初四英語Lesson18教學案例及點評

 

 

教學設計

一、教材分析：第18課是一篇閱讀，是17課的延續(xù)，在17課Paul說到自己的化學學得好，主要歸功于他的第一位化學老師。LiLei請他講一講他的化學老師如何教他們化學的。在18課中Paul以第一人稱口氣敘述他的第一位化學老師如何教給他們在學習和生活中學會觀察。通過這篇文章的學習，一方面讓學生了解Paul的化學教師上課的獨特方式，另一方面使學生明白善于觀察的能力對于一個人做事情和做學問的重要性。為引導學生重視觀察能力的培養(yǎng)，在談前部分還安排了有關這一問題的討論。

二、學生分析：第18課是第17課延續(xù)，所以學生在接受這一課內(nèi)容是沒有問題的。教學中分別為不同層面的學生設計了學習任務，讓他們都能享受到用英語做事情的樂趣。

三、設計思路：本堂課采用任務型教學途徑，這種途徑是以應用為動力，以應用為目的，以應用為核心（為用而學，用中學，學了用）的教學途徑。任務型教學是一種以人為本的，能體現(xiàn)語言價值的，先進的、有效的教學途徑。學生帶著任務學習，在完成任務的過程中逐漸生成的知識，形成的技能。本課將通過任務型教學，努力達到課堂活動目的。

四、教學目標 ：

1、學會使用從課本學到的句型和語進行交際。

2、在活動中自我鍛煉和培養(yǎng)。提高聽、說、讀、寫等方面的能力

五、教學設計

（一）教材分析：第18課是一篇閱讀，是17課的延續(xù)，在17課Paul說到自己的化學學得好，主要歸功于他的第一位化學老師。LiLei請他講一講他的化學老師如何教他們化學的。在18課中Paul以第一人稱口氣敘述他的第一位化學老師如何教給他們在學習和生活中學會觀察。通過這篇文章的學習，一方面讓學生了解Paul的化學教師上課的獨特方式，另一方面使學生明白善于觀察的能力對于一個人做事情和做學問的重要性。為引導學生重視觀察能力的培養(yǎng)，在談前部分還安排了有關這一問題的討論。

（二）學生分析：第18課是第17課延續(xù)，所以學生在接受這一課內(nèi)容是沒有問題的。教學中分別為不同層面的學生設計了學習任務，讓他們都能享受到用英語做事情的樂趣。

（三）設計思路：本堂課采用任務型教學途徑，這種途徑是以應用為動力，以應用為目的，以應用為核心（為用而學，用中學，學了用）的教學途徑。任務型教學是一種以人為本的，能體現(xiàn)語言價值的，先進的、有效的教學途徑。學生帶著任務學習，在完成任務的過程中逐漸生成的知識，形成的技能。本課將通過任務型教學，努力達到課堂活動目的。

（四）教學目標 ：1、學會使用從課本學到的句型和語進行交際。

2、在活動中自我鍛煉和培養(yǎng)。提高聽、說、讀、寫等方面的能力。

（五）教學實施過程

Step1 Revision

Revise the words: chemical, experiment, observe and observation

Step2 pre-reading

SB Page22 Part1. Discuss the oral homework by asking the class the questions in part1. Continue discussing until they show an understanding of the meaning of observation and observing.

Step3 Presentation: Refer to the picture at the top of Page22. Ask students questions about the picture.

Step4 Reading

Answer the question: How did the students feel after they tasted the mixture?

Step5 Practice

Wb Lesson16 Ex.1

Step6 Workbook

Wb Lesson18, Exx2 and 3

Step7 Consolidation

Discuss about the question: What can we learn from this lesson?

Step8 Homework

Write what they can learn from this lesson.

教學實錄

（一）Warming up

（二）Revision

T: Do you still remember the words what we learned in Lesson17?

(The teacher writes words on the Bb: chemical, experiment, observe and observation)

Ss: Read together.

T: Do you know which word “observation” comes from?

S1: (Stand up) “Observation” comes from “observe”.

T: What’s the difference between them?

S2:“Observation”is n. and “Observe” is v.

T:(贊許地).You are right.

（三）Pre-reading (Task1)

T: Now let’s discuss two questions. (on Page22)

1. In what ways do you think observation is important?

2. How good are you at observing things? Give the examples.

(學生分組討論，氣氛熱烈。教師走到學生中去，與學生交流溝通)

T：OK. Who’d like to tell us the results first?

S3: I think observation is very important in many ways. For example, in my study, especially, my chemistry and physics. But, I am not good at observing things.

T: Well done.

S4: I think in my composition is very important because if we give an careful observation to the things we have seen, we will write a good composition.

S5: I’m not good at observing things. For example, When I write English words. I always make some mistakes.

S6: Neither am I.

……

(教師能鼓勵學生大膽地開口說英語，學生能用自己學過的知識進行口語表達，這在英語課堂上是很可貴的，盡管學生的口語表達不是很準確)

T：Thank you. All of you gave me many examples. I hope you are good at observing things. It is important for your study and work in the future.

（四）Presentation(Task2)

T: Today, let’s look at an examples about observation. Now look at the picture at the top of Page22. Give me the answers to my questions. Who is the man? What is the man doing?

S7: He is a chemistry teacher. He is having a chemistry class.

T: Good! Let’s go on looking at picture at the bottom of the page: Who are these boys? Where are they? What are they doing?

S8: They are students. They are in their classroom. They are tasting something.

(教師通過看圖談論，直觀地將本課的內(nèi)容展現(xiàn)出來。學生很自然地被遷移到了新課中來)

（五）Reading (Task3)

T: Today we’re going to read a passage written by a student. It’s about a chemistry lesson. The student learnt something very important in this lesson. Read the passage and find the answer to this question: How did the students feel after they tasted the mixture?

(Students read the passage silently and quickly to find the answer. They check the answer with a partner.)

T: Who’d like to tell me the answer?

S9: The students did not like the taste of the mixture. They thought it was terrible.

（六）Practice (Task4)

T: OK. Let’s go through the questions in Wb Lesson18. Ex1.

Ss: Do the exercise. Check the answers first in pairs, then with the whole class.

T: Let’s deal with the language problem that arise in the passage. And tell me your questions.

1. One was filled…vinegar.

2. You must do everything as I do.

3.…looking rather pleased.

4. The mixture tasted terrible.

5. But the finger I put…the cup.

(教師能很好地利用這個時間讓學生用英語做事情，并且讓學生提出問題，解決問題。)

（七）Workbook(Task5)

T: Now let’s read over the passage. And do Wb Lesson18, Exx.2 and 3.You may discuss in pairs.

(Check the answers with the whole class.)

（八）Consolidation

1. The students act out the story. The teacher asked one group to demonstrate to the class first.

2. Discuss the question: What can we learn from this lesson?

3. Write the answer in exercise books.

（九）Homework.

教學反思

這節(jié)課是閱讀課，我覺得完成了本課的教學目標 。在課堂上全面的訓練了學生的能力。讓學生用英語做事情方面，導得不夠充分，這是今后教學中要改進的。

點評

英語課堂最重要的是讓學生開口說，用英語去完成任務，這節(jié)課達到了這樣的目的，讓學生大膽地說，鼓勵學生說，讓學生在贊揚中說，課堂上能做到全面提高學生的英語能力，通過師生，生生的交流，合作，探究，取得很好的教學效果。

初四英語Lesson18教學案例及點評

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