小班化教學(xué)教案設(shè)計(jì)及課后反思

1、教案設(shè)計(jì)及課后反思Student s Book IModule 3 My First Ride on a TrainReading and Vocabulary黑龍江省實(shí)驗(yàn)中學(xué) 英語(yǔ)組 王琳Teaching plan for Module 3 My First Ride on a Train(Reading and Vocabulary)Lesson Objectives:1. To talk about some general information about Australia.2. To enlarge the studentsvocabulary related to travel

2、 experiences.3. To read about and learn how to write travel experiences.4. To encourage the students to cooperate in groups.Teaching focus: Talk about travel experiences.Teaching difficulties: The reading comprehension of the passage.Teaching methods: Task-based and student-centered.Teaching procedu

3、res:Step I: RevisionStudents have a brainstorm of the means of transport they learnt yesterday. Then have a revision and each student names a means of transport. Begin with a volunteer and anyone can be called to go on. Step II: Lead inLead in the topic of traveling by asking the students a question

4、 “If you have a chance to go abroad by one of the means of transport we mentioned just now, where would you like to? ” Then lead in the destination of the reading passage Australia.Step III: QuizHave a quiz about the general information of Australia. Studentswork in groups of four and exchange infor

5、mation, then talk about ittogether with the whole class.1. Australia is thelargest country in the world.A. firstB. thirdC. sixth2. What the population of Australia?C. About 20 billio n.A. About 20 thousand. B. About 20 million.3. What the capital city of Australia?A. Melbourne.B. Sydney.C. Can berra

6、.4. Which is the national flag of Australia?A.5. What the official language in Australia?A. Fren ch.B. En glish.C. Spanish.6. Which is not an Australian animal?A. Koala bear.B. Kan garoo.C. Pa nda.Step IV: Word study 1. Stude nts read the vocabulary on Page 22, and pick out 9 words whichthey have di

7、fficulty in pronouncing. Then play the Bingo game.Diam ondGover nmentExpertSce neryAbandonShootProductShi neCassette2. Word group: Students work in groups of four and focus on the meaningof each word in the box on Page 22. Then work out a word group with four words including one word which doesn t b

8、elong to the group. Ask some groups to write down their word groups on the group and the other students try to find out the word which doesnt belong to the group. Step V: Reading1. Skimming: Students read the passage-My First Ride on a Train aloud by themselves, and choose the main idea of the whole

9、 passage and each paragraph.Para 1 ：A. What the writer did on the trainPara 2:B. The use of camels.Para 3:C. Information about the writer and her train ride.Para 4:D. Why is the train called the Ghan?Para 5:E. What happened to the camels.Para 6:F. What the writer saw on the train.2. Competition: Div

10、ide the students into four groups and have a competition to see if the students have understood the passage and mastered some important words in the passage.T or F 10 On the train, Alice still studied.20 Alice got on in Alice Sprin gs, and got off in Sydn ey. 30 The scenery of the whole journey is v

11、ery colorful.40 The government built a new railway line in 1925.Reading comprehension10 Did Alice travel on the train a long time ago?20 Do they still use camels to deliver goods?30 Was her destination on the coast of Australia?40 Did the Australians use horses to travel to the central part of the c

12、ountry?Translation 10 What a ride！20 We saw abandoned farms which are built more than a hundred years ago.30 In 1925, they passed a law which allowed people to shoot the animals if they were a problem.40 For many years, trained camels carried food and other supplies and returned with wool and other

13、products.English definition 10people who travel on a train, bus or plane20white or grey things made if water in the sky30an area of land where it is always dry40valuable stonesMaking sentences 10allow sb to do20try doing30be short for40not any moreThe groups take turns to choose questions with diffe

14、rent marks fromthe five categories. If any team member can answer the question they choose, the mark will be given. Whichever group gets the highest mark will be the winner.Step VI: HomeworkFinish the summary of the passage.課后反思 隨著時(shí)代的不斷進(jìn)步，培養(yǎng)創(chuàng)造才能與創(chuàng)造型人才是時(shí)代的呼 喚，社會(huì)的要求。 而課堂則是培養(yǎng)學(xué)生創(chuàng)新意識(shí)的主陣地，教師如何 在課堂上培養(yǎng)學(xué)生的主體

15、意識(shí)， 開(kāi)發(fā)他們的創(chuàng)新精神， 直接關(guān)系到人 才培養(yǎng)的素質(zhì)， 也是我們教學(xué)工作者應(yīng)該努力的目標(biāo)。 英語(yǔ)小班化教 育有利于師生課堂的有效互動(dòng)， 有利于學(xué)生的創(chuàng)造與實(shí)踐能力的真正 提高。實(shí)施教育創(chuàng)新，就必須培養(yǎng)學(xué)生自己動(dòng)手、主動(dòng)參與探究事物 的能力。我所做的這節(jié)小班化教學(xué)展示課就是秉承這一理念， 努力發(fā) 揮小班化教學(xué)的優(yōu)勢(shì) , 讓學(xué)生有更高的提升。我認(rèn)為教師應(yīng)關(guān)注每個(gè)學(xué)生的發(fā)展，發(fā)掘出每個(gè)學(xué)生的閃光點(diǎn)， 鼓勵(lì)并賞識(shí)每個(gè)學(xué)生。 “小班化”教學(xué)的意義并不是讓個(gè)別學(xué)生受益， 它要求教師關(guān)注每一個(gè)學(xué)生， 愛(ài)每一個(gè)學(xué)生， 而且在教學(xué)過(guò)程當(dāng)中不 僅要重視教師的“教” ，更要重視學(xué)生的“學(xué)”，明確每一個(gè)學(xué)生 的主

16、體地位， 使每個(gè)學(xué)生的天賦得到發(fā)揮。 我這節(jié)課是必修一第三模 塊 My First Ride on a Train 的第二課時(shí)，課型是閱讀課。在第一課時(shí) 中，我讓學(xué)生通過(guò)小組活動(dòng)總結(jié)了各種類型的交通工具， 所以這節(jié)課 的第一個(gè)環(huán)節(jié)我讓學(xué)生每人說(shuō)出一種交通方式，然后叫任意同學(xué)繼 續(xù)。這樣既復(fù)習(xí)了上一課所學(xué)知識(shí)， 又為下面談?wù)撀眯薪?jīng)歷做了鋪墊。 由于班額小，班級(jí)只有 41 個(gè)學(xué)生，而且每人說(shuō)一個(gè)單詞，進(jìn)展速度 很快，只用了短短幾分鐘時(shí)間， 班級(jí)三分之二的學(xué)生都得到了發(fā)言的 機(jī)會(huì)。由于學(xué)生之間是隨機(jī)叫下一個(gè)人繼續(xù)， 所以所有學(xué)生的注意力 都高度集中，為這節(jié)課做了非常好的熱身。課堂教學(xué)中師生交往的形式

17、是多種多樣的， 但學(xué)生之間和小組之 間的交往尤為重要， 更重要的是生生交往。 課堂教學(xué)能否體現(xiàn)主體互 動(dòng)、人和情境互動(dòng)，關(guān)鍵在于小組活動(dòng)的組織。小組活動(dòng)是小學(xué)英語(yǔ) 小班化課堂教學(xué)模式的主要環(huán)節(jié)， 是培養(yǎng)學(xué)生的自主意識(shí)、 協(xié)作意識(shí)、 交際能力和分析解決問(wèn)題能力的重要一環(huán)。 我在這節(jié)課中安排了三次 小組活動(dòng)，前兩次是四到六人一組，第三次是將全班分成四組。第一 次小組活動(dòng)的任務(wù)是完成關(guān)于澳大利亞相關(guān)信息的小測(cè)， 利用學(xué)生對(duì) 此知識(shí)的信息差，通過(guò)小組討論，互通有無(wú)，同時(shí)激發(fā)學(xué)生對(duì)澳大利 亞的學(xué)習(xí)興趣。 第二次小組活動(dòng)是關(guān)于詞匯學(xué)習(xí)， 為了讓學(xué)生掃清閱 讀中的生詞障礙，同時(shí)增添背單詞的樂(lè)趣，我讓學(xué)生以小

18、組為單位， 每組從所給生詞中挑出四個(gè)， 并確保其中有一個(gè)在詞性、 詞義等方面 不同與其他三個(gè)。學(xué)生在此過(guò)程中，需要掌握每個(gè)單詞的詞性和詞義， 然后開(kāi)動(dòng)腦筋，發(fā)揮創(chuàng)造性，與組內(nèi)同學(xué)合作完成任務(wù)。在小組內(nèi)交 流好以后， 開(kāi)展小組之間的競(jìng)賽展示。 讓一些小組的報(bào)告員到黑板上 寫(xiě)出他們的word group,其他組的同學(xué)思考后找出與其他三個(gè)不同類 的單詞。學(xué)生們非常積極踴躍地參與展示， 都想讓自己編出的 word group 難住其他同學(xué)。第三次是十人一組的小組競(jìng)賽，旨在檢測(cè)學(xué)生 對(duì)課文的理解， 以及對(duì)其中一些單詞和短語(yǔ)的掌握情況。 我準(zhǔn)備了判 斷正誤，閱讀理解，翻譯句子，單詞釋義，詞組造句五類問(wèn)題，每種 里有四個(gè)問(wèn)題，根據(jù)難易程度，對(duì)應(yīng)的分值從十分到四十分不等。每 一小組經(jīng)討論后，選擇一個(gè)問(wèn)題，小組討論后給出答案，如果正確就 可獲得相應(yīng)分值， 哪一組最后得分最高即獲勝。 競(jìng)賽激發(fā)了學(xué)生的競(jìng) 爭(zhēng)意識(shí)，為了得到最高分，學(xué)生會(huì)挑戰(zhàn)難度最大，分值最高的問(wèn)題， 這有利于培養(yǎng)學(xué)生克服困難的信心和勇氣。在這節(jié)課的教學(xué)過(guò)程中，學(xué)生參與熱情特別高，在 word group 環(huán)節(jié)，我本來(lái)設(shè)計(jì)讓最先完成的四組派報(bào)告員到黑板上展示， 可是其 他四組也非常踴躍地要參與展示， 所以多占用了一些時(shí)間， 導(dǎo)致最后 競(jìng)賽沒(méi)能