Merry Christmas 的导学案

导读：　　　导学案是经教师集体研究、个人备课、再集体研讨制定的，以新课程标准为指导、以素质教育要求为目标编写的，用于引导学生自主学习、主动 ...

　　导学案是经教师集体研究、个人备课、再集体研讨制定的，以新课程标准为指导、以素质教育要求为目标编写的，用于引导学生自主学习、主动参与、合作探究、优化发展的学习方案。以下是中国招生考试网www.chinazhaokao.com 分享的Merry Christmas 的导学案，希望能帮助到大家! 

　　Merry Christmas 的导学案

　　人教版初三Unit 8 Merry Christmas!(Lesson 29)教学设计

　　Period: The First Period

　　Content: Lesson 29

　　Properties: Tape recorder

　　Teaching Objectives: Enable the students to grasp some useful expressions and something about Christmas Day.

　　Language Focus:

　　1. Useful expressions

　　Merry Christmas!

　　I’ve never been out of China before.

　　Teaching Procedures:

　　I. Organizing the class.

　　Greeting and make a duty report.

　　II. Revision

　　1. Revise the Infinitive.

　　2. Check the homework.

　　III. Presentation

　　Ask the students to look at the title of this unit and ask: Do you know what “Christmas” mean? Find out what the students know about Christmas and how people celebrate Christmas.

　　IV. Read and act

　　Close books and Listen to the tape. Then ask some questions:

　　1. What’s the date?

　　2. What are Lin Tao and Jim doing?

　　Play the tape again and make sure the students can answer then correctly.

　　Explain the useful expressions.

　　V. Practice

　　Read the dialogue in groups and pairs.

　　Then with the books closed, ask the students to act it out in pairs.

　　VI. Ask and answer

　　Do the first one as an example, then let the students work out the answers in pairs to use the question of Part 1 to help, see if they can answer the question correctly.

　　VII. Workbook

　　Discuss the exercise 3 and 4 in small groups. If there is time, ask some students to talk about their idea.

　　VIII. Homework

　　Finish Exercise 1 and 2

　　Lesson 30

　　Period: The second period

　　Content: Lesson 30

　　Properties: Recorder

　　Teaching Objectives:

　　1. Master some useful expressions

　　2. Get the students to know more about Christmas Day.

　　Language Focus:

　　1. Useful expressions: be based on, as well, climb down…

　　Teaching Procedures:

　　I. Organizing the class

　　1. Ask the students to get ready for class.

　　2. Greeting and a duty report.

　　II. Revision

　　1. Check homework.

　　2. Revise the dialogue of lesson 29, Read and act out the dialogue in pairs.

　　III. Presentation

　　Give the words connected with Christmas and have the students discuss the Christmas.

　　Then encourage the students to use the words.

　　IV. Pre – reading

　　Ask students to discuss the questions in small groups, write down the answers and ask one of each group, to read their answers.

　　V. Reading

　　Close books and listen to the tape, then answer the question in Exercise 1.

　　Play the tape again and ask questions.

　　Books open. Go through the questions of Exercise 1 in the workbook.

　　Explain the useful expressions.

　　VI. Practice

　　Have the students read the text together, then in groups.

　　Have the students retell the story of Christmas Day, make sure every student can say something about Christmas Day.

　　VII. Workbook

　　Do Exercises 2 Individually and check the answers with class.

　　VIII. Homework

　　Write a short passage about your spending spring festival

　　IX. Exercises in class

　　Choose the right answer.

　　1. Christmas Eve is ___________.

　　A. the night before December 24

　　B. the night after December 25

　　C. the night of December 25

　　D. the night of December 24

　　2. Father Christmas often puts the presents _________.

　　A. into Children’s hate B. into Children’s stockings

　　C. under Children’s beds D. into Children’s shoes

　　3. Father Christmas comes into the house through the ________.

　　A. window B. front door C. chimney D. back door

　　4. On the morning of Christmas Day, Children wake up their parents very early and say “_____”.

　　A. Good morning! B. Happy New Year!

　　C. Best wishes to you! D. Merry Christmas!

　　5. On Christmas Day, people often _________ to each other.

　　A. give money B. ask for money

　　C. ask for presents D. give presents

　　Lesson 31

　　Period: The Third Period

　　Content: Lesson 31

　　Properties: Recorder.

　　Teaching Objectives:

　　1. Enable the students to master the useful expressions.

　　I. The Infinitive

　　Language Focus:

　　Lin Tao asked Jim where to go.

　　Lin Tao asked Jim how to celebrate Christmas.

　　Lin Tao asked Jim when to go to the Christmas play.

　　Teaching Procedures:

　　I. Organizing the class

　　Greetings and a duty report.

　　II. Revision

　　1. Revise the useful expressions

　　2. Check homework

　　III. Presentation

　　Present this dialogue:

　　A: Excuse me, Could you tell me how to go to…?

　　B: Go along this road. Turn left at the second crossing.

　　Have the students practise this dialogue in pairs, and then make up their own dialogues. Pay attention to the usage of the Infinitive.

　　IV. Ask and answer

　　Part 1. Have the students understand “how to go to…”. Remember the structure of this sentence.

　　Have the students ask and answer in pairs.

　　V. Practice

　　Play the tape for the students to listen and repeat.

　　Books open, read the dialogue in pairs.

　　Then out it out. Make up a similar dialogue in pairs, act out their own dialogues.

　　VI. Talk and write

　　Ask a student to read the first part of part 3 aloud to the class. Read over the questions with the students and make sure they understand them.

　　Explain the words: western, traditional Have the students discuss the questions in groups Ask students to talk about their ideas. Ask students to pick out infinitives used in the short passage.

　　VII. Workbook

　　Do Exercise 1 in class. First have the students read the note Individually. Then read over the model, and practise the sentences.

　　VIII. Homework

　　Write down Exercise 2.

　　IX. Exercise in class

　　Make up dialogues as the models.

　　Models: 1. A: Keep quiet, please!

　　B. Sorry! What did he tell me do?

　　C: He told you to keep quiet.

　　1. Give Polly some food very day.

　　2. Cover her cage every night.

　　3. Remember to clean her age.

　　4. Take good care of Polly.

　　5. Give your family my best wishes.

　　指导思想

　　关注学习方式改善交互环境

　　切实落实构建生态课堂的教学理念，完善学习方式，拓展学习时空，构建立体交互环境、做到生生交互、书生交互、师生交互、组内交互、组际交互、生媒交互齐举，倡导自主探究、使学生真正成为学习的主人。

　　关注课堂教学效益

　　坚持向“四十五分钟要质量”的理念，优化教学过程，减少无效或低效教学活动，实行精细化教学，力求在减轻学生课业负担的同时提高教育教学质量。

　　备课模式

　　“导学案”备课的基本模式：“提前备课，集体研讨、轮流主备、优化学案、师生共用”。

　　1、整体备课

　　备知识体系，备课程标准，备教材，备学情。

　　2、集体备课

　　备课组长提前两周召集全体组员就一周内所要讲的内容进行说课，着重围绕如何确定教学目标，选择教学方法，设计教学流程，分析学生情况等方面内容。

　　3、轮流主备

　　在集体研讨的基础上，备课组长将内容进行分工，主备教师提前一周拿出“导学案”初稿，并交给备课组长审查修改;备课组长将一周的“导学案”草稿交分管领导审定，制成正式文本。

　　4、课前备课

　　上课前一天将“导学案”发至学生，正式上课前收齐后适度批阅，任课教师对“导学案”再次进行阅读理解和补充完善。

　　5、课后备课

　　师生共用“导学案”实施课堂教学，课后教师在“导学案”的有关栏目或空白处填写“课后记”。

　　6、整理成册

　　备课组长负责将“导学案”整理成册(本组内保留电子稿)，作为本备课组的教案，每学期交教导处一份，以备检查和存档。

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