第一篇:小学牛津英语教学案例
“领”着孩子学
闸北区第二中心小学
陆
斌
在教授牛津英语时我采用在课堂教学中创设模拟的生活情景,把英语教学同日常生活相结合,让学生在体验生活的同时,激发学生的发散思维,提高运用英语来交际的能力。因为只有让学生了解了我们所学的知识如何在实际生活中运用,他们才会发现知识的有效性和单纯学习课本知识的局限性,靠书本上的这几句简单的句型,是远远满足不了实际生活中人与人之间语言交流的需要的。于是,他们会把想说的或者想学的,不能用英语表达的内容告诉我,我便结合学生的需要积极引导,发挥我“导向标”的作用,引领学生找到正确的途径,通向更广阔的知识领域。
一、教学背景
根据这堂课的教学目的“go shopping”,有关于“snack”含掌握书上的单词和句型﹑熟练运用这些单词和句型﹑为学生创设购物情景,让学生自主学习﹑了解更多关于购物方面的英语知识等教学内容。在尝试培养学生发散和创新思维能力的教学思想指导下,这些内容就显现出如下的教学流程:
二、课堂实录
第一,在常规的Daily Talk 中,我会问问孩子们,今天感觉怎样?今天天气如何?想吃些什么?想做些什么?等等一些日常的问题,通过每天自然的﹑亲切的师生之间的英语交流,让我了解学生,也让学生了解我,形成一种用英语进行沟通的语言环境。
T: How are you? / What’s the weather like today? / What do you want to eat? / S: I’m fine, thank you!/ Just so so./ It’s sunny./ I like to eat chicken./ I like to eat pizza./ I like to eat juice./ I like to eat biscuit.在交流中,我很注意给一些能够让学生有发散余地的input,激发学生反馈更多不同的output。
第二,在Daily Talk 后,我带领学生做些游戏。
“Flash cards”快速的闪过单词卡片,让学生们迅速的读出,帮助学生复习学过的单词,看哪一组的学生反应最快。
“Listen the order”让学生根据口令做动作,边说边做边玩,在活动中复习句型。这样轻轻松松的就复习了学过的知识,充分达到了在“学中玩,在玩中学”的效果。
第三,在游戏结束后,我设计了自己有些累,感到口渴,想喝水的这一幕:当时,刚刚做完游戏,我表现出很热很渴的样子,说:I feel very hot and I’m very thirsty.然后就拿着杯子喝了口水,问学生:Are you thirsty? 这句话一出口,许多学生很快给了我不同的回应,有的说:“I’m thirsty, I want to buy a juice to drink.”,有的说:“Me too.Can I get a drink?”,有的甚至已经拿出自己的小水壶说:“Excuse me, Can I drink my water?”接着我们讨论了想喝什么饮料?到那儿去买?派谁去买?怎么买?教授“May I have a „„”我通过设计一些肢体语言与口语相结合的环节,充分调动了学生的视觉和听觉双重记忆能力。毫不费力的就让学生听懂﹑学会了今天要学的单词和句型,并把相关课外句型自然的引入。
第四,创设购物的模拟情景,通过学生们自编的生活情景短剧让学生扮演生活中的shop-assistant和customers让他们自己发掘go shopping是会碰到些什么问题。例如:区分商店的名称,不同的商品运用的语言不同,以及在小商店购物时,如何讨价还价,等等。学生们想到的这些问题,有些与我事先考虑的不谋而合,而有些问题甚至连我自己都没有想到。
第五,在教学过程中,我还穿插了一些儿歌和英语歌曲。如:在购物时,店主总是会叫卖自己的商品。其中我教了一首儿歌《Hot cross buns》教学生如何用英语叫卖商品。这种形式能调节课堂气氛。
Hot cross buns!
Hot cross buns!
One a penny, two a penny,Hot cross buns!
If you have no daughters,Give them to your sons.One a penny, two a penny,Hot cross buns!
三、教学效果
在整个教学过程中,我始终是扮演一个“向导”的角色,而不是传统的教授的角色。教师在教授过程中,一步一步的“领”着学生往正确的地方前进,而不直接说出答案。这样学生在前进中就会遇到问题,思考问题,解决问题,从而达到学习的目标。通过“Daily Talk”,“游戏”,“情境”,“小品”,“儿歌”等丰富有趣的教学活动,激发了学生的兴趣,调动了学生的积极性,活跃了课堂气氛,达到了教学的目标。
四、反思
第一,通过“I feel very hot and I’m very thirsty.”等引导性语言,建立了“导向标”学习的新关系。通过师生之间的多交流,使上课的气氛更和谐更活跃了。
第二,通过学生们自编的生活情景短剧让学生扮演生活中的shop-assistant和customers让他们自己发掘go shopping是会碰到些什么问题。采用引导和模拟情景的学习方式使学生成为学习的主体。在真实有趣的环境中学习,学生对英语的兴趣提高了。对于不懂的地方,他们会主动的要求学习,主动的要求反馈。
第三,在Daily Talk 后做些游戏,在教学过程中,穿插了一些儿歌和英语歌曲。根据学生年龄小,注意力集中时间短的特点,合理安排教学结构,使学生在老师“导向标”的引领中学会在散发思维中学习,在娱乐演练中学习,在注意力有效集中中学习,使教学具有娱乐性,层次性,系统性,连贯性,实践性,开放性,创意性和艺术性,课堂教学由原来的学生不想说,不会说到现在的学生“思如泉涌”,满堂彩,教学的效果大大提高了。
第二篇:牛津初中英语教学案例精选五
《牛津初中英语》教学案例五
年级:初二
学科:英语
学校:南京市第六十六中学
执教:杨慧
8B Unit 4 Reading(I)
Teaching aims: To read an e-mail about hosting a charity show.To improve the students’ reading skills.To make students know more about charities and what they can do for the charities.Teaching aids: Multimedia and a tape-recorder Teaching methods:
1.Imagine.2.Listen and read.3.Ask and answer.4.Summarize 5.Free talk
Important and difficult points: To know how to raise money for charities
To learn about Ricky’s feelings before, while and after the show Emotional attitudes:
By learning more about charities in China and what people do for the charities, let the students know our world is full of love.Teaching procedures: Step 1 Pre-reading
1.What is a charity?(showing this definition on the screen)
It’s a system of giving money, food or help free to those who are in need because they are ill, poor or homeless, or any organization which is set up to provide money or help in this way.策略:通过老师对charity这个词的最原味的英文解释,一下子把学生的思维跟本单元的话题拉近,也可以让学生从定义上初步获得一些我们可以为慈善事业做些什么的信息。
2.Revise the names of some charities in China and what these charities do.(showing them some pictures of these organizations)
Project Hope helps schools and students in poor areas.Save China’s Tigers protects tigers and other big cats in China.Spring Bud Project helps poor young girls return to school.Project Green Hope helps protect rivers and lakes in China.3.Present some news.News 1: 1000 moral education centers for children in blocks will be set up all over the country this year by UNICEF.There are many things for us to do to help people in need in our daily life.News 2: Some college students auctioned some books and practice chances by spending time working for free.News 3: Superstar Jackie Chen will come to Nanjing to give a big concert with his friends and donate the money to help the elderly in June.News 4: A famous enterpriser called Wangxiang from a local business in Jiujiang does so much for charity, such as building schools in poor areas, helping poor people, development projects and relief programmes etc..According to the news, ask “what can we do for the charities in our life?” Possible answers:
Donate the pockey money to the charities.Donate food, clothes or stationery to the charities.Do a lot of work for the charities, such as selling things, giving out leaflets, doing some cleaning for the Elderly Home, chatting with old people there, organizing a charity show to raise money for the charities, and so on.策略:从前面所学的中国四大慈善机构的名称到他们所做的事,以及几条关于明星,企业家,学生等人的慈善行为的介绍,引导学生去思考在生活中我们可以为慈善事业做些什么。走进生活,学生才会觉得有话可说。想表达自己的观点,就直接围绕话题运用语言。最好能启发学生说出组织一次慈善演出来募捐的方法,自然过渡到今天所要学的内容。4.If you are chosen to be a host of the show,A)How will you feel?
I’ll feel happy, excited, afraid, nervous—worried.Why?
B)Do you know the duties of a host?
Give a short talk.Introduce the activities.The main job is to introduce the guests and programs.duty—the work that a person must do introduce—make people know something C)What will you do before the show?
Practice a lot.Try to remember all the words I will say at the show.D)What’s your wish to the show? I hope a lot of people will donate money.That is to say, you wish it a great success.success—a person or thing that has got a good result
business—an organization that make by selling goods and services
Present some important words: nervous, introduce, duty, success, business
策略:这四个问题是本课文的核心内容,学生们根据生活的经验应该能准确地回答。老师在跟学生的问答中呈现几个生词:nervous, duty, introduce, success, business.学生也可以从老师设置的情境中领悟这几个词的意思和用法。这几个问题的解决其实也就是对这篇文章作了第一次整体理解。照本宣科学生会觉得很无聊,可现在是在谈自己的生活感受,这会激起他们的学习兴趣。Step 2 While-reading 1.Task 1
Read the article quickly and find out the answers to these questions: 1)Why didn’t Ricky write to Kitty earlier? 2)Why did Ricky help with a charity show? 策略:培养阅读技巧。2.Task 2
Read the article carefully again, find out Ricky’s feelings before, while, after the show.Before the show: At the beginning, Ricky felt very happy, because he was chosen to be the host.But he still felt nervous because of the TV cameras and so many people.Two months ago, he started working on the show.It was hard work but he was happy.He practiced a lot to remember to look at the right camera at the right time.On the night before the show, he couldn’t sleep because he was so excited.While the show: He told himself “No time to be nervous any more.That is it.” We can guess he was a little bit nervous at first, after a while he felt easy or calm.After the show: Many people donated money and they had a lot of support from local businesses.Ricky must be very happy and excited.Ask the students try to summarize the information.策略:通过较快阅读,获取有用信息。根据提示,培养概述能力。在概述过程中,有意识地
运用本单元的语法why提问,because, because of, so回答。到这里学生对文章有了第二次全面理解。3.Task 3
Read the whole passage aloud with the tape.策略:通过听磁带,跟着朗读,对文章第三次理解,为后面语言的输出——短文填空,自由交谈做进一步的准备。4.Task 4
Fill in the blanks and read aloud.Ricky was so busy these days that he didn’t write to Kitty e______.He was preparing for a c_______ show.They wanted to r_______ money for Project Green Hope.The o_______ chose him to be the host.At first he felt very n_______ because of the TV cameras.They started w_______ on the show two months ago.His duty was to i________ each star.He also had many other d_______.He practiced a lot.He had to r________ to look at the right camera at the right time.Everything became a little bit easier b________ he worked hard.He was so e________ that he couldn’t sleep at all that night.At the charity show he told h________ not to be nervous any more.The show was a great s________.Many people d_______ money.He hopes that they can have more events like this to raise money for charities.策略:这是《评价手册》上的一道练习题,充分利用好学生的现有教辅资料,不要总是依赖于多媒体。给出首字母是降低难度,让学生更自信,大胆地去讲。Step 3 Post-reading
Free talk: Let’s imagine what activities Ricky introduced at the show.Discuss in groups.Possible answers:
1.He introduced a lot of famous pop stars, such as pop singers, film stars, sports stars, dancers, etc.List their names.They can sing, dance, play a drama and so on.2.He introduced some heads from local businesses.They can give short talks to encourage people to do something for charities.3.He introduced an auctioneer to auction some famous persons’ signatures, handwritings, paintings, books, or their favourites.4.He hosted a donation.Heads of local businesses, pop stars and their fans, students, teachers, parents and friends donated at present.策略:阅读后根据文章所提供的一些信息,让学生展开想象和讨论“这次义演会安排那些活动?”这是语言的综合运用能力的一种培养,也是获取信息,阅读积累之后语言输出的一种方式。考虑到学生的整体水平不是很高,我就利用一组恩平市慈善义演的现场照片作参照。学生在小组讨论之后,可以一个人讲,也可以两个人对话,还可以模拟场景,把这堂课推向高潮。
Homework:
1.Read this passage again and try to retell it without looking at the book.2.Do exercises on Page 61, 62 Part B, C.3.Find out some important phrases and some difficult sentences.教学反思
1.这个单元的话题是了解慈善行为和慈善机构以及我们可以通过哪些方式为慈善机构募捐,着重介绍通过组织慈善义演去募捐的方式。虽然慈善活动在现代生活中越来越多,影响越来越大,但我们大都数人都觉得那是有钱人的事,跟我们普通人尤其是学生没有多大关系。通过对charity这个词的概念的理解,一些新闻的阅读,觉得我们每个人在日常生活中都可以为慈善事业做好多事。“有钱出钱,有物出物,没钱没物可以出力。”通过老师的精心设计和引导,看似遥不可及的事物一下子走近了学生的生活,使他们积极,热情地参与到这个话题中来。我所任教的学校是一所民工子弟学校,整体学生的英语水平不是很高。原本很担心能否顺利实施我的教学环节,结果发现我的担心是多余的,绝大都数学生都能正确理解老师的意图,发挥自己的主观能动性。尤其是最后的拍卖场景模拟得非常逼真,生动,让我惊叹。如何运用新的教学理念去把握新教材,让学生成为学习的主人是我们的当务之急,教师的主导作用也要充分发挥。
2.阅读课文的教学方法很多,不必拘泥于某种模式,老师根据不同的话题和体裁设计不同的任务,能让学生更好更容易地理解,接受所学内容的方法就是好方法,老师的水平就体现在这些环节的把握上。这篇文章生词不多,难度不大。我就围绕Richy在义演之前,当中,之后的感情这条线索让学生去阅读。演出之前三个时间段的感情变化非常明显,可直接从文章中获取有用信息。而演出中和演出后文章中并没有直接提出,学生要通过阅读,联系上下文,根据生活经验去推测,我想这样更能培养学生的阅读理解能力。我的学生的这种英语水平,很难专注地从文章的首段读到尾段,正确快速地把握文章的意思。老师提供一定的线索或提纲,既培养能力又有利于树立学生的信心和耐心,较好地掌握所学内容。
3.遗憾的地方是一开始学生太紧张,气氛有点沉闷,虽然我尽力去调整,但在这种微观的调控中还缺一点灵活性。另外,平时教学中一定要坚持英语教学,努力提高学生的听说能力,让英语学习进入良性循环的发展道路。
第三篇:牛津初中英语教学案例精选一
《牛津初中英语》教学案例一
年级:初一
学科:英语
学校:南京市第十二中学
执教:潘洁
Unit 4 Comic strip & welcome to the unit
Teaching aims: 1.Introducing names of interesting facts and strange things.2.Discussing something unusual and express the feeling.Teaching aids: Multimedia
Teaching methods: 1.Asking and answering.2.Listening and reading.3.Free talk
4.Imagination.Teaching procedures: Step 1 Lead-in
1.Show some pictures and ask: How do you feel when you see these pictures?
Look at the man, he has a long mustache.Isn't he amazing? If you meet a man like this on a bus.How do you feel? Strange And this pig, look carefully,What’s it made of? It’s made of orange peel.Isn’t it wonderful? What is he doing? He is playing a yo-yo.I think he is very clever.Isn’t it great? This dog is lazy, it is sleeping, and it is dreaming of eating.Isn’t it funny? And these babies are in the pumpkins.Aren’t they interesting? Lovely? 2.Read these words.(interesting, funny, wonderful, amazing, great, strange, lovely)
策略:精心选择六幅图片,包含生活中、自然界一些稀奇古怪的人,动物或现象。在提问过程中,有意识地用amazing, strange, wonderful, great, funny, interesting, lovely回答问题,使学生对本课的重点词汇有一个初步的了解。通过展示六幅图片,引起学生兴趣,帮助学生初步感知本课的主题,amazing things.Step 2 Presentation
Show the pictures about lighting, rocket, sneezing, elephant, goldfish, tortoise, giraffe and the tallest man, talk about each picture.1.Who is he? Yao Ming.How tall is he?
Do you know the tallest man in the world? He was from the USA, he was about 2.72 m tall.He died in 1940.What a pity!策略:通过姚明,吸引学生注意力,进一步引申出世界上最高的人。2.What’s this? It’s a rocket.I hope I could travel to the moon by rocket one day.I think it is great.策略:强调现在只要三天时间就可以到月球。3.What can you see? Lighting.And some plants.(plant life)
We know people can’t live without water, but do you know plants can’t live without lightning? Here is the answer.4.What’s the woman doing? Yes, she is sneezing.Look at her eyes , Is her eyes closed or open? Closed.How do you sneeze?
When we sneeze, we often keep our eyes closed.Have a try.Isn’t it strange?
策略:请学生上台演示,怎样打喷嚏,注意观察眼睛。将教材内容生活化,激发学习兴趣,增强学习效果。
5.It’s an elephant.Can you say something about elephants?
(They are grey, they sleep on their feet, they are strong, they have long noses and big ears.)
How do they walk? They walk on tiptoe.6.This is a goldfish.Say something about goldfish?
(Where do they live? Can they swim? How can they sleep? With their eyes open or closed? And they have poor memory.They can only remember things for three seconds.策略:此处的任务设计呈现阶梯性的原则,由简到难。现告诉学生金鱼睁着眼睛睡觉,再告诉学生金鱼的记性很差,只能记住三秒前的事情。7.Watch a film.It’s about a tortoise.What do you know about tortoises? Have you seen one? Where do they live?
It can live many years.It has long life.Some can live up to 150 years old.It looks small, but it can live so long.Isn’t it funny?
8.Look at the giraffe.It is the tallest animal in the world.It has a long neck How many bones are there in its long neck? Only seven.It’s amazing.策略:这是本节课的核心内容。进一步利用图片信息理解主题,先逐个讨论课文A部分的六幅图片,尽量调动一些有学习偏差,但有积极性的同学说英语,给他们表现自我的机会。再讨论Integrated skill A2部分的tortoise ,giraffe。配合一小段视频,活跃课堂气氛,提高学生积极性。
Step 3 Practice
1.Divided the students into groups and discuss the pictures.2.Ask some students to describe the pictures.策略:集中展示以上几幅图,让学生任选一副,自由讨论。通过这一环节巩固知识点,增强学生的记忆效率,以达到最终的教学目的。Step 4 Practice
1.Match the pictures with the sentences.策略:通过以上两个环节,学生对图和一些相应的句子己经有了较深的印象,此时做match练习,水到渠成。学生主动地获取了新知识。2.Present the dialogue below:
—Do you know that fish sleep with their eyes open? —Oh, really?
—Isn’t that interesting ? —Yes, it is.Do you know?
3.Work in pairs and try to make a similar one.4.Check some pairs.策略: 乘热打铁,呈现B部分的句型,再次复习六个形容词,强化记忆。通过小组活动培养学生较强的交流意识和互助行为。
Step 5 Comic strip
Meet Eddie and Hobe.Talk about what they are doing.Listen to the tape, and answer: What do they see? A plane or a UFO? 1.UFO means Unidentified Flying Objects.2.Read the comic strip
策略:通过听录音,让学生猜两只狗看到的到底是飞机还是飞碟。Step 6 Free talk
The world is full of amazing things.Say something about them.策略:此处的任务设计就是要学生解决问题,获得新知。通过这一环节,给学生创造思考的机会,帮助学生认知并发展潜能,激发学生的内在动机。Step 7 Exercises Use the following words to fill in the blanks.travel, rocket, tiptoe, without, plant, sneeze, the USA, open, live up to 1)It takes about three days to ____ from Earth to the moon by _____.2)A tortoise can ______ 150 years old.3)A man in _____ was 2.72 metres tall.4)Fish can sleep without their eyes _____.5)Elephants walk on ____.6)You cannot _____ and keep your eyes open at the same time.7)There is no _____ life _____ lighting.2 Translate the following sentences into English.1)我奶奶能活到90岁。
My grandmother can ________ 90 years old.2)没有太阳就没有一切生命。
There is ___ life _____ the sun.3)不要让门开着就离开教室。
Don’t ___ the door _____ after you leave the classroom.4)这只不过是月亮的光。难道不奇怪吗?它这么亮。It’s only _______ the moon.Isn’t that ______? It’s so ____.5)从我家到学校骑自行车要化半小时。
It’s ____ me half an hour to go from my home to school _______.策略:此两项练习较简单,主要目的是再次启发学生,回归课文。
Homework Evaluation handbook P55
2.Search some amazing things in the world.(about nature, animal, plant, human.)
教学反思 《新英语课程标准》强调任务型教学法。要求把语言运用的基本理念转化为具有实践意义的课堂教学方式。作为英语教师,应该为学生创设他们喜闻乐见的教学情境,激发他们学习英语的兴趣,增强记忆效率,达到最终的教学目的。本课的教学内容较简单,介绍世界上一些稀奇古怪的现象。这是一个学生比较感兴趣的话题。我一开始精心选择了六幅非常有趣的画,有长着长长的八字胡的人,有小狗玩溜溜球,还有一个用桔子皮撕成的一只小猪等等。通过多媒体一一展示,一下吸引了学生的兴趣。很多有英语偏差的学生也举手发言,虽然有错误,但场面活跃,学生的积极性很高。由此,再通过姚明的一张照片讨论身高,很自然地过渡到世界上最高的人,切入正题。3 可到最后请学生自己介绍世界上一些奇怪的东西时,出现了一点障碍。有的学生准备的资料中生词太多,无法准确地表达;有些学生都举了动物的例子,似乎变成了介绍某一种动物,而不是强调这种动物的与众不同之处。如果在课前,能明确给学生指出,只要用两、三句话,说出某个人或动物的不同寻常之处,效果可能会好一些。在以后的教学中,要注意留心各个教学环节,保护学生开口说英语的积极性,保护学生上课时愉悦的心情,学生才能最大限度地发挥潜能,不受限制地发挥想象力,才会有创造语言的欲望。
第四篇:牛津小学英语教学反思
牛津小学英语6A Unit7教学反思
本节课的内容是牛津小学英语6A Unit7B C部分,在上课的过程中,我对教材进行了一定的研究分析,根据学生的实际生活,设计了一系列的教学活动过程。除了运用本课所学的重点单词以外,还引导学生进行延伸与拓展,同时让学生自主创设情境,操练所学过的语言文化知识。但是我对课堂的整体设计不够严密,整个课堂并未出现我所期待的亮点。现将我对这节课的整体思路阐述如下: 教学反思:
一、自由对话,导入新课。在本节课中,我从Free Talk开始谈起,通过问日期与说唱很自然的引入新课,引出本课标题:Unit 7 At Christmas,关于圣诞节的风俗习惯很多,我出示了三个词组Father Christmas ,give presents,a Christmas tree 让学生说说这是什么节日做的事情。我选择了呈现礼物这个特色做为我本节课的切入点,引入本课新单词的教学,且准备了一定的教学实物,通过展示各种实物的方法,让学生从视觉上认识事物,体验中学会说英语。同时我采用送礼物的方式来呈现新句型和名词性物主代词,学生在这种情境中学习新内容,大脑始终处于兴奋状态,学得认真,记得牢固。
二、自主学习,充分合作。英语作为一门语言,应体现它的交际功能,我一贯认为学生会应用英语是关键。所以我经常给学生自由发挥的空间,通过多次小组合作,充分的发挥想象,运用所学的内容自编自演谈话场景。这样学生可以活学活用英语,同时也培养了合作能力和表演才能。但本课在检查小组成果时,我却发现学生的语言很
单调,没有拓展性,跟我给他们的例子差不多,缺乏丰富性。这可能跟我课前渗透操练有关。
三、创设情境,巩固新知。在句型部分,本单元的主要话题是“谈论物品的归属”,即名词性物主代词。通过学习,要求学生能在一定的情景下正确使用名词性物主代词。学生在理解其意思上没有太大的障碍,但在使用时却常常与形容词性物主代词混淆。我设计了送礼物和猜谜的活动,让学生在情境中理解并掌握。并用原先已学的形容词性物主代词来带出名词性物主代词,并且在板书中作对比,学生能深刻理解两者的区别。最后让学生自己来说说形代和名代的区别就好了,以此加深他们的印象。
第五篇:牛津小学英语教学反思(本站推荐)
《牛津小学英语》6A Unit2 Ben's birthday教学反思东关小学葛舒琴
本课时主要新授中外重要的节日类单词,要求学生能掌握节日的日期与习俗,能够将词句与社会生活、与学生的经验联系起来。我觉得这节课的特点主要体现在:
一、教学内容丰富地道
学生对本单元的话题很感兴趣,并且在之前学习过Teachers’Day, National Day,Children’s Day.本课的学习内容就是在此基础上,通过新单词、新句型的学习,培养学生获取信息和与他人交流的能力,并在此过程中帮助学生了解中外节日习俗,感受中西节日文化差异。教学内容的组织体现以下两个特点:
第一,加强与学生生活的联系。通过“你通常在„做什么?”这一问题引出一些如watch the moon等常用词组,再通过图片,语句呈现真实节庆习俗场景,创设学生感兴趣和生活化的交流情境,自然引出本课核心对话的学习。
第二,注重文化意识的渗透:本课重点教学了几个外国的重要节
日:Christmas,Easter,Halloween。学生在学习英语的同时,感知了异域的文化,大大地拓宽了视野。
二、教学设计收放有度
课上做的比较好的一点是能结合学生旧知,看词拼读,降低生词带来的发音障碍。如nice-rice, jump-dumplings,boat-coat等。学生在学习过程中,积极性持续高涨。在体验成功中,树立信心,发展语言运用能力。
另外,游戏的运用也活跃了课堂气氛,提高了操练的效果。课上用的到位的是Guessing Game,能通过一个小语段的阅读,提炼重点信息,从而复现头脑中的旧词汇。四人一小组的Bingo游戏,能较好的操练一般疑问句句型Did you..?通过小组合作,能取他人之长,补自身之短,对缩小两极分化有很好的效果。
当句型与单词都熟练之后,拓展环节的小语段表达显得恰到好处。一方面学生能在语段中准确运用新学的词组,另一方面也提高了学生的句子表达能力。
本课也有许多值得商榷的地方,如:新句的操练并不是那么多,过多的精力放在了新词(组)的表达上。其次,整节课没有在一个情境中,可能连贯性不够。