2022年初中英语教学案例参考.docx

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1、精选学习资料 - - - - - - - - - 优秀学习资料 欢迎下载以下案例在任务设计、阅读、听力教学等方面有很多可取之处,供应应大家,供参考；在格式方面请依据所供应格式支配！Unit 6 How do you get to school. 一、教材分析本单元的中心话题是 “ Transportation ” ,环绕“ How do you get to school ” ,“ How long does it take. ” ,“ How far is it. ” 层层绽开,并采纳“ 任务型语言教学途径”,编排了一系列凸现“ 交际功能（Talk about how to get to s

2、chool）” 运用的听说读写综合语言活动,让同学学会谈论如何到达某个地方,距离有多远,要花多长时 间等等；这些活动紧贴同学的生活实际,极具真实性,从而使同学的个人经受成为课堂学习的有效图式,有助于同学对所猎取的声音和文字英语信息的懂得；有助于调动他们用英语表达自己的体会和感受爱好和 热忱；有助于促进他们语言功能的运用；有助于提高他们为应用而主动学习和把握语言学问（词汇和语法 结构等）的爱好；在教材编排上,Section A 是基础,是底线,是同学必需把握的目标语言；而Section B 是 Section A 的扩展和引申,通过任务型听力来争论交通工具及方式的正确组合方式,并通过任务型阅读帮

3、忙同学明白不 同国家同学上学的交通工具及方式的异同；二、教学目标1语言目标 词汇： subway, take the subway, train, minute, how far, quick, leave for, half, past, bus station, bus ride, stop, bust stop, north, school bus, by boat, must, car, ill, worry 句式： How do you get to school. I ride my bike. How long does it take. It takes ten minutes

4、. It s about 10 kilometers. How far is it from your home to school. 2才能目标 1 能够谈论如何到达目的地；2 能够谈论自己的日常生活；（ 3）能够有效地猎取信息和处理信息；3情感目标 1 学会关注生命与安全；培育时间观念,学会珍爱时间；2 明白伴侣及家人的生活；4跨学科学习 1 社会实践：学习距离、交通方式的表达；2 个性培育：学会合理支配自己的生活,培育时间观念,学会珍爱时间；3 跨文化争论：明白不同国家、不同地区同学上学的交通工具及方式的异同；三、教学重、难点通过语言目标的学习,学会谈论如何到达目的地,如何表达距离的远近

5、,如何表达到某地花多长时间,并在生活实际中正确运用所学语言；四、教法与学法1. 采纳情境法、交际法和“ 任务型” 教学途径,使“ 英语学习任务化,学习活动生活化”,通过设置 多样化的任务,奇妙留意任务的序列性,让同学在教学活动中参加和完成真实的生活任务,从而培育同学名师归纳总结 - - - - - - -第 1 页,共 13 页精选学习资料 - - - - - - - - - 优秀学习资料 欢迎下载运用英语的才能, （用英语做事的才能） ；在教学过程中,坚持“ 以人为本”,关注同学的情感,关注同学的进展,把说的机会留给同学,把摸索的时间仍给同学,把做的权益交给同学；2. 充分发挥多媒体帮助教学

6、的优势,集图片、声音、动画于一体,使课堂教学更为形象,更为直观,更为生动,同学更有爱好,印象也会更深；3. 采纳小组合作的学习方式,让同学学会沟通,学会共享,学会合作,并有效地防止班额过大、不同 同学之间学问水平和智力进展参差不齐,同时师生之间、同学之间的交际得不到充分发挥等问题；五、教学程序设计课时支配及任务设置课时内容课型主要任务设计Section A 1aGrammar focus 1 基本语言的介绍、 前任务的交待与听说课Know more about your friends 操练2 Section A 3a3b 读写课Make a schedule for yourself 巩固基

7、本语言, 笔头落实基本内容3 Section B 1a2c 听说课One-day Tour to Weihai 扩展语言,深化任务,4 Section B 3a3c 阅读写作课Reading and Writing 深化懂得目标语言,综合运用5 Revision 综合活动课2000 元欢快假日行总结和完善任务及其结果,核心任务及任务链依据本单元学习有关交通方面的内容,设计核心任务为“2000 元欢快假日行”,形成如下任务链：了解四周的人是如何到校、如何上班的挑选适合自己的交通工具或交通工具组合方式威海一日游说明不同国家、 不同地区同学上学的交通工具及方式的异同特点与优劣势向政府提出合理建议,改

8、善交通环境；2000 元欢快假日行比较交通工具的第一课时第一课时以听说为主,教学目标为：1学会谈论如何到达某地,学会谈论自己、伴侣、家人如何上学、工作；2娴熟把握到达某地要花多长时间的表达,学会谈论自己的生活；3学会合作,明白伴侣和家人的生活；4学会关注生命与安全；培育时间观念,学会珍爱时间；本课的核心任务是 Know more about your friends ,并通过 How do you get to school. How does he/she get to school. How long does it take. 三个小任务组成的任务链完成任务前的预备,课堂流程如下所示 :

9、 Pre-class Activities Warming-up Activities 名师归纳总结 Task1:Task2: Task3: 第 2 页,共 13 页How do you get How does he/she How long to school. get to school. does It take. Pre-class Activities Summary Task 4: Know more about your friends - - - - - - -精选学习资料 - - - - - - - - - 优秀学习资料 欢迎下载课前要求同学通过各种途径收集有关交通工具的名

10、称和图片,并利用词典或金山词霸来认读单词；不仅培育了同学收集信息和处理信息的才能,而且使同学在这一过程中能够主动地参加学习,拓宽视野,实现英语学习的生活化；Warming-up Activities 1新单元总会让每一个同学迫不急待,即将开头的学习内容往往让他们倍感奇怪；老师要善于把握 同学的这种心理,通过有效地设置问题来引导同学识读主图：What can you see in the picture. Guess, when is it now, morning, afternoon or evening. Why. I think it s winter now, what about y

11、our opinion. How do you know that. Look at the boy in a red cap, what does he look like. What is he doing. Can you see the girl in pink. What is she doing. Guess, where is she going. Where is the girl with short blond hair. Can you find something strange. Why is she sitting in a wheelchair. What can

12、 we do for her. What does “ TERMINAL” mean.How many kinds of transportation can you see in the picture. 明显,读图的目的并非仅仅是导入课堂教学,更重要的是奇妙地运用课本所供应的课程资源,尽可能多地为同学供应“ 说英语” 的机会,帮忙他们逐步养成英语思维习惯；2通过小组合作的学习方式,沟通彼此所收集的信息,实现资源共享,并通过争论小组命名和小组 竞赛两个小活动来帮忙同学进一步熟识目标词汇；3最终选用节奏活泼、边说边做的 Chant,（内容如下）Go, go, let！ go Ride, rid

13、e, ride my bike. Take, take, take the bus. Take, take, take the subway. 使同学在不知不觉中强化识记了有关交通工具的词汇和词块,而且也是对其后进行的Lucky 52 嬉戏作了一次简洁热身；Task 1: How do you get to school. 老师第一借助多媒体课件出现本课的目标句型How do you get to school.,同时利用图片使同学把握ride a bike, take the bus, take the train, take a plane, take a car 等词块,并学会对目标句型

14、做出正确应答,然后由课件演示引出目标句型的其次种答语,并通过 Match the sentences. Match the sentences（如下所示）1. I ride my bike. A. I get to school by ship. 2. I walk. B. I get to school by train. 3. I take the bus. C. I get to school by bus. 4. I take the subway. D. I get to school by bike. 5. I take the train. E. I get to school

15、on foot. 6. I take the ship. F. I get to school by plane. 7. I take the plane. 对两种答语的转换进行强化,并在此基础上,采纳G. I get to school by subway. Pair Work 的形式,小步快走,循序渐进,由“ 其次人称” 扩展到“ 第三人称”,由单数扩展到复数,构成一个有梯度的序列,不经意间便完成了本课的其次个 任务：Task 2: How does he/she get to school. /How do they get to school. 熟识目标语言后,快速进入听和写的训练；1

16、第一设置以下问题：名师归纳总结 - - - - - - -第 3 页,共 13 页精选学习资料 - - - - - - - - - 优秀学习资料 欢迎下载Look at the picture, so many students go to school in the mor ning. Now let How does the boy get to school. How does the girl get to school. How do the boy and the girl get to school. 引导同学有针对性地其次次读图,然后完成 1a 的书写训练；s think ho

17、w they get to school. 2听前对录音材料进行简要的背景介绍：This time you will listen to a conversation. Two people are talking about how some students get to school. 使同学对所听内容有所预知,有所明白,从而降低了同学听的难度,使同学轻轻松松地完成任务型听力 1b；3听力任务完成后,用大屏幕出现完整的听力材料,让同学反复跟读录音,语音、语调、句型娴熟后,改成两人一组看图自由对话；4最终采纳同学喜闻乐见的“Lucky 52 ” 的嬉戏方式,将全班分为 A, B, C 三组

18、进行活动：A 组面对大屏幕,并试着用动作表演屏幕所显示的交通工具,背对屏幕的 C 组回答 B 组所提问题 How does he/she get to school. ,也可以用 Does he/she take the subway/take the bus. 进行推测,在规定时间内未能完成的小组将有一位本组成员被剔除,最终人数多者胜出；这个活动使同学的积极性瞬时被调动,那种一猜再猜而又未猜中,想得到真实答案的欲望也更加剧烈,在竞猜中习得了前两个任务所学习的目标语言；Task 3: How long does it take. Say: Different students get to s

19、chool in different ways, but you must be on time for school. You must pay close attention to time. 这样适时地对同学进行了情感训练,培育了同学的时间观念,也为后部分的学习作了胜利导入；1借助直观教具闹钟,并用手指拨动指针行走来出现句型“达,更具直观性和生活性；How long does it take. ” ,并训练时间的表2听力无疑是同学的“ 老大难”,在随后进行的2a 和 2b 的听力训练前,第一引导同学通过谈论图片进行来推测所听问题,有效地降低听力难度；例如：在完成2a 前,引导同学用How

20、 do you get to school.Pair Work,而在 2b 前,用 How long does it take. 来进行看图说话；3完成 2a 和 2b 后,将听力材料完整地出现,让同学两人一组跟读、朗读到上口为止；4将听力材料重新设置成听力填空（如下所示）Listen again. Fill in the blanks. Conversation 1 Boy: How do you get to school. Girl: I take the t_. Boy: How long does it take. Girl: Oh, around f_ minutes. How a

21、bout you. Boy: I take the s_. Girl: How long does that take. Boy: Oh, around t_ minutes. Conversation 2 Girl: How do you get to school, Tom. Tom: I ride my b_. Girl: How long does it take. Tom: It takes around t_ minutes. How do you get to school. Girl: I w_. Tom: And how long does that take. 名师归纳总结

22、 Girl: It only takes t_ minutes. 第 4 页,共 13 页- - - - - - -精选学习资料 - - - - - - - - - 优秀学习资料 欢迎下载Listen again. Complete the dialogue Conversation 1 Boy: How do you get to school. Girl: I _. Boy: How long does it take. Girl: Oh, around_. How about you. Boy: I _. Girl: How long does that take. Boy: Oh, a

23、round _. Conversation 2 Girl: How do you get to school, Tom. Tom: I _. Girl: How long does it take. Tom: It takes around _. How do you get to school. Girl: I _. Tom: And how long does that take. Girl: It only takes _. 让同学两人一组,对话填空；这样,便可以使有限的听力材料得到反复听、反复用,在听和说的过程中培育同学听、说的技能；同时,这也是帮忙同学熟识背诵语言材料的有效手段,也是

24、必要手段！Summary 第一借助问题 What have you learned in this period. 来引导同学总结所学的目标语言,老师板书如下：take the subway. by subway. How do you get to school. I take the train. I get to school by train. take the ship. by ship. take the plane. by plane. walk. on foot. rides a bike. by bike. takes the bus. by bus. does he He

25、takes the subway. He by subway. How does she get to school. She take s the train. She gets to school by train. do they They takes the ship. They by ship. takes the plane. by plane. walks. on foot. five minutes. ten minutes. How long does it take. It takes thirty minutes. forty minutes. two hours. 然后

26、以 When do we use these sentences.来帮忙同学进一步明确所学语言结构的语用；Task 4: Know more about your friends 这是一个综合性的任务,其设计以同学的生活体会和爱好为动身点,分为 Make a survey 和 Make a report 两个环节：1. Make a survey 名师归纳总结 - - - - - - -第 5 页,共 13 页精选学习资料 - - - - - - - - - 优秀学习资料 欢迎下载Make a survey of your best friends and fill in the chart

27、below. Name How do you get to school. How long does it take. 2. Make a report Make a report according to your chart. Example: Lucy takes the bus to school. It takes her ten minutes Name How do you get to school. How long does it take. Lucy take the bus ten minutes 通过这两个活动,让同学进一步明白四周伴侣的生活,使同学通过做事,通过摸

28、索,通过合作来体验 目标语言,体验学的过程和欢快,在“ 用” 中进展思维才能和各种语言应用才能；当然,在 Make a survey 和 Make a report 之前,老师必需为同学供应有效的语言范例；为了更好地贴近生活,达到学以致用, 老师可供应与话题相关的扩展词汇,例如：motorbike（摩托车） , electric bike（电动自行车） ,boat, helicopter 直升飞机 等等,对于农村中学来说,仍可以补充同学生活中常 见的 tractor（拖拉机） , cart（马车）,tricycle （三轮车）等等,并提示同学上下学乘车时要乘坐有牌有照的 客车,关注生命,关注安

29、全；Homework: Know more about your family Make a survey of your family and fill in the chart below, then write a passage about it. Name How do they get to work. How long does it take. Father Mother 写作能客观地反映同学各方面的语言运用才能,如语言表达才能、思维组织才能等等,将调查完的表 格写成短文,不仅能够促进同学猎取、处理和使用信息,巩固课堂所学语言学问,提高写作才能,而且使 同学从关注自己转向关注家

30、人,英语学习也真正地延长到了课堂之外；其次课时其次课时为读写课,教学目标为：1. 学会谈论距离的远近；2. 学会挑选合适的交通工具；3. 体验快速阅读的方法,学会有目的地检索信息,跳读,运算等；4. 学会科学地支配生活；本课 的核心任务 是 Make a schedule for yourself, 主要分为 Warming-up Activities, Pre-reading, While-reading ,Post-reading 四个部分；课堂流程如下所示: Warming-up Activities Pre-reading While-reading 名师归纳总结 - - - - -

31、- -第 6 页,共 13 页精选学习资料 - - - - - - - - - 优秀学习资料 欢迎下载Leading-in Read Read Read Expla- Read and and and nation aloud Say draw answer Warming-up Activities 通过限时嬉戏来复习上一课时所学的目标语言；要求同学在三分钟内,以最快的速度询问 How do you get to school., How long does it take. 两个问题, 直到听到与第一次所听完全相同的答案后返回座位,否就继续,被询问者要尽可能地给出意想不到的答案；活动过程中

32、,每一个同学都在动,教室里看起来乱套了,但是正是这种“ 互动、开放、制造” 的课堂氛围,使同学获得相当大的主动权,主动地使用所学语言,从而更好地表现自己,进展自己；Pre-reading 嬉戏后小结并进行课堂导入：We have known many kinds of transportation. Its important for us to choose the right transportation. But which is the best way.提出本课要解决的问题,激发同学学习的动机,增强同学学习的目的性,并让同学小组争论,自由表达自己的观点,努力为同学供应“ 开口说英语”

33、 的机会；在 Pre-reading 环节,采纳数学图例说明的方法 如下所示 How far is from A to B. 10 kilometers It s 5 kilometers km. 10 5 10 30 A B C D It takes 15 minutes E How long does it take. 4 hours 出现目标语言How far is it from to . 要求同学依据图示用Its 来回答,然后在时钟旁给出所用时间,连续用 How long does it take. 来引导同学用It takes 回答,随后提出问题：Which is the best

34、 way. 并不断延长线段反复进行训练；活动过程中同学需要进行运算才能给出正确的答案,留意了与数学学科的整合,极好地调动了同学的学习心情,让同学积极地投入到语言操练中,实现双向互动,把老师“ 一言堂” 变为师生“ 群言堂”,并通过 Pair Work 进一步得到巩固；在整个 Pre-reading 过程中,同学通过运算、推理、判定等一系列的活动,解决 Which is the best way这一问题；在探究过程中,使同学明确要依据距离的远近和所需时间来挑选合适的交通工具；While-reading 在任务型语言教学中,老师要从同学“ 学” 的角度来设计教学活动,使同学的学习活动具有明确的目标

35、,并构成一个有梯度的连续活动；另外,阅读训练不仅仅是做几道阅读懂得题,更重要的是帮忙同学从中猎取信息,获得乐趣；因此,将 1. Read and say. While-reading 分为五个步骤：名师归纳总结 - - - - - - -第 7 页,共 13 页精选学习资料 - - - - - - - - - 优秀学习资料 欢迎下载Read the passage and say what you have got.第一让同学阅读短文,这看起来好像与当前盛行的“ 带着问题阅读” 相冲突,但阅读之后要求同学口头表达阅读后所获得的信息,锤炼了说,也考查了读；2. Read and draw. Re

36、ad again and draw a diagram about Lin Feis Route to school. 当判定题、挑选题让同学们的双眼已经疲惫的时候, 很难想象为之激发的阅读爱好会有多大；阅读检测照样可以生动起来；3. Read and answer “ 读一读, 画一画” ,听起来就象是幼儿园里要做的事,Read the passage carefully and fill in the chart. 通过完成以下表格 When does Lin Fei get up. What does he usually do before school. When does he l

37、eave for school. How does he get to the bus station. How long does it take. How does he get to school. How long does it take. 从而使同学进一步懂得短文；4. Explanation 释疑短文中所显现的难点,例如：have a quick breakfast, leave for, at around half past six, take him to school 等；在这个过程中,老师要努力掌握做老师的欲望,引导同学依据上下文进行词义推测；5. Read aloud

38、.同学只有通过大量的朗读,才能不断地订正自己的语音和语调,逐步形成英语语感；朗 读训练单靠课堂上的几分钟是远远不够的,可以要求同学在课后不断练习,直到自己感到中意的时候,录 制成磁带,收入到自己的成长档案袋中；通过以上五个微型任务,构成一个层层递进,逐步深化的任务链,培育了同学的阅读才能,增强了阅 读爱好；Post-reading Post-reading 是一个读后输出的过程,共分两个环节：1. Discussion What do you think of Lin Feis schedule. Do you think his arrangement is reasonable. Why.

39、引导同学进行摸索和争论并进行小结,帮忙同学学会科学地支配生活；2. Make a schedule for yourself. 听上去复杂,但实际上只是更字换词的仿写句子训练,同学可以轻松完成；Homework Mother is great, and hard-working. What about her schedule. How does she get to work. How long does it take. How far is it from your home to her office. Know your mother better and write a passa

40、ge. 本次作业要求同学明白母亲的日常生活并形成短文,在巩固课堂所学的目标语言外,引导他们体谅母 亲,关爱母亲；第三课时第三课时以听说为主,扩展语言与词汇； 本课的核心任务是挑选合理的交通路线和交通工具,制定“ 威海一日游” 方案；本课设置了 Talking Hall, Listening House, On holiday 三个生活化场景,从而使课堂教学更贴近同学的 生活；课堂流程如下 Talking Listening House Hall On Holiday 名师归纳总结 Task: One-day Tour to Weihai 第 8 页,共 13 页- - - - - - -精选学

41、习资料 - - - - - - - - - 优秀学习资料 欢迎下载Talking Hall 1. Talk about the pictures 老师要善于淋漓尽致地使用有限的课程资源,要尽可能多地为同学供应“ 开口说英语” 的机会；在这一环节,老师第一进行读图示范：他各图；Look at this. It s a train station. Trains stop here. 然后引导同学正确读出其2. Match the words with the pictures. 1a 图文搭配,进一步帮忙同学巩固所学词汇；3. Pair Work and Role Play. 1b Role p

42、lay. Suppose you use two kinds of transportation to get to school bus, train, subway, walking, bike, etc. Tell how you get to school. 以此来训练同学合理挑选个人交通工具及方式的正确组合方式；Listening House 1. 依据 2a 图中所供应的内容,引导同学推测在对话中怎样询问才能获得表格内的信息,让同学摸索后能够说出听力材料中即将显现的句子,例如：Where do you live.,How far do you live from school. ,

43、How long does it take to get to school. ,How do you get to school. ,What do you think of the transportation. 等等,这样不仅复习了前面所学的语言学问,而且也有效地降低了 2a 的听力难度；2. Listen. Check the things that Thomas wants to know. 完成 2a 的听力任务；3. 要求同学两人一组说明2b 图中所显现的交通方式；例如：Nina rides her bike. Nina walks等等,锻炼了同学说的才能,也为下一步的听力教学做

44、了预备；4. Listen again. How does Nina get to school. Check 1 or 2 below. 完成 2b 的听力任务；5. Listen again and complete the dialogue. 将听的结果落实到写；Thomas: Where do you live, Nina. Nina: New Street. Thomas: So, how do you get to school. Nina: Well, first I _to the bus stop. Thomas: Uh-huh. Nina: I _ to the subway station. Then I _. Thomas: YeahNina: Next I _ to the bus stop on 26th Street. Finally I _. 6.将听力材料完整地出现给