1、初中英语教学论文 一节初三英语写作复习课的教学设计和感悟浅谈创设轻松愉快的英语教学氛围- 节初三英语写作复习课的教学设计和感悟 中小学英语课程标准提出：“课程要为学生提供多种学生经历，丰富学习经验。关注学生学习的过程，通过创设情景、开发实践环节和拓展学习的渠道，帮助学生在学习过程中体验、感悟、构建并丰富学习经验，实现知识的传承、能力的发展、积极情感形成的统一。”因此，教师所采用的教学方法应该为学生提供更多合作和交流的机会，让学生通过自己的感知、体验、实践、参与、合作等方式，形成轻松愉快的教学氛围，激发学生学习的积极性，让学生感到学习是一件轻松愉快的事，是一种乐趣，并感受成功，形成积极的学习态度
2、。初三写作复习课，在传统的教学中，教师是课堂的中心，根据考试要考的重点的文体，教师讲解写作要点，复习一下各种文体，学生当堂写文章，教学方法单一，并且过分注重语法，而忽视了语言交际的功能。而新课程标准要求课堂教学以学生为中心，注重创设轻松愉快的教学氛围。因此，笔者认为，在新课程改革实施背景下，如何在写作课中创设轻松愉快的教学氛围，如何处理好写作教学与交际能力培养的问题显得尤为重要。如何让英语写作复习课不死板、不枯燥？也就是说如何激活课堂，调动学生的学习积极性是需要解决的一个难点也是重点。如何脱离常规又能达到这节课的教学目的是一个突破口。笔者尝试，把整堂课设计成一次旅行，课堂围绕着：在美丽的春天里
3、，我们最想干什么？该到哪里去？春游去应该如何通知同班同学？应该带什么去？怎样去？去的路上发生了什么？到了目的地看到了什么？想到了什么？感悟到了什么？解决了什么？一路走过，一路都是写作的素材，从词到句，从句到文，从小组到个体，从简单到复杂，既让学生放飞想象的翅膀，在自由的天地里翱翔，又让学生在轻松和愉悦中复习了各种写作文体，锻炼了写作能力，总结了写作要点，完成了本堂课的教学任务。下面是本堂课的教学实录和一点感悟。Step 1 Warmingup1 Greeting Im your new teacher .I know all of you are very clever. And your c
4、lass is the best. So Im lucky Im your teacher now. I want to make friends with you. 感悟： 荀子说：“礼所以正身也，师所以正礼也。古人讲：礼仪者敬人也。尊重别人就是在尊重自己。当一位教师脸带微笑，淡淡化妆，精神饱满，衣着得体地站在一群陌生学生的面前时，当一位教师用柔和的声音在表扬他们的时候，你能清晰地感受到他们的眼神突然变得柔和，充满了期待，那种陌生感在这时候淡化，他们的嘴角开始上翘。相信吸引学生的肯定是教师的信任。在润物细无声中，让彼此的陌生和警戒消失，拉近彼此的距离，是一位教师在陌生环境必须面对的。而教师是
5、不是能够在短时间里让学生信任，主要在于教师本身的亲和力，和她的语言和形象。所以，作为教师，应该注意平时的修身养性，让学生喜欢你，除了你知识的渊博，还有你的微笑，你举手投足间的亲切。2Chatting(与学生进行个别交流，为导入这节课的主题做准备)T: Hi, nice to meet you Whats your name, please? Who is the tallest student in your class? Who is your English teacher?(谈起他们的老师时，教师充满好奇与敬佩，用夸张的神情说：) Wow, she is a very good teac
6、her. She is famous in Ningbo. You are really lucky. You have such a good teacher in your life.教师继续问，离主题越来越近： Do you like English? Do you like writing an English composition? 这个问题是关键，学生普遍回答：No Teacher :Why? 学生开始躁动，有些学生说：Too boring. 有些学生说：Too hard.有些学生说： Not interesting .We have nothing to say.。 气氛开始变
7、得轻松，学生有话要说，可能是牢骚，可能是无奈，但至少有一点，他们觉得有了真实反映内心想法的时候了。说明前面的引言成功，成功导入了教师需要的主题和氛围。教师抓住机会说： I think so. Writing a composition is not easy. And it is not interesting, either. But if we write what we see, what we hear, how we are feeling, maybeIts easier. Do you think so?学生点头： Yes, I think so. 感悟： 课一开始，教师便着手创
8、设一种和谐温馨、轻松愉快的语言教学情境，从他们学习生活中感兴趣的话题入手，让他们有话要说，通过共同的参与，释放他们紧张的情绪，调动他们的学习积极性，同时，使他们能渐入角色，带着期盼和高涨的情绪，自愿随着教师去领略写作的风采。第一锤一定要敲在学生的心上呀。Step2 Free talk .Talk about what they see。Teacher: Now, look outside, which season is it?Students: SpringTeacher: Yes, spring is coming.( 一边说，一边放映幻灯片,展示关于春天的图片) Can you use
9、some words to describe spring?学生非常踊跃，他们争先恐后地举手回答 Students: beautiful warm green lively comfortable. Teacher: All of you did a good job. You are really excellent. All of these words are adjectives. In fact, adjectives are very important in writing a composition. Can you say some sentences about sprin
10、g using adjectives?( Free talk in pairs) About two minutes later, let three students say something out.Students: Everything begins to grow. The scenery is beautiful. The weather is warm. The leaves turn greenTeacher: Good, How nice spring is! What beautiful scenery! So what would you like to do, sta
11、y at school or go out? Students: Go out.感悟： 教师利用生活实际引出在英语写作中形容词是非常重要的。运用美丽的图片、夸张的动作和神情，刺激了学生的感官 ，不仅吸引了学生的注意力，也使他们产生了写作的冲动。对于初三同学来说，谈论春天，描述春天不是一件很困难的事，教师即配合生活实际（当时是春天），又配上美丽的图片，再加上教师由浅入深，从词到句，又尝试了合作学习（ Free Talk），这样一环扣一环、循序渐进的合理设计，不仅提供了学生活动的时间，也提供了学生使用语言和同他人交往的空间和机会，逐步使他们形成了合作意识，使他们在合作的过程中互帮互助，共同提高，去
12、获取成功的喜悦，从而为创设轻松愉快的教学氛围奠定了合作基础。Step 3 Revise verbsTeacher: You would like to go out . If you can go out now, what do you want to do?学生完全根据自己的喜好回答，答案很多 S1: go boating S2: fly a kite S3: have a picnic S4: climb the mountain(学生在轻松的氛围中不知不觉地复习了三年里曾经学过的经常使用的动词词组,教师在这时让学生尽情地说，说得越多越好)Teacher: Good idea. But
13、where shall we go?（教师面露难色，学生沉默，突然教师在幻灯片上呈现了一个美丽的地方，这里有清澈的河水，美丽的小山，温软的草坪，鸟语花香，炊烟袅袅。）Teacher: What about this place? Do you like it , why?学生两人一小组讨论，讨论完毕,让一位同学汇报。S1: I like it very much. Its beautiful. There is a river. I can go boating.S2: I like it, too. I can fly a kite on the grass.S3: I like the b
14、eautiful hill. I am fat. I want to climb the mountain.学生的答案颇具个性，五花八门，但教师要鼓励学生开口讲，不在乎讲多讲说。Teacher: So its worth visiting, isnt it?Students: Yes.Teacher: But you must also remember verbs are very important in writing a composition. You must always remember as many verb phrases as possible. And when yo
15、u write a composition, you can use them.感悟： 这一环节以想象为载体，让学生充满了渴望。教师紧紧抓住初三学生面临中考，作业负担重，压力大，又渴望让自己轻松一下的思想动态，引导学生去想象。幻灯片的辅助作用和一定的语言环境激活了课堂，让课堂变得生动，让学生有话脱口而出，把课堂知识由学生的间接需求转化为学生的直接需求，变静态的知识为动态的情景，从而复习了动词，强调在英语写作中动词是句子的核心，让学生感受到动词有了，句子也就自然而成。Step4 Revise Nouns 既然这个地方值得去，大家都乐意去，那么在去之前，该准备一些什么呢？这就是在复习名词时所准备的
16、语言情景。Teacher: Then what are we going to take with us?学生开始思考、讨论，讨论后回答。Students: money umbrella medicine food drink 准备好了东西，我们就要出发了！Now we are going to get ready to go out . If you are monitor, please tellthe class what we will do.( You should write a notice on the blackboard)四人一小组，以班长的名义写一个通知，讨论通知的格式，
17、写作的内容（时间，地点，带什么），其中一位同学执笔（开头已给出）。 Attention, please.Today we are going out Thats all. Thank you.学生写完后，几个小组展示他们的写作成果，及时鼓励和表扬。感悟：经过了对形容词，动词，名词的复习，以及口头上对句子的训练，学生在这里开始写的练习。 通知是学生应用文写作中必须掌握的文体，让学生以小组形式共同完成，既培养了其合作能力，又降低了难度。Step5 A traffic accidentTeacher: Now we are getting all ready. All students know w
18、hat we will do. Lets go out. This place is about forty kilometers away from the city of Ningbo. Its called Nanshan. So how can we get there?Students: By bus. By train. By carTeacher: Ok, lets go by bus. Now the bus is coming. Lets get on the bus(图片展示一队人上公交车的情景) The bus is running fast on the road.(幻
19、灯片展示汽车行走在街上的情景) We are all in the bus. What are we doing in the bus?Students: We are talking to each other. We are playing cards. We are singing. We are sleepingTeacher: so we are all excited and happy. Suddenly the bus stopped. Why did the bus stop? What happened? 学生猜想： Some students say: The bus i
20、s broken. Some students say: There is something lying on the road. Some students say: There isnt oil in the bus. Some students say: The driver is ill 教师在学生猜想完后，展示交通事故的图片。Teacher and students: Wow, a traffic accident happened.(原来如此)Teacher: We want to know the detail. Now if you are a journalist from
21、 your school, youd better ask the policeman some questions. You should know what happened. I can give you some suggestions. These questions will help you. Teachers questions:1. Who lay on the ground?2. What happened to him?3. Where did it happen?4. How did the bike hit the car?5. Why did the bike hi
22、t the car?6. When did the bike hit the car?让学生小组分角色准备，三分钟后表演。 One is a policeman, the other is the journalist.After acting, four students a group talk about one picture, then write a small composition.每个四人小组讨论一幅图画，并落实到笔头。四个大组，每组一幅，然后叫小组中的一位同学读出他们的文章，目的在于练习看图写话。四大组都完成任务后，进入下一关。We should put four pict
23、ures together. And write a whole composition.Before writing, youd better pay attention to the tense.然后再请每个四人小组把四幅图画连成一篇文章。写完后，用实物投影仪展示，以表扬优点为主，对不通顺的句子稍作修改，全班同学共同参与，共同探讨，效果较好。教师总结：Teacher: So we should be more careful. We should look after ourselves. We mustnt ride our bike too fast.We must remember:
24、 Safety is the first. Your life is the most important. 感悟：从学校出发，一路走来，车子突然停下来，发现原来前面发生交通事故，学校小记者需要了解事故情况，下车去询问警察发生事故的具体细节。情景合理，生动，气氛轻松和谐，学生始终充满了好奇和新鲜。出现的交通事故是课文中已学过的故事，加上图片清晰地展示细节，使枯燥的写作变得生动。从扮演角色了解事情经过，到小组讨论看图说话，到看图写话，完成故事，层层递进，学生始终在轻松的愉悦的气氛中，合作，交流。每一步有任务，有检查，有成果，学生的学习热情不减。虽然内容日趋困难，但因为是步步为营，层层递进，学生没
25、有感觉到难，课堂气氛非常高涨。在此教师也有意识地采用各种小组合作的形式，通过集体反馈和小组反馈，点面结合，更好地为教学服务，真正作到了“课已了，趣犹存”.。最后教师的升华，反映了英语教学中情感的熏陶，对生命本位的尊重，达到了关注学生知识以外的德育教育作用。Step6 Protect our environmentTeacher: Everything is ok. The bus can go through. Lets go on. How time flies. An hour passed. After an hours trip, you must be very tired. Sha
26、ll we have a rest on the grass?(这时，教师播放轻音乐，展示刚才那张有山，有水，有鸟，有花的图片，营造一个安详，静谧，温馨的野外空间.再配上教师柔和的声音)Teacher: Now, we are lying on the grass. We are having a rest. We are in the countryside. We are far away from our school. We are far away from our test. We are far away from our hometown. How are you feelin
27、g?(这时候，教室里特别安静，学生似乎沉浸在野外静谧的柔和的气氛中。)Students: We are feeling relaxed.(这是他们最真实的感受，四月份的初三同学马上要面临中考，他们已经相当疲惫，这样的氛围是他们心中的梦，而现在，教师把他们的梦在课堂里营造出来，他们肯定感到满足和快乐)Teacher; Then, You are in Nanshan. What can you see? What can you hear?Students: We can see birds flying in the sky. We can hear birds singing.We can
28、hear sheep bleating We enjoy ourselves. Teacher（在学生沉浸在美丽的情景中的时候，教师把幻灯片切换到这样一个镜头： 清澈的河里浮着死鱼。并用夸张的语气说）Look, the river is dirty. Some fish died .Why did some fish die? What happened to the river? Guess.学生自由回答。学生回答后，教师展示一幅工厂倒污水的图片。 Wow, there is a factory pouring some waste water into the river. Thats t
29、he reason why fish died. What shall we do? I think every one of us has our duty to protect our environment. 学生小组讨论。 一个学生说：Write a letter to our mayor.Teacher: Good idea. We believe our government can stop the factory from pouring some waste water into the river. 请学生们四人一小组继续讨论怎样写这封信，请其中一位同学执笔。Dear ma
30、yor,When we were visiting Nanshan , we found Yours, 完成后，用实物投影仪展示部分作品。感悟： “在美丽的河边，草坪上，听着轻柔的音乐，远离竞争、远离学校、远离作业、远离考试，有的是：鸟儿在歌唱、小绵羊在咩咩地叫，闭目养神，好友相伴。”这是一幅多么美丽的画卷，是每一个初三同学心中浪漫的梦，课堂竟可以这么美！教师紧紧抓住了学生当时心境，充分调动了学生所有的感官，为下面做了很好的铺垫。当看到了河流被污染，这么好的环境被破坏，特别是心中的梦被惊醒，血气放刚的孩子们怎么会不感到强烈的不满？于是，顺利成章，他们想到了用学过的保护环境的知识，向市长反映情况
31、，让政府参与监督，既体现了对学生环境保护人人有责的责任意识教育，又充分调动了学生想要去写自己心中感受的主动性和积极性，同时又复习了信件的书写格式，练习了写作，学生的主观能动性得到了有效的释放。如果，没有在一定的情景中，只是教师先讲书信的格式，后让学生写一封给市长的信，学生感觉到的肯定是枯燥和乏味，所以由此可见，教师创设轻松愉快的教学氛围对于课堂教学是多么重要。爱美是人的天性。在这里，我们感受到了课堂中生命的涌动和成长，感受到了学生生命的存在和力量，享受着创造的喜悦和满足，品位着人性的灿烂和魅力。让学生真正成为情感体验的主体、思维的主体、课堂的主体，教学才会焕发迷人的光彩。Step7 Discu
32、ss how to write a composition （通过以上训练，到了总结写作要领的时候了）Teacher: While we are visiting, we really enjoy ourselves. We learn something useful. We also learn how to writ a composition. We should write what we see and hear. We should write how we feel. Then we also should know some basic rules about writing. Can you discuss them first? How can we write a good English co
