一堂英语课例与教学反思

1、PEP BOOK3 UNIT 2 PART A LETS TALKMeng Haiping Background of English teaching in primary school:It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils basic abilities of their

2、listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.I. Contents:Today Im going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson inc

3、ludes two parts: Lets talk and lets practice. In section 1, it mainly deals with the dialogue about “Whats in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.+ do you have? And the answer: I have 23 +n.(pl.II. Teachi

4、ng aims1. Aims on the knowledge(1 To enable the Ss to understand and spe ak: “My schoolbag is heavy. Whats in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations.(2 To help Ss to finish the survey.(3 Let Ss finish the assessment of “Lets check” in this unit.2.

5、Aims on the abilities(1 To develop Ss abilities of listening and speaking.(2 To train the Ss ability of working in groups.(3 To foster Ss abilities of communication and their innovation.3. Aims on the emotion(1 To foster Ss consciousness of good co-operation and proper competition.(2 To lead Ss to s

6、how their loveliness to the poor.III. Key-points of this lesson(1 To help Ss ask and answer the question: Whats in it?(2 To enable Ss to study in groups and co-operate skillfully.(3 To develop Ss interest in English.IV. Difficult points(1 To help the Ss ask and answer the question “Whats in it?” and

7、 make sure they can use the plural nouns correctly.(2 To finish the survey by themselves.V. Teaching methodsAs we all know: the main instructional aims of learning English in primary school is to cultivate pupils basic abilities of listening and speaking and their good sense of the English language.

8、 So in this lesson Ill mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of thedialogue. I will arrange four kinds of activities: singing, guessing ga

9、me, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.VI. Teaching procedures and purposes of my designing.Ill finish this lesson in five steps.Step 1. Warm-up and preview1. Fre

10、e talk between T and Ss about things in the classroom.2. Sing the song together: Books and pencils.3. Do some TPR, for example: Show me your English book. Show me your crayon.4. Review the numbers by asking: “How many crayons do you have?”Purpose: It is important to form a better English learning su

11、rrounding for the Ss by singing and doing some total physical response and at the same time.it provides situations to review learned knowledge for the next step.Step 2. PresentationNow Ill mainly talk about this step.1. Present the pattern: “My schoolbag is heavy.” “Whats in it?.”(1 Show a bag and s

12、ay: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.(2 T: My schoolbag is heavy.Open the bag and say: “Whats in it? Whats

13、 in my schoolbag?”Take out a Chinese book. Then do the action again. Let the Ss read the sentence.2. Play a guessing game. Divide the whole class into four groups to have a competition.Let them guess: Whats in the bag? How many?Purpose: To present the key structures one by one is much easier for the

14、 Ss to learn and grasp the meanings. Proper competition can arouse the Ss interest in English learning.3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand:Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking. Girl: My schoolbag is h

15、eavy.Boy: Whats in it?Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc. Boy: What will you do?Girl: They are for the poor.Boy: Great! Ill bring some school things too.The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives

16、them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.4. Mention that we should take care of the poor.5. Play the cassette. Let the Ss listen and imitate the dialogue. Pay attention to theirpronunciation and intonation.Pu

17、rpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.Step 3. PracticeDivide Ss into groups of six children. Each one would finish the printed form by asking and answering: How ma

18、ny storybooks do you have? Find out which group finishes faster.Purpose: Task-based teaching method is used here to develop Ss ability of communication and also their ability of co-operation will be well trained.Step 4. AssessmentHelp Ss finish “Lets check” of this unit and workbook.Purpose: To chec

19、k the knowledge Ss have learned in this period.Step 5. Add-activity1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.2. Take care of everything they have.Purpose: Revision is so important that Ss should speak English a

20、s much as theyas in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.以语言结构为主线培养学生能力课堂教学反思孟海萍新课程的核心理念是:为了每一个学生的发展。在尊重、理解、相信学生的前提下,小学英语要从学生的兴趣出发,以语言结构为主线,注重能力培养,重视双向交流,发展学生的语言交际能力。成功的外语课堂教学应当在课内创设更多的情境,让学生有机会运用已学到的语言材

21、料,突出语言的实践性和交际性,使学生能够“学以致用”。根据以上理念我设计并实施了教学,下面是本节课我觉得做得较好的方面:1. 输入,为学生语言输出准备。拓展思维,开放教学。没有大量信息的输入,何来输出?英语,作为学生的第二语言,必然受到母语的干扰,只有利用有限的课堂40分钟,给学生足够的信息,进行有效(效率+效果的练习。本课中把新授的单词融入到学生将要学习的句子中。学习单词的目的是灵活应用到句子中去,表达更加完整的意思,同时在句子中也能巩固所学的单词,两者之间相辅相成,相互促进。根据教材的延续性、反复性特点,我设计了环环相扣的“词(classroom, schoolbag, toy box句(

22、whats in it 相结合的操练模式,密度大,信息量也大。另外,课堂中还能以游戏为载体,让学生的思维达到一定的深度和广度。2、分层,为学生掌握重、难点垒台阶。本节课中,单词的听、说、认读是一个重点,句型的练习和运用则既是重点,也是难点。为了让学生能较好地把握新词句,我创设了贴近学生生活的语言使用环境,构成了不同的信息差,并采用分层教学的方法,突出了重点(单词学习:看图-解意-模仿跟读纠正巩固运用,突破了难点(句型与对话: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。3 渗入 TPR,轻松学英语。在本课中,我让学生做出说说颜色,并举举手指等动作,调动了学生的肢体语言,让学生动起

23、来、让课堂活起来,使英语学习显得不那么枯燥。实验结果表明,多种感官参与学习活动,将会大大提高学习的有效性,肢体语言也能起到同样的作用。新课程下的小学英语教材中 Lets do 的形式,就是让学生通过听觉、视觉和动作来学习英语。本节课虽在精心的设计下,产生了师生互动,基本完成了教学内容,达到了三维目标,可我觉得还是留下了一些遗憾:1、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,导致了学生有些“消化不良”，没能

24、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”。 2、设计多样活动,但是个别衔接不够自然。 在教学活动中，各活动和环节要做到衔接自然，才能使教学行云流水，一气 呵成。在本堂教学中，我有两处考虑不周的地方：一是在热身阶段后马上就进入 了情境问题， 显得突兀。 如果在学生说出某人喜欢某种水果之后再进行一组通过 说朋友喜欢哪种水果然后全面铺开教学，我觉得这样能保持课堂的完整一体性。 二是在 Lets do 的环

25、节中，没有考虑过渡语言就直接跳到了学生表演的环节， 学生一下子没有反应过来。这都需要在平时的教学中避免出现的错误。 课后，在逐步渐理清头绪的过程中，我真正意识到：光是坚持不懈地学习教 育理论知识， 提高自身业务素质是远远不够的；如何能在有限的资源和生源中有 意识地在平时让每一名学生都能提高综合语言应用能力是我们急待解决的问题； 我个人认为一是把握每一堂课的 40 分钟教学时间，不断增强教学机智；实践自 己的构想； 二是加深对因人而异因材施教这一理论的更深层次的理解，以便在自 己今后的教学实践中能更好的把握尺度进行教学。 一 在备课方面 为了活跃课堂气氛,我这样设计教学过程。一开始的热身我设计了“抽奖” 和“转轮盘”两个游戏活动来活跃气氛，既复习了旧知识又交流了师生感情,还 自然轻松的引入新课学习。 兴趣永远是最好的老师。 新课的开始我采用一个故事一首歌曲引入，通过讲 述小蝌蚪要去找妈妈的故事， 唤起学生学习英语的兴趣，同时让学生整体感知今 天所要学习的内容。接