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初四英语Lesson18教学案例及点评

 

 

教学设计

一、教材分析：第18课是一篇阅读，是17课的延续，在17课Paul说到自己的化学学得好，主要归功于他的第一位化学老师。LiLei请他讲一讲他的化学老师如何教他们化学的。在18课中Paul以第一人称口气叙述他的第一位化学老师如何教给他们在学习和生活中学会观察。通过这篇文章的学习，一方面让学生了解Paul的化学教师上课的独特方式，另一方面使学生明白善于观察的能力对于一个人做事情和做学问的重要性。为引导学生重视观察能力的培养，在谈前部分还安排了有关这一问题的讨论。

二、学生分析：第18课是第17课延续，所以学生在接受这一课内容是没有问题的。教学中分别为不同层面的学生设计了学习任务，让他们都能享受到用英语做事情的乐趣。

三、设计思路：本堂课采用任务型教学途径，这种途径是以应用为动力，以应用为目的，以应用为核心（为用而学，用中学，学了用）的教学途径。任务型教学是一种以人为本的，能体现语言价值的，先进的、有效的教学途径。学生带着任务学习，在完成任务的过程中逐渐生成的知识，形成的技能。本课将通过任务型教学，努力达到课堂活动目的。

四、教学目标：

1、学会使用从课本学到的句型和语进行交际。

2、在活动中自我锻炼和培养。提高听、说、读、写等方面的能力

五、教学设计

（一）教材分析：第18课是一篇阅读，是17课的延续，在17课Paul说到自己的化学学得好，主要归功于他的第一位化学老师。LiLei请他讲一讲他的化学老师如何教他们化学的。在18课中Paul以第一人称口气叙述他的第一位化学老师如何教给他们在学习和生活中学会观察。通过这篇文章的学习，一方面让学生了解Paul的化学教师上课的独特方式，另一方面使学生明白善于观察的能力对于一个人做事情和做学问的重要性。为引导学生重视观察能力的培养，在谈前部分还安排了有关这一问题的讨论。

（二）学生分析：第18课是第17课延续，所以学生在接受这一课内容是没有问题的。教学中分别为不同层面的学生设计了学习任务，让他们都能享受到用英语做事情的乐趣。

（三）设计思路：本堂课采用任务型教学途径，这种途径是以应用为动力，以应用为目的，以应用为核心（为用而学，用中学，学了用）的教学途径。任务型教学是一种以人为本的，能体现语言价值的，先进的、有效的教学途径。学生带着任务学习，在完成任务的过程中逐渐生成的知识，形成的技能。本课将通过任务型教学，努力达到课堂活动目的。

（四）教学目标：1、学会使用从课本学到的句型和语进行交际。

2、在活动中自我锻炼和培养。提高听、说、读、写等方面的能力。

（五）教学实施过程

Step1 Revision

Revise the words: chemical, experiment, observe and observation

Step2 pre-reading

SB Page22 Part1. Discuss the oral homework by asking the class the questions in part1. Continue discussing until they show an understanding of the meaning of observation and observing.

Step3 Presentation: Refer to the picture at the top of Page22. Ask students questions about the picture.

Step4 Reading

Answer the question: How did the students feel after they tasted the mixture?

Step5 Practice

Wb Lesson16 Ex.1

Step6 Workbook

Wb Lesson18, Exx2 and 3

Step7 Consolidation

Discuss about the question: What can we learn from this lesson?

Step8 Homework

Write what they can learn from this lesson.

教学实录

（一）Warming up

（二）Revision

T: Do you still remember the words what we learned in Lesson17?

(The teacher writes words on the Bb: chemical, experiment, observe and observation)

Ss: Read together.

T: Do you know which word “observation” comes from?

S1: (Stand up) “Observation” comes from “observe”.

T: What’s the difference between them?

S2:“Observation”is n. and “Observe” is v.

T:(赞许地).You are right.

（三）Pre-reading (Task1)

T: Now let’s discuss two questions. (on Page22)

1. In what ways do you think observation is important?

2. How good are you at observing things? Give the examples.

(学生分组讨论，气氛热烈。教师走到学生中去，与学生交流沟通)

T：OK. Who’d like to tell us the results first?

S3: I think observation is very important in many ways. For example, in my study, especially, my chemistry and physics. But, I am not good at observing things.

T: Well done.

S4: I think in my composition is very important because if we give an careful observation to the things we have seen, we will write a good composition.

S5: I’m not good at observing things. For example, When I write English words. I always make some mistakes.

S6: Neither am I.

……

(教师能鼓励学生大胆地开口说英语，学生能用自己学过的知识进行口语表达，这在英语课堂上是很可贵的，尽管学生的口语表达不是很准确)

T：Thank you. All of you gave me many examples. I hope you are good at observing things. It is important for your study and work in the future.

（四）Presentation(Task2)

T: Today, let’s look at an examples about observation. Now look at the picture at the top of Page22. Give me the answers to my questions. Who is the man? What is the man doing?

S7: He is a chemistry teacher. He is having a chemistry class.

T: Good! Let’s go on looking at picture at the bottom of the page: Who are these boys? Where are they? What are they doing?

S8: They are students. They are in their classroom. They are tasting something.

(教师通过看图谈论，直观地将本课的内容展现出来。学生很自然地被迁移到了新课中来)

（五）Reading (Task3)

T: Today we’re going to read a passage written by a student. It’s about a chemistry lesson. The student learnt something very important in this lesson. Read the passage and find the answer to this question: How did the students feel after they tasted the mixture?

(Students read the passage silently and quickly to find the answer. They check the answer with a partner.)

T: Who’d like to tell me the answer?

S9: The students did not like the taste of the mixture. They thought it was terrible.

（六）Practice (Task4)

T: OK. Let’s go through the questions in Wb Lesson18. Ex1.

Ss: Do the exercise. Check the answers first in pairs, then with the whole class.

T: Let’s deal with the language problem that arise in the passage. And tell me your questions.

1. One was filled…vinegar.

2. You must do everything as I do.

3.…looking rather pleased.

4. The mixture tasted terrible.

5. But the finger I put…the cup.

(教师能很好地利用这个时间让学生用英语做事情，并且让学生提出问题，解决问题。)

（七）Workbook(Task5)

T: Now let’s read over the passage. And do Wb Lesson18, Exx.2 and 3.You may discuss in pairs.

(Check the answers with the whole class.)

（八）Consolidation

1. The students act out the story. The teacher asked one group to demonstrate to the class first.

2. Discuss the question: What can we learn from this lesson?

3. Write the answer in exercise books.

（九）Homework.

教学反思

这节课是阅读课，我觉得完成了本课的教学目标。在课堂上全面的训练了学生的能力。让学生用英语做事情方面，导得不够充分，这是今后教学中要改进的。

点评

英语课堂最重要的是让学生开口说，用英语去完成任务，这节课达到了这样的目的，让学生大胆地说，鼓励学生说，让学生在赞扬中说，课堂上能做到全面提高学生的英语能力，通过师生，生生的交流，合作，探究，取得很好的教学效果。

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