外研社版九年級英語上 Module 10 Unit 1教學設計
t: what do they do in the second picture? ss: they go running.
t: what does the person in the middle do in the third picture?
ss: the person does weight training. （ 老師邊說邊把weight training寫在黑板上,先解釋單詞的詞義,再帶讀。然后讓學生讀所有在黑板上的單詞。最后讓學生讀activity 1的所有單詞。）
t: now open your book. turn to page 82. let‘ do activity 2. first let’s read the title together.（老師先一邊讀題一邊解釋keep fit ，然后放錄音機，學生們做activity 2，最后師生共同檢查聽力答案。）
t: lingling thinks that playing taijiquan is the best way to keep fit. betty thinks running is the best way to keep fit. what about tony? what does tony do to keep fit? what do his classmate think of it? now please close your book. listen to the tape and try to answer the two questions.(說完以后老師播放磁帶，學生聽，聽一遍后，學生沒有回答出老師的提問，老師又放了一遍磁帶，放了幾句后，同學們很快發現問題的答案，老師停止放磁帶。讓學生們做activity 5的單詞連線并集體檢查。)
t: listen to the tape again and read after the tape.（老師放磁帶，學生跟讀，同時老師對難點進行講解。）
t: please do activity 4. first please do it yourself, if you have finished, please have a talk. ( ss do their work, the teacher walks around the class and gives them help if they need.)
( after group discussion )
t: ok! stop here! go back and sit down please. let’s do activity 4 one by one. one reads the question, the other gives the answer. do you understand?
ss: yes.（學生們倆倆站起來回答問題。）
t: let’s have a talk. what’s the best way to keep fit and healthy? why? how many hours do you do every week? who do you do with? ( first i let them have a talk, then i ask several ss to say it to the whole class.)
t: today’s homework. please write something about how to keep fit and healthy. goodbye, everyone. ss: goodbye ,teacher!
點評：合肥鋁廠學校的王翠萍老師近二十年在城鄉結合部擔任英語教師，對學困生，有著豐富的的教學經驗。她在備課時就注意了教學策略和學習策略的設計：開放式教學策略；興趣激發策略；個性化學習策略和任務型教學活動為主的教學方案，整合了信息資源、文化背景、情感因素等多重要素。一節好的英語課，不在于教師講得如何精彩，而在于教師的相機誘導，啟迪學生進行創造性思維。正如葉圣陶先生所言：“教師之為教，不在全盤授予，而在相機誘導。”學生廣泛、積極、自覺地參與程度是衡量一節課的“試金石”，所以，教學思路的確立，應著眼于學生能力的發展。教師只有把自己設想成學習者，才能為學習者設計出優秀的課例。其次，王老師在授課過程中是“every part of her body encourages her students to speak.”其親和力感染著學生踴躍加入語言的溝通活動，其循循善誘的點撥適時地給予學生說英語的安全感，引發學生想說話英語的欲望，盡管她的學生英語基礎確實薄弱。再者，打破常規，學生離開座位，自由組成小組討論問題或完成學習任務，形成了交互課堂、合作學習的寬松環境，營造了輕松民主、師生互動的課堂氛圍。不斷迭起的“高潮”與“亮點”引起了陣陣笑聲，讓學困生深切體會到了“快樂學習”的妙處，這是本節課的最大亮點。這堂課剔盡了“做秀”的痕跡，實實在在地落實教學內容，完成教學目標。