Myfavouritesubjects教学案例及反思

Period 2

Contents

1 .Pupils can use the third person singular to say sentences. 2. Pupils can ask and answer WH-questions 3. Pupils can use 'like' to express their feelings.

Teaching aims: A. Knowledge aims:

1 .Pupils can master the words, phrases and sentences in the unit. 2. Pupils can use the third person singular to say sentences. 3. Pupils can ask and answer WH-questions 4. Pupils can use 'like' to express their fbelings. B. Emotional aims:

1 .Pupils can express their feelings and make clear their attitude while and after learning the text. 2. Lead-in question:

What/Which do you...? Why? Why do you...? How do you like...?

Teaching main points:

1 .Grasp the words of the subjects with correct pronunciation.

2. Talk with others about WH-questions. 3. What subject does he/she/Lily/Tim like?

He/she likes ....

Teaching aids

Computer, tape, picture cards, word cards and transparency.

Teaching methods:

Audio-visual, scenery and elicitation method of teaching...

Teaching step

一、 Greetings

二、 Revision

1 .Words: the words of different subjects

2.Sentences: What subject do you like? I like maths. 三、 New lesson

1. Teacher leads Wh-questions by familiar questions 2. What subject do you like? I like....

3. What subject does he/she/Lily/Tim like? He/she likes .... 4. Practice

Draw a form on the board by asking questions. Pupils practice sentence patterns in pairs according to the form. Teacher helps them if possible.

5. Listen to the tape and read after the tape with correct pronunciations and intonation.

6. Ask and answer about the picture on the bottom of page2. 四、 Homework

1. Listen to the tape and recite part B. 2. Copy part A and part B

3. Practice with sentence patterns after class. Handwriting on the board:

Unit 1 My favourite subjects What subject/sport do you like? I like What subject/sport does he/she/Tim like? He/she likes .・・.

五、 Summary after class

Pay attention to the auxiliary 'does' and the verb used with the third person singular used as a subject in a present tense sentence. 课后反思：

本课的重点是一般现在时的第三人称单数形式的掌握及运用.在教学过程 中，我积极创设恰当有趣的教学情景，采取直观的教学形式，反复对比练习.由 于教学设计合理，教学过程有趣，学生们的学习积极性非常高，单句练习及对话 情景练习非常踊跃。在我进行总结性的讲解之后，学生们通过小组交流形式进行 了巩固性练习.到了汇报的时间，儿乎全班的同学举起了手，我以为通过这样的 练习肯定是没什么问题了，所以用轻松的语调叫出了名字.不料叫到第三组，第 四组时候，问题出现了，主语是第三人称单数时，动词忘记加s,用了 does不 用动词原形等.刚开始，我还能用平利的语气纠错，但刚纠正完错误之后，又有 一组同学说错了，这下子我的火就上来了，脸也沉下来了，大声的呵斥了一顿：” 都讲了多少遍了，怎么还不会？你们上课做什么啦？ ”我的样子很可怕。训完 之后，我还是很生气地说”哪组再试试？ ”结果可想而知，全班没有一个人敢举 手.由于怕说错的结果，所以会说的怕说错而不举手发言，不会说的就更不敢举 手了.启发了好几次，才有四组同学发言.

我极力放松面部表情及声音来挽救这 种场面，但学生反映冷淡，与前半节课形成了鲜明的对比，在沉闷的气氛中度过 了最后的10分钟.

我很后悔，悔不该发火。如果学生一说错就打断他们的发言，表情严肃地纠 正错误，一是破坏了知识的完整性，二是没有充分地尊重学生，破坏了学生学习 的积极性和主动性。下节课我要采取不同的策略，要鼓励学生大胆说，不怕出错, 要耐心倾听他们“支离破碎”的英语，并给予理解和肯定。