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参评教案一、教学内容分析 标 题初一下册Module 8 Unit 1课 型听说课教学对象初中一年级学生教学项目教材内容：本节课以be 的过去式为中心，以Daming和Betty 的对话为练习点，让学生掌握一般过去时的陈述句、一般疑问句及其肯定否定回答，并能用动词be的过去式来询问对方过去的生活。词语：past、was、were、be born、founder、scientist、professor、strict、nice、friendly、naughty、primary school、well-behaved、province结构：动词be 的过去式结构、be born及What is sb like?其他教学目标语言知识：掌握本节词汇，灵活运用动词be的过去式表达一般过去时的陈述句、一般疑问句及其肯定否定回答。语言技能：感知新的语法现象，能听懂包含动词be的过去式的对话，并能用动词be的过去式来询问对方过去的经历。语言运用：能熟练运用动词be的过去式来描述家人、朋友及自已熟悉的伟人的过去。文化意识：了解英式英语与美式英语之间在某些词拼写上的不同之处情感态度：鼓励学生多了解伟人并学习他们不断创新的精神，培养学生热爱生活、用心观察不断实践的精神。学习策略：运用自我观察、提问并小组合作归纳的方法学习语言知识。教学重点学会使用动词be 的过去式的各种句型教学难点能听懂含有动词be (was、were)的对话, 能用be的形式简单询问对方过去的事情运用任务能够运用动词be的过去式（was、were）介绍自己及他人的过去教学方法自我观察、小组合作教学媒体借助幻灯片，让学生感悟一般过去时的适用语境上述内容可参考教师用书但不要照抄，要符合本节课的设计二、课堂教学过程 听力素材：Daming: Where were you born ,Betty?Betty: I was born in Quincy, a small town in the USA.Daming :What was your first school called?Betty: My first school was called John Adams Primary School.Daming: And what was the name of your first teacher ?Betty: She was called Ms Fairbanks.Daming: And what was she like?Betty: She was strict but very nice.Daming: And who were your first friends?Betty: They were called Jamie and Kate.Daming: What were they like?Betty: They were friendly .But Jamie was naughty in class. 预设时间教学步骤教师活动学生活动教学目的2分钟Before this class, Ss should read the new words aloud and get the meanings of them.Check the words. 指导学生大声朗读词汇,教师听并检查评价回顾单词，一词三读，先齐读，再独自读回顾单词，为本节课下面学习作好铺垫6分钟Step1导入新课(1）The teacher shows a picture yesterday and ask.Where am I now?Where was I yesterday?(2) Ss answer the questions You are here now .You were at home yesterday.(3)Fill in the blanks and summarize the usage of The Past Tense.（小组合作）从上面，我们不难看出一般过去时是用来描述的动作与状态,并且它借助动词的来构成句子，be的过去式为 或。且在一般过去时中，当主语为you, we, they 或当复数名词时，谓语用_;当主语为I ,he ,she ,it 或名词单数或不可数名词时，谓语用_。教师展示图片问问题，指导学生对比两个句子的不同，导入一般过去时态的新授学生回答问题认真观察这些句子的不同小组讨论集大家的智慧于一体，总结过去时的用法在图片的帮助下，借助老师的亲身问题，学生自然而然地明白了一般现在时与一般过去时的用法区别要想总结这些内容，学生有难度，因此采取小组合作的方法，既减少困难又印象深刻5分钟Step2语法小练习(1)The teacher shows the example and let a student change the forms of the sentences.I was at home.(变成一般疑问句并作肯否定回答及划线提问)Ss:Were you at home?Yes,I was. No,I wasnt . I wasnt at home.Where were you ?（2）教师导入be born.The teacher asks:Do you know where I come from?Ss:You come from Shouguang.T:I can say I was born in Shouguang .T:I was born in a village .What about you ?S:I was born in the city .(3)Show Part 1 Picture and practice “be born”.Who were they ?Where were they born ?Ss: This is Bill Gates. He was born in Seattle USA.教师展示一般过去时的语法小练习，同时教师听并给予纠正指导教师导入be born 并板书黑板，紧跟一个例句练习，与学生组织pair work展示part1图片,让学生练习be born学生根据教师的语法练习总结出一般过去时的各种句式听老师的问题，学习留心be born 用法学生小组合作练习说名人。承接step1的内容，紧跟巩固练习，有学有练，突破本节课语言重点掌握一般过去时的用法后，层层递进，紧跟引出be born重点语言结构,进一步巩固一般过去时。最初接触be born，学生感觉有难度，小组合作，互帮互学，解决重点。10分钟Step3 listening (1)Listen and do Part2(2)Fill in the blanks.Betty was born in a small _ in the USA. Her first teacher was _but very nice. Her first friends were _ Jamie and Kate.They were very _.(3)Say after listening.(pairwork)Where were you born ?.What was the name of your first school?.教师放录音，让学生联线part2指导学生二听完成根据part2整编的细节性填空内容教师组织学生根据一听内容组织听后说，及时给予指导帮助一听了解大意，联线二听完成填空内容根据联线 pairwork,询问对方过去情况先解决语言重点后，学生再来听听力，显得就更容易，也就信心百倍了。听力分两个层次，由综合到细节，然后紧跟说的练习，回扣听说课的语言重点，进一步突破本节课的难点，也为下面对话的学习作好铺垫。14分钟Step4 listen and read（1）Listen and answer Part 5.（2）Read after the radio.（3）Organize the Ss to learn themselves and find out the importances and difficulties.（4）The teacher explains the difficulties.in Shanxi Province 在山西省be born 出生 I _ in a small city.(出生)be strict but nice 很严格但很好be naughty 调皮的 be well-behaved 表现很好What were they like ?他们性格怎么样? be like 常用来询问一个人的性格特点_was he _?(他性格怎么样?)He _ _ .(他很友好)(5)Recite the difficulties.简单介绍part5听并跟读Part5 给学生充分感知课文的时间教师讲解学生不能解决的难点紧扣问题听听力，层层递进自读课文，找出疑问,先组内交流再提问学生背诵教师讲解的重点内容承接上面听力练习，并跟读练习纠正学生的发音学生自主学习发现难点，再通过小组合作解决重难点，提高学生的自学能力及互帮互学能力。提前下达任务组织小组竞争抢答，彻底调动起学生们背诵的积极性。3分钟Step5说一说（小组竞争）Say these phrases and sentences.出生、很严格并很善良、表现良好、调皮的、他性格怎么样？他很善良且表现良好。教师展示本节课所有语言重点，以备学生抢答小组抢答小组抢答充分带动起学生学习英语的积极性，真正培养学生的集体荣誉感。5分钟Step6学以致用（1）The teacher gives the picture of Yaoming from the youth to now and let the Ss talk about the past of Yaoming.Who is he ?Where was he born ?What was he like?教师展示姚明从过去到现在成长的图片学生小组合作谈论姚明，一人一句展示针对本节课的学习重点，拓展学生的知识，深层次巩固本节重难点。Homework Make up a dialogue and talk about the parents birthdays、birth places and personalities and so on.谈论爸爸妈妈的出生日、出生地、性格及其它复习本节课所学内容完成家庭作业谈论爸爸妈妈的生日，真正做到学以致用，并增进孩子与父母之间的感情。课后反思：这篇课例设计的教学对象是初中一年级学生。这个年龄段的学生对新生事物有着极大的好奇心及新接触的语言模仿能力和生机勃勃的活动力，单纯机械的教师填鸭式地讲解，已经不能从根本上调动起学生学习的积极性和注意力，教学也就达不到很好的效果。所以整堂课我采取让学生自学、小组合作、小组竞争的方式，小组竞争抢笑脸，鼓励学生们相互支持和优势互补，让小组在互相合作的活动中解决语言难点，感受学习的快乐，彻底调动起学生的学习积极性。其中导入新课时，我利用幻灯片展示自己昨天的一张照片，与自己现在作对比，让学生们一目了然地区分了一般过去时与一般现在时，自然而然进入到这一节的新课的语言点中。同时，注重本节课语言点的听与说的多层次练习，给学生口语交际创造条件，让学生有话可讲，培养学生用英语进行简单交际的能力。教材处理上我注重了教材的整合，例如教材的第一部分，我借助教材提供的图片，改变图片原来的要求“连线”，换成是让学生口头练习be born 。当然，教学过程的实施中还存在一些不足。如教学环节的连接还不够紧密；小组活动还有局限性，组织小组活动时，小组内只有三、四个人在活动，在交流，未充分调动起差生的语言交际能力。因此，以后在组织小组展示活动时，给学生限定条件，一人一句来展示，人人动嘴，给差生创造条件来说。
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