2B英语教学设计及教学反思(共3页)

1、精选优质文档-倾情为你奉上Oxford English 2BUnit 2 In the circus (the third period)I. Teaching purpose 1. Use imperatives to draw attention to something. Look at 2. Use nouns to identify zoo animals. 3. Use adjectives to describe animals. E.g. Its big and brown.II. Main points: Use adjectives to describe animals.

2、III. Difficult points:Use adjectives to describe animals.IV. Teaching materials: Students Book 2B page 8. Courseware 2B unit2 Word and picture card 2BV. Teaching procedures: Step1. Warming up 1. Greetings 2. Sing a song “Look at the bear”as warming up.Step2. Pre-task preparation1. Show the pictures

3、on the lecture slides for the animals that taught in the last period. Look at the pictures and revise the animal words.2. Show a picture of a circus. Ask students to discuss what they can see at a circus.Step 3.while-task procedure1. Play the animation of the circus for page 8. Invite students to sa

4、y aloud the animals in the animation.2. Say “Look at the bear. Then ask students to answer some questions about the bear. E.g. Is it big? What color is it? Is it big and brown?3. Repeat step 2 with the other animals, such as elephant, horse, monkey, tiger, and panda.4. Play the courseware again for

5、students to listen to the native speakers pronunciation while looking at the animation. Students listen and repeat.Step4. Post-task activities1. Divide students into pairs. In pairs they take turns to ask each other about the animals in the picture. E.g. one says look at the bear. The other says Its

6、 big and brown. Then they change roles.2. Let a few pairs practice in the front of the class and compete which pair is the best at presenting.Step5. Consolidation Workbook page 5: listen and write the correct number in the box教学反思：我讲课的内容是牛津英语2B第二单元第三课时的内容，本节课中，句型look at. Itsand.的练习和运用则既是重点，也是难点.为了让学

7、生能较好地把握新词句，我运用多媒体动画课件教学，并采用分层教学的方法，突出了重点（句型学习：模仿跟读纠正巩固运用），突破了难点（句型与对话：找个别同学读，让同学一排一排的读二人合作意义操练，教师引导说半扶半放说自由说），让学生的学习有据可依、有梯可爬。本节课虽然在精心的设计下，产生了师生互动，基本完成了教学内容，但还是存在着一些问题：学生个体差异考虑不周备课，要备学生。备课时，我仅根据平时自己的所想，采用高密度、多信息的教学方法，以为用不同形式的活动可以引导学生到达“目的地”运用新词句自由说。由于对学生个体差异欠考虑，过高估计了学生的原有认知和综合运用语言的能力，导致了个别学生有些“消化不良”，没能完全接受教学内容。这个教训进一步提醒了我：首先，在今后备课时，不但要认真备教材，还要充分备学生，为可能出现的变化作好准备；其次，在教学中出现此类情况时，我应当立即降低教学难度，让学生可以在同一目标的不同层次有所发展，不会“因噎废食”。正是这一次的英语公开课课，使我在如何精心备好课、备学生的问题上懂得了更