Lesson 18 教学案例

Lesson 18 教学案例（精选10篇）

Lesson 18 教学案例 篇1

本课运用了多媒体教学。一张Flash光碟覆盖了所有同学的目光，使每位学生都有耳目一新的感觉，学生的学习兴趣顿时达到了高潮，再加上同学小组合作给动画配音这一环节，使同学的积极性大幅度提高，同学之间的“合作”起到了很好的发挥。

但是本节课存在更多的是不足之处。整堂课下来，时间安排不够充分。第一环节安排过于简单，过高估量了学生的接受新知水平，没有更好的运用幻灯片使学生更多的练习加强巩固;相反，在配音这一环节时间安排过长。给人一种头脚搭配不协调的感觉。再有，学生配音时动作及语音语调没有淋漓尽致的发挥，似乎每位同学都很拘谨。

好像本课重点仅仅让学生配音，有些过于单一和简单。当然，这样使那些学习成绩稍差的学生业能够完全掌握本课，但是，成绩较好的学生就有些吃不饱的感觉了。我把这堂课重新构思了一下，认为这样讲会好于现状。第一步：Shownewwords，多和同学们找一些和游泳有关的单词，因为已经是六年级的学生了，已经学过了不少和游泳有关的内容，所以以前学过的单词就作为是复习，在这一环节，要尽量让每一位同学都开口念，尽可能地做到充分掌握。第二步：带着问题去看动画，回答问题。第三步：进一步加强对课文的熟悉，跟读动画内容，再来回答问题。第四步：翻开书，自学，画出重点句型及重点词组，提出疑问。第五步：根据动画老师示范，给动画配音，及师生配音。第六步：学生练习，小组合作，给动画内容配音，上台表演。第七步：Homework。我想这样下来，就不会因为配音内容简单和忽略课文内的重点语法了，而且整堂课安排的紧紧地，会让所有人都感觉到既充实又有趣。

Lesson 18 教学案例 篇2

《Unit 3 At a Music lesson》是义务教育课程标准实验教科书《牛津小学英语》 (5A) 中的一课。作为工作年限不多的我, 在40分钟的课堂上, 用什么来牵引学生, 提高课堂效率呢?对此, 我也进行了一些思考与总结。

一、营造轻松愉快的环境

[案例一]

T:Good morning, boys and girls.

Ss:Good morning, Miss Cai.

T:How are you?

Ss:Fine, thank you.And you?

T:I’m fine, too.

师走到学生中间, 进行一个Free talk。

T:What’s this?

S1:It’s a pencil-box.

T:May I have your pencil-box?

S1:Sure!Here you are.

T:Thank you!Oh!Look, what’s in your pencil-box?

S1:There’s a pen, a ruler, two rubbers and three ball pens in my pencil-box.

T:Very good!Sit down, please.

[案例二]

T:I want to read, but there isn’t an English book.

Ss:Here is an English book for you.

总结:

著名教育家赞可夫说过:我们要努力使学习充满无拘无束的气氛, 使儿童和教师在课堂上能够自由呼吸;如果我们不能营造这样良好的教学氛围, 那么任何一种教育方法都不发挥作用。因此, 教师要营造气氛, 让学生说英语, 来牵引学生。

“好的开始是成功的一半”, 因而每一节课的热身练习就很重要了。在Free talk中, 可以跟学生交流很多方面的内容, 引起他们的兴趣, 让他们乐说英语。此外, 在Free talk中, 我尽量利用学生身边的实物, 让学生运用第二单元所学的句型、单词交流, 达到“学以致用”。

二、运用肢体动作及巧妙方法

[案例一]

T:I’ll show you a picture, you’ll do the actions.Understand?

Ss:Yes. (Students do the actions.)

T:Follow me:sing sing…

Ss:sing sing…

T:Can you spell it?

s:s-i-n-g.

T:Follow me.I can sing.

Ss:I can sing.

T:Spell it one by one.

S1:s

S2:i

S3:n

S4:g

用同样的方法教学其他的单词及词组。

[案例二]

Play a game.I ask one student to come to the blackboard and do the action, then other students guess.

总结:

在学习新的单词时, 听、说、读相对比较简单, 而拼写有一些难度。为了让学生快速地记忆所学单词, 我采用了师生配合, 生生配合的合作拼写法, 来牵引学生, 让学生积极参与到学习中来。在开火车拼写单词时, 学生必须集中注意力, 听清前面一个学生的字母, 才能正确接下个字母, 否则就会出错。这样的操练既锻炼学生的应变能力, 又加深了对新授词汇的理解记忆。

在复习巩固所学单词、词组时, 运用了一个游戏, 让学生表演, 其他学生猜相对应的单词、词组。发现学生的积极性很高, 充分利用肢体动作, 积极参与到课堂活动之中, 既培养了学生学习的兴趣, 又提高了课堂效率。

三、发挥学生小组合作学习的作用

[案例]

T:Now let’s make some dialogues.Please work ingroups and make some dialogues about‘I can…What can you do?’

S1:I can sing.What can you do?

S2:I can swim.

S2:I can swim.What can you do?

S3:I can dance.

S3:I can dance.What can you do?

S4:I can skate.

S4:I can skate.What can you do?

S1:I can sing.

总结:

学生学习英语的最终目的是为了运用所学英语进行交流, 表达出自己的想法。这一环节的设计, 既让学生练习了本堂课的重点句型, 又将之用于交流中。同时, 小组合作练习编对话, 就吸引了学生的注意力, 让学生畅所欲言, 表达出自己的想法。这也利于教师牵引学生, 了解学生, 共同学习, 提高课堂效率。

这样的设计符合新课程标准中提出的:“要为学生提供自主学习和相互交流的机会以及充分表现和自我发展的空间”这一要求, 满足了学生学习语言的成就感。

四、扩充相应的知识

在讲完本单元的B部分单词及词组后, 我设计了一个环节, 让学生一起回忆, 我们在三、四年级学习过哪些表示动作的单词、词组。通过思考, 讨论, 可以看出学生的兴致很高, 也复习了许多以前的单词、词组。如:go skiing, go swimming, go rowing...

总结:

一味地学习本单元的新知识, 学生没有太高的成功感。在新授的同时加入一些复习, 扩充环节, 能够吸引学生的注意力, 让学生在教师的引领下轻松地上完一节课。

五、发挥教师自身的优点

我觉得教师自身的魅力也是上课时能否牵引学生注意力的一个因素。如:教师的语言:过度性的语言:first, second, next...提示性的语言:follow me, listen carefully, listen again...这些语言的使用都能吸引学生。此外, 教师的语音、语调都对学生上课时的表现有一定的影响。

Lesson 18 教学案例 篇3

一、教材分析

本课是第6单元第2课，以介绍“家庭成员”为主题。本节课词汇量较小，但强调语言的综合运用能力，贴近生活实际。通过本节课的学习，学生的语言运用能力可以增强。在获取基础知识，发展基本技能的同时，还能进一步掌握名词所有格及人称代词等重点语法。

二、教学目标

1．知识目标：

（1） 词汇：bank, hotel, put, money, sleep, during, vacation, doctor, clerk, near, drive, busy, store.

（2） 短语及句型：only child, high school, a lot, live with, drive to, be busy doing something, there be.

（3） 语法：名词所有格及人称代词的主格和宾格。

2．技能目标：

（1）掌握单词。

（2）熟练掌握本课的日常用语，能够流利地运用这些日常交际用语进行交流。

（3）能够正确写出本单元的单词和重点词组、句子。

（4）能够看图写句子，简单陈述课文，可以简单介绍自己的家庭情况。

3．德育目标：

通过本课学习，让学生相互了解、交流和关爱。

三、教学重难点

1．会用英语介绍自己的家庭成员。

2．熟练运用名词所有格及人称代词的主格和宾格。

四、教学方法

1．运用“人物型教学法”探究合作，完成任务。

2．运用“仿写法”模仿课文，写出自己的作文。

五、教学过程

STEP 1. 情景导入

T：Yesterday was my mother’s birthday. All the people of my family got together to have dinner. Look! This is a photo of my family, can you find out where I am?

S: The teacher sits behind the old man.

T: Now, can you guess who the other people are?

S: I can. The oldest man must be your grandpa and the oldest woman is your grandma. Beside your grandparents are your parents. The younger boy is your brother. Am I right?

T: You are right. How clever you are!

(设计说明：教师能够以自己的全家福来导课，与生活实际相关，可以吸引孩子的注意力，使他们对所学内容感兴趣，提高课堂效率。)

STEP 2. 复习

T: Look at this photo. How many people are there in my family?

S: There are six people in your family.

T: What does my mother do? Can you guess?

S1：Maybe she is a doctor.

S2: Maybe she is a worker.

Practice the two sentences in pairs.

1. How many people are there in your family?

There are …

2. What does your father do?

He is a (an)…

(设计说明：让学生两人一组进行练习，可以训练学生的口语和学生对语言的组织能力。同时也可以复习上节课所讲的内容，巩固以前的知识。)

Give the students some common jobs:

Teacher, Businessman, Nurse, Office worker, Builder, Factory worker, Salesman, Business Owner, Accountant, Shopkeeper, Farmer, Manager,Engineer, Doctor, Cook, Dentist.

STEP3. 词汇

Explain the new words and then ask them to fill the blanks on page 42.

(设计说明：介绍词汇，包括课文中和练习中需要的单词，有助于学生理解课文和做练习。)

STEP4. 阅读

1. T：You have known my family. Do you know Susan and Li Jun’s family? Let’s look at them together. Listen to the tape, and then answer the question:

What does Susan’s sister do?

（设计说明：听磁带，让学生回答几个问题，不要太多，否则对初一新生来说就太难了。这个环节可以提高学生的听力水平，让他们集中精力去听。）

2. T：Read after the tape sentence by sentence, and then read the text all by yourselves. After reading the text, please do Exercise A on page 43. I believe you can do it.

（设计说明：在精讲课文之前，让学生自己阅读，回答问题，有助于培养学生的阅读理解能力，同时也能让学生对课文有个整体的概念。培养学生自主学习的能力。）

3. Read the text again and then fill the family tree.

1) Li Jun’s Family Tree

Grandfather + Grandmother =Father.

Father + Mother = Li Jun.

Father is a teacher and mother is a doctor.

Li Jun is a student.

2) Susan’s Family Tree

Father works in a hotel and mother works in a bank. Susan’s brother works at a store and her sister studies in a high school. There are five people in Susan’s family.

T: I know you have mastered the text. Let’s have a check. Turn to page 43. Do Part B. You may do it according to the text. You can also do it according to the family tree on the blackboard. I think the information on the blackboard is better. Try to do it.

(设计说明：如果学生能准确地填出这两个家谱，就说明他们已经读懂了整篇课文，同时让学生根据家谱内容来做练习B，交给学生一个新的阅读方法——识图法。培养学生的阅读理解能力。）

4. 词组处理

T: I think this text is easy to understand. Let’s go into the text to learn the new phrases. Please find out the phrases which are important.

(Give the students a few minutes to find the phrases.) Give them examples.

1) only child

2) come together to school

3) live with

4) drive … to…

5) be busy doing something

Let the students make some sentences by themselves. If they can’t make their own sentences, the teacher may give them the Chinese. It can lead them to understand the phrases.

(设计说明：让学生自己造句，可以检查学生是否真正理解了所学短语，是否能熟练应用这些短语。如哪个短语出问题，就着重练习。)

STEP5. 复述课文

T：We have known the information about Susan and Li Jun’s family. The main idea is on the blackboard. Can you recite the text using the family tree? (Give them two minutes to prepare.)

（设计说明：让学生在短时间之内就背下来课文是有一定难度的。学生根据家谱来复述可以帮助他们理清课文思路，不会弄混各人物之间的关系。同时也训练了学生的语言组织能力，而不是死记硬背课文。）

STEP6. 写作练习

T： This text is about Susan and Li Jun’ s family. Can you write a composition about your family? You may imitate the type of the text.

(设计说明：由于学生正处于学英语的初级阶段，模仿课文写出作文有助于提高学生的写作水平。)

STEP7. 家庭作业

1. Write something about your family.

2. Recite the text.

六、教学反思

1．本节课在导课时拿出全家福照片，贴近生活实际，吸引了学生的注意力，使学生对本课内容感兴趣，有认真听下去的欲望，也使学生清楚地了解了本课的主要内容，明确了本课的教学目标，有目的地去听课，有助于提高学生的上课效率。

2.由于本课所涉及的实际词汇量很少而且课文较简单，让学生复述课文效果较好。对学生来说这种方式比较简单，能很好地、流利地复述课文。由于时间较短，他们背的家庭成员的工作有些不准确，不过让学生根据黑板上老师各处的表格内容来复述课文就不会出现上述现象，同时也能提高学生语言组织的能力，去除以前死记硬背的现象。

3.本课是初中《英语》一年级上册的课文，在这个时期有的学生刚刚接触到英语，单词量还很小，有很多单词都表达不出来，所以让学生用英语简单介绍自己的家庭成员时，他们不会说实际情况，站起来都说跟课文几乎相同的语句，这样严重束缚了学生的思维，影响了他们对英语学习的兴趣及自信心，此课的设计就失去意义了。所以在让学生介绍自己家庭成员之前先把一些关于家庭成员的单词（sister, brother, grandma, uncle, aunt, cousin…）和有关工作的单词（worker, farmer, teacher, engineer, doctor…）教给学生，效果更好，可以让学生有参照地说出自己的话，培养他们的自信心，扩大学生的单词量。但这一步会占用一些时间，由于课堂时间有限，所以这一步老师要根据学生的实际情况自行安排。

（作者单位：哈尔滨市第35中学）

编辑/谭添夏

Lesson 18 教学案例 篇4

教学目标：

掌握过去进行时态表达的意义及其构成

教学设计过程：

Step 1 Leading-in

(学生活动)展示图片，让学生表达图片中的人正在干什么：What are they doing? 引入本课的学习。

Step 2 Ask and answer

展示图片，让学生描述图片中的学生在画什么?

Step 3 Read and act

(录像演示)播放Lesson 93对话的`情景演示，Answer What is Li Lei drawing?

教学新词汇painter

Step 4 Presentation

图片展示，告诉学生Now it’s Wednesday. What did the students do on Monday?

展示对话：

A: What was Li Lei drawing when the teacher came in?

B: He was drawing an elephant.

通过现在进行时归纳出过去进行时的构成。

(学生活动)展示第3部分内容的学习。

Step 5 Practice

(录像演示)情景演示如何描绘图片中的学生在过去某个时刻正在进行的动作，回答：

What was Han Mei drawing when the teacher came in?

What was she drawing on?

(学生活动)展示图片让学生用过去进行时表达图片中的行为。

What was/were Lucy and Lily/the boy/… doing yesterday morning when it rained heavily?

Step 6 Presentation

通过展示Li Lei昨天某些时间段内进行的动作，教学过去进行时的用法。

A: What was Li Lei doing at half past nine yesterday morning?

B: He was reading.

让学生用其它的时间进行练习，并可用其他的人作替换练习，如：Han Mei

Step 7 Ask and answer

(学生活动)Get the students to ask and answer the questions in pairs.

Step 8 Practice

(图片)让学生描述图片中的人物的活动，练习过去进行时的运用。

The man was selling the fruit.

The boys were playing basketball.

Answer these questions:

1. What was the man in the building doing?

2. What were the man by the lake doing?

3. What was the man in the park doing?

4. What were the girls doing? What were the boys doing?

Step 9 Practice

(录像演示)播放过去进行时的情景运用，让学生根据图片进行练习。

Step 10 Exercise

Fill in the blanks with proper tenses:

1. While I_________(peel) potatoes, I_________(cut) my thumb.

2.We just________(go) out when some friends________(call) to see us.

3. When he was a child he_________(live) in the country.

4. While Judy and I ________ (wash) up, she ________ (ask) me to be quiet as our neighbors________(sleep).

看图表达图中的人物正在进行的动作。

Step 11 Homework

1. Finish off the workbook exercises.

2. Do exercises on page 117 in Lesson 95 WB.

3. Do exercises on page 115 in Lesson 93 WB.

Lesson14英语的教学反思 篇5

本节课是结合小学英语课程标准的要求而设计的。课堂教学主要学习用英语表达公园的单词和句型，What do you see in the park? What color is the….Where is the….How many ….can you see?This is … and This is …. 这些新句型贯穿到整个课堂中。我在课堂中创设真实情景为学生营造了一个轻松有趣的学习氛围，一家人去公园游玩的情景，目的促使学生积极主动地投入到公园单元的`学习中，既学习了新单词，又复习了颜色单词和数字单词等。

学生能独立介绍并描述公园的景物，有复习学过的单词，而介绍是是本节课的重点也是难点。我在教学中设计了小组活动，让学生自备公园的图片，各自描述，其他同学提问，有效地提高了学生的学习趣味性、积极性，训练学生综合运用所学语言的能力。

Lesson 18 教学案例 篇6

Teaching Aims:

1. Help the Ss to remember what they have learned in this unit.

2. Finish the listening task.

Teaching procedures:

Step I Revision

1. Check their homework.(if possible, the teacher can show a passage written by one student on the blackboard and ask the others to correct it.)

2. Give a dictation in class.(if possible, after class the teacher can ask one student who often makes many mistakes in the dictation to check the others’ papers, it is good for him/her)

Step II Listening

1. Listen to the tape and answer one question.

What is the water used for ? (2 things)

Answers: (1).to make electricity

(2).to be sent to large cities in England

2. Listen to the tape again and fill in the blanks in the ppt.

3. Listen to the tape again and do the exercise on Page 128.

Step III Test

P32. Part 2. Fill in the blanks.

Step IV Extra work

If possible , the teacher can read English newspapers and get some sentences which use the Past Perfect Tense. Give them to the students and help them to understand.

1.The passengers, who had organized their tour through six Chinese travel agencies from provinces such as Hubei, Guangdong, Guangxi and Shandong, were thrown from their seats.(这是一篇关于中国乘客在越南附近海域遇难的报道)(过去完成时)

2.The yacht had stopped completely. (过去完成时)

3.Li draws attention to the particularly high suicide rate of Chinese women, which is 25 percent higher than that of men.(定语从句)

4.The more easily they are satisfied with themselves and society, the less likely they are to attempt suicide.(句型：the+比较级…,the +比较级….)

5.Zhang says it is common for people to experience a sense of defeat.

(句型：It is adj for sb to do sth.)

(3-5是关于一篇调查自杀的报道)

6.Like many other US-based airlines, United had a prosperous 1990’s, in which its staff and their wages increased rapidly.(定语从句)

Step V Composition

高考试题

假如你是李华,在一所中学读书，最近受到美国朋友先生的`来信. 他三年前参观过你校,听说现在变化很大，希望了解有关情况.参照下图,给他写一封回信,介绍你校的变化.

(1).教学楼 (2).操场 (3).教学楼 (4).操场

注意:

1. 回信须包括图画的主要内容，可以适当增减细节,是内容连贯;

2. 词数100左右.

July 9

Dear Mr Smith,

Best wishes,

Yours

Li Hua

答案:

July 9

Dear Mr Smith,

I was so pleased to hear from you and I am writing to tell you somtthing about my school. You are right. Quite a few changes have taken place. On one side of the road there is a new classroom building . On the other side, where the playground used to be now stands another new building—our library. In it there are all kinds of books, newspapers and magazines. The playground is now in front of the school. We have also planted a lot of trees in and around the school. I hope you come and see for yourself some day.

Best wishes,

Yours

Li Hua

Step VI Homework

1.Finish off the rest of the exercises in the workbook.

Lesson 18 教学案例 篇7

(一) 课文地位 (Lesson Position)

1.本课是初二英语第二单元“Campus Life”的第三课, 在学习学校报刊、图书馆规则的基础上, 继续学习校园网, 了解更多的校园生活。

2.教学重点:学校的历史、面积、设施、师资、课程等。

语法知识:as引导的原因状语从句, 这是本课中的难点。教学时可与because, since引导的原因状语从句做比较, 通过练习加以巩固。

(二) 课文目标 (Lesson Target)

1.通过对课文重要句型和重点词汇的学习, 看懂和理解如何介绍学校。

2.能通过小组合作, 简单地描述自己的学校。

3.学会通过网络了解学校的基本情况, 以便将来能在网上了解和选择学校。

(三) 课文重点及难点 (Lesson Focus)

核心词汇:set up, achieve, educational quality, home and abroad, consist of, as, required, basic, chemistry, staff, go on, social science, experienced, test, life science, ability.

以上为本课重点掌握词汇, 要求学生熟练运用。

拓展词汇:homepage, fine arts, remember, one another.

语法要点:本课要学习的语法知识为“as”引导的原因状语丛句。例如:As it is one of the city’s key schools, it attracts excellent students from both home and abroad.

(四) 教学步骤 (Teading Steps)

课前准备:课前让学生上网浏览自己学校或理想高中的校园网首页, 并打印出来, 并通过校园网首页的介绍了解学校的基本情况。

Step1.选几个学生打印出来的自己学校或校园网首页, 用投影仪给全班展示, 让学生了解校园网首页的版面设计及如何介绍学校的总体情况, 为后面的“Tuning In”做铺垫。尽量让学生用英文来表述, 由于这课单词较深, 学生基础参差不齐, 所以也可允许适当用汉语表达。

Step2.在PPT中展示“Tuning In”中有关一些东方国际学校校史展览会上的图片。通过“翻牌”游戏学习生词, 消除词汇障碍, 并为课文学习做铺垫。

活动安排如下:把学生分成两大组, 事先设计几个有关东方国际学校的问题, 把每个问题写在卡片上, 并反贴在黑板上, 让学生问一个对东方国际学校感兴趣的问题, 如果学生问到的问题正好是贴在黑板上的问题, 那就把它翻过来, 并让其他组学生回答, 答对的这组就可以得一分, 最后得分高的组获胜。

通过“翻牌”游戏引出新单词, 问题如下:

When was Dongfang International School set up?Is it a key school?How big is it?What are the major courses?How many special-grade teachers have the school got?How many senior teachers have the school got?What kind of facilities is the school equipped with?What are the minor courses? (涉及的新词汇进行适当讲解, 板书和带读。)

Step3.鉴于本课的词汇比较难, 所以可通过小组“拔河比赛”活动来进行巩固记忆, 并同时以活动来了解“Tuning In”中提供的有关基础学科的表达及有关东方国际学校基础设施及教学成就的有关问题。

活动安排如下:把学生分成两大组, 依次抽两组同学回答问题, 答对的这一组就向前一格, 看哪一组先到达中间的终点站。

在板书中画出“拔河”比赛的记录方式:→□□□□□□∣□□□□□□← (说明:这个活动也可以进行抢答, 答对的那组可以向前一格。)

Can you name your basic courses in English?

1.You take many basic courses at school, don’t you?

2.When will you begin to learn Chemistry?

3.Do you like Social Science?What about Fine Arts?

有关“Tuning In”中的问题。

1.When was Dongfang International School set up?

2.What does the school building consist of?

3.The school has achieved success in educational quality, hasn’t it?

Step4.课文学习。

由于课文篇幅较长, 所以要进行分段讲解来降低难度, 从而进一步熟悉课文内容。

Ⅰ.阅读课文第一段并跟读录音, 然后回答以下问题。

1.When was the school set up?

2.Why is it able to attract excellent students from both home and abroad?

3.What great success has it achieved?

Ⅱ.以填空方式复述第一段。

1.Dongfang International School was___ ___in1954.

As it is one of the____ ____in the city, it attractsstudents from____home__abroad.

In recent years, the school has____great___in educationaquality.

2.Dongfang International School was___in___.

___it is one of the___schools in the city, it___excellent students___both___and__.

In___years, the school has___great___in__.

Ⅲ.播放课文第二段录音, 要求学生根据录音内容完成以下填空练习。

Ⅳ.小组活动。要求学生就“basic courses”进行“头脑风暴”活动, 说出各学科名称。学生讨论结束后, 要求他们阅读课文第四段, 补充讨论结果。

Ⅴ.要求学生完成WB上“Comprehension Check on the Text”。鼓励学生在不参考课文的情况下完成练习。以四人为一组, 互相讨论进行检查。

Ⅵ.利用SB中的“Lesson Notes”及本书中“Key words and expressions”教学生词、短语和句型。

1.As it is one of the best schools in the city, it attracts excellent students from both home and abroad.因为它是该市最好的学校之一, 所以吸引了来自国内外的优秀学生。又如:下雨了, 你最好待在家里。As it is raining, you’d better stay at home.

2.The school has an excellent teaching staff of 60.学校拥有一支由60人组成的优秀教师队伍。

staff为“全体职员, (学校的) 全体教职员工”。一般用作单数, 有时也可用作复数。

又如: (1) The company has a staff of about 80.这家公司大约有80名职员。

(2) The school’s teaching staff is/are excellent.这所学校的全体教职工都很优秀。

Ⅶ.播放课文录音1～2遍, 要求学生跟读课文, 模仿语音语调, 教师进行检查。

Ⅷ.Homework

1.要求学生利用因特网查找学校网站的资料, 组织整理后在课堂上进行介绍。要求学生根据所学单词和句型, 从校园设施及课程设置等方面介绍学校。让学生通过观察、咨询老师、查阅资料等方式了解自己学校的一些基本情况。可发给学生如下调查表, 在PPT上展示本校的部分图片和调查表, 下发调查表并布置任务。

2.通过自己学校和东方国际学校的比较, 让学生说说自己的学校。

学生可以参考课文中的句型:

(1) My school was set up in...

(2) My school covers an area of...square metres.

(3) The...classrooms are equipped with...

(4) The playground consists of...

(5) The school library has a collection of...books.

Lesson 18 教学案例 篇8

小学二年级学生活泼好动，喜欢自我表现，虽然他们已有一年多的英语学习经验和语言积累，具有一定的自主学习能力和语言运用能力，但毕竟年龄小，注意力不易长久集中。笔者采用全身反映法、情景法、直观法等教学方法激发小学生的学习动机和学习兴趣，引导学生学习和运用新的语言知识，真正体现语言的交际功能。

二、教学目标

（一）知识方面：1.正确听、说、口头运用单词 tall、short；2.能正确理解并能口头运用句子I’m tall, I’m short；3.能运用会话中的句子进行情景会话。

（二）能力方面：能在图片、动作的帮助下理解句子意思并能口头运用句子表达自己的感情，能听懂简单的要求并能做出适当的动作。

（三）情感态度和价值观：关注学生情感，保持学生学习英语的兴趣，为学生营造宽松、民主、和谐的课堂气氛。

三、教学重点和难点

本课的两个单词和四个句子。

四、教具准备

多媒体课件、教学光盘、字母头饰、奖励性的字母卡片和彩色星星。

五、教学过程

Step 1：greeting and warming-up

简单的师生问候后，用课件呈现几组图片，Jenny、Danny、desk、door、chair.引导学生复习单词后，课件再呈现一高一低的Jenny、Danny、desk、door、chair.让学生找到图片的不同，同学们能找到不同“高和低”，由此引入新课和主要句型。

Step 2：Presentation and Practice

1.教授单词tall 和 short。同学们把图片中的不同找出后，教师随即把“tall 和 short”板书在四线三格（课前已画好），在板书的过程中把这两个单词拼读出来，同学们也很自然的跟老师把字母读出来，领读几遍，让学生跟读；教师慢读，让学生能看到教师的口型正确的读出tall、short； 教师做动作演示“tall、short”，把手放在头顶上方就是“tall”，把手放在头部稍低处就是“short”，让学生边做动作边读出单词。接着检验学生的掌握情况，让同学们“推火车”读，横排读，竖排读；教师做动作，学生说出“tall、short”；教师读“tall、short”，同学们分别做出tall和short的动作。接着让同学们分组再做这样的游戏。通过这一系列的练习同学们已经很好的掌握了这两个单词。练习后给表现好的同学和小组加星。接着让同学们再来拼读单词，提示同学们观察四线三格中的字母，哪个字母高，哪个字母低？教师提问：“who is tall？” 学生回答：“t is tall, l is tall , h is tall.” T：“who is short？”S：“s is short, o is short，r is short,a is short.”

[设计意图]：让学生能熟练掌握tall和short，并通过一系列的练习，由单词过渡到句子，为下一步的课文理解和游戏打下基础，做好铺垫。

2.教授课文。播放教学光盘第一遍，让学生把课文内容大概了解一遍，并用铅笔在课文上划出tall和short；播放教学光盘第二遍，让学生跟读模仿发音，并用铅笔在课文上划出有关tall和short的句子，让学生读出来并翻译。重新播放光盘第一部分，让学生模仿Danny的语气来读，教师带领同学们逐句分析，找学生模仿Danny的语气来读。播放光盘第二部分，教师带领同学们逐句分析，找学生模仿Jenny的语气来读。T：“Class，who is tall？who is short？”S：“Danny is short，Jenny is tall.” T：“But Danny says ‘I’m tall, Jenny is short ’,why?” S：“He sits on his tail.”（他坐在了自己的尾巴上）(全班同学哈哈大笑)

[设计意图]：带领同学们逐句分析并模仿录音来读，培养同学们良好的阅读习惯和语感。

3.Oral-English practice。播放课件，课件中有同学们喜欢的姚明和多种动画人物，教师把这些明星们用不同的方式展示给大家，并不断提问：“Who is tall？Who is short？”同学们的回答积极性非常高：“YaoMing is tall.”“Cat Jim is tall.”“Mouse Tom is short.”……接着教师随意抽出两名同学比较高矮，让这两名同学练习“I′m tall, ××is short.” 练习后给表现好的同学和小组加星。

[设计意图]：教师安排情景对话，鼓励学生运用所学语音知识去交流，沟通，体现了学以致用的理念。

Step3：Playing game

T：“Class，I have some letter head-wears, let’s see who is tall who is short？ Ok？”教师把准备好的带有字母的头饰给大家看，教师叫几位踊跃的学生来到讲台前带好头饰，并说出这样的句子：“I’m tall,I’m short.”台上的同学们仿照说出。T：“大家看，台上同学们的头饰有什么规律呢？”S：“他们能组成tall和short。”教师让台上的同学按照tall和short的字母顺序重新排列，他们的头饰组成了tall和short，组成tall的同学说：“I’m tall.”组成short的同学说：“I’m short.”座位上同学们的积极性非常高，把这样的游戏再重复一次，满足了同学们的好奇心。

[设计意图]：通过游戏激发同学们的学习兴趣和热情。巩固新知，并对字母的占格加深了印象。

Step4：Homework

Lesson 18 教学案例 篇9

1.study this lesson and know the way how learn foreign languages karl marx.teaching procedures step 1show the pictures

教师活动：教师展示图片（见图片ppt.）

学生活动：学生看完图片后，回答教师问题：

what do you already know about karl marx? step 2 watch the video

教师活动：教师播放视频（见ppt.），提问下列问题。

学生活动：看完视频后，回答课文相关问题：

after watching, do some true or false questions

1)karl marx was born in belgium.(f)

2)he was forced to leave his homeland when he was young.(t)

3)marx made such rapid progress in english that engels telephoned him and praised him for it.(f)

4)marx was good at learning foreign languages.(t)

5)in one of his books, marx gave some advice on how to learn english.(,f)step 3 listening and answering

教师活动：教师播放课文声音（见ppt.），提问下列问题。

学生活动：学生听完录音后，回答下列问题：

1.what was marx’s native language?

2.where did he stay before he went to france? why did he leave germany?

3.what did he do with his english later on?

4.when did marx start learning russian? why?

5.how long did it take him to learn russian well enough to read articles?

6.what advice did marx give on how to learn a foreign language? suggest answers:

1.german was his native language.2.he stayed in belgium, for political reasons.3.he began to study russian.4.he’s already fifties, he found it important to study the situation in russia.5.at the end of six months he had learned enough to read articles and reports in russian.6.should not translate everything into their own language, master then use it, learn the spirit of the foreign language.step 4 listening again

教师活动：教师播放课文的段落声音（见ppt.），提问学生每段含意。

学生活动：学生听课文的段落声音，回答段落含意。

p1:some of his revolutionary activities in his early years.p2—p5: how marx learned foreign languages.p6:marx’s advice on how to learn a foreign language.step5 reading

教师活动：教师给学生五到十分钟的阅读时间，提问学生下列各题。

学生活动：学生在阅读之后，回答下列问题

read the passages in lesson 82,write notes in the spaces below:

name :karl marx born:___________

as a young man :_____________________________________________________________

wrote books :_________________________

in 1849 :__________________________________________________________________[1][2][3]下一页

later:______________________________________________________________________

in 1853 :______________________________________________________________________

later :__________________________________

in the 1870s :____________________________

key: was born in germany;was forced to leave his homeland for political reasons;went to belgium and france.;the civil war in france;went to england;made london the base for his revolutionary work;started working hard to improve his english;made rapid progress;wrote articles in english;was praised;was encouraged;was not sure about two things;kept on studying and using english;began to learn russian;read articles and reports in russian step 6 exercise

学生活动：

karl marx was born in ______.when he was young, he was _____ to leave his homeland for _____ reasons.he had to _____ from one country to another.at last he came to england and _____ london the base for his ______ work.marx had learned some _____ before he came to london, but he found his english was _____.he _____ working hard to _____ it.he made _____ rapid progress _____ before long he could write articles in english.engels wrote him a letter to _______him for it.engels’ letter had greatly _________ him, and from then on, marx ________ even harder at his english.he _______ english so well that he could write one of his great ______, the civil war in france in english.when marx was in his ______, he began to learn _______, because he thought it was important to study the _______ in russia.at the _____ of six months, he had learned ______ to read articles and reports in russian.marx set us a good example in learning _____ languages.step 7 discussion

教师活动：教师组织学生，回答下面的讨论问题，教师给学生五到十分钟的时间，然后提问。

what can we learn from karl marx in learning foreign languages? how can we learn english well?

学生活动：学生讨论如下问题，并且回答：

1.keep on studying and using------master it well.2.make clear the purpose of learning english.3.train a good habit and grasp a good method of studying

a spirit of perseverance: try hard continuously in spite of difficulties step 8 role-play

教师活动：

suppose the great man marx(vip)came here.now you ask him about his life experience and how he learned foreign languages and he’d like to answer your questions.学生活动：

•possible model:

•s: glad to meet you, mr.marx.can i ask you some questions?

•m: go ahead please.•s: when and where were you born?

•m:…

•s: why did you leave your homeland?

•m:…

......…

•s: can you give some advice on how to learn...?

•m:…上一页[1][2][3]下一页

•s: thank you very much.•m: my pleasure.step 9 homework

1.preparation the lesson 83.2.retell the text with your own words.step 10 introduction

Lesson 18 教学案例 篇10

1 Revise the numbers 101- 200.

2 Revise What do you do? Where do you work? etc.

3 Revise SB Page 46, Part 1. Say Answer my questions about Hu Yulan. What does she do? Where does she work? etc.

4 Collect a list of questions about personal information on the Bb. Get the students to suggest questions beginning with What … ? What time do you … ? Where … ? How old …? How many… ? etc. ( You could ask a student with good handwriting to write the questions on the Bb.)

Step 2 Presentation

Tell the students to guess the job that you do. Say What do I do? Get them to ask Are you a farmer? etc. Perform a short action that shows the job you do (but dont make the action too easy to guess!) When the students guess the answer, they must ask you more questions, such as, Whats your name? Wheres your home? (My home is at… / near here.) Where do you work? Do you like your work? etc. Make up some answers. Play the game again with another job. Translate on a farm near here and compare the word order of English and Chinese.

Step 3 Ask and answer

SB Page 47, Part I, Speech Cassette Lesson 102. Play the tape. Students listen and repeat; then practise the dialogue in pairs. Then get the students to make up their own dialogues, using the extra questions such as What time do you go to work in the morning? How many days do you work in a week? How do you like your work? etc. written on the Bb. Encourage the students to think up as many questions using all the English they have learned so far. Have some students act out their dialogues in front of the class, without books!

Step 4 Listen and answer

SB Page 47, Part 2, Listening Cassette Lesson 102. Let the students read the sentences to be completed in Wb Lesson 102, Ex. 2 before playing the tape.

Listening Text

Betty Hill is an American girl. She is from New York. She is twelve years old. Her mother is teachingEnglish in a school. Her father is working in a big factory. They live in Shanghai Hotel. Betty studies in No. 9 Middle School. Every morning she goes to school at 7:30 and comes back home at 4:30 in the afternoon. On Saturdays and Sundays she often goes out with her parents.

Do Ex. 2 in the Wb. A sample dialogue follows:

A: Is Betty Hill English or American?

B: Shes American.

A: Shes from New York, right?

B: Right.

A: How old is she?

B: I think she is 12 years old.

A: Where does she live? Does she live with a Chinese family?

B: No, she is living in Shanghai Hotel, in Shanghai.

A: What do her parents do?

B: Her father works in a factory. Her mother is an English teacher.

A: In which school does Betty study?

B: She studies in No. 9 Middle School.

A: What time does she go to school in the morning?

B: 7:30.

A: What time does she come back home?

B: 4:30.

A: What does she do on Saturdays and Sundays?

B: Betty goes out with her parents.

Step 5 Play the games

1 SB Page 47, Part 3*. Read through the dialogue. You may need to teach your turn and use if the students dont get the meaning from the context. Get some students to play the game in front of the class. When the class guesses the answer they must ask some questions,. as in Step 2. Then play the game in groups of four.

2 In the same groups, students make cards with the pictures in Section 2. Also have them make cards with pictures of the people who use these things. Now, have the students turn the cards face down and play a matching / memory game. One student picks a card, and then tries to find the matching card e.g. businessman / briefcase, schoolbag / student, etc. If the student matches correctly he / she gets another turn. If he / she doesnt match correctly, it is the next persons turn. The student with the most matches wins.

Step 6 Workbook

SB Page 126, Wb Lesson 102. Do Ex. 1 orally in class. Write down the answers in the exercise book. Ex. 2, Listening Cassette Lesson 102. With booksclosed, have the students listen to the story about Betty Hill. Then have them complete the dialogue.

Homework