《人教版新目标英语第一册第六单元（上）Unit6“Do you like bananas”Section A听说部分课例设计与反思英语论文.doc》由会员分享，可在线阅读，更多相关《人教版新目标英语第一册第六单元（上）Unit6“Do you like bananas”Section A听说部分课例设计与反思英语论文.doc（22页珍藏版）》请在三一办公上搜索。
1、人教版新目标英语第一册第六单元（上）Unit6“Do you like bananas?”Section A听说部分课例设计与反思1. IntroductionThe English course is very important in junior middle school teaching.The purpose of compulsory education stage is to inspire and cultivate the students interest in learning, help students build self-confidence, develop
2、good study habits, to develop the ability of autonomous learning,form effective learning strategies; Enable students to master the language of the basic knowledge and basic skills, to establish a preliminary language sense,to obtain the preliminary ability to use English,to lay the foundation for re
3、al communication; To develop intelligence, cultivate observation memory, imagination and creative ability of thinking;Understand cultural differences,cultivate the spirit of patriotism,strengthen the consciousness of the world;Make students form sound personality,to lay a good foundation for the sus
4、tainable development of students.So,English is one of the indispensable curriculum in junior middle school.Teaching mode can be defined as in a certain education or teaching under the guidance of the theory to build a relatively stable teaching activity structure framework and application.At present
5、, most of the middle school English teaching still adopts the traditional listening, speaking, reading and writing patterns, which belongs to accept in the traditional teaching model, the theoretical basis of this teaching mode is behaviorism psychology,the whole emphasizes is by controlling the lea
6、rners behavior to achieve the goal.Traditional middle school English teaching is mainly aimed at an examination, only attach importance to the cultivation of students knowledge, ignore the oral English training for students.Most of the students learn mute English,and not be able to really communicat
7、e with foreigners.The learning effect is not able to reach the final teaching goal according to the corresponding evaluation system.The main evaluation methods of middle school English is standard examination.Teachers will use the final test scores to judge the students English learning, and school
8、will according to the evaluation of students test scores to teachers teaching performance.It is very difficult to let the students stand out in the competition of class.So,the single teaching evaluation model is also the focus of education reform in China.The Learning Plan Guidance is a kind of teac
9、hing mode refers to learning case as the carrier, to guide learning methods,teachers as the leading factor,the guidance of students autonomous learning as the main body,teachers and students work together to complete the teaching mission.This kind of teaching mode changes the past teachers simply ta
10、ught,students passively listening to cramming education teaching mode. Fully embodies the teachers leading role and students main body role, make the leading role and main body harmony, producing the best possible results.In this mode, the students learn according to the design of the teachers,read
11、the teaching material, understand the teaching material content, and then, complete a learning case according to the content.Students can put forward their views or opinions,then teachers and students study together.This kind of teaching mode on one hand meets the need of middle school students thin
12、king development, on the other hand, can meet the needs of the development of their self-consciousness.Playing a very positive role on the embodiment of the students self development and self value.Teachers are not only a imparter of knowledge,more important task is to cultivate students self-study
13、ability and habits.And teach them how to learn and how to think,to improve their ability of analyzing and resolving problems.Through the literature of Learning Plan Guidance,I have a certain understanding for Learning Plan Guidance.It is not only a kind of teaching method, but a study combining theo
14、ry with practice on teaching instruction and research,covers the specific teaching methods, content, strategy, evaluation and other elements, comparing study on teaching teaching a comprehensive theory and the practice of the new teaching mode. I have produced a certain interest in it and want to tr
15、y to apply it to English teaching，so I choose the course “Du you like bananas? ”to make a teaching design.2.Interpretation of the lesson2.1 Analysis of studentsThe teaching objects of this class are the students of grade seven, most of them began to learn English from junior high school. Although in
16、itially poor basis at the beginning, after half a semester of English learning, have certain English language ability and knowledge skills. But their development of various aspects didnt get balanced also, many aspects are relatively weak ,especially in these two aspects listening and speaking.So, i
17、n the teaching process should be effectively combined with the characteristics of students, and pay more attention to the students balanced development of listening,reading and writing .2.2 Analysis of teaching materialThis lesson “Do yu like bananas?”is the first class of the unit 6 in the textbook
18、 of grade Seven .Inthislesson,wewilllearnthepositiveandnegativeuseoftheverb“like”.Themainstructureofthistextis“Douyoulike.?”.Thelessonmainlyintroduces somefoodandtalksabout“like”and“dislike”.Itcontainsthreetasks:atfirst,weneedtocollectsomefoodspicturesandlearntheirEnglishnames;inaddition,weshallpaya
19、ttentiontotheirpluralformsandmastertheuseoflikeanddislike;finallyitdemandsthatstudentscanmakeupdialogueswitheachotheraboutlikesanddislikesafterclass.Themainideaofthislessonremainsthepresenttense.Itistheexpansionofthelastlesson.Afterthisclass,studentsshouldmasterhowtoaskothersifhelikesordislikessomet
20、hingandknowhowtoanswer.Theycanimprovetheirintegratedskillsinthelearningprocedure.2.3 Analysis of teaching methodsIn order to fully take the students as the main body of classroom teaching,and considering the students cognitive characteristics and age characteristics, the author mainly adopts “The te
21、aching mode of the learning plan ” for teaching.And give students some hints or research method instruction during the process of learning.Guiding students to autonomous learning and active inquiring.2.4 Analysis of learning methods（1）Guided learning method.Stimulating students interesting to study.
22、（2）Task driven learning method.Experiencing students practical situation and comprehension problem situation around the learning task.（3）Cooperative learning method.Through practice, improve the students pragmatic competence.（4）Positive practice.In class students are required to actively participate
23、 in teaching activities, boldly open say their views, listen to other students.2.5Analysis of teaching procedure and time allotment1. Design task before class, effectively guide the previewThrough learning case points out he preview focus of this class to students, to lay the basis of learning new k
24、nowledge.The junior school freshmen are given priority to with specific image thinking.So they sensitive to images and color ,particularly interested in they familiar with in life.Setting the task to the students before class, they will like it.And achieve the goal of effective preview at the same t
25、ime,make students form the habit of self preparation effectively.To make the students form the habit of self preparation effectively. 2.Design classroom task ring: general task, interlocking task step by step.General task:to have a picnic this weekend, to talk about favorite food for the picnic.Pres
26、entation & demonstrationLeading- in:At the beginning of class, I use English songs which leads to the picnic.Then set the overall task: To talk about the food you like for the picnic. The purpose of the leading-in there are two: First to create an active classroom atmosphere, make the students study
27、 English in a relaxed and happy classroom; Next to give students establishment situation, stimulate students interest in learning.To do as this is to satisfy the requirements of The New English Curriculum Standard .The New English Curriculum Standard emphasizes that the task of basic education stage
28、 English course is:Inspire and cultivate students interest in learning English, making students build self-confidence, develop good study habits and form effective learning strategies, developing autonomous learning ability and spirit of cooperation.English learning needs in the situation.Setting a
29、closely and related to student slife and interests situation can stimulate students learning enthusiasm and desire to explore.By setting the classroom task, also can make students interested in topics and care about it. To drive the learning by task is meeting the requirements of he New English Curr
30、iculum Standard .It emphasizes that:This course advocates the task-based teaching model.Making students under the guidance of teachers, through the practice of perceptual experience participation and cooperation, achieving the goal of the task, and experience the feeling of success.Emotional and str
31、ategy adjust during the learning process, to form a positive learning attitude and improve the ability of using language practice.Teaching time：3minutes Task one:Word-guessing gameLet the students in the form of vies to answer first contest of food in the supermarket, So that students in a pleasant
32、activity to learn the words.Avoiding the traditional form of boring remember the words,and fully arouse the enthusiasm of the students .At the same time, students need to master the knowledge about nouns, due to the limited class time, through learning case will focus on content summary, saving time
33、 of taking notes and enlarging the capacity.Teaching time：4minutesTask tow:Talking ShowLet students talk about their like and dont like foods is the core content of the lesson.Using a variety of forms (or in pairs or groups) when guide students from the first and second person into the third person
34、singular like He/She/Tom 、. And do a lot of training of oral and communication training, making the student to the knowledge of the target yield rate effectively. But, during the talking show training, some students may introduce grammatical errors.Like:“She like ice cream. Do he like ice cream？”At
35、this point, only rely on the teachers verbal and error correction is not enough. In order to timely correcting students errors. I set following tips in the students learning case , error-prone hint inspiration knowledge for students.Be prompted intellectualize error-prone knowledge for them.Tip：（a）陈
36、述句中第三人称单数做主语时，动词like也要用三单形式likes. （b）一般疑问句中的问句和答语要注意首尾呼应！如：问句是Do you like ?答语就应该是 Yes, I do. / No, I dont；Does he like? Yes, he does./ No, he doesnt.After repeated grasp on the tip, the student will be correct soon.And to better grasp and use the language for them to lay a solid foundation.Teaching
37、time：6minutesTask three:Listening PracticeJunior students are weak in listening .In order to improve their listening skills, I set the listening exercises in this link.For making students have a more profound impression.I make a guidance to students.Tell them listening skills and let the students be
38、 careful before doing listening practice, effectively improve the effect of the listening exercises. After the training, students can more confident.Teaching time：5minutesTask 4: Making a surveyThrough the comprehensive training to make the students master the target language.According to the form,
39、can practice positive sentence ,negative sentences, general questions and answer ; To practice the first person, and exercise second and third person.And fully expression to the idea of learning-by-doing.Teaching time：5minutesTask 5:ShoppingAccording to the study case, fill out the survey on accordi
40、ng the students answer and practice shopping within the group.They have prepared a variety of physical and in a real and interesting situation, cheerfully for language practice, really achieve the purpose of applying the knowledge to life.Teaching time：5minutesTask 6:Doing ExcisesIn order to enable
41、students to better grasp what they have learned, I setted the consolidated enhancement exercises in learning case. Through pictures and Chinese prompt, let the students learn to apply what they have learned the language in life.Teaching time：5minutesTask 7:Summing-upI put the difficult and point of
42、the lesson a metrical poem, deserve to go up multimedia audio, chanting it catchy, really let the difficult and point “oven heating”, make the students the difficult and point of this lesson is more impressive.Due to time constraints, cant do put all the exercises in class, so homework is designed.I
43、 put a lot of speaking activities in after class written expression.Let the students make up a dialogue about shopping according to the survey results on the classroom ，and use all kinds of sentence with“like”.To change students negative mentality by simply copying sentences to take the initiative t
44、o use the language.Making the continuation of the classroom tasks effectively and sublimation ,and achieve the improvement the purpose of listening,speaking,reading and writing.At the same time, the layered homework, make the poor students have something to do, have the opportunity to experience suc
45、cess and realize their own value.Teaching time：7minutes2.6 Analysis of layout of blackboardDo you like bananas?可数名词复数：orange - oranges carrot carrots egg eggshamburger - hamburgers banana - bananas apple - apples pear pears tomato tomatoes strawberry - strawberries 不可数名词：broccoli, ice cream, salad,
46、chicken（鸡肉）Doyoulike.? Yes,Ido./No,Idont.Doesshe/helike? Yes,shedoes./No,she/hedoesnt. In Task 1 Guessing Game, writing the words on the blackboard appeared in the game,and asked the students the deformation of the plural at the same time.Then emphasized with the red chalk, To facilitate students un
47、derstand and memory. And break through the focal points.Before talking show, writing the grammatical structure of this class on the blackboard ,then make explain and give examples.So that students will feel easy when in the talking show, and effective breakthrough point for the back of the teaching.
48、3. Lesson Plan3.1 Background informationSchool: Liang Cun Middle SchoolTeacher: Lucky Students: 40 junior high school students, class 5, grade 7Materials: Listening and Speaking of Unit 6, Junior English for Schools Students Book1 Type of lesson: Listening and SpeakingLesson duration: 45minutesTime: The second class in the morningDate: 2014/10/Aids: blackboard, chalk, computer, PPT,learning case3.2 ContentsVocabulary: orange - oranges
