譯林版9年級(jí)英語(yǔ)上冊(cè)教案課件-第1課-Task

Yilinversion9thgradeEnglishtextbooklessonpl目錄TaskTeachingObjectivesTaskTeachingContentTaskTeachingStepsTaskTeachingEvaluationTaskTeachingReflection01TaskTeachingObjectivesKnowledgeobjectives010203掌握本課所學(xué)的重點(diǎn)詞匯和短語(yǔ)，如“predict”、“conclusion”、“method”等。理解課文中提到的科學(xué)實(shí)驗(yàn)和研究方法，了解如何進(jìn)行實(shí)驗(yàn)設(shè)計(jì)和數(shù)據(jù)分析。了解科學(xué)家在進(jìn)行科學(xué)研究時(shí)所需要遵循的倫理原則和法律法規(guī)。培養(yǎng)批判性思維和問(wèn)題解決能力，能夠?qū)?shí)驗(yàn)結(jié)果進(jìn)行合理的分析和解釋。提高英語(yǔ)閱讀和寫作能力，能夠用英語(yǔ)表達(dá)自己的觀點(diǎn)和想法，并撰寫相關(guān)的英文報(bào)告或文章。能夠運(yùn)用所學(xué)知識(shí)，完成與實(shí)驗(yàn)設(shè)計(jì)相關(guān)的練習(xí)和任務(wù)，如設(shè)計(jì)簡(jiǎn)單的實(shí)驗(yàn)方案、分析實(shí)驗(yàn)數(shù)據(jù)等。Abilitygoals培養(yǎng)學(xué)生對(duì)科學(xué)的興趣和好奇心，激發(fā)他們探索未知領(lǐng)域的熱情。培養(yǎng)學(xué)生的團(tuán)隊(duì)合作精神和溝通協(xié)調(diào)能力，讓他們?cè)谕瓿扇蝿?wù)過(guò)程中互相幫助、共同進(jìn)步。引導(dǎo)學(xué)生樹(shù)立正確的科學(xué)倫理觀念，讓他們了解科學(xué)研究的社會(huì)責(zé)任和義務(wù)。Emotionalgoals02TaskTeachingContentTasktype:ReadingcomprehensionTaskdifficulty:EasyTaskcontent:ReadthetextandanswerthequestionsTaskpurpose:TohelpstudentsunderstandthemainideaofthetextandimprovetheirreadingabilityTaskimport01Taskcontent:FillintheblankswithappropriatewordsorphrasesTaskdifficulty:MediumTaskpurpose:TohelpstudentsunderstandthecontextofthetextandimprovetheirlanguageexpressionabilityTasktype:Sentencecompletion020304Taskexplanation輸入標(biāo)題02010403TaskExerciseTasktype:ShortanswerquestionsTaskpurpose:TohelpstudentsdeepentheirunderstandingofthetextandimprovetheircriticalthinkingabilityTaskdifficulty:HardTaskcontent:Answerthequestionsinyourownwords03TaskTeachingSteps010203目的通過(guò)教師的示范，讓學(xué)生明確任務(wù)的要求和操作方法。內(nèi)容教師演示任務(wù)的具體步驟，包括任務(wù)背景、目標(biāo)、操作流程等。方法教師可以使用實(shí)物、PPT、視頻等多種形式進(jìn)行示范。Step1:Teacherdemonstration讓學(xué)生模仿教師的示范，初步掌握任務(wù)的完成方法。目的內(nèi)容方法學(xué)生在教師的指導(dǎo)下，嘗試模仿任務(wù)的完成過(guò)程。學(xué)生可以分組進(jìn)行模仿，教師給予指導(dǎo)和糾正。030201Step2:Studentsimitate通過(guò)學(xué)生的實(shí)踐練習(xí)，鞏固和加深對(duì)任務(wù)的理解和掌握。目的學(xué)生在課堂上或課后自主完成相關(guān)練習(xí)，提高任務(wù)完成的能力。內(nèi)容教師可以布置相關(guān)練習(xí)題或任務(wù)，學(xué)生完成后進(jìn)行自我評(píng)估和反思。方法Step3:StudentPractice04TaskTeachingEvaluationVSThistypeofassessmentoccursduringthelearningprocess,providingfeedbacktostudentsontheirprogressandareaswheretheyneedimprovement.Itcanincludequizzes,mini-projects,andparticipationinclassdiscussions.SummativeassessmentSummativeassessmentoccursattheendofalearningperiodandisusedtoevaluatestudents'overallperformance.Itoftentakestheformofexams,tests,andfinalprojects.FormativeassessmentEvaluationmethodEvaluationcriterionTaskcompletion:Studentsareevaluatedbasedonwhethertheyhavecompletedthetaskasrequired,includinganydeadlinesorsubmissionrequirements.Creativity:Thelevelofcreativityandoriginalityshownbystudentsintheirtaskexecutionisalsoacriterionforevaluation.Qualityofwork:Thequalityofstudents'work,includinggrammar,punctuation,andsentencestructureforwrittenassignments,ortheaccuracyandefficiencyoftheircodeforprogrammingtasks,isevaluated.Understandingofconcepts:Thedepthofstudents'understandingofthesubjectmatterandconceptsinvolvedinthetaskisassessed.FeedbackonevaluationresultsFeedbackonstrengths:Studentsareinformedoftheareaswheretheyhavedemonstratedstrengthandexcellenceintheirwork.Thisfeedbackhelpsthemtobuildontheirexistingskillsandabilities.Feedbackonimprovementareas:Studentsareprovidedwithspecificfeedbackonareaswheretheyneedtoimprove,includingsuggestionsforhowtoaddressanyweaknessesorgapsintheirknowledgeorskills.Actionablefeedback:Feedbackisgiveninawaythatisactionable,meaningstudentscaneasilyunderstandwhattheyneedtodotoimproveandhowtheycanreachtheirlearninggoals.Encouragementandsupport:Feedbackisgiveninapositive,encouragingtonetohelpstudentsstaymotivatedandengagedintheirlearningprocess.Supportisprovidedasneededtohelpstudentsworkthroughanychallengestheymaybefacing.05TaskTeachingReflectionwhetherthetaskissuitableforstudents'cognitivelevelandlearningability,andwhetheritmeetstheteachingobjectives.students'performanceinthetask,includingtheirunderstandingofthetask,theirabilitytocompletethetask,andtheirattitudeandbehavior.theimplementationoftheteachingprocess,includingwhethertheteachercaneffectivelyguidestudentstocompletethetask,whethertheteachingmethodisappropriate,andwhetherthereareanyproblemsintheteachingprocess.ReflectonthetaskdesignReflectonstudentperformanceReflectontheteachingprocessReflectionContentSummarizeandanalyzestudentfeedbackCollectandsummarizestudents'feedbackonthetask,includingtheirviewsonthedifficultyofthetask,theirunderstandingofthetaskrequirements,andtheirsuggestionsforimprovingthetask.ObservationandanalysisObservestudents'performanceinthetask,analyzetheirthinkingprocessandbehaviorcharacteristics,andunderstandtheirlearningstatusandproblem.Self-reflectionTheteacherneedstoconstantlyself-reflectonthedesignofthetask,theimplementationoftheteachingprocess,andseekcontinuousimprovement.ReflectionmethodsReflectontheeffectivenessofthetaskWhetherthetaskcaneffectivelyachievetheteachingobjectives,whetheritcanhelpstudentsimprovetheirEnglishability,andwhetheritcanpromotestudents'interestinlearningEngl