学情分析
在初中阶段的英语教学中，初三年级的分化现象往往十分突出，直接影响着学生在整个中学阶段的英语成绩，同时也阻碍了初中英语教学质量的提高。因此，如何防止分化，大面积提高教学质量，使学生在初中阶段获得较好的成绩，是我们英语教师值得研究讨论并着手解决的问题。?
我所接手的这批学生普遍存在的问题是基础较差，学习效率较低，不吃苦，没有持久性，学习不够主动, 缺乏自觉性，接受能力不强，特别对于综合题的能力较差。尤其在听说写方面更是欠缺，学生普遍张不开嘴，或张开嘴也说错，因此，听说课上，我往往针对每节课的话题，让学生联系实际，进行大量的听说练习，希望学生的听说水平会有所提高。
效果分析
朱文菊
本节课为听说课，话题为How do you study for a test? I study by doing sth…. 主要是让学生先通过听进行输入，然后再通过两两对话、小组调查、调查汇报等活动进行语言输出。内容设计先从短语再到句型，由易到难，由浅入深，层层深入。
优点：
从学生整个课堂表现来看，学生参与积极，能张开嘴。
两两活动、小组活动都很有效。组长在小组中也发挥了“小老师”的作用，他们很认真的、手把手地教学困生，是老师的得力助手。
达标题目学生达标率高。
缺点：
仍存在发音不准、对话不能联系实际、表演时眼不敢离开课本、声音不够洪亮等现象。
八年级英语 下册 鲁教版
Unit 4 How can we become good learners? Section 1a-2d
羊里中学 朱文菊
一、Warming up：(Show it on the PPT. Before class，students say it and do it twice.)
Follow me
Follow, follow, follow me.
Hands up, hands down.
Follow, follow, follow me.
Stand up, sit down.
Follow, follow, follow me.
Smile, smile, smile.
Follow, follow, follow me.
Say, “I’m ready for English!”
二、Learning aims：（show on the PPT. Read together.）
1.通过学习，熟练掌握词汇：textbook, conversation, aloud, pronunciation
2.能用how引导的特殊疑问句和by短语对学习方法进行讨论。
A: How do you study for a test？
B: I study by working with a group.
(2) What about reading aloud to practice pronunciation?
(3) A: Have you ever studied with a group?
B: Yes, I have. I’ve learned a lot that way.
3. 能与别人交流学习方法，形成相互交流相互促进的学习氛围。
三、Presentation：
(一)Phrases
1. Leading in: ( PPT: Show a picture of Amy.)
Teacher: This is Amy. Is she happy or unhappy?
Ss: She is unhappy.
Teacher: Can you guess why?
Ss: (T show another picture. She is going to have a test.)
Teacher: oh, she is worry about her test. Can you help her? Can you tell her some ways to study for a test? (Ss : yes.)
2.Phreases( Show the next picture. )
Teacher: Here are some good ways to study for a test. Can you say them aloud? I think your textbook can help you. Now, open your book, turn to page 25, look at 1a. Then you’ll say them easily.
After a few minutes.
T: Now, students. Can you say them out?
Ss:( Yes.)
Ss: work with a group, work with friends, ask the teacher for help, make word cards, read the textbook, listen to tapes, …
(Read the phrases together three times. Then Ss read them over and over again to remember them.)
3.Say the phrases quickly.( PPT)
（二）Conversation：
1. Repeat the conversations after the teacher.
A: How do you study for a test?
B: I study by working with a group.
( T: Pay attention to working, not work. Because it comes after by.)
2. Practice the conversation in pairs.
3. Act out the conversations.
四．Listening: (1b)
1. Before listening, look at the picture and say together:
The girl studies by making word cards. The boy studies by listening to tapes. That boy studies by asking the teacher for help.
2. Listen. Find out who they are. ( Mei Ping, Peter, Tony) Then check the answers.
3. Listen again, write letters from 1a . ( b, e, d)
4. Listen and fill in the blanks. (Pay attention to writing down the key words)
五．Listening 2a 2b
1. Before listening.
1) T: Now, we have learned many good ways to study for a test. But do you know other ways to study?
Ss say the ways freely. T writes down the useful answers on the blackboard.
watching videos
reading aloud to practice pronunciation
having conversations with friends in English
2) Pair work:
Ss practice the following conversations:
1）A: Have you ever studied by…? B: Yes, I have. No, I haven’t.
2）A: Do you study by …? B: Yes, I do. No, I don’t.
Then act out the conversations.
3) Read the sentences in 2a.
4) Listen to the tape and check the questions. (1.2.4.5)
5) Read the sentences in 2b.
6) Listen again and match the answers with the questions.( d, b, c, a)
7) Pay attention to :
(1)What about doing…? (2) speaking skills (3)spoken English
六. Do a survey:
Students work in groups. They do a survey about how to learn English. The group leaders write down the answers. They should use the following sentences:
-How do you study for a test? – I study by …. .
Name
How he/she studies for a test
?
?
?
?
?
?
?
?
Then ask several group leaders to give a report.
七Role-play the conversation:
1. Leading- in
There is a student. His name is Jack. He has some difficulties with learning English.
2. Now read the conversation. Find out the difficulties Jack faced and the solutions.
Difficulties Jack faces
Solutions
?
?
?
?
3. Ss read the conversations over and over again and then fill in the blanks.
J：Annie, I’m a little nervous. I have to finish r___________ a book and give a r_________ next Monday.
A: That doesn’t sound too bad.
J: But I’m a very slow r____________. A: Just read q____________ and get the m________ ideas at first. Don’t read word b___ word. Read word g_________.
J: But I don’t understand many of the words. I have to use a d___________. A:Try to guess a word’s m__________ by reading the sentences before and after it. You probably understand more than you think. J: That sounds difficult. A: Well, be p___________. It takes time. You can become better b______ reading something you enjoy every day. The m_______ you read, the faster you’ll be.
八. summary:
Words: textbook, conversation, aloud, pronunciation, sentence, patient
Sentences: 1. A: How do you study for a test？
B: I study by working with a group.
2. What about reading aloud to practice pronunciation?
3. A: Have you ever studied with a group?
B: Yes, I have. I’ve learned a lot that way.
Listening skill: Catch the key words.
九: Exercise:
1. - H______ do you study for a test? - I study b_____ working with a group.
2. He studies by asking the friends f_________ help.
3. What about ___________( listen) to tapes.
4. In the morning we often read ________(loud) English.
5. It’s too hard to understand _________ (speak) English. So I want to improve my __________(speak ) skills.
十Homework:
必做作业 1．结合课堂反思情况和学习目标，熟练掌握本课的语言结构，并总结出你所学的其后用v-ing 的动词和短语。
选作作业 2．利用本课所学重点句型，并联系你的生活实际，编对话。
对话内容：你和你的英国朋友Mike互相请教学习英语和汉语的方法。
教材分析
鲁教版八年级英语下册Unit4，话题围绕学习本身，讲述了学习的障碍及应对解决办法，对学生有重要意义。本节课为 Section A 1a-2b，内容上侧重英语学习的方法，需要学生学习、训练相关语言内容及技能。本节课结束时应重点掌握并能熟练、正确地运用以下内容：
功能及句型结构：A: How do you study for a test？
B: I study by working with a group.
(2) What about reading aloud to practice pronunciation?
(3) A: Have you ever studied with a group?
B: Yes, I have. I’ve learned a lot that way.
词汇：textbook, conversation, aloud, pronunciation
语法方面：用 by+动词ing形式结构表达方式方法。
从编排上看，1a主题图及其中的“by+动词ing形式”呈现了英语学习的几种方法， 如：work with a group, work with friends, ask the teacher for help, make word cards, read the textbook, listen to tapes等。活动1a通过对学习方法的呈现及表达，引导学生认识“by+动词ing形式”结构。活动1b ，1c分别通过听力练习及口语交际活动，为学生展示了该结构在英语结构中的运用及其基本特征。2a -2d通过新一轮的听说活动，丰富了英语学习话题下的语言输入内容，侧重听说技能的训练和提升学生的语言表达能力。
评课记录
?
时间：?2015年4月9日
地点：办公室
参加人员：八年级全体英语教室
活动内容：评朱文菊老师的课
评议：
亓老师：1.本节课课堂气氛活跃，教师语速适中，教师教态自然，富有亲和力和感染力。体现出老师作为主导的地位。
2.重难点突出。在教学中能尽量使用口语教学，在传授新知识时能做到循序渐进。
3. 充分体现出学生主体，让学生有充分的时间来练习巩固，教学中能锻炼学生的听说能力、体现学生自主学习的能力。达到了预期的教学目的。
杨老师：1.教师发音清晰，口语流利，教态自然大方，亲和力强，课堂引入自然，环节过度流畅，衔接紧密。
???2.教学活动设计丰富多彩，训练方式多样，有全班活动，师生互动，小组活动，个人活动等，在活动中突破难点，在活动中发展能力。
??3.小组合作在本堂课的运用极大的调动了学生的积极性，值得大家借鉴和学习。?
一、Fill in the blanks:
J：Annie, I’m a little nervous. I have to finish r___________ a book and give a r_________ next Monday.
A: That doesn’t sound too bad.
J: But I’m a very slow r____________. A: Just read q____________ and get the m________ ideas at first. Don’t read word b___ word. Read word g_________.
J: But I don’t understand many of the words. I have to use a d___________. A:Try to guess a word’s m__________ by reading the sentences before and after it. You probably understand more than you think. J: That sounds difficult. A: Well, be p___________. It takes time. You can become better b______ reading something you enjoy every day. The m_______ you read, the faster you’ll be.
二、
1. - H______ do you study for a test? - I study b_____ working with a group.
2. He studies by asking the friends f_________ help.
3. What about ___________( listen) to tapes.
4. In the morning we often read ________(loud) English.
5. It’s too hard to understand _________ (speak) English. So I want to improve my __________(speak ) skills.
课后反思
本节课为听说课，活动设计主要围绕听说展开，话题为How to study for a test. 较为简单，学生大部分能张开嘴，参与积极性较高。
（一）、在单词教学中如何变单一为多样,变死板为生动?我在教授单词的过程中十分注重单词的使用语境,让学生通过对图片的直观感知,从第一印象开始就对他们有一个清晰而明确的认识,易于学生理解记忆，印象也深刻，从而达到学以致用的效果。
（二）、如何把英语对话教学引入到生活中，达到学以致用？中国学生的英语学习现状是往往学习了几年，甚至是十几年的英语，还不能开口说英语，而只能纸上谈兵。本节课的话题与学生的学习生活息息相关，学生有话可说，加上开始的词汇导入，对话不难完成。
我认为创设真实情景，营造英语氛围，充分发挥学生学习的主动性是至关重要的。从单词教学到对话独立运用，整个过程处处注意创设情景，营造轻松愉快的课堂氛围；充分发挥道具和肢体动作，进入角色对话。在操练过程中，从两两对话，到小组调查，不但让学生张开了嘴，还让他们争先恐后的去尝试，去演练，去表演，极大地帮助他们树立了学好英语的信心，创设机会让他们去体验成功的快乐。
（三）、听力教学是初中英语教学不可或缺的重要环节，但听力一直是学生的弱项，但本节课听力前，我设计了大量的语言输入内容，如：词汇的反复试读，两两对话练习等，都为下面的听力做好了铺垫，加上听前有听力指导，然后就是反复的听，提出不同的任务，学生自然就能听出关键词，很好的完成了任务。
课标分析
一、学习目标：
1.通过学习，熟练掌握词汇：textbook, conversation, aloud, pronunciation
2.能用how引导的特殊疑问句和by短语对学习方法进行讨论。
A: How do you study for a test？
B: I study by working with a group.
(2) What about reading aloud to practice pronunciation?
(3) A: Have you ever studied with a group?
B: Yes, I have. I’ve learned a lot that way.
3. 能与别人交流学习方法，形成相互交流相互促进的学习氛围。
二、课标分析
总体来讲，本节课的词汇较少，而且平时的课堂用语中老师经常用到，因此对学生来说不难理解与记忆。句型A: How do you study for a test？ B: I study by working with a group.虽然是新学的内容，但运用的就是一般现在时，对学生来说也不难，另外两个句型
(2) What about reading aloud to practice pronunciation?
(3) A: Have you ever studied with a group?
B: Yes, I have. I’ve learned a lot that way.
都是复习。但本节课的话题经常为考试作文素材,因此要让学生进行背诵记忆。
