1、例如 从复习情态动词can入手,导入新知识:can的过去式是could。教师说:I can do a lot of things. What can I do ?指着图一说:I can sing.指着图二说:I can ride a bike. 指着图三说:I can swim.指着图四说:I can play tennis. Ten years ago,I could sing, I could ride a bike, but I could not swim. I could not play tennis.2、设疑置悬,导入新课“学贵有疑” ,疑是积极思维和探究问题的动力。因此,教师在
2、导入新课时,应向学生巧妙的设置悬念,有意使他们暂时处于困惑状态,从而引导学生去猜测、去预估、去联想,将学生的注意力集中到将要学习的内容中去。这样,有利于培养学生独立思考问题的能力和习惯。例如 在导入九年级Unit 12 Reading: You are supposed to write quickly 中设置了问题:1 What is E-mail English ?2 How many types of E-mail English are there in the passgae?3 What are they?4 Whats the main idea of the passgae?3
3、、直观导入是指教师通过实物、图片、教案卡片、黑板画、幻灯、录像片、投影或其他教案媒体的演示,创造有意义的语言情境,吸引学生的注意力和激发学生的学习兴趣,引导学生通过观察和思维,进入新的学习内容。例1 用实物导入新句型 Would you like some.?在导入新课时可利用事先准备好的实物如 pear、orange、apple 和 banana 等,采用学生熟悉的句型:Whats this in English? (Its a/an.),接着过渡到本课新句型:Would you like some.?例2 以新目标英语七年级Unit 10 Can you play the guitar?
4、为例,挑选一些奥运明星的图片,例如姚明、郭晶晶、邓亚萍等,然后讨论他们的特长,通过问:What can he/she do? He can play basketball. She can dive. She can play pingpong.然后说I can play.,I cant play. Can you play .? Yes, I can./No, I cant.通过询问这些句型,借助明星的特长呈现出本单元的主要内容,即用can表示能力和询问以及相应的回答;以轻松的形式来学习了语言点,活跃了课堂的气氛。4、用讨论的方式导入用讨论的方式导入,可以使学生明确学习内容,增强学习动机,在
5、词汇上、语言上和背景知识方面做好学习新课的准备。例如 导入九年级Unit 4 Reading: What would you do.?教师在让学生打开书之前先进行讨论:What would you do if you cut yourself by accident?What kinds of accidents do you konw of?What would you do if you burned yourself?5、故事导入在我们中学教材中有不少故事性较强的语言材料,教师可以在学生未打开书的情况下,借助幻灯、简笔画或教案挂图等,用学生熟悉的词汇和浅显的语言把课文改编成故事的形式讲给
6、学生听。例如 导入九年级Unit 10 By the time I got outside, the bus had already left?借助1a和2a的图片将本节内容改编成故事讲给学生听。Tinas an unlucky morningIt was an unlucky morning for Tina. First she overslept.And by the time she got up,her brother had already gottenin the shower.She had to wait for him to come out.By the time she
7、 got outside. The bus had already left. when she got to school, she realized she had left her backpack at home. When she got home,she realized she had left her keys in the backpack . she ran back to school without her keys or backpack .By the time she got back to school the bell had rung .By the tim
8、e she walked into the classroom ,the teacher had sta teaching already. The teacher looked at Tina and smiled. The teacher told Tina to go back to her seat.Dont do it again.用故事导入的方式生动形象,容易引起学生的兴趣,符合青少年好奇的心里特点。6、启发、诱导式学起于思,教师在导入新课时,要善于对学生进行启发诱导,激发学生思维的涟漪,使学生自然而然进入新的教案情境之中。例如 导入九年级Unit 7 Reading: Id lo
9、ve to sail across the Pacific. T:Boys and girls. listen to me carefully! I come from a small town of Yushe. When I was young, there were few English teachers in our town. English teachers were very indeed short of. So I decided to study hard in English. My dream was to be an English teacher. I hope
10、to be a good English teacher one day. Now my dream is coming true. What about your dreams and hopes? In this class, we will learn Unit 7 Reading:d love to sail across the Pacific. 7.用录像、幻灯、录音等现代化教案手段导入这是英语教案中常用的导入法。借助现代化教案手段导入,使得教案不再枯燥,我们可以从录像、幻灯片上看到,或者从录音中听到英语国家人士是如何进行语言交际和社会交往的。歌曲导入一Ten little Ind
11、ians歌曲导入二My Heart Will Go OnEvery night in my dreams I see you, I feel you that is how I know you go on.far across the distance and spaces between us you have come to show you go on.near, far, wherever you are I believe that the heart does go ononce more, you opened the door and youre here in my hea
12、rt,and my heart will go on and on.love can touch us one time and last for a lifetime and never let go till weve gone.love was when I loved you,one true time to hold on to in my life well always go on.youre here, theres nothing I fear and I know that my heart will go on.well stay, forever this way yo
13、u are safe in my heart 五、注意事项1、导入要紧扣教案目标和教案要点,根据不同的教案目的,教案内容及特点采用多样化方式。2、导入要生动,形象,具有趣味和艺术魅力。 3、导入要具有关联性,承前启后,新旧知识之间要有紧密联系的“支点”,从复习到导入新课要连贯自然。 4、导入时间不宜过长,以免影响教案的进度和重点内容的教案,一般以不超过5 分钟为宜。结束技能的主要内容一、 定义结束技能是教师在完成一定的教案内容或活动后,通过总结归纳及实践活动,使学生所学的知识形成系统,稳固地纳入学生的认知结构并转化升华的行为方式。1、 及时得到教案情况反馈,检查学习效果,从而把握教案进度,提高
14、教案效率。2、 拓宽延伸教案内容,将学生所学的语言知识与现实生活情境结合起来,激发学生旺盛的求知欲望和浓厚的学习兴趣。3、 总结归纳所学语言知识和技能,理清头绪,明确重点和难点,加深理解记忆,加强学习和运用。1. 简况要点2. 沟通知识3. 比较异同4. 深化、拓展知识四、结束方式1、归纳简况式教师引导学生利用准确简练的语言和图表等,对课堂所讲的语言知识和技能进行归纳简况,总结揭示各部分知识的联系,强化语言知识重点。例如学习了 Six Blind Men and the Elephant 课文后,教师可以列表进行总结帮助学生掌握文章大意。例1 Six Blind Men and the Ele
15、phantBlindmanThe part he touchedThe way he touchedHe thought it was like1sideplaced his hand ona wall2tusksgraspeda spear3trunktook hold ofa snake4legopened both his arms and closed them rounda tree5earcaught hold ofa fan6tailgot hold ofa rope例2 在结束八年级上册Unit 6 Im more outgoing than my sister Section
16、 A 3a中,通过列表进行总结,帮助学生掌握大意,以达到复述的目的。Liuli liuyingsame both have black eyes and black hair 。both like sports 。both enjoy going to partiesdifferent hair quiter smarterfavorite subjectsmore athletic/more outgoingfavorite subject P.E例3 在进行宾语从句教案时,通过一定量的句子结构认识,模仿和操练后,为让学生掌握和运用这种复合句知识,老师就明确指出宾语从句的三大要素,即1连接词
17、/引导词的选用根据语境的实际需要:陈述句用that引导;一般疑问句用if/whether引导;特殊疑问句用原句中的特殊疑问词引导。2时态 1 主句是一般现在时/一般将来时,宾语从句时态不变;2 主句是一般过去时,宾语从句时态要变为原句时态相应的过去时3 特殊情况下,当宾语从句表示客观真理或自然现象时,宾语从句仍用一般现在时。3语序使用陈述句语序=引导词+主语+谓语否则,会出现为练而练,难以达到实际的运用2.比较分析式教师采用列表、提问、总结及图示等方法,引导学生将新的语言知识工程与原有的语言知识工程进行比较,分析它们各自的本质特征及它们的内在联系,找出相同点和不同点,更加准确深刻地理解所学的知
18、识。例1 学习了among介词之后,与between进行比较。这两个词虽然都具有“在.之间”的意思,但所含的意义又有所不同。一般说来,between常用来表示两个具体的人或者事物之间;而among则指笼统的“一群人”或者一些“事物之间”。例2 在学习了现在完成时之后,让学生与一般过去时作比较,找出它们的异同1 一般过去时的典型时间状语有:yesterday、last week、a month ago、in 1998.2 现在完成时的典型时间状语有:already、ever、never、just、before、yet、since短语/从句、for短语.3 现在完成时不与表示过去的时间状语连用;4
19、 一般过去时,强调过去的动作,重点在过去,属“过去时态”范畴;现在完成时,动作虽然发生在过去,但强调对现在的影响,属“现在时态”范畴。3.活动练习式教师可根据教案内容组织全班或小组活动,如角色表演、小组讨论、复述、知识竞赛或游戏等,或通过笔头形式,如听写、补全对话、短文填词、阅读、写作及小测验等,对所学知识进行巩固练习.例1 学习了have you ever句型后,可列下表并让每个学生采访三个同学:Have you ever eaten a snake(riden a horse,played the guitar)? 例2.学习了There is/ There are.疑问句形式后,教师可手
20、拿一铅笔盒,让学生提问铅笔盒里有什么文具,用句型Is there(Are there.?) 例3.学习了祈使句后,做游戏:如Simon says:touch your nose (head ,mouth ,etc) 例4.口头总结复述故事内容:例如:学习了,八上Unit6 SectionA,3a之后,让学生复述故事内容,对所学的知识进行巩固 练习。4.讨论总结式学生是学习的主体。在教案过程中,教师应自始自终调动学生学习的积极性,鼓励他们积极参与课堂教案活动。例如 2005年5月,我在介休支教时,学习了七年级下册 Unit 11 What do you think of game shows?
21、Section B : P68之后,结束时我引导学生讨论对我给出的题目:TVshows/foods/ movies/animals /colors/things/subjects等的看法,这样就由对本单元的重点词(watch、scarf、belt、wallet、keyring),重点句型(what do/does.think of .?)的练习,扩展到了对TVshows/foods/movies/ animals/colors/ things/subjects等发表看法,从而使学生学到的语言知识得以融会贯通,达到拓展延伸的目的。五、注意事项 1、要选择有意义的活动。2、连续性。3、恰当性和灵活性。4、首尾呼应。
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