英语说课稿1（朱丹碧）.doc

英语说课稿（1）Go for it! (七上) Unit3 This is my sister. 朱丹碧 2011年12月设计理念根据英语课程标准及教学大纲要求，运用任务型语言教学模式， 课堂上以学生为主体，以任务为主线，重视体验，参与，合作，交流，体现以生为本的教育教学理念。教学突出焦急性，注重读写的实用性，进行情感和策略调整，注重个体差异，倡导过程激励， 以形成积极的学习态度，培养和提高学生对语言的综合运用能力，注重信息技术和学科整合，充分利用教学资源。二 教学对象分析本节课的授课对象是初中七年级学生（七年级1，2班）、他们活泼好动、求知欲强，有较强的模仿力，并且很善于表现自己。数学生刚接触英语1个多月。三 教材分析 本案例属于go for it(七年级上册) unit3 This is my sister. Section A (1a-2b)1. 教学目标知识目标：通过图片介绍家庭成员的称呼：mother, father, sister, brother, grandmother, grandfather, friend, parents通过角色扮演，创设情境对话，chant等活动，让学生初步介绍自己的家人和朋友的基本句型This is.That is.These are，Those are 技能目标：通过口语交际，听力，提高学生的听说能力。 情感目标：通过猜谜，形象的图片，创设情境对话等培养学生学习英语的兴趣。2. 教学重点家庭成员的称呼：mother, father, sister, brother, grandmother, grandfather, friend, parents介绍和辨别人物的基本句型：This/That is . These/Those are. 3. 教学难点通过介绍图片，情境对话，角色扮演等活动，让学生基本学会用目标语言介绍家庭成员。四 教学手段采用“任务型”教学，在教学过程中，借助多媒体，增加趣味性和直观性，增大课堂容量，提高课堂效率，注重创设语境，采用启发式教育方式。教学设计（1）Go for it! (七上) Unit3 This is my sister. 朱丹碧 2011年12月内容：go for it(七年级上册) unit3 This is my sister. Section A (1a-2b)Teaching ProceduresStep 1 Warming Up 1. Review.T: Hello! Boys and girls!Ss: .T: Whats your name?S1: .T: Is this your?S1: .T: Is that your backpack?S1: No. it isnt.2. Play a guessing game.T: Its my backpack. Can you guess whats in it?2. Play a guessing game.T: Can you guess whats in it?S2: Is it a?S3: Is it a?T: Its my family photo. Can you see it clearly?Now, look at the screen.设计思路：复习引入，把握导入环节。利用猜谜，激发学生兴趣点。兴趣是学生探求知识，认识事物的动力。研究表明，兴趣比智力更能促进学生学习，在课堂教学中培养，激发学生兴趣，硬从头开始，首先要抓住导入新课的环节，引起学生好奇心，往往能激起学生强烈的求知欲。Step2: Presentation1. Introduce my family to Ss. T: This is my Ss: Father.T: This is mySs: Mother.T: Father is parent. Mother is parent. These are my Ss: Parents.Use the same way to learn grandmother, grandfather and grandparent2. Stand far away the screen.T: That is my.Ss: .T: Those are my.Ss: 设计思路：使用实物与图片呈现目标语言，形象直观，根据学生认知规律，遵循先输入后输出的原则，教学呈阶梯式层层递进，完成了学生对教学目标的初步认识过程，为任务做准备。Step 3：Practice 1: Introduce students family.T: Show them a photo and introduce it. This is my family. This is my. This is my. These are my. Students show their photos and introduce their family.3. Introduce students a new friend Dave. And introduce Daves family. If you are Dave, introduce your family.S : That is my family. That is my. That is my. Those are my.3.T: If you are Daves friend, introduce his family.S: That is Daves family. That is his. That is his. Those are his.设计思路：创设三个小环节，让学生在任务型活动中热身。学生对教材中目标语言有所了解后，教师应给学生提供时间和空间加以练习。所设计的联系材料必须贴近学生的生活实际激发学生的兴趣。本练习就介绍家庭成员的话题进行练习，充分调动学生学习的积极性。增强参与意识，激发学生学习英语的兴趣。Step4: Presentation/Listening1. Show Daves family.T: Is that a happy family? Are they happy?Ss: Yes.T: Can you guess why?Ss: BecauseT: because Daves friend Lin Hai is coming.(Lin Hais picture present on the screen.)What are they talking about?2. Listen and choose the new words.2. Listen and choose the new words.设计思路： 在任务型活动中突破了本课教学重点单词和目标语言。让学生模仿存证地道的教学录音，是有助于克服学生开口难，敢于大胆说英语的有效方法。Step 5：Consolidation 1. Role play. One student is Dave.One student is Lin Hai.One student is mom.One student is grandparent.Make a conversation.(Wearthe masks)2. Show student a picture of a happy family. Introduce the family.3. A friend of the family is coming. Make their conversation.4. Chant.设计思路：设计四个活动，学生完成四项任务，让学生在做中学，在做中用。在任务型活动中，巩固和提高综合语言运用能力。使用搞笑一家人的图片学生非常感兴趣。将目标语言与情境交际想结合，促进学生想象力的发挥。新课程倡导“探究学习”，尊重学生个性，为他们充分发挥创造空间。小组合作学习，创设情境，为他们构建了一个开放的学习环境，将学生学到的知识加以综合和运用于实践。但要让学生知道，保护个人肖像的同时不侵犯他人的肖像权。Step6: HomeworkIntroduce your family to your friends. Introduce your friends to your family. 设计思路：拓展知识，保持探究式学习，为下届课学习做好铺垫。Bb father parentsThis is my mother These are my grandparents grandfather Those are my brothers grandmother sistersThat is my brother教学反思（1）Go for it! (七上) Unit3 This is my sister. 朱丹碧 2011年12月本节课的特点是在教师的直接教授与同伴及小组活动之间寻求平衡。外语毕竟不是我们的母语，如果不注重培养学生热情，往往会使学生觉得寸步难行，从而使学生产生畏难情绪。七年级教材内容浅显易懂，贴近生活，富有情趣，容易创设课堂学习情境，激发学生学习热情。在热烈兴奋、轻松自由的课堂氛围中，在自由地教与学的活动中培养学生的创新能力。通过改变教师“满堂灌”、学生被动接受的单一的教学信息传递方式，有讲有练，精讲精练；有动有静，动静结合；有起伏、有节奏，使课堂上充满生