|
下面的这篇说课教案,我觉得说的非常好。赞~ ~
各位领导、老师:
大家好!本世纪英语越来越受世界人民的关注,英语作为一种语言,要经过反复的循环和大量的实践才能获得。学外语的中国学生普遍不具备耳濡目染的语言环境,只有通过大量的听、说、读、写的多次反复的实践训练,并通过多次强化和反馈来获得和巩固知识。要提高英语教学效果,首先必须了解学生的特点。那么,如何激发学生的兴趣和求知欲呢?如何达到学外语的交际目的呢?如何发挥教师为主导,学生为主体的作用呢?下面我们带着这些问题一起探索一下第二册L37课的教学设计 。
本节课第一部分安排了一个采访活动,一名CCTV的记者对即将去昆明演出的瑞典Yesterday摇滚乐队的一名歌手做了采访。歌手对乐队的基本情况和名称作了介绍。通过对话引出了there be 结构过去时态。第二部分用there be 结构进行了有关乐队的问答活动。这节课的重点难点是there be 结构过去时态,能力目标是如何使学生运用there be 结构过去时态进行交际。
为了让学生以轻松愉快的心情投入本节课的学习,在上课前,我放了一首摇滚歌曲,把同学们的思维带入了学英语的气氛中来。
外语学习的遗忘率很高,必须根据遗忘的发展规律,有目的、有计划地组织知识的再现,减少遗忘,增强学生学外语的信心。在本节课的复习环节,我首先让值日生同学做了以下汇报:Good morming ,class.Iˊm on duty today .My name is Wang Tao .Last Sunday Wang Ming and I went to the cinema.In the moring we got up late.So we had no time to wash our faces and hands. We went there by cat .But on the way ,out car was broken.We had to help the driver mend it .It took us about an hour.When we got there,the film was over.Bad luck!What did you do last Sunday?这样实现了生与生之间的交际,使我们的课堂变成了交际的课堂。
接下来我利用中学生争强好胜的心理特点,采用分组竞赛地形式,复习动词的过去式,从而调动了他们学习的积极性,为学好新知识创造良好的前提。
下面是展示环节。展示的形式多种多样。教师应尽量用学生学过的词汇、语法、句型,用简单的句子以旧换新,语言力求生动活泼,语调抑扬顿挫,并利用自己的手势、眼神、表情、动作、实物、图画等来进行教学了,以吸引学生的注意力,帮助他们理解内容,激发学习兴趣。在本节课的展示环节,我主要展示了journelist famous 和 concert 等几个单词。Now class, Look at me, what do I do ?(唱)。他们一定会很高兴地回答:Youˊare a singer. As we know ,Li Ming is a clever boy in our school.We call him Mr Know-all.Let me talk to him.是啊,万事通先生在我校很有声望,何不给他作一次采访呢?于是,拿起话筒我与万事通先生展开了对话。
A:Hello,Mr Know-all.Iˊm a journelist from CCTV .
May I ask you some questions ?
Where are you from ?
How many people are there in your family ? 等等。
通过教师的表演,把记者这一职业的特点展现出来,使学生很容易地猜测到 journalist 的词义,就是记者。同时板书 journelist 这个单词,让学生跟读。由于这个单词比较难记,我采用了多种操练形式,group line individual和 ripple drill 等 ,朗读声此起彼伏,课堂气氛井然有序。
然后,我利用现代中学生喜欢谈论的话题,偶像和明星,这一特点介绍了concert 和 famous 这两个单词:class, Do you know Guo Feng?I think he is a famous singer in China .Last year, he gave a concert in Qing huang dao,Did you remember? 此时我趁同学们兴趣正浓,让他们猜测词义,这样很快便扫清了单词障碍,进入了课文第一部分。There is a famous rock band in this text, Itˊs yesterday ,They are from Swiden. Do you want to know more ? Letˊs listen to the tape .And answer me this question , why do they call their band yesterday?为了培养他们的口语能力,我又安排了跟读练习,由于交际是外语教学的目的,所以下面的环节,我组织学生据课文内容进行交际表演,这样戏剧走进了课堂,讲台变成舞台,学生变成了演员,教师变成了导演,使全班学生得到大量的语言实践,使学生在轻松欢乐的气氛中提高了听说能力。
接着,我将话题一转,“Well done ,Iˊm very satisfied with your work today .please look at the blackboard whatˊs in the picture?”这样很自然的过渡到第二部分的处理,也就是解决本课的重点句型。There be 过去时态。接着我将部分图画擦掉,What was in the picture just now ?Please listen and look!There was a bird in the tree.There were some ducks in the river.Was there a bird in the tree?Yes ,there was .Was there an apple in the tree? No,there wasnˊt.启发学生 There be 句型在一般过去时态中,把 be 变成was 或 were .然后,据黑板上的简笔画师生问答。接着我又打出另一张幻灯片,Class ,look at this picture .I will give you one minute to remember all the tings in it then work in pairs you may ask questions like this, Was there a tree in the picture ? How many trees were there in the picture 等等。这样,使不同层次的学生都能达到脱口而出,朗朗上口的程度。
写是帮助记忆的一种重要形式,也是巩固知识的手段之一,在本节课的巩固环节,我创设了这样一种情境,打开一张幻灯片,Look, this place is very desert.But two year ago ,It was very beautifal. There were many trees . animals and other things in it . And it was full of happiness. Please think it over . What was it two years ago? just imagine ok ? 是啊,一个美丽的地方变得荒芜人烟,真是太可惜了,那么,两年前,那个美丽的地方是什么样子呢?此时教师带生入画,启发学生用英语进行创新思维。Ok,class,please take out your exercise book and write down your ideas.Ok.此时,我放轻音乐,伴着优美和谐的旋律使学生以最佳的心理状态投入到写作当中,接着教师检查学生描写的情况,带生出画。例如,他们可能这样写:Two years ago ,in my home town, there was a beautiful place.In it ,there were many trees. One of these trees was very, very old .It was about five hundred years old .There was a river near the tree. Beside the river, there were different colours of flowers, such like ,red white、 purple、 yellow and so on.
In spring, The trees turned green and the flowers came out .there were some birds singing in the trees .there were some bees dancing,too.It was full of happiness .What a beautiful place .那么,这个美丽图画到底是什么样子呢?教师再次打出投影,帮学生解开疑团。Look isnˊt it beautiful ?
最后,布置作业,对于练习题要提倡少而精,精讲精练,练的题要具有典型性、综合性和多变性,要因势利导,导的过程就是获得知识的过程。对于本节课我设计了有梯度的练习,即基础题、能力题和延伸题,使不同层次的学生都有所提高 。
以上五步教学模式始终贯穿着英语教学法的交际性原则,其中在情节交换步骤里学生的应变能力得以充分发挥,进而使学生的运用英语能力得以升华。
So much. 谢谢大家!
新开口初级中学 : 赵小曼
2001.11
|