初中英语差异教学案例.doc

初中英语差异教学案例 大窑中学 徐红同一个班级，同一节课，面对不同层次的学生，如何使优等生发挥其优势，学困生对课堂教学感兴趣，并逐渐在兴趣的引导下，在成功因素的激励下，转化为学习的动力，缩小差距，迎头赶上，差异教学非常重要。下面就是我的一节差异教学案例。一、教材分析这节课是初四英语Unit3 Were trying to save the manatees!SectionA部分，主要通过对一些野生动物的学习，以及是否要建立新的动物园来保护濒危动物，进行辩论，号召大家来保护它们，进而来保护我们赖以生存的地球。听说内容是围绕学生感兴趣的濒危动物而展开的，但是听力内容的难度较大，因此要多角度、分层次展示听力内容，使听力与对话自然过渡。辩论也是本单元的难点，针对不同层次的学生设计不同的活动，照顾到学生之间的差异，使不同层次的学生都达到锻炼，在语言知识，语言技能和情感目标方面达到更深层次的发展。二、学生分析：本班共有学生57名，其中接受较快的，能力较强的A层次学生大约有15名，中等水平的B层次学生大约20名，剩下的基本属于C层次学生，这部分学生并不是属于智力不好，很多是由于平日懒散，对英语失去兴趣，导致英语基础差。对这部分学生一定要调动起他们的积极性，因材施教，才能使他们有所发展。三、教学目标： 知识目标: 对C层次学生要求认知这些单词，理解最基本的句型含义。 manatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted，educate,tiny,suitableI am like this animal because I am strong and intelligent -I like water, and I like to eat vegetablesbe against, in ones Life, be suitable for, provide对于B层次学生掌握其中的形容词和句型。对于A层次学生要求能熟练掌握所有知识。 能力目标：C层次会进行简单的对话，Using useful expressions.B层次会应用文本所提供的材料提出字及的观点,express their opinions and debate.A层次可以加上自己的观点。情感目标：对于各个层次的学生来说，都能在课堂上找到自己的位置，并且对所学内容产生兴趣，学会合作。保护动物，关爱地球。四、教学重难点 教学重点：掌握重点词汇；能够灵活运用语言目标。（C层次）教学难点：训练学生的听说技能。运用所学知识围绕某一话题展开辩论（A、B层次）五、教学准备 课件 导学案六、教学过程Step I: Warming-up and Lead- in 1. Warming-upT: Weve learned to talk about the things that we have done. Now Ill ask you some questions: Have you ever been to a zoo? What kind of animals can you see in it? （从最初的简单问题入手，主要让C层次学生回答，激发他们的兴趣）Ss: In the zoo we can see tigers, lions, elephants, monkeys. T: Have you ever seen these animals in our zoos? Ss: No, we havent. T: Do you know why we cant see these animals in our zoos? Ss: I think there arent any in our country . T: Some animals cant be seen because they are endangered. So we should protect them. （可以让A层次学生解释endangered一词）2. Lead-inShow the picture of a manatee. T: Now look at the picture. This animal is called manatee. Its endangered, too. We cant see it in the zoo, either. OK! Today well learn Unit 3 Were trying to save the manatees! Write down the topic: Were trying to save the manatees! 【设计思路】通过简单的师生对话及图片展示，给学生做好新旧知识的衔接，从而自然导入与本节课相关的话题。导入话题内容简单有趣，兼顾了不同层次的学生。Step II Brainstorm Ask the students to look at the pictures and answer the questions. （课件展示）give an example:- I like pandas best because they are gentle. Write the word “gentle” on the blackboard and ask for more ideas from other students. such as enormous, spotted, gray . 【设计思路】通过此环节，学习与本节课相关的单词，A层次更多的出示新单词，B层次通过提示想出更对的形容词，C层次会正确读音，并且在图片上找出动物相对应的形容词，一样有成就感。Step III Learn the language points1.Listen and do 1b（ABC层次）2.Guessing gamesT: For example, Jim is like a monkey because he is clever and he can climb trees very quickly. Please talk with your partners about what you are like. T: Which pairs would like to act out your dialogues? （A） Guess(B、C)【设计思路】此环节巩固前面已学词汇，融入新目标语言的学习，使A层次学生运用语言的能力得到提高，C层次学生也在猜测的过程中对进一步探究产生浓厚兴趣。Step IV Listening Practice 1.Pre-listeningCan you say more about manatees? 这个环节，听力难度较大。教师带领学生预测将要听到的内容。2.While-listening Play the recording two times.Then check the answers.【设计思路】在预热之后，让学生带着问题进入听力内容，引导学生获取关键信息，听懂指示词，了解材料大意。经过检验，A层次学生还可以，BC层次学生仍然有问题。Post-listening(1)Complete the conversation.（导学案）Boy : Can you tell us about the manatees, please? Man : Sure Were trying to save them Boy : Why? ? Man : Yes , but now there arent very many of them Boy : Do you know how many there are? Man : At this point, there are only about 2 500 in the US Since then, the government has passed laws to protect them Boy : Where do they live? Man : Their favorite habitat is the water under the trees in mangrove swamps Boy : And why are they endangered? Man : Also, there sometimes isnt enough food for all of them As you can see, theyre large Boy: Aquatic feed? Man: Oh, thats underwater plants and vegetation Thats what they eat (2) Read loud【设计思路】对于BC层次的学生来说，以填空的形式在导学案中出现，大大降低了难度，同时A层次的学生不仅仅能听出2b中的内容，还对这段话有了更清晰的理解。Step V T: Our city is going to build a new zoo, but some people are against it, what about your opinions? 1. Read 3a and underline the reason why the writer is opposed to zoos.Show some difficult words :suitable 合适的 tiny 极小的 cage 笼子 disgusted 厌恶的（B）Zoos are terrible places for animals to live.（A）The animals are kept in tiny cages and hardly move at all.（B）They are only given food once a day.（C）2. Read the next letter to the editor and tell us others opinions about the zoo? Show some difficult words :educate 教育 care for 关怀 urge 强烈要求Sample answers(A)He thinks that the zoo is an important place for the animals. And it is like a living textbook for young people.【设计思路】本环节采取各个击破的原则，针对每封信的观点设计针对性的问题，引导学生理解大意，同时提前对于阅读中的新词进行重现，以弥补BC层次学生词义理解不到位，每一项的问题都有A层次学生做引导，通过小组讨论的形式都到答案。3. Collect the factors to support your idea. （小组合作）Read the two letters again, and write down the key points.(AC)Do a pairwork to discuss.(B)A: (cons)Zoos are terrible.Keep animals in cages.Eat food once a day.B: (pros)Zoos are important.Living textbooksEducate the public（课件展示）【设计思路】这一环节的设计是为下一环节的辩论赛做铺垫的。A层次帮助C层次写出主要词，B层次尝试对话，A层次搜集更对信息。4.Debate (A)Use the expressions I think that.I agree with you.I believe that.I disagree with you.I feel that.I agree that.1. Summary T: OK, I think you did a wonderful job, one student from each team sums up your opinions.Team A: Firstly zoos are places for people to see many different kinds of animals from all over the world. Secondly, zoos look after the animals very well. Thirdly, zoos protest the animals and keep them from becoming extinct. Team B: Most animals are kept in small cages. Most cages are not clean, either. The food in the zoos is not natural. In the forest they can find the food by themselves.(导学案)【设计思路】这一任务的设计是在学习完Section A 3a 和3b后进行的，是一个全班参与的活动。学生围绕本市是否有必要修建一座新动物园展开辩论。通过辩论，学生学习和掌握了目标语言；（C ）发表个人见解，表达思想的能力（AB）3. Write a letter to t