标题: 初中英语电教学案例Unit11 How was your school trip？ [打印本页] 作者: 中学生作文 时间: 2014-9-3 21:43 标题: 初中英语电教学案例Unit11 How was your school trip？ 初中英语电教学案例Unit11 How was your school trip？
正宁县山河初中 栗海娟
一． 教学设计理念
1. 根据新课标，结合学生的年龄特点和实际生活，创设交际情景，通过大量的语言实践，使学生获得综合运用英语和语言技能进行交际的能力。
2.以学生为主体，以任务为主线，采用课堂小组合作学习模式，充分发挥学生的创造性与积极性。培养学生发现问题、解决问题的能力，帮助学生养成独立思考、共同讨论、合作探究的习惯；同时培养学生综合运用语言的能力及互助创新能力，
3.教师起到设计者，协调者，促进者的作用。
二．教材的理解:
本节课是unit11 section A (2a---2d)是属于过去式教学的第二节课，教材选用了两个听力（2a,2b）Carol参加了学校组织的农场之行。一个口语练习（2c）,一个role-play分角色口语训练(2d)。主要是利用听力输入信息，让学生来理解和运用本课的重点单词和句型，要求学生结合生活实际，用所学的语言项目谈论自己过去所做的事情以及对此的评价。新教材重视以人为本，学生的发展是英语课程的出发点和最终目的。根据学生实际情况进行教材分析整合，调整教学内容以符合学生的认知水平。本单元的话题是School trip,很容易激发学生的学习兴趣。采用先输入后输出的模式，实现听和说的有机结合。
三：学情分析：
我所教学的对象时七年级学生，因为已经学习力快一年的中英语了，他们表现出来极大地兴趣，部分学生求知欲很强，表现欲也很强，但是在课堂表现中又显得不自信，为了保护他们的求知欲和表现欲，以及学习英语的积极性，所以在教学活动中，尽量让更多的学生参与到课堂活动中来，让他们有机会有信心来说英语，得到应有的锻炼。为了让每一个学生都能得到锻炼，我采用小组合作学习，回答问题积分奖励的办法，促进小组成员之间互帮互学，鼓励优秀成员帮助学困生，培养团队意识，试各个层次的学生都有所收获。
四：教学目标：
1）词汇 短语目标：Grasp simple past of regular and irregular verbs（掌握规则动词和不规则的过去式。）
2）能力目标：A: Listening skill, speaking skill, reading skill and cooperating skill.（培养听说读以及协作能力）B: Be able to talk about events in the past.（能谈论发生在过去的事情）
3）情感目标：Go to the countryside, touch the nature and love our life.（走进乡村，拥抱自然，热爱生活）
五：教学重点难点分析
重点：引导学生依据听力和会话材料掌握与本科有关过去式的词汇与短语
难点：用本科所学知识能谈论发生在过去的事情并作评价。
六：教学方法：
1.情景教学法：寓教学内容于具体形象的情境之中，存在着潜移默化的暗示作用，激发学生的情感，使学生对所学内容产生极大的兴趣。
2.任务教学法：让学生带着任务去阅读有利于提高学生阅读的效果。通过感知、体验、实践等方式，实现任务的目标，感受成功。
3.小组讨论、合作法：让学生在互动中互相启发，发生思维的碰撞。这就要求学生从听众变为参与者，主动地从教师设计的活动中发现问题、找出规律，最终感受到学习的快乐。同时注意保证每个学生都有机会参与学习，培养学生与伙伴合作的意识和策略，提高人际交往能力。
七．教学流程：
1. warming-up(热身)
2. Lead-in. guessing game (导入.猜测游戏）
3. New-words learning.（.教授新词汇）
4. Listening.（听力训练2a-2b）
5. Practice (练习,汉英互译，突破难点) 作者: 中学生作文 时间: 2014-9-3 21:43
6. Listening.（2b）
7. Oral practice. (口语练习)
8. Role-play.（分角色扮演对话）
9. Reading.(阅读对话，回答问题)
10. Make a survey. (搞调查)
11. Give a report.(做汇报)
12. Summary. (总结，学生自行总结本节课所学知识)
13．Homework (布置作业)
八．教学过程
Step 1.warming-up
唱歌“What do you do?”. 配人人熟知的歌曲“两只老虎”，复习上节课的内容，对比一般现在时与一般过去时。
What do you do?
What do you do?
Go for a walk. Go for a walk.
Milk a cow. Milk a cow.
Ride a horse.
Ride a horse
What did you do?
What did you do?
Fed some chickens. Fed some chickens.
Talked with a farmer. Talked with a farmer.
Took some photos .
Took some photos.
设计意图：通过熟悉的旋律，呈现所学内容进行复习，既能调动学生学习英语的热情，达到英语教学的目的，起到抛砖引玉的目的。
Sep 2. Lead-in. guessing game (导入.猜测游戏)
(呈现几张真是的学生室内室外的照片以及我的孩子的照片，遮住部分场景，增加神秘感，让学生用上节课所学习的内容猜测他们过去都做了什么。从而过渡到本环节的教学内容-----农场之行。)
Picture1：
T: What did they do last term?
S1: They played pingpang last term.
S2: They played games last term.
S3: They played hola hoop last term.
……
设计意图：充分发挥学生的想象，说出他们能说得出来的过去的事情，目的不是正确答案，而是学生猜测的过程。
Step3. New-words learning.
T: The farmer showed Carol around the farm.
What did they grow?
S: They grew apples. They grew strawberries. They picked strawberries. ……
设计意图：创计情景，教授新单词新词汇，引入听力话题，锻炼学生的听说能力，为下一步听力做好铺垫。
Step. 4 Listening.（2a—2b）
Listen and check the questions you hear. (展示幻灯片，问题材料)
What did the farmer say?
Did you grow any apples?
What did you see?
Do they grow apples?
Did you learn anything?
Did you eat them?
Did you ask him any questions? 作者: 中学生作文 时间: 2014-9-3 21:43
Were they good?
学生说出他们所听到的答案，然后核对答案
设计意图：通听力输入信息，学生判断所列举的问题，旨在锻炼听力判断。
Step5. Practice.
T: Now look at these sentences, find out these phrases from the following.
1 The farmer showed Carol around the farm.
2 Carol learned a lot about farming.
3 The farmers grow strawberries from December to June.
4 The farmers don’t grow apples.
5 Carol picked some strawberries and took them home.
1.带 ……四周转转
2.从……到……
3.种草莓
4.摘草莓
5.带……回家
(给学生二到三分钟时间思考寻找答案并回答。)
设计意图：通过汉语找出句子中的英文短语，进一步学习新的词汇，理解听力材料，为下面的听力做好铺垫。
Step 6. Listening.（2b）
Now ,listen to the tape again, circle T for true or false.
1 The farmer showed Carol around the farm. T F
2 Carol learned a lot about farming. T F
3 The farmers grow strawberries from December to June. T F
4 The farmers don’t grow apples. T F
5 Carol picked some strawberries and took them home. T F
Check the answers.
设计意图：同一听力材料，设置更复杂的问题，要求学生根据听来的信息判断错与对，旨在进一步提升听力能力。
Step7. Oral practice.（ 2c ）
T: Group work. Ask and answer questions about Carol’s visit to the farm. You can make a conversation like this:
A : What did carol do?
B : She picked some strawberries.
And theses questions can help you. Let me see which group will be first.
1. Was the farmer friendly?
2.What did Carol see？
3. Do they grow apples?
4. When do they grow Strawberries ?
5. What did Carol pick on farm?
Strawberries or apples?
Were they delicious?
设计意图：口语训练，利用听力输入的内容，进行两人对话，进一步练习听力部分有关过去式的内容。
Step8. (2d) Role-play the conversation
(Show the countryside picture)
T: Look at the picture. Do you like it?
S: Yes!
T: This is Eric. He visited his grandfather in the countryside. What did he do in the countryside? Guess!
S1: He rode the horse.
S2: He fed the chickens.
S3: He went fishing.
……
T: What about the sky?
S: The sky is blue.
T: And the air ?
S: The air is clean.
T: Yes. The countryside is beautiful. When I was young, I often sat at the yard with my sister to watch and count the stars. It’s so much fun! That’s my good memories. Good memories make a happy today! I know all of you are from countryside. The villages are beautiful. You all like them. If you have time, please go to countryside to visit your grandparents. Go to the country，touch the nature and love the nature. OK?
S: OK！
T: Now look at 2d Role-play the conversation. Fist listen to the tape and pay attention to the pronunciation and intonation. (Play the tape and the students listen.)
T: Now let’s role-play. Girls are Eric, boys are Peter. Read it together. One, two start! ( the students read aloud)
T: Now I ask two students role-play it. Who will read it?
S1 and s2 role-play 作者: 中学生作文 时间: 2014-9-3 21:43
……
设计意图：1. 展示一些关于乡村的图片，并通过一些问题来启发学生从不同的角度谈论对乡村的印象，同时呈现生词countryside和clean，将他们对生活的热情激发出来，启迪他们热爱乡村，热爱大自然）
2. 通过听原汁原味的英语对话，提醒学生注意语音语调，然后让学生扮演角色，能用正确语音语调朗读对话，并对语音语调以及句中停顿加以提示和纠正。
Sept 9. Reading.（2d）(Show the PPT)
T: Next read the conversation and answer the questions. Group work. Let me see, which group will be first?
1. Where did Eric go last weekend?
2. Why did he go there?
3. What did he do on the farm?
4. How was the weather there?
5. What did he do at night?
6. How did Eric feel about the trip?
T: Time is up. Which group has finished?
S1: Eric went to countryside.
S2: Eric visited his grandfather last weekend.
S3: He went fishing and fed the chickens.
S4: It was great.
S5: He watched the stars at night.
S6: It was excellent.
T: OK! Very good! Now let’s be a reporter!
设计意图：回答问题，让学生进一步了解过去式在对话里面的运用并且理解对话含义。学习运用过去式的一般疑问句，特殊疑问句以及回答。
Step10：Make a survey
T: This time let’s be a reporter. Group work. Make a survey. Ask your partners what they did last week. Then give a report. You can make a conversation like this: （Show the ppt）
A: Hi, Carol. What did you do last weekend?
B: I watched TV, and then I went fishing with my father.
A: How was your last weekend?
B: It was boring.
And these words can help you: （Show the PPT）
How was his/her weekend feeling?
Boring terrible busy tired bad good wonderful fantastic
设计意图：模仿2d中的对话，采访本小组的成员，让学生用实际生活中的事例回答问题，让课堂生活化。虽然增加了难度，但也激发了学生的兴趣。各个层次的学生都可以得到不同程度的练习。循序渐进，课堂向深度高度发展。
11. Give a report。
T: (Show the PPT) Please give a report. Which group will be the first?
Group1: In my group, Gao Yafeng played computer game and watched TV .his weekend was interesting. Gao Yan did his homework and did the dishes. His weekend was boring. Guo Jiahao played basketball and watched TV. His weekend was wonderful.
T: Very good! You are clever! Thank you! Congratulation! And anyone else?
S2: In my group, Zhang Fan did his home work, rode the bike and play pingpang. His weekend was fantastic. Wang Huiyuan studied English and did some washing. Her weekend was boring. PengYan went shopping and went to the park. Her weekend was good.
T: What about you?
S2：I went fishing with my father and played tennis. My weekend was wonderful.
T: OK! Very good! Any volunteer ?
S3:……
设计意图：此环节是这节课的重点。独具匠心，突破教材的限制，立足本课，让更多的学生运用所学的过去时态的知识，试着汇报他们的调查结果，评价他们的活动。展示他们的风采。此环节对于英语能力水平高的学生来说是一次展示自己的机会，对于有困难的学生也是一次学习的机会。应该每一组都有机会展示他们的调查结果,强调小组协作。
Step12. Summary.
T: (Show the PPT) Do you have any questions? If you have, please tell your partner and help you. If not, ask your class. If not, let me tell you. Do you?
S1: I have. Can I speak in Chinese?
T: Yes! Please.
S1: 本课学的country 和countryside有什么区别？
T: Who can tell him?
S2: Country是国家，地区。Countryside是乡村。
T: Good! Thank you! Anyone else? No one? Let me tell you. Country and countryside are nouns. And country can be adjective. For example : country music Chinese means 乡村音乐. country house means ?
S1: 乡村的房子！
T: Yes，you are right! Any questions?
S2: I have. 谁告诉我lucky and luck的区别？
T: Who can ?
S3: lucky是形容词， luck 是名词。
T: Yes! You are clever! Any questions? If you don’t have, let’s summary. What have you learned this period? You can speak Chinese.
S1: 我们学习了一些新词的过去式，比如：grow-grew
S2: 我们学习了过去式的句子。
上： 我们学会了grew strawberries and picked strawberries.
S3: 我们学会怎样叙述过去的事情
T: Very good! We have learned simple past of regular and irregular verbs and listening skill, speaking skill, reading skill and cooperating skill. Be able to talk about events in the past。Past is the teacher of tomorrow!
设计意图：此部分内容虽然是课堂的尾声，但也是本课的精彩之处，给予学生更多的机会发表自己的见解。鼓励他们大胆质疑课堂上的问题，然后大家各抒己见，答疑解惑。锻炼他们提出问题解决问题的能力。学生总结这节课所学内容，帮助他们加深本节课的重点，提高课堂质量。
Step 13．Homework作者: 中学生作文 时间: 2014-9-3 21:44
T: After class, please do
1. Review Simple past of regular and irregular verbs.
2. Write a short article about your last trip.
That’s all for today!
九．教学反思
本节课主要采用了听，说，读的方式围绕教学目标展开教学，通过多方位的听力训练，输入大量的信息，为口语操练做好铺垫。口语操练是口语课堂的精髓所在。在本课中，我设计了多种不同形式的口语操练活动，希望学生能够逐步掌握口语交际技能，实现自主交流。 采用任务型教学法，情景教学法等，注重语言的交际功能与使用；同时也注重对学生自主学习能力的培养。教学方法上秉着“低起点，小步骤，多练习，勤反馈”的教学原则，由浅入深，由易到难，难度成阶梯状递进。
由上课反应可以看出，我在备课时，明显高估了学生的认知能力。一般过去式是七年级刚刚接触的时态，前面刚上了一节课而本节课是学习这一时态的第二节课，我的设置梯度出现了跳跃，许多学生还没有很好地掌握这个事态，更多的不规则动词的过去式都没有记下，在这样的情况下，让学生做口语猜测游戏，明显学生是有心无力。我应该降低该游戏的难度，去掉遮挡部分，让他们无障碍地进行口语练习。随着课堂的循序渐进，大多数学生逐渐掌握了过去式的知识，在最后小组汇报的环节上显出了极大的兴趣，发挥的挺好，这是我比较欣慰的一点。另外，时间安排上不够合理，贪图学生在课堂上得到充分的展示，在时间把握上明显超时，这是我课堂把控出现失职的地方。在以后的教学设计中，我一定要充分了解学生的学情，更加合理的提供教学资源，创设情境，合理利用时间，让每个学生都能够轻轻松松地完成一节课的学习任务。
4. 素材应用方面，大胆采用本班级学生的生活照以及老师孩子，有关农村农场方面的照片，增加了学生的好奇心，激发了他们的兴趣，为学好这节课打下了情感方面的基础。
5. 做调查，给汇报，这个环节是本科的重头戏，。通过小组间的合作，引导学生进行自主、探究学习，面向全体，每个学生有任务，且每个学生都有展示的机会。由课堂反应可以看出，这个环节做得非常成功。
6. 在结束这个环节，老师采用了学生自主总结，质疑，生生间解惑，给与了学生自由发挥的机会。大胆质疑，提出问题且自主解决问题，自主总结本课学习内容，充分发挥了学生的主观能动性。
7. 教学效果良好，学生参与面广，参与机会多，参与的积极性高涨，兴趣浓，知识与能力、过程与方法、情感态度价值观得到了很好的提现。
不足之处：本节课仍有极少部分同学处于“静观其变、不以为然、不为所动”的状态，似乎教学中热烈的语言交融与己无关。因此，教师在组织课堂教学活动中还要多关注这些英语学习中的“弱势群体”，做到个个能张口，人人能表达，真正实现面向全体，人尽其能的民主和谐，活泼紧张的创新课堂。
另外，时间把握超时，这需要老师在以后的课堂把控中注意时间的合理分配。
十一。 推介词：
目前，在课程改革的浪潮中，我县大力推行课程改革，在县教研室组织的录课大赛活动中，山河初中栗海娟老师执教了七年级下册Unit11 How was your school trip？ Section A（2a---2d）在这节课中，教师采用了以学生为主体，以任务为主线，采用课堂小组合作学习模式，利用多媒体手段，充分发挥学生的创造性与积极性。培养学生发现问题、解决问题的能力，帮助学生养成独立思考、共同讨论、合作探究的习惯；同时培养学生综合运用语言的能力及互助创新能力。学生在课堂上的那种积极参与，主动探究，侃侃而谈的表现和学习氛围正好适应目前课改的要求。想必会应发对教育改革的思考。