Task: My favourite pet优秀教学设计

牛津英语7B Unit 8

Task My favourite pet教学设计

省锡中实验学校

周敏

一、研究问题：“活用”教材，增强课堂有效性。

有效性教学就是用科学的方法喝手段有效地达到教学目标的教学活动。根据《普通高级中学英语课程标准》（实验稿）的要求，教师要善于结合实际教学需要，灵活地和有创造性地使用教材，把教材内容于现实生活联系起来，与学生实际相结合，有利于提高学生的学习动机，也有利于提高教学效果。

《牛津初中英语》教材题材丰富，信息量大，词汇量大，起点高，教学任务重。在几年的教学实践中，笔者发现如果能对教材的内容、编排顺序、教学方法作适当的调整，会使课堂更加流畅，教材前后内容更加相得益彰，更加突出本单元的重点内容，化解本单元的难点。

笔者就以牛津初中英语7B Unit8 Task 部分的教学过程为例，探讨“活用”教材，增强课堂有效性的课题。

二、教材分析：

1．教材内容分析

本单元以宠物为中心话题。向学生们介绍了几种宠物以及养宠物所需承担的责任。本堂课是这一单元的最后一课时，通过准备自己最喜欢的宠物的相关材料，学习埃米写的关于Poppy的文章，组织完成关于自己最喜欢的宠物的文章等一系列的活动让学生进一步熟悉描述宠物的特征、性格及生活方式等，鼓励学生表达自己对宠物的观点和情感。

2．教材处理

本课时的教学内容有以下几个方面值得注意：（1）学生喜欢的或拥有的动物是猫、狗类的，在前面已经多次讨论，描述，无法提起学生的热情和兴趣。（2）在课堂上完成写作，有些学生的写作质量很难得到保证。（3）整堂课教学内容简单，步骤少。如果按照教材本身的教学步骤按部就班地进行教学，就容易出现学生没有学习的兴趣，课堂没有思维的火花，教学目标就很难达到，教学效果难以得到保证。因此，笔者根据学生的兴趣特点和教学的实际情况，对教材内容进行了如下调整和补充：（1）第一部分学生的笔头准备材料改为通过教师出题让学生竞猜和学生出迷让别人猜以及头脑风暴等活动口头描述自己喜欢的或理想中的动物的特征和习性等。（2）第二部分学写文章，一改传统的传授式教学法，通过听文章画动物，分段听理解段落大意等方式增强学生的学习兴趣，加深对文章的理解，并切实落实教学目标。（3）在写文章时采取分小组写，降低教学难度，提高写作效果。并通过在班级内展览的方式展示他们的学习成果及小组合作成果，也是对本单元教材内容的提升和再创造。

3．教学目标

1.

认知目标：识记描述动物特征、性格及生活方式的词汇和写作中常用的常用短语。

2.

能力目标：a. 通过描述宠物的特征、性格及生活方式等，鼓励学生表达自己对宠物的观点和情感。

b. 通过写有关最喜欢宠物的文章，熟悉描写动物的文章结构，提高学生的写作能力。

3.

情感目标：通过小组合作，并展示合作成果，培养学生的合作精神，提高学生主动运用英语的积极性，增强他们学习英语的成就感和学习的自信心。

本堂课的重点在描述宠物的特征、性格及生活方式以及构思个人想法，计划并组织文本来表达自己的观点。难点在于写出的文章条理清晰，语句正确。

4．学情分析

孩子们天生就对动物有着特别热爱的情感。初一的学生已经具备了充分表达自己见解和情感的能力，并且他们已经学过一些动物的介绍，对动物的特征、性格及生活方式的表达也具备了一定的能力。此外，由于生活条件的优化，他们在电视中、动物园里看过很多动物，动画片中更有动物生动的故事，甚至有些学生家里也养了宠物。因此，他们对动物有了较多的了解和认识。

三、教学过程设计：

1．总体思路

本堂课我将以学生的兴趣为出发点，通过猜宠物，听宠物，画宠物，写宠物，展示宠物等教学环节充分展开教学。采用多媒体辅助教学，以此创设良好的的教学情景，优化教学过程，提高教学效率。采用探究式和任务驱动式教学法启发学生思维和促进学生主动构建知识体系，让学生用不同的方式尽情地表达他们对所喜爱的宠物的情感，在听、读、说、写的活动中发展其综合语言运用能力。本课的教学设计以教材为本，又高于教材，有效地提高了课堂效果，真正达到教学目标。

2．教学过程

Step 1 Warming up Activity 1

Have the students play a guessing game to revise some animals they have learned before.(Give the sentences to describe the animals, have the students guess what pet it is. Different sentence differents scores. Have a competition between boys and girls. Show the picture of the pet in the end.)

I

have four legs. I

have a shell. I

move

very slowly.I live

a

long

life.1. I’m not big. People keep me in a cage. I have two legs. I like singing. I have feathers and a beak(鸟嘴). I can fly. Sometimes I am able to say a few words.

I

am very

lovely

and

naughty. I

have long ears. I

am

white

with

red

eyes.I

eat lots

of

vegetables.

I am in different sizes. I am good at running, jumping and fighting. I love to go to the park and play with balls and sticks. I am very brave. I can keep my owner’s house safe.I

am

in

middle

size.

I

have

fur.

I

sleep

a

lot.

My favouritefood

is

fish.

I

am

good

at

jumping

and

climbing.I’m

very

small.

I

live

in

a

tank .

I

am

very

clean.

I’m

orange.

I

have

fins

and

scales.

Activity 2

Ask the students to talk about their own pet or their favourite pet with sentences like activity 1 and have the other students guess what their pet is. (设计说明：游戏和竞赛是孩子们最感兴趣的活动,也是激发学生思维积极性的最好手段。本环节通过竞赛方式让学生猜学过的一些动物的名称，在竞猜的过程中通过多媒体展示学生已自主学习了如何描述宠物的特征和习性。在游戏中营造轻松的课堂气氛，充分调动学生的积极性，促使其迅速地把注意力集中到课堂中，进入积极的学习状态中。) Step 2 Presentation Activity 1 Ask the students who didn’t give the puzzles to talk about your favourite pet’s appearance or its personality or lifestyle. a.

What does it look like? Think of words to describe its appearance. Size ______

Eyes______ Colour_______ Fur/Feathers/Scales______ ect. b.

Describe its personality with these words: clever, friendly, happy,kind, lazy, noisy, quiet, shy ect. c.

Think about its lifestyle. What does it look like? What does it eat?

What type of home does it live in? What does it like/dislike? What does it eat?... （设计说明：在前一步猜宠物的口头与多媒体输入铺垫下初步掌握描述宠物的特征、性格及生活方式的方法，通过提问，自由对话，学生们更进一步了解如何描述宠物的特征、性格及生活方式。鼓励学生形成个人的想法，帮助他们组织语言表达自己的观点和情感。为下一步组织文本语言作好口头材料准备。）

Step 3: Learn to write Today we are going to do a presentation on your favourite pet. Do you know how to do it? Amy has finished it. Let’s learn from her. Activity 1

Listen to the tape about Amy’s pet and draw a picture of it. Please express its appearance and personality in your picture. Activity 2

Show some students’ pictures and ask them to talk about the picture they drew. Activity 3. Read the passage paragraph by paragraph. and try to get the main idea of each by themselves.

Para.1

Say what kind of animal it is. Para 2

Describe its appearance. Para 3

Describe its personality. Para 4

Write about its lifestyle(food, its home, its likes and dislikes). Para 5

Write about how Amy looks after it. Para 6

Say why does Amy like her pet. Activity 4 Read the passage again and discuss about the passage with your partner. To understand more about the structure of the passage and solve the problems in the passage. Activity 5 Have the students fill the blanks.

Poppy My pet Appearance She has

, fur and

paws. ( fur, eyes, ears, Her eyes are

. She is

and legs,tail) weighs only

kilograms. Personality She is

and

. (clean, quiet, lovely) Lifestyle She eats

, but she likes best. (Do exercise, its She drinks

. she sleeps in a

living place, food)

and

plays

with

and

.she dislikes

and hates

. How does Amy Amy feeds her

, gives her

,

look after Poppy? and brushes her

sometimes. Why does Amy She is a good friend and she

like Poppy? never

.

Have the students to say something about Poppy according to this table. Activity 6 Read after the tape to improve their reading skills and make sure their pronunciation and intonation is right. Activity 7 Find out some useful sentences that you like or we may use them in our passages. e.g.. I love/like my… very much.

My favourite pet is ….

Her name is ….

It looks like ….

It lives in a cage/basket/box.

It needs ….

It likes…

We should/ought to ….

We must/ ought not to ….

Ect.

(设计说明：通过画出埃米的宠物猫，学生们更有兴趣听文章，听力能力训练落实得更有效。通过听、读和说学习埃米的这篇例文，让学生整理出文章构思：导入、正文、结束语，充分锻炼学生的阅读理解能力。多次诵读加深他们对行文架构的理解。鼓励学生仔细考虑如何组织信息，整理构思和个人的观点。让学生找出自己喜欢的或在写作中可能会用到的句子, 培养他们良好的读书习惯和善于积累的习惯。并为下面的写作做更充分的准备) Step 4: Practise writing Activity 1. Have the students work in groups of three or four to write their own

presentation on their favourite pet. Use the useful sentences and the plan to help them.

Activity 2. Students prepare their draft article. (When the drafts are ready, ask groups to check each other’s work, check for spelling and grammatical mistakes and comment on them.) （设计说明：通过小组合作完成写宠物的草稿、修改草稿然后编辑自己的作品。降低写作难度，提高写作质量，同时也时课堂更有效。鼓励学生充分利用“常用短语”来帮助他们构成句子。通过小组四成员的合作，使各个不同层次的学生都有更多的机会学习或熟悉整个写作的过程，能达到互相学习，互相促进的作用，也能培养他们团结合作的精神。最后，教师为学生提供读者，通过互动提高学生学习效果和学习的兴趣，表扬他们的辛勤的工作和团结协作的意识。）

Step 5: Presentation 1.

Do a presentation on their favourite pets work in the groups of four. One of them decide on the layout and illustrations for their presentation. The other three prepare the final drafts and the pictures. Ask them to draw some pictures to make their passage interesting. 2.

Present their work to the class Put all the article together and display the presentation to the class. Ask one student to show the presentation and introduce why they design so. Ask the writer of the article to read their own passage. 3.

Praise them for good pronunciation, fluency, expression and good organization. （设计说明：完成有关宠物的展览，这是一项综合性强、挑战性强的任务。此环节目的是充分发挥学生的主体作用，使学生把自己所学的知识和现实生活相结合，锻炼学生的收集、整理信息的能力，以发挥学生的想象力和创造性，提高学生运用英语的能力。让学生展示他们合作的成果并用语言来表达他们个人的想法，进一步锻炼学生的语言表达能力和合作能力。教师及其他学生给他们适当的评价，以增强他们的成就感。）

Step 6: Homework Prepare a school newsletter 1.

Work in groups of four. Think about some interesting things or people at your school. Then choose one person or thing to write about. 2.

Get some information about your topic. If your article is about a person, prepare an interview with that person. 3.

Use the library or the Internet for more information. Some suggestions: a. keep the article brief and interesting.

b. prepare an outline first.

c. write a headline for the article.

d. put the date and the name of your school at the top.

e. talk to other groups. Make sure there are different kinds of articles.

f. use pictures, drawings and colours to make the newsletter attractive. Encourage students to read the different sample articles that could appear in the newsletter.

（设计说明：本课题让学生自由写作，描述自己感兴趣的任何校园话题。他们还可以选用不同的文体进行写作，如：说明文、故事体、诗歌、采访等。此课题还要求学生利用各种图形和演示技巧，制作出一个能给人深刻印象的有趣的作品。本课题准备工作较多，需要大量的研究、构思、组织图片和资料的配合工作。放在最后作为课后拓展任务，可以让学生有充足的时间准备，还有利于将本学年度所学的语言功能和技巧学有所用。同时使课外作业成为课堂的有效延续。）

教学后反思：

实践证明，本课的warming up部分效果很好，通过让同学猜宠物充分地调动了他们的积极性，课堂气氛立刻活跃起来。在多媒体辅助下，学生们同时自主地学习到了如何描述宠物，使他们在出谜的环节中自如发挥，不仅锻炼了他们的口语表达能力，也达到了熟悉宠物特征、生活习性等的教学目标，课堂活跃度再度提高，很好地营造了轻松愉快的课堂氛围。师生的情感此时已融成一片。也造就了之后的教学过程有序、融洽、高效地进行。在学习埃米的文章时，学生在教师的指导下能很快理解文章结构和复杂词句，这为之后的写作质量作好了保障。学生的思维也在课堂上被充分调动起来。在最后的小组合作过程中，写作、组织画报并展览都有序进行，每个同学都充分动脑、动手、动口，充分发挥合作精神，也使每一个同学得到了发展，证实了课堂的有效性。由于教师对本课的教学设计很有信心，所以上起课来也轻松自如。因此，正如《普通高级中学英语课程标准》所说“根据学生的实践情况对教材内容的顺序进行适当的调整有利于提高教学效果。把教材内容与现实生活联系起来，有利于提高学生的学习动机，也有利于提高学习效果。”