外研版七年级英语下册 Module7 Unit1教学实录
来源:大连理工大学附属学校     作者:匡丽     时间:2012-12-28     点击:[]    

外研版七年级英语下册

Module7 Unit1教学实录

执教者:大连市理工大学附属学校   匡丽

教学说明:

“情·知教学”主张教学目标应当是认知目标和情性目标的统一。本课以构建立体课堂为核心,在传授知识的过程中着力培养学生的心理,使认知心理和情性心理和谐发展。我力求在课堂教学中有疑问,有惊讶,有迷茫,有争议,有笑声,以愉快为基调,把教会学生学习作为教学的最终目标,即:培养学习兴趣、自觉性和信心;使学生养成有系统的、有条不紊的、踏踏实实的学习习惯;使学生学会观察方法、记忆方法、思考方法和操作方法,使学生学会善于发问,善于探索、善于试试看;同时要使学生学会运用英语词典、课外资料等学习用具,具备与年级相应的自学能力,要使学生能够对自己的学习作品作出自我评价和自我修正。

教学实录:

I: Experience (感知体验)

Step 1: Greetings and duty reports

操作方式及设计意图:通过duty report训练学生的听说能力,养成良好的听说习惯;此外借助问题的设置导入本课主题并且谈论相关话题。

T: Class begins!

Monitor: Stand up!

T: Good morning, everyone!

Ss: Good morning, Miss Kuang!

T: Sit down, please! Who’s on duty today?

S1: I am.( 一名学生走到讲台上) Today is November 29th. It’s Monday. The weather today is very fine. My topic is Bel Air.(以下是值日生报告的内容)

(People travel a lot with Bel Air because they know they will get what they want.

They want to go quickly and safely across the land, across the sea or right across the world,and they know Bel Air will take them where they want to go and when they want to go. Bel Air flies all the newest and fastest planes to more towns and cities of the world than any other airline.

Do you want to go to Paris , Washington or Tokyo ? Bel Air will take you there, at all times of the day or night, right through the week. But Bel Air not only flies to the biggest cities, but also flies two or three times a week to towns and cities in the every center of Asia, Africa and South America .

People fly with Bel Air because they know they will leave on time and arrive on time. They know that they will receive the best food and watch the best films.

Bel Air is second to none.) (学生在听的过程中要注意眼、耳、手、脑同时并用,教师在平时的训练中要注意学法的指导)

That’s all. Are you clear? (大部分同学点头并回答“Yes”)

T: Have you got the main idea?

Ss: Yes!

S1: I have three questions here. The first one is ----- Why do people fly with Bel Air?

S2: Because they know they will get what they want.

S1: Yes. But anything else?

S3: Because they know they will leave on time and arrive on time.

S1: Yes. Anything else?

S4: Because they know they will receive the best food and watch the best films.

S1: Yes. The second question is------- How often does Bel Air fly to towns and cities in the every center of Asia, Africa and South America ?

S5: Two or three times a week.

S1: Yes. The third is----- What does the last sentence mean? (大部分学生表情困惑,似乎忘记了最后一句是什么,教师可以帮忙询问“Can you say it again for them?”)

S1: Yes, Bel Air is second to none. ( 该生边说边把“second to none”写在黑板上)

S6: That means Bel Air is the best airline.

S1: Yes, you are right.. This is my duty report. That’s all. Thank you!

T: OK! Thank you! What do you think of his duty report? Well, better or the best?(教师引导学生使用形容词和副词的比较级和最高级对其进行评价,既达到了复习的目的,同时又通过评价这一手段促使学生修正自己的言行)

Step2: Lead-in

操作方式及设计意图:用思维导图的形式帮助学生掌握本课重点名词

T: What is the main idea of the his duty report?

S7: Talk about an airline.

T: It’s about planes, a kind of transport, right?

Ss: Yes.

T: Do you remember the word ‘transports’ we learnt in Module 4 ? (学生齐答“交通工具;运输”)

OK, today we will learn more about it. Now open your books and turn to page 44 and page 45. Read the two pages by yourselves and try to find the transport words as many as you can and then finish my wordmap on your notebook.

(学生自读,教师在黑板上画出word map 的基本框架,学生边读边完成,同时教师巡视,找完成的比较快的同学到黑板上完成)

 

                      cheap

                                   

car              bus

 

 

           
     
 
 
 

 

 

 

 

 


transports                       train                       

 

 

                   
     
     
 
 
 
 

 

 

 


Step3: Discussion (头脑风暴)

操作方式及设计意图:学生一边讨论一边举牌示意,争先上前展示,充分发挥学生的主体地位。

T: Now I give you one minute to discuss what other transport words you know in groups.

Step4: Listening practice

操作方式及设计意图:先找两名同学回答一下自己喜欢的交通方式,一方面复习了比较级和最高级(完成wordmap的外圈内容),另一方面引出了本单元的重要形容词及听力的内容,然后完成书上第二部分听力。

T: There are so many kinds of transports, but if I have a chance to go out to travel, I like travelling by train best; because I think it is the cheapest way and the most comfortable way. If there are only two transports---- a car and a plane , I like travelling by car better.What about you?

T: OK, well done. Now let’s listen to the quiz and match the words in Box 1 with the words in Box 2 .

II: Practice (强化操练)

Step1: Work in pairs. How do you go to school and why?

操作方式及设计意图:学生互动,教师同时把本课重要的句子写在黑板中央的位置,引起学生们的重视。

T: Well, we know so many kinds of transpors.,but I don’t know how you go to school everyday. My home is close to our school, so I often go to school on foot. What about you? Now give you 1minute to ask and answer with your partner. Here goes!

            --------How do you often go to school?

I often go to school on foot,__because____my home is near (close) to our school

My home is close to our school, ___so___ I often go to school on foot.     

(本部分内容相对比较简单,所以在展示的时候,尽量把机会让给小组内得分比较高的同学--------成绩稍差的同学,这样能够使不同层次的学生都得到展示的机会,此部分也是整节课中学生互动最活跃的部分。)

Step2: Listen and answer

操作方式及设计意图:有上一部分对话直接导入到第四部分的主对话。在第一遍听的过程中,提出问题。通过问题的设置,考查学生是否抓住对话的核心内容;在第二遍听的时候,设置有关细节内容的问题,并在回答的过程中帮助学生理解对话,巩固掌握本课重点句型。

T: Now listen to a dialogue. First time, you’d better try to find how many children they are talking about and what they are talking about. Now prepare your pen and your paper. Let’s begin.

(学生听对话并做记录)

T: Who can tell me the answer?

S: Tony, Daming, Lingling and Betty’s dad.(学生回答的同时教师把答案以列表的形式写在左侧黑板上,此环节有助于使学生养成良好的有系统的,有条理的学习习惯和记忆方法)

T: Very good! Let’s listen again and this time you should tell me how they go to school or go to work and why.

(学生听第二遍,并回答问题) 

Step3: Read the dialougue in roles

操作方式及设计意图:反复朗读课文,理解对话内容。活动中以小组为单位,不但提高练习的积极性,而且使得每个学生都有了参与的机会,并且能够相互帮助、相互合作,达到人人都张嘴,人人都敢说的效果。 

Step4: Retell the dialogue

操作方式及设计意图:学生合上书,完成匹配任务,使学生进一步理解课文内容,理清课文条理,为下一步的应用做铺垫。 

T: Now, close your books, I want to make sure if you have remember the main idea. Let’s finish the table. First, how does Tony go to school and why?

S: He gets to school by bus. Because he lives farthest from the school, so he has the longest journey.

T: Yes, good. And what does Betty think of the way?

S: She thinks it is the best way to get to school.(学生回答的同时,教师把答案中的关键词写在之前所列的表格中)

T: Good. And what about Daming?

S: He goes by bicycle, so he has the fastest journey.

T: And what does Betty’s mum think of the way?

S: She thinks it is the most dangerous way.

T: What about Lingling?

S: She walks to school because her home is the closest to the school.

T: What about Betty’s father?

S: He always goes to work by taxi. It’s the most expensive way, but it’s the most comfortable way ; and sometimes he takes the train, it’s the most uncomfortable way.

Tony

Daming

Lingling

Betty’s father

By bus/

take a bus/

on a bus

by bicycle/

ride a bike/

on a bike

on foot/

walk

by taxi/take a taxi/in a taxi

by train/take a train/on a train

far/long

fast

close

(near)

 

good

dangerous

 

expensive/comfortable/uncomfortable

T: Now, are you clear about the dialogue? Can your group make a teamwork and try to tell us what is happening in the dialogue? You may begin like this———

Tony goes to school by bus and he has the longest journey, because he lives farthest from the school. Betty thinks it’s the best way to get to school.

III: Use (交际运用)

Discussion

操作方式及设计意图:设置有意义的情境,让学生发挥想象力,将本课的知识进行迁移,并增强学生环保意识。

T: If we have a short journey inside the city, which way should we choose and why, on the contrary ,which way will you choose and tell us your reasons.

S:…….

T: So, guys, Now, more and more people go for a short journey by taxi, bus or car. They think it’s the fastest, the most modern and the most popular way, but they forget one thing: their cars or buses make more and more O2,  then what will happen?

The world will be hot, hotter and the hottest until one day.

 Sea will be rough ,rougher and the roughest until one day.

 Rain will be heavy, heavier and the heaviest until one day.

 Winds will be strong, stronger and the strongest until one day.

 It will be too late until one day. So walk more or ride bicycle more because it’s the healthiest way. Keep yourself healthy. Keep the world heathy.

教学反思:

我一直努力做到把课堂还给学生,从学生的兴趣着手,让学生享受学习的权利和乐趣,力求以知应情,以情应知,情知并进;在教学中我特别注重对学生学习行为习惯的培养,尤其是对于刚上初一的学生来说,良好的学习习惯会对他们今后的学习有更着深远的影响。

为了让每一位学生都不掉队,我在教学设计中最大限度地给学生以表现的机会,有效地发挥学生在学习中的主体地位。让学生动口、动手、动脑,让他们在学习中主动探索,主动发现,主动地评价。给不同层次的学生安排角色,如:“思维导图”、“头脑风暴”以及“强化操练”中的第一步等等。学生以组为单位,分组讨论、分组解疑、小组竞争,调动每一名学生的积极性。通过学生间的信息交流,互相补充,互相启发,加深了对知识的理解。同时赋予不同层次的学生不同的分数,更有效调动了后进生学习的欲望。目的都是为了让每一个人都能成为课堂的主人。使学生真正成为学习的主体。

当然,回味一下整节课堂,仍有遗憾。在评价方面,仍存在以教师个人的评价为主,虽兼有学生互评,但却忽略了学生的自我评价。评价的内容只关注学生对于知识掌握的考察上。作为教师我更应该帮助学生建立一个阶段性的自我评价体系,其内容不光只是对于成绩的考核,还应包括学生的品质,毅力,情感,态度等多方面的考核。

一节课的时间是短暂的,但每节课的课堂效率的高低,将直接影响到教学效果的好与坏。因此,我会继续努力探索适合自己学生的手段去创造高效的课堂。

点评:

英语是一门重要的学科,把英语教学的着眼点放在教会学生学习上,是英语教学的真谛。匡丽老师在英语课堂上构建英语课堂的立体结构,充分运用了情知教学理论。

首先,匡丽老师在传授知识的时候注意以饱满热情的态度去感染带动学生,让学生以最好的情绪学习英语。 “思维导图”、“头脑风暴”、“强化操练”等项的设置,创设了良好的教学情境,学生经历思考、分析、讨论等过程,争先展示学习成果,所有的学生都动起来,每个学生都有表现机会,大大激发了学生的学习热情,发挥了学生的主体地位。她还注意学生智力的差异,相对比较简单的内容,在展示的时候,让小组内成绩稍差的同学回答,这样能够使不同层次的学生都得到展示的机会。其次,是教会学生用最好的方法学习英语。例如:她指导学生在听的过程中要注意眼、耳、手、脑同时并用,在准确的传达知识后,组织指导学生有效的练习。消化所学知识。教师在平时的训练中注意学法的指导,听、说、读、写、评,最终达到学会的目的。

戴丹丹