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摘 要:牛津英语教学案例是英语学习的重要部分!下面将会从以下几点做出分析!
关键词:牛津英语;教学案例
一、 教学目标(Teaching aims).
(一) 知识目标:
1. The students can develop vocabulary about celebrating festivals: celebrate, guess, dress, dress up as, ghost.
2. The students can grasp the names ofsome famous Chinese and Western festivals
3. The students can discuss their favourite festivals and how to celebrate them.
(二) 技能目标:
To improve comprehensive utilization ability of listening, speaking through the real context.
(三) 情感目标:
To arouse the students’ interest in Chinese and western festivals
三、 教学方法:
(一) 任务型教学法。任务型教学法是让学生完成真实的交际任务过程中,通过运用语言,达到掌握语言的目的。学生为了完成交际任务而使用语言,目的明确,所以学习效果较好。
(二) 合作学习。在教学中通过组织小组合作学习,培养学生的团队合作精神,并发挥学生在课堂中的主体作用。
四、 教学手段(Teaching method)
实物教学,多媒体辅助教学。
五、 教学过程(Teaching procedures)
Step 1. Lead-in
Start with a guessing game.
Point to my pocket and ask the students: Boys and girls, what’s in my pocket?
(Some active students can give different answers.)
Show them a red packet and teach “red packet”.
[教学设计说明] 用猜测口袋中的红包来吸引学生的注意力,激发他们的学习兴趣,同时导入关于节日的学习。另外“What’s in .... ”句型在Comics中会出现,在此做一个铺垫。
Step 2 Presentation
1. Show the red packets and ask: When do you usually get red packets?
The students will surely give the answer: The Spring Festival.(write on the blackboard)
2. T: There are many interesting festivals .Do you know any other festivals in China and other countries? Divide the class into 2 groups. One group tells the Chinese festivals and the other tells Western festivals. The one who tells more is the winner.
3. Give each group praise to help them build confidence.
4. Finish Part A in Page 57.
5. Check the nice pictures of these festivals and read them together.
[教學设计说明] 这部分主要是以呈现中西方不同的节日为主。而学生们在小学已经接触了一些有代表性的节日,初一的学生争强好胜,通过竞争环节培养他们的团队精神,充分调动他们的学习积极性来回忆小学学过的节日。当然有些节日学生无法用英语表达,老师可以顺势呈现英语表达方式。同时教师把内容板书在黑板上,让学生有竞争后的成就感并有利于学生的直观学习。
Step 3 Group work
1. Show the following table and ask them to discuss what people eat and what people do during these festivals. Divide them into ten groups and every two groups talk about one festival.(Walk around to see if they need help.)
2. Share their ideas and show the pictures at the same time to impress the students.
[教学设计说明] 本部分主要是讨论不同节日代表性的饮食以及庆祝活动,目的是为了给PartB的对话做一个语言素材上的铺垫。同时小组讨论的形式体现了以老师为主导,学生为主体的课堂定位。在活动中,教师鼓励学生大胆地开口说英语,把学到的知识应用到实际的生活中,培养学生用英语思维和交际的能力,体现了英语的工具性。为了照顾学生个体的差异性,在讨论中老师要给予英语薄弱的学生适当的指导与帮助。 Step 4 Speak up
1. Students listen to the tape and answer the questions on the screen. What is the bag made of?
1) What is Tommy’s favourite festival? Why?
2) What festival does Millie like?
2. Read the conversation together and try to imitate the pronunciation.
3. Work in pairs to make their own dialogues about their favourite festivals.
[教學设计说明] 通过上一个环节的小组讨论,在听对话回答问题时学生的主动学习的效果就体现出来了。作为语言输出,学生需要根据自己喜欢的节日来做一个新对话,而所需的语言素材学生已经有了充分的准备,再把这些素材在对话中进行组织就水到渠成了。学生回答问题和表演对话的积极性就会特别高,参与人数大增。
Step 5 Presentation
1. Show the pictures of Hobo in costumes in Comic strips and ask:
Who is he? (He is Hobo.)
What is he like?
Why is he dress up as that? (Teach: dress up as)
2. Watch the video and answer these questions.
[教学设计说明] 通过展示Hobo穿着扮鬼和孙悟空的图片,调动学生对本部分学习的好奇心。这些问题的设计让学生有目的地听录音,培养学生在听力中获取主要信息的能力。
Step 6 Practice
1. Read after the video several times, and pay attention to the tunes and pronunciation.
2. Read it together.
3. Work in pairs and act it out in front the class.(Tell them imitate their tunes, facial expressions, body languages instead of just reciting it )
[教学设计说明] 这个部分训练学生听的能力。在对话中要求学生对语音语调模仿,还有肢体表情的配合,加强语言使用的真实性,让学生把语言放入真实情景中理解并运用。培养学生运用英语交际的能力。体现了语言的工具性功能。
Step 7 Homework
1. Revise the new words and phrases.
2. Write down the dialogue they make in class.
[教学设计说明] 最后的作业设计。在复习课堂上学习的单词和短语的基础上,把上课所做的对话写下来。写作也是语言输出一部分。从而培养学生听说读写综合运用的能力。
关键词:牛津英语;教学案例
一、 教学目标(Teaching aims).
(一) 知识目标:
1. The students can develop vocabulary about celebrating festivals: celebrate, guess, dress, dress up as, ghost.
2. The students can grasp the names ofsome famous Chinese and Western festivals
3. The students can discuss their favourite festivals and how to celebrate them.
(二) 技能目标:
To improve comprehensive utilization ability of listening, speaking through the real context.
(三) 情感目标:
To arouse the students’ interest in Chinese and western festivals
三、 教学方法:
(一) 任务型教学法。任务型教学法是让学生完成真实的交际任务过程中,通过运用语言,达到掌握语言的目的。学生为了完成交际任务而使用语言,目的明确,所以学习效果较好。
(二) 合作学习。在教学中通过组织小组合作学习,培养学生的团队合作精神,并发挥学生在课堂中的主体作用。
四、 教学手段(Teaching method)
实物教学,多媒体辅助教学。
五、 教学过程(Teaching procedures)
Step 1. Lead-in
Start with a guessing game.
Point to my pocket and ask the students: Boys and girls, what’s in my pocket?
(Some active students can give different answers.)
Show them a red packet and teach “red packet”.
[教学设计说明] 用猜测口袋中的红包来吸引学生的注意力,激发他们的学习兴趣,同时导入关于节日的学习。另外“What’s in .... ”句型在Comics中会出现,在此做一个铺垫。
Step 2 Presentation
1. Show the red packets and ask: When do you usually get red packets?
The students will surely give the answer: The Spring Festival.(write on the blackboard)
2. T: There are many interesting festivals .Do you know any other festivals in China and other countries? Divide the class into 2 groups. One group tells the Chinese festivals and the other tells Western festivals. The one who tells more is the winner.
3. Give each group praise to help them build confidence.
4. Finish Part A in Page 57.
5. Check the nice pictures of these festivals and read them together.
[教學设计说明] 这部分主要是以呈现中西方不同的节日为主。而学生们在小学已经接触了一些有代表性的节日,初一的学生争强好胜,通过竞争环节培养他们的团队精神,充分调动他们的学习积极性来回忆小学学过的节日。当然有些节日学生无法用英语表达,老师可以顺势呈现英语表达方式。同时教师把内容板书在黑板上,让学生有竞争后的成就感并有利于学生的直观学习。
Step 3 Group work
1. Show the following table and ask them to discuss what people eat and what people do during these festivals. Divide them into ten groups and every two groups talk about one festival.(Walk around to see if they need help.)
2. Share their ideas and show the pictures at the same time to impress the students.
[教学设计说明] 本部分主要是讨论不同节日代表性的饮食以及庆祝活动,目的是为了给PartB的对话做一个语言素材上的铺垫。同时小组讨论的形式体现了以老师为主导,学生为主体的课堂定位。在活动中,教师鼓励学生大胆地开口说英语,把学到的知识应用到实际的生活中,培养学生用英语思维和交际的能力,体现了英语的工具性。为了照顾学生个体的差异性,在讨论中老师要给予英语薄弱的学生适当的指导与帮助。 Step 4 Speak up
1. Students listen to the tape and answer the questions on the screen. What is the bag made of?
1) What is Tommy’s favourite festival? Why?
2) What festival does Millie like?
2. Read the conversation together and try to imitate the pronunciation.
3. Work in pairs to make their own dialogues about their favourite festivals.
[教學设计说明] 通过上一个环节的小组讨论,在听对话回答问题时学生的主动学习的效果就体现出来了。作为语言输出,学生需要根据自己喜欢的节日来做一个新对话,而所需的语言素材学生已经有了充分的准备,再把这些素材在对话中进行组织就水到渠成了。学生回答问题和表演对话的积极性就会特别高,参与人数大增。
Step 5 Presentation
1. Show the pictures of Hobo in costumes in Comic strips and ask:
Who is he? (He is Hobo.)
What is he like?
Why is he dress up as that? (Teach: dress up as)
2. Watch the video and answer these questions.
[教学设计说明] 通过展示Hobo穿着扮鬼和孙悟空的图片,调动学生对本部分学习的好奇心。这些问题的设计让学生有目的地听录音,培养学生在听力中获取主要信息的能力。
Step 6 Practice
1. Read after the video several times, and pay attention to the tunes and pronunciation.
2. Read it together.
3. Work in pairs and act it out in front the class.(Tell them imitate their tunes, facial expressions, body languages instead of just reciting it )
[教学设计说明] 这个部分训练学生听的能力。在对话中要求学生对语音语调模仿,还有肢体表情的配合,加强语言使用的真实性,让学生把语言放入真实情景中理解并运用。培养学生运用英语交际的能力。体现了语言的工具性功能。
Step 7 Homework
1. Revise the new words and phrases.
2. Write down the dialogue they make in class.
[教学设计说明] 最后的作业设计。在复习课堂上学习的单词和短语的基础上,把上课所做的对话写下来。写作也是语言输出一部分。从而培养学生听说读写综合运用的能力。