牛津英语7A unit1 教案（共8篇）
教材版本：小学一年级《Oxford English》(
授课时间：40分钟
学生分析：
1、 小学一年级的学生，大部分都是6、7岁的小孩子，好动、爱玩，好奇心和好胜心都很强，对一切新鲜事物都感兴趣，尤其是刚刚开始接触英语，学生的新奇感特别强，在英语课堂上也表现得特别积极。
2、 学生已经学过了一些基本的用语，如“This is a/an…”、“That’s a…”等，以及“smell, taste, touch”等一些口语。
3、 学生已经掌握了一些基本的学习方法，能听懂一些课堂指令，能就一些简单的问题进行口语问答等。
教材分析：
1、本节课是Unit 5 的第三课时，本教学设计适应小学英语一年级起点的学生。
2、学生在本课时前，已经学过了“Smell the peach. /Touch the melon. /Open your mouth. / Wave your hand. /Raise your arms.”等指令，正好可以运用于本节课堂教学中。
3、 本节课的教学设计是以学生的日常生活为题材，包括了“apple, orange, pear, melon, lemon, peach”等学生喜闻乐见、易于接受的课题，遵循思想性、趣味性、灵活开放性等原则，采用探究式、发现式的学习方法，促使学生拓展视野，培养学生的创新精神和实践能力。
4、学生对水果等的教学比较感兴趣，对这些常见的水果等易于接受，学生学过了这些单词后，能在日常生活中正确运用，真正做到学以致用。
教学目标 ：
1. Listening: Listen and identify the key words.
2. Speaking: Pronounce the words properly.
3. Communicating: Use nouns to identify objects.
教学重点、难点：
1． Master the pronunciation of the new words.
2． Use the patterns to solute the tasks.
3． Use the fruit words in daily life.
教学策略、方法：
1、任务驱动型教学
小学英语新课程标准要求，合理地设计教案，在课堂上有计划地组织任务型的教学活动, 让他们有目的地进行学习活动，能调动学生的积极性, 提高学生的学习兴趣。
2、TPR教学
TPR教学充分利用了小学生活泼好动的特点，带有游戏的性质，可以减少学生的学习负担，培养他们愉快的学习情绪，提高学习效率，在激发学生学习英语的兴趣方面也有一定的作用，
教学准备：
1．教师准备：
cassette player, cassette, some fruits, word and picture cards.
2．学生准备：
real fruits, colour pens, some paper, pencils.
设计思路：
本教案设计符合小学生的生理和心理特点，遵循语言学习的规律，力求满足不同类型和不同层次学生的需求，使每个学生的身心都能得到健康的发展。在教案设计中，教师依据教学内容和教学目标 ，创造性地设计贴近学生实际的“任务型”教学活动，利用TPR进行教学，吸引和组织学生积极参与。学生通过思考、交流、合作等方式，学习和使用英语，完成教学任务。“任务型”教学活动设计如下：
1． Taste, touch, smell the fruit and guess the words(尝水果，猜单词)；
2． Listen and draw(听读，画画);
3． Listen and tick out the correct cards and pictures(听读单词,找出正确的单词和图片);
4． Re-arrange the word and pictures in random order(把打乱顺序的单词和图片重新排好);
5． Cover or hide the fruits and say out the words(说出缺少了的单词);
6． Listen and do some actions(听命令，做动作);
7． Show and put up their drawings(成果展示：张贴学生的绘画作品，数五星，宣布比赛结果).
教学过程 ：(Procedures):
Pre-task preparation:
1. Sing some songs and do some actions.（利用歌曲, 并配上动作，活跃课堂气氛，调动学生的学习积极性，同时复习以前学过的知识。）
a) Good Morning.
b) Read, draw, sing.
c) Eye and ear.
2. Play games: （利用游戏等引出新的教学内容）
1) Simon Says. (Listen and act)
Smell the peach. /Raise your apple. /Touch the melon.
Open your mouth. /Close your eyes. /Show me your book.
Wave your hand. /Touch your arms.
2) Touch and guess: Feel the fruit and say out the words.
3. Introduce the fruit:
This is a/an… That’s a/an…
4. Today we’ll learn “Let’s learn” in Unit 5 (Fruit).
While-task procedure
1. Show the real objects and teach the new words of fruit. (运用实物、图片等，配上动作，教学本课的新单词，。)
1)
Apple, apple,苹果，苹果apple香又香。
2) (Taste the melon.) What’s that? ---That’s a melon.
Melon, melon是瓜果，瓜果melon甜又香。
3) (Touch the orange.) This is an orange.
Orange, orange是桔子，桔子orange甜又酸。
4) (ask someone to smell a pear)What’s this? Do you know?
Pear, pear是梨儿，梨儿pear 甜又甜.
5) (show them a lemon and introduce) This is a lemon. Lemon, lemon 是柠檬，柠檬lemon 酸又酸。
6）（Point to a peach）That’s a peach.
Peach, peach是桃子，桃子peach大又鲜。
2. Stick on the word and picture cards on the board, and then read the words for several times.
3. Point to the cards, repeat the words in chorus, then in groups.
4. Read one by one.
5. Listen to the tape, follow it and point to each picture as it is being read out.
6. Re-arrange the word and picture cards in random order.
Post-task Activities
1.Play games(Divide the whole class into groups and have a competition): （分组进行游戏、竞赛等，复习和巩固这节课上学过的知识。同时加入竞争机制，增加教学的趣味性，提高学生的竞争意识。）
1)Say some words,ask someone to pick out the correct words and put it on the board.
2) Say the words and point them out.
3) What fruit do you like? (Ask some pupils to answer and pick them out.)
4) Teacher hides some words and the pupils guess the words.
5) Which group is the quickest?
Divide the whole class into six groups. Each group has the name of a fruit. When I say a fruit’s name, the whole group has to stand up and do the actions.
Apple, apple, show me your book. Pear, pear, touch your arms.
Melon, melon, wave your hand. Lemon, lemon, raise your hand.
Peach, peach, close your eyes. Orange, orange, open your book.
2. Read the rhyme: （利用朗朗上口的rhyme巩固新知，提高学生的学习兴趣。）
Apple,apple苹果，苹果apple 圆又圆，
Orange,orange桔子，桔子orange甜又酸，
Pear,pear梨儿，梨儿pear甜又甜,
Peach,peach桃子，桃子peach大又鲜，
Lemon, lemon 是柠檬，柠檬lemon 酸又酸。
Melon, melon是瓜果，瓜果melon甜又香。
3. Listen and draw the fruit. Then show me your drawings and stick some better pictures on the blackboard. (利用小学生爱画画的特点，锻炼和提高学生的听力和绘画能力，同时展示一些优秀的作品，使学生有成就感。)
4. Count the stars to see which group is winner. (实施评价，展示结果，及时对教学情况进行反馈，让学生树立自信，培养合作精神。)
Homework:
1. Write down the words under your drawings.
2. Say out the fruit words in English when you see some fruit.
Blackboard Design(板书)：
Let’s Learn
apple orange melon
pear lemon peach
课后反思：
1、在本节课上，我大量地运用实物、图片、卡片等，努力创造平等、和谐、真实的语言环境，鼓励学生合作学习、大胆地使用英语，发展他们用英语解决问题的能力。
一、新的语法教法尝试
(一) 牛津版初中英语教材与人教版教材语法项目的异同
同人教版教材不同的是, 牛津版初中英语教材在内容上, 编排了更为贴近生活、紧跟时代步伐的内容, 因此在语法上的编排也与以往人教版的教材有所不同。语法体系有所创新和改变, 这就使得教师在设计教案时感到无从下手, 因此就要求教师对牛津版教材的语法进行更细致深入的研究分析, 掌握更为合适的教学思路和教学主线。从整体上来看, 牛津版教材的语法项目与人教版相比, 只是多了间接语法这一项, 其他大项与人教版大同小异, 如果教师可以很好地理解把握人教版的语法内容, 掌握学习要点, 就能在教学过程中掌握主动性, 更好地把握牛津版教材的教学要点。
(二) 针对具体语法进行分析、比较
1. 时态方面:
牛津版教材与人教版相比, 在时态走线上基本一致, 只是“现在进行时”与“一般现在时”出现的先后顺序有所调整, 并且在牛津版教材中没有“过去将来时”。对学生们来说, 在小学就接触到了“现在进行时”和“一般现在时”, 所以顺序作出调整后, 接受起来并不困难, 主要是能够区分助动词的形式:do/does/is/are;动词的形式:work/works/working等。
2. 语态方面:
牛津版教材中, 被动语态比人教版教材出现的早些, 由于之前已经学习了五个基本时态, 时态的问题就不难解决了, 助动词的用法也熟悉了, 因此被动语态就比较容易学习了。在学习被动语态时, 语感对掌握被动语态是非常重要的, 因此提醒学生平时要加强语感练习。
3. 词类方面:
代词在小学阶段已经有了基础, 只要将人称代词与物主代词放在一起进行讲解就可以了, 不定代词可穿插在各单元中讲解;数词的讲解可以放在序数词之后, 容易拼错的序数词要让学生反复记忆;冠词、介词的讲解在整个初中英语教材中是贯穿始终的, 冠词的讲解从固定用法到习惯用法, 介词的讲解从方向、时间、位置到动词中的介词等;名词的单复数也在小学阶段就学习过了, 教师只要再加上不可数名词的讲解即可, 而名词的所有格要等学生掌握了物主代词之后进行讲解。名词的难点是名词与动词一致, 这可以通过加强学生的预感训练来解决;动词在牛津版教材中并没有归纳, 而学习英语的基础是掌握be动词, 所以教师可以适当变通, 提前讲解;非谓语的讲解相对来说是个难点, 教师可根据其出现的位置, 联系实际情况进行讲解。
二、如何设计教案
教案是教师教学方式的呈现, 是教学过程中的重要环节, 是教师思维方式和思考成果的载体, 教案的优劣好坏要在实践的基础上来评判。能够最大限度地发掘教师的教学能力, 让学生在最短的时间内接受新的知识, 这样的教案就是好教案, 就是成功的教案。
(一) 教案要有针对性
教师在编写教案时, 要以了解学生为基础前提。教师要了解班上每个学生的学习个性, 熟悉不同学生的性格特征、接受水平的差异, 这样在备课的时候就会产生事半功倍的效果, 并以此来设计教案。在教案设计中针对这一点的体现是:制定有层次性的学习目标, 设计有梯度性的问题, 进行选择性练习。根据学生的不同特质, 有针对性地设计教案, 才能够发挥每个学生的特长, 增加学生学习英语的兴趣, 才能够提高教学质量。
(二) 教案要深刻、要创新
教案设计的是否深刻, 主要看教师对知识点的思考是否深刻。能够透过现象看本质, 抓住事物的内在联系, 把握教学进展, 这都是由教师的素质和特点决定的。在当代社会中, 中学生正值青春期, 个性鲜明、兴趣广泛, 同时求知欲强, 想象力也很丰富, 提出的问题也五花八门, 因此教师要考虑到这些因素, 联系教材内容, 设计出更有深度与创新性的教案, 这样才能形成自己独特的风格, 让学生在接受自己的同时更好地学习英语知识。
(三) 教案要体现教学过程中的反思
教师只有不断地反思自己的教学过程, 才能不断地提高自身的教学能力, 因此, 教师应在每节课或者每学期结束后, 根据自身的教学实践活动, 对自己的教学方法进行有意识、有目的的回顾、分析与反思, 不断地积累经验, 总结教训。而课后在教案的相应位置, 记录反思札记就是最简单易行的反思方式。同时, 将原有的教案做进一步的充实和修改, 对以后的教学工作也是有所帮助的。
总结:
2004年年初，北京青年报针对在华英语培训机构（如华而街，戴尔英语，洋话连篇，英孚教育，贝利兹，FESCO等）作了一项综合实力调查，结果牛津英语以其针对高端客户的纯正商务英语培训脱颖而出，位列榜首。是什么让一家在1999年进入中国市场并未建立分支机构的公司一举夺魁？现任牛津英语董事长、曾为英国广播公司(BBC)、第四频道、德高斯等多家公司董事的JONES博士给了我们答案。
牛津英语是Linguarama在华唯一的合作伙伴，它是欧洲最大的商务语言培训机构，其创办的纯正商务英语培训已有三十余年的历史，每年为60多个国家的20，000多名顶级经理人提供专业的语言培训服务。对“纯正商务英语”，JONES博士有着这样的解释，“纯正商务英语所提供的是一个真正商务层面上的培训，包括语言层面、特殊商务礼仪，而不是综合英语加商务单词这么一个简单的概念。” JONES认为，全球经济一体化的趋势不仅要求信息共享，更重要的是传递及时，准确，这对职业经理人的素质提出了更高要求，而通过专业培训来提升沟通技能，语言表达，跨文化理解能力是有效可行的。
北京申奥成功和中国加入世贸组织再度激发全国民众学英语的热情，英语培训机构也随之迅速增加，仅北京就有1000多家，每年吸引30万人参加各种英语培训，产值达到20亿元人民币，竞争趋向白热化。随着京城英语培训市场层次的进一步细分，占总体市场1/3份额的高端英语培训成了兵家必争之地。风格各异的教学风格，不同的出身背景和经历，不同的英语学习中心做出的高端英语“味道”自然不同。新东方的口号是“只求最好不求最贵”，华尔街“白领姿态”依旧不改，EF的海外学习经历值得称道，新橙行业英语在高端英语培训的顶尖。
2000年5月华尔街学院带着它的“多元法”教学体系来到中国，华尔街中国首席运营官顾迈告诉本刊记者，要进入新的市场，保持高开高走最好的方法就是接近在这个地区收入处于白领水平的高收入群体。目前，中国市场已经成为华尔街学院全球增长最快的市场之一。华尔街在北京、上海建立了七个英语培训中心，拥有注册学员上万名，牢牢占据着这两大城市白领英语的阵地。华尔街将英语分为6个层次、17个水平段，若每周到校学习时间不低于4小时，一年半到两年时间的学习代价是一次性付款22950元人民币。据了解，近万名学员在北京英语培训市场的绝对数目并不大，高端英语市场只有华尔街开得出这个“天价”。
如何在激烈的市场竞争中处于不败之地，牛津英语有自身的特色和优势，他们拥有最商务的教师，开设最商务的课程，实施最商务的教学方式。教师的母语都为英语，拥有跨国公司商务工作背景，具有TEFL、TESOL或RELSA等执业资格，并经过严格的专业培训及考核；在课程设置上，根据商务情景，打造超过600小时的核心课程GEM——“精通英语之路”；开设商务语言技巧课程，内容涉及面试技巧、商函撰写、公共演讲、商务谈判、商务会议；在西方商业文化方面，进行文化沙龙、商务午餐、文化论坛等学习；同时，根据个人或企业客户的特别需要，量身定做培训项目，前往Linguarama在英国的培训中心进行密集式的培训；在教学上，实行独一无二的“互动交流法”，通过参加商务会议，切身体验分析立体化的解决方案，更广泛地提供英语社交机会。JONES认为，在商务英语领域，牛津英语是非常专业的，竞争压力会相对小些。“我们不仅把牛津英语引进了中国，而且还成功地实现了本土化。实践证明，我们的培训方法很有效，是一种活用英语的培训。”
对中国市场发展前景，JONES博士很有信心。他认为，随着中国经济实力的进一步增强，全球经济一体化的趋势会更加明显，英语对不少中国人来说会更加重要，尤其是中国企业在参与国际市场竞争中必须走出国内，融入世界，这对英语学习的需求会更强烈，专业商务英语的需求也会更大。目前，牛津英语只在北京设立了一家培训机构，第二家正在建设之中，地点选在上海。“在中国其他城市我们也有非常明确的发展计划，这是一种与市场需求相结合的发展谋略。” JONES博士把牛津英语未来在中国的发展计划称之为“谋略”。“牛津英语重在质量取胜，而不是单纯地扩大规模。”
有竞争就必然有合作，JONES博士希望与业内同行、特别是竞争对手密切合作，共同发展，为学员提供更有增值的服务。“我们这种合作是超越了商务上的合作，每种行业都要健康发展，只有合作才能进入良性循环。”
Period 1 Welcome to the unit
Teaching Aims:
1. Learn about traveling
2. Develop students’ speaking ability by talking about places in the world and traveling.
Teaching Important Point:
Develop students’ speaking ability.
Teaching Difficult Point:
How to get students to speak more and improve their speaking ability.
Teaching Methods:
1. Free talk to arouse students’ interest in traveling.
2. Discussion to make students finish the task of speaking.
Teaching Aids:
1. The multimedia
2. The blackboard
Teaching Procedures;
Step 1 Greeting and Lead-in
(Show the students some pictures on the screen)
1. Do you like traveling?
Do you want to visit these picturesque places?
Why do you want to visit these places?
Stpe 2 Welcome to the unit
(Show the students 4 pictures of Africa, Australia, Brazil, and Gobi Desert)
Which of these places would you like to visit most?
And why?
Step 3 Some questions about yourself
1. Have you ever been to some places?
2. What is the most exciting place you have ever been to?
3. Try to describe the place for us.
Step 4 Pair Work
Bob just come back from Sydney, and now Susan is asking him about his trip.
1. Work in pairs and try to use the following expressions.
Useful expressions:
What do you think of the city?
How do you find the city?
Are there any places of historic interest to see in this city?
What is the city famous for? Would you please tell me something about the historic art of the city?
I’d like to look around the city.
How I wish I could go there someday!
2. Act out your dialogue in front of the class.
Step 5 Discussion
-- talk about traveling
(show the following on the screen)
Bob likes traveling, but Jean thinks it too costly and she has a good idea about how to travel without paying too much.
Step 6 Homework
1.Find more information about places in the world and traveling.
2.Preview the reading text.
Good staying with you!Thank you for your cooperation!
Period 2 Reading
Teaching Aims:
Train the students’ reading ability and know how to write an informal letter.
1. Get the students to know the main idea of the text.
2. Develop the students’ creative, comprehensive and consolidating abilities.
Teaching Important Points;
1. Develop the students’ reading ability.
Teaching Difficult Points
1.How to make the students understand the passage better.
2. How to help the students finish all the exercises.
3.How to help the students develop their creative, comprehensive and consolidating abilities.
Teaching Methods:
1. Fast-reading method to get the general idea of the passage.
2. Careful -reading method to get the detailed information in the text.
3. Discussion after reading to help the students finish the tasks.
4. Acting to develop the students’ creative, comprehensive and consolidating abilities.
Teaching Aids:
1. the multimedia
Teaching Procedures:
Step1 Revision
Step 2 Free-talk and Lead- in
Show a map of Africa to students and ask them to discuss the following questions;
1. Can you tell me where the pyramids are located?
2. Apart from the grasslands, what else do you know about Africa?
Prepare some pictures. Encourage students to talk about Africa after watching them.
Step 3 Fast Reading
Ask students to skim the passage and answer the following questions:
1. who wrote the following letter?
Toby wrote this letter.
2. What animal is uncomfortable to sit on?
Camel
3. How long will the author stay in Africa?
About four weeks.
Step4. Guide students to the Reading Strategy of this unit and then ask them some questions:
1. Are address included? (Yes/No) (Yes)
2. Are dates included? ( Yes/No) (Yes)
4. Are friendly greetings usually used at the beginning of the letter?
( Yes/No) (Yes)
5.Is the reader’s surname addressed? ( Yes/No) (No)
Step 5 Reading
1.Reading the letter again carefully and then choose the best answer.
2.Then complete the following form:
Toby’s travel plan
Paragraph Rote How to travel What to take Why to take
Par.2 Through the Sahara Desert On camels a tent,a torch
a sleeping bag See sth in the dark
Par.3 Down the river Go white-water rafting Special clothing a helmet, a life jacket Not to get turned upside or sink
Par.4-5 In Kenya walking a backpack Carry food and water
P Par.6 Iii in Tanzania C climbing
Step 6
Try to put the activities in the correct order:
___3_______ travel down the River Nile
___2______travel on camels through the Sahara Desert
___5_______climb Mount Kilimanjaro in Tanzania
___4_______see wild animals in Kenya
___1_______fly to Morocco
___6______ go to the Himalayas
Step 7 Vocabulary
Choose the correct meanings for the words below. Write the letters in the blanks
on page 24.
Step8 Discussion
1. Which part of the world would you like to visit? Why?
2. Adventures such as mountain climbing and whit-water rafting can be dangerous. Do you think it is worth risking your life for adventures? Why or why not?
Period 3 Reading
Teaching Aims:
1. Revise the reading passage by retelling it.
2. Get the students to grasp the usage of some important words and expressions.
3. Get the students to practice two important drills.
Teaching Aids:
1. The multimedia
2. The blackboard
Teaching Procedures;
Step 1 Revision
1. Question:
What topic does this letter refer to?
2. Ask the students to retell the three adventurous activities the writer will do during his coming travel in Africa according to the following clues:
1) to travel on camels:
where to leave and how to go
how and where to travel
how long to travel
2) to travel down the Nile:
when and where to start
how to travel and why
what to wear
3) to travel to see wild animals:
where to live
what to drink and eat
what to buy and why
how to get close to wild animals
Step 2 Related language points ---- words and expressions
1. expect
e.g. I expect there would be strong agreement about this.
TIP:
expect + clause
expect + n. (sb. / sth.)
expect to do
expect sb. to do
expect so
expect not = don’t expect so
2. on camels
e.g. Watch out for dangers while traveling on camels.
TIP:
by camel / on the camel(s) / on camels
by bike / on the bike(s) / on bikes
by car / in the car(s) / in cars
3. so many exciting places
e.g. I feel shamed that I’ve made so many mistakes.
TIP:
1) so many + n. (countable)
so much + n. (uncountable)
so few + n. (countable)
so little + n. (uncountable)
2) such little toys
4. on clear nights
e.g. The newly-wedded couple often takes a heart-to-heart talk in the moonlight on clear nights.
TIP:
at night / in the night
on a cold night
on Saturday night
on the night of…
5. go white-water rafting
e.g. To our embarrassment, we turned ourselves upside down while doing white-water rafting.
TIP:
go mountain climbing
go house hunting
go Internet surfing
6. go on a trip
e.g. They are longing to go on a honeymoon trip to Venice.
TIP:
1) go on a visit (trip, tour, journey) / visits (trips, tours, journeys)
go on duty (strike, business, sale)
2) go on with a visit = continue …
7. include / contain
e.g. Whisky contains a large percentage of alcohol.
Detailed instructions are included in the booklet.
TIP:
All the persons, including him, got invited.
who include him
(with) him included
8. get close to
e.g. The firefighters couldn’t get close to the burning wreck on time.
TIP:
1) be (get) close to
adj.
2) follow sb. close behind
adv.
3) with one’s eyes closed
vt.
4) close v.s. closely
9. scare the animals away
e.g. The sight of the snake scared the boy away.
TIP:
1) scare…away (off, stiff, to death…)
2) scared / scary
3) scare = frighten
10. supplies of food
e.g. The draught-hit areas are more dependent upon supplies of food.
TIP:
1) n.
a supply of food
a food supply
supplies of food
food supplies
2) vt.
supply A to B
supply B with A
Step 3 Related language points ---- two important drills
1. in case + clause
e.g. In case anything important happens, please contact me in time.
TIP:
In case of fire, please call 119.
You’d better take an umbrella in case.
in this / that / on / any / many case(s)
2. whatever (however) + n.-clauses
e.g. I’ll just say whatever comes into my head.
Whoever breaks the law should be punished.
TIP:
whatever / however / … + adv.-clauses = no matter what / how / …
Keep calm, whatever happens.
= no matter what
Step 4 Multiple choice for consolidation
1. Those flowers are so special that I would do ___ I can to save them.
A. whatever B. no matter what
C. whichever D. that
2. He sat ___ against the wall and listened to the teacher ___.
A. close; close B. closely; closely
C. closely; close D. close; closely
3. John may phone tonight. I don’t want to go out ___ he phones.
A. as long as B. in order that
C. in case D. so that
4. We have ___ in your bill the cost of the teapot you broke just now.
A. increased B. included
C. contained D. charged
5. You should try to get a good night’s sleep ___ much work you have to do.
A. however B. no matter
C. although D. whatever
6. A middle-aged woman came ___ to the bus stop only ___ the bus had gone.
A. to run; to find B. running; to find
C. and ran; finding D. running; finding
7. – Have you heard from Janet recently?
-- No, but I ___ her over Christmas.
A. saw B. will be seeing
C. have seen D. have been seen
8. With ___ electrical equipment, wood and paper in one place, there is a danger of fire.
A. so many B. so much
C. such many D. such much
9. On seeing the accident, he felt ___.
A. scary B. scared
C. scare D. scaring
10.The car ___ he goes to school is made in Japen.
A. by which B. in which
C. by that D. with which
(suggested answers: ADCBA BBBBB)
Step 5 Homework
Finish exercises on page 94 to 95.
Period 4 Word power
Teaching Aims:
1. Improve the students’ speaking ability
2. Enlarge the students’ vocabulary
3. Get the students to know about adventures
Teaching Important Points：
1． Make the students talk about places, adventures and instruments freely
2． Learn the words by heart and try to use them
Teaching Different points:
1. How to develop the students’ imagination
2. How to use the new words to solve problems
Teaching Methods:
1. Talking to improve the students’ speaking ability
2. Practice to get the students to master what they’ve learnt
3. Discussion to make every student work in class
Teaching Aids
1. the multimedia
2. the blackboard
Teaching Procedures
Step1 Revision and Lead-in
Yesterday, we read a passage about Toby’s summer holiday trip
Which place would Toby like to visit？ Africa
What kind of trip will Toby have？ Adventures
What kind of things will you plan to take if you want an adventure holiday?
Step 2 Presentation
Ask students to read Part A and summarize the items Colin wants to
take on his holiday（show the diagram on the screen）
What to take Why to take them
1. tent to sleep in
2. sleeping bag to keep warm
3. life jacket the water may be dangerous
4. pan to cook food
5. parka and boots to keep warm in the mountains
Step 3 Vocabulary learning
Ask students to compare their answers with the items listed in Part
B , paying attention to students’ pronunciation and spelling
Step4 Practice
Ask students to read the letter in Part C, choosing the proper words to
make the letter meaningfull.
Jennifer suggested that Colin take a first aid kit on his trip. What
items should be included in a first aid kit？ Bandages, Aspirin
and a compass.
Step5 Discussion
What instruments will you take to：
1.climb a mountain?
2.explore a forest?
Step 6 Homework
Period 5 Grammar and usage (the first period)
Teaching Aims:
Learn the grammar:
1 future continuous tense
Teaching Points:
How to use the future continuous tense.
Teaching Methods:
1 Inductive method
2 Comparative method
Teaching Aids:
1 a multimedia
2 a blackboard
Teaching Procedures:
Step 1 lead-in
Let’s know about the future events
China will be holding the Olympic Games in
You will be attending the college Entrance Examination from July 7 to 10 in 2008
Guess what the tense is!
Future continuous tense
Step 2 make comparisons
Toby will be climbing in the Himalayas all next week.
(Talk about something that will be in progress over a period of time.)
Toby will not be in London next Tuesday. He will be climbing in the Himalayas.
(Talk about an action that stats before a point in time in the future and probably continues after it.)
The weather report says that it will be raining when we arrive in London.
(Express future without intention.)
(When used in this way, we want to indicate that something will happen naturally. It does not imply that the speaker has arranged the action.)
Will you be visiting your uncle in Tanzania?
(Make polite enquiries about other people’s future plans.)
Step 3 presentation
Consider how to form the future continuous tense after what we just learnt.
1 in statements by using will(not) be + verb-ing form
Toby and his brother, Colin, will (not) be flying to Morocco
2 in questions by inverting the subject and will
Will they be flying to Morocco in 15th July?
3 in short answers by using will(not) only
Yes, they will./no, they will not (won’t).
Step 4 Practice
Ask students to go over exercises on page 29
Part A：Translate the following sentences into English
1 今天下午三点到四点，我们要开会。
2 我想他马上就会到的。
3 今天下午我要去送一位朋友。
4 我不知道我们什么时候再在一起工作。
5 史密斯夫妇下个星期将去巴西。随后这个月里他们将在墨西哥旅游。
Suggested answers:
1 We will be having a meeting from 3 to 4 this afternoon.
2 I believe he’ll be coming soon.
3 I will be seeing a friend off this afternoon.
4 I don’t know when we will be working together again.
5 Mr and Mrs Smith are going to Brazil next week, and they will be traveling in Mexico later in the month.
Part B: Multiple choice:
1 Send for a doctor quickly, or the old man ________.
A will die B is dying C dies D died
2 Henry will not be able to attend the meeting tonight because ______.
A he must teach a class
B he will be teaching a class
C he teaches a class
D he will have been teaching
3 We ______ a basketball match at five tomorrow afternoon.
A will have watched
B watch
C can watch
D will be watching
4 If he _______, don’t interrupt him.
A still works
B is still working
C still has been working
D will still be working
5 If the horse wins tomorrow, he ______ twenty races in the past three years.
A will win
B would win
C will have won
D has won
Step 5 summary
The future continuous tense
Toby will be writing letter all afternoon tomorrow, because he wants to tell all his friends what he is going to do this summer.
(The whole afternoon tomorrow is a period of time in the future. It means the action write will continue for the whole afternoon.)
Toby won’t be at home at 9 o’clock this Sunday. He will be climbing in the Himalayas then.
(The action climb starts before this Sunday and probably continues after it.)
The future continuous tense is normally used with a period of time or a point of time in the future.
The simple future tense
Toby will write to Colin and tell him about his new plan.
(The words will write express intention. The speaker announces an intended future action in accordance with Toby’s wish.)
The simple future tense expresses a future action with intention while the future continuous tense expresses a future action as a statement of fact.
Step 6 homework
Finish workbook C1, C2, D1, D2, on page 96and page 98 reading Part A
Period 5 Grammar and usage (the second period)
Teaching Aims:
Learn the grammar:
future in the past
Teaching Points:
How to use the future in the past.
Teaching Methods:
1 Inductive method
2 Comparative method
Teaching Aids:
1 a multimedia
2 a blackboard
Teaching Procedures:
Step 1 lead-in
Look at the screens, ask students what the tense is.
Toby said that he would go and climb in the Himalayas soon.
Toby was busy packing, because he was leaving that night.
Toby phoned his friend and told him he was going to leave at 10.
Toby was just about to dive into the sea when he saw a shark.
Toby said goodbye to his friend, not knowing that they were never to meet again.
Step 2 presentation
We use future in the past or the past continuous tense to:
Report a n action in the future from a time when it was still in the future
They set off at 9 a.m. and would reach the airport an hour later.
Indicate a past intention
I was going to leave, but then it rained.
Indicate a past arrangement
Colin called Jennifer to say that he was seeing her later that afternoon.
Mean that the future action actually happened
The journey that was to change Toby’s life started in July that year.
Step 3 practice
1 Go over Point 2 on page 30 to familiarize students with how future in the past is used in statements.
2 Ask students to finish part B on page 31 and then check the answers with the whole class.
3 Finish the passage according to Paragraph 2 on Page 22.
Dear Karen,
How are you? I’m going to tell you something about Toby’s adventure in Africa.
He said they would leave London on 15th July and they would fly to Morocco, in North Africa. They were going to travel on camels through the Sahara Desert. It is the biggest desert in the world---about the size of the US! He expected it would be very hot, dry and dusty there. They would be traveling by camel, with local guides, camping in tents and sleeping on the ground in their big, thick sleeping bags. He had heard that could see beautiful stars on clear nights. He would bring a torch with him so that he would be able to see in the dark. The whole trip would take six days. That meant he would have to sit on a camel for almost a week. He said how uncomfortable it was. He hoped his camel liked him!
I will send you some post cards from Toby.
Love,
Aihua
Step 4 summary
Make sure students have a better understanding of the different predicate form and the tenses.
1 Toby was busy packing, because he was leaving for Africa.
To indicate a past intention
2 Colin called Jennifer to say that he was seeing her late that afternoon.
To indicate a past arrangement
3 Toby told Jennifer that he was climbing in the Himalayas the last week of last August.
To indicate a past action which continued for some time (used in the indirect speech)
4 While Toby and Colin were traveling in Africa, Jennifer was studying German in London.
To indicate a past action which continued for some time
5 When we arrived, Toby and Colin were having supper.
To indicate the action started before the action in the past and probably continued after it
6 Toby said that he and Colin would spend the summer traveling.
To indicate a past intention
7 Toby’s father would get up early and go fishing on Saturdays if the weather was fine.
To indicate a past routine
8 We all tried to stop him from climbing the snowy mountain but he wouldn’t listen to us.
To indicate a past obstinate insistence
9 Would you go to Africa with Toby?
To indicate an invitation by using the question form
10 I was going to leave, but then it rained.
To indicate a past plan
11 Toby said they were going to visit Africa first.
To indicate a past intention (used in the indirect speech)
12 Toby was just about to dive into the sea when he saw the shark.
To indicate the action which would happen in the immediate future in the past
13 Toby said they were to climb in the Himalayas after they traveled in Africa.
To indicate a past plan
14 They said goodbye, and didn’t know they were never to meet again.
To indicate a destiny in the past
Step 5 homework
Finish C1, C2, D1, D2, on page 96.
Periods 7-9 Task:
Planning a holiday for your family
The general idea of this part:
The aim of this part is to train Ss’ to get information about dates and places through listening; The activities are designed to train the Ss’ speaking skills; The Ss will write an e-mail about the family travel plan to the father.
Teaching aims:
1. Train the students’ listening and speaking abilities.
2. Get the students to talk about planning a holiday.
3. Get the students to write an e-mail.
Teaching important points:
1. Finish the task of listening to improve the students’ listening ability.
2. Finish the task of choosing a holiday destination to train the Ss’ speaking ability.
3. Finish the task of writing an e-mail.
Teaching procedures:
Step 1 Greeting
Step 2 Presentation: Skills building 1
1.Help the students review how to express time by asking them to say days, the year in English.
2.Have the Ss read the guidelines on page 32, get the Ss to know how to recognize dates and names of places.
4. Let the Ss listen to the tape. When listening, ask them to pay attention to some listening skills:
a. make a quick note of dates in Latin numbers;
b. take down important information by using simple symbols or marks;
c. learn to capture important information;
d. guess the tune of the text or dialogue according to the tune of the speakers .
Step 3 Listening: Listen and fill in the table.
Step 4 Reading travel leaflets
1. Ask the Ss to read the first travel leaflet in Part A on page 33,and circle the names of all the places mentioned while reading.
2. Have the Ss fill in Travel Plan 1 on page 34.
Step 5 Skill building 2: forming questions from prompts
1. Ask Ss to read Point 1, 2, 3 on page 34, let the Ss to make questions with who/where/how/when/why /what.
2. Ask the Ss to complete the six questions in skill building 2 on page 35.
Step 6 Choosing a holiday destination
Ask Ss to think of four questions about cost, places to visit, time and duration and fill in Part A in Step 2 on page 35. Then ask Ss to read Part C on page 35 and choose a holiday destination.
Step 7 Skill building 3: Writing an e-mail
1. Ask Ss to go over the six points about how to write an e-mail and various ways of ending an e-mail.
2. Ask Ss to read the e-mail written by a tourist in Singapore to her friend. Label the parts of the e-mail that illustrate those six points.
Step 8 Homework
Have Ss write an e-mail to their father. Six pieces of information about the family travel plan should be included in the e-mail.(where/ when/ what activities/ what …see/ the duration/ the cost )
Period 10 Project
Teaching Aims:
1. Train the students’ writing and speaking abilities.
2. Get the students to talk about making a travel leaflet.
3. Get the students to cooperate with others.
Teaching Important Points:
1. Finish the task of making a travel leaflet to train the students’ speaking ability.
2. Get the students to cooperate with others.
Teaching Difficult Point:
How to help the students finish the talks of writing and speaking.
Teaching Methods:
1. Reading, talking and writing to improve students’ integrating skills.
2. Individual, pair work and group work to make every student take an active part in class.
3. Discussion to help the students cooperate.
Teaching Aids:
1. The multimedia
2. The blackboard
Teaching Procedures;
Step 1 Greeting and Lead-in
(Show the students some beautiful pictures of Shangri-la on the screen)
Do you know where this is?
Shangri-la.
Are you tired of seeing the same view out of your window? Do you wish you could travel and see beautiful places all over the world? Today, you are going to do some research and make a travel leaflet for a place you want to visit.
Step 2 Read the passage and answer:
1.What information can you get from the titles?
It’s about the world famous Chinese Shangri-la. We can learn about its history, location, scenery, and weather.
2.Who first talked about Shangri-la?James Hilton, a British writer, wrote the novel Lost Horizon in 1933.
3.What does the word Shangri-la mean?
It means the sun and the moon in one’s heart. Today it has become a common English word, meaning heaven on the Earth.
4. Where is Shangri-la?It is in the southwest of China, 659 kilometers away from Kunming.
5. Try to find out the sentences used to describe the beauty of Shangri-la.
…from a beautiful picture that will make any viewers speechless.
…a beautiful kingdom where three rivers joined together, snow-capped mountains reached to the sky, and fields of long grass covered the earth.
Lakes, surrounded by vast grasslands, look like jewels. Sheep, cows and horses feed freely on the green grass and the forests around are home to lots of birds and animals.
Step 3 Read the passage again and find out the writing features of a travel leaflet.
brief introduction of the place
history and specialities
description of the scenery of the place
how to get to the place
what the weather is like
(1) Introducing the project:
Make a travel leaflet about the place you would like to visit most.
(2) Planning
Ask students to work in small groups. First let them answer the questions in this part to discuss the place to be designed in the leaflet. Then they should discuss the layout of the leaflet, and divide the work each group member will do to collect the information needed. At last they are to decide when they will finish what they should do.
(3) Preparing
Students meet, discuss and choose the information each group member has collected. Then they should find photos and artwork to illustrate the leaflet they had made.
(4) Producing
Students each write a section of the leaflet. They should put what they have written together and add photos or illustrations. They must proofread the story to correct mistakes if there are any. New ideas can be added. Now the leaflet is finished.
(5) Presenting
Students present their leaflets to the whole class by taking turns to talk about each section of their leaflets. Everyone in each group should have a chance to speak. Ask students to display the whole leaflet for the rest of the class to see. They can put up their leaflets on the walls in the classroom.
Step 4 Homework
1.Do Parts D1 and D2 on page 91 in Workbook.
2.Review words and phrases in this unit.
Story time的教学主要是文本的教学，主要目标应该是对于语篇的理解而不是对于句法和单词的掌握，这部分句法和单词只是理解文本的辅助工具，所以在教学设计中，应该重文本轻词句的操练。但是我在这方面做得有所欠缺，例如：1) 板书的设计还是以本单元重点句型为主，而忽视了本节课文本的重点内容是“衣物的所属”，张老师给我提出了改进意见，可以将板书设计为每件衣服分别是哪位人物的，这样就很好的辅助了学生理解文本;2) 拓展部分是让学生参加一场化装舞会，并且操练句型whose??这样的设计就脱离了文本而重视了句法，本节课既然是故事教学，拓展部分应该是对故事的一个延伸，我这样的设计没有让学生对文本有一个再消化的过程，同样张老师建议我可以将此部分设计为很多学生没有去参加过这场化装舞会而是看到了照片，然后请同学们扮演去参加了舞会的同学，然后向同学们介绍这些照片，这样就能真正的检测学生是否理解了文本，也起到了真正的拓展的目的。
2. 活动方式单一
四年级的学生还处于比较活泼好动，对于新鲜事物充满兴趣的阶段，但是我的教学设计活动尤其是小组活动设计的过少，而且单词和句型的导入部分设计的过于单调，一直是用猜一猜的方式进行操练，
本单元的日常交际用语主要用于“询问爱好”。Do you play …?Do you like …? What do you play ?都是一般现在时的疑问句，在现阶段教师并不需要把有关一般现在时的语法知识传授给学生，只要求学生能听懂意思，会表达就可以了。
本单元教学内容有关的实物或图片应该在课前准备好，以便在教学时让学生有一个直观的印象。
本单元的词汇主要是球和乐器类的单词，在教学过程中可以通过实物来演示一些相关动作，以活跃课堂气氛。
教学要求：
1.能正确地听、说、读、写字母Uu， Vv和Ww
2. 能听懂、会说球类和乐器类单词 ，basketball， football，Volleyball， baseball， a piano ，a violin ，a guitar ，an accordion.
能听懂、会说日常交际用语Do you like …? Do you play …?Yes ，I do/ No ，I don’t .What do you play ? I play …Great! 并能熟练运用。
会唱歌曲We study and play .
教学重点：
见教学要求1、2、3、4。
教学难点：
见教学要求3。
教具准备：
图片、实物、乐器类玩具模型。
教学安排：
第一课时教学A部分1、2两幅图，B部分乐器类单词。
第二课时教学A部分3、4两幅图，B部分球类单词。
第三课时教学C、D两部分。
第四课时教学E部分和练习册。
The first period
Teaching Contents：
A.Vocabulary ： a piano ，a violin ，a guitar ，an accordion .
B. Patterns ： Do you play …? Yes ，I do /No ，I don’t . What do you play ? I play …
Teaching Aims ：
1.能听懂、会说乐器类单词a piano， a violin ，a guitar ，an accordion.
2.能听懂、会说日常交际用语Do you play …? Yes ，I do./ No， I don’t .What do you play ? I play …
Teaching Steps：
Step1 Free talk and motivation .
A. Sing a song： Hot cross buns .
B. Free talk.
Step2 Presentation and practice .
A. Learn to say ： a piano ，I play the piano.
教师播放一段钢琴曲让学生猜猜是哪一种乐器演奏的声音。学生答后教师出示钢琴模型。
T：Look ，this is a piano .Read after me ，please .a piano (升调)，a piano (降调)， I play the piano.(同时作出弹琴的动作)
学生自由练读，教师抽查。
教师在抽查过程中将钢琴放到一个学生的课桌内。
T：I can’t find my piano ，Where is it ?
S1： It’s in the desk .
T： Do you play the piano ? Yes or no ? (教师引导学生回答Yes ，I do ./No ，I don’t .)
Read after the T： Do you play the piano? Yes ，I do ./No ，I don’t .
B. Practice in pairs .
e.g S1： Do you play the piano ?
S2： Yes ，I do /No ，I don’t .
C同法学习其余乐器类单词：a violin ，a guitar ，an accordion .(学习不同乐器类单词时注意让学生通过不同的动作区分各种乐器)
D.Learn to say ： What do you play ? I play …
借助小猫Kitty与教师的对话进行教学。
T：Hi ，Kitty .
Kitty ： Hi ，Miss Yao .
T： Do you play the violin ?
Kitty： No ，I don’t .
T： What do you play ?(教师出示四种乐器的模型)
Kitty： I play the guitar (边说边拿起吉他做出演奏的动作)
The Ss read after the T： What do you play ? I play the guitar /violin /accordion /piano .
Practice ：
T&S S&S
Step3 Consolidation .
一、直观演示, 激发学生的学习兴趣
词汇是比较抽象的符号, 学生在学习单词时往往感到枯燥乏味, 因此, 采用图片、实物等直观演示法开展词汇教学是行之有效的办法。
图片演示是一种最普通的演示教学法, 目前使用的《牛津小学英语》教材最大的优点是图文并茂, 即:在出示新单词时都配有图片, 学生心眼合一, 学生在浓厚兴趣的前提下牢固相应的词汇。诸如学习zebra, bear, elephant等这一类单词时配有相应的图片, 尤其是色彩鲜亮的卡通图画很能诱发学生的好奇, 有效调动了学生学习积极性。因此, 我们一定要利用好书本上的插图, 但是, 不能满足于文本中针对新单词的配图, 还需要有所创新, 从而避免陷入单一的教学模式, 以利克服学生认知疲劳。
与其它学科相比, 小学英语学科最大的特点就是适合教师把相应的实物搬进课堂, 从而使学生觉得这不是正襟为坐的课堂, 为营造轻松愉快的教学氛围奠定了基础。譬如, 我在执教《牛津小学英语》4A中short, big, long, smal时, 就作了如下设计:课前先将自己的鞋和衣服与一位身材比较高女生对调, 在进入师生互动的过程中, 我指着自己的shoes和coat说:“Look, my shoes are too small.My coat is too short.”当学生明白了我的意思后, 我指着那位学生的shoe和coat引导学生和我一起说:“Look, her shoes are too big Her coat is too long.”此时, 课堂气氛几乎进入高潮, 我稍加点拨道:“She looks so funny.”如此的教学过程, 使学生学习so funny水到渠成, 以后只要读到so funny就会想到这精彩的一幕。
二、聚沙成塔, 汇聚词汇量效果显著
掌握拼读单词的基本规律是小学生记住单词的前提条件, 由于小学牛津英语教材中没有完整的提供教授语音的知识, 因此, 我们在新单词教学中务必渗透语音知识, 当然, 也不能采取拔苗助长方法, 也就是不可以把48个音素立竿见影式灌输给学生, 一般可以把语音教学灵活渗透到单词教学中, 从而使学生通过大量地识记单词来提高语音拼读的能力。只有这样, 才能有效培养学生学好英语的兴趣与自信心, 达到聚沙成塔的效果。譬如, 我在执教单词bed时, 先用简笔画呈现一张床, 再板书单词bed, 并领读这个单词, 使学生的视觉、听觉等感官协调发展;接着, 合理渗透元音音素[e]的教学, 让学生感悟单词bed中含有元音音素[e];最后, 引导学生写出一系列含有该音素的单词:Ben, egg, get, yes, let, 并让学生认读, 从而感知读音规律相同的单词。又如, 我在引导学生学单词cow时, 出示了now, clock, how, cat这些单词的卡片, 同时渗透辅音音素[au]和[k]的教学。通过类似的日积月累, 有利于学生进一步掌握字母的基本发音规律, 逐步养成拼读单音节单词的习惯。
三、安排游戏, 让学生在潜移默化中学好词汇
在平时, 学生一直靠机械性识记单词和词组往往导致学生厌学情绪, 那么, 如何扭转这一被动局面呢?比较有效的方法是让学生参与愉快的游戏活动中复习巩固词汇, 在玩中学, 在学中玩。众所周知:复习巩固词汇的游戏很多, 我在实践中瞄准教学契机, 使用丰富多彩的游戏活动来帮助学生复习巩固词汇。譬如, 猜谜语巧记单词:有一动物的腿是四根柱子, 身体是一堵厚墙, 两个耳朵就是扇子, 你猜是什么动物?许多学生听后迅速回答:“elephant”, 此谜语虽然简单, 但能有效调节课堂气氛, 激发学生自主探究的兴趣;再如, 我在执教单词“duck、pig、horse、chicken”时, 先通过多媒体展示各种动物的嚎叫声音放, 接着要求他们听声音猜相应的动物, 学生兴趣盎然, 教学效果显著。除了猜谜语外, 我还经常使用猜词法———请两个学生上讲台完成猜词游戏, 甲同学在乙同学背上写单词, 乙同学负责猜单词, 这样的游戏虽然不能滥用, 但是效果也是不错的, 既练习了单词, 又能达到寓教于乐的效果。可见, 在小学英语词汇教学中, 作为一名英语教师只有创设创造行之有效的游戏, 才能让使学生轻松愉快的学好单词。
春风杨柳万千条, 教学改革路途遥, 学好词汇多渠道, 课堂效率要提高。在小学牛津英语词汇教学中, 加强词汇教学的直观性、趣味性、整体性是比较复杂的工程, 我们必须顺应时代改革潮流, 根据课堂教学内容、三维教学目标和小学生的身心特点, 尽量采取丰富多彩的教学模式, 不断激发学生的学习兴趣, 以达到课堂教学的最佳效果。
摘要：春风杨柳万千条, 教学改革路途遥, 学好词汇多渠道, 课堂效率要提高。本文作者坚持因材施教原则, 大胆尝试行之有效的小学牛津英语词汇教学模式, 从直观演示、聚沙成塔和安排游戏三个方面论述了小学英语词汇教学的新策略。
1.注重教学目标的合理设计,提高教学的导向性
教学目标是英语课程教学中不可缺少的重要环节,对学生英语知识和技能的获取具有一定的导向性。
笔者在教学实践发现,合理设计如下的教学目标,能够有助于激活学生学习的主动性和积极性,提高课堂教学效果:(1)教学目标的设计应体现层次性,让每一位同学都能够得到学习和发展;(2)目标的设计应该注重情感价值性,以激活学生学习的潜能和兴趣;(3)目标的设计应该应有助于培养学生的发展、创新精神。
例如,在《牛津初中英语》(Fun with English)7AUnit3 Lets celebrate!的单元整体教学中,设计了如下的教学目标:(1)学生掌握与节日相关的词汇表达方式;(2)了解西方Halloween、Christmas、Thanksgiving Day等文化风俗习惯,以培养学生的跨文化学习意识;(3)围绕“Reading”教学,让学生能够在综合实践活动中掌握语言的运用技能。这样的教学目标,一方面,能够让每一位同学在各自最近发展区域内得到发展;另一方面,通过这样的引导,帮助他们理解学习的重点和难点。
2.运用合作探究模式,优化教学过程和方法
学生学习英语需要一定的情境和实践。对此,笔者以为,在教学过程中鼓励学生在自主学习和主动探究的基础上进行合作探究式的学习,一方面,能够帮助学生有效地化解学习难点;另一方面,有助于培养他们的团队合作精神和发展创新意识。
例如,在《牛津初中英语》7AUnit4 Food的“Food and lifestyle”教学中,笔者就采用上述的教学方法进行教学:(1)鼓励学生在自主阅读和整体感知的基础上,能够理解课文的大意;(2)教师就课文的阅读学习布置如下的思考探究题目:①What does Kitty eat every day?②Do you think Daniels lifestyle is good?③What do we eat to keep healthy? (3)建议学生通过同桌探究和小组合作学习的方式来完成上述教学任务。这样的教学模式,不仅能够有效地完成教学任务,还能够有助于发挥英语语言的交际性功能。
3.关注学生学习情感体验,增强学生学习动力
构建主义学习理论告诉我们,注重学习者的学习情感因素,一方面,能够激活他们学习的潜能和激情,增强学习动力;另一方面,能够培养他们正确的情感态度,促进他们审美价值观的生成和发展。
笔者以为,关注学生学习情感体验,增强学生学习动力,可从以下几方面入手:(1)建立朋友式的新型师生和谐关系,消除学生的学习紧张之感;(2)构建民主、平等的教学情感氛围,增强学生的学习情感体验过程;(3)尊重学生的个体差异和学习成果展示,帮助他们树立学习的自信心和效能感。
总之,在新课程牛津初中英语教学中,教师应该在尊重学生学习发展需要和认知规律的前提下,运用多样化的教学方法,培养学生的自主学习和合作探究等良好学习能力,不仅能够有助于提高课堂教学有效性,还能够帮助学生内化生成英语综合知识和技能。
参考文献:
1.教育部.全日制义务教育英语课程标准(实验稿)[M].北京师范大学出版社,2001年7月版
2.Catherine Dawson.牛津初中英语[M].译林出版社,2006年6月版
3.薛丽.牛津初中英语教学有感[J].考试周刊.2007年第12期
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