英语教学案例

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1、英语基础模块B1SunnydaysRainydaysTheme:Dates,monthsandseasonsFunction:TalkingabouttheweatherindifferentseasonsStructure:TagquestionsMainanddifficultpoints:HowtoformtagquestionsandanswerthemTeachingaids:recorderandcomputeraidsTeachingaim:Learntotalkabouttheweatherbyusingtagquestions

2、Teachingprocess:Step1.Leading-inDailyreport(Astoryaboutpolarbears)Step2.Pre-task1.Talk(Makeupdialoguesabouttheirfavouriteseasons)/Report(Theseasonsinone’shometown/UK/Germany/…)2.Discussion(TheweatherindifferentseasonsamongdifferentcitiesinChinaandtheworldbyreadingthemapofChi

3、na/theworld)SpringSummerAutumnWinterHarbinBeijingZhengzhouShanghaiChangshaSanyaStep3.While-task1.Listeningcomprehension.(Tapelistenandanswer“What’stheweatherlikeinHarbininMarch?”)2.Readingcomprehension.(Askandanswertagquestionsaccordingtothedialogueinpairs)3.Role-play.(Pract

4、icethedialogueandthenactthedialogueingroupofthreeafterlisteningandrepeatingthetape.)4.Formtagquestionsandthenanswerthemaccordingtothetruth.5.Brainstorming.(Studentsaredividedinto4groups,eachgrouptrytoimaginesomewordsorphrasesrelatedtothe4picturesoftheseasons.)6.Competition.(

5、Thestudentsfromeachgrouptrytomakeasmanytagquestionsastheycan,andthenanswerthem.)Step4.Post-taskTheresultsGroup1/SpringGroup2/SummerGroup3/AutumnGroup4/WinterStep5.HomeworkFinishofftherestoftheexercises.课后反思我在明确了任务目标后，精心设计恰当而又有效的活动，积极创设能让学生主动交流的语言环境，把课本材料还原成活生生的交际语言，既紧扣了教材，又抛

6、开了教材，然后再回到教材。让每个学生进入活动角色，积极用英语思维，通过小组合作，把书本知识内化为实实在在的语言交际能力。由于学生值日报告的内容（哈尔滨的冰灯）事先是未知的，所以我一边听一边思考，尽快把话题引到天气与季节上，同时也引出了Whatistheweatherlike...?及Itis...句型描述天气。对话如下：T:WhatistheweatherlikeinHarbininMarch?Itisstillcold,isn’tit?S:Yes.(bymostofthestudents)T:Aswenowknowtheseasonsaren

7、otsoobviousandtheweatherisalwayssocold,doyouliketheseasonsthere?S:Yes./No.(theanswersarequitedifferent)T:Thatistosaydifferentpeoplelikedifferentweather.Nowwouldyoupleasemakeupadialogueorsaysomethingaboutyourfavouriteseasons.可见任务型教学不如五步教学法来得相对“可靠”与“安全”，后者在教师控制下，学生所做的事情是教师可以“预

8、知”的。而前者“再现社会情境的真实性的特点使得活动的结果具有不可预知性和多样性。因此，教师必须转变传统的教学观念，不断提高自己的应变能力和扩大自己的知