencils.(Holdinguptwopencilsofthesamecolour).Aretheythesame?
Ss:
Yes,theyare.Theyarethesame.
3.T:
Ihavetwootherpencils.(Holdinguptwopencils,onebeingred.theothergreen).Aretheythesame?
Ss:
No,theyaren’t.Theyaren’tthesame.Theyaredifferent.
4.GettheSstorepeat“thesame”and“different”afteryou.
5.Putupapictureofacinemainwhichtherearerowsofseats.PutsomepapercatsinRow2.
T:
Whatrowaretheyin?
Ss:
TheyareinRow2.
T:
Aretheyinthesamerow?
Ss:
Yes,theyare.Theyareinthesamerow.
T:
Theyareinthesamerow.Theyaren’tindifferentrows.
6.PutsomepaperdogsinRow4.
T:
Whatrowaretheyin?
Ss:
TheyareinRow4.
T:
Aretheyinthesamerow?
Ss:
Yes,theyare.Theyareinthesamerow.
T:
Theyareinthesamerow.Theyarenotindifferentrows.
Step13Drill
1.GettheSstorepeat:
Whatrowarethecatsin?
TheyareinRow2.Whatroware
thedogsin?
TheyareinRow4.
2.Getthewholeclasstorespondtothequestions“Whatrowarethecats/dogsin?
”
3.Askseveralpairstodrillthequestionsandanswers.
Step14Practice
1.T:
(AskingtheSsofRow1)Whatrowareyouin?
Ss:
WeareinRow1.
T:
(Askingtherestoftheclass)AretheyinRow1?
Ss:
Yes,theyare.
T:
Aretheyinthesamerow?
Ss:
Yes,theyare.Theyareinthesamerow.
2.Dothesamewiththeotherfourrows.
Step15Consolidation
1.Write“we”,“you”,“they”ontheBb.
2.GettheSstorepeatafteryou:
“we”,“WeareinRow1”;“you”,“Whatrowareyouin?
”;“they”,and“TheyareinRow4”.
3.Putthepaperdogsinthesamerowandthenaskonestudent“Whatrowaretheyin?
”Say“Theyareallinthesamerow”uponhearingtheanswer“TheyareinRow1”.
4.GettheSstorepeat“we”,“you”and“they”.
5.TelltheSstoopentheirbooksatPage33andreadpart2afteryou.
6.AsktheSstoreadaloudinlines.
7.Askagroupof4studentstopracticethedialogue.
8.GettheSstopracticethedialogueingroupsof4.
9.AskseveralSsonebyonepiecesofpaperonwhichthereisasentencewiththeverbtobe(am,is,orare)missing.AsktheSstofillintheblanksbyholdinguponeoftheircardsbearingeither“am”or“is”or“are”.Forexample,whenyoushowthemapieceofpaperwithasentencesuchas“Iateacher”,theyaresupposedtoholdupacardwiththeword“am”onit.Askthestudenttoreadaloudthesentence.
Whothisman?
Hemyteacher.
LiuHuaandLiTaohere.
Theynotathome.
Whatthis?
Itabird.
Whatrowyouin?
IinRow2.
Youteachers?
No,wenot.
Youastudent?
Yes,I.
LiLeiatschooltoday.
Henotathome.
Whattheseoverthere?
Ithinktheyjeeps.
LayoutoftheBb
Whoisondutytoday?
thesame
Weare…
Iamondutytoday.
different
Youare…
Areweallhere
Aretheyinthesamerow?
Theyare…
Whoisn’theretoday?
Theyaren’tinthesamerow.
Theyaren’there
Theyareindifferentrows.
Aretheyallatschooltoday?
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