篇1

授課教師：李老師

教學內容：新目標七年級下冊 Unit 3Why do you like koalas? Section B (1?3) [教學目標]

知識目標：1.學習并掌握What, Why引導的特殊疑問句，

2.用Because句型和形容詞“ugly, clever, friendly, beautiful, shy ”表示

原因，性質、品質。

能力目標：Describe animals; ExPss Pferences

情感目標：了解自然，樹立自覺保護動物的意識，談論喜好，展示個性。 [重點難點]

重點：1. Words: ugly, clever, friendly, beautiful, shy, other 2. Target Language:

What animals do you like?

What other animals do you like? Because they’re…and…

難點：How to describe animal and exPss Pferences.

[教學過程記錄]

總評

1. 目標明確，重、難點把握準確，知識主線提煉精確。

2. 教學設計體現了“聽說課”的教學模式，從復熱身、感知體驗、強化鞏固到語言應用，設計的思路清晰，步驟明確，體現了“層層遞進”的教學原則。

3. 設計的流程遵循了學生的認知規律，由感知體驗到語言應用，注重了知識獲取，能力形成的學習過程。

4. 能夠突出學生的主體地位，面向全體，每個學生有任務，且每個學生都有展示的機會。

5. 通過小組間的合作，引導學生進行自主、探究學習，敢于質疑，善于解惑，學會總結，大膽評價。

6. 教學效果良好，學生參與面廣，參與機會多，參與的積極性高漲，興趣濃，知識與能力、過程與方法、情感態度價值觀得到了很好的落實。

建議：

1、教師再多增加一些讓學生展示的機會，以便進一步增強學生的自信心、提高其積極性，進而獲得成就感;

2、教師應進一步錘煉自己的課堂語言，從而使課堂教學可以更加流暢地進行。

篇2

教學過程：

1. T leads Ss to read aloud the dialogues in unit 1 to review what they learned in last class.

2. T starts teaching the new words on page 7 in unit 2. T stresses on the pronunciation and spelling of the words by showing the connection between the similar words, e.g. father, mother, brother etc.

3. T leads Ss to read aloud the words and let them read by themselves.

4. T checks Ss’ learning by saying the Chinese meaning of the words and asks Ss to say it in English.

5. T asks Ss to take out their exercise books and practicing writing the new words and stresses the pronunciation and spelling again, and checks Ss’ understanding.

6. T leads Ss to read aloud the new words again.

評價

這節課是七三班周四早上的早讀課。因為不同班的教學進度和學生學習水的不同，老師在早讀課上主要是督促學生學習、復最基礎的單詞和對話、課文等。學生掌握的情況良好。

十月十日 七三班第二節

教學過程：

1. T greets Ss using the sentences they learned in the starter units, e.g. How are you today?/I’m fine, thank you. And you?/I’m good, thanks.

2 T Psents two photos of her family members and teach Ss to say the words they just learned, e.g. father, mother, brother, sister, grandfather, grandmother etc. And T writes them and their Chinese meaning down on the Bb.

3. T points the person on the picture and asks Ss to say the words about the family members by using the sentence pattern: Who is this/that? This /That are… and write them down on the Bb.

4.T leads Ss to read aloud the key words and sentence on the Bb again.

5.T asks Ss to stand up and read the key words on the Bb inpidually.

6. T starts Unit 2 and leads Ss to do the exercise in 1a: match the words with the people in the picture.

7.T writes the nine words on the Bb and checks the answers, and repeat the Chinese meaning of the words and read them out loud.

8. T explains that’s=that is, she’s=she is and the differences between is and are when they use this sentence pattern.

9. T leads Ss to read the dialogue in 1a repeatedly.

10.T starts 1b and asks Ss listen to the tape according to the demanding: circle the words you hear.

11.T plays the tape again and checks the answers and asks Ss to listen it once again, making a pause when the key words appear.

12. T suggests Ss to take a photo of their family members next class and learn how to introduce them to the other classmates. 評價

這堂課上老師開始了新的一個單元Unit2: This is my sister.通過對于重點單詞和基本句型的反復朗讀和練，來幫助學生學習和鞏固新的知識。本單元的重點單詞是關于家庭成員的英文名稱，以及人際交往的禮貌用語。學生需要學會區分使用單復數時系動詞的變化( this/that is…these/those are…)，以及縮寫的用法(this’s=this is, that’s=that is)等。這堂課上學生掌握得比較快，需要在后面的課程中持續地復和鞏固。 十月十一日 七二班 第四節

教學過程：

1.T guides Ss to review the words they learned last class by leading them to read out loud twice.

2.T guides Ss to recite the words by saying their spelling and Chinese meaning orally, and stresses on the connection and similarities of the pronunciation again.

3.T leads Ss to read aloud the dialogue in 1a on page 7 and asks Ss to make up their own dialogues according to the picture in 1a. T instructs them while Ss are doing it.

4.T starts 2a and firstly leads Ss to read aloud the words inside the column and check if the Ss are clear about their Chinese meaning one by one.

5. T plays the tape and check Ss’ answers.

6.T starts 2b. and T guides Ss to distinguish the identity of the family members in the picture on 2b according to the letters.

7.T leads Ss to read aloud the English names inside the column and helps Ss to distinguish the names for male and female.

8.T plays the tape and write the words inside the column on the Bb and check Ss’ answer.

9.T leads Ss to read aloud the dialogue in 2c and asks them to read It by themselves with roles.

10. T gives the homework.

評價：這節課延續了上節課的重點內容：有關家庭成員的介紹，教師通過教材上新的環節的開始進一步鞏固了上節課所學內容。并且這節課帶領學生復了在starter units中接觸過的英文人名的常識。在這節課的教學過程中，我發覺初中英語課堂上帶領學生反復鞏固和復所學核心知識的重要性，即抓住每一個環節與學生所學知識的聯系，指導學生反復地

記憶，這對于他們打好中學英語學習的基礎有重要的作用。