海外徐芸儿英语课堂教学案例分析.doc

英语课堂教学案例分析 新课程标准下打造小学英语特色课堂 宁波市海曙外国语学校 徐芸儿 N版上海牛津英语一年级第二学期 （Module1Unit2Period1）一、 理论基础分析英语新课程标准中明确提出，小学英语教学要激发和培养学生学习英语的兴趣,使学生树立自信心,养成良好的习惯和形成有效的学习策略,发展学生自主学习的能力和合作精神，使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力。培养学生观察、记忆、思维、想象能力和创新精神；帮助学生了解世界和西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。本着这一目标，在备课的过程中，我反复钻研教材，经过一遍又一遍深加工，根据学生的实际生活和心理特点，对教材内容进行了适当的延伸和拓展。二、 单元情况分析本单元以Listen and hear为主题，通过听动物声音并作出反应，在上一册学生已接触过牛，猪，鸭，鸡的叫声，并能用It goes .生动地模仿；而通过前一单元的学习，学生已掌握句型“What do you see?”，通过适当的迁移，学生学习这一单元的知识点还是比较轻松；而下一单元是关于Taste and smell, 由seeheartaste and smell,所以这一单元的学习有着承上启下的重要作用.三、 教学内容分析第一课时的教学内容主要是四种动物的学习，在教授牛，猪，鸭，鸡时，学生已经简单的接触过hen, dog 和 cat，再结合上一单学的What do you see?句型，引入新授4种动物的单复数形式与叫声，并与上学期的What colour is it?句型相结合，形成一小段语篇来描述动物。四、 学生情况分析从一年级学生的年龄特点来看,他们活泼好动，积极性高，对游戏的兴趣十分浓厚；从他们的已有经验来看，他们已掌握句型What do you see?故对于回答I see a /I see 中新动物单词的替换十分得心应手，而在单复数的变化（形式和读音）上是学生的难点所在，尤其是不规则名词的单复数变化，如课时一中的新单词sheep, hens/z/, dogs/z/, cats/ts/。五、 教学目标分析知识目标：1.100%的学生能够快速的认读四种动物，sheep, hen, dog, cat。 2. 95%的学生能够用What do you see?和What colour is it?句型描述四种新授动物。能力目标：1. 90%的学生能够初步熟悉四种动物的单复数并举一反三用I see （数字） s表达。 2. 85%的学生能够在日常交流中灵活运用，例如向他人介绍这四种动物或者与同桌通过模仿动物声音进行猜动物游戏。情感目标：1.100%的学生能够通过融入各种有趣的活动对英语学习有更积极的兴趣 2.90%的学生敢于开口，表达中不怕出错误 六、 教学方法分析任务型教学法的理论基础基于语言习得的研究成果，课堂中师生和生生的互动和交际有助于学生运用语言，学生在完成任务的过程中产生语言的习得，并最终达到掌握语言的目的。其理论基础是输入与互动假设（input and interaction hypothesis）（Ellis，1999）。Skehan（1998）对任务有如下论述：意义优先，任务完成为主，评估基于任务完成与否。也就是说，任务应重视学生如何沟通信息，而不强调学生使用何种形式；任务具有在现实生活中产生的可能性，而不是“假交际”；学生应把学习的重点放在如何完成任务上；对任务进行评估的标准是任务是否成功完成。因此，在设计活动时，我以学生的生活经验和兴趣为出发点，通过信息差设计guessing game, quick response等游戏。七、 教具准备Smart Notebook, word cards, tape recorder八、 教学流程图1. Greeting and review 2. Warming up and lead-in 3.Presentation of the four new words 4.Consolidation by reading after the tape and quick response5.Guessing game by describing the animals6.Role-play 7.Song time (Bingo) 8.Homework九、 教学过程Teaching process: Step1:Greeting and review (5minutes) T：Class begins!Ss: Stand up!T: Good morning, boys and girls.Ss: Good morning, Miss Xu.T: Sit down, please.Ss: Thank you.T: Hello! XXX.S1: Hi! Miss Xu.T: How are you today?S1: Im fine, thank you. How are you, Miss Xu?T: Im great! Thank you.T: (Review learned knowledge by communicating with some students)Q: How are you? Whats this/that? What colour is it? How many ? Give me a please Can I help you?What do you see? Nice to see you. Purpose: 以简单的greeting 和交流作为复习与初步热身，学生能积极表达并形成师生互动，为接下来的导入做好准备。 Step2:Warming up and lead in (5minutes)T: Look! I see a pig. Its pink. What do you see? (Four animals: pig, duck, chick and cow)Ss: I see a duck. Its yellowT: You know. We can see these animals on the farm. What other animals can you see on the farm? (Look at a picture and describe it)T: Any more? Look! Whats that on the grass?Ss: T: Lets find out what it is.Purpose: 以What do you see?和What colour is it?来介绍四种学过的动物并由此引入农场上的动物，从而引出本节课要学的四种动物，这样的设计不仅能拓展学生的思维，使他们想一想还有哪些动物住在农场上，而且能使课堂自然的过渡。 Step3:Presentation （15minutes） Present the word “sheep”T: Oh, its a sheep! Its lovely. Ok, follow me, sheep. Ss: Sheep.T：Sheep, a white sheep.Ss: Sheep, a white sheep.T: Lets listen and read again. (Play the sound “sheep”) Ok, read one by one.Ss: T: How many sheep here?Ss: One sheep.T: And now how many sheep?Ss: Two sheeps.T: Two sheeps? No! Sheep is a special word. We say two sheep. And how many sheep?Ss: Three sheep.T: And now?Ss: Five sheep.T: Clever! What do you see?Ss: I see a sheep. T: What colour is it?Ss: Its white.T: We know the duck goes quack, quack. What about the sheep?Ss: T: Lets listen carefully. (Play the sound “baa”) Lets follow it. BaaSs: BaaT: So lets make a riddle for it. T&Ss: It goes baabaa. Its white. What is it? Its a sheep. Present the word “hen”T: Now lets see another riddle. Can you guess what it is? It goes Cluckcluck. Its a chicks mother. What is it?Ss: Its a hen.T: Wow, youre so smart! Its a hen. Follow me, hen.Ss: Hen.T: Hen, henSs: Hen, henT：Ok, lets listen and repeat. (Play the sound “hen”)Read two by two.Ss: T: The hen goes cluckcluck Lets imitate. CluckcluckSs: CluckcluckT: Hello! Im a hen. CluckcluckWho can be a hen like me?S2：S3: S4: T: Im a small hen. So this is one hen. How many hens now?Ss: Three hens. T: Yes! Hens/z/Ss: Hens/z/T: How many hens?Ss: Two hens.T: Great! Look, what do you see?Ss: I see a hen.T: What colour is it?Ss: Its yellow and orange.T: So this is a hen. It is a chicks mother. But who is a chicks father.Ss: T: Ah, look and see! Its a rooster. Rooster, rooster, roosterSs: Rooster, rooster, rooster Present the word “dog”T: You all did a great job! What about the next riddle? Its easy. It goes woof.woof. What is it?Ss: Its a dog.T: Wow, excellent! It is a dog. Read after me, O,/ /, dog, dog, dog.Ss: Dog, dog, dog.T: The dog goes Ss: WoofwoofT: Yeah! Woof.Ss: Woof.T: What do you see?Ss: I see a dog.T: Now what do you see?Ss: I see two dogs.T: Dogs/z/Ss: Dogs/z/T: How many dogs now?Ss: Three dogs.T: Right! Present the word “cat”T: I have a dog at home. I also have an animal. Can you guess what it is? Lets listen to the sound and guess. (Play the sound “Miaow”)Ss: Its a cat.T: Correct! I have a cat at home. Lets have a look! Its a lovely cat. Follow me, cat, a, / /, catSs: A, / /, catT: Im a sheep, baabaaWhat about the cat? Who know?S5: Im a cat, miaowmiaowT: Wonderful! Miaow.miaowSs: Miaow.miaowT: Im a cat, miaowmiaoWho wants to be a lovely cat?S6: S7: S8: T：Boys and girls, what do you see?Ss: I see a cat.T：What do you see now?Ss: I see two cats.T: Cats /ts/Ss: Cats /ts/T: How many cats?Ss: Two cats.Purpose: 由猜谜语，听声音并模仿等来引出新词的教学，并在词的单复数上运用无限克隆手段进行直观的强化，同时带入颜色和what do you see?的复习与在现，学生寓学于乐，十分兴奋。 Step4:Consolidation (5minutes)T：All the teams did a perfect job! Now lets turn to P6 Look and learn. Lets listen and repeat. (Play the tape) Good! Now take out your pencillisten and number. No1. Dog. No.2 Hen. No.3 Sheep. No.4.Cat The answers are Ss: T: Thats right. You can do the number very well. What about the quick response? (Play the tile quick response)Purpose: 在教授新词之后回归课本进行再次正音并立即用listen and number巩固,再用需要速度和反应能力的quick response进行练习与强化。学生用他们的火眼金睛，十分快乐的参与其中，气氛十分愉快。 Step5:Guessing game (8minutes)(One student turns back and another student describes the animal. The two students are chosen group by group.)T: G1, lets welcome XXX and XXXS9: Its (颜色) Its (大小)It goesWhat is it?S10: Is this a ?S9: Yes/No.Purpose: 利用guessing game中动物的描述，学生面对面，既是学生以段落的形式来进行台上表达的综合体现，亦是小组与小组之间的PK，使本来单纯的描述成为了令人兴趣盎然的游戏。 Step7:Song time (2sminutes) T: Wow! You really amazed me. Why dont we relax ourselves by enjoying a nice song? (Play the song “Bingo”)Purpose: 在课堂快要结束时，音乐是使人放松的最好催化剂，而“Bingo”这首歌将歌曲与拍手相结合，令英语课堂在结束时依然余音缭绕。 Step8: HomeworkT： Ok, class is over. Todays homework is the following:1. Listen to the book P6 for three times.（听课本第6页三遍）2. Introduce the four animals to your parents. (将今天学的四种动物介绍给你的爸爸妈妈)3. Purpose: 作业是课后巩固知识的重要部分，在作业的布置上，应体现小学生现阶段的主要能力培养是听说能力，而Introduce the four animals to your parents.这一家庭作业不仅使学生能够将段落表达及时在当天完成，并能通过家长及时的反馈，十、 课后反思与总结本课是上海版牛津英语一年级第二册模块一第二单元第一课时的教学，重点是掌握四种动物的说法并能够认识它们的单复数。在掌握该词的用法基础上，能够准确运用。在设计本课教案时，我主要体现了以下几个特点：一、结合本册课本的特点，在课堂上以复习为重点。课堂上虽然要教学新词，但我把新词放到旧知中以复习作为一个重点，在课堂上围绕这四个词在句子中的表达与应用开展教学活动。如：What do you see? I see a It goes . Its What is it? 在巩固环节，也都安排了以旧瓶装新酒的形式，使他们在每一节课的学习过程中，不断巩固所学知识，从而达到牢固掌握。二、安排设计任务，体现小组合作。在课堂活动中，我还注意培养学生的合作意识，通过小组成员间的相互配合来完成，如巩固环节中的guessing game 这一活动，以小组之间的PK，小组队员之间的合作来为自己的小组赢得一分，这不仅使学生兴趣