《九年级英语获奖的教学案例分析》

1、九年级英语获奖的教学案例分析 最近几次听课活动中，很多评课老师都会关注到开课老师的教学目标的设定与课堂实施过程，也有老师关注到课堂活动的设计方面，在来自各方专家的“有效教学”理念的引领下，我们会关注学生学的是否有效，我们甚至会关注老师的课堂随机应变的能力以及课堂预设与生成的关系探讨。我们似乎把一节课分割成了好几段，你讲教学目标，我来探讨教学设计，再有总结发言，看起来面面俱到，对于开课老师的帮助也不少。但笔者认为：倘若能站在“规范”角度上看一节课，我们就会关注一节课的整体感，关注课堂“规范”，今年四月浙江省初中英语学科教学建议（试行）明确阐明：课堂规范应该包括关注老师的课堂语言表达的规范性，关注

2、教学目标设定的合理性，关注多媒体辅助使用效果，以下我就两节研讨课来简析我的反思与心得。 【片段1】这是选自go for it九年级unit4 reading what would i do if ?的一节阅读课，本堂课的教学内容围绕学生生活中可能碰到的accidents or problems,要求学生运用已知的生活经验处理这些临时发生的紧急事故。上课老师精心设计了整堂课，注重了整体篇章感，又结合了学生校园生活实际，在一节课中处处有亮点，但反复仔细观看了该老师的课堂视频后，笔者实在感到可惜，教学过程如下：（注：以下片段是在课堂热身活动之后的教学环节，括号里的是笔者给出的正确表达）step 2

3、lead-int: (show some pictures to tell what are problems and what are accidents) whats the matter with her?s: (观图和思考中)t: he(she) fall(fell) downstairs.s: (学生点头示意)t: (point at another picture and say) he spend(s) too much time in internet bars. (快速提问)can you tell me what other accidents?（1）s: we somet

4、imes cut our fingerss: we .t: what is the biggest problems a teenager has? （2）what about you?s: i think i play computer too much.t: can you help him? what would he do if he play(ed) computer too much?s1-3: i think he should read more study book(s); he should join english club; he should concentrate

5、more on study.t: so everyone have(has) some problems and sometimes you will have (an) accidents.分析：下划线的两个句子是中文思维模式的直译，第一句去掉what就是了，第二句应该为：what biggest problem(s) does a teenager have?或者改为 what is the biggest problem that teenagers have?从这段描述中，我们不难看出老师的习惯性的口误已经影响到了学生的口语表达的准确性了，波浪线字体的单词的错误非常明显，而下划线句子的

6、错误显得有些不可原谅。【反思一】：教师课堂语言表达规范吗？在初三这个时候，在我们的学生很难抽出时间听读英语的情况，一天当中的英语课堂尤其是来自老师用来组织课堂和授课内容的英语显得尤其重要，这很有可能是他们一天所有英语的输入，我们在初三改作文时，总是惊呼：我的学生怎么会写出这样的句子？！因此我们是否要反思我们每天给学生带来的英语是否准确、地道？笔者对于这个问题深思了很久：作为生活在汉语世界的我们英语老师，从大学毕业到工作至今，我们受着本土化语言的影响，我们该怎么应对呢？1. 加强自身学习。在每天作业批改时，可以使用mp4听读一些原汁原味的英语以保持学习的状态，根据浙江省初中英语学科教学建议（试行

7、），教师应该将当天的授课内容先自己听读一次，我想上课的老师应该课前没有做过这个环节，否则一定不会出现这样的口误：what would he do if he play computer too much? 这可是文中的类似句子呢！2. 仔细备好课堂用语，包括常用的组织课堂的英语和相关的授课内容。类似于以上案例描述的这个环节，笔者认为值得我们老师在备课本上把每句话写出来，这是改善课堂现状最快速的方法，而且长此以往还能提高老师的口语能力。【片段2】新目标英语及教师参考用书对于本节阅读课的阅读策略简单的描述为：using what you know. 在上课老师讲述好自己的备课时的教学目标时，简单地

8、说教会学生使用已知英语和生活经验运用英语来解决相关问题。阅读课的阅读策略就是教学目标吗？该堂课的教学目标只有阅读策略吗？包含三维目标了？课堂活动设计围绕了什么样的目标？带着这么多问题，笔者在下面的教学片段里思索着。（接上面片段一的课）step 3 read and discusst: how can you deal with accidents and problems better? we can use what? today we are going to read a book. what kind of book it is?s1: medical book.s2: a first

9、 aid bookt: you read it quickly and find the answers to the questions.(就文本内容提了6个问题，在学生回答问题后，师生继续共同探讨)t： what would you do if you cut yourself by accident?s1-3: put my finger under running water./ cover it with a cloth./t: (start a discussion) if you were at home ,your brother fall downstairs, what w

10、ould you do?( give ss two minutes to discuss) (在学生表达吃力时)you can say it in chinese.s1-2: i think i should send him to the hospital./ i think i should call my parents first.t: i think speed is the most important.(提供类似的话题共学生继续讨论并回答)t: read the problems and match the solutions.1. friends offer you a cig

11、arettes a. drink more water2. children eat medicine as candies b. learn to say no3. an internet friend ask you to meet c. ask friends to go with4.get pimples d. ask doctors for help【反思二】：课堂教学目标定位科学吗？课堂活动设计想要达成什么样的目标？这是本课的重要组成部分，它的课堂用时占了二分之一，在文本处理好之后，老师围绕该话题进行了更深入的探讨，旨在让学生运用该堂课上所学知识和已有知识形成初步的英语思维能力和表

12、达能力，设计者在备课可谓是颇下功夫，但在听课过程中，笔者似乎只看到了肤浅的一面：没有深入的交流，学生只是用几个简单的句子应付老师的提问，甚至个别学生很想用中文表达。阅读课上的阅读策略就是我们的主要教学目标吗？这节课的教学目标该是什么呢？教学建议中：细读单元（模块）内容，明确其教学目标、教学内容及其在全册教学中的地位与作用。研读课时教材内容，制定具体、清晰、可实现的知识目标、能力目标和情感（文化）目标，明确重点难点。显而易见，本节课的教学目标不完整，有欠缺，应该有具体、清晰、可实现的知识目标、能力目标和情感（文化）目标，明确重点难点。老师把课堂的主要时间花在了这些活动上，活动的目的是什么还是很模

13、糊的。怎样的教学目标定位与表述才是最科学、最切合实际、最符合学生的发展呢？请看新目标英语8aunit5can you come to my party? 的课时目标表述，也许我们能有些收获。1. the main task (outcome)the students will be able to write a party invitation and be able to reply.2. language focusthe students will be able to use the following words and patterns properly in their rep

14、ly to an invitation:id love to, but i cant. have to 3. language skillsthe students will be able to find the key information (who, where, when, what, etc.) about a party written in an invitation.4. learning strategies(1) the students will be able to guess and reason the presumption by the information

15、 collected from the reading of the invitation.(2) the students will be able to plan a party in groups and write an invitation of the party.5. affectionthe students will be able to focus their attention on the classroom instruction and performance.6. culture(1) the students will be able to understand

16、 what party is.(2) the students will be able to reply to an invitation in a proper way.(3) the students will be aware of the word choices used among good friends.（选自全国初中英语优质课一等奖谢慧萍老师的教案）看起来她的教学目标太多，但实际上是一个很具体、很生活化的事：the students will be able to write a party invitation and be able to reply。其余的五项目标都是

17、围绕这个任务。一节课完成一件事，通过这件事的完成，达到知识与技能、过程与方法、情感态度与价值观的三维目标。相比较我们的教学目标一句带过的现状，是该要好好琢磨琢磨我们的课堂目标定位的时候了！【片段3】这段教学片段选自新目标英语7a unit9 do you want to go to a movie?教学片段如下：step 1 revision and lead-int: tomorrow is sunday. i want to do something. do you want to play basketball with me? (ppt. shows the picture and “

18、basketball”)s： no.t: sorry. girls may like to go shopping. do you like to go shopping with me?s: yes, i do.t: (ppt. shows cinema) do you want to go to a movie?s: yes.t: there are lots of posters in the cinema. look, there are four posters.(ppt. shows four posters ) do you like a or b? which one do y

19、ou like?s: i like a.t: a is a kind of comedy(ppt. shows the word “comedy”)老师接下来用同样的方法呈现了thriller/ action movie/ documentary以及romance/science fiction/ disaster film等等扩展性词汇。t: （teacher turns to the class and asks）do you want to go to a movie with me ?s1: yes, i do.(with the help of ppt. s1 can say) i want to see an action movie.t: (teacher turns to another s， at the same time，ppt. shows the same sentence as teacher says ) does