作业标题 :作业二截止日期 : 2017-01-15
作业要求 :请描述自己在日常教学中为某节课某一环节所设计的案例,并对其案例产生的教育价值进行分析说明。
发布者 :项目管理员
提交者:学员卢石秀 所属单位:钟山县第一中学 提交时间: 2017-01-11 浏览数( 2 )
教材分析:
英语教学要求学生听说读写全面发展,而英语知识意味着记忆的不断重复性,那么让学生跟着学、有兴趣学就变得非常重要。这就要求英语教学设计精致、完美,行之有效,以极大地刺激学生的学习情绪,满足他们的学习欲求,形成师生之间和谐愉悦的课堂氛围。
教学目标:
1、培养学生英语学习兴趣
2、锻炼学生听说能力
3、把知识运用到实际生活中
教学过程:
Background information: Students: Class2, Grade7
Teaching aims:
1. Language goals:
Key words: table, bed, bookcase, sofa, chair, where, in, on, under.
Target language:
--Where’s my schoolbag?
--It’s under the table.
--Where are my books?
--They’re on the sofa
2. Ability goals
(1). Talk about where things are;
(2). Inquire where things are;
(3). Learn the using of preposition “on, in, under”
3. Key points:
(1). New words.
(2). How to talk about where things are, Learn the using of preposition “on, in, under”
4. Difficult points:
(1). Prepositions of
place: in, on, under.
(2). Prepositional phrases: on the sofa, under the
bed, etc.
Teaching aids: PPT, blackboard.
Teaching procedures:
Step1. Lead-in.
T: Good morning, boys and girls!
Ss: Good morning, Miss Liu.
T: Nice to meet you.
Ss: Nice to meet you, too.
T: What did we learn in last class?
Ss: Is this your pencil? etc
T: OK! Today we are going to learn Unit 4. First of all,…
Ss:…
Step2. Learn the new words
Show the pictures of the things on the screen.
Teach the new words: chair, table, bed ,bookcase, sofa.
(First, read the pronunciations , then read the words. Read the words over and over again until the students can name each item fluently.
Step 3 Work on 1a
T: Turn to page 19, look at1a. First read the words. Then look at the
picture and look for the letters.
Students do1aon their own.
Check the answers.
Step 4: Presentation.
Show the pictures of a box and a ball teach ‘in, on, under’.
1. T: Where is the ball?
Ss: Oh, it’s on/ in /under the box
Then look at the picture on the screen to show the other things to
make the students understand in/on/under
Teach ″where’s=where is
Step 5 pair work 1
1. For example:
Put the things on some places.
T: Where is my schoolbag?
Ss: It’s on the table
Ss: Where’s my pencil?
Ss: It’s in the schoolbag .
Ss: Where’s the…?
Ss: It’s…
2. Students work.
3. Ask some pairs to show their work.
pair work 2.
1. For example:
Put the things on some places.
Practice the structures
3. T: Where are my keys ?
S: They’re on the chair.
Step 6. Listening (Section A 1b).
Listen and number the things in the pictures when you hear them.
Listen gain: Listen to the conversation sentences by sentences, then check and repeat.
Step 7. Summarize
Exercise
(2) --Where _____ my books?
-- They’re _____ the bookcase.
(3) –Where are my pens? –They are ____ (它在沙发上).
(4) –Where are my ball? –It’s ____ (它在桌子下).
Step8. Homework
1. Copy and recite the new words.
2. Make a conversation to describe your room.
Blackboard design:
Where is-----? It’s on/in/under-----.
Where are-----? They’re on/in/under-----.
教学反思:
陶行知先生说:“先生的责任不在教,而在教学,而在教学生学”,“授人一鱼,供其一饭之需,教人一渔,则其终生受用无穷。”我设计这堂课的初衷是培养学生英语学习兴趣,着重锻炼学生听说能力,让学生把课堂上学到知识能够及时运用到生活中。因此整个课堂设计比较生动有趣,做到了全英文教学,要求学生回答时用英文。在这堂课上,学生基本能达到教学目标上对于介词区分及运用句型来描述家里物品摆放位置的要求。但部分学生回答中出现的问题反映出我的练习设计还不够,有一部分学生对于目标语言的掌握还不是特别牢固。往后需要加强练习环节,使学生得到足够的训练,更好地掌握重点语言结构,为最后的production做好充分的准备。教学语言的速度放慢一些,让每个学生都能清楚明白。