初中英語(yǔ)案例分析范文(2)
初中英語(yǔ)案例分析范文
初中英語(yǔ)案例分析范文3
Unit1 What's this in English?
[案例背景]
本單元主要教學(xué)一些物品的名稱，如：學(xué)習(xí)用品，服裝，水果， 家具等等。要求學(xué)生能熟練的用下列句型進(jìn)行交流。
A: What’s this in English?
B: It’s a pen.
A: Spell it, please.
B: P_E_N, pen.
本單元是七年級(jí)上冊(cè)正式單元第一單元，位于26個(gè)字母學(xué)習(xí)完之后，字母的認(rèn)讀，單詞的拼寫，以及單詞的讀音也是本課的重點(diǎn)之一。
在課堂設(shè)計(jì)的過程中，考慮到這節(jié)課的具體情況：位于第一單元，單詞量較少，句型相對(duì)簡(jiǎn)單，絕大多數(shù)學(xué)生都已在小學(xué)學(xué)過該句型，但是，由于所教班級(jí)的學(xué)生來自六個(gè)不同的鄉(xiāng)村小學(xué)，英語(yǔ)基礎(chǔ)較差，水平參差不齊，雖然他們?cè)谛W(xué)已經(jīng)學(xué)過這部分內(nèi)容，但是小學(xué)英語(yǔ)和初中英語(yǔ)的要求是不同的，他們對(duì)知識(shí)點(diǎn)的掌握程度還沒有達(dá)到初中水平。鑒于以上原因，我認(rèn)為做為第一單元來說，激發(fā)、調(diào)動(dòng)學(xué)生興趣是關(guān)鍵，讓學(xué)生人人都動(dòng)起來主動(dòng)參與到課堂活動(dòng)中來，嘗試著在任務(wù)型的活動(dòng)中讓學(xué)生自己教會(huì)自己的方法來建構(gòu)自己的知識(shí)體系，從而完成這節(jié)課的教學(xué)。教學(xué)過程中，結(jié)合我校的小組合作學(xué)習(xí)教學(xué)模式，我設(shè)計(jì)了學(xué)生動(dòng)手繪畫比賽，小組問答學(xué)習(xí)，組內(nèi)調(diào)查統(tǒng)計(jì)等幾個(gè)環(huán)節(jié)，環(huán)環(huán)相扣，由淺入深，逐步推進(jìn)，讓學(xué)生在參與各項(xiàng)活動(dòng)中潛移默化地自然而然地學(xué)到了新知識(shí)。課堂實(shí)踐證明，這樣的安排充分發(fā)揮了小組合作學(xué)習(xí)教學(xué)模式的優(yōu)點(diǎn)，不僅調(diào)動(dòng)了已經(jīng)掌握了這部分知識(shí)的同學(xué)，讓他們嘗到了為人師的成就感和自豪感;與此同時(shí)，還讓那些不會(huì)的同學(xué)有了更強(qiáng)烈的學(xué)習(xí)欲望，更多的學(xué)習(xí)機(jī)會(huì)，消除了師生之間的隔閡，讓他們從自己的同學(xué)中學(xué)習(xí)，他們感到自然，易于接受。達(dá)到了“兵教兵”的目的，這也不失為本節(jié)課的一大閃光點(diǎn)。
[案例描述]
1.Objectives：
a. Introduce some things in English and spell the new words to revise the letters.(Exlain:introduce these new things by reading and spelling)
b. Most of the students would be able to use the article : a and an.
( Exlain:the differences between them.)
c. New words: what,is, this, in, English, spell, it,please, a, an, jacket, pen, ruler, map, key, quilt, it's(Exlain:read after the teacher)
Method instruction:
a. Cooperation learning : drawing competition----- draw four pictures (each team a picture about school things, fruit ,clothes and furniture (five minutes)
b. show them in class. Then the teacher asked : What's this in English? Who knows? Please hands up! Then let the students who have learnt the new words answer the questions then ask them to teach the others .
c. Let the whole class repeat the new words several times. ask students topay attention to the article: a and an
d. Cooperation leaning: Make a survey; learn the English of the other things they draw and write down the English names beside the things they drew. Agree them to ask the students in other groups if all the students in their group don't know the words.
e. Show the words they write on the blackboard by projector。Then lead them to make phrases like below:an apple, an orange, an egg,a pen, a ruler, a map, a quilt,...
2. Focuses:
i. the use of a, an.
ii. the spelling and the sound of the new words.
3. Difficulties:
the usage of a and an
4.Teaching aids:
computer, paper, color pencils
5. Teaching procedure:
?、?Check the preparation
?、?leading-in:
Free talk: teacher and students greet each other.
?、?Presentation:
(1).Draw pictures about school things,fruit, clothes, and furniture.Divide thewhole class into four teams.Give them five minutes to draw pictures together. Each team draw a picture ,one about school things, one about fruit, one about furniture,one about clothesCooperation learning : competition-----
(2) Ask and answer:
A: What’s this in English?
B: It’s a pen.
A: Spell it, please.
B: P-E-N, pen.
?、?Teach the students the way to ask and answer by asking like above. ②. Write down the new words on the blackboard.
(3)Repeat the new words.
Pay attention to the sound.teach the new wordsThen ask students to repeat Ask students to summarize the usage of a and an
(4) Practice the target language.
Ask students to work in groups, Practice the new sentences in order to consolidate the new knowledge.Ask some pairs to act out.
(5) Make a survey
Cooperation learning in groups to learn the English names of the other things they draw and write down the words beside the things they draw.
Make a survey(Give students enough time to interview)
Report:
?、?Ask some pairs to make phrases like below:
a pen, an apple. Write down a or an in front of the words on the blackboard
?、贏sk some pairs to practice the sentences using the target language
eg:
A: What’s this in English?
B: It’s a pen.
A: Spell it, please.
B: P-E-N, pen.
③ Ask several students to write down the words which others speak out on the blackboard
(6)Exercise
Do some exercise on the learning paper, then check the answers.
(7) Summary
Let students summarize what they have learnt in this class:
?、貼ew words and new sentences
?、趖he usage of a and an
(8) Homework:
?、賅rite down some phrases with a, an. The more, the best.
?、贛ake some sentences using the target language.
上課前，我準(zhǔn)備了四張圖畫紙。在師生互相問好以后，我把全班分成A，B，C，D四大組，然后把這四張紙分給他們，每組一張。要求他們?cè)?分鐘以內(nèi)完成一副畫。A組畫水果，B組畫學(xué)習(xí)用品，C組畫家具，D組畫服裝及床上用品。接著，老師把他們的繪畫結(jié)果用實(shí)物投影儀展示在屏幕上，然后指著下列物品 a pen, a book, a pencil, a ruler, a pencil case, a backpack, a pencil sharpener,a dictionary, an eraser問學(xué)生
T: What’s this in English?
S: It’s a pen.
T: Spell it, please. S: P-E-N, pen. 老師示范性地問兩次，然后請(qǐng)學(xué)生來互相問答，同時(shí)板書下列單詞： pen, book, pencil, ruler, pencil case, backpack, pencil sharpener, dictionary.。再讓學(xué)
生跟讀幾次上面的單詞，以幫助那些還不會(huì)的同學(xué)掌握這些生詞的讀音和拼寫形式。接著，老師在電腦上打出一幅幅關(guān)于以上單詞的物品圖片，并引導(dǎo)他們正確使用a和an進(jìn)行問答。最后，由他們自己歸納出的a和an的基本用法。
接下來，我安排了一個(gè)知識(shí)延伸的環(huán)節(jié)，讓學(xué)生充分利用他們自己親手繪制的圖片，用 What’s this in English? It’s a / an„.的結(jié)構(gòu)互相教學(xué)另外一些單詞，如：an apple, an orange, a banana, a pear,a grape, a watermelon; a bed, a desk，a chair, a blackboard; a bag, a notebook; a shoe, a jacket, a hat 等等。學(xué)生詞匯量的豐富多彩，完全出乎意料。這也是本節(jié)課成功的重要原因之一。
最后，在下課前，我給他們布置了一道既達(dá)到了知識(shí)的延伸，又激發(fā)了他們學(xué)習(xí)興趣的家庭作業(yè)：讓他們?nèi)ふ疑钪谐Ｒ姷奈锲芬患凑障铝行问接糜⑽膶懺诰毩?xí)本上。
I have a bed, a quilt, a computer, a room, a house, an egg and so on. 在作業(yè)過程中，他們可以互相討論，互相學(xué)習(xí)。也可以查閱各種書籍，甚至字典，借以激發(fā)他們對(duì)英語(yǔ)學(xué)習(xí)的濃厚興趣，為他們將來的學(xué)習(xí)打下良好的基礎(chǔ)。
[案例分析]
通過這一系列的參與活動(dòng)，充分調(diào)動(dòng)了學(xué)生的動(dòng)手，動(dòng)口，動(dòng)腦，以及協(xié)同合作學(xué)習(xí)能力，讓他們得以全身心地投身于老師所安排的各項(xiàng)活動(dòng)中，并能在活動(dòng)中積極表現(xiàn)自我。從而真正達(dá)到了寓教于樂，玩中學(xué)，學(xué)中玩的教學(xué)效果。這節(jié)課后，絕大部分學(xué)生能夠牢固掌握所學(xué)目標(biāo)知識(shí)，并能自如地運(yùn)用目標(biāo)語(yǔ)言進(jìn)行交際。下課后，很多同學(xué)反映很喜歡上這么有趣的英語(yǔ)課。
但是也應(yīng)看到這節(jié)課還有值得改進(jìn)的地方。一方面，學(xué)生在繪畫過程中不一定完全符合老師的意圖。這時(shí)就要求老師在巡視過程中進(jìn)行適當(dāng)?shù)闹更c(diǎn)，力求他們能夠把這節(jié)課的生詞用圖畫的形式呈現(xiàn)出來。另一方面，由于一部分學(xué)生的膽怯害羞心理，說話聲音比較輕，以至于部分同學(xué)聽不到或者聽不清，從而造成課堂的暫時(shí)紊亂。如果以后有機(jī)會(huì)再上一次這節(jié)課，有必要給學(xué)生強(qiáng)調(diào)討論和匯報(bào)時(shí)要盡可能的聲音洪亮，大方自然，讓每一個(gè)上臺(tái)表演的同學(xué)秀出自己的最佳風(fēng)采，展現(xiàn)給全班同學(xué)不一樣的自己，以期達(dá)到這節(jié)課的完美境界。
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