教学案例与反1.doc

教学案例与反思创建积极的英语课堂环境 教学设计：1. 教材分析 人教版Go For It 七年级英语（下）Unit3 Why do you like Koalas? SectionB ay do you like Koalas? SectionB3a是阅读课文,通过作者的笔，我们看到了动物园里的许多动物，如威风凛凛的老虎，温顺厚重的大象，美丽可爱的大熊猫，懒惰可爱的树袋熊，聪明而又乐于助人的海豚等等。本单元的核心话题是描述动物和表达个人喜好，以及句式”Why do you like? Because”通过本单元的学习，学生应能较顺利地运用所学词汇和句型描述动物，表达个人喜好。 2. 教学目标 1.Knowledge and Ability Objects (1) Key Vocabulary:Africa,bingo (2)Target Language:-Where are lions from? -Lions are from Africa. (3)Improve students spoken English.（4）Train student reading writing and listening kills.2.Method Object in Teaching (a)Practising method. (b) A game3.Moral Object Lets love and protect all the animals.3. 教学设想 采用课前探讨导入新课。新的知识需要借助原有的生活经验，才容易被学生接受，知识和信息的获得是学习者通过新旧知识经验间反复的、双向的相互作用过程而建构的，因此，我从和学生谈论他们熟悉、喜欢的小动物入手，提出“Which animal do you like best? Why? Where can you find animals? ”借助学生的答案，巧妙地引出“Do you think its good or bad for animals to live in the zoo?” 让学生有目的地展开讨论，从而引出新课。 合作探究，解读文本。首先，让学生带着问题，浏览课文；然后，粗读课文，找出关键句；最后，精读课文，质疑解惑。 迁移拓展，达到精神升华。通过一个探究式问题“How can we get on well with the animals?”组织学生合作讨论，引发学生对人与自然关系的思考。 教学过程： T:(Show some pictures of the animals on the screen).What can you see in the picture? Ss: We can see some animals like pandas/lions/dolphins and soon. T: Which animal do you like best? And why? S1: I like dogs best because they are friendly. S2: I like dogs best because they can do something for us. S3: I like the tigers because they are the kings of theanimals.T: Good reasons. S4: I like the fishes because they are very clean. S5: I like the monkeys because they are very clever. S6: I like dolphins because they can play with a ball. S7: They can walk on water. T: Wonderful answers. But where can you find these animals? S1: At my home.S2: In the country. S3: In the forest and mountains. S4: On the farm. S5: In the zoo. T: Yes. We can see animals everywhere. The animals are our friends. By the way, there are many animals living in a zoo now, do you think its good or bad? Why or why not? Now discuss in groups for 4 minutes and write down your answers when necessary. Then report to the class. T: Are you ready? G1(group1): We think its good. If they are in the zoo, they can be safe, they dont need to look for the food themselves. G2: Its good for us to watch them in the zoo. G3: We think its bad. Because if they are in the zoo.They cannot be happy They cant walk freely They cant run veryfast. G4: They have nothing to do every day. We feel sorry for them. T: Good opinions. Well, lets come to Unit3 Section B. Show the map of China, Australia and South Africa on the by a multimedia.Encourage students to name the three countries according to the shapes of the maps.Point to each map, and say: China,Australia and South Africa.Call students attention to the pictures in 3a Get students to do the activity on their own .Go over the answers . China-panda .Australia-koala .South Africa-lion . (This activity gives students reading practice using the target language .) When you are reading, dont worry about any new words. Just guess the meaning of the new words according to the context. Ss: Yes, We like koalas .Because they are very interesting .T: Well done! This time Lets do fast-reading. Please read the passage quickly and tell if the following sentences are right or wrong. 1. Giraffes and elephants are frome Africa 2. All the animals are friendly. 3. The animals in cages cannot be happy. 4. Koalas are from Australia . 5. The dolphins can sometimes help people. Ss: 1-T 2-F 3-T 4-T 5-T T: Now here are some questions on the screen. Id like you to ask and answer in pairs.T: Good! Any difficult questions? S1: Lions are pretty smart . If dangerous animals are not in cages, how can people visit them? T: Good question. Did you have any ideas about it? S2: In my opinion, We can visit them in a bus. S3: We can visit them by air. T: Useful advice! Any more? S4: We can be in cages to visit them. T: OK! Now lets read the text aloud with the tape. After that fill in the blanks according to the text. T: We have known that animals are our friends. What can we learn from the text? How can we get on well with the animals? Lets discuss in groups. You are free to speak out your suggestions. G1: Dont feed animals in the zoo. T: Thanks, this is an important rule. G2: Look the animals as our best friends. G3: Dont hunt the animals for making money. T: Good tip! G4: If the pets are ill, take them to the hospital. T: You are a careful girl. G5: Dont eat the wild animals in the restaurant. T: Its really nice of you to be so kind to the animals. I think if everyone gives his love to the animals, the world will become more beautiful. After class please write all thesesuggestions (dos or donts) in your Exercise Books. Thank you! 教学反思 1、设置活动，让学生主动参与，使学生在交流中体验成功 美国教育心理学家加涅将所有构成教学的事件称为“教学事件”，主要因素包括：教师、学生、教材、环境。真正的教学过程，应该是学习主体（学生）和教育主体（教师）相互作用的动态的过程。一篇文章的阅读也是一样，是由教师和学生共同来创造的。教材承载的知识，需要教师和学生之间进行交流、体验来获得。要进行交流、体验，教师必须设置大量的教学活动，学生只有参与了这些活动，才能充分落实其主体地位。在本课阅读教学中，我设计了读前讨论、读中问答、读后提建议等多个任务型学习环节，将学习语言、使用语言、猜测推理和创造性描绘四个方面成功地整和，在每个环节中，不仅形成了教师与学生之间一对一的关系，也形成了学生与学生之间的关系、教师与学习小组团体之间、学生个体与学生群体之间的关系，体现了师生之间、生生之间相互的交流。在这种充分的课堂交流中，我留给学生自由思维和想象的空间，学生能主动思考，发表意见，教学沟通了各种主体性角色的关系，也融合了学生的各种资源、信息和生活背景，使课堂上的学习气氛轻松愉快，也使学生的认知能力得以充分发挥。 2、创造条件，让学生自主探究，使学生在探究中创新思维 新的课程标准积极倡导自主、合作、探究的学习方式。在教学中，探究学习就是创设一种类似学术（或科学）研究的情景，通过学生自主、独立地发现问题、实验、操作、调查、收集与处理信息、表达与交流等探究活动，获取知识、技能、情感与态度的发展，特别是获得探索精神和创新能力的发展。英语探究学习要求教师必须根据学生身心发展和英语学习的特点，关注学生的个体差异和不同的学习需求，培养和激发学生的探究欲望，给予学生认真分析问题，完成对信息群的归类，才能发现，才能回答的探究空间。 在本课阅读教学中，我把握阅读课的特点，从表层-深层-感悟-应用几个环节展开，一环扣一环，紧紧抓住学生的注意力，以学生主动参与、自主探究、合作学习的方式完成活动任务。在导入新课时，我给学生提出了一个探究性的问题，“What animals do you like best ?Why ? Where can you find animals?在学完文章之后，又提出“How can we get on well with the animals”? 这些问题都与学生的生活息息相关，学生有一肚子的话要说。他们以小组形式合作展开讨论，小组成员个个参与，最后派一名代表在全班交流，从不同的角度，给出了丰富多彩的答案，使之鲜明的个性得到张扬，也使课堂真正成为了学生创新思维的空间。3、教授方法，让学生掌握技能，使学生在学习中感悟策略学习策略是指学生为了更有效地学习和使用外语而采取的各种行为和步骤。学习策略的培养不仅有利于学生减少学习的盲目性，提高学习效率，还有利于培养他们学习的自主性，为今后的终身学习创造条件 .在本课正式阅读之前通过设置真实情境，为学生搭建与课文内容相关的知识背景，有利于学生在阅读时更好地吸收和理解，达到理解信息.收集信息.运用信息的目的。正确的阅读教学策略有利于学生提高阅读技能。读阅读教学中，我注重教给学生一些阅读技巧，注重培养学生良好的阅读习惯。如，在阅读文章时，遇到生词，不要急着去查意思，要根据上下文来猜其词义，重视词类和词类转化教学。扩大学生的词汇量，提高学生的阅读能力。在阅读活动中，教师不包办代替，我设计了“粗读-细读-精读”等一系列阅读活动，给学生充分的阅读时间和空间，还采用叙述与主题相关的故事.设置阅读目标等方法。这些活动为学生提供了接触真是语言素材的机会。学生通过阅读不仅可以获取信息，还可以利用信息解决问题。引导他们在阅读实践中去发现问题、思考问题，从而有所领悟，逐步掌握正确的阅读方法。 4、存在不足 本节课尽管安排了很多的讨论活动，学生的参与面较大，参与频次较高，由于教师考虑到教学进度，仍有少部分学生，特别是那些性格内向、学习有困难的学生表现不够充分.本节课教师采用了小组合作的学习方式，但由于班额过大（65名学生），分组较多，教师课堂管理和辅导的难度加大，每一组学生的有效学习有所欠缺。8