作者： 夏婷 点击数： 更新时间：2008-5-12 9:37:21  推荐本文 |
Unit1 Where’s your pen pal from?(Section A 1a-1c)
教学案例及反思
-------汉川市实验中学 夏婷
Ⅰ.Teachig Aims and Demands
1.Knowledge Objects
(1)Names of some countries and new phrase:pen pal
(2)“Where is your pen pal from?She’s from Japan.”
2.Ability Objects:1)Listening skill.2)Communicative competence.
3.Moral Object:Be proud of being a Chinese.
Ⅱ.Teaching Key Points
Canada,France,Japan,Australia,Singapore,China,the United States,the United Kingdom,pal
Ⅲ.Teaching Difficulties
Where is your pen pal from?He’s from Australia.
Where is your pen pal from?She’s from Japan.
Ⅳ.Teaching Methods:1)Listening and talking methods.2)Pairwork.
Ⅴ.Teaching Aids:1)A tape recorder.2)Some pictures.
Ⅵ.Teaching Procedures
Step 1.Greet the class as usual.
Step 2.
(1)Show the flags of some countries and learn the names of these countries:Canada, Japan, the United States, Australia, Singapore, The United Kingdom, France, China）
(2)T：I have many pen pals in other countries. I often write letters or E-mail to them and they also write letters to me. So we are pen pals .
Explain “pen pal”and ask someone: Do you have pen pals?
(3)Point to the flag of China.
T：I’m from China.
You’ are from China.
Repeat seval times,let the student understand.Then write on the Bb.
(4)Put a picture of a boy in front of the picture of Australia , Put a picture of a girl in front of the picture of Japan.
T: He’s from Australia.
She’s from Japan.
Write on the Bb.And put the four conversations in order.Let the students look at the conversations and find out the same things.
Expain “Be from” and ask some students to read these conversations.
Then using another way to say these conversations.
I’m from China. = I come from China.
You’ are from China.
He’s from Australia.
She’s from Japan.
(5)T:This class,we study Unit 1 Where’s your pen pal from?Write the topic and let a student explain it in Chinese.
Step 3.Section A 1A
Now open your books.Look at 1a please.I’ll play the recording.Please repeat the names of the countries.
(This activity provides guided listening and pronunciation practice using the target language)
Step 4.1b
Now you’ll hear a conversation. Please circle the names of the countries the people are talking about.
(This activity provides listening practice using the target language)
Step 5.1C Pairwork
Read the conversations in the picture after me.(Students read)
“Where is your pen pal from? He’s from Australia.”
“Where is your pen pal from?She’s from Japan.”
Put the picture of the boy and the picture of the girl in front of another countries,let the students practice.
After they have practiced for a few minutes,ask some pairs to present their conversations to the class.
(This activity provides guided oral practice using the target language)
教学评价：
1． 单词的重复教读。以国旗图片导入新单词，既可以吸引学生兴趣，又能进行爱国主义教育。在反复熟读单词之后，在学习新语言点时，老师要时不时回到单词的反复朗读中。
2． 课堂活动的开展。本节课的重点内容是be from结构，难点是be from与come from结构的相互转换问题。
导入句子紧贴我们的生活，简单明了，指引学生观察四个句子的相同点，进行归纳总结出be from，从而进一步引导学生在简单易懂的陈述句中学习be from /come from的互换。然而在实际教学中，当老师很仔细的在黑板上写出:is from=comes from are from=come from这么具体的转换时，请上台演练的学生却将变同义句写成了句子的完全形式。让教学环节出现了一点小小的意外。于是，老师和学生一起纠正。并没有进一步探寻两种结构在否定句，疑问句中的转换。
教学反思：
1、紧张的情结。新学期的第一次英语课，不论是老师还是学生，对新的课堂环境还不太熟悉。加之在上新课之前没有进行新单词的预习，我担心学生在进行教学活动时不会读单词，结果反复重复，走回头路。
2．学生的演练这方面有过失误。请学生上台板书，演练时，没有给予学生充分的提示。再者自己没有写出一个完整的例子供学生参考，所以让学生很茫然。导致学生将句型间的固定结构转换，写成了缩写形式与完整形式间的相互转换。
3．课堂的处理不够灵活。其实，缩写形式与完整形式是可以相互转换的，而且我并没有给出题目的任何限制。当学生写出完整形式时，我应该称赞他们思路开阔，提出表扬，并让其他学生一起帮助他们找出更合格的答案。而不是一味的纠正出正确答案，让学生被动接受。
4．没有设计句型的拓宽，重点知识操练不够。
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