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2012初中英语词汇教学教案点评2012初中英语词汇教学教案点评 Module 6 Save our world Unit 2 Remember three words: reduce, reuse and recycle. 衢州市华茂外国语学校王云飞 ?. Teaching aims and demands: 1. Knowledge aims • To learn how to protect the environment • To know the ways to save the world • To learn the ...

2012初中英语词汇教学教案点评
2012初中英语词汇教学 教案 中职数学基础模块教案 下载北师大版¥1.2次方程的根与系数的关系的教案关于坚持的教案初中数学教案下载电子教案下载 点评 Module 6 Save our world Unit 2 Remember three words: reduce, reuse and recycle. 衢州市华茂外国语学校王云飞 ?. Teaching aims and demands: 1. Knowledge aims • To learn how to protect the environment • To know the ways to save the world • To learn the grammar: word-building -- suffixes and prefixes 2. Ability aims The students will be able to grasp the key words and phrases about the environment and they can communicate with each other in both oral English and written English. 3. Emotional aims Help the students learn how to communicate with others, and let the students realize the responsibility of protecting the environment. It’s time to save our world. ?. Key and difficult points: 1 • Words and expressions in Unit 2 reduce, reuse, necessary, plastic, repair, care, instead, instead of, cloth, sort, harm, do harm to, difference, make a difference to, product, material, bottle. • Grammar knowledge: word-building -- suffixes and prefixes ?. Teaching approaches: Task based, cooperative, and bottom-up. ?. Teaching aids: multi-media ?. Teaching procedure Step 1 pre-reading 1. Lead-in and warming up • Watch a short video clip and say. What happened to our home? • Look and say. What materials are the things made of? Step 2 While –reading 2. Read and find. Read a short passage from the text and find out some important phrases. 3. Read and answer. • Read some questions and complete a survey about how green you are. • Check the things you should do. 4. Read the text. • Read quickly and answer. Can you give some ideas to save the world? • Scan and answer. What’s the meaning of each ―R‖? • Read carefully and answer. Read the passage again and give reasons for what you should 2 or shouldn’t do Step 3 post-reading 5. Post-reading activity. • Judge the following activities belong to which ―R‖. • Discuss and make suggestions about how to be green. Give reasons using because, so and so that. Step 4 Homework. Make a poster about how to be green. Teaching design for Unit 4 Section A (1a—2c) 诸暨市滨江中学 杨 慧 一、教材分析 这是Go for it!九年级第四单元的第一课时,在这一单元中 学生要学会谈论想象中的情景。这一课时的教材 内容 财务内部控制制度的内容财务内部控制制度的内容人员招聘与配置的内容项目成本控制的内容消防安全演练内容 包括两 个话 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 :第一个是谈论What would you do if you had a lot of money?包括自由讨论(1a)、听力(2a)、口语训练(1c)第二 部分是谈论What would you do if you were the person who is in an embarrassing situation? 包括听力(2a、2b)、对话 练习(2c)。作为一堂听说课,本课时注重学生在听说中感 知并学会使用目标语,为本单元后续教学中读写的开展打好 基础。本课时教材分别给两段听力提供了两幅图片,这些图 片为学生提供了直观的使用目标语的语境。 二、学情分析 3 本课的学习对象是九年级的学生。他们对金钱已经有了一些自己的想法,因此本课时的第一个话题易于激发学生的兴趣并吸引他们发表自己的看法。而本课时的第二个话题提到的问题,更是学生关注的内容。因为随着学生社会活动范围的扩大,他们会去参加一些朋友的聚会,或许会碰到同类问题,他们在给Larry 提建议的同时也是在学习一些社交常识。在知识层面上,学生已经有了一些语法和词汇的积累。本课时教学的虚拟语气已经在课标五级目标中被删除,因此学生在学习时只要明白这是一种虚拟的语境,重点是拓展思维,提高听说能力。 三、教学目标 1、语言知识目标: (1) 学生能理解并运用下列词汇:medical, research, tie(n.&v.), worry(n.) ;能理解下列词汇:million, what if。 (2) 学生能理解并运用If I had …, I’d…及 If I were you, I’d …这两个句型表达观点或提出建议。 2、语言技能目标: 学生能熟练运用目标语就课堂所涉及的关于如何对待财富、如何解决去聚会前的困惑展开讨论。 3、学习策略目标: (1) 学生能在听前关注课本插图,通过对图片的观察来进行听前的预测,感知目标语使用的语境。 (2) 学生能借助图片、对话中的上下文了解词性猜测词义。 4、情感态度目标: 学生能在谈论老人的善举时体会如何合理使用金钱;学生 4 能在为Larry解忧的过程中体会如何别人有困难时给予帮助。 5、文化意识目标: 在谈论参加聚会这个话题时了解一些英语国家人们对参加聚会服装和礼物及聚会中人际关系处理的知识。 四、教学重难点 1、教学重点 学生能理解并运用If I had …, I’d…和 If I were you, I’d …这两个句型来描述虚拟的情景。教师如何做到分时段、分层次、多种方式教学词汇。 2、教学难点 学生对虚拟语气的理解。 六、板书 设计 领导形象设计圆作业设计ao工艺污水处理厂设计附属工程施工组织设计清扫机器人结构设计 六、板书设计 5 点评 省特级教师、浙师大附中陈永芳 今天的课上两位老师阳光、阳刚,学生语音漂亮,有思想,体现了教学的最高境界。 一堂成功的课应该具备四个要素:一是否有价值,是否满足了学生的需要;二是否有效果,是否完成了预设的目标;三是否有效率,低投入高产出;四是否有魅力,是否有一定的穿透力、感染力。王老师的课语言流利。杨老师的课关注学生的学。两位老师的方法上有较大的不同,但有较好地实现了预设的教学的目标。杨老师注重 5 学生对语言预测能力的培养,并注意在恰当的场合呈现生词。在学生回答问题的时候能提醒学生用整句来回答,有意识地培养学生词不离句的意识。 建议:教师给的指令应该更清晰明确。活动的时间要足够。呈现的语言必须规范准确。要考虑初中课堂教学的深度,帮助学生拓展思维。 探讨:英语学科究竟应该教什么,课标提出了五方面的要求,老师们都能从这五方面考虑这非常不错。语言除了它的基本知识和基本技能外,还有它的思维方式,它的价值观。今天杨老师的课上我们很高兴地看到了学生的思维拓展,这是滨江中学这些年英语教研组努力的结果。 Lesson Plan of ―I love my family.‖ 6 Unit 2 This is my sister. (Section A 1a-1c)(7A) 滕梅芳 Objectives: 1. Language points 1) Sounds and Words--- The key sounds are: th/ð/, er/?/, i/I/, and o/?/. Students will 6 be able to say and spell words (sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family, those, who, these) with phonics methods. 2) Sentences--- Students will be able to introduce family members and friends with sentences: This is my _____. That’s my _______. These/Those are my______. 3) Dialogues--- Students will be able to identify family members and friends with ―who questions‖: Who’s she? She’s my sister. Who are they? They’re my parents. Language skills: 1) Students will be able to say and spell words with phonics method. 2) Students will be able to say the sentences with sound pronunciation and intonation. 2. Moral education: Students will treasure the relationship with their family members. Procedures: 7 7 Unit 2 This is my sister The First Period (Section A 1a – 2c) 临海市学海中学 吴连掌 Teaching aims: After learning, the students are able to: 1. Introduce family members in English. 2. Know the differences among ―this‖ ―that‖ ―these‖ and ―those‖. Language points: 1.Words: 1)noun: sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family 2) pronoun: those, who, these 3) interjection: oh 2. sentential form:This/That is „ These/Those are … Who’s she? She’s … Difficulties : 1. The pronunciation and the spellings of the new words. 8 点评 浙江外国语学院继续教育学院王春晖 对滕老师的课的点评: 整堂课英语氛围浓厚,对family的诠释到位,关注运用 8 phonics培养学生的语音意识,当学生在活动中遇到困难时,滕老师能适当放慢速度,体现了以学生为本的新课程理念。在朗读过程中滕老师关注了语气、语调,关注句子背后的内涵。这是7年级英语教学中老师们必须要关注的。在板书的展示上滕老师很有创意。整堂课属于学院派风格,清新、明了。 对吴老师的课的点评: 教师风格鲜明,阳光、充满热情,很容易被学生接受,因此,学生对活动的参与自始自终充满积极性。在图片的呈现中层次分明,学生容易理解和接受。对本堂课的核心句型进行了比较充分的操练。活动的设计上充分考虑了7年级学生的特点,尤其是Good Luck这个环节。整节课都关注在学生的learning中。教师在教学设计中充满智慧。 在朗读上要加强引领。在role play和后面的Good Luck环节中,看似学生在做act out, 实质学生是在drill。 关于教学目标: 1. 词汇教学的目标如何定位。像Introduce family members in English, Know the differences among this/that/these/those 以及Students will treasure the relationship with their family members略显空泛、抽象。 2. 话题如何把握。每个单元都有固定的主题,分散在整个单元的不同课时中,应该完 9 9 整地把握主题,并确立每个课时的主题和话题。 3. 词汇教学如何展开。如何帮助学生knowing the word,需要教师创设一定的语境, 在一定的语境中使用单词。在孤立的语境中用汉语教学词汇是目前教学中最大的问题。词汇的呈现应该在单元的主题下,以不同的形式、不同的时段、不同的句型加以呈现。仅仅让学生会拼写单词是不够的。 4. 中小学如何衔接。初中英语教师应该了解小学教材。 点评 浙江外国语学院继续教育学院王春晖 对滕老师的课的点评: 整堂课英语氛围浓厚,对family的诠释到位,关注运用phonics培养学生的语音意识,当学生在活动中遇到困难时,滕老师能适当放慢速度,体现了以学生为本的新课程理念。在朗读过程中滕老师关注了语气、语调,关注句子背后的内涵。这是7年级英语教学中老师们必须要关注的。在板书的展示上滕老师很有创意。整堂课属于学院派风格,清新、明了。 对吴老师的课的点评: 教师风格鲜明,阳光、充满热情,很容易被学生接受,因 10 此,学生对活动的参与自始自终充满积极性。在图片的呈现中层次分明,学生容易理解和接受。对本堂课的核心句型进行了比较充分的操练。活动的设计上充分考虑了7年级学生的特点,尤其是Good Luck这个环节。整节课都关注在学生的learning中。教师在教学设计中充满智慧。 在朗读上要加强引领。在role play和后面的Good Luck环节中,看似学生在做act out, 实质学生是在drill。 关于教学目标: 5. 词汇教学的目标如何定位。像Introduce family members in English, Know the differences among this/that/these/those 以及Students will treasure the relationship with their family members略显空泛、抽象。 6. 话题如何把握。每个单元都有固定的主题,分散在整个单元的不同课时中,应该完 整地把握主题,并确立每个课时的主题和话题。 7. 词汇教学如何展开。如何帮助学生knowing the word,需要教师创设一定的语境, 在一定的语境中使用单词。在孤立的语境中用汉语教学词汇是目前教学中最大的问题。词汇的呈现应该在单元的主题下,以不同的形式、不同的时段、不同的句型加以呈现。仅仅让学生会拼写单词是不够的。 11 8. 中小学如何衔接。初中英语教师应该了解小学教材。 Unit 5 Section A教案 宁波东海实验学校 孙立巾 ?.Teaching aims: A. Knowledge goals 1. Ss will be able to make, accept and decline invitations politely with the following structure: A: Can you come to my party? B: Sure, I’d love to. Thanks for asking. Sorry, I can’t. I have to…. A: That’s too bad. Maybe another time. B: Sure. Thanks for asking. 2. Ss will be able to talk about obligations with ― have to…‖. 3. Ss will be able to use the words ― another, lesson, concert, calendar‖ when they communicate with their friends. B. Ability goals Ss will be able to improve the ability of listening and speaking when they try to finish tasks in class. Ss will be able 12 to make, accept and decline invitations politely when they communicate with their friends. C. Emotional goals All work and no play makes Jack a dull boy. Ss should learn to relax themselves after busy school work. (D) Strategy goals Ss will be able to learn by cooperating with friends. (E) Cultural consciousness Ss are expected to choose more polite ways to decline invitations. ?. Teaching key points Ss will be able to use the new vocabulary and structure to make, accept and decline invitations politely. Ss are also expected to talk about their obligations properly. ?.Teaching difficult points Chinese students have few chances to take part in parties. So the topic might not be close enough to their life. ?.Teaching aids Multi-media computer and some information paper. 13 V. Teaching procedures: 1(Warming-up: (1)Play a video to introduce the teacher’s hometown Ningbo before class. (2)Self-introduction. T gives Ss a short self-introduction and presents two new words: another, lesson. 2. Lead-in: (1) A guessing game. ( Lazy goat) (2) Read Lazy goat’s calendar and find out why he is unhappy today. (3) Complete his diary. 3. Presentation: T: Lazy goat is free on Saturday, so he plans to have a dinner party this weekend. He wants to invite some friends to his party. Present the following structures and guide Ss to understand how to make, accept and decline invitations politely. A: Can you come to my party? B: Sure, I’d love to. Thanks for asking. Sorry, I can’t. I have to…. 14 A: That’s too bad. Maybe another time. B: Sure. Thanks for asking. 4. Group work ( A role play) One student in the group acts Lazy Goat and invites other group members to come to the party. 5. Listening: Finish 1a, 1b 6. Post-listening: Complete a passage about Sun Ning’s plan. 7. Listening : Finish 2a, 2b 8. Elicit the new word ―concert‖ and do pair work Duck Lun’sdoesn’t want to go. Help Lazy goat to say ―no‖ politely. 9. Extension: 1)Discussion: All work and no play makes Jack a dull boy. What can you do with your friends for fun during the coming weekend? 2)Pair work: Invite your friend to … for fun with you this weekend. A: Excuse me, are you free this weekend? B: Yes. What’s up? A: Can you… with me? 15 B: …, I’d love to. When shall we meet? A: Let’s meet at…. B: Where shall we meet? A: Let’s meet at…. B: How can we get there? A: By…. B: OK. See you then. A: …. 10. Sum up 11. Homework: 1. Listen and read 1b and 2a three times with parents’ signature. 2. Finish the workbook. 3. Invite another two friends to have fun with you this weekend. ( Ss have to finish Homework1&2, and they can choose to do Homework 3 if they have time.) Lesson plan for Module 4 Education 桐乡求是实验中学 孙红霞 16 Unit 1 How long have you studied English? By Veronica Sun from Tongxiang Qiushi Experimental Middle School Students’ Level: Grade 8 Teaching content: Module 4 Education Unit 1 How long have you studied English? (New Standard English, Students’ Book 8A) Type: Listening and Speaking Teaching aims: 1. The students will be able to understand the new words and phrases or expressions: same, poor, project, head teacher, get on well with, a little, Really? That sounds interesting! Tell me more! 2. The students will be able to use the words: still, since, study, teach 3. The students will be able to understand others’ experiences by using the new tense: have/has done. 4. The students will be able to understand what a Hope School is. 5. The students will be able to talk about their own experience. 17 6. The students will be able to talk about others’ experience. Difficulties: The students may find it difficult to understand the new tense: have/has done Teaching Aids: Blackboard, Chalk, ppt 关于艾滋病ppt课件精益管理ppt下载地图下载ppt可编辑假如ppt教学课件下载triz基础知识ppt Teaching Procedures: Step 1. lead-in Show a picture of myself and get the students to know something about me, especially my experiences as a teacher. Get to know something about these students in Binjiang. Students work in pairs and talk about their experiences. Step 2. Listening Listen and match about the years and the activities of Ms James. Get the students to talk about Ms James experience as a teacher. Step 3. Listening Listen for the first time and get the main information about Sally. Listen again for more details about Sally’s experience. 18 Get the students to understand what a Hope School is. Step 4: Consolidation 1. Fill in the blanks to consolidate some words or phrases. (Level 1) 2. Get some information of Su Minjuan who was helped by Project Hope and finish the information about her. (Level 2) Step 5: Speaking: Get the students to talk about Su’s experience with the given information. Step 5: Homework Level 1: A: Surf the Internet for more information about Project Hope. B: Read the text again and try to retell it. C: Hand in the worksheet. Level 2: A: Orally: Interview one of your teachers about his/her experience as a teacher. B: Written: Write down a report about the interview of your teacher. 点评: 19 绍兴市教育教学研究院周智忠 开心——那么多全省各地的老师、专家到绍兴诸暨开,一起聚焦课堂教学, 非常开心。 恐慌——从接到评课的任务到现在一直很紧张。对New Standard English教材不 熟悉,虽然做了一些了解,但不够仔细深入。 对词汇教学的认识——老师们比较喜欢讲词汇、讲语法。常见的现象有:一把教 材当成练习册,没有认真研究教学内容,对教材本身的编排体系没有一 个深入的了解,不愿意花时间认真解读文本。―教什么‖应该比―怎么 教‖更重要。要了解单元的编排意图,了解每个activity的设计目的。 二是把词汇教学做一节课的重点处理。事实上,没有纯粹意义上的词汇 教学课。词汇教学的最终目的是让学生能运用词汇进行听、说、读、写 等交际活动。词汇教学必须服务与听说读写等技能的教学。三是词汇教 学的活动组织形式是否有效。在开展活动的过程中,要考 20 虑活动形式的 有效性。因此,教师在设计活动时更应该考虑的是活动的有效性,而不 是活动的形式是否热闹、是否新颖。 关于词汇教学的热点问题——一是词汇教学的深度和广度。既要考虑词汇的音、 形、义、用,还要基于课标和教材的定位,要考虑词汇教学的适量和分 层。不要一次就把单词的意义讲透,这容易给学生的学习带来负担。二 是词汇教学的方法。首先应该直接简洁。不要拖泥带水。如刚才孙立巾 老师教授another一词的做法和孙红霞老师呈现still的做法。其次是要 因材施教。这里的―材‖主要指材料。再有能让学生理解的方法才是最 好的方法。如孙立巾老师在词汇呈现后没有马上领读,因为本课生词少, 学生理解快,故教师应该更加关注学生的运用。三是词汇教学的时机。 词汇教学是语言运用的知识储备。但并不意味着在阅读或听力前必须把 21 所有的单词都处理掉。当学生需要的时候呈现并处理是学生最能接受 的,因为,此时学生最需要这些单词。另外,词汇教学的时机要基于课 型。还有词汇教学的时机应各有侧重。四是词汇的评价。传统的做法有 背诵、抄写和默写,能否有一些新的做法,如泛读、复述、造句、扩句。五是词汇的增长点。要增加课外阅读,或者叫课外悦读。这是词汇习得 的最佳途径,丰富词汇量的不二选择。 题外话——有效教学的三要素:freedom, flexibility, scaffolding。不要限定学生运 用语言的框架。这更容易激发学生语言的表达欲望。教师的支架要恰到 好处。如孙红夏老师在教How long have you…? I have…. 的句型操练时, 已经通过介绍自己的经历呈现了诸如I have been a teacher for 8 years. I have studies English for 20 years.等。 百度搜索―就爱阅读‖,专业资料,生活学习,尽在就爱阅读网 22 92to.com,您的在线图书馆 23
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