修改稿常海霞课例

1、“自主引导”的高效课堂-听说课课例山东省利津县第二实验学校 常海霞在初中英语教学中，最突出的问题是过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力的培养，这种状况的延续，既不利于素质教育、创新教育地实施，也不适应当前教育教学改革的发展趋向。因此，我校构建了“自主引导”的高效课堂教学模式以教师的引导来促使学生学习方式的转变，促使学生自觉、自主地学习。初中英语“自主-引导”式高效教学模式的中心环节为：任务驱动自主学习合作互助精讲精练拓展延伸达标训练。下面为初中英语听说课的教学课例。教学步骤：一任务驱动。学生：明确任务自我驱动。（一）课前探究：1我们学过哪些可以用来表示请求的句型？哪些

2、句型更加委婉？2对别人的请求应如何礼貌作答？教师：创境设问，目标导入。（T=teacher S=student）T: Do you like music? S: Yes.T: Me, too. Lets enjoy a piece of music. (创设情境：播放一首曲子，声音非常高，试图让学生说出: “Turn down the music.” 然后板书“turn down”，并领读，同时做出调低音乐的动作。)T: Class, you want me to turn down the music, but you say: “Turn down the music”. I think

3、its impolite. Could you please say it more politely? (此时学生会把课前准备的表示请求的句型说出来，教师要抓住时机引出本节课要学习的重点句型“Wouldyou mind ?”， 然后出示图片并创境应用。)T: Look, its 11:00am. But my husband is still sleeping. I want him to get up. What should I say?(引导学生说出：“Would you mind getting up?”) Lets ask him together. S: Would you mi

4、nd getting up?T: Lets listen to his answer. (播放事先录好的音，巧妙的引出答语：“No，not at all.”， 而且非常真实。此时，学生已经初步会问与答了。然后出示第二张图片。) T: Im very busy. I want my husband to do the dishes. What should I say?S: Would you mind doing the dishes?T: Lets listen to his answer. (播放事先录好的音，巧妙的引出答语：“Not at all. I will do it right

5、away.”， 而且非常真实。此时，学生已经初步会问与答了。巧妙的将训练推给学生，提问几组学生。然后出示图片move the bike, clean the yard, stop crying进行句型操练, 并通过cry这幅图，引出“Would you mind not crying?”的问与答。)二自主学习。学生：自主听说，感悟新知。听说单词和短语：1.一点也不_ 2.把调低，关小_3.院子_ 4.立刻，马上_ 5. 任务_ 6. 海报_ 教师：分层指导，了解学情。学生自学过程中，教师要进行分层指导，帮助学生解决遇到的困难，并了解学生的学情。三合作互助。学生：质疑问难，同伴交流。教师：示范指

6、导，释疑破难。活动1 ：Pair Work(出示图片，让学生两人一组，进行句型操练。)学生操练过程中，两人合作互相帮助，各种的小组长帮助本组内的成员完成目标任务。同时教师要进行巡视和指导，帮助学生解决遇到的困难，并了解学生的学情。操练完成后，教师检查验收并导入下一活动。T: Lets check. Here Ill introduce five friends to you. They are Sarah, Jenny, Nick, Nancy and Pete. What is happening to them? Lets listen and number the pictures. 活

7、动2：【快乐听力】Listen and number the pictures 1-5.（听完听力，我会排序）_A. Sarah, would you mind doing the dishes?_B. Nick, would you mind not wearing those old jeans?_C. Jenny, would you mind cleaning your room?_ D. Nancy, would you mind getting out of the bathroom? _ E. Pete, would you mind getting up?活动3：Pair Wo

8、rk听力训练完成后，让学生进行句型操练，此时学生可以练习听力中的对话并将其表演出来适合于中层及以下学生，学生还可以自己创设情境灵活运用目标语言并将其表演出来适合于中上层学生。教师要提醒学生试着创境表演，同时教师做一示范动作，并且问学生： T: I feel a little hot. Would you mind my opening the window? 提问几组学生，并引导学生总结出其回答形式。Would you mind (not) doing ?If you dont mind, you should answer: No, not at all. Certainly not. Of

9、 course not. Sorry, Ill not do it. If you mind, you should answer: Sorry，youd better not.Better not.四精讲精练。学生：认真倾听，学练结合。教师：指点迷津，开拓思路。T: Discuss in groups. Discuss the ways to ask requests politely and how to answer the requests.S: 学生小组讨论有礼貌的提出请求的方式及答语，想出的越多越好。 T: Check. Look at my ways, Would you min

10、d doing ? Could you please ? You have to Youd better And pay attention to the verbs. (提醒学生注意动词的适当形式。)Lets use them in 3a.【学以致用】Lets help Larrys mother complete the note.(让我们帮助Larry的母亲完成这张便条。)Dear Larry,Your father is at a meeting and Im going shopping. I need your help. 1. Would you mind ? 2. Could

11、you please ? 3. Would you mind ? 4. Please . 5. Also, you have to . If you finish these tasks, we can go to a movie tonight.Love, Mom五拓展延伸。学生：链接生活，巩固新知。教师:拓展任务，促进应用。T: What do you think of Larry? Is he a good boy? I think he is a good boy. He helps his mother a lot. We should learn from him. And try

12、 to be a good child at home. And try to be a good student at school. But sometimes we can see some impolite behaviors. When we say this, what should we do? Lets watch a video and tell me the impolite behaviors.（情感升华，拓展任务。）S: 讨论视频中及日常生活中所见到的不文明现象，当我们看到这些时，我们应该怎样做？写一封建议书：争做文明学生，有礼貌的向不文明现象说“不”。首先小组内讨论你

13、所见到的中学生的不文明现象，然后写下来，最后小组内互相批阅并选出最好的展示给全班同学。参考词汇及句型：drop litter (乱扔垃圾) spit (随地吐痰)1. Would you mind (not) doing?2. Could you please (not) do?3. Please/ Please dont4. Youd better do 六达标训练。学生：查缺补漏，反思提高。教师：检测反馈，深化提高。写作：周末，同学们要到你家开party，有好多事情要麻烦父母帮忙，例如买水果、打扫卫生、做饭等等，请用英语给他们留个便条，委婉地向他们寻求帮助。 后记：本节课教师在“自主引导”的高效课堂教学模式的指导下取得了较好的教学效果。听说课中以学生自主学习为主，学生的自主学习建立在教师有计划的引导下，充分发挥了教师的引导作用。并且教师在充分认识和尊重学生主体地位的基础上，“引导”学生形成了良好的学习习