初中英语-优秀课例分析、点评

初中英语九年级语法课---情态动词课例分析
连州市星江中学唐理欢
教学内容：
九年级英语语法---情态动词
教学重点：
学会使用must might could can’t表示推测。

教学难点：
区别使用must might could can’t表示推测的不同意义。

教材处理：
进行了grammar、1a、1b、1c四部分,2a--2c不进行，补充相关练习
教学方法：
先用情景导入法进行语法教学，然后以新的语法知识为依托开展听说活动，加深对语法知识的理解，再通过应用达到巩固语法知识的目的。

活动形式以pairwork为主。

教学过程：
step1 dictation
write down five phrases: belong to\ask sb. for advice\burned area\ cover…with...\hide medicine from children
（分析：初三学生面临升学压力，教学应该结合中考，以听写检查督促学生积累词汇；长期坚持课前听写使学生养成正确书写的习惯。

徐老师在随堂听写词汇的量上把握比较好，考虑到了时间安排、学生能
否完成目标等因素。

）
step2 presentation
1.show a skirt to the ss and ask: whose skirt is it?
ss: it is your.
t: not “your”, but” yours” or” your skirt”
ask the question again and the ss correct their answer.
t: are you sure the skirt is miss xu’s?
ss: yes.
t: so you can say: it must be miss xu’s.
you can also say: it must belong to miss xu.
在这里特别强调must be miss xu’s
must belong to miss xu
2.show a hair band to the ss , try it out on different girls and ask: whose hair band is it?
ss: it is wangyajing’s\ jiangxue’s \xiao juan’s…
t: you are not sure whose hair band it is,just guess.you can say: it might be wangyajing’s. it might belong to wangyajing.
it could be jiangxue’s.it could belong to jiangxue.
point to a boy and ask: is it qiutao’s?
ss: no.
t: it can’t be qiutao’s.he’s a boy.he neve r wears it.
it can’t belong to qiutao.
（分析：至此，教师通过创设情景的方法将must 、might、could、can’t表示推测的用法一一呈现给学生，思路之清晰，方法虽简单但差别显而易见，学生脑海里对新的语法知识要点有了最初的印象。

课堂教学设计、教法的重要性得以印证。

一节好课，教师过硬的专业知识、清晰的思路、科学合理的教法、精心的设计缺一不可。

）
step3 pairwork
practise using new grammar points in pairs: whose skirt is it?
whose hair band is it?
t----ss t----s s----s
（分析：练习的过程由教师问学生集体答、教师问学生个体答到学生与学生之间问答练习，体现了循序渐进的教学原则。

以上三个步骤反映了教师能够灵活运用教材。

）
step4 sectiona 1a
look at the picture and talk about what objects they see
get three students to write down the words in groups on the bb to check which items are new to them
（分析：学生通过观察，将物品分类，利用这个环节可以达到词汇复现的目的，比让学生死记硬背单词效果好，并为下一环节做好铺垫。

）step5 1b
lead the ss to read each item carefully and present 3 new words: author picnic classical
tell them to try to guess something before listening
play the tape 2 times,then ask some students to report their answers
play the tape a third time to check the answers sentence by sentence
ask the ss to talk like this using the listening information : the volleyball must be carla’s. she lov es volleyball.
practise the conversation in the picture and make new conversations
（分析：这个环节以“听”为主，授课教师兼顾了“说”的教学，自然而然过渡到1c。

在听之前引领学生认真阅读图表内容养成正确的听的习惯，并进行学法指导：告诉学生根据学过的内容猜测判断某些信息。

“授人以鱼不如授人以渔”，一节好课是不能没有学法指导的。

）
step6 reinforcement
represent the grammar points to help the ss get deeper impression exercises for the ss:
ⅰ1. the skirt_____ _____ miss xu’s.= the skirt_____ _____ ____ miss xu. she often wears it.
2. the skirt_____ _____ qiutao’s.= the skirt____ ____ ____ qiutao.
he’s a boy.he never wears it.
ⅱ1. the hair band might\ could be wangyajing’s. she has long hair.
the hair band____ ____ jiangxue’s.= the hair band___ ___ ___ jiangxue. she has long hair, too.
2. the hair band____ ____ qiutao’s. =the skirt____ ____ ____ qiutao. he’s
a boy.he never uses it.
（分析：在巩固练习的时候把刚才口头练习的内容呈现出来，使学生
加深印象；并且把练习分为两组，条理非常清晰；练习的形式看似机械，但在学生刚刚掌握语法要点的时候是必要的，这种形式有助于学生理清思路、打牢基础；基本知识掌握牢固以后，再让学生进行更灵活的练习和提高能力的训练。

）
step7 assignment
fill in the blanks with proper words:
a:oh,look!(1)_________backpack do you think this is?
b:i don’t know.look,here’s a school t-shirt.
a:well then,the person must(2)_______to our school.oh!here’s a hair band,so the person(3)_________be a boy.
b:it (4)_______be lily’s hair band.she has long hair.
a: or the hair band might(5)________linda’s. she was at the picnic,(6)_______she?
b:yes,she was.but then the backpack(7)________be rita’s. she’s always forgetting(8)________.
a: then it(9)______be linda’s backpack. she has long hair and she’s(10)______the tennis team.
b:you are right.
（分析：与上一环节的随堂练习相比，家庭作业的灵活性和难度都大大增加了：首先有了一定量的阅读，其次学生需要理解上下文加上自己的判断去完成。

这个作业给学生留下了思维的空间，相信教师一定会在下一节课时认真对待。

处理这个练习不仅仅是对对答案，一定要
做解题方法指导，帮助学生掌握根据上下文分析判断，再确定答案的解题技巧。

）。