牛津初中英语教学设计案
一、教学课题 9A Unit1 Star Signs Reading(A)
二、设计思路
1．教学理念：根据《英语课程标准》中阅读教学的方法，是让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，逐步达到教学目标规定的要求。在设计教学过程中教师应注意自己的教学设计应当充分考虑到学生的特点，根据教学大纲的要求灵活运用教材，为学生创设生动的、与其生活紧密联系的活动，以此激发学生的学习热情。学生在学习过程中带着明确的学习目标，明确自己应该做的事情，充分发展自己语言运用能力，提高综合语言运用的目的。
2．教学思路：本课讲述的是星座，如果只是照本宣科，让学生直接阅读课本、理解课本，容易使学习产生厌烦心理。因此，根据新课标的要求，我在备课时，精心设计学生比较感兴趣的话题，并且借助于多媒体，把12个星座图片呈现给学生，通过多媒体课件为学生创设更多的语言环境，激发学生主动参与的欲望。学生会在轻松、愉快的环境下进入角色掌握知识。同时适当安排小组讨论，使学生在轻松愉快的环境中操练，让学生在做中学，在做中练，在做中巩固，从而有效地提高课堂教学效益，达到事半功倍的效果。
大体思路：设问（Ask questions）—快读(Fast Reading)—精读(Intensive Reading)—操练(Practising)—巩固(Consolidation)
3．教材分析：
（1）背景分析：在西方的占星术中，一个人的星象通常取决于他出生的时刻，被占星家用来分析性格，还可以用来预测未来的事件。同样，每个天体都被认为具有自己独特的性格。中国的星象是根据12种动物，即中国的十二生肖（属相）来排列的，每种动物代表一个农历年份。和西方的星座一样，人们相信你出生的年份会影响你的性格。
（2）内容分析：在本课文中出现了大量的描述某人性格的形容词，学生对这个非常感兴趣，这样可以让学生反复操练，直到他们能够正确使用这些形容词。当时在上这篇课文时，我采用了小组竞赛的方式，看哪一组在规定的时间内找出的性格形容词最多。学生对这些星座还是很感兴趣的，但要记住这些星座的名字却比较困难。当时我只要求他们记住自己的星座,同时说出自己的性格和书上描述的异同，学生对这个非常感兴趣，大部分学生都能用形容词来描述自己的性格。
（3）学情分析：
1）课前认真预习，收集有关星座的资料和信息，课后能及时巩固复习。
2）上课勤思考、多动脑，掌握所学词汇，主动参与课堂上的各种活动。
三、教学目标：（知识目标、能力目标和情感目标）
1．知识目标：掌握并能灵活运用本课出现的重点形容词来描述某人的性格。
2．能力目标：通过本课的学习，提高学生听、说、读、写及知识运用的综合能力。
3．情感目标：通过本课时的学习，让学生知道自己的星座和表达自己的性格特征，以便在今后生活中如何地结交朋友？如何和他人相处？形成良好的人际关系。
四、教学重点
理解并熟练掌握有关星座特征和重点词汇。
五、教学难点
说出自己的星座并把自己的特征介绍给他人。
六、教学准备
本课是讲星座，我们可以利用多媒体教学手段展示了一幅幅色彩逼真、形象生动，栩栩如生的画面。叫学生通过不同的图片把不同的星座特征尽可能的找出来。多媒体展示的图画更有特色，充分地调动学生的积极性，参与性，吸引全体学生的注意力，达到了教育教学目的，培养学生英语语言综合素质有很好的指导作用。通过多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
七、教学过程
Step 1 Warm-up
1.Teacher says: We have learnt about the twelve star signs. Can you name some of them? Revise the star signs in Period 1. The students listen to their teacher and try to spell out the star signs as much as possible.（和同学们一起复习有关星座的知识为新课做铺垫。）
2. Ask the students to make dialogues like this. Then act it out in pairs.(让学生
说出自己的出生时间，来判断自己的星座。)
S1: How old are you? S2: I’m sixteen.
S1: What’s your animal sign? S2: The pig.
S1: When is your birthday? S2: It’s on 10th February.
S1: Oh, you’re an Aquarius.
Step 2 Presentation
1.Brainstorm the vocabulary that is used to describe people’s characteristics. Encourage students to explain each word to their classmates. （提问有关人的形容词,检查学生的预习情况。）
energetic active impatient selfish stubborn
outgoing easy-going confident modest generous etc.
2. Play the tape and ask the students to listen carefully with closing the books. Then ask them to read after the tape .Follow the text on page 8 . (听录音并跟录音朗读，提高学生的模仿能力，培养学生精读的能力。)
3.Ask one student at a time to read a paragraph. After each paragraph, ask students to say which part of the text they do not understand. Less able students
may find some of the names of the star signs difficult. If so, do not force them to learn them by heart because they are only used here to arouse students’ interest. It is more important for them to learn the adjectives that describe people’s characteristics. This will enable them to complete the Main Task at the end of the unit. (遵循学生的思维规律,层层深入,同时注意阅读课的要旨是强调阅读,真正地达到提高学生的阅读能力。)
4. Ask some questions to check understanding. (检查他们掌握程度。)
(1) How is a year divided?
(2) What decides your star signs?
(3) What character do the people born on21st April have?
(4) What characters do the people born in other time periods have?
Based on these questions to be more familiar with the adjs that are used to describe one’s characteristics
5. After the students have known sth. about the text, play the tape for the students to listen, let them try to understand it. (提高听力训练，强化掌握程度。)
Step 3 Important points
1. Important Phrases:
be familiar with 对…熟悉 be similar to …相似
be divided into 被划分为…
be patient with patients对病人有耐心
energetic and active / take an active part in积极参加
learn more about western culture学更多西方文化
at times =sometimes=from time to time 有时
like to be the leader想成为领导者
can’t wait to do something / be impatient to do something 迫不及待做某事
can’t help doing something情不自禁做某事
give up doing=stop doing something放弃做某事
be curious about 对…好奇
take care of others=look after others照顾别人
save money / save one’s life攒钱/挽救某人的生命
do some cooking 烹饪
be confident of=have confidence in对…有信心
buy sb sth=buy sth for sb为某人买某物
a modest person / never show off 谦虚的人
show sb around sp带领某人参观某地
pay(paid)attention to details注意细节
2. Language Points:
1). A year is divided into 12 different star signs. 一年分为12个不同的星座。
be divided into… 是一个被动语态，表示“…被分成…”
e.g. Our class is divided into six groups. All things can be divided into two.
2). Some people think that you are selfish at times. 有些人认为你有时自私。
at times 相当于 sometimes, from time to time
3). You are patient and do not give up easily. 你有耐心，不轻易放弃。
give up “放弃”，表示“放弃做某事”要用 “give up doing sth.”
e.g. Jacky never gives up studying. His dream is to be the leader of his country.
4).You love your home and family, and like to take care of others.
你爱家和家人，乐于助人，爱好储蓄和烹饪。
take care of作“照顾、照料”解，相当于look after.
e.g. I believe that neighbours can take care of your son while you are out.
take good care of和look after…well意义相同，都是“好好照料、好好照顾”的意
思。但take care of用的是good一词，而look after则用well。
5). You like saving money and cooking. 你喜欢省钱，喜欢烹饪。
save ‘节省’, 如 save time
6). You like to buy your friends nice gifts. 你乐意给朋友买好看的礼物。
buy sb. sth.= buy sth. for sb. 为某人买某物
上句也可写成： You like to buy nice gifts for your friends.
gift 常表示“小礼物”，“正规礼物”常用present 表示
7). You worry too much at times. 你有时过于小心。
too much可以修饰不可数名词，在名中作定语；too much也可以单独使用，相当
于一个代词，在句中可作主语、表语或宾语。too much也可作副词，修饰动词，在句中作状语，表示“过于”“太多”（＝more than enough）。
e.g. I drank too much beer last night. 昨天晚上我啤酒喝得太多了。
much too在句中只用作状语，修饰形容词或副词，表示“太、过、非常”。
e.g. It is much too hot today. 今天实在太热了。
8). You are practical and you always pay attention to details.
你心灵手巧，总是注意、在意细节。
e.g. Don’t pay much attention to these details. It is not good for your health.
Step 4 Practice
1. Show the whole class 12 pictures of star signs. Teach them the names and repeat several times. Ask one student What your star sign is. Help him to answer My star sign is....Next, What are your characteristics? Kind, generous….Ask more students the questions.（提高他们知识运用的综合能力。）
2. Divide the students into 12 groups. Then play the tape for the whole class to
write down the characteristics of each star sign, each group find out their own star sign. Show them a table on the blackboard. And ask some students to fill in blanks. The students can discuss in pairs to think of some questions, ask and answer in pairs. （学生以小组为单位，充分体现新课程自主探究、合作交流的学习方式，促使学生互相学习，互相帮助，发展合作精神。）
3.Then ask some able students of each group to talk in front of the class. After it . finish the exercises on the screen.
T: Discuss with your partners: What’s your animal sign?Whose birthday is the same as yours?And can you talk about your characteristics?（通过教师教学方式的转变,突出学生主体，让学生主动思维,拓展视野，畅所欲言。）
4.Ask some students to retell the text that we taught.(检查学生掌握程度，并加以鼓励，增强学习信心。)
Step 5 Make a survey
Do a class survey. Ask students whether they believe in star signs. Count how many say ‘yes’ and how many say ‘no’. Write the numbers on the board. For more able students, ask them to say why they believe or do not believe in star signs. Divide the class into pairs. Ask students to write down five words that describe their partner’s characteristics in Part D1 and in Part D2. （操练他们自己的性格特征,让学生更加熟悉运用这些形容词。）
Step 6 Summary
Teacher makes a summary that we should remember the adjectives that describe people’s characteristics.
Step 7 Exercises
用所给单词的适当形式填空：
1). My cousin is a _______（practice）boy. He always pays attention to details.
2). Tom is an _____（act）man and you can find him in many school _____（act）.
3). Sandy doesn’t like to going fishing. She is an _______（patient）girl.
4). If you want to be a inventor, you must be _______（imagine）.
5). Cheng Yanqian is a ______（success）player.
6). He is very stubborn. You can’t make him give up _______（easy）.
Step 8 Homework
1. Copy the new words and remember the important points.
2. Finish the exercise book.
3. Write an article about “what’s your star sign?”
八、教学反思：
通过两人一组的对话,复习了有关星座的知识,为Reading进一步学习做了铺垫.我觉得通过给学生归纳一些关键词,可以方便学生记忆,这是很好的一种方法,课后要求课文分段背诵。在这节课中，学生兴趣浓厚，学得积极主动，通过教师巧设问题，循序渐进，逐段理解课文，学生能在自主学习的过程中激发灵感，畅所欲言，学生各方面的能力都获得了发展，具体体现在：
1、创设情景，营造自由和谐的学习气氛。
实践证明，一个自由和谐的环境可以使人的智慧充分得到发挥，因此，教师必须让学生在和谐的气氛中，学生才会感到心理的安全和自由，才会积极主动，生动活泼地发挥主体作用。
2、小组合作，激起了学生的创新能力。
小组合作是新课程背景下学生的一种有效的学习方式，让学生在小组里交流自己的意见，并把自己的展示给他人，这种以学生为主进行的小组合作，能有利地激起学生的创新能力，有利于培养学生的创新思路。
3、利用多媒体辅助教学，教学设计由易到难，科学合理，环环相扣，过渡自然，注重学生的认知能力，学生听、说、读、写的能力都得到了训练。