初中英语-Who教学设计学情分析教材分析课后反思

1、课标分析：根据教材内容和学生实际确定下列教学目标：1、 学生能事物的两面性，并客观对待事物。2、 学生能运用“关键词”这个阅读策略找到问题的答案。3、 阅读后，学生能运用思维导图总结记忆所学。本单元是七年级上册Unit 8 What s the best movie th围ea绕te形r?容词和副词最高级展开教学。本单元课时教学内容贴近学生生活的题材，目的是引发学生对于流行事物的客观积极的思考。当今社会，越来越多的流行事物不断涌现，例如才艺表演。有些学生不喜欢这个4、 学生能掌握目标语言，例如“talent, magician, winner, prize, poor, have in com

2、mon, play a role, make up, for example, takeseriously, be up to.” 。新课标指出，借助生活中的流行现象，理解和应用形容词和副词的最高级，并在此基础上构 建积极客观的价值观，引导学生客观的认识事物的两面性，并作出积极反应。本单元是七年 级上册Unit 8 Whats the best movie theater? 围绕形容词和副词最高级展开教学。本单元课时教学内容贴近学生生活的题材，目的是引发学生对于流行事物的客观积极的思考。表演，有些过于热衷。这节课可以引导学生如何客观看待这种流行事物，尤其是看它到好的一面，让学生乐观对待。学情分

3、析：当今社会，越来越多的流行事物不断涌现，例如才艺表演。有些学生不喜欢这个表演，有些过于热衷。这节课可以引导学生如何客观看待这种流行事物，尤其是看到好的一面，让学生乐观对待。这篇文章对学生来说不难，他们可以通过一些阅读策略充分理解。英语课堂教学效果分析一、学生分析教学对象是七年级的学生，他们的认知能力有了进一步的发展。逐渐形成了英语获取信息、处理信息、分析问题和解决问题的能力。因此需要特别注重提高学生用英语进行思维和表达的能力。他们学习英语的方法由死记硬背型转到理解型并运用到交际中。他们有自己的学习技能和策略，会把语言学习和兴趣联系起来。通过任务型课堂学习，学生的自主性得到加强，不再认为英语的

4、学习很枯燥，主动参与到活动中去，成为课堂的主体。二、教材分析本单元是七年级上册Unit 8 Whats the best movie theater? 围绕形容词和副词最高级展开教学。本单元课时教学内容贴近学生生活的题材，目的是引发学生对于流行事物的客观积极的思考。时态：最高级在一般现在时中的运用三、教学目标5、 学生能事物的两面性，并客观对待事物。6、 学生能运用“关键词”这个阅读策略找到问题的答案。7、 阅读后，学生能运用思维导图总结记忆所学。四、教学策略环环相扣，设计紧凑。先利用录音和图片引起兴趣，活跃课堂气氛。围绕才艺秀视频展开话题讨论，巩固了形容词比较级的句型。在小组讨论的过程中，学

5、会用英语口语表达他人 才艺。运用多媒体课件，用一些学生喜欢的明星的图片、视频展开讨论，引起了学生对本课的8、 学生能掌握目标语言，例如“talent, magician, winner, prize, poor, have in common, play a role, make up, for example, takeseriously, be up to.”经过备课、磨课、再备、讲课、反思，感觉成长不少。现将课后反思记录如下： 一、思得1、主线贯穿始终，引发学生的学习兴趣。2、拓展练习环节，学生感兴趣，能积极与他人合作，是本节课的亮点，如果时间足够，效果应该更好。3、各环节难度层层递进，

6、让学生层层深入得理解文本。二、思失1、贪多求全，想面面俱到，但效果反而不好。只突出几个重难点就好。2、课堂氛围没有充分调动起来，讲课缺乏 passion。可以尝试一些游戏调动气氛。时间分配的不好，以致亮点没大展示出来。给学生阅读的时间不够。3、挖掘教材，整合教材的能力比较低，还需不断学习、思考和改进。三、思改1、认真研读新版的英语课程标准，修正自己不规范的教学理念。（如“学生是学习的主体， 也是评价的主体”，我平时讲课让学生评价做的还不够。）2、及时记录课堂反思，不断尝试创新，并积累经验。兴趣，减少陌生感。五、教学过程（见教学设计）六、教学效果及评价四人一小组围坐在一起上课，边学习边讨论。把课

7、堂交给了学生，大大提高了学生学习的自主性，充分体现了以学生为主体的教学思路。本节课通过这种形式的学习，也进一步证明了发挥学生主动性，自主性的重要性。同学们围绕他人特长展开热烈的讨论，既练习了形容词副词最高级的句型又锻炼了英语口语交际能力，增强了学生学习英语的兴趣和信心。在情感方面，学生在各种问答中，潜移默化，自然而然地学会了客观认识、评价流行事通过这节课的学习，学生在复习的基础上又进一步加深了对形容词最高级的理解。并能 够在实际语言环境中进行交际和运用。运用多媒体课件的形式为学生呈现了多种受学生喜爱 的明星的图片、视频，围绕视频展开对最高级的交流及讨论，学生接受起来既有趣更轻松。物，并以积极的

8、心态看待。3、以旧引新，用更容易让学生接受的方法设计活动，增强活动的实效性。4、丰富自己的肢体语言和幽默感，做一个智慧、幽默学生喜爱的老师。Unit8 Whos Got Talent? (Grade 7 Section B)Analysis of my students and the passage:Nowadays, more and more popular things appear around the world, such as talent shows. Some students dislike them, some like them too much. Its a goo

9、d chance for students to know how to treat them objectively, especially see the good side, and be optimistic to everything. The passage is not difficult for students to understand. They can understand the passage better by finding key words and summarizing with mind maps.Learning objectives:10、 Stud

10、ents are able to learn a strategy to use key words to helpfind the answer.11、 After reading, students are able to summarize what they havelearned in class by using mind maps12、 Students are able to master the target language, such as “talent,magician, winner, prize, poor, have in common, play a role

11、, makeup, for example, takeseriously, be up to.”.Teaching Procedure:9 、 Students are able to understand everything coin has two sides and treat things objectively.Step1: Before reading, well lead in the topic.Studentswilllookatapicture,theteacherwillasksome questions.Question 3: Can you play the pia

12、no?Question4:Playingthepianoisakindoftalent,whatothertalents do you know?Step2: While reading, students have four tasks to do.Task 1:Skip the title and the picture and try to predict what this passageis about. The answer the question: “How many paragraphs are therein this passage?”Task 2:Read paragr

13、aph 1 and answer 2 questions:Why are talent shows getting more and more popular?Question 1: What can you see in the picture? Question 2: What are they doing?Then watch 4 short videos of Chinese talent shows andguessthe names of them. Thenanswer “Are they similar? What do theyhave in common?”Task 3:R

14、eadparagraph2,thenfillinamindmapandanswer2Which three talent shows are mentioned?questions.What do talent shows have in common? (with mind map) Who can join these shows?Who decides the winner? ( key word “decide” help to find theanswer)Task 4:Read paragraph 3, then find out why people like or dislik

15、e talent shows. Then students who dislike talent shows read dislikes opinions and who like them read the rest sentences with emotions.Think and answer “what do you think of talent shows? Why?”Share: Every coin has two sides, so we should take them objectively(客观的)，especially see the good side, becau

16、se life is wonderful, so be optimistic(乐观的) to everything!Step3: After reading, we have two tasks to do.Task 1: Fill in the mind map. (summary)Students fill in the mind map with teacher, then try to recall this passage with the help of the mind map.Task 2: Lets enjoy!Discuss with group members “Whos

17、 got talent in our class? Why?”, then share ideas in front of the class. Maybe they will use the following structure and phrases:“Hello, everyone!We think .is the .inour class. Why is he/she so talented? Because he/sheThatsall,thank you!”“be interested in, work very hard, practice every day, never give up, keeps on doing , asks for help, takes