初中英語(yǔ)語(yǔ)法案例
huangxinru7
種菜的阿布
教案中對(duì)每個(gè)課題或每個(gè)課時(shí)的教學(xué)內(nèi)容，教學(xué)步驟的安排各個(gè)教學(xué)步驟教學(xué)環(huán)節(jié)的時(shí)間分配等等，都要經(jīng)過(guò)周密考慮，精心設(shè)計(jì)而確定下來(lái)，體現(xiàn)著很強(qiáng)的計(jì)劃性。下面是我給大家整理的初三英語(yǔ)教學(xué)案例范文，供大家參閱!
教學(xué)目標(biāo)
1.學(xué)習(xí)現(xiàn)在完成時(shí)態(tài)的構(gòu)成以及與現(xiàn)在的關(guān)系和對(duì)時(shí)間狀語(yǔ)的要求，以及現(xiàn)在完成時(shí) 的陳述句形式和疑問(wèn)句形式及其簡(jiǎn)略答語(yǔ)是本單元的教學(xué)重點(diǎn)。要求學(xué)生能初步運(yùn)用現(xiàn)在完 成時(shí)態(tài)談?wù)撘恍┻^(guò)去發(fā)生的動(dòng)作對(duì)現(xiàn)在造成的影響，掌握過(guò)去分詞的構(gòu)成。
2.能夠熟練運(yùn)用本單元有關(guān)“借物、尋物”的交際用語(yǔ)，正確運(yùn)用Have you got…? 和Do you have…?及其簡(jiǎn)略答語(yǔ)。
3.掌握本單元的單詞和短語(yǔ)，特別是used to，pay for，think of等用法。
4.利用閱讀課文來(lái)培養(yǎng)學(xué)生的閱讀理解能力和根據(jù)上下文判斷生詞詞義的能力，并逐 步提高對(duì)學(xué)生閱讀速度的要求。
5.要求學(xué)生能用自己組織的語(yǔ)言，對(duì)課文故事予以簡(jiǎn)述。
教學(xué)設(shè)計(jì)方案
一、教學(xué)內(nèi)容
1.詞匯(略)。
2.句型：1)Have you got…? 2) Have you found…yet? 3) I’m so glad.
3.語(yǔ)法：初步學(xué)習(xí)現(xiàn)在完成時(shí)態(tài)。
二、教具
錄音機(jī);一些學(xué)習(xí)、日常用具，如筆、字典、手表等。
三、課堂教學(xué)設(shè)計(jì)
1.復(fù)習(xí) 值日生報(bào)告。
2.教師可采用以下方法導(dǎo)出現(xiàn)在完成時(shí)態(tài)：
教師走到教室門前，做開(kāi)門動(dòng)作。邊開(kāi)門邊問(wèn)學(xué)生：
T：What am I doing?
Ss：You are opening the door.
打開(kāi)門后，教師走回講臺(tái)，手指開(kāi)著的門，反復(fù)說(shuō)：
T：I have opened the door. Please look at the door. It is open now.
板書(shū)這個(gè)句子，用彩色粉筆寫(xiě)出助動(dòng)詞have和動(dòng)詞opened。
Teacher asks a students to clean the blackboard.
該同學(xué)在擦拭擦黑板時(shí)，教師向全班說(shuō)：
She is cleaning the blackboard.
當(dāng)該同學(xué)擦完黑板，走回座位，教師讓全班看著擦干凈的黑板，啟發(fā)大家說(shuō)出：
Ss：She has cleaned the blackboard.
3.板書(shū)剛才的主要句式。向?qū)W生介紹現(xiàn)在完成時(shí)態(tài)這個(gè)術(shù)語(yǔ)，要求學(xué)生觀察其構(gòu)成，扼要說(shuō)明這個(gè)時(shí)態(tài)表示過(guò)去的行為對(duì)現(xiàn)在造成的影響和結(jié)果這一用法。
4.利用黑板上的句式，扼要介紹現(xiàn)在完成時(shí)態(tài)的構(gòu)成和動(dòng)詞過(guò)去分詞的構(gòu)成方法。
5.打開(kāi)書(shū)，學(xué)生閱讀課文第 3部分，教師布置兩個(gè)讀前提問(wèn)(Pre-reading questions)：
l)Where is the history book? 2)Where is the dictionary?
兩分鐘后，請(qǐng)學(xué)生回答。聽(tīng)錄音，學(xué)生跟讀兩遍。
6.請(qǐng)一位同學(xué)到教室外站一會(huì)兒。讓別的同學(xué)將他/她的英語(yǔ)書(shū)或尺子等物藏起來(lái)。請(qǐng)回這位同學(xué)。待他/她剛進(jìn)教室，尚未走到座位之前時(shí)，教師提問(wèn)：
T：Have you got an English book (or: a ruler)?
：Yes, I have.
T：Can I borrow it, please?
：Certainly.(走回自己座位，才發(fā)現(xiàn)東西不見(jiàn)了。教師要求該同學(xué)用剛剛學(xué)過(guò)的語(yǔ)言知識(shí)來(lái)表達(dá))
Oh, I’ve lost my English book (Or; ruler).(問(wèn)旁邊的同學(xué))Have you seen it anywhere? 如效果較好，可請(qǐng)幾位同學(xué)反復(fù)表演。
7.指導(dǎo)學(xué)生做練習(xí)冊(cè)習(xí)題。
8.布置作業(yè)
1)練習(xí)朗讀本課對(duì)話，抄寫(xiě)生詞;2)完成練習(xí)冊(cè)習(xí)題。
四、難點(diǎn)講解
Have you got a pencil? 你有鉛筆嗎?
在口語(yǔ)和非正式文體中，have got可以用來(lái)代替have。
在美國(guó)英語(yǔ)中，經(jīng)常使用have或has;而在英國(guó)英語(yǔ)中則用have got或has got表示“有”。例如：
She has blue eyes.(美國(guó)英語(yǔ);=She’s got blue eyes.)她長(zhǎng)著藍(lán)眼睛。
Do you have a brother?(美國(guó)英語(yǔ);=Have you got a brother?)你有兄弟嗎?
教學(xué)目的：
1.進(jìn)一步掌握現(xiàn)在完成時(shí)的運(yùn)用。
2.學(xué)習(xí)課文The lost Books. 養(yǎng)成愛(ài)學(xué)習(xí)，愛(ài)惜書(shū)的好習(xí)慣。
3.掌握重點(diǎn)短語(yǔ)和句型。
used to pay for come up with the borrowed book
Her hobby is to read.
教具 錄音機(jī)，小黑板(寫(xiě)有不規(guī)則動(dòng)詞若干)。
教學(xué)過(guò)程
Step 1 Revision
1. Revise Have got …?
T: Have you got a ruler?
S: Yes. I have.
T: Can I borrow it.
S: Certainly. Here you are.
T: Thanks.
2. Revise the Present Perfect Tense
教師先說(shuō)出幾個(gè)句子，然后讓學(xué)生接著再說(shuō)一句，表明上句的結(jié)果。如：
T: I have returned the book to the library. S: Now I can borrow a new one.
T: She has finished her homework. S: She can have a rest (go out and play).
T: He has bought a new car. S: He can drive a new car now.
T: We have seen the new film. S: It’s about a small white cat. It’s very interesting.
T: They have lost the dog. S: They have put the dog’s photo in the newspaper. They want to find it.
讓學(xué)生來(lái)總結(jié)出其構(gòu)成：have + v. ed
出示小黑板，要求學(xué)生將上面列出的不規(guī)則動(dòng)詞的過(guò)去分詞形式寫(xiě)出。
Step 2 Presentation
1.利用已學(xué)過(guò)的對(duì)話引出有關(guān)借書(shū)的話題。
T: Have you got the book……?
S: Yes. I have.
T: Can I borrow it?
S: Certainly. Here you are.
然后教師問(wèn)學(xué)生：Do you often borrow books? Where can we borrow books from? 引出Library話題。
2.讓學(xué)生談?wù)勛约航钑?shū)的經(jīng)歷，丟失了書(shū)該怎么辦。
3.讓學(xué)生默讀一遍課文(五分鐘左右)，并用鉛筆劃出課文中的生詞，鼓勵(lì)學(xué)生根據(jù)上下文來(lái)判斷這些詞的意思。然后回答下列幾個(gè)問(wèn)題：
1. What did my grandma do when she was young?
2. What does she like?
3. Do you like reading? Do you often borrow books from the school library?
4. Did my grandma lose the library books last week? What book?
5. What idea did the library think of?
6. What other good idea do you have to get the lost books back?
教師對(duì)學(xué)生標(biāo)出的新單詞進(jìn)行講解，并對(duì)文章中新出現(xiàn)的重點(diǎn)詞匯和短語(yǔ)。
1)used to
意為“過(guò)去經(jīng)?！?，它只有過(guò)去式，用于各種人稱的單、復(fù)數(shù)，表示過(guò)去存在的，
但現(xiàn)在已經(jīng)停止的情況或習(xí)慣，后接動(dòng)詞原形。例如：
They used to come on foot，but they don’t do that again. They often come by bus. 他們過(guò)去經(jīng)常步行來(lái)，現(xiàn)在不了。他們經(jīng)常乘車來(lái)。
used to的疑問(wèn)形式和否定形式可以用助詞did或自身形成構(gòu)成。美國(guó)人多用助動(dòng)詞 did;英國(guó)人多用used to本身。
注意區(qū)分be used to所表示的意思是“習(xí)慣于……”，后跟名詞或動(dòng)名詞，used是一個(gè)形容詞。例如：
I’m not used to drinking. 我不習(xí)慣喝酒。
She is used to running in the morning. She is a very fast runner.
2)Her hobby is to read. 她的業(yè)余愛(ài)好是讀書(shū)。
to read 是一個(gè)動(dòng)詞不定式，在句中用作表語(yǔ)。如：
Her wish is to be a singer. 她的愿望是成為一個(gè)歌手。She sings a lot every day.
3)pay for意為“給……報(bào)酬”，“付款”。常見(jiàn)句型有：(1) pay for+貨物(2) pay+名詞/代詞+for+物。例如：
How much did you pay for that book?20 yuan
I’ll pay you five yuan for it.我將為此給你五元錢。
I’m afraid I can’t pay you anything for it.我恐怕不能為此給你任何報(bào)酬。
4)come up with= find or produce (an answer)意為“提出，提供”，它是由動(dòng)詞和介詞一起構(gòu)成的短語(yǔ)動(dòng)詞。它的另一個(gè)意思是“趕上”。例如：
I hope you can come up with a better plan than this. 我希望你能提出個(gè)更好的計(jì)劃。
5)the lost books lost=missing丟失的。英語(yǔ)中單個(gè)分詞(包括現(xiàn)在分詞和過(guò)去分詞)也能作定語(yǔ)用，它們一般放在名詞的前面。又如：a stolen car一輛失竊的汽車;a broken wind。一扇破的窗。
4.放錄音，讓學(xué)生先聽(tīng)，然后跟讀。
5.學(xué)生熟悉課文后，學(xué)生回答練習(xí)冊(cè) Ex 1.的問(wèn)題。
Step 3 Practice
1.Do Workbook Lesson 2, Ex 1. in class.
2.讓學(xué)生根據(jù)課文內(nèi)容改編成一短劇。并分角色表演。(見(jiàn)教學(xué)建議：表演：The Lost Book)
Step 4 Summary
1.總結(jié)本課的重點(diǎn)短語(yǔ)的用法：used to put down pay for come up with think of
2.簡(jiǎn)要敘述課文內(nèi)容。
Step 5 Homework
1.Retell the story: the lost book.
2. Do Workbook Lesson 2, Ex 2、3
Ⅰteaching materials
1. functional and notional items
ask questions about something has done
2. language materials
words: encourage, once, abroad, copy
phrases: think of, encourage sb. to do sth., get sth. back, pick up
sentences: have you ever been abroad? yes, just once.
i’ve just cleaned the kitchen.
really? i did that hours ago.
grammar: the difference between the present perfect tense and the past indefinite tense
Ⅱteaching objectives
1. learn to ask questions about something has done
2. read the whole lesson fluently, and pronunciation and intonation should be right.
3. master the following materials
(4 skills) words: once, copy
phrases: think of, pick up
sentences: have you been abroad? yes, only once.
(3 skills) words: encourage, abroad
phrases: get sth. back, be abroad
Ⅲ teaching points
the main points: (1)&(2) in teaching objectives
the difficult points:
a. “ever, just, already”, they should be put in the middle of “ have done”
b. the difference between the present perfect tense and the past indefinite tense
Ⅳ teaching procedure
organization of the class
today, we’re going to learn lesson 3. we’ll learn how to use the present perfect tense in it.
revision
before we go on to learn the new lesson, let’s go over what we learn in lesson 2.
a. oral
grandma lost library books. if she really lose them, what should she do?
did the librarian have any ideas? what is it?
what did they do
b. workbook ex2
the teaching of the new lesson
a. lesson 3
can grandma get all her lost books back? let’s go on to learn lesson 3.
b. read part 1 and answer the following questions:
did grandma get all her lost books back?
how did she get them back?
c. read and learn
*think of:認(rèn)為、 想起、想出
eg: what do you think of it?
i often think of my friends in beijing.
can you think of any ideas to solve this problem.
*encourage sb. to do sth.
eg. the teacher thought a lot about how to encourage his students to study hard.
*pick up: pick itthem up
*return sth. to sb.
*get sth. from sb.
d. reading practice
e. retell the story
f. ask and answer
have you ever picked up a library book? yes, i have no, i haven’t.
ask the students to ask and answer in pairs by using part 2 and ask some to do it in class.
teach: abroad, once
do wb. ex1
g. part 3
play and english song
t: have you ever listened to foreign music?
ss: yes, we have.
t: and we have just listened to it.
make sentences by using “ i have just…”
read and learn
teach: copy
point out the difference between the present perfect tense and the past indefinite tense.
the present perfect tense shouldn’t be used together with the past time.
h. conclusion
l the use of “ever, just, already” in the present perfect tense
l the difference between the present perfect tense and the past indefinite tense
homework
a. wb. ex2&3
b. go over the language points
喵嗚兔幾
通過(guò)對(duì)英語(yǔ)課堂教學(xué)案例分析，可以讓教師在教學(xué)實(shí)踐中發(fā)現(xiàn)問(wèn)題， 反思 自己教學(xué)過(guò)程。以下是我為你整理的初中英語(yǔ)課堂教學(xué)案例分析，歡迎大家閱讀。初中英語(yǔ)課堂教學(xué)案例分析篇一 〔設(shè)計(jì)理念〕 以任務(wù)為中心的任務(wù)型語(yǔ)言教學(xué)是目前交際教學(xué)思想中的一種新的發(fā)展形態(tài)。它倡導(dǎo)“在做中學(xué)，在做中用”的 教育 理念，將語(yǔ)言應(yīng)用的基本理念轉(zhuǎn)化為具有實(shí)踐意義的課堂教學(xué)方式。運(yùn)用學(xué)習(xí)任務(wù)組織教學(xué)，強(qiáng)化了語(yǔ)言實(shí)踐的過(guò)程，充分體現(xiàn)了語(yǔ)言的交際本質(zhì)。 “新目標(biāo)英語(yǔ)”是一套好教材，然而，在我們的英語(yǔ)課堂上，實(shí)施任務(wù)和開(kāi)展活動(dòng)具有很大的挑戰(zhàn)性，需要在實(shí)際操作中對(duì)教材進(jìn)行重新整合，并要根據(jù)學(xué)生的環(huán)境和接受能力來(lái)開(kāi)展行之有效的任務(wù)和活動(dòng)。同時(shí)利用多媒體和 網(wǎng)絡(luò)技術(shù) ，幫助解決教學(xué)難題。這樣，既能為學(xué)生創(chuàng)設(shè)真實(shí)可視的 英語(yǔ)學(xué)習(xí) 環(huán)境，也能激發(fā)學(xué)生積極參與的欲望，引起學(xué)生的共鳴和興趣。 〔教材分析〕 教學(xué)內(nèi)容為新目標(biāo)英語(yǔ) 八年級(jí) 上冊(cè)第六單元Section A 。學(xué)習(xí)內(nèi)容主要體現(xiàn)在以下三點(diǎn)： 1、學(xué)習(xí)有關(guān)人物特點(diǎn)的單詞：tall, thin, short, heavy, calm, wild, long hair, short hair, outgoing, quiet, funny, serious, smart, athletic, ect. 2、學(xué)習(xí)人物比較的重要句型： (1) Pedro is funnier than Paul. (2) Tina is taller than Tara. (3) Tom is more athletic than Sam. 3、掌握語(yǔ)法點(diǎn)：the comparative and superlative degrees of adjectives (形容詞的比較級(jí)和最高級(jí)) 〔學(xué)生分析〕 1、利用多媒體課件上英語(yǔ)課，學(xué)生視聽(tīng)感受明顯，表現(xiàn)出極大興趣，在欣賞和享受中學(xué)習(xí)，學(xué)習(xí)效果很明顯。 2、學(xué)生以前已經(jīng)學(xué)過(guò)形容詞的比較級(jí)和最高級(jí)，但掌握的強(qiáng)度不夠，對(duì)單音節(jié)和多音節(jié)形容詞的比較級(jí)和最高級(jí)的表達(dá)上總是出現(xiàn)錯(cuò)誤。通過(guò)對(duì)本課的學(xué)習(xí)可以鞏固所學(xué)知識(shí)，掌握用正確的語(yǔ)言結(jié)構(gòu)表達(dá)人物特點(diǎn)和人物比較。 〔教學(xué)目標(biāo)〕 1、談?wù)搶W(xué)生感興趣的話題，指導(dǎo)學(xué)生學(xué)習(xí)有關(guān)人物特點(diǎn)的單詞、人物比較的表達(dá)及語(yǔ)法知識(shí)點(diǎn)“形容詞的比較級(jí)和最高級(jí)”。 2、學(xué)生根據(jù)班級(jí)的真實(shí)情況，采用“名人專訪”、“公眾投票”、“明日之星”的游戲，培養(yǎng)學(xué)生的 想象力 、自信心和合作精神。 3、通過(guò)學(xué)習(xí)本課，增強(qiáng)師生、生生間的相互了解和溝通。 4、培養(yǎng)學(xué)生的口頭表達(dá)能力、閱讀理解能力和寫(xiě)作能力。 〔教學(xué)過(guò)程〕 Step 1 Lead-in T：I have a sister. Can you guess what she looks like and what she is like? (Show them you are waiting.) S：She is tall. /She is thin. / She has long hair./She is easygoing./…(Students use their imagination and express themselves freely.) T：Let’s look at our photos. (Show them on the screen.) Please talk about us. S：She is shorter than you. /She has shorter hair than you. /She is thinner than you. /… (Students get information from the photos.) T：I’m more outgoing than my sister.(Lead in the class subject.) 〔 1、平時(shí)師生間接觸多，但學(xué)生與老師的家人接觸甚少，利用學(xué)生的心理和想象空間，調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣，增進(jìn)師生間的相互了解。2、了解學(xué)生對(duì)已學(xué)過(guò)的形容詞比較級(jí)和最高級(jí)的掌握程度，為下一步鞏固學(xué)習(xí)做好鋪墊?！? Step 2 Revision 1、Revise the adjectives describing people’s appearance and personalities: Divide the class into four groups and have a competition. See which group of the students can get as much as possible. Write down on a piece of paper prepared before class. (Students must collect them before class.) 2、Show some photos about famous persons and talk about their personal traits, using description words, such as short hair/long hair, curly hair/straight hair, tall/short, heavy/thin, funny/serious, outgoing/quiet, smart/foolish, beautiful/ugly, intelligent/lazy, friendly/unfriendly …etc, on the screen. 〔1、復(fù)習(xí)已學(xué)內(nèi)容，自然延伸到新課學(xué)習(xí)，起到承上啟下的作用。2、開(kāi)展競(jìng)賽活動(dòng)，既可調(diào)動(dòng)課堂氣氛，又可提高求知欲望，一舉兩得。〕 Step 3 Presentation 1、Learn some new words about personal traits: calm/wild, athletic/weak， using the pictures of 3 pairs of twins in Section A. T: Who is calmer, Tom or Sam? S: Tom is calmer than Sam. Sam is wilder than Tam. Tom is more athletic than Sam. Sam is weaker than Tom. 2、Do Section A-1a.Match each word with the opposite. Check the answers. 3、Get students to introduce the rules of the comparative and superlative degrees of adjectives.(Show them on the screen.) 〔1、充分利用課本資源和網(wǎng)絡(luò)資源，進(jìn)行詞匯教學(xué)，詞不離句，形散而神不散。2、讓學(xué)生歸納 總結(jié) 語(yǔ)法知識(shí)點(diǎn)，因勢(shì)利導(dǎo)，有利于開(kāi)啟思維，體現(xiàn)以學(xué)生為中心的教學(xué)特點(diǎn)?！? Step 4 Listening 1、Listen to the tape and number the pictures in 1b. 2、Listen to the tape and complete the chat in 2a. Listen again and fill in chat in 2b. 3、Check the answers. 〔聽(tīng)力訓(xùn)練既是對(duì)知識(shí)的鞏固，也為下一步的任務(wù)輸出提供了輸入材料?！? Step 5 Practice Task 1: Interview famous persons(Pair work) 1、Demonstrate the activity with one student. (Imagine he/she is a famous person. The teacher acts as a reporter.) eg.T: Hello, Susan. May I ask you some questions about your family? S: Yes. T: Do you have a brother or a sister? S: Yes, I have two brothers and one sister. T: Who is taller, your sister or you? S: I’m taller than my sister. T: Who is the most athletic of you? S: My oldest brother. (Show an example on the screen.) 2、Ss work in pairs. Then ask some pairs to act them out in class. Task 2: Public vote (Group work) 1、Divide the class into 4 groups and then work in groups. Fill in the chat. In class Name Who is the tallest? Who is the shortest? Who is the heaviest? Who is the thinnest? Who is the most outgoing? Who is the most athletic? … 2、Each group choose one student to do a report. Show the results in class. Task 3: Super star (Individual performance) T: Suppose you are a super star in the future. What will you look like and what will you be like? S: I’m better than now, of course. 1、Show an example on the screen: I want to be a super star. Now I’m tall. Later I’m taller. Now I’m a middle school student. Later I’m a college student.… 2、Get Ss to design their future and have a free talk. 3、Ask some Ss to share with others. 〔1、設(shè)計(jì)的活動(dòng)既突出互動(dòng)合作，又體現(xiàn)個(gè)性化發(fā)展，有利于調(diào)動(dòng)各個(gè)層面同學(xué)的學(xué)習(xí)積極性，最大限度地提高每位同學(xué)的參與意識(shí)。2、活動(dòng)的主題難易顧及到學(xué)生的實(shí)際情況，操作具有可行性。3、教師導(dǎo)演，學(xué)生主演，充分發(fā)揮學(xué)生的主體作用和積極能動(dòng)性。4、“名人專訪”、“公眾投票”、“明日之星”這些活生生的生活場(chǎng)面，活現(xiàn)在課堂中，完全改變了以往“直截了當(dāng)向?qū)W生傳授語(yǔ)言”的傳統(tǒng)教育模式，真正體現(xiàn)了“以人為本”的任務(wù)型語(yǔ)言教學(xué)模式。〕 Step 6 Reading and Writing 1、Teach “l(fā)ook the same”、“l(fā)ook different”、“ be as good as”、“be not as good as”、“a little”，using some pictures and comparing some Ss in class. 2、Ss read the article. Then read the statements (1-5) about the article. Write “T”、“F” or“DK”. 3、Check the answers. (Ask Ss to give reasons.) 4、Ask Ss to write another letter. T: You are Isabel now. Write a letter to reply Liu Li. Talk about the same and different between you and one of your friends. 5、Choose two or three to share the replies with the whole class. 〔1、這一環(huán)節(jié)是基于聽(tīng)說(shuō)訓(xùn)練之上，培養(yǎng)學(xué)生的讀寫(xiě)能力，在課堂內(nèi)強(qiáng)化目 標(biāo)語(yǔ) 言。2、對(duì)教材進(jìn)行重新整合，既有效地控制了難易梯度，又不失時(shí)機(jī)地為學(xué)生創(chuàng)造了互 相學(xué) 習(xí)的機(jī)會(huì)，充分調(diào)動(dòng)了學(xué)生的創(chuàng)造性思維和發(fā)散性思維能力?！? Step 7 Consolidation and Sum-up 1、Give Ss a chance to sum up what have learned in this class.(Ss can talk about it freely.) Then T makes a brief sum-up. 2、Get the Ss to do some consolidation exercises. T goes around and gives some help to Ss. 〔1、讓學(xué)生來(lái)做課堂小結(jié)，抓住了學(xué)生“敢于開(kāi)口說(shuō)英語(yǔ)”的心理，突出主動(dòng)學(xué)習(xí)的重要性;教師作綜合陳述，猶如給學(xué)生一顆定心丸，給學(xué)生增添了信心。2、強(qiáng)化練習(xí)，重點(diǎn)訓(xùn)練聽(tīng)寫(xiě)能力，進(jìn)一步鞏固本課所學(xué)內(nèi)容。〕 初中英語(yǔ)課堂教學(xué)案例分析篇二 ——Whales Are Not Fish現(xiàn)場(chǎng)觀察與分析 一、 背景? 1、上課時(shí)間：2001年2月15日 2、 上課地點(diǎn)：奉賢縣錢橋中學(xué)初一(2)班 3、 學(xué)生情況：30位來(lái)自遠(yuǎn)郊農(nóng)村，5位外地借讀生，1位三峽移民。學(xué)生英語(yǔ)基礎(chǔ)普遍較差，接受能力較差。 4、 知識(shí)背景：學(xué)生在第一課The Moon 中已學(xué)會(huì)了單音節(jié)和雙音節(jié)形容詞比較級(jí)的用法，并在教授 Drill 1 時(shí)講明了比較級(jí)與最高級(jí)的構(gòu)成法規(guī)則相同，掌握了good, much , many, bad, little等形容詞的比較級(jí)和最高級(jí)。 5、教學(xué)內(nèi)容： Whales Are Not Fish 七年級(jí)第二學(xué)期Lesson Two 第一教時(shí)? 6、教學(xué)目標(biāo)：能掌握單音節(jié)和雙音節(jié)形容詞的最高級(jí)的用法;能歸納總結(jié)形容詞原級(jí)、比較級(jí)、最高級(jí)的用法并能理解運(yùn)用。? 7、預(yù)期目的：傳統(tǒng)的語(yǔ)法教學(xué)中,教師往往給出語(yǔ)法規(guī)則,然后讓學(xué)生操練、套用規(guī)則以達(dá)到鞏固目的。這對(duì)學(xué)生來(lái)說(shuō),屬于接受性學(xué)習(xí)方式。這樣的教學(xué),學(xué)生的主體性沒(méi)有得到充分發(fā)揮,課堂氣氛較沉悶,學(xué)生較易感到枯燥乏味。因此,我想將探究性學(xué)習(xí)方式滲透在課堂語(yǔ)法教學(xué)中,創(chuàng)設(shè)情境,讓學(xué)生發(fā)現(xiàn)語(yǔ)法規(guī)則,鞏固規(guī)則,運(yùn)用規(guī)則,從中發(fā)展學(xué)生的探究能力、創(chuàng)新精神。? 二、設(shè)計(jì)意圖、教學(xué)片段及診斷分析 “探究性學(xué)習(xí)”強(qiáng)調(diào)的是以學(xué)生為主體，問(wèn)題為中心，研究為手段，實(shí)踐為途徑，過(guò)程體驗(yàn)重點(diǎn)，創(chuàng)新精神和實(shí)踐能力培養(yǎng)為目的的一種學(xué)習(xí)方式。在本課設(shè)計(jì)時(shí)，我力求將上述特征體現(xiàn)在課堂教學(xué)中。我發(fā)現(xiàn)，研究性學(xué)習(xí)實(shí)施時(shí)三個(gè)相互交叉推進(jìn)的階段-進(jìn)入問(wèn)題情景、實(shí)踐體驗(yàn) 、表達(dá)和交流與外語(yǔ)教學(xué)“3P模式(Presentation -Practice-Production)”是相通的。因此，我在Presentation這一階段中，從身邊的事物出發(fā)，創(chuàng)設(shè)情境，引出最高級(jí)，激發(fā)學(xué)生探求最高級(jí)使用規(guī)則的欲望并歸納總結(jié)(即發(fā)現(xiàn)、探究問(wèn)題)。在Practice這一階段中，我讓學(xué)生前后聯(lián)系，形成形容詞三種形式用法的知識(shí)網(wǎng)絡(luò)，并探求相應(yīng)的記憶策略，然后操練(即探究、實(shí)踐問(wèn)題)。研究性學(xué)習(xí)培養(yǎng)解決實(shí)際問(wèn)題的能力，而英語(yǔ)學(xué)習(xí)的最終目的是“學(xué)以致用”(交際)。找到了兩者的結(jié)合點(diǎn)，我就在Production這一階段中，讓學(xué)生展開(kāi)聯(lián)想，實(shí)際運(yùn)用。本課較大的探究活動(dòng)都安排了“小組合作”這一研究性學(xué)習(xí)的基本組織形式。研究性學(xué)習(xí)以過(guò)程體驗(yàn)為重點(diǎn)，因此，我著重實(shí)錄了學(xué)生探究活動(dòng)中的三個(gè)片段，以期發(fā)現(xiàn)這種學(xué)習(xí)方式對(duì)教師和學(xué)生產(chǎn)生的影響，從中提煉出值得探討的問(wèn)題。? 案例(片段)? (一) 引入中“發(fā)現(xiàn)規(guī)則”的探究活動(dòng) 1、 創(chuàng)設(shè)情境，激發(fā)學(xué)生探究欲望。 我先通過(guò)實(shí)物比較(三個(gè)球，三個(gè)高矮不一的學(xué)生，三本大小不一的書(shū))、和學(xué)生問(wèn)答，引出本課的結(jié)構(gòu)、功能。? T: This is a basketball. This is a football. Which is bigger, the basketball or the football? S1: The basketball is bigger (than the football.) ...... T: Right. So the table tennis ball is the smallest of the three. T: What about the basketball? It's the biggest of the three. (邊說(shuō)邊板書(shū)上述劃線的兩句，重要部分劃線后，讓學(xué)生齊讀一遍)然后讓學(xué)生以pair work 形式操練Drill 2 Model 1 A: Is "Micky Mouse and Donald Duck" the best of all these cartoons? B: Yes, itis. Model 2 A: Are whales the biggest animals in the world? B: Yes, it is . 2、布置任務(wù)，激勵(lì)學(xué)生發(fā)現(xiàn)規(guī)則。 T: Now, can you tell me how to use the superlative degree of adjectives? You may have a discussion with your group members.
優(yōu)質(zhì)英語(yǔ)培訓(xùn)問(wèn)答知識(shí)庫(kù)