在探索实践中前行教学反思.doc

在探索实践中前行教学反思 在探索实践中前行教学反思09年4月14日，市级教研员来到我校，我的一节11单元Uncle Jacks farm 的故事教学课接受了视导。一、疑惑本课故事介绍Ann的一家打算去看望Jack 叔叔，半路上乌云密布，他们收听了天气预报，并在到达农场后骑马的事情。在故事中的情景中，出现了what are you going to do? We are going to Is it going to ? Are we going to?等特殊疑问，肯定和一般疑问等句型。在图1和图6中的be going to句子情境性不强，对学生理解新的语言知识有一定影响。采用常规的教法，学生对新的语法知识理解不准。因此，在处理故事之前，做了如下的设计：1 热身导入T: Boys and girls, please listen to a song. (Old MacDonald).Ss sing with the flash.T: Do you usually go to a farm on Saturday?T: What do you usually do on Saturday?2 新知呈现T: I usually watch TV at home on Saturday. But this Saturday, Im going to visit Beijing zoo with my family. Were going to see animals. What are you going to do this Saturday? (Write the sentence onto the Bb.)Please try to say: Im going to(Write the sentence onto the Bb.)通过师生对话，由一般现在时过度到be going to 结构，使学生对新的语法现象有初步的了解，为正确理解故事的语言作了准备。这样的处理是沿着语法线设计进行的。市级专家王老师认为由Do you usually go to a farm on Saturday?到What do you usually do on Saturday?思维上有些不连贯。可以接着谈论农场的话题：Whats on the farm? What can we do on the farm? 我觉得如果顺着农场的话题发展，谈论农场里可能有什么，人们可以在农场里做什么(与故事中的部分内容有联系)，再过度到故事的学习也可以，但是学生对新语言点是否能准确理解。当然这种思路我会去尝试，之后比较。我想教学设计是否合理关键是是否符合学生的认知水平。二、 特色英语学科的特色是语言的交际性，如何在故事中体现?如何在故事教学中培养学生的观察，思维能力?体现课标中所说的在英语学习中，培养学生观察、记忆、思维、想象等能力，我作了如下的尝试：1. T shows P1 (No sentences) “What and who can you see?”T: Can you guess, what are they going to do? 通过引导学生观察，关注本故事主要人物，预测将要发生的故事，既实践语言，又发展思维。2. Show P2 (No sentences)“Now, they are in the car, mom says that Uncle Jack has a farm, whats on the farm, can you guess? “What can you do on the farm?” 结合故事情境，不断激活学生语言，发散学生思维3. Show P3, “Look at the sky, what are they?”(They are clouds.)“What color are they?” (They are black.)“Is it going to rain or to be sunny?” (Show pictures of rain and sun)“Are you sure?If you want to know the weather “rainy, fine, windy” what will you do? 联系学生生活实际，从学生认知水平出发，构建知识。“Yes，we can listen to the weather report on the radio or on TV.” (Write the phrase onto the Bb.)4. Show P4. “The radio says that its going to rain this morning. But it will be fine in the afternoon.5. Show P5: Whos this? “If you were Ann, what would you say to him?”结合故事情境，激活语言，发散思维。6 Do Ann and Ken like riding horses? How do you know?引发学生思考，培养学生观察能力。在整个讲故事的过程中，充分发挥学生的主体性，通过问题，引导学生观察、思考、推理、判断、想象，在师生的互动交流中，尝试着运用新语言，同