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初一英语教学案例分析

时间:2018-03-22 16:37:26 初一 我要投稿

初一英语教学案例分析

  一个好的案例,可以帮助大家教学,各位,下面是初一英语教学案例分析,请看:

初一英语教学案例分析

  初一英语教学案例分析1

  一.教学课型:新授课和听说课

  二.教材分析:

  教材内容:新目标初中英语七上Unit1My name is Gina  page 1-2

  教材处理:本单元的重点在于如何在一个新的场合下介绍自己和认识他人。让刚入学不久的初中新生用英语搭建起他们友谊的桥梁。学会用“What’s your name? / What’s her name? / What’s his name?”以及复习Starter U1-3 所学过的一些common English Greetings 来结识朋友。本课生词量不大,重点在于对学生的口语操练以及常用人名的熟悉。

  三.教学过程:

  Step1: 课前热身:通过欣赏一个flash “The farmer has a dog, his name is bingo!” 通过随着节奏的拍手以及一起说唱来激发学生进入课堂的状态并且引入本课主题“something about name”. (但是在授课中,发现学生不能很快熟悉这类chant, 本人为了抓紧时间进入课程,草草结束,并未达到预想的那种进入课堂的气氛。)

  Step2: 新课导入并复习前面说学过的名词及句型;

  1. Today, we will learn Unit1. My name is Gina. We know Gina is a girl’s name. First, let’s see something about Gina.

  T: Look, this is Gina’s room, big and nice. What things can you see in her room?

  S: I can see a/an clock, jacket, quilt, plant, ruler, lamp, trash bin…

  T: Spell it, please.

  (通过这一步骤,一是复习了前面所学的名词,也复习了前单元的句型。二是引入课文的Section A 1a 部分)

  2. This is Gina’s classroom.

  What things can you see in Gina’s classroom? Please write down.

  Except for the things, we also can see many students in the classroom. They are talking with each other. (让学生熟悉第一单元的生词,并引导进入Step 3 )

  Step3: 介绍人名以及对话操练:

  1.Gina’s classmates: Jim, Mary, Alan, Jenny.  They are making friends with each other.

  Now, let’s listen how they are making friends.

  2. listening, 让学生看课本,并对所听到的对话排序。

  3. Pair work: Making friends with your partner.

  让学生操练(What’s your name? I’m/My name is …)

  Step4: Meet some new friends.

  (导入“What’s her name? / What’s his name?)

  1.Alice, Cindy, Grace, Helen, Eric, Frank, Bob, Dale;

  (通过复习starter U1 所学的男名和女名, 向学生介绍如何询问第三方的姓名)

  What’s her name? / What’s his name?

  2. 巩固 “What’s her name? / What’s his name?“的句型,

  呈现一些明星的图片,询问他们的姓名。

  3. Group work: Know the students’ names in your group and make friends with them.

  Step5: Listening: 课本section A, 2a,2b

  listening

  引导学生操练对话

  Game: Quickly reaction.

  Game2: Let’s guess!通过文字的描述,让学生猜“What’s her name? / What’s his name?”猜的过程中,通过激发学生的好奇心,让学生不断地开口说“Her/His name is…?”然后逐渐的增加信息量,直至学生猜出真实得姓名。

  Step6: Group work and report

  1.教师演示:These famous people we referred are my good friends. His name is … Her name is … So , where are your friends?

  2. 学生操练对话并做一个report

  3. 上台展示

  Step: Homework:

  四: 教学反思

  1.新课程的主旨主要是“以学生为主体,把课堂还给学生,教师的角色定位于示范者、引导者、合作者,而不是教师一言堂” 本人根据以学生为中心的教学思路,设计了大量问答、叙述、表演、讨论等形式多样的语言实践活动。但是在课堂中,并没有完全的做到很客观的去判断学生的实际操练过程。带着教师的主观想法:What’s your name? My name is …是一个非常简单的句型,可以一笔带过的想法。 所以忽略了尊重学生的思想情感和个体差异,使他们真正成为学习的主人是这节课设计的最根本宗旨。

  2.机智教学,灵活过渡是每个优秀的英语教师所应该具备的个人素质。在本堂课上,我在引入本课的Step1 部分,受到课堂用语的牵制,使得开头的介绍引入部分与前部分的铺垫脱节,过渡过于牵强,不够流畅自然。同时,我也根据青少年学生的心理特点,设计形式多样的活动,采用灵活多样的教学方法,实施趣味教学,激发、保持、巩固学生的兴趣,轻松愉快的开始、轻松愉快的过程、轻松愉快的结尾,使得整节课课堂气氛活跃、充满情趣。但是在处理听力部分的过渡中,过于牵强,似乎又把主角从学生那里抢了回来,把他们当成了完成我这个听力任务的工具。

  3.教学内容“大众化”。不同的学生,对每一课的内容都会体现出不同的兴趣。所以,针对学习者构建知识结构,每一堂课都要求教师问题的设计也要根据难易,再由不同的学生基础来选择适合他们的合理问题。在本堂课中,教师的主旨就是围绕“What’s your name? What’s her name? What’s her name?”。教学任务设计虽然多元化,具体化。但是缺乏梯度化。忽略了最大限度地引导学生进行有效的自主学习,让学生能多方思考练习、多方提高。

  4.忽视了黑板教学的应用。自从有了生动形象的多媒体教学,英语课堂增加了不少乐趣,而传统的黑板却因此被忽视了。在本堂课中,多媒体教学能多方位呈现教学的步骤,学生也能清晰地感受课堂线索,应该说对于基础比较扎实或者懂得合理记笔记的同学来说是可以一步到位的,但对于基础差的同学或是记性不好的同学多媒体像是电影一闪而过,课中停留了一定的印象,课后却什么都想不起来了。

  通过这一堂公开课,在各位教师的精心点评下,让我受益匪浅。我不禁思考:在一节英语课中,怎样体现一节课的重点,怎样在某一特定的环节发展学生的思维、培养学生的学习能力,怎样让不同的学生能有不同的所得,都是值得我去细细思量的……

  初一英语教学案例分析2

  〔设计理念〕

  以任务为中心的任务型语言教学是目前交际教学思想中的一种新的发展形态。它倡导“在做中学,在做中用”的教育理念,将语言应用的.基本理念转化为具有实践意义的课堂教学方式。运用学习任务组织教学,强化了语言实践的过程,充分体现了语言的交际本质。 “新目标英语”是一套好教材,然而,在我们的英语课堂上,实施任务和开展活动具有很大的挑战性,需要在实际操作中对教材进行重新整合,并要根据学生的环境和接受能力来开展行之有效的任务和活动。同时利用多媒体和网络技术,帮助解决教学难题。这样,既能为学生创设真实可视的英语学习环境,也能激发学生积极参与的欲望,引起学生的共鸣和兴趣。

  〔教材分析〕

  教学内容为新目标英语八年级上册第六单元Section A 。学习内容主要体现在以下三点:

  1、学习有关人物特点的单词:tall, thin, short, heavy, calm, wild, long hair, short hair, outgoing, quiet, funny, serious, smart, athletic, ect.

  2、学习人物比较的重要句型:

  (1)    Pedro is funnier than Paul.

  (2)    Tina is taller than Tara.

  (3)    Tom is more athletic than Sam.

  3、掌握语法点:the comparative and superlative degrees of adjectives          (形容词的比较级和最高级)

  〔学生分析〕

  1、利用多媒体课件上英语课,学生视听感受明显,表现出极大兴趣,在欣赏和享受中学习,学习效果很明显。

  2、学生以前已经学过形容词的比较级和最高级,但掌握的强度不够,对单音节和多音节形容词的比较级和最高级的表达上总是出现错误。通过对本课的学习可以巩固所学知识,掌握用正确的语言结构表达人物特点和人物比较。

  〔教学目标〕

  1、谈论学生感兴趣的话题,指导学生学习有关人物特点的单词、人物比较的表达及语法知识点“形容词的比较级和最高级”。

  2、学生根据班级的真实情况,采用“名人专访”、“公众投票”、“明日之星”的游戏,培养学生的想象力、自信心和合作精神。

  3、通过学习本课,增强师生、生生间的相互了解和沟通。

  4、培养学生的口头表达能力、阅读理解能力和写作能力。

  〔教学过程〕

  Step 1 Lead-in

  T:I have a sister. Can you guess what she looks like and what she is like? (Show them you are waiting.)

  S:She is tall. /She is thin. / She has long hair./She is easygoing./…(Students use their imagination and express themselves freely.)

  T:Let’s look at our photos. (Show them on the screen.) Please talk about us.

  S:She is shorter than you. /She has shorter hair than you. /She is thinner than you. /… (Students get information from the photos.)

  T:I’m more outgoing than my sister.(Lead in the class subject.)

  〔 1、平时师生间接触多,但学生与老师的家人接触甚少,利用学生的心理和想象空间,调动学生的学习兴趣,增进师生间的相互了解。2、了解学生对已学过的形容词比较级和最高级的掌握程度,为下一步巩固学习做好铺垫。〕

  Step 2 Revision

  1、Revise the adjectives describing people’s appearance and personalities:

  Divide the class into four groups and have a competition. See which group of the students can get as much as possible. Write down on a piece of paper prepared before class. (Students must collect them before class.)

  2、Show some photos about famous persons and talk about their personal traits, using description words, such as short hair/long hair, curly hair/straight hair, tall/short, heavy/thin, funny/serious, outgoing/quiet, smart/foolish, beautiful/ugly, intelligent/lazy, friendly/unfriendly …etc, on the screen.

  〔1、复习已学内容,自然延伸到新课学习,起到承上启下的作用。2、开展竞赛活动,既可调动课堂气氛,又可提高求知欲望,一举两得。〕

  Step 3 Presentation

  1、Learn some new words about personal traits: calm/wild, athletic/weak,  using the pictures of 3 pairs of twins in Section A.

  T: Who is calmer, Tom or Sam?

  S: Tom is calmer than Sam. Sam is wilder than Tam.

  Tom is more athletic than Sam. Sam is weaker than Tom.

  2、Do Section A-1a.Match each word with the opposite. Check the answers.

  3、Get students to introduce the rules of the comparative and superlative degrees of adjectives.(Show them on the screen.)

  〔1、充分利用课本资源和网络资源,进行词汇教学,词不离句,形散而神不散。2、让学生归纳总结语法知识点,因势利导,有利于开启思维,体现以学生为中心的教学特点。〕

  Step 4 Listening

  1、Listen to the tape and number the pictures in 1b.

  2、Listen to the tape and complete the chat in 2a. Listen again and fill in chat in 2b.

  3、Check the answers.

  〔听力训练既是对知识的巩固,也为下一步的任务输出提供了输入材料。〕

  Step 5 Practice

  Task 1: Interview famous persons(Pair work)

  1、Demonstrate the activity with one student. (Imagine he/she is a famous person. The teacher acts as a reporter.)

  eg.T: Hello, Susan. May I ask you some questions about your family?

  S: Yes.

  T: Do you have a brother or a sister?

  S: Yes, I have two brothers and one sister.

  T: Who is taller, your sister or you?

  S: I’m taller than my sister.

  T: Who is the most athletic of you?

  S: My oldest brother.

  (Show an example on the screen.)

  2、Ss work in pairs. Then ask some pairs to act them out in class.

  Task 2: Public vote (Group work)

  1、Divide the class into 4 groups and then work in groups. Fill in the chat.

  In class Name

  Who is the tallest?

  Who is the shortest?

  Who is the heaviest?

  Who is the thinnest?

  Who is the most outgoing?

  Who is the most athletic?

  …

  2、Each group choose one student to do a report. Show the results in class.

  Task 3: Super star (Individual performance)

  T: Suppose you are a super star in the future. What will you look like and what will you be like?

  S: I’m better than now, of course.

  1、Show an example on the screen:

  I want to be a super star. Now I’m tall. Later I’m taller. Now I’m a middle school student. Later I’m a college student.…

  2、Get Ss to design their future and have a free talk.

  3、Ask some Ss to share with others.

  〔1、设计的活动既突出互动合作,又体现个性化发展,有利于调动各个层面同学的学习积极性,最大限度地提高每位同学的参与意识。2、活动的主题难易顾及到学生的实际情况,操作具有可行性。3、教师导演,学生主演,充分发挥学生的主体作用和积极能动性。4、“名人专访”、“公众投票”、“明日之星”这些活生生的生活场面,活现在课堂中,完全改变了以往“直截了当向学生传授语言”的传统教育模式,真正体现了“以人为本”的任务型语言教学模式。〕

  Step 6 Reading and Writing

  1、Teach “look the same”、“look different”、“ be as good as”、“be not as good as”、“a little”,using some pictures and comparing some Ss in class.

  2、Ss read the article. Then read the statements (1-5) about the article. Write “T”、“F” or“DK”.

  3、Check the answers. (Ask Ss to give reasons.)

  4、Ask Ss to write another letter.

  T: You are Isabel now. Write a letter to reply Liu Li. Talk about the same and different between you and one of your friends.

  5、Choose two or three to share the replies with the whole class.

  〔1、这一环节是基于听说训练之上,培养学生的读写能力,在课堂内强化目标语言。2、对教材进行重新整合,既有效地控制了难易梯度,又不失时机地为学生创造了互相学习的机会,充分调动了学生的创造性思维和发散性思维能力。〕

  Step 7 Consolidation and Sum-up

  1、Give Ss a chance to sum up what have learned in this class.(Ss can talk about it freely.) Then T makes a brief sum-up.

  2、Get the Ss to do some consolidation exercises. T goes around and gives some help to Ss.

  〔1、让学生来做课堂小结,抓住了学生“敢于开口说英语”的心理,突出主动学习的重要性;教师作综合陈述,犹如给学生一颗定心丸,给学生增添了信心。2、强化练习,重点训练听写能力,进一步巩固本课所学内容。〕

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