1、初中英語教學案例分析與教學實踐張雪蓮 分析前思：一、目前教學現狀：1. 如何處理“教”和“學”的關系？2. 如何處理“導”和“做”的關系？3. 如何處理“評”和“學”的關系？確定教學目標（方向）教材教科書（引子）+ 其它資源課標（方向）（程度）學生（需要）二、備課時首先考慮的是什么？ 所有教學活動都服務于目標的達成。設計的每一步都要關注學生的思維發展和學習內驅力。教材：從教科書中得知要教學的話題：比如話題：personal traits (a particular quality in someones character)，人教版八年級，unit 3 im more outgoing tha

2、n my sister.），功能意念是：talk about personal traits, compare people我們首先要考慮通過這個話題的學習學生能學到什么：1. personal traits包含哪些內容？2. 要談論personal traits 需要用什么樣的句型結構？（is; has）3. compare people都要比較什么？課標： 課標中對于這個話題的界定：個人信息-年齡、長相、性格、愛好學生：1.已知 2. 未知3. 需知目標： 通過本單元學習，1）學生將鞏固和熟練運用描述人物的形容詞；2）能用英語描述某一個人；3）能用比較等級的句型-asas和-er/ mor

3、e + adj.結構描述和比較人的異同。案例一：目標確定與目標達成（聽說課+語法課）（人教版）：聽說課的意義：以“聽說”活動為主，可能穿插有“讀寫”活動?！奥牎钡幕顒樱?教師提問-要求-指令-指導-評價-示范；-學生-聽獲取信息，邏輯推理，推理判斷；-錄音、視頻-信息、意義；-學生互動?！罢f”的活動-嘗試說（模仿）、理解內化、修正（錯誤）、質疑、嘗試運用、熟練掌握、展示上課背景：簡案：unit 3 i am more outgoing than my sister.（page17）iteaching aims1.知識目標：1）部分常見描述人的形容詞匯學習與歸納，2）詞匯：outgoing ,

4、better, loudly，quietly，hard-working3）比較級的構成，比較的基本句型（than）2.能力目標1）用恰當的形容詞來描述人和比較人物特征.2）學會主動學習與合作學習。3.情感目標1）學會使用文明語言尊重他人、尊重自己。2）學會欣賞他人的長處，努力提高自己的修養。iilearning strategy積極主動地參與學習活動，根據自己的需要學習，掌握學習語言的方法，學會正音，發現單詞拼寫規律特征。iiicomment ways小組評價以促進合作學習，教師及時評級以激勵參與課堂，學生評價以共同提高。ivteaching material兩枝鋼筆，兩只鉛筆，兩個本子，多媒

5、體課件，以及學生身邊的物品。vteaching procedure1.lead in 相互問候，提出學習要求合作學習，分小組（課前），定目標。優勝組有物質獎勵，展示鉛筆本子等物（兩兩不同，兼具教具與獎品功能）。最好不用物質獎勵，這樣會起到負面效應的。但聽了教師的解釋之后，覺得也可以，因為要獲得這些獎勵，必須達到老師提出的對知識運用的要求。if you are no. 1, what do you want?vteaching procedure1.lead in 相互問候，提出學習要求合作學習，分小組（課前），定目標。優勝組有獎勵，展示鉛筆本子等物（兩兩不同，兼具教具與獎品功能）。 if yo

6、u are no. 1, what do you want? which one?(鼓勵學生正確使用形容詞)（long, short, beautiful, ugly, new , old.來區別）質疑：使用這些形容詞的功能。結論：“distinguish，description and comparative”。（點評：第一節就讓學生比較有點快了，應該把描述人物特點掌握牢靠了再學比較。）2adjectives1）、how many adjs do you know to describe a person? 集中歸納形容詞并寫在黑板上long, short, big, small, heav

7、y, light, fat, thin，thick ，quiet，loud，hard-working, lazy, ugly, outgoing, beautiful, 等，（學習助手負責把重復的書寫整潔的留下，書寫不規范的擦去。學生沒寫出來的，老師補上。） 2）、學習，識記，造句。(單詞拼寫、拼讀規則指導，語音指導)3. compare 1）、請同學們用形容詞來描述一張圖片，繼而加入另一張圖片，比較（ppt展示）出示than的比較級基本句型，和常見比較級的構成。以及as。as的句型展示。（形容詞的應用和比較級的導入，注意使用適當的修飾詞，語言文明） 2）、形容詞比較等級的構成方法4pract

8、ice1）出示教材1b圖片，聽，標號。使用基本句型來談論圖片。2）、學生練習，比較自己與好朋友 (新創游戲：小組內確定描述本班某一位同學，組內討論并完善被描述同學的特點，每組選一代表給全班同學說出這些特點，先由老師猜測，老師用語：is it?she/he is ; he/she has，若不正確，老師可問：is she taller/ quieter/than that person? 學生進一步描述，she/he is thinner?/than利用這種方式給學生示范)。(然后由班上其他同學猜測，這樣既可以練習聽、說，亦可以練思維)3）展示，復述好句子，鼓勵評價。 4、sum up 知識小結

9、，課堂小結，學生參與課堂情況小結5、布置作業(write about yourself-now and when you were 7 years old)。實際課堂中的幾個環節回放：1.由于學生已學過了原計劃的內容，教師臨時調整了計劃，以使得學生有收獲。2.答問要求：when you answer, you neednt put up your hands, just stand up and say. then ill add marks to your group. if not, i wont give you marks. (練習幾次后學生就明白了-舉手回答，不得分，只有站起來說才得

10、分) 學生小組內總結形容詞：各類形容詞，導致寫得太多，黑板（三塊黑板，六組學生）容納不下了，同時耗時較多，教師讓各組學生數出自己組所寫的詞數，標在黑板上，以便計分，然后讓其他組的學生畫出重復的和不合乎標準的，比如，比較級，或者重復寫的等等，最后教師在眾多的詞中找了幾個生詞，帶領學生進一步強化了比較級的用法。3. 游戲活動比較成功，得到了大家的贊賞。4.作業未布置。問題：1.學生已經學過了這些內容，新知呈現無效；（預設與生成相距甚遠）2.形容詞范圍太廣，偏離了“目標”；3. 單詞范圍太大，重點被沖淡；4. 課上到一半之時教師努力調整，想使學生內容具有挑戰性，但想不出更好地辦法，結果導致沒有了方向

11、，不知去往何方。主線就不清楚了，總結也就無效。思考： 這種情況下，針對這個內容，有何辦法？如何拓展？總結：(拋磚引玉) 我們把每節課的教學目標看作是一次旅游的景點，把上課開始看作是出發地點，做如下思考：how many days?how to go there?who to go with? what places to visit and to pass by?what is needed?starting pointdestinationnext time設計要有一定的彈性： 基于這樣的理念，本單元的教學設計可以按照下面思路進行（僅僅是一個例子）：總的目標上面已陳述，下面呈現兩節課的設計框

12、架period ipersonal traitswhat is a person like?lookhobbiespersonalitiesachievementsgoalsthe skills to talkabout .the knowledge for.personal traits-學生觀察（培養學生觀察力和思維能力，抓住人物特點，找到相對應的話語進行表達）-知識梳理和鞏固運用 what is a person like?-the persons look-(be) tall/short/ thin/ heavy/ beautiful/handsome/ -(has) big(smal

13、l) eyes/ small mouth/ long hair/ - hobbies-playwell/ run fast/ sing clearly/ get early/ sing loudly - personalities-friendly/ kind/ outgoing/ quiet/ funny/ hardworking/ smart/ /- achievements goals-talk about personal traits-what is needed for ss to reach the goals? -how to reach the goals? starting

14、 point-sth old-decide a person to describe-using adj and the structures of “is and has”activities-check(if the students have already known the words and structures)-(in put instructions: look at the pictures and describe one of them, using at least five sentences. id like you have a try first. i won

15、der if you can do it well.)-find out where you can help the students. (思路：復習鞏固，激活圖式，發現問題)-samplet: just now i found that you can do well. but you still have some difficulty in doing/ problems with-now id like to give you a sample. (showing a picture of a person and describe it-now ill introduce my s

16、on to you. would you please listen, think and try drawing a picture of him? he is six years old. he is short and heavy. he has small eyes and big mouth. his ears are big. he has a round and smiling face. he is very happy. he likes playing ) (思路：查漏補缺，輸入語言，培養想象力和聽力)-further try -this time, please desc

17、ribe a person of your family to us.(think and write the sentences down and then talk about them in groups. when one talks, the others remember what he/she says please. you can help each other to speak well. youll take turns to tell us what he/she says.思路：生生互動，模仿范例，再一次嘗試表達，當某一位陳述時，組內其他同學認真聽、記錄并轉述，發揮同

18、伴影響和互助效應。)-sth new-new words -compose a story/ create some situations/ show some pictures/ for the students to learn the new words （some situations, if possible, with a picture to aid: for example: outgoing-my sister talks and laughs a lot. she is happy and often tells people her things. she can pla

19、y with everybody around her. so she is outgoing. 可以在班上幾位同學以示outgoing;相比較：quiet/ shy-she doesnt talk with others and smiles little. 可以有一些圖片比較或者以班上學生為例，但一定不能挫傷學生。hardworking serious. loud, both.）- (思路：繼續描述人物，引出新單詞，本節課學生理解、記憶新單詞，為下一節課的運用打基礎)-sth new-new words -compose a story/ create some situations/ s

20、how some pictures/ for the students to learn the new words （some situations, if possible, with a picture to aid: for example: outgoing-my sister talks and laughs a lot. she is happy and often tells people her things. she can play with everybody around her. so she is outgoing. 可以在班上幾位同學以示outgoing;相比較

21、：quiet/ shy-she doesnt talk with others and smiles little. 可以有一些圖片比較或者以班上學生為例，但一定不能挫傷學生。hardworking serious. loud, both.）- (思路：繼續描述人物，引出新單詞，本節課學生理解、記憶新單詞，為下一節課的運用打基礎)-listening - text book referred to(ss listen and do some things in the book)/ teacher read something for the ss to listen and make som

22、e decisions.-assessment: a guessing game to play- t describing a student first for the whole class to guess- ss describe in groups- describle and guess in the whole class. (思路：學生用所學語言描述某人，嘗試運用語言)-sum up- think and see if you can describe a person now. do you have any difficulty? if so, what is it?-h

23、omework- after class, write down the description of the person you talked about just now.period ii-goals-compare two persons: using as.as and .-er/ more.than.activities-check first-if the students can use adj and the structures .is.and .has.to describe a person properly. (choose two or three works o

24、f the students works for later use. ss may find out the differences and similarities of the persons described, to practise the structure “as.as” and “.-er/more than.)-each student thinks and says what he/she was like at the age of six. list the similarities and differences with adjs. (思路：找不同或相似點，為比較

25、做準備)-learn to say as.as and .-er/ more.than.(eg. sa:i was short at the age of six. now im tall. t: oh, you are taller than before. how about your eyes. are they bigger now? sa. no. t: ah, they are as big as befor. ) (思路：以舊引新，體驗感知比較級。)-self-learning-p114-學生自學內容-領會總結-呈現。-more situations to practice-so

26、me pictures to compare-two famous persons-two persons around-two strange persons-listening-text book related.-homework-compare two of your teachers, true things (good of bad) -描述自己或他人，引出并梳理相關形容詞-.成立clubs,通過談要求和條件整理相關形容詞（年齡，身高，性格，體重，）案例二：教學環境與教學能力我的粗線條思考，還需細化，拋磚引玉。以冀教版八年級（下）的第三單元為例：step 1 :激活圖式t: now

27、, class, in this unit, well learn to talk about family celebrations(family staying togething for sth special, for example, at duanwu festival). so id like you to think about your last time with many people of your family, which is as follows: where did you and your family stay? how many people and w

28、ho are they (maybe your grandpa, your uncle, your cusin, your mother.) what did you do?now think first and then talk about it in groups. later, ill ask one in each group to talk about it to class.ss: working in groups.t: (3/4minutes later) now lets listen to your family celebrations. when someone is

29、 speaking, others please remember what he/she says. (思路：激活圖式，如果是在自己班級上課，可以讓學生課前做這項準備，上課開始檢查。) （有目的地選出學生交談中的句子，既能鼓勵學生，又能呈現本節課的重點句子-對where., who, how many, when, what.等問題的回答以及語塊.celebrate.; have.holiday; describing things; my grandparents home.）ss: 介紹自己家人的最后一次團聚（慶祝特殊的日子）t: ok, dear, thanks a lot for y

30、our presentation of your celebrations. (簡要評價學生的表現) now, shall we learn sth of li ming and jenny? please read the texts on page 34 of your book and answer the following questions.(.) (思路：文本交流，了解他人的家庭團聚和慶祝)step 2: 閱讀輸入（與文本交流）ss: (reading)step 3: 聽力輸入（教師資源運用）t: (評價) you talked about yours and know about li mings and jennys. now, id like to share my family celebrations with you. listen carefully and answer the questions (熒屏呈現或者板書或者事先寫在紙張上，供學生回答。)（思路：老師自編一段話，介紹自己家人團聚慶祝節日的故