2019-2020年中考英語 Birth order and personality教案及反思 人教新目標版.doc

《2019-2020年中考英語 Birth order and personality教案及反思 人教新目標版.doc》由會員分享，可在線閱讀，更多相關(guān)《2019-2020年中考英語 Birth order and personality教案及反思 人教新目標版.doc（3頁珍藏版）》請在裝配圖網(wǎng)上搜索。

2019-2020年中考英語 Birth order and personality教案及反思 人教新目標版 Teaching content Birth order and personality Teaching Object Students in Junior Two, Wenzhou Foreign Language School Teaching Aims Criteria (標準) 1. The main task (Oute) Help the students to understand the reading material with proper reading skills. 2. Language focus 1) The students will be able to know the meanings of the following new words and phrases and try to use them to describe personality . personality, responsibility, independence, responsible, adventurous, fun-loving, outgoing, hard-working , jealous, creative, humorous , pete with, tend to, as a result, depend on 3. Language skills 1) The students will be able to understand the passage through hypothesis. The students will be able to guess the meanings of new words by context and word-building. 4. Learning Strategies The students will be able to validate (驗證) the hypothesis by reading the material with proper reading skills. Difficult points Too many new words will be the obstacle(障礙)for the students. Get Ss to grasp the reading skill--- hypothesis Teaching Aids PPT Teaching Procedures Teacher’s Student’s Purposes I. Pre-reading activities 1. To greet students and lead in the topic---Birth order and personality. 2. Let students talk about my personality and their own personalities and use the new words to describe the personalities of the three characters in a TV play. 1. To listen to the teacher carefully and try to understand the topic. 2. To talk about personalities with new words. 通過老師和學生的交談,了解彼此的性格。這不僅能拉近老師與學生間的距離，活躍課堂氣氛，更重要的是通過相互交談，引出本課的一部分新單詞。幫助學生理解文本主題。 II. While-reading Activities Part one: Hypothesis 1. To present the title, the picture and make students predict the main idea of the text 2.After talking about their hypotheses, give them three choices to choose 3. To give them the topic sentences of each paragraph to check their answers. 4.Let the students make another hypothesis. 1. To look at the title and picture and predict what the text is about. 2.Choose the right answer. 3. To read the topic sentences to check their hypotheses 4 Make another hypothesis about birth order ad personality. 5.Skimming the text to check the second hypothesis. 由利用文章標題及圖片來猜測文章內(nèi)容到通過閱讀主題句來驗證猜測，能幫助學生更好地了解文章的梗概，有助于后一步對課文的深入剖析。 再一次的假設(shè)能夠引起學生的閱讀欲望。 Part two: Reading for details 1. To present three sentences with two new words and a phrase and guide students to guess the meanings of them by context and word-building. 2. To deal with the following phrases: pete with depend on as a result want to do well (To guide the students to understand the meaning between the words) 3.To present some sentences to make students to do “T” or “F” to check if they know the details 4.To answer three questions to check if their understand the whole passage well 1. To choose the right answers and give the reasons 2. To fill the blanks and give the reasons. 3. To judge the given sentences by giving reasons. 4. To answer the questions by giving enough reasons according to the text. 將文章較難理解的單詞或典型的單詞放入句子中，并引導學生通過上下文或構(gòu)詞法來理解。這也是學習策略的很好的滲透。 通過讓學生做判斷題和回答文章概括性問題來檢測學生對文章的理解，而且通過教師在學生回答問題時的追問，能進一步引發(fā)學生的思考，同時照顧到?jīng)]有理解文章內(nèi)容的學生更好的理解與掌握文章內(nèi)容。 III. Post---reading Activities 1. To guide the students to discuss the topic 2. To get students work in pairs, talk about it and give a report 1. To think about the topic 2. To work in groups and discuss on the topic 讓學生學會用自己的觀點思考問題，從而達到語言訓練和思維激發(fā)的雙重目的。 IV. Homework 1. write down what kind of brothers or sisters the students would like to have. 家庭作業(yè)是課堂教學在課外的延續(xù)，也是對課堂內(nèi)容的進一步鞏固。 教學反思 體會與收獲： 1.對怎么上好閱讀課有了進一步的認識，對于如何在教學過程中滲透閱讀策略有了初步的嘗試，基本形成了上閱讀課的模式。 2.導入很重要，好的導入能夠讓學生自然進入閱讀狀態(tài)，并激起學生的閱讀欲望。比如用家庭喜劇片《家有兒女》中的三兄妹來導入，因為大家對劇中人物很熟悉與了解，學生就很有發(fā)言的欲望，在討論這三個人物性格的同時就不留痕跡的過渡到了我們所要學的話題。 3.閱讀策略的滲透，閱讀技巧的養(yǎng)成不是能一躕而就的，要在今后的日常教學過程中要更好的滲透閱讀策略與閱讀技巧的訓練，培養(yǎng)學生形成良好的閱讀習慣與能力。在貫穿策略的同時，要讓學生在課堂上嘗試策略，體會策略所帶來的成功，讓學生在閱讀學習中體會學習所帶來的成就感，從而激發(fā)學生的學習興趣。比如通過構(gòu)詞法或上下文來猜一些新單詞或詞組的意思等。 存在的問題： 1.時間沒有把握好，主要體現(xiàn)在個別問題處理上花費時間太多，不夠干脆利落，導致在處理文本的后續(xù)步驟走的有些匆忙，這樣也影響了一部分學習能力不是很強的同學的對文章的理解，最后的拓展基本上沒有展開。但個人認為，即使是拓展不能展開也要保證文本處理的完整性，要保證學生閱讀細節(jié)的時間。 2.時間沒把握好的另一個原因就是備課的時候沒有很好的備學生，備學生可能出現(xiàn)的一些回答，以至當學生出現(xiàn)一些你預設(shè)之外的答案的時候，處理的不夠機智。比如在剛開始的hypothesis步驟中，我很想當然的認為學生肯定會選C的，結(jié)果有些選A，有些選B, 因為事先沒有多想，所以自己一下不知道該怎么解釋，從而處理的有些慌亂無序。 今后努力的方向： 在今后的閱讀教學中要繼續(xù)探究與實踐有效的閱讀課的教學，進一步貫徹有效教學的理念，并使其具有可操作性。