初三英語課案分析

 

一、課文簡介

本課為初中英語第三冊(cè)，第8單元，第30 課，題目是“圣誕節(jié)”，是一篇閱讀文章。本單元圍繞慶賀節(jié)日的話題展開各項(xiàng)語言活動(dòng)。本單元的主要交際功能項(xiàng)目為：圣誕節(jié)和新年的節(jié)日問候。英語新課程標(biāo)準(zhǔn)中要求學(xué)生掌握的表達(dá)祝愿及問答的日常交際用語大部分在本單元都有所體現(xiàn)。本課是本單元的中心，介紹了西方國家慶祝圣誕活動(dòng)，圣誕老人的故事以及基督精神。學(xué)生通過學(xué)習(xí)，掌握有關(guān)圣誕節(jié)的詞匯，了解西方國家的“圣誕文化”，加深對(duì)基督精神的理解，并能向別人介紹圣誕節(jié)。

二、學(xué)習(xí)者分析

初三學(xué)生經(jīng)過兩年的英語學(xué)習(xí)，有了初步的閱讀能力，能借助于詞典正確理解課文，對(duì)課文所講述慶祝圣誕情況也略知一二。他們也有能力通過網(wǎng)絡(luò)查詢有關(guān)信息。此階段的學(xué)生還具有較強(qiáng)的“自我”發(fā)展意識(shí)，對(duì)具有一定知識(shí)性及歷史背景的語言材料表現(xiàn)出濃厚的興趣。

三、教學(xué)目標(biāo) 及其對(duì)應(yīng)的課程標(biāo)準(zhǔn)

1．語言知識(shí)目標(biāo)

學(xué)生能夠根據(jù)音標(biāo)正確讀出，記住kind-hearted 等14個(gè)單詞，了解它們的詞性，語法功能及體現(xiàn)于詞匯中特殊的文化含義；掌握even though 等到15個(gè)詞組的用法，會(huì)使用這些詞匯描述圣誕節(jié)慶�；顒�(dòng); 會(huì)正確使用近義詞。

2．語言技能目標(biāo)

聽：能基本聽懂課文錄音，并回答有關(guān)問題。

說：能正確描述有關(guān)圣誕活動(dòng)。

讀：能讀懂難易程度與課文相當(dāng)?shù)亩涛摹?/p>

寫：能以圣誕為題寫一篇100字的短文。

3．情感態(tài)度目標(biāo)

具有積極向上的學(xué)習(xí)態(tài)度，樂于進(jìn)行小組合作，不懂不會(huì)之處，主動(dòng)尋求幫助，積極舉手回答問題，積極探究問題，不斷提高學(xué)習(xí)英語的積極性和自信心。

4．學(xué)習(xí)策略

積極預(yù)習(xí)，復(fù)習(xí)課文，思考問題，記好筆記，在學(xué)習(xí)中大膽聯(lián)想，學(xué)會(huì)運(yùn)用知識(shí)。大膽與同學(xué)用英語交流，積極思考問題，掌握重點(diǎn)難點(diǎn)，學(xué)會(huì)運(yùn)用速讀，細(xì)讀技巧閱讀文章。學(xué)會(huì)正確運(yùn)用詞匯描述事物，熟悉西方主要節(jié)日的慶典活動(dòng)。積極利用媒體，資料，網(wǎng)絡(luò)資源輔助學(xué)習(xí)，探討問題，開拓視野，拓寬知識(shí)面。

5．文化意識(shí)

“圣誕”是西方文化的奠基。了解“圣誕”有助于學(xué)好英語并理解西方文化。通過本課的學(xué)習(xí)，學(xué)生了解西方文化及基督精神，讓 “It’s better to give than to receive.” 融入學(xué)生的思想中；并在提高語言能力和交際能力的同時(shí)，提高跨文化交際能力。

四、教學(xué)重點(diǎn)

1．詞匯

from house to house, do sth. for fun, on Christmas Eve, during the night, as well, fill …with, is based on, It is said…, spirit of generosity, live on, Merry Christmas, no longer, in a single night, Father Christmas，can’t wait to do sth.

2．關(guān)于圣誕節(jié)的文化知識(shí)

五、教學(xué)難點(diǎn) 

fill…with /be filled with/be full of 的不同用法

no longer =not any longer

too 前加 not, never 表示 肯定, 例：You’re never too old to learn..

六、教學(xué)理念

英語新課程標(biāo)準(zhǔn)提出“將學(xué)生的發(fā)展作為英語課程的出發(fā)點(diǎn)和歸宿”，制定了“知識(shí)與技能，過程與方法，情感與價(jià)值觀三位一體”的課程功能，旨在幫助學(xué)生掌握學(xué)習(xí)英語的方法，培養(yǎng)他們終身學(xué)習(xí)的能力，這充分體現(xiàn)了“以人為本”的教育理念。英語教學(xué)應(yīng)創(chuàng)設(shè)一種互動(dòng)的，開放創(chuàng)新的教學(xué)關(guān)系。教師不僅僅是傳授語言知識(shí)，而是學(xué)生語言技能的培養(yǎng)者，個(gè)性發(fā)展的輔助者，學(xué)習(xí)的指導(dǎo)者。師生共享信息，共同欣賞文章，共同了解異國文化，彼此交流感受與觀念，實(shí)現(xiàn)教學(xué)相長，共同發(fā)展。在教學(xué)中教師要關(guān)注學(xué)生的情感態(tài)度，要激發(fā)學(xué)生學(xué)習(xí)英語的興趣及探究精神，要幫助學(xué)生形成有效的學(xué)習(xí)方式，關(guān)注學(xué)生的個(gè)體差異，幫助學(xué)生構(gòu)建積極向上的健康的文化意識(shí)。

七、教學(xué)方式

1．采用個(gè)人閱讀，小組討論，回答問題尋找難點(diǎn)，討論解決，教師補(bǔ)充講解的方法。學(xué)生在這教學(xué)過程 中始終處于主體地位，是學(xué)習(xí)的參與者，通過感知，體驗(yàn)，實(shí)踐，參與與合作實(shí)現(xiàn)任務(wù)目標(biāo)；教師是協(xié)助者，調(diào)控者。

2．教師在教學(xué)過程 中注意觀察學(xué)生的表現(xiàn)，是否積極學(xué)習(xí)，積極參加小組討論，積極舉手發(fā)言，參與語言活動(dòng)。對(duì)于積極的學(xué)生給以表揚(yáng)與鼓勵(lì)，對(duì)于性格內(nèi)向的學(xué)生也要為他們創(chuàng)造練習(xí)的機(jī)會(huì)，鼓勵(lì)他們大膽參與語言實(shí)踐。

八、教學(xué)媒體和教學(xué)技術(shù)

為使課堂教學(xué)生動(dòng)活潑，需采用多媒體制做課件，包括圖片，重點(diǎn)詞組，難點(diǎn)講解和鞏固練習(xí)。

九、教學(xué)過程 

1．教學(xué)準(zhǔn)備階段

A.利用PowerPoint制做課件。

B.布置學(xué)生聽錄音預(yù)習(xí)單詞，課文。

C布置學(xué)生上網(wǎng)查詢圣誕節(jié)的由來。

2．課堂教學(xué)

步驟1、導(dǎo)入  

A．展示預(yù)習(xí)

請(qǐng)兩位小組代表向全班報(bào)告“關(guān)于圣誕節(jié)”；

B.教師提問，學(xué)生回答：

When is Christmas Day?

How do Western people celebrate it?

步驟2、展示

A.看圖片（課件），回答下面問題：

What can you see in the picture?

What does Father Christmas look like?

What is the use of the stocking on his back?

What is he doing?

B.學(xué)生以“On Christmas Eve” 開頭接故事。

步驟3、閱讀

A.速讀課文，小組討論并回答問題：

Where did the children think the Christmas presents come from when they were young?

B.細(xì)讀課文并找出本課詞組，教師加以補(bǔ)充并板書（見重點(diǎn)：詞匯）

C.學(xué)生練習(xí)用下列詞組造句，教師糾正錯(cuò)誤。

as well, be based on, It is said that…, even though, can’t wait to do

步驟4、朗讀

學(xué)生聽錄音跟讀一遍。

步驟5、練習(xí)

A.學(xué)生討論并回答Wb. Ex.1

B.學(xué)生討論各段落大意，兩名小組代表在全班交流。

C.討論難點(diǎn)，教師加以解釋, 學(xué)生造句。

fill…with /  be filled with /`  be full of

no longer =not any longer

too 前加 not, never 表示 肯定, 例： You’re never too old to learn.

D.突破難點(diǎn)專練。

選詞填空：

fill…with, no longer, too…to, full of

1. Lucy is  a little girl    _.

2. She could    go on reading.

3. He the bottle medicine.

4. When I read the good news, I       pride.

5. Again she    of hope and happiness.

6. It’s good be true.

(Keys: 1. not …any longer  2. no longer  3. filled…with  4. was filled with  5. was full of  6. too…to

步驟 6  講述圣誕節(jié)

四人小組講述，可采取對(duì)話，采訪，接故事等多種形式。兩個(gè)小組在全班交流。

步驟7 補(bǔ)充閱讀，全班核對(duì)答案。

The spirit of Christmas

TIFFANY WAS A VERY LUCKY GIRL. Her family was very rich. Every Christmas she got many, many presents. She got everything she asked for and much, much more. However, Tiffany wasn’t happy. Christmas wasn’t so much fun anymore. She always knew before Christmas morning what her presents would be. Starting right after Thanks giving, Tiffany often heard stories about the spirit of Christmas on TV and the radio. These stories always talked about how Christmas made people feel happy and friendly toward everyone.  But Tiffany never felt this way.

One day she asked her best friend, Heather,“What is the spirit of Christmas?  I know my mom and dad love me and give me everything I ever want, but I’m not happy.  Christmas makes me feel sad.”

 Heather said, “Tiffany, why don’t you come with me to the orphanage in town. We can volunteer our help. We can help feed the babies and do whatever else is needed. Maybe this will make you feel better.”

“I don’t see how helping out at an orphanage can make me feel better. But it you want me to go with you, I will.”

The next day after school the two girls walked to the orphanage. Tiffany didn’t like the smell of the orphanage. It didn’t smell like Christmas without a real Christmas tree.  In fact, the orphanage didn’t have a real Christmas tree at all. It just had a tree drawn on paper that someone put on the wall. The manager asked Heather and Tiffany to help the children make Christmas decorations for the tree. They were coloring paper balls and stars to put on the paper Christmas tree. Tiffany helped a little boy, Jason, whose hair wasn’t combed and whose trousers were too short for him. His shirt was old and had a hole in it. As they were coloring together, Tiffany tried to be as helpful as possible. She helped him pick out the colors and draw pretty pictures on his balls and stars. Together they made 10 balls and stars. “Wow, look how many balls and stars we made together, Jason, you are a good artist!  I think we are finished now, don’t you?”

Jason took one more star and said, “No, I have one more to make.” He took his time and colored the last star very carefully. He took his time and colored the last star very carefully. He drew a beautiful picture of an angel on it.

“That is the most beautiful of all,” said Tiffany.

“It’s for you because you so patiently helped me,” replied Jason.

At that moment, Tiffany knew what the spirit of Christmas was. The star that Jason colored for her meant more to her than all the presents her parents would give her. Jason had given all e had to her. She understood that the spirit of Christmas wasn’t in the getting, but in the giving.

Judge the following sentences.

Tiffany was always happy on Christmas Day.

The orphanage is a place where homeless children live.

There were many coloring balls and stars on the Christmas tree in the orphanage.

Jason made a very beautiful star with an angel on it for Tiffany.

Tiffany knew at last that the spirit of Christmas was in giving, not in getting.

步驟8 小節(jié)

由學(xué)生總結(jié)所學(xué)內(nèi)容。

步驟9  寫作

A．以“圣誕節(jié)”為題寫一篇短文。（80--100字）

B．教師選讀講解作文兩篇

步驟10  布置作業(yè) 

兩篇課外閱讀，并做文后題。

十、課后反思

通過學(xué)生自己上網(wǎng)查閱資料，培養(yǎng)了科研精神，激發(fā)了學(xué)生的興趣。課前展示預(yù)習(xí)滿足了學(xué)生的展現(xiàn)自我能力的欲望。本課的設(shè)計(jì)主線以Christmas 為中心。課堂上通過師生共同活動(dòng)，對(duì)圣誕節(jié)常識(shí)的提問和學(xué)生對(duì)圣誕老人圖片的描述以及歸納總結(jié)與圣誕節(jié)相關(guān)的詞語，使學(xué)生對(duì)圣誕節(jié)常識(shí)有了更進(jìn)一步了解。學(xué)生小組討論問題及難點(diǎn)，形成互助互動(dòng)的學(xué)習(xí)環(huán)境，增加了口語練習(xí)機(jī)會(huì).。學(xué)生主動(dòng)參與，大腦處于積極活躍狀態(tài)，對(duì)于接受新知識(shí)大有好處。難點(diǎn)講解之后，配以同義句填空練習(xí)，使師生得以及時(shí)了解自己的教學(xué)情況，鞏固所學(xué)知識(shí)。各種形式的講述圣誕，為學(xué)生提供了鞏固所學(xué)知識(shí)，發(fā)展語言技能的平臺(tái)，使所學(xué)語言活起來，學(xué)生從書本走進(jìn)現(xiàn)實(shí)生活中，在日常交往中有效地進(jìn)行表達(dá)。另外，補(bǔ)充材料使學(xué)生增加了閱讀興趣，拓寬了知識(shí)面，加深了對(duì)基督精神和西方文化的理解。

初三英語課案分析