1、1话题有效英语课堂的关键Fun With English Book 7B Unit6 Comic strip 能力目标是通过本课时的学习，提高学生的听说能力，为后面 Reading 、Vocabulary 等的学习扫清生词障碍；情感目标是希望学生在与他人交流时要有礼貌，要学会关心、爱护并照料好自己身边的宠物。二、 教学过程Step1. Lead-inT : Do you love animals? OK, first, lets play a guessing game. One student describe one kind of animal, but cant tell us its
2、 name; the others guess what it is.策略：根据初一学生的身心特点，他们活泼好动，热爱动物，表现欲和参与意识强。因此，一条条精彩的谜语产生了“They can walk on tiptoe. What are they?”“They can smell things as well as dogs.”“I sleep with my eyes open because I have no eyelids. Who am I?” “I can live up to 150 years old. Who am I?” 学生们主动地思考，主动地讲英语，既活跃了课堂气氛
3、，又复习了前面单元中学过的关于动物的知识，体现了新课程理念下学生的主体地位，还自然过渡到了本节课的第一个话题。T: OK, you did very well. I also love animals. And I think most of them are our friends. So many people keep animals as their pets, as their special friends. I want to keep a pet, too. Could you help me choose one? OK, first lets talk about what
4、 animals people often keep as their pets? 3策略：由 animalsfriendspets，话题过渡自然流畅，一气呵成，起到了多重效能：既点明了本节课的主题“pets”，又为本单元后面的话题学习“pets are our friends, so we should take good care of them. But how to look after them” 设下了铺垫。学生们争先恐后，一个个热情高涨地说出了各种宠物：goldfish, cats, dogs, mice, rabbits, tortoises, birds, monkeys -
5、 , 甚至 snakes, pigs- .Step 2. Presentation1）(多媒体投影) Students look at six pictures ( P93,PartA) , learn a few new words and phrases : rabbit, feed, fin, paw, tail, swim around, teach sb. to do sth. , hold sth. in ones hand.策略：这部分教学是本课的重点，笔者用一般或特殊疑问句，引导学生说出这几种宠物的外表或特征。如：Can you say something about this
6、 picture? What do you know about cats? Are dogs clever? What can dogs do for people? What do rabbits like eating? 由于对这六种动物比较熟悉，学生兴趣盎然，秀出了一个个亮点: Dogs can keep our houses safe. Dont give goldfish too much food. We can teach some parrots to speak and sing.同时，笔者也用丰富的肢体语言解释了lap swim around paw等词。这样的设计，既在
7、图片和情境中学习了新单词且印象深刻，又分解了 Welcome to the unit Part B 部分的难点，可使学生呆会儿做起来得心应手。2）Studentsbook, Page 93, Part A&B, students finish them quickly. Then check the answers with the students.4Step3. PracticeStudents work in pairs, then act them out .A: Which is your favourite pet, -?B: I like dogs best.A: Why do
8、you like your dog?A: I like my dog because-策略：实施这一部分的教学时，教师先与一学生做个示范。进行这个对话的操练在于让学生在真实的话题和语境中熟悉巩固所学的重点知识，掌握某些宠物的特点，为本节课和本单元后面板块的学习积累语言材料。Step 4. DiscussionT: I am very busy, and I like to keep my house clean. Boys and girls, please read some more information about the pets, discuss with each other a
9、nd then choose one pet for me.策略：给出了四段有关狗、猫、金鱼和兔子的阅读材料，让学生从中为教师选择一个并讲明理由。不仅培养了学生的阅读理解能力，同时锻炼了学生的英语口语表达能力和分析问题的思维能力。Step5. Presentation1) Millies pet is Eddie. And Eddie also has a pet. Its an e-dog called Hobo. Listen to the tape and answer the questions.Q1: what does Eddie want?Q2: why is Hobo unha
10、ppy?52) Students read after the tape.3) Ask some pairs of students to act it out. They can add some Information. (Remind students that they should also be polite, too. Be polite to the elderly, to their teachers and classmates-) 策略：利用卡通漫画让学生初步接触本单元的语法；祈使句和情态动词“must”和“should” 。对话虽短小，谈论的话题却也与宠物有关。而对话的
11、表演激发了学生学习英语的兴趣，使他们乐意开口讲英语，从而逐步提高了学生的口语表达能力。最后，提醒学生要有礼貌，实现了本课的情感目标教学。Step 6. Some proverbsStudents guess some proverbs about animals.1) Love me, love my dog. 爱屋及乌。2) A cat has nine lives. 猫有九条命。 （吉人天相）3) It rains cats and dogs. 倾盆大雨。4) If water is noisy, there are no fish in it.咆哮的水中无鱼。 （夸夸其谈者无真才实学）5
12、) Go to the sea, if you would fish well. 不入虎穴，焉得虎子。策略：大半节课下来，这些十三、四岁的孩子们比较疲劳。这个环节的设计，有效地再次激发了他们的兴奋点，掀起了教学的高潮，缓解了大脑的疲劳，同时也拓展了学生 的知识面。6Step7. Do a surveyDo a survey then report to all the teachers and students.A survey tablename Mr/ Miss/- occupation(职业)What is the petthe pets nameits appearance: colo
13、ur: _ big or small_fat or thin_eyes:_ ears:_its food:what it likes to do:Somethingaboutthe petits abilities: run:_ walk:_jump:_ smell:_swim:_ speak:_( You can use some advs. Eg: fast, quietly, well, high and so on. Or you can use Yes or No.)策略：笔者在多媒体投影上给出了几个问题供学生参考，如：Do you have a pet? What is it? W
14、hats its name? Whats it like? What does it like to eat/ do? 等等。学生们可以向在座的老师或同学调查，然后整理成一篇口头作文向全体师生汇报。这部分的教学设计体现了学生与他人的交流能力，听说能力和写的能力，是对学生综合运用语言能力的提升。(Remind them: Animals are our friends, so we should 7take good care of them.)Step 8. Homework1. Remember the new words and phrases.2. Write a composition
15、 about your favourite pet: tell us its name, its appearance, its personality, its food and so on.三、教学分析与反思整节课上笔者主要起了一个引导学生主动学习的作用：引导学生自己编谜自己猜，引导学生描述动物的外貌和特性，引导学生编对话、讨论、调查，充分体现了教师的主导和学生的主体作用，符合新课程理念。本节课活动的设计和话题的选择都是围绕着本单元的中心“pets”进行的，一个个话题的创设自然顺畅，贴近学生的生活实际，使学生有话可说，有话想讲。以笔者自己的实践来看，要提高英语教学话题的有效性，就必须从单元教学内容出发，并在整套教材中上溯下延的研究话题的地位与作用，找出话题的联接点和发展点，确定话题教学的重点和难点，进而合理安排每个课时的教学内容。这样才能真正有效地提高学生的语言运用能力，从而实现有效的英语课堂。
