实现英语减负增效的课堂教学案例

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1、实现英语减负增效的课堂教学案例 牛津小学英语4Aunit6Whosegloves教学案例 常州新北区东六小学 沈金教学内容：本节课是牛津小学英语4A Unit6 Whose gloves?第一课时。我在处理教材时没有机械地照搬教材原来的设计，而是根据学生对英语掌握的实际情况进行了大胆、巧妙的切割和重组。从而降低了教材难度，让绝大多数学生通过自己的努力达成语言学习目标，尝到成功的喜悦，为以后难度稍大的英语学习奠定坚实的基础。本课传统教法是先讲BC部分，也就是“a pair of.”“Whose.is this/are they?”共有八个单词和词组以及两组新句子，单复数的灵活转换和运用是本课的难

2、点。我没有将“Whose.is this/are they?”纳入本课学习重点，而是通过各种各样的环节设置，操练“The.is too./The.are too.”使B部分名词词组的单复数用法在学生脑海里留下深刻印象，培养学生良好的语感。教学设计思想： 根据学生的特点，采用真实性与生活相近的环境来吸引学生的兴趣。丰富多彩的活动对孩子来说，永远是一个巨大的磁场，具有无穷的吸引力。通过表演与讨论等趣味性活动，有效开拓学生的讨论思路，激发学生的讨论热情，丰富了学生的思维能力和想象能力，还促进了口语能力的发展，为阅读教学开辟了一片新天地。选择贴近时代与学生生活的环境，涉及学生感兴趣的领域，根据他们关注

3、的话题进行展开，让他们在无限的空间里感受、领悟、吸收英语语音和文化的精华。让学生展示自己独特的智慧和才华，真正发挥他们的才能。教学过程：Step1. Free TalkT: Class begins. Good morning. How are you? S: Fine, thank you. And you ？T: Im fine, too. Sit down, please.S: Thank you.T: Not at all.T: Now, boys and girls. Im your new English teacher today. Look! My face is big .B

4、ut my eyes are small. And my mouth is small, too. My hair is long. (走到学生中间)Look at his hair, his hair is short. Can you introduce yourself for me?S1：My eyes are big.T: You are lovely.S2: Her hair is long.T: Yes, I think so. Thank you very much. Ok boys and girls, we have to stop now.That all for our

5、 daily talk. 由于是在中心校借班上课，在此环节中我先自我介绍，描述自己的长相，让学生产生亲切感，减轻学生对新老师的陌生程度，融洽师生关系。我在自我介绍的同时，帮助学生复习本课将要用的已学单词“small, big, long, short”。接着学生向老师描述自己的长相和物品，既复习了已学单词，又活跃课堂气氛，充分调动学生的积极性。Now, please tell me: Do you like English songs? Yes(个别问)Lets enjoy a song, ok?Lets enjoy the clothes song. LookDo you like this

6、 song? Me too. Thank you.This is the clothes song.Look at the screen. There are so many clothes. Ok. Please try to answer my questions! Listen and answer. Understand?T：1 Whats this in English? 2 Whats that in English? First read this word, cat clock jacket Look atI s this yourDo you like this? Bread

7、 sweater head park car scarf Chant itNext please try to ask some questions to your partners as possible as more.在Free talk这一环节中，通过师生对话、生生对话等形式复习3A中所学表示服饰类单词和4A中已学重点句型，为上好新课作了很好的铺垫。Step2. Presentation and PracticeWell down. I m sorry. We must stop here. Today I am very happy. Why? Because Ill take pa

8、rt in a birthday party. Do you want to go with me? (Yes)个别提问 Oh, no, stop. Look at my sweater. Its too old . Lets make up, first，OK? ( Lets go )T: Look at this jacket. Id like to try this one on.(老师放慢语速说这句话并穿上夹克衫) Am I nice?S: Yes!T: Hello，try this jacket on, please.(有适当的肢体语言提示学生试穿夹克衫)T: Is she/he n

9、ice? Oh, its too big.T: Hello, Is she nice?S1: No. Its too big.T: Try this one on, please.(教师拿出另一件儿童夹克衫)Is she nice?S: Yes.这样的环节设置，非常具有真实性，穿在老师身上很漂亮的夹克衫，给同学穿就太大了。这种直观明了的区别，让学生自然而然地理解“too big”的涵义以及用法。而且，此时学生对“Try this one on.”也有了初步的理解。（出示两件毛衣，一件大，一件小）T: Look! There are two sweaters. Who wants to try

10、on?S: Me.T: (走下去，个别提问)This one or that one?S: This one.T: Why?S: That one is too small.T: Whats your opinion? This one or that one?S1: This one.S2: That one.T: OK. Try this one on, please.（板书）在这段对话中，我将“Try this one on.”拆成两部分“try on”“this one”，由于“this one”是学生耳熟能详的词组，这样，学生更容易直接理解“try on”的意思。而且，学有余力的学生

11、已经会用 “Try that one on.”这样的句式。Model T : Look at my scarf S: Oh, its too long. Try this one on, please. T: OK. Lets act the dialogue like that.(学生根据黑板上挂着的衣物或带来的衣物做对话,四组学生表演对话)我在帮助学生巩固新句型的过程中，适时复习了颜色以及曾经学过的夸赞语言，非常自然真实。学生在操练新对话的时候表现出极大积极性，因为他们可以用到老师的教具，而且这样的对话实在难不倒他们。（看大屏幕，出现一只鞋子）Shirt to shoe 出现两只鞋子 a

12、pair of shoesPear pair they are the same pronunciation. Air （领读，指名读）A pair of jeans 同法教授glove T: I want to try on.But try this pair on or try that pair on?(重读pair，板书)S: Try this pair on. Try that pair on.T: Try this pair on or try that pair on?S1: Try this pair on.T: Why?S1: That pair is too small.T

13、: Thank you.T: Try this pair on or try that pair on?S1: Try this pair on.T: Why?S1: The glove is too small.T: The gloves are too small. Thank you.(重读are，并提示两只袜子)（给学生时间操练对话）在师生互动的活动中，学生有了极大的自我支配权，教师的权威性被淡化。学生的思维被解放，让学生充分发挥主动性、创造性。在这样的氛围中，学生乐学、好学，学习效果当然也会随之提升。Step3. Consolidation大屏幕出示书上D部分练习：1.The are

14、 too .2.The is too .3.The is too .4.The are too .T: Look at Davids shoes. Theyre too small.Can you say something about Helens dress?S1: Its too short.T: How about Liu Taos jacket?S2: Its too big.T: And Yang Lings Jeans?S3: Theyre too long.（学生完成填空题，同桌交流，指名读出自己写的内容。）T: Close your English books.Now Let

15、s go to the Birthday party.操练巩固：教师通过询问，哪些同学也愿意参加birthday party，教师说：“Lets do some shopping to buy some new clothes then go to the party。”引导学生进入一个购物情景，综合运用以前所学的句型进行对话表演，教师可与一学生示范。如：Can I help you? What would you like? Id like _ , Do you like_ ? Its too _. The _are too _. Try this one /pair on. How muc

16、h is it /are they？进一步发展他们的口头表达能力，最后可以小组以单位进行比赛，各派一名同学上台购物并当场试穿，全班同学进行评价，选出最佳服饰仪表奖，然后教师带了他们拿着礼物说：Now lets go to the party。Time is up. we have to say goodbye, bye bye boys and girls.板书设计：Unit 6 Whose gloves jacket bigLook at my sweater Its too. small Try this one on.scarf long OK. All right.short The

17、.are too Try this pair on .(a pair of) shoes shorts.jeans 课后反思：上好每一堂课是减负增效的关键。首先备好课是上好课的充分条件,备好课不等于能上好课。备课中的主角是教师本身,而上好课的主角是师生双方。上好课除了课前的充分准备以外,课堂上要把握好以下几点。第一、课堂教学的原则要体现教师为主导,学生为主体。在课堂上应师生互动,且动而不乱。教师要加强课堂组织教学,注意双边活动来引起学生注意。上课做到明白、准确、新颖、生动、启发学生积极思考,使学生处于良好的学习状态。试想,教师上得很认真,学生不积极参与,不认真听讲,有何效率可言?第二、教学手段

18、灵活多样、综合利用。任何事物都应一分为二地看待,我们一方面要适当地应用现代教学技术,另一方面我认为,更不能忽视传统教学手段的继承和创新。在有限的一节课时间内,运用辅助工具不是越多越好,而要恰到好处,绝不能搞花架子。运用好的教学手段,能启发学生独立思考,发展智力,而不能把它们变成课堂教学上的娱乐,或分散了学生对学习知识的注意力。把现代化教学手段和传统的教学手段结合起来。把教师的演示方法和学生实验有机地结合起来,“给人于鱼,不如授人渔”,教学生学习科学方法、如观察、实验、形象演示与逻辑推理相结合、教师点拨等等,并长期成为一种教学思路、贯穿于每节课堂教学,让学生真正地变“学会”为“会学”,变“死学”为“活学”。其次树立良好的学习风尚,营造轻松愉快、生动活泼的学习环境。有了良好的、浓厚的学习风气形成一批勤奋学习的学生骨干和优秀生,就可以带领全班同学积极向上,好好学习。相反一个学风不正,教师单纯地追求升学率,只顾尖子学生,放弃对所谓“差生”的教育和辅导,结果学校秩序混乱,即使是好学生也学不下去,怎能读好书!所以要全面贯彻教育方针,全面提高教学质量,全面关心每一个学生的健康成长。