一堂英語課例與教學(xué)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.以語言結(jié)構(gòu)為主線培養(yǎng)學(xué)生能力課堂教學(xué)反思孟海萍新課程的核心理念是:為了每一個學(xué)生的發(fā)展。在尊重、理解、相信學(xué)生的前提下,小學(xué)英語要從學(xué)生的興趣出發(fā),以語言結(jié)構(gòu)為主線,注重能力培養(yǎng),重視雙向交流,發(fā)展學(xué)生的語言交際能力。成功的外語課堂教學(xué)應(yīng)當(dāng)在課內(nèi)創(chuàng)設(shè)更多的情境,讓學(xué)生有機會運用已學(xué)到的語言材

21、料,突出語言的實踐性和交際性,使學(xué)生能夠“學(xué)以致用”。根據(jù)以上理念我設(shè)計并實施了教學(xué),下面是本節(jié)課我覺得做得較好的方面:1. 輸入,為學(xué)生語言輸出準備。拓展思維,開放教學(xué)。沒有大量信息的輸入,何來輸出?英語,作為學(xué)生的第二語言,必然受到母語的干擾,只有利用有限的課堂40分鐘,給學(xué)生足夠的信息,進行有效(效率+效果的練習(xí)。本課中把新授的單詞融入到學(xué)生將要學(xué)習(xí)的句子中。學(xué)習(xí)單詞的目的是靈活應(yīng)用到句子中去,表達更加完整的意思,同時在句子中也能鞏固所學(xué)的單詞,兩者之間相輔相成,相互促進。根據(jù)教材的延續(xù)性、反復(fù)性特點,我設(shè)計了環(huán)環(huán)相扣的“詞(classroom, schoolbag, toy box句(

22、whats in it 相結(jié)合的操練模式,密度大,信息量也大。另外,課堂中還能以游戲為載體,讓學(xué)生的思維達到一定的深度和廣度。2、分層,為學(xué)生掌握重、難點壘臺階。本節(jié)課中,單詞的聽、說、認讀是一個重點,句型的練習(xí)和運用則既是重點,也是難點。為了讓學(xué)生能較好地把握新詞句,我創(chuàng)設(shè)了貼近學(xué)生生活的語言使用環(huán)境,構(gòu)成了不同的信息差,并采用分層教學(xué)的方法,突出了重點(單詞學(xué)習(xí):看圖-解意-模仿跟讀糾正鞏固運用,突破了難點(句型與對話:教師引導(dǎo)說半扶半放說自由說,讓學(xué)生的學(xué)習(xí)有據(jù)可依、有梯可爬。3 滲入 TPR,輕松學(xué)英語。在本課中,我讓學(xué)生做出說說顏色,并舉舉手指等動作,調(diào)動了學(xué)生的肢體語言,讓學(xué)生動起

23、來、讓課堂活起來,使英語學(xué)習(xí)顯得不那么枯燥。實驗結(jié)果表明,多種感官參與學(xué)習(xí)活動,將會大大提高學(xué)習(xí)的有效性,肢體語言也能起到同樣的作用。新課程下的小學(xué)英語教材中 Lets do 的形式,就是讓學(xué)生通過聽覺、視覺和動作來學(xué)習(xí)英語。本節(jié)課雖在精心的設(shè)計下,產(chǎn)生了師生互動,基本完成了教學(xué)內(nèi)容,達到了三維目標(biāo),可我覺得還是留下了一些遺憾:1、學(xué)生個體差異考慮不周備課,要備學(xué)生。備課時,我僅根據(jù)平時自己的所想,采用高密度、多信息的教學(xué)方法,以為用不同形式的活動可以引導(dǎo)學(xué)生到達“目的地”運用新詞句自由說。由于對學(xué)生個體差異欠考慮,過高估計了學(xué)生的原有認知和綜合運用語言的能力,導(dǎo)致了學(xué)生有些“消化不良”，沒能

24、完全接受教學(xué)內(nèi)容。這個教訓(xùn)進一步提醒了我： 首先，在今后備課時，不但要認真?zhèn)浣滩?，還要充分備學(xué)生，為可能出現(xiàn)的變化 作好準備；其次，在教學(xué)中出現(xiàn)此類情況時，我應(yīng)當(dāng)立即降低教學(xué)難度，讓學(xué)生 可以在同一目標(biāo)的不同層次有所發(fā)展，不會“因噎廢食”。 2、設(shè)計多樣活動,但是個別銜接不夠自然。 在教學(xué)活動中，各活動和環(huán)節(jié)要做到銜接自然，才能使教學(xué)行云流水，一氣 呵成。在本堂教學(xué)中，我有兩處考慮不周的地方：一是在熱身階段后馬上就進入 了情境問題， 顯得突兀。 如果在學(xué)生說出某人喜歡某種水果之后再進行一組通過 說朋友喜歡哪種水果然后全面鋪開教學(xué)，我覺得這樣能保持課堂的完整一體性。 二是在 Lets do 的環(huán)

25、節(jié)中，沒有考慮過渡語言就直接跳到了學(xué)生表演的環(huán)節(jié)， 學(xué)生一下子沒有反應(yīng)過來。這都需要在平時的教學(xué)中避免出現(xiàn)的錯誤。 課后，在逐步漸理清頭緒的過程中，我真正意識到：光是堅持不懈地學(xué)習(xí)教 育理論知識， 提高自身業(yè)務(wù)素質(zhì)是遠遠不夠的；如何能在有限的資源和生源中有 意識地在平時讓每一名學(xué)生都能提高綜合語言應(yīng)用能力是我們急待解決的問題； 我個人認為一是把握每一堂課的 40 分鐘教學(xué)時間，不斷增強教學(xué)機智；實踐自 己的構(gòu)想； 二是加深對因人而異因材施教這一理論的更深層次的理解，以便在自 己今后的教學(xué)實踐中能更好的把握尺度進行教學(xué)。 一 在備課方面 為了活躍課堂氣氛,我這樣設(shè)計教學(xué)過程。一開始的熱身我設(shè)計了“抽獎” 和“轉(zhuǎn)輪盤”兩個游戲活動來活躍氣氛，既復(fù)習(xí)了舊知識又交流了師生感情,還 自然輕松的引入新課學(xué)習(xí)。 興趣永遠是最好的老師。 新課的開始我采用一個故事一首歌曲引入，通過講 述小蝌蚪要去找媽媽的故事， 喚起學(xué)生學(xué)習(xí)英語的興趣，同時讓學(xué)生整體感知今 天所要學(xué)習(xí)的內(nèi)容。接