初中賓語從句教案和學(xué)案(強(qiáng)!)

1、復(fù)習(xí)課教學(xué)設(shè)計設(shè) 計 人： 廣州市育才中學(xué)東校區(qū)英語課 王麗莉課 題：牛津英語上海版，九年級上冊，Unit 5教學(xué)內(nèi)容：賓語從句課 型：復(fù)習(xí) 課教學(xué)時間：40分鐘本節(jié)與上節(jié)相關(guān)性分析：九年級下冊全都是復(fù)習(xí)的專題，所以單元與單元之間，課與課之間沒有必然的聯(lián)系：都是相對獨立的。學(xué)情分析：初中階段所有的語法學(xué)生都已學(xué)完。所任教的這個班級學(xué)生英語底子好，英語學(xué)習(xí)氣氛濃厚，學(xué)習(xí)上很有主見，和老師的配合融洽和諧，師生新處愉悅，默契！教學(xué)目標(biāo)：1. 認(rèn)知目標(biāo)：復(fù)習(xí)并穩(wěn)固賓語從句 2. 能力開展目標(biāo) 1掌握賓語從句的根本用法：連詞，時態(tài)，語序；2在寫作當(dāng)中嫻熟地運用賓語從句；3能夠把所學(xué)運用到實際生活當(dāng)中。情

2、感目標(biāo)：1. 體會在學(xué)習(xí)當(dāng)中通過團(tuán)隊協(xié)作所帶來的愉悅和成功的感覺；2. 在團(tuán)隊協(xié)作當(dāng)中學(xué)會寬容，謙讓和識大局。教學(xué)理念：任務(wù)型教學(xué)模式，以有效教學(xué)為最終目的，重在學(xué)生的參與：以生為本，充分表達(dá)素質(zhì)教育。教學(xué)重點：賓語從句相關(guān)知識點。教學(xué)難點：賓語從句如是疑問句應(yīng)用回陳述句語序。教學(xué)步驟： 一 Warm-up and presentation (5minutes)以游戲的形式和學(xué)生進(jìn)行一問一答，看誰的速度快。在游戲當(dāng)中有意識地穿插賓語從句，讓學(xué)生在不知不覺當(dāng)中引出對賓語從句的一種感性認(rèn)識。I know I am sorry that I am surprised that 。通過這個環(huán)節(jié)既可以激

3、發(fā)學(xué)生的興趣，同時更是為下一環(huán)節(jié)埋伏筆，起到承上啟下的作用。二 Teaching schedule32minutes 1從談?wù)搶W(xué)生熟悉的人和物入手引出本節(jié)課要講的主題。(5minutes)Do you know something interesting about Mrs.Wang ?1) When was Mrs.Wang born?2) When was Mrs.Wang married?3) What is Mrs. Wangs hobby?4) How long has Mrs.Wang been a teacher?5) Does Mrs.Wang love her husband

4、?6) Is Mrs.Wang a good teacher?7) Is Mrs. Wang good at cooking? 學(xué)生在warm-up環(huán)節(jié)興趣已經(jīng)被激發(fā)起來了，在這個環(huán)節(jié)談?wù)摰挠质撬麄兪煜さ氖挛?，學(xué)生的興趣繼續(xù)得到激發(fā)，更能使師生之間的互動生動活潑起來。通過這個環(huán)節(jié)讓學(xué)生自我總結(jié)：賓語從句連詞的三種不同情況。老師在整個過程中起到的只是一種拋磚引玉的作用，也不用擔(dān)憂學(xué)生犯錯：要讓學(xué)生學(xué)會自我糾錯，學(xué)生的自我糾錯更能表達(dá)教學(xué)的有效性是否得到表達(dá)，千萬不要老師整個的包辦了。2設(shè)置另外一種情景：談?wù)撘粚W(xué)生昨晚的各種活動。(5minutes)Do you know when?did fin

5、ish the homework last night? didtake the bath last night?did go to sleep last night?didhave the dinner last night? 這個環(huán)節(jié)的實施目的是讓學(xué)生總結(jié)出賓語從句主從句時態(tài)的規(guī)那么。在這環(huán)節(jié)學(xué)生的答案可能會五花八門，老師一定要注意控制好整節(jié)課的節(jié)奏：不包辦學(xué)生的活動但不等于放縱學(xué)生的活動。 本教學(xué)環(huán)節(jié)同樣是通過學(xué)生的自我總結(jié)來表達(dá)教學(xué)的有效性。3通過幾道改錯題引出賓語從句的另一個教學(xué)重點和難點：賓語從句如是疑問句要用回陳述句語序。(5minutes)1） We dont know wha

6、t time is it. 2 Mike asked when did the meeting start.3 We havent decided where are we going to spend the weekend.這是本節(jié)課的教學(xué)重點也是難點。老師一定要注意穿針引線：既能有效地引導(dǎo)好學(xué)生，同時也不至于全權(quán)包辦學(xué)生。4回歸課本 夯實根底(5minutes) 對課本上的根底練習(xí)進(jìn)行一個簡單的練習(xí)和講解，穩(wěn)固根本知識點。5能力提升：讓學(xué)生進(jìn)行賓語從句的一個綜合改錯練習(xí)(5minutes)1You said that you have my telephone number.2I am

7、sorry that you missed the last bus.3He asked me I was at home that day.4Mike asked when the meeting started.5The teacher asked when will we have the PE test.這個環(huán)節(jié)對學(xué)生提出了更高的能力上的要求，也更能檢驗出學(xué)生是否已掌握該知識點。為了提高其有效性和促進(jìn)學(xué)生的參與，本環(huán)節(jié)采取小組合作的形式：自我糾錯，自我評價，自我完善，自我提高！6實際運用：如果說學(xué)生的認(rèn)知是以螺旋式上升的話，本環(huán)節(jié)應(yīng)該就是認(rèn)知的最高點，也最能表達(dá)有效性是否真正得到了貫徹

8、。(7minutes) 鼓勵學(xué)生把所學(xué)運用到實際生活當(dāng)中去：學(xué)以致用。 讓學(xué)生以篇章的形式對賓語從句進(jìn)行靈活的運用。 給出一篇范文，讓學(xué)生在此根底上進(jìn)行延伸和合理的發(fā)揮。 Guess who he/she is?He is a boy. We know that he is very cute and studies hard. Sometimes We are wondering that why he never laughs when everyone laughs happily. So you can see he is so cool. We also know that his

9、face often turns red when he answers the teachers questions. And in fact he is very humous . Can you guess who he is? 本環(huán)節(jié)一定要注意對學(xué)生進(jìn)行適時的評價。7總結(jié) (2 minutes)引導(dǎo)學(xué)生對本節(jié)課的重難點進(jìn)行小結(jié)。8家庭作業(yè)(1 minutes) 運用賓語從句進(jìn)行寫作練習(xí)：My family 讓有效性從課內(nèi)延伸到課外，真正從質(zhì)上表達(dá)素質(zhì)教育。 教學(xué)反思一 本教學(xué)設(shè)計如果面對的是層次稍遜的學(xué)生如何表達(dá)其有效性？如何調(diào)動學(xué)生的積極性？教學(xué)從來都是教學(xué)相長，因生制宜。教學(xué)對象變

10、了，教學(xué)手段和教學(xué)內(nèi)容該如何從難度，廣度，深度 做合理的調(diào)整從而到達(dá)最正確的教學(xué)效果，并表達(dá)最徹底的有效性。二教學(xué)過程中的學(xué)生活動只是一種手段，如何讓這種活動更好地為“有效這個最根本的教學(xué)目的效勞？ 公開觀摩課往往回走入一種誤區(qū)：一節(jié)課 教學(xué)流程設(shè)計：Aims: To build on students existing knowledge of monsters and myths. To enlarge students vocabulary on the given topic. To build on reading skills. To provide opportunity to

11、practice and develop different reading techniques. To get students to interpret the writers intention.Materials: Treasure Plus Type of the lesson: ReadingTime phaseSpecific aimsTeacher activityStudent activitySkills involved6minsPre-readingTo prepare the students for what they are going to read.1. W

12、arm-upBrainstorm around the topic of myths.2. To teach a few words in the text.Guess the meaning of the new words.Recognizing and deducing the meaning of the new words.To train the students to use the title, the picture and their prior knowledge to anticipate the content of the text.3. To get studen

13、ts to predict what will happen in the myths through classroom discussion.Try to predict based on the title and pictures of the text.Prediction; anticipation.5minsWhile-reading To train students to scan over a text quickly in order to locate specific information.1. To get students to scan the text to

14、 find out the when, where, what, how of the text.To scan the text and find out the relevant information.Scanning6minsTo train the students to skim through a text and help them to identify and think about the key words and ideas in the text.2. To introduce the typical structure of a narrative story t

15、o the students. 3. To get students to skim the text to identify the general ideas of each part of the tex.4.To get students to locate the key words of the text. (battle, trap, escape)To skim the text; Skimming. Identifying the main point and important information.5mins5minsWhile-readingTo help stude

16、nts to reach a detailed understanding of the text.5.To ask students some questions about the details of the story.To answer the questions.Intensive reading.To help the students to understand the chronological sequence in the text. 6. To get students to reorder the sentences so as to get a coherent s

17、tory.To reorder the sentences in pairs.Understanding relations between parts of the text.*7.To get students to play the role as Odysseus and Cyclops.To do the role play.Reformulate the text content in different format.5minsPost-readingTo train the students to judge the writers intention.1. To get st

18、udents to express their own feelings about the text and the main characters in the text.To do some critical thinking and express their own opinions.Interpretation of the text purpose.6minsTo train the students to identify the main ideas of the text.2. To get students to summarize the story.3. To summarize the structure of a typical narrative story. To fill in the blan