教学案例
灵丘县东河南中学 杜文化
Why don’t you get her a scarf? 一、 课前分析
1.教材分析:
我们现行使用的课本是在新课程理念下的新版课本。英语课程在目标设定、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。课程实施应成为学生在教师指导下构建知识、提高技能、磨砺意志、活跃思维、展现个性、发展心智和拓展视野的过程。教师应在教学过程中有意识的加以适当的引导,激发学生对于掌握一门外语的迫切需要性,引发他们学习的积极性和主动性,充分发挥学生在课堂上的主体作用。一堂成功的课,应该让学生自始至终掌握主动权,教师只是充当“组织者” “促进者、”“合作者、”“咨询者、”“参与者、”“引导者、”“顾问”等多种角色,最大限度地给学生提供参与的机会,学生的主体性得到了体现,自然就产生了求知和探究的欲望,也就会把学习当作一件乐事。新教材部分内容与实际生活脱节,新目标英语吸收并采取了美国人在教育方法和教学理念上的不少优点,但其中不少章节只是将美国教材的内容稍做改动,甚至是直接搬过来的,教师在备课时需要自己精心编排方能授课。
本课是新目标英语八年级 上册Unit8 Why don’t you get her a scarf?第三课时Section B 3a-4,本单元的语言目标是学会运用一些重要词组,来表达和感受向他人馈赠礼物,增进友谊。新教材更加贴近生活、贴近学生,使之与学生的实际生活密切联系,从
而使学生对所学知识产生兴趣,激发其学习英语的动力。新教材的操作难度大,加大了教师的备课与授课难度。新目标英语每个单元都围绕一个具体的话题展开,有其一定的创新度,这也是它价值之所在。
2.学情分析:
在前一节课学过相关的礼物及形容词的词汇基础上,总的来说,进行类似语言活动时,学生都能积极参加,并且表现的落落大方,学习基础较好的学生合作意识强,大胆参与课堂活动,在课堂上有一种引领做作用。基础较差的学生,会在小组合作中,树立信心,敢于表达。作为教师要鼓励他们大胆用英语表达自己,学会用英语思维。
二、教学案例
1.教学目标:
(1)知识目标:
掌握提建议的表达法Why don’t you……?Why not……?
学会表达应该给别人买什么礼物,如何比较物品的品质。
(2)能力目标:培养阅读能力和写作能力,要求学生能读懂阅读文章,并会做阅读题。锻炼学生作文表达能力,力求大多数学生能写出意思明白的小短文。
(3)情感目标:通过学习本课,学生向他人馈赠礼物,增进友谊,而且通过小组合作学习,培养合作精神和合作意识。
(4)文化意识目标:通过学习如何赠送礼物,对比中西方文化的不同之处。
(5)学习策略目标:通过提供建议,发表见解等的对话,培养学生与人交往和沟通的能力。
2、教学重点
(1)掌握本课时词汇personal, special, comment and so on .
(2)掌握本课时句型What should I get my mom for her birthday?
3、教学难点
用所学语言给他人提供建议并对他人所提出的建议作出评价。
4、教具:录音机,配套磁带,多媒体课件、生日礼物。
5、教法:任务型教法、情景教学法。
6、教学过程:
Step1 Warming up
T: It’s really a special class for us. There are so many teachers and parents here. Are you nervous?
Let’s watch a movie to relax ourselves.
[设计意图:通过一段白雪公主开party 的录象导入新课,立刻调动起学生的参与性,启动学习的发生。]
Step2 Guessing
T: What are they doing?
S: They are having a party.
T: Yes, they are having a special party for Snow white. So dwarfs brought some presents for her. Guess, what presents are in it?
S: Is it a cake/ bike/ some flowers/…
T: No. I don’t think so. It’s not special/nice/… enough.(如果学生猜不中的话, 用恰当的形容词在这二个句型中阐述理由)。
S: Is it a watch/ necklace/ scarf/…?
T: No. I don’t think so. It’s too personal. In foreign countries, people don’t give their friends these gifts such as ring, scarf, watch, necklace, because they are too personal…. (如果学生猜到的是一些很私人化的礼物时,向学生渗透中西方文化的差异)
S:Is it an album/ a camera/ …?
T: Yes. It’s very useful/ interesting/ special/ …(如果学生猜中的话用恰当的形容词在这句型中对这礼物进行评价)
[设计意图:通过猜测,尽量让学生自己口中吐出新语言,培养学生自主学习英语的能力,激发学习兴趣。同时在学生猜的时候,老师用形容词对礼物做评价并板书,最后学生猜不出的礼物老师幻灯显示,同时教授新词汇,并问学生如何看待这个礼物,立即创造条件让学生模仿前面老师的语言对这些礼物作出自己的评价。]
Step3 Chant
T: Snow white is very happy to get these presents. So she made a very nice chant:
Calendar, calendar, can be a gift.
Can be a gift, an interesting gift.
T: Can you make a chant like this?
S: make their own chants like this:
Album, album, can be a gift.
Can be a gift, a special gift.
…,…,Can be a gift.
Can be a gift, a … gift.
[设计意图:通过自编一首非常有韵律的chant,巩固前面所学的关于礼物的词汇以及对礼物做评价的形容词,使学生感觉很新鲜,也使学生兴趣高涨而积极参与。]
Step4 Make sentences longer
T: Great, you all can make nice chant like Snow white. And Snow white is also good at making sentences longer and longer, can you do as well as her? You can do it in a group like this:
S1: Bike can be a gift.
S2: Bike can be a useful gift.
S3: Bike can be a useful gift for my sister.
S4: Bike can be a useful gift for my sister because she goes to school by bike.
S5: Bike can be a useful gift for my sister because she goes to school by bike, but she has had one.
Ss work in a group then say the sentences one by one according to the following model:
S1: … can be a gift.
S2: … can be a special/… gift.
S3: … can be a special/… gift for my mother.
[设计意图: 通过小组合作来使句子由短变长,形式新颖,学生全员参与,为接下来的活动中学生能有丰富的语言埋下伏笔。]
Step5 Listening
T: Snow white has many other friends, what are they talking about?
Let’s listen to 2a.
Listen again and do 2b.
Listen and repeat.
[设计意图:给学生模仿朗读地道英语的机会,并且在朗读过程中用手势对学生重音、语调等进行指导,养成正确朗读的习惯。]
T: If you want to ask for suggestions. How can you ask?
S: What should I get for her birthday?
T: Do you know how to give suggestions?
S: Why don’t you / Why not…+V原形 ?
How about / What about…+V-ing/名词?
T: How to give comments?
S: That’s/ They are too….
That’s/ They are not … enough.
That’s/ They are very….
[设计意图: 由于征求意见和提供建议的句型中均没有新词,学生之前也曾在练习中经常出现这些句式,所以让学生通过听力材料自己去寻找句子如何征求意见和提供建议,培养学生通过自主学习归纳总结的能力。]
Step6 Pairwork
Show two of her friends(一老一少,一男一女).
T: They are having a birthday party next Sunday. She doesn’t know what she should get for her friends. Can you help her? Ss make a dialogue between Snow white and her friends.
Snowwhite: What should I get for her/ his birthday?
Friend: Why don’t you / Why not…?
How about / What about…?
Snowwhite: That’s/ They are too….
That’s/ They are not … enough.
That’s/ They are very….
Friend: …
[设计意图:通过pairwork 让学生巩固句型,让学生体验成功.同时我选择的二个朋友是有性别差异和年龄差异,目的在于培养学生针对不同的性别和不同的年龄能够做出合适的礼物选择。]
Step7 Writing
T: Good suggestions. Snow white got some other suggestions from her friends. What are they? Please read and fill in the blanks.
Ss fill in the following passage:
It’s my friend’s birthday tomorrow. I want to _____ him a gift, but I have no
idea. Tony said, “Why ______ you give him a pen?” Mary said, “Why ____ give him a CD?” Sally said, “What _____ a book? ” Jack said, “How about ______ him a dictionary?”
[设计意图:既是将本课时的重点语言项目从口头到笔头的落实,也是通过不同的方式巩固目标语言。]
Step8 Group work
T: Snow White has so many friends because she is always kind to others. We should learn from her- love our friends and love our parents. May 13th is Mother’s Day. What will you do for your mothers? Please make a dialogue in group of four.
Ss make a dialogue like this:
A: Mother’s Day is coming. What should I get for my mother?
B: Why not …?
A: Oh, ….
C: How about …?
A: …
D: …
A: Where can I buy it/ them?
B/C/D: Why don’t you go to …
T: No matter what you will give to your mother. I’m sure she will be happy. You see gift can’t be everything, but everything can be a gift.
[设计意图: 该环节可让学生展示自我,拓宽运用英语能力,把所学的知识在实际交流中进行运用,实现新课程倡导的“为用而学, 在用中学,学了就用”,从而提高学生综合运用英语的能力。选择母亲节来临为母亲选择礼物这一话题也是借此机会对学生进行感恩教育,并在学生的热烈讨论中告诉学生gift can’t be everything, everything can be a gift.使学生的情感得到升华。]
Step9 Summary
T: What have we learned in this class?
Presents/ Gifts Comments Suggestions
Album----special Why don’t you …
Bicycle----useful Why not … +V原形
Calendar----interesting How about …
Scarf----personal What about … +V-ing/ 名词
[设计意图:此环节的设计,有助于理清脉络,进一步巩固所学知识。]
Step10 Homework
1. listen to 1b (do 1b and imitate )
2. Write down your dialogue
3. Surf the internet about the differences of gift giving between China and foreign countries.
[设计意图:作业1听力,由于1b听力和后面的2a相似,所以课堂上不再重复做,将其留做课后作业,上课下课时刻关注学生听力能力的培养和训练。2是将学生课堂上的说落实到课后的写。3是让学生通过自主学习,了解中西方文化的差异。分层次布置作业,体现出因材施教的教学理念。]
板书 Unit 8 Why don’t you get her a scarf?
Period 3(3a—4)
Album/special Why don’t you…?
Watch /personal Why not… +V原形?
Calendar/ cheap What / How about…+V-ing/名词?
CD /interesting That’s/ (They’re) too personal/boring.
Camera/expensive That’s not beautiful /… enough.
Bike /useful That’s very special/….
[设计意图: 把重点的内容按一定的条理罗列在黑板上,使学生对所学内容清晰,明了, 进一步了解本课的重点所在。]
三、 教学反思:
教育学及心理学的常识反复提示我们:学生是学习的主体,只有他们发挥自主性,以自我的思考和观察为基础,作出自我选择和决定,体现主动性;积极自觉地选择和参与课堂学习活动,参与学习活动,提高支配自己行为的意识和能力;才能实现创造性,以探索和求新为特征实现对现实的超越。利用实实在在的课堂情境不仅为教师提供一个可以观察的案例,而且可以观察个人教学实践的效果,这对教师的教学起着很大的促进作用。但运用案例对教师进行培训的最终目的是:以单个教师具体的实践与更大范围的教学观和学习观相连接的方式,以更广泛的教与学理论来整合课堂教学实践的独特性,鼓励教师把对课堂行为的理解提高到更一般的层次,就可以容许教师们把特定课堂事件看作是更普遍、更连贯、更有意义的,也许是更值得记忆的一个案例。
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