案例08 (2).doc

初 中　英　语　教　学　案　例

Unit 7 My pet section A
一. 案例背景
1. 教学内容
⑴词汇:　 bird, rabbit, cat, turtle, dog, fish
⑵句型:　This is a … / That’s a …
I like the …
It can …
2. 教学目标：
⑴学习和掌握本课的词汇和句型，要求语音规范，语调自然．
⑵能运用本节课所学的词汇和句型，谈论自己喜爱的宠物．
(3) 通过生动有趣的课堂活动培养学生的学习兴趣.
3. 教学重点:
学习和运用宠物单词和句型：This/That is a cat (dog, rabbit…)
I like the bird (fish, turtle …)
4. 教学难点：　
能够运用所学的单词和句型与别人交流．
５．教具准备：
宠物头饰，宠物玩具，单词卡片，圣诞帽，电脑

二．教学过程与设计思路．
Step1: Organization
1. Sing a song.
2. Have a free talk.
(设计思路：通过歌曲和边唱边跳，调动学生的学习情绪,然后用亲切的对话复习学过的句型, 并拉近学生与老师的距离, 活跃课堂气氛，为学习新知识做准备．)

Step 2: Presentation
1. Assign the task: Santa will give the pets to the children who can master the names of the pets.
(设计思路：　布置本节课的任务目标：圣诞老人给他们带来了一些宠物作为礼物,只要学会宠物单词就可以得到圣诞老人的宠物, 激发学生学好宠物单词的欲望. 并让学生带着任务进行有目的的学习.)

2. Introduce pet friends.
(1) Put on the hairband of a pet and jump out and sing.
T: Hello, friend. Hello, friend.
Ps: What’s your name? What’s your friend?
T: My name’s Cat. My name’s Cat.
Ps: How are you? How are you?
(2) Greet the calss.
T: My name’s Cat. Hello, boys and girls.
Ps: Hello, Cat.
(3) Greet individual pupils.
(设计思路: 教师带上头饰扮成圣诞老人带来的宠物朋友, 边唱边跳的介绍自己, 并与学生打招呼, 学生也热情地与宠物打招呼, 学生在与宠物打招呼的过程中就不知不觉地认识了宠物单词. 使学生在快乐的氛围中主动地接触并使用单词.)

3. (Show Transparency) Show the sounds or flash cartoons of the pets.
(设计思路:　通过多媒体上的声音，动画，吸引学生学习单词的注意力．)

4．Imitate the pet and say the names of the pet.
5. Spell the word with body language.
(设计思路：通过听音模仿，做动作模仿宠物，用身体语言拼读单词，认知并及时训练巩固新单词．变机械地认读，记忆单词为学生乐于参与的做动作读拼单词．)

Step 3: Consolidation
1. Play a touching-word game: Ask two pupils to come to the board. Teacher says one of the words and they say: This is a …/ That’s a … when touching the correct word as fast as they could.
(设计思路：中学生好胜心和集体荣誉感都较强, “抢指单词”这一游戏不但可以培养学生快速辨认单词的能力，而且可以使学生正确理解并运用句型This is a … 和 That’s a …)

２．Play a guessing game: Take one of the word cards backward and ask the pupils to guess the word.
(设计思路：中学生具有很强的好奇心, 教师利用 “猜一猜”活动可以激发学生大胆地说单词. 通过参与活动,学生运用了语言, 又满足了好奇心.)

３．　Play a box game: Take down the word cards from the board. Stick the word cards on the box one by one. Then ask the pupils: What’s behind the “cat”?
(设计思路:　这一游戏要求学生观察并记住每张单词卡片在盒子的位置 ，可以培养学生的观察能力和辨认单词的能力．)

４．Imitate and guess the pets: Ask individual pupils to act out a pet according to the word card showed to them. The other pupils guess the word.
(设计思路:　这一游戏可以培养学生辨认单词和演绎单词的能力．)

５．（Show Transparency） Show one part of a pet and ask the pupils to guess the word of the pet.
(设计思路：通过电脑上有趣的图片和生动的动画, 学生看半图猜单词这一游戏, 可以激励学生回忆所学单词并大胆说出单词.)

6. Group work:
(1) Give an example: Act sa the Santa and give the pets as presents to individual pupils.
T: What’s your favourite pet?
P1: I like the …
T: Why do you like it?
P1: It’s … It can…
(设计思路:　小组活动前的示范是非常必要的，可以使学生更加明确活动的目的和过程，可以帮助学生更顺利的完成活动任务．)

（２）Divide the class into four groups. Ask the group leader to be the little Santa and give the pets to their group members.
(设计思路：通过设置圣诞老人派宠物这一情景, 使学生在真实的任务中活用语言,激发学生说英语的兴趣, 培养学生用英语交际的能力, 并使学生体验在用中学和在学中用英语的乐趣.)

Step 4. Sum-up:
(设计思路：通过提问的方式引导学生总结本节可所学的内容.)

Step 5. Homework
1. Listen to the tape and read Part A.
2. Find out the names of other animals and interchange with your classmates.
(设计思路:　以课堂为基础，兴趣为动力，引导和培养学生课后用英语，说英语的学习习惯．)