小班化教学 教案设计及课后反思

教案设计及课后反思教案设计及课后反思 Student s Book I Module 3 My First Ride on a Train Reading and Vocabulary 黑龙江省实验中学 英语组 王琳 Teaching plan for Module 3 My First Ride on a Train Reading and Vocabulary Lesson Objectives 1 To talk about some general information about Australia 2 To enlarge the students vocabulary related to travel experiences 3 To read about and learn how to write travel experiences 4 To encourage the students to cooperate in groups Teaching focus Talk about travel experiences Teaching difficulties The reading comprehension of the passage Teaching methods Task based and student centered Teaching procedures Step I Revision Students have a brainstorm of the means of transport they learnt yesterday Then have a revision and each student names a means of transport Begin with a volunteer and anyone can be called to go on Step II Lead in Lead in the topic of traveling by asking the students a question If you have a chance to go abroad by one of the means of transport we mentioned just now where would you like to Then lead in the destination of the reading passage Australia Step III Quiz Have a quiz about the general information of Australia Students work in groups of four and exchange information then talk about it together with the whole class 1 Australia is the largest country in the world A first B third C sixth 2 What s the population of Australia A About 20 thousand B About 20 million C About 20 billion 3 What s the capital city of Australia A Melbourne B Sydney C Canberra 4 Which is the national flag of Australia A B C 5 What s the official language in Australia A French B English C Spanish 6 Which is not an Australian animal A Koala bear B Kangaroo C Panda Step IV Word study 1 Students read the vocabulary on Page 22 and pick out 9 words which they have difficulty in pronouncing Then play the Bingo game DiamondGovernmentExpert SceneryAbandonShoot ProductShineCassette 2 Word group Students work in groups of four and focus on the meaning of each word in the box on Page 22 Then work out a word group with four words including one word which doesn t belong to the group Ask some groups to write down their word groups on the group and the other students try to find out the word which doesn t belong to the group Step V Reading 1 Skimming Students read the passage My First Ride on a Train aloud by themselves and choose the main idea of the whole passage and each paragraph Para 1 A What the writer did on the train Para 2 B The use of camels Para 3 C Information about the writer and her train ride Para 4 D Why is the train called the Ghan Para 5 E What happened to the camels Para 6 F What the writer saw on the train 2 Competition Divide the students into four groups and have a competition to see if the students have understood the passage and mastered some important words in the passage T or F 10 On the train Alice still studied 20 Alice got on in Alice Springs and got off in Sydney 30 The scenery of the whole journey is very colorful 40 The government built a new railway line in 1925 Reading comprehension 10 Did Alice travel on the train a long time ago 20 Do they still use camels to deliver goods 30 Was her destination on the coast of Australia 40 Did the Australians use horses to travel to the central part of the country Translation 10 What a ride 20 We saw abandoned farms which are built more than a hundred years ago 30 In 1925 they passed a law which allowed people to shoot the animals if they were a problem 40 For many years trained camels carried food and other supplies and returned with wool and other products English definition 10 people who travel on a train bus or plane 20 white or grey things made if water in the sky 30 an area of land where it is always dry 40 valuable stones Making sentences 10 allow sb to do 20 try doing 30 be short for 40 not any more The groups take turns to choose questions with different marks from the five categories If any team member can answer the question they choose the mark will be given Whichever group gets the highest mark will be the winner Step VI Homework Finish the summary of the passage 课后反思 随着时代的不断进步 培养创造才能与创造型人才是时代的呼 唤 社会的要求 而课堂则是培养学生创新意识的主阵地 教师如 何在课堂上培养学生的主体意识 开发他们的创新精神 直接关系 到人才培养的素质 也是我们教学工作者应该努力的目标 英语小 班化教育有利于师生课堂的有效互动 有利于学生的创造与实践能 力的真正提高 实施教育创新 就必须培养学生自己动手 主动参 与探究事物的能力 我所做的这节小班化教学展示课就是秉承这一 理念 努力发挥小班化教学的优势 让学生有更高的提升 我认为教师应关注每个学生的发展 发掘出每个学生的闪光点 鼓励并赏识每个学生 小班化 教学的意义并不是让个别学生受 益 它要求教师关注每一个学生 爱每一个学生 而且在教学过程 当中不仅要重视教师的 教 更要重视学生的 学 明确每一 个学生的主体地位 使每个学生的天赋得到发挥 我这节课是必修 一第三模块 My First Ride on a Train 的第二课时 课型是阅读课 在 第一课时中 我让学生通过小组活动总结了各种类型的交通工具 所以这节课的第一个环节我让学生每人说出一种交通方式 然后叫 任意同学继续 这样既复习了上一课所学知识 又为下面谈论旅行 经历做了铺垫 由于班额小 班级只有 41 个学生 而且每人说一个 单词 进展速度很快 只用了短短几分钟时间 班级三分之二的学 生都得到了发言的机会 由于学生之间是随机叫下一个人继续 所 以所有学生的注意力都高度集中 为这节课做了非常好的热身 课堂教学中师生交往的形式是多种多样的 但学生之间和小组 之间的交往尤为重要 更重要的是生生交往 课堂教学能否体现主 体互动 人和情境互动 关键在于小组活动的组织 小组活动是小 学英语小班化课堂教学模式的主要环节 是培养学生的自主意识 协作意识 交际能力和分析解决问题能力的重要一环 我在这节课 中安排了三次小组活动 前两次是四到六人一组 第三次是将全班 分成四组 第一次小组活动的任务是完成关于澳大利亚相关信息的 小测 利用学生对此知识的信息差 通过小组讨论 互通有无 同 时激发学生对澳大利亚的学习兴趣 第二次小组活动是关于词汇学 习 为了让学生扫清阅读中的生词障碍 同时增添背单词的乐趣 我让学生以小组为单位 每组从所给生词中挑出四个 并确保其中 有一个在词性 词义等方面不同与其他三个 学生在此过程中 需 要掌握每个单词的词性和词义 然后开动脑筋 发挥创造性 与组 内同学合作完成任务 在小组内交流好以后 开展小组之间的竞赛 展示 让一些小组的报告员到黑板上写出他们的 word group 其他 组的同学思考后找出与其他三个不同类的单词 学生们非常积极踊 跃地参与展示 都想让自己编出的 word group 难住其他同学 第三 次是十人一组的小组竞赛 旨在检测学生对课文的理解 以及对其 中一些单词和短语的掌握情况 我准备了判断正误 阅读理解 翻 译句子 单词释义 词组造句五类问题 每种里有四个问题 根据 难易程度 对应的分值从十分到四十分不等 每一小组经讨论后 选择一个问题 小组讨论后给出答案 如果正确就可获得相应分值 哪一组最后得分最高即获胜 竞赛激发了学生的竞争意识 为了 得到最高分 学生会挑战难度最大 分值最高的问题 这有利于培 养学生克服困难的信心和勇气 在这节课的教学过程中 学生参与热情特别高 在 word group 环节 我本来设计让最先完成的四组派报告员到黑板上展示 可是 其他四组也非常踊跃地要参与展示 所以多占用了一些