教学案例设计.docx

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1、教学案例设计 一、教案背景 面对学生：初级乡镇中学 学科：英语 课时：课时 学生课前打算： 预习并自学生词 预习Grammar Focus 二、教学课题 新目标九年级Unit 2 I used to be afraid of the dark. Period 1 三、教材分析 本单元的核心话题为“talk about what you used to be like”，围围着谈论过去自己和他人过去常常做的事，谈论自己和他人过去的外貌性格爱好。本课时，主要针对人物的外貌进行谈论。以视察图片、听力理解等训练方式和独立学习、合作沟通、完成任务等形式完成目标语言的输入，学习句型“used to” 为主

2、要学习任务，通过对于前置性作业的完成，培育学生自主学习的习惯，并且设置任务型综合性语言实践活动，让学生在交际活动中，学会如何正确地用英语表达自己的看法和建议，重在培育学生的习得语言运用实力、实践实力、合作实力及创新意识。 学问目标： 1学习有关 “ used to”的用法。 2学习句型：Mario used to be short. You used to be short, didnt you? 3如何利用 “ used to” 谈论过去的外貌。 实力目标： 1依托本单元的语言素材提高学生听、说、读及自主学习、创新和沟通实力。娴熟驾驭“used to” 句型，培育学生运用语言的实力。 2培育

3、学生擅长听说、乐于听说的良好习惯和学习实力。 情感看法目标： 1在表演中培育学生乐于表达的人际交往实力和学问创新实力。 2在合作完成任务的过程中，培育乐于助人的良好品质。 3培育学生学会纵向比较，客观相识自己的成长改变，使自己健康成长。 学习重难点：“used to”句型。 运用“used to”句型谈论自己与他人的改变。 四、教学方法 采纳视听法、问答法、情景交际法和小组协作学习，并把竞争机制引入课堂。 五、教学手段：多媒体课件、录影机等。 六、教学过程 Step Revision (1) Check the homework exercises. (2) Ask some individu

4、al students their ways of learning English. T: How do you learn English, A? SA: I learn English by listening to caettes. T: What about you, B? SB: I study with a group. T: Do you learn English by practicing conversations with friends, C? SC: Yes, I do.I think it helps. T: Step 1a The activity introd

5、uces tile key vocabulary.Call students attention to the chart with the headlines Appearance and Personality.Say, You are to fill in the chart with words describing people.The words under Appearance will describe how people look and the words under Personality will describe what people are like.Ask t

6、wo students to say the sample answers.Then elicit one answer to each column from the cla.Get students to fill in the chart individually.Check the answers by asking different students to read their lists to the cla.Make sure that all the students understand what each word means.Note: Answers will var

7、y from the sample answers below.Sample answers Appearance: tall, straight hair, long hair, short hair, curly hair, short, fat, thin, slim, good-looking, pretty Personality: outgoing, funny, quiet, kind, warm-hearted, friendly, shy, easygoing.Step 1b The activity gives students practice in understand

8、ing the target language in spoken conversation.Write two dates side by side on the blackboard.The first is todays date, including the year, and the second is the same day, but ten years ago.Ask a student to stand up.Use words or phrases to describe that student now.Ask students to suggest words Or p

9、hrases that describe him/her ten years ago.T: Liu Chang is tall now.Was she tall ten years ago? S1: No, she was short.T: She has long hair.Did she have long hair ten years ago? S2: No, she has short hair.(You may wish to ask Liu Chang to answer the question) T: Ask some more questions and add more e

10、xamples to both columns.Ensure that the blackboard ends up like this: Sep.10,2004 Sep.10,1994 Tall short long hair short hair Say, we use used to to talk about things that have changed.Write the following on the blackboard: Liu Chang used to be short, but she is tall now.She used to have short hair,

11、 but she has long hair now.Read the instructions to the cla.Point out the sample answer.Say, You will hear someone in the recording say that Mario used to be short.Listen and fill in the other blanks with words you hear.Play the recording for the first time.Students only listen.Play the recording ag

12、ain.This time, students listen and fill in the blanks.Check the answers.Answers Mario used to be short.He used to wear glaes.Amy used to be tall.She used to have short hair.Tina used to have red and curly hair.Step 1c This activity provides oral practice using the target language.Read the instructio

13、ns to the cla.Call students attention to the conversation in the box.Invite a pair of students to read it to the cla.SA: Mario used to be short.SB: Yes, he did.Now he is tall.Write it on the blackboard.Then demonstrate a new conversation with another student.T: Mario used to wear glaes.SC :Yes, he d

14、id.Now he wears contact lenses.Say, look at the picture in Activity 1b.Have a conversation with a partner about people in the picture.Talk about how the People look now and how they used to look.As students work, listen in on various pairs checking progre and helping with pronunciation as needed.Aft

15、er students have had a chance to practice several exchanges, ask pairs to come the front of the room and act out their conversations.Step Summary Say, In this cla, weve learned the key vocabulary words used to and dark.And weve also learned the target language Mario used to be short.Yes, he did.Now

16、hes tall Step Homework Take out the pictures of people cut out from magazines or newspapers.Hand them out to students.Its better to find colorful, full-length photos.Ask students to write about the person in the picture as they are now and as they were ten years ago.Students may collect pictures and

17、 information of the person they like best.Then write a paage about the person.板书设计 Unit 2 Sectiom A You used to have long hair, didnt you? Yes, I did.Mario used to be short.Yes, he did.Now hes tall. 七、教学反思 依据新课标教学理念，尽量发挥学生在课堂中的主体地位。 运用图片的呈现使动作直观地呈现在学生的面前，多媒体图片教新单词和句型，使学生在课堂上能更干脆更立体地记忆，加深了对单词的理解，也降低了

18、难度，以免学生抽象地记单词和句型,能清楚，直观地操练和巩固句型，突出了重点。在说的过程中予以图片加以协作，帮助理解；由仿照到练习，反复刺激学生的感官，增加学生对新知的理解和运用。 利用多媒体播放听力内容，可以反复播放，不用倒带，节约了大量的时间。再用录音机加以协作，让学生跟读，练习了朗读。 对话运用角色表演。结合课文内容，每教一个情景句型，让学生用当天所学的,来表演。尽量创设真是的语言环境，让学生训练所学句型，提高了运用语言交际的实力。 不足之处，在于初三学生英语两极分化现象特殊严峻，因此教学中部分学生和学习小组跟不上节奏，未能进入到教学活动中来。在今后的教学中，更要多多留意面对全体学生，使不同层次的学生都乐学，并学有所得，使教学走向希望。 教学案例设计 教学案例设计 设计封面教学案例设计 设计封面教学案例设计 设计标记教学案例 教学案例分析设计 莫高窟教学案例设计 跳水教学案例设计 网页设计教学案例 (教学案例)教学设计案例：轴对称 本文来源：网络收集与整理，如有侵权，请联系作者删除，谢谢！第9页 共9页第 9 页 共 9 页第 9 页 共 9 页第 9 页 共 9 页第 9 页 共 9 页第 9 页 共 9 页第 9 页 共 9 页第 9 页 共 9 页第 9 页 共 9 页第 9 页 共 9 页第 9 页 共 9 页