2007浙江省初中英語優(yōu)質課教案_實錄及課后反思選(1)
Unit 6 What’s it like?
溫州市第十七中學 王黎黎
教學簡案
Objectives:
By the end of this session, students will be better able to talk about location and describe places. This will be achieved by
1.teaching students to make conversations using the patterns as follows:
Where is it? It is….
What is it like? It is….
2.Some language practice exercises and one language task.
Learning and Teaching Focus:
The following two patterns:
Where is it?
What’s it like?
And the answers to these questions.
Anticipated difficulties:
Some students may be unfamiliar with the information (location, population, scenic spots, shopping, weather, food) about the cities abroad. It will obstruct students from talking about cities.
Solutions:
1.provide some pictures with adequate information about the target cities.
2.backup question strategies.
Teaching Aids:
PPT, some picture for discussion.
Learning and Teaching Arrangement
Stages/
Timing Ss’ Teacher’s
Stage I:
Warming up (About 3 min)
1. Listen to the music and watch the pictures. Better sing along with the music.
2. Chat with teacher about places to travel. 1. Play a video ‘Let’s travel’ showing places of interest. Encourage Ss to sing along with it.
2. Chat with Ss about where to visit
Stage II: Presentation: Show my city (About 10 min)
3. Say anything they know about Wenzhou.
4. Answer the teacher’s questions.
5. Pair work: Ask and answer about the location and describe these places. 3. Present pictures of Wenzhou. Ask Ss to say something they know about Wenzhou.
(Remind Ss what they can talk about if they can’t speak.)
4. Present pictures of places of interest in Wenzhou. Ask ‘Where is it?’ and ‘What’s it like?’
5. Present pictures of different places in Wenzhou.
Stage III: Practice: Show me your city
(About 10 min)
6. Say ‘For me, there’s no place like Hangzhou.’
7. Pair work: Talk about famous places in Hangzhou (Tell where they are and what they are like.) 6. Say ‘For me, there’s no place like Wenzhou. What about you?’
(Present the sentence to help Ss speak)
7. Say ‘Please tell me something about Hangzhou.’
(Go around to help Ss if they have questions.)
Stage IV: Reinforcement and assessment: Show cities around the world (About 15 min) 8. Listening: Ss listen to the mp3 and finish the required activities.
9. Task – Group work in fours: Advise a place of interest for teacher’s honey moon
9.1 Listen to the teacher introducing her plan.
9.2 Discuss in groups of four and design the tour guide
9.3 Give a report. 8. Say ‘There are many beautiful cities around the world.’
Listening: Play the mp3
9. Task – Group work in fours: Advise a place of interest for my honey moon
9.1 Introduce what I would like to do during my honey moon.
9.2 Let Ss be the tour guide and design the guidebook
9.3 Ask Ss to give a report.
Homework:
1. Surf the information of the places of interests on the Internet
2. Make a survey about the plan of the May Holiday. (Where and Why)
Blackboard design:
Unit 6 What’s it like?
exciting
interesting
What is it like? It is relaxing
busy
crowded
beautiful
There is / are….
Summary (To summarize my teaching plan in details after class.)
課堂實錄
Unit 6 What’s it like? – Part 1
Stage I: Warming up: Video ‘Let’s travel’ (About 3 min)
T: There are many beautiful places in the video. Where would you like to visit?
Ss: I’d like to visit Paris / Singapore / …
T: Why?
Ss: Because it’s very romantic / there are delicious food / …
【設計意圖】引起學生興趣，提出旅行的主題。其中出現(xiàn)的圖片都會在稍后的課件內出現(xiàn)，這為下文做了鋪墊。
Stage II: Presentation: Show my city (About 10 min)
T: I’m from a beautiful city in Zhejiang Province. There are many places of interest and delicious food. Where is it?
Ss: Wenzhou.
T: There are many famous places of interest in my city. Do you know any of them?
Ss: Yandang Mountain.
T: There are many places of interest. Would you like to see them?
Ss: Yes.
T: Look. Here’s map of Wenzhou. Yangdang Mountain is famous. Let’s have a look at it first. What’s it like?
Ss: It’s beautiful / grand / magnificent / …
T: What are there in Yangdang Mountain？
Ss: There are falls, trees and mountains.
【設計意圖】呈現(xiàn)目標語言。
T: There’s a nice river in Wenzhou. Where is it?
Ss: It’s in Nanxi River.
T: Look. What’s it like?
S1: It’s clean.
T: What are there in Nanxi River?
Ss: There are rivers and trees.
Two Ss do pair work.
SA: What’s it like?
SB: It’s … And there are …
【設計意圖】通過pair work單純地操練目標語言。
T: Now let’s look at the place where I live. It’s called Wuma Street. What’s it like?
Ss: It’s busy.
Ss do pair work with one another.
SA: What’s it like?
SB: It’s … And there are … What’s it like?
SC: It’s … And there are …What’s it like?
SD: …
【設計意圖】通過接龍式的pair work操練句型，使得學生更熟練地運用目標語言。
T: Look. This is one of the most beautiful islands in Wenzhou. What’s it like?
Ss: It’s …
Ss discuss in groups and group leaders give a report.
Ss: There are the sea, trees, islands, stones, grass, and many people. We think it’s beautiful, fascinating and clean.
【設計意圖】通過Group work的小組討論操練目標語言，使學生能自如運用。
Stage III: Practice: Show me your city (About 10 min)
T: There’s no place like Wenzhou because it’s my hometown. What about you?
S3: For me there’s no places like Hanghou.
T: Why?
S3: Because it’s my hometown.
T: Look. I only got this map of your city. Can you tell me more about your city? Where is it? What’s it like?
Ss: It’s beautiful. There are a lot of funny places and delicious food.
T: Here are some pictures of you cities. Can you work in pairs and tell me something more about your city?
SA: Where is it?
SB: It’s in … Street.
SA: What’s it like?
SB: It’s … and there are …
【設計意圖】給予學生充分的時間操練目標語言，使學生能運用目標語言談論自己身邊的事物。
Stage IV: Reinforcement and assessment: Show cities around the world (About 15 min)
T: Wow, it’s a beautiful city. I’m going to visit all the places of interest these days. Anyway, I’m going to get married this May Day and I want to travel to some cities abroad during my honeymoon. Because I have traveled to the most beautiful city in China and three hundred million people take vacations abroad every year.
【設計意圖】即完成過渡，又實現(xiàn)了文化的滲透(Culture Zoom In)。
T: So I went to the travel agency. There I saw three posters of Los Angeles, New York and Beijing and two people talking about one of the places. Can you guess which city they are talking about?
Ss listen to the mp3 but they can’t tell which one the people are talking about.
T: Look at the fist group of pictures in your paper. What’s it like?
Ss: There are many buildings, seas and Hollywood.
T: What about New York in picture 2?
Ss: There are …and it’s …
T: What about Beijing?
Ss: There … and it’s …
T: Now let’s listen again and choose the correct picture.
Ss: They are talking about Los Angeles.
【設計意圖】通過讓學生在先后不觀察聽力材料與觀察聽力材料的情況下對比自己的成果，下意識地培養(yǎng)聽力策略。
T: Well. Maybe Los Angeles is really a good place for my honeymoon. But there are still some questions for me. What can my future husband and I do in Los Angeles. Can you listen and answer these questions for me?
Task – Group work in fours: Design a guidebook
T: My future husband and I went to the reception desk and the receptionist showed us some pictures of the cities. Look! Here are the pictures. If you are going to introduce these cities, how will you introduce them for us? Can you design the guidebook?
Ss discuss in fours and design the guidebook.
Group leader give a report by reading their introduction.
【設計意圖】學生通過合作學習來完成任務，有效地鞏固與檢測了目標語言的運用。
Stage IV: Assignment
T: Here comes the assignment for today:
1. Surf the information of the places of interests on the Internet
2. Make a survey about the plan of the May Holiday. (Where and Why)
【設計意圖】通過作業(yè)分層次地把課堂教學的內容有機地向課外延伸。學生不僅在完成作業(yè)的同時回顧了目標語言，也實現(xiàn)了跨學科知識的拓展，更解決了生活中的實際問題：通過對他人計劃的參考修改自己的假期計劃。
課后反思
2007年4月16日到4月19日，我在杭州度過了終身難忘的四天。這四天，我全身心投入了省英語課堂教學評比的備戰(zhàn)與參賽過程，雖然沒有爭得太大的榮耀，也存在著不完美，但是在這個過程中，我學到了很多很多。
首先，我對新課程的理念有了更深一層的理解。在這一次優(yōu)質課評比的過程中，新課程的理念得以充分體現(xiàn)，特別是對任務型教學與合作學習的設計，比起上一屆優(yōu)質課比賽要到位得多。這次參賽的老師們能夠設計合適的任務，使學生通過分工合作完成任務以共同達成學習目標。與以往相比，他們能擺脫流于形式，華而不實的缺點，使任務的落實更有實效，學生也在合作中大有收獲。
其次，以學生為主體的教學方式體現(xiàn)得更為到位。與以往所觀摩的優(yōu)質課大有不同的是，我們可以在此次參賽老師的展示課中看到，他們都力求做到讓學生作為主體來呈現(xiàn)目標語言，即由學生的嘴里說出今天所要教學的目標語言。這是新課標的一大特色。
第三，讓學生在玩中學的教學方法讓我對新教材的教學方法有了新的體會。在以往的教學中，我很注重讓學生在做中學。而對于“玩中學”，我認為不同的學生有不同的學情，未必所有的學生都適合用游戲的方式學到知識，認為可操作性不強。即使設計“Game”，我也不會設計讓學生玩的盡興的游戲，生怕課堂紀律受影響。但在此次優(yōu)質課的展示中，我也看到了學生在老師設計的游戲中既玩得盡興又鞏固了目標語言。這樣一來，我就顛覆了自己以往的教學理念，對“玩中學”有了全新的理解：我可以以pair work的形式讓學生在游戲中操練目標語言，我可以以group work的形式讓學生在游戲中鞏固目標語言。
第四，情景的創(chuàng)設出乎意料。此次優(yōu)質課展示中，有一個情境的創(chuàng)設很是讓我感到詫異：有兩位老師設置了在上課時接電話的情境來呈現(xiàn)目標語言。這樣大膽的情境創(chuàng)設是我所不敢采用的。但是事實證明，學生在這樣的情境中確實對目標語言有更了深刻的印象和理解。這使我了解到：創(chuàng)設情境一定要以讓學生學會目標語言、運用目標語言為目的。
第五，個人素質的提高。作為一名區(qū)級學校的英語教師，我平常會接觸到很多教學設計相當出色但自身素質不足以近乎完美地表現(xiàn)設計理念的教師。而在這一次優(yōu)質課評比中，幾乎每一為老師的素質都令人稱贊。從熟練標準的口語到流利端正的板書，每一位老師都有我值得學習的長處。
無論如何，這一次的優(yōu)質課評比給我的收獲遠大于我所謂的不完美。而這一切收獲不僅是我難忘的經歷，更是我在教學方面終身寶貴的經驗財富。
2007浙江省初中英語優(yōu)質課教案_課堂實錄_教學反思選(2)
Teaching Plan for I Can’t Talk Right Now. I’m Taking a Shower.
上虞春暉外國語學校 董建新
課堂實錄
Teaching aims:
1. To learn the Present Continuous Tense.
2. To use the Present Continuous Tense in suitable situations.
3. To improve the Ss’ abilities in using the language.
Teaching aids:
Multimedia, blackboard
Teaching procedures:
Step 1: Warming up
Enjoy the song I’m Speaking to You on the Phone.
When the bell rings, ask the question “What is he doing right now?”
Ss: He’s making a telephone right now?
T: Can I make a phone call right now?
Ss: No, you can’t.
T: Why?
Ss: Because you are having class.
T: Yes . I can’t make a phone call right now .I’m having a class(write the sentences on the blackboard and read them ).
Step 2: Leading in
T: I’m your new teacher and I have told you I’m from Shaoxing Shangyu Chunhui Foreign Language School. What else do you know about me?
Let students think for a moment and then ask them to guess.
S1: Do you like watching TV?
T: Yes. And do you like watching TV?
Ss: Yes.
T: But can we watch TV right now?
Ss: No. We can’t watch TV right now.
T: Why can’t?
Ss. We are having class.
T: Well done. (Take out a chocolate and give it a student as a reward.) I also like eating chocolate .Do you like eating chocolate?
Ss. Yes.
T: Can we eat now?
Ss: No. We can’t eat chocolate right now. We are having class.
T: And I also like doing housework.
Show some photos in which the teacher is doing some housework, and ask them what am I doing.
S2: You are doing the dishes
S3: You are feeding your daughter.
S4: You are cooking dinner(Show my wife’s photo to the student as a reward).
Step 3: Drill and Practice
T: Your also have some your family photos .Can you talk about what your family members are doing in your photos? First tell your partner what your family members are doing in your photos.(For about 2 minutes)
T: Now could you tell us what your partner’s family members are doing in the photo. You can begin like this:
This is the Mendoza family. Luis Mendoza is studying…The Mendoza family is very busy today
Ask some students to talk about the photos like that.
The Mendoza family is very busy. What are they doing? Let’s listen and fill in the form.
Names What are they doing now?
Debbie
cleaning the garage
Carol and Susan
Sally
studying
Ask students to look at the chart and read the whole sentences like Debbie is making lunch.
Step 4:Task 1
T: Suppose you are Steve and you want to talk to your friends. But all of them are very busy right now. Use your imagination (想像)to make some phone calls. You can begin like this:
Steve: Hello, Debbie? This is Steve.
Debbie: Hi. How are you doing?
Steve: Pretty good. How about you?
Debbie: Okay. Listen, I can’t…
Steve: …
Step 5:Consalitation
T: You have done a good job. Now let’s have a break and enjoy the video.
When the students are listening, ask them to answer what Coffy is doing.
Ask students to talk about the video while they are watching.
T: You are good at talking about sports and I think you will be a good narrator in the future like Wang Jianxiang .
T: We know Beijing will hold the Olympic Games in 470 days and now CCTV 5 wants a narrator (解說員) for Sports News during 2008 Beijing Olympic Games in our school. If you are interested in it, call 0575-2982386.
Task 1:Watch the video and talk about what is happening in groups. Recommend (推薦) the best one in the group.
Task 2:The students from the different groups give us a live report. See who can be the best narrator in our class.
Step 6: Homework
Watch your classmates or teachers carefully after class and write down what they are doing.
課后反思
失敗亦是收獲
在剛剛結束的浙江省英語課堂教學評比活動中，本人有幸代表紹興市參加了這次課堂教學展評。盡管本人在這次比賽中發(fā)揮失常，沒有取得理想的成績，但我覺得也是一次歷煉。在這里，我只想重點談談這節(jié)課的不足，希望從反思中進步，在反思中成長。
一、 設計活動的情景性不夠強。
我教授內容的話題是“I can’t talk just now . I am taking a shower.”。現(xiàn)在想來，這兩句話應該是一個有機的整體。但我在分析教材的時候，可能過多強調了對“I am taking a shower”這句話的研究，認為這句話包含和體現(xiàn)了現(xiàn)在進行時這個語言項目，而忽視了對“I can’t talk just now”所蘊含情景的深入思考。從而導致后面的活動設計比較單一。如果能深層次研究活動的情景性和拓展性（對于這個初一學生便已掌握的語言項目，初二學生完全可以進行進一步的深化和拓展），可能會收到較好地教學效果。
二、 對學生、教材的分析有點粗糙。
在備學生和教材時，本人認為現(xiàn)在進行時這個初一學生早已掌握的教學內容，初二學生對它的理解應該不成問題。因此，在注重掌握知識的同時忽視了學生積極性的激發(fā)。在教材處理上，顯得過于自信，沒有考慮到學生原有語言知識輸出需要有一個激發(fā)、點燃的過程，而這個過程就是對教材內容的再次呈現(xiàn)（呈現(xiàn)方式可以不像初一那樣的細致，但必須有一個知識的再輸入過程）。因為沒有前面的鋪墊與輸入，學生對我課堂上突然提出的輸出要求感到茫然，甚至無所適從，教學效果可想而知，從而也影響了學生的積極性和課堂氣氛。
三、 本人還具較大的提升空間。
盡管在來杭之前，本人也參加了大大小小不少比賽，但如此規(guī)模的比賽還是第一次，再加上各方面的壓力，導致心理緊張，臨場發(fā)揮不佳。比如在這節(jié)課中，本人一直善長的幽默、激情、開放的教學風格蕩然無存；個別語音、語調甚至產生了變形…..紹興市教研員在回來的路上對我說：“這是我聽過的你上的所有課中最差的一節(jié)！”
年輕永不言�。∈∫嗍鞘斋@！我相信這只是我教學征途中的又一個新的起點！
2007浙江省初中英語優(yōu)質課教案_實錄_反思選(3)
I Can’t Talk Right Now . I’m Taking a Shower.
周淑云 杭州市安吉路實驗學校
課堂教學實錄
Teaching aims:
Moral aim: To get students to learn to value time
Language: What is he /she doing? She/ he is …
What are they doing? They are …
Is he / she…? Yes/ No, …
Are they …? Yes / No,
Vocabulary: take a bath, take a shower, cooking dinner, eating lunch, studying, family members
Difficulties: Express himself with fluent Present Continuous Tense
Teaching aids: PPT, overhead projector
Teaching steps:
1. Greetings and warning up
T: Nice to meet you again, boys and girls.
S: Nice to meet you ,too. Miss Zhou.
T: How are you feeling now?
S1: Exciting.
T: Exciting? Exciting or excited?
Ss: Excited.
S2: I feel happy.
T: Why? Why are you feeling happy? It’s strange. I think most of us are feeling nervous.
S2: Because I can meet Miss Zhou again.
T: Really? That’s great! I feel a bit nervous and happy. Do you know why?
Ss…
T: It’s really nice to see you again in such a short time. I feel that we are like superstars , on such a huge stage and with so many teachers watching us . Do you like to be superstars?
Ss: Yes!
T: That’s wonderful! Since most of us are feeling a bit nervous, let’s start our class with guessing games, OK?
Ss: OK
2. Lead-in
Guessing game
T: Here we can see three cartoon characters – Berlioz, Pluto and Snow White. Can you guess what they are doing now?
T: What is Berlioz doing? Is he…?
S1: Is he eating?
T: Sorry, he isn’t.
S2: Is he playing?
T: Um, he is playing. But…
S3: Is he dancing?
T: No, he isn’t dancing. He is playing. He is playing something.
Ss…
T: Is he dancing? No, he is playing the piano.
T: Now let’s guess what Snow White is doing.
S1: Is she washing dishes?
T: No, she isn’t.
S2: I think she is playing the piano.
T: No, she isn’t playing the piano. You are so clever. Look, she is sitting there, near a fireplace, um, a fireplace can keep people warm in winter.
S3: I don’t know.
T: Is she cooking? No, let’s see what she is doing at the moment. Oh, she is telling the stories.
T: Snow White is telling stories, who is listening? Her…
Ss: Her friends.
T: Yes, you are such clever students. Maybe the pictures are too small for you to guess out. Now let’s see what is Pluto doing.
S1: Is he playing football?
T: No, he isn’t.
S2: Is he playing volleyball?
T: Sorry, he isn’t playing anything. He is … Can you see the bubbles around him? Bubbles? They are water circles when you take a shower.
S3: I think he is taking a shower.
T: You are so clever. He is taking a bath. Do you know bath? No, look, when you take a shower, you have something over your head.
Ss: Oh.
T: Now let’s check.
T: Snow White is telling stories. Who is listening?
Ss: Her friends.
T: You are right.
A phone call
T: Oh, there is a phone call for me. Oh, it’s from my mother, you know these days there’s a very special person in my family. She must be in a hurry. Can I answer it?
Ss: Yes.
T: Thanks, really.
T: Hello, mum. How are you doing? Little Dongdong is crying all the time? Why not telephone his parents? Oh, you have? They can’t talk right now? OK, listen, mum, I can’t talk right now. You know I’m having a class right now. It doesn’t matter. Maybe you can send me some pictures of him through QQ to let me know what he is doing right now. Yes, I’ll call back later. Goodbye.
T: Now do you know who is the special person in my home?
S1: I don’t know.
S2: Your mother?
T: No
S3: Little Dongdong.
T: Yes, who is little Dongdong?
S4: He is your son.
T: No, he isn’t my son. Do you want to meet him? You see , little Dongdong is my neighbor’s son. He is only 10 months old. How cute he is! Why is he in my home? Where are his own parents?
Ss: …
T: Let me tell you what his parents are doing.
T: Little Dongdong’s family members are busy now! His grandparents are in Italy now. What are they doing?
Ss: They are playing.
T: Yes, they are visiting some interesting place in Italy. His father is a businessman, he is now in the USA. What is he doing right now?
S1: He is having meetings.
S2: He is talking business.
T: He is talking?
Ss: …
T: He is discussing business.
T: Where is his mother? She is in India. What does she do?
Ss: She is a nurse.
T: What do you think she is doing?
S1: She is helping sick people.
T: Yes, you see. Little Dongdong’s family members are all busy now. Can they talk right now?
Ss: No, they can’t.
3. Practice
Create a situation for the students to practice similar phone call dialogues.
T: You know my mother has telephoned them, but they can’t talk right now. Can you imagine what they say on the telephone? Try to make up a dialogue between my mother and Dongdong’s family members.
Now, work in pairs, please.
S1: What …
T: My mother is talking with them, but they can’t talk right now. What can they say? They call my mum Granny Zhou.
S2: Hello, This is Dongdong’s mum. Is that Granny Zhou?
S3: Yes.
S2: Is Dongdong all right?
S3: Yes, he is. But I can’t talk right now, I’m busy. I …
T: Who can’t talk right now, my mother or Dongdong’s parents?
S4: Hello, is that Dongdong’s father?
S5: Yes, this is Dongdong’s father. Who is that?
S4: This is Granny Zhou.
S5: Sorry, I can’t talk right now. I’m having a meeting. I’ll call back later.
S4: OK, bye.
T: Good! Can my mother telephone Dongdong’s grandparents?
Ss: Yes.
T: Yes? What is the time in Italy now? It’s 3:00 in the morning. Can they talk right now?
Ss: No
T: What are they doing right now? They are sleeping.
T: Do you know what my mother is doing right now?
S1: She is taking care of Dongdong.
T: No, she isn’t. She is sending me some pictures through QQ. Listen.
T: Oops, pictures sending by QQ are not so clear. But I think you clever students can guess out what Dongdong is doing right now.
S1: He is crying.
T: Great.
S2: He is now taking a bath.
S3: He is eating.
T: Good.
S4: I think he is sleeping.
T: You are so smart. The last picture makes me relaxed. I can go on with my lesson now.
4. Listening
Listen to a piece of monologue, and try to answer the questions.
T: What is Steve doing?
S1: He is making a phone call.
T: Yes, you are right. But his friends can’t talk to him right now. Why can’t they talk? Let’s listen and find out.
T: Can you answer these questions? Do you need to listen to it again?
Ss: Yes.
T: OK, let’s listen to is again.
T: What’s Debbie doing?
S1: She’s making lunch.
T: What’s Bill doing?
S2: He’s cleaning his garage.
T: Do you know garage? Garage is a place we park our car.
Ss: I see.
T: What are Carol and Susan doing?
S3: They’re doing their homework.
T: What’s Sally doing?
S4: She’s taking a shower.
T: What are Paul and John doing?
S5: They’re studying.
5. Writing
T: Look at the people in the building. What are they doing?
S1: He is talking on the phone. They are having dinner. She is…
T: Who may be Steve’s friend?
Ss: The man in picture 9.
T: Yes, because he is studying.
T: The Mendoza family is at home now. What are they doing right now? Please fill in the blanks on the material in front of you.
T: Have you finished?
Ss: Yes.
T&S: Luis Mendoza is …
S1: Debbie is cleaning the room.
S2: Carmen is eating lunch.
S3: Alex is taking a shower.
T: Right.
S4: Mr. Mendoza is washing his car.
T: Is he washing his car? No, he is mending/ repairing/ fixing his car.
S5: Mrs. Mendoza is washing the sink.
T: Do you know sink? No? Sink is the place where water leaves us when we are washing something.
S6: She is fixing the sink.
T: Yes, you are right.
6. Group work
Provide three situations and get the students to act them out
T: Now I know you are good at listening and writing, I’m sure you are good actors. Here in the envelops are three situations. Choose one and act it out in big groups. This time group 1 and group 2 should work together as group A, group 3 and 4 as group B, group 5 and 6 as group C. Only two groups can choose the same situation.
Which do you want to choose?
S1: In the park
S2: At home
S3: At home.
T: OK, now you can have only 2 minutes.
Two minutes later
T: Are you ready?
Group 3 come to act out situation at home.
T: Time is flying. This is the last sentence I want to give you. Yesterday is the history. Tomorrow is the mystery(神秘的事). Today is the gift. That's why we call it PRESENT!
You know present? Yes, good.
7. Homework
This is the homework. Find a photo of your family, write a short passage about what you are doing at the time. And bring it to school tomorrow and share it with us.
T: See you. Thank you!
Ss: See you!
教學反思:
1. 沒有充分估計到借班上課可能產生的師生信息不暢通問題。
2. 在上課的WARMINGUP環(huán)節(jié)應該設計一些能很快調動學生積極性的活動，如：簡單的歌曲， CHANT，謎語等等。
3. 在呈現(xiàn)環(huán)節(jié)，當學生對我設計的圖片信息很難猜準確時沒有及時調整課堂節(jié)奏和思路，導致這一環(huán)節(jié)顯得非常拖沓冗長，更糟糕的是影響了后面的教學進度和學生接下來的參與積極性。
4. 電話呈現(xiàn)本節(jié)課主要語言內容時，沒有考慮到學生可能產生的忽視心情。導致這一步驟的落實不到位，鋪墊失敗。
5. 中間讓學生編“我媽媽”和“東東的家人”之間的對話時，指令不清晰不明確，應該有對話示范給學生。碰到學生無法領會自己的意思時，應該靈活地找一個好學生呈現(xiàn)一則對話做示范，當時由于緊張，沒有想到。
6. 中間讓學生再回答“大樓”里人們的活動這一環(huán)節(jié)完全可以去掉。
7. 結束時沒注意看時間，導致拖堂，并且沒有完成應該完成的任務。
8. 整節(jié)課險象橫生，沒有高潮和語言的產出。
2007浙江省初中英語優(yōu)質課教案_實錄_反思選(4)
Unit 6 What’s it like?
Li Jingyan from Daishan Experimental School
課堂實錄
T: Stand up, please. Let’s sing and act together. (Clap your hands)
T & Ss: Clap, clap, clap your hands as slowly as you can
Clap, clap, clap your hands as quickly as you can
Shake, shake, shake your hands as slowly as you can
Shake, shake, shake your hands as quickly as you can
Roll, roll, roll your hands as slowly as you can
Roll, roll, roll your hands as quickly as you can
Wiggle, wiggle, wiggle your fingers as slowly as you can
Wiggle, wiggle, wiggle your fingers as quickly as you can
Pound, pound, pound your fists as slowly as you can
Pound, pound, pound your fists as quickly as you can
T: Great! But can you do this: Cross your fingers. What does it mean? Hope for the best. We’re having an English class together now. Let’s say and do “Cross your fingers”. OK. Follow me, Cross, cross, cross your fingers.
Ss: Cross, cross, cross your fingers.
T: Very good! Is it a very interesting action?
Ss: Yes.
（由歌曲導入，充分調動了學生的積極性，減少了師生見的陌生感，很快拉近了師生的距離，而Cross your fingers.雖是本課新內容，作為Clap your hands這首歌曲的延伸來引出，非常自然。并讓學生在了解意思的情況下大聲朗讀并表演，極大的激發(fā)學生了學習的興趣。）
T: So we are happy, right?
Ss: Yes.
T: But do you still remember where I am from?
S: Zhoushan.
T: That’s right. But do you hear about Zhoushan?
Ss: Yes.
T: Really? What’s Zhoushan like?
S: Sorry. I don’t know.
T: It doesn’t matter. And you are so lucky. My friend Jason , he is an actor. He likes traveling very much. He made a video about Zhoushan. Let’s enjoy it and see what’s Zhoushan like.
T & Ss: Watch the video.
T: What’s Zhoushan like? Is it an island?
Ss: Yes.
T: Any more? What’s Zhoushan like?
Ss: It’s beautiful.
T: Very good. You know Zhoushan is a beautiful city with lots of islands. The sea is around it. You can see mountains everywhere. It’s famous for seafood, especially for fishes. There are not many tall buildings in it, but it’s getting nicer and nicer. It’s small but clean. Do you know the meanings of the new words.
Ss: Yes.
T: Good. Please read them after me.
Ss: Read after the teacher.
T: Is Zhoushan beautiful?
Ss: Yes.
T: Do you like Zhoushan?
Ss: Yes.
（Video的設計非常生動形象的表達出了舟山的特征，效果很好。只是本人在生詞的引出方面太快，學生無法接受�？稍O計如下：在看完錄象后呈現(xiàn)與生詞有關的圖片，教師邊問What’s Zhoushan like?邊幫助學生回答帶有生詞的句子。然后再跟讀生詞，最后讓學生以問答形式朗讀舟山的句子。）
T: Welcome to Zhoushan! And my friend Jason likes it, too. But he has been to some other cities. Let’s look at the pictures and answer three questions.
1. How many cities can you see?
2. What are they?
3. What are they like?
T: How many cities can you see?
S: I can see Los Angeles, New York and Beijing.
T: Oh, you are so smart. Thank you. Sit down. But what’s Los Angeles like?
S: It’s a big city.
T: It’s a big city, right. Any more?
S: It’s exciting.
T: Great! Now please do pair work talking about the places. I’ll give you two minutes to prepare.
Ss discuss in pairs.
T: Are you ready? Who will try?
Ss1:--What’s Beijing like? --It’s the capital of China.
Ss2:--What’s New York like? --It’s a big city./There are lots of cars.
Ss3:……
Ss4:……
T: Wonderful. So we know Beijing is the capital of China. New York is the biggest city. There are many movie stars in Los Angeles. Jason likes them very much. But which city is his favourite? Please listen and circle the correct answer.
Listen to the tape.
T: Who knows?
S: Los Angeles.
（學生的回答很出乎意料，北京是中國的首都這些都會回答。而且能運用很多形容詞來形容這三個城市，只是本人在總結時，沒有特意提到Hollywood使學生在做聽力時有個別學生就抓不住這個關鍵詞而不能很快找到正確答案。）
T: Clever. But why does he like Los Angeles best? Read the conversation quickly then find the answer.
Ss read the conversation as quickly as possible.
T: Can you find the answer?
S1: Because it’s very big. There are lots of people, tall buildings, cars, and buses everywhere.
T: Maybe that’s right. But think it over.
S2: Hollywood is exciting, too, especially for actors.
T:I think you can find the answer soon. Please go on reading.
S3:He is waiting to hear about a new job.
（安排學生自讀，鞏固字詞，回答文章中心內容。并且給了一定的時間限制，學生在學習時就能更投入，更專注，效率更高。）
T: Really good. That’s the best answer. Because my friend Jason is an actor. Are you clear? Now please listen and imitate.
Ss imitate the conversation.
T: Read in two parts. Boys Jason, Girls the woman.
Ss read the conversation.
（再仿讀課文，更加了解內容。書讀百遍，其義自見。仿讀能加強學生語音語調的培養(yǎng)。對于課文內容的學習，教師基本上未作講解，而是讓學生通過自讀、自悟來了解故事內容，并讓學生在小組內討論、交流自己所讀懂的內容，并鼓勵學生自己提出問題，解決問題，在學生無法解決的情況下，教師再給予點撥。充分讓學生朗讀，讓閱讀真正成為學生的個性化行為。）
T: Well done. Los Angeles is Jason’s favourite city. What is your favourite city? Discuss in groups then give us a report.
S: In my group, Li Ming likes Suzhou best. Because it’s a nice city. Chen Hong and Lin Feng like Hollywood best. Because it’s exciting and there’re many….
T: Who will be the reporter.
S1:….
S2:….
S3:….
S4:….
T: Oh, I see. So maybe you are going on vacation during the coming holiday. By the way, what day is coming?
Ss: May Day.
T: Yes. My friend Jason is coming to Hangzhou on May Day. Would you like to be his tour guide?
Ss: Yes.
T: Could you make a travel brochure to introduce Hangzhou for him?
Ss: Yes.
T: Please do group work again, try to finish it. Hangzhou is your hometown. I’m sure you know Hangzhou well. Cross your fingers.
Group work.
T: Are you ready for it? OK, come here and tell us what is your travel brochure about?
Ss1:Hangzhou is a beautiful city. You can see tall buildings everywhere. If you come here, you can visit the West Lake. The food here is also delicious. Hangzhou has many specials, especially for Longjing tea. Welcome to Hangzhou. Wish you a good time! Cross your fingers!
T: Very good. Thank you. Which group wants to try again?
Ss2: Welcome to Hangzhou. Hangzhou is an old but beautiful city. You can see many people, cars and tall buildings everywhere. If you come here, you can visit Duanqiao Canxue. The food here is also delicious. Hangzhou has many specials, especially for Longjing tea.
T: Better. Which group want to try?
Ss3:….
（小組活動的創(chuàng)設，充分注重培養(yǎng)學生自主、合作、探究的學習方式。把學生由機械被動的學提升到意義學習，注重學生在動態(tài)生成。注重培養(yǎng)學生口頭表達的能力。在教學中，本人充分為學生創(chuàng)設說話的機會，訓練學生的口頭表達能力。）
T: Excellent. I’m sure. Jason is having a good time in Hangzhou. Thank you very much. But you know next year is 2008, where is Jason going?
Ss: Beijing.
T: Clever. But why?
Ss & T: 2008 Beijing Olympic Games is coming.
T: Jason will have a great time next year. Because 2008 is a special year, especially for us Chinese. You know one world one dream. Let’s enjoy our poem with our best wishes.
The day is coming
Waiting to meet in Beijing
What’s Beijing like?
Let’s go and look.
The city is really exciting.
The people are full of joy.
For the special time
People around the world
Having the same home.
Wherever we are
One world, one dream.
T: Please read it with you own feelings.
Ss & T: Read together.
（教師的范讀起到非常好的作用，既幫助學生進入了詩的情境，激發(fā)了學生情感，又運用聽讀法初步掃清了生字障礙。只可惜本人把這一環(huán)節(jié)跳過直接與學生同時進行進行朗讀了，造成學生碰到生詞停頓了下來，使詩的感情大打折扣。但這首小詩使整節(jié)課進入了最后的高潮，升華了這節(jié)這節(jié)課的主題，又對學生進行了一次深刻的愛國主義教育及同一個世界同一個夢想的德育滲透。）
T: Thank you. Let’s cross your fingers.
Ss: Cross fingers.
T: Class is over. Thank you boys and girls. Bye-bye!
Ss: Bye-bye.
課后反思
這堂課后教師在以后教學中要注意的地方是：
1、教師太過于緊張，在時間的安排上有些頭緊尾松的感覺。
2、教師對學生的評價語相對缺乏，在學生回答后與學生的互動交流太少。
3．教師要加強語音語調的訓練，盡量提高口語水平。
2007浙江省初中英語優(yōu)質課教案_實錄_反思選(5)
Making telephone calls
鄭永君 寧波市第十九中學 No.3
教學簡案
Teaching aims: Students learn how to make telephone calls.
Teaching focus: Students learn to use the target language in an integrated way. Through this lesson, they can make telephone calls in their daily life.
Key sentence structures:
Is sb. there? Just a minute. It’s for you. I’ll check.
I’ll call later. Sorry, I have the wrong number. No problem.
Teaching procedures:
1. Warming-up
a. Let’s chant. (Students practice the pronunciations of the English names that appear in the text.)
b. Self-introduction (The teacher and the students interact)
c. Group competition (Group work in the text on P.28)
2. Vocabulary in context. (P.28)
Teach the three conversations on the phone in the textbook one by one through listening and acting .
3. Listening practice. (P.29)
Let students complete the sentences in the book and put them in the correct order.
4. Listening in context (P.29)
Students listen and circle the names of the caller. Then listen again and write the callers’ names on the line below the correct picture.
5. Interact
Group work: take turns to do the role-play according to the given materials. (e.g. make a telephone call when you want to go to KFC with your friend.)
6. Book tickets for Beijing 2008 Olympic Games
Students make telephone calls to book tickets in the groups.
7. Homework:
a. Try to collect useful numbers in your daily life.
b. If your neighbor is ill, make a telephone call to help him/her.
課堂實錄
Before we start our lesson, I will first set a piece of music with lovely rhythm. Ask students to dance with the music. To my surprise, one of them did a good job. It made our lesson a warm atmosphere at the beginning.
Step 1. Pre-task
Let’s chant.
T: I’m very happy to meet you here. Are you happy today?
Ss: Yes.
T: OK. I’m happy too. Because I can have a lesson for you and I’m sure we can be good friends after class. In fact, I have many friends here. Do you want to know them?
Ss: Yes.
T: Good! Now let me tell you their names. Would you please chant their names with me together?
Then chant the names that appear in the text for three times, from slow rhythm to fast rhythm. Make sure they can read them correctly.
Self introduction
T: Now, you know some of my friends. This time I will show you a photo. Can you guess who the person is? If you are right, I will give you a prize.
Ss: Cathy? / Brad? / Jason? /Susan? …
T: Maybe not. / Not exactly. /I’m sorry….
Then show them my photo and give them some information about me.
T: I know you want to ask me many questions, right? Now, if I give you this word Claire, what will you ask me?
S1: How old are you?
T: Can I answer I’m Claire?
S2: What’s your name?
T: Quite good. My name is Claire. Claire!
Then I give them my age, hobby, telephone number, mobile phone number and etc. They can foster their questions in a right way.
Guessing competition:
T: I know you are good at guessing. Now let’s have a guessing game. Write two questions and answers on a piece of paper. One group reads the answer; the other groups guess the questions.
I divide them into six groups. Ss prepare for 1 minute and then choose some groups to give us their answers. Let the other five groups guess the question. If they are right, I will give a star on the paper. At last we will see which group can get the most stars, and then they will be the winner today.
S: Tall and strong.
At first, no one sets the question, so I make an action on me, means that I’m tall and strong. So students get the meaning and give the question quickly, “What do you look like?”
I choose three of them and give each group who can foster the right question a red star on the paper. Then I will say: “Oh, group … gets the most stars now, but you have one more chance. I have an answer for you. Listen carefully.
T: They are making telephone calls. Who can give the right question?
S: What are they doing? / What do they like doing?
T: Good! You are right. They are making telephone calls. So let’s listen what they are talking about.
Step 2 While-task
1. Make telephone calls
Read the conversations. Notice the useful express
Susan: Hello.
Zack: Hello. This is Zack. Is Andy there?
Susan: Just a minute, please. Andy, it’s for you. It’s Zack.
Andy: Hi, Zack. How’s everything?
Zack: Fine.
The underlined red sentences are the key points.
I will add the ringing sound and the dialogue sound. When the phone rings, I say: “The phone is ringing. (This is a telephone vocabulary in the text.) Let’s listen.
After that, I explain the meaning of these key points and make sure students get the meaning. Next, ask the whole class read the dialogue loudly.
Claire: Hello. Is Karen Sanders there?
Mary: Just a minute, please. I’ll check. Sorry. No, she isn’t.
Claire: Thanks. I’ll call her later.
First make a busy sound of the phone. I will say: “The phone is busy now. (This is a telephone vocabulary in the text.) Let’s try again. Oh, the phone is ringing, it’s through.
After listening, ask boys read as Claire and girls as Mary. Then explain the underlined sentences.
Stacey: Hello.
Tom: Is Debbie there, please?
Stacey: There’s no Debbie here.
Tom: Is this 570-1794?
Stacey: No, it isn’t.
Tom: Oh, I’m sorry. I have the wrong number.
Stacey: No problem. Good-bye.
Tom: Good-bye.
The phone is ringing again. Give the students the listening dialogue, and pay attention to the key points. After that ask two students to role play the dialogue. If they act well, I will give both of them a star in their groups.
2. Self-check
Look at the conversations on page 28 and complete the sentences below.
T: OK, we know most of my friends made telephone calls just now. This time can you help Sam finish the talk on the phone?
Finish the task: Look at the conversations on page 28 and complete the sentences below. Make sure students can do it quickly and correctly. Then, ask students to listen to the conversation twice and number the sentences above in the correct order.
In this part students who answer right can get the star for his/her group.
3. Listening part
T: You have done a very good job. I think you are all clever boys and girls. We know people can make telephone calls in order to ask others for help. Now, let’s listen who is calling others for help. There are four dialogues.
Check the students’ answers after listening. Give the star to the group in which student answers right. By then, count the numbers of the stars and encourage other groups.
T: Marvelous! From listening we know Brad, Andy, Stacey and Karen are the callers in the conversations. This time let’s listen again, can you find out where they make telephone calls? OK, let’s see who is good at listening.
Play the tape first. Next, before they answer, I give them some tips about places: outside the school; hospital; classroom; office. Then, ask students to check the answers. Finally praise the student who is right and add the stars in his group.
T: “Let’s see. Oh group … has the most stars right now. But never mind, you have more chances to get them.
Step 3 Pre-task
1. Make your own telephone calls with the telephone vocabulary.
T: In everyday life, people use telephone calls to ask others for help. Today, if you need help, how do you make telephone calls for help? Now, look at the following pictures:
You want to go to KFC with your friend…
You are still at school. It rains heavily but you don’t have an umbrella...
Your father comes back and he wants your mother to pick him up…
You want to buy books after school, but you don’t have enough money…
So how can you solve the problems by making telephone calls? OK, discuss with your partners and make your original dialogues after three minutes. Are you clear?
After students give their “Yes” response, start the talking and preparation. Choose some groups to act out the dialogues. Make sure they can use the telephone vocabulary correctly, using the gestures to make it more vivid. After each performance, give the group one star and praise the actors in the group.
2. Tickets for Beijing 2008
T: I’m sure you can make your own telephone calls when you meet with problems. I am very glad you can do it freely now. We know telephone calls are very important and useful in life. We can ask for help, we can communicate with others and we can book rooms through it. What’s more, we can also books tickets by making telephone calls. Boys and girls, do you know what will happen in 2008?
Ss: The Olympic Games.
T: Excellent! It’s a big event in our country. So lots of people will come to Beijing and watch different kinds of games at that time. If you want to watch a basketball match with your friends or parents, how do you book the tickets through telephone?
Now Ticket Booking Center is open. You can call the hotline to book tickets. Please call the hotline and book the tickets you want. I will give you some minutes and let’s check which group’s acting is the best.
Students begin to prepare for the conversation. I set a piece of music about the Olympic Games at the same time, so students can have less pressure in such atmosphere.
Time is up. Act and evaluate their performance and give stars to every group who plays the dialogue.
Summary
T: It seems that you are good at making calls now. Well done! You can see group…h(huán)as the most stars, so they are today’s winner. Congratulations and you can get your prize after class. And who acts best today?
Students point to the boy.
T: Oh, you, the lovely boy, you dance well, so you act best today and this is your prize. And who is today’s best spokesman? Maybe that boy because you talk much and also do a good job! So this is the prize for you. Thank you all!
T: I’m sorry, but time is limited. This is today’s homework for you.”
⑴ Try to collect(收集) useful numbers in your daily life.
⑵ If your neighbor is ill, make a telephone call to help him/her.
T: Are you happy today?
Ss: Yes!
T: I’m so happy. I’m sure we will be good friends after class. Thank you for participation. Goodbye, class.
教學反思
在本次浙江省初中英語優(yōu)質課評比中,我以良好的業(yè)務素質、親切活潑的教學風格和精彩的教學設計博得了專家和大眾評審的一致好評，榮獲一等獎�？v觀整一堂課，我能緊扣教材“Making telephone calls”這一話題展開教學，層層遞進，讓學生從“學”教材逐步過渡到“用”教材，并能讓學生在貼近生活的情境中運用所學的知識解決問題。課堂氣氛比較活躍，教學亦算到位，也成功完成了本課的教學目標。下面是我對整堂課教學的反思和總結。
一、 教學設計和教學任務
因為教材的主要內容為“Making telephone calls”，我在教學的每個環(huán)節(jié)中都注意圍繞這一主線，并使任務間的過渡自然流暢。比如在開場的self-introduction中，我有意識地提及了自己的家庭電話和手機號碼，并把“打電話”作為興趣愛好，為課文內容的導入做好鋪墊。在自我介紹中，我先給學生關于我的個人信息，再由學生提問，這樣的設計是因為緊接著的小組競賽就是要求學生針對已給信息提出合適的問題,這樣起到了較好的示范作用。經過此番warming-up之后，我便直奔主題，導入教材，通過聽、讀等技能練習呈現(xiàn)打電話時常用的句型和表達方式，這是學生“學”教材的過程。之后，我創(chuàng)設了四個生活情境，要求學生以小組為單位運用已學知識，討論編對話并予以表演。最后，我結合奧運會這一時下頗為流行的話題讓學生通過打電話定票，讓學生充分發(fā)揮想象力進行對話創(chuàng)作，具有一定的開放性。這是整堂課的高潮部分，此時學生已脫離課本“用”教材了。教學中我對學生應用知識能力的要求不斷提高，層層深入，最終達到高潮，實現(xiàn)教學目的。
二、 教態(tài)，評價及師生互動
比賽時老師上課，師生之間都比較陌生，再加上臺下那么多老師，學生往往比較害怕，迅速拉近與學生之間的關系，使他們配合自己的教學，這是我上課前需要解決的一個問題。所以上課前我播放了一段旋律活潑輕快的英文歌曲，并邀請學生們全體起立，跟著我一起跳舞。剛開始學生還有些放不開，但由于我的鼓勵和學生的配合，課堂氣氛一下子活躍起來。然后我趁熱打鐵詢問學生的姓名、年齡等，并與他們握手，甚至擁抱，還給學生們展示了自己的生活照，師生關系變得相對融洽。在接下來的教學過程中，學生舉手也很踴躍，師生互動比較頻繁。其實上課的肢體語言很重要。我們可以通過手勢、眼神等方式來傳達信息，與學生平等交流，耐心傾聽。比如剛開始時，當坐在后排的男生因離我較遠而不能握手時，我就伸出手做了個握手的姿勢；當要對小組表現(xiàn)進行總結時，我摸摸一個男生的臉以示喜愛之情，并頒發(fā)獎品；在小組比賽中，每一次答對問題都可以給每一小組添加五角星，這樣做一方面可以是學生積極性提高，另一方面能夠使師生關系達到和諧融洽。
三、教學不足及反思
在整堂課的教學過程中，從教學任務的完成到師生互動都取得了成功，但不足之處仍待改進。首先在一開始的導入部分，我擔心學生會跟不上思路，所以在給出信息讓學生提問環(huán)節(jié)放慢了速度，導致整堂課的時間在結束時顯得很倉促。其次在引入打電話的時候，雖然設計了錄音效果，但是如果能添加錄像資料會更加直觀，可以讓學生加深對教學內容的理解。另外對教材的聽力材料處理上，個人覺得可以再生活化一些，把聽的內容跟生活場景聯(lián)系起來效果可能會更好。最后，在需要學生自我發(fā)揮的場景對話中，我給出的時間還不夠充足。作為教材內容的提升部分，我應該讓學生有足夠的時間來進行對話表演，把課文所學內容進行鞏固和拓展�？墒怯捎陂_始的時間進度比較慢， 所以在最后的表演展示部分，我只能要求一組同學完成了表演。事實上如果能邀請3-4組參與表演，那整個教學可以更加完美。
在新目標的教學理念下，新課程標準已經對我們老師提出了新的要求。盡管我們這次上的內容并非來自新目標英語，但是教學任務和教學目標還是相互銜接和滲透的。上了多堂公開課和展示課，讓我對新課程有了如下的認識：
1、要上好一堂課，老師首先要對教材有深入的理解。在此基礎上，再把教材內容細化和分類，并用學生容易并樂意接受的方式表達出來，以達到理想的教學目標和效果。老師在對細節(jié)的把握上要控制的恰到好。每一個細微之處都能反映學生當時的思想狀態(tài)和思維活動。如果老師能抓住細節(jié)，就能更好的引導學生，讓他們能夠自信地表達出心里的想法，從而更好的判斷學生對教材內容的理解和掌握，以完成課文內容的深化和遞進。另外本人認為比較重要的一點就是上課應該突出自己的特色和風格。每個老師上課的方式多種多樣，對教材的處理也有自己獨到的見解。但是綜觀老師的上課，還是以傳統(tǒng)型教學為主。我覺得既然教是為了學生更好的學和用，就應該采取一些學生樂意接受的方式去教。所以教學應該符合學生的年齡特征，讓他們帶著愉悅的心情去學，至少不是帶著排斥的心情去學。我們可以多穿插一些游戲，猜謎，可愛有趣的表情和手勢去激發(fā)學生的學習熱情，讓自己站在與學生相同的年齡起點上，讓學生樂意接受你，喜歡你，把教學效果發(fā)揮到最佳狀態(tài)。
2、老師對學生的評價要準確，有效并多樣化。我們說及時有效的評價對提高學生上課積極性和表現(xiàn)欲具有至關重要的作用。我們聽公開課也會發(fā)現(xiàn)老師們兩個不足的地方。一個就是評價不及時：學生回答完問題后，老師沒有做出適時有效的評價，這會挫傷學生回答下面問題的積極性，有可能導致接下去課堂氣氛的淡化甚至冷場。另一個就是評價單一化：老師們在學生回答好以后總是喜歡用good, very good去進行評價，時間一長，自會讓學生覺得乏味。這樣的評價最終流于形式，失去了它的激勵作用和效果了。其實新目標課程標準強調了一個情感目標，有效多樣的評價也是實現(xiàn)這一目標的良好途徑。如果我們對學生的正確回答給予肯定，并使用多樣的評價詞匯，如excellent, well-done, gorgeous, marvelous, You are clever, Good boy, Lovely girl等，我們就能夠使學生在學的過程實現(xiàn)自我肯定和自我我提升。另外我們也不妨用肢體語言來表現(xiàn)評價方式的多樣化。動作，眼神或手勢都能傳遞老師對學生回答后作出的反映。課堂中，學生處于緊張的狀態(tài)中，老師溫柔的手勢，優(yōu)雅的動作，喜愛的眼神都能表達出對學生的情感，學生也能在接收到老師的這一信息后更加努力地去實現(xiàn)下一個回答的目標。這樣的課課堂氣氛一定是良好的。對于小組等的集體評價也是如此。積極有效的集體評價不僅可以促進個人的發(fā)揮，也可以使學生在發(fā)揮過程中增加集體觀念和群體意識，強調個體之間的合作與幫助，這也是新目標力求實現(xiàn)的一個目標。
3、 師生互動要頻繁持久，上課節(jié)奏要有慢有快，語音語調要抑揚頓挫。學生的配合在很大程度上決定了上課的質量和效果。如何讓學生來配合老師的上課，是一個值得研究的課題了。在第一點中我講到了上課要符合學生的年齡特征，才能取得成功。所以老師自身一定要充滿激情與活力，才能時刻感染學生，讓學生保持一種新鮮感。上課的節(jié)奏把握上，也要時而躍進，時而緩和，容易的地方一筆帶過，困難的地方就要留足空間給學生思考，盡可能少的給他們帶來挫敗感。老師的語音語調也要恰到好處。語音的準確到位是學生肯定老師的第一步。優(yōu)美流利的發(fā)音可以提高學生的注意力，因為他們愿意去聽，愿意去欣賞。其次語調的處理上也可以帶來意想不到的效果。語調的緩和可以解除學生思考過程中的焦慮，語調的急促可以增加個人與小組間的競爭。降低聲音，可以讓學生去想象，去思考，制造一種懸念和神秘感。提高聲音，可以讓學生集中注意，去分析別人的答案，并做進一步的修正�？傊�，只有控制了好了這些因素，才能讓學生覺得有吸引力，并愿意參與其中。
4、 老師要充分發(fā)揮自己的教育機智，適時運用幽默感及親和力。不管哪位老師上課，即使準備的很充分，在真正上課過程中，總會碰到一些突發(fā)問題。有時學生的回答或冷場都會讓老師有些不知所措。所以善于運用教學機智去處理突發(fā)情況，也是我們要學會的。如果老師的指令學生沒有明白，那老師不必緊張，只需用舉例形式去解釋就行。當然這一過程應該放慢速度了。如果學生不肯表演對話，老師可以事先表揚一些同學，學生在嘗到甜頭后自然就有了表現(xiàn)的欲望。比如學生給出的答案與老師的期望答案風馬牛不相及，老師可以很幽默地跟這個同學開個玩笑，先緩和一下氣氛，然后再明確地重復問題，讓學生在老師的提示下完成回答。其實教學機智的方式很多，運用的手段也是多種多樣的。老師自身的幽默感，親和力和感染力都可以作為教育機智的載體，只要用的上，我們就應該大膽地去嘗試。
總而言之，上課也是另一種形式的表演。如何在自己的教學舞臺上發(fā)揮出色，展現(xiàn)出最佳的課堂狀態(tài)，還需要我們不停的去探索和實踐。
2007浙江省初中英語優(yōu)質課教案_實錄_教學反思選(6)
Language Focus “some” and “any”(2)
By Zhou Xiaqin (周夏琴)
教學簡案
Teaching materials: Language focus ‘some’ and ‘any’ (Part 1, 2, 3)
Analysis of Teaching materials: The teaching materials mainly focus on the usage of some and any. Part 1 can be dealt as warming up. In this part, attention should be paid to collecting Ss’ food vocabularies. By collecting Ss’ food vocabularies may help Ss recall what they have learnt and weaken the difficulty in listening. Part 2 deals with listening. The recoding is a bit fast for Ss to catch, so preparing some additional easy questions may help Ss to get main information in listening and clear up some obstacles in listening and improve their listening skills. Part 3.1 and Part 3.2 can be dealt in Ss’ oral practice in this class, so it’s unnecessary for T and Ss to spend special time on it. Part 3.3 is dealt in encouraging Ss to use the target language some and any.
Teaching aims:
Ss will acquire the following:
1. the usage of some & any
2. the listening skills of understanding
Importance and difficulties:
Teaching Aids: P.P.T. & cassettes
Teaching Methods: Mainly TBL
Teaching Procedures as follow:
Activity 1. Warm up
(Purpose: To smooth Ss’ emotion and lead in)
Activity 2. Brainstorm
(Purpose: To introduce some and any and help Ss to get the initial sense of the use of some and any)
Name the vocabulary of food
Activity 3. Look & differ
(Purpose: To help Ss to use some and any in the language)
Look at the two pictures and tell the differences with “ some” and “any”
Activity 4. Survey
(Purpose: to use some and any in real life situation)
Make a survey about your friends’ favorite dish. Tell the whole class something about the dish, for example: What’s in it? Why does he like it?
Activity 5. Listen
(Purpose: To help Ss to understand the target language in listening)
Listen and choose the things they have got.
Q1: What have they got?
A. Flour B. Butter C. Sugar D. Eggs E. Milk
Answers: ABDE
Q2: What are they making? Pancakes or shortbread biscuits? How do you know it?
Activity 6: Group work
(Purpose: To make Ss further use the target language in real life situation and motivate Ss’ creativities)
1.Illustrate how to make banana milk shake with the Ss first.
2.Discuss with your group which dish to cook and what you need for this dish as well as the reason why you choose it. At last introduce us how to cook it.
Activity 7. Homework
1.Consolidate the usage of “some” and “any”.
2.Collect more information about food in other countries, and introduce them to the class.
3. Make a poster of your dish for the Festival.
課堂實錄
Activity 1. Warm up
(Purpose: To smooth Ss’ emotion and lead in)
T: Good afternoon, boys and girls.
Ss: Good afternoon, Miss Zhou.
T: How are you doing? I am very excited today. Because I am in Hangzhou now. It is such a beautiful city. There are some interesting places to see here. What’s more, the food in Hangzhou is so delicious. I had some fish, pork and soup. I didn’t have any fruit for lunch. Oh, by the way, what do you often have for lunch at school or dinner at home?
S1: I often have chicken and soup for lunch.
S2: I often have some eggs, fish and cabbage for dinner.
S3: I usually have rice, pork and eggplants for lunch.
T: Delicious! And I believe you know a lot words about food. Now let’s share some words you know.
Activity 2. Brainstorm
(Purpose: To introduce some and any and help Ss to get the initial sense of the use of some and any)
T: Please tell some words about food.
S1: pork, fish, duck, chicken, dumplings
S2: broccoli, rice, lettuce, shake, tomato
S3: potato, mutton, beef, milk, banana
S4: juice, chip, hamburger, sandwich, orange
T: Wow, you really have a large vocabulary. But have you got a good memory? Now look at the pictures and try to remember what they are. After 10 seconds, I will ask you some questions about them, such as “ Is there any bananas in the picture?”. Ready to go? OK, let’s start.
(10 seconds later)
T: Sorry to interrupt, but time is up. Is there any milk in the picture?
S1: Yes, there is some milk in the picture.
T: Are there any pears in the picture?
S2: No, there aren’t any pears in the picture.
T: Are there some potatoes in this room?
Ss: Yes, there are some.
T: Is there any juice in the room?
Ss: No, there isn’t any juice in the room.
T: Excellent! All of you have a good memory. Great! Then have you got sharp eyes?
Activity 3. Look & differ
(Purpose: To help Ss to use some and any in the language)
T: Now let’s find out if you have got sharp eyes. Look at the two similar pictures and tell us the differences between the two. You may say like this:
There is / are some … in picture 1.
But there isn’t / aren’t any … in Picture 2.
One minute to prepare, please!
S1: There is some a bottle of coke in Picture 2, but there isn’t any bottles of coke in Picture 2.
T: Well done.
S2: there are some tins of wine in Picture 2, but there aren’t any in Picture 1.
T: Good. What else?
S3: There are some pears in Picture 1, but there aren’t any in Picture 2.
T: Quite right.
S4: There are some oranges in Picture 1, but there aren’t any in Picture 2.
T: Terrific!
S5: There is some coffee in Picture 2, but there isn’t any in Picture 1.
T: Good. Are these your favorite?
Activity 4. Survey
(Purpose: to use some and any in real life situation)
T: Excuse me, Tony. What is your favorite food?
S1: My favorite food is hot tofu.
T: What’s in it?
S1: Tofu and pepper.
T: Thank you for telling us. What about you, Lucy?
S2: My favorite food is fried chicken.
T: Why do you like it?
S2: Because it is delicious, I think.
T: Oh, I see. Now ask your group about their favorite food. Try to find out the ingredients in it and the reason why he or she likes it. Then give a report. OK, here we go.
(on the work sheet)
S1: Peter’s favorite food is curry potatoes. He likes it because it is good for health. It has got some potatoes and curry. It hasn’t got any sugar.
T: Well done. I like it too. Any one?
S2: Tony’s favorite food is hot tofu. He likes it because it is easy to cook and cheap. It has got some pepper and tofu. It hasn’t got any meat.
T: Haha, good reasons, easy to cook and cheap. Right. Any other idea?
S3: Susan’s favorite food is vegetable salad. She likes it because it is good for health, and it helps her to become more beautiful. It has got some tomatoes, broccoli, lettuce and salad. It hasn’t got any hot food.
T: Sounds yummy. But can you cook them?
Ss: Some say “yes”, some say “no”.
T: If you can’t, don’t worry. You can learn to cook from your parents or from a cooking book, just like Pat and Anne. They try to make something. Now let’s listen to the tape and find out what they have got.
Activity 5. Listen
(Purpose: To help Ss to understand the target language in listening)
T: First take a look at the two pictures. According to the pictures, you can get some tips about the listening content. Now don’t look at your paper. Listen and choose the things they have got.
Q: What have they got?
A. Flour B. Butter C. Sugar D. Eggs E. Milk
Answers: ABDE
T: What are they making? Pancakes or shortbread biscuits? How do you know it? Now you may discuss with your group, then share the idea with the whole class.
S1: I think they are making pancakes. Because if they want to make shortbread biscuits, they need some sugar, but they don’t have any sugar. So they can not make shortbread biscuits.
T: Excellent! Good job! And I find that you really have some talents in cooking. And there is a food festival in school. Why don’t you help and design a nice dish? Maybe you will be the best cook of the festival.
Activity 6: Group work
(Purpose: To make Ss further use the target language in real life situation and motivate Ss’ creativities)
T: Discuss with your group which dish to cook and what you need for this dish as well as the reason why you choose it. At last introduce us how to cook it. For example, you learnt it from your book about making banana milk shake. What do we need?
Ss: Bananas, milk, sugar…
T: Do we need any salt?
Ss: No, we don’t need any salt.
T: What should we do first?
Ss: Peer the bananas.
T: Then?
Ss: Cut the bananas.
T: I see. Go on teaching me how to make it.
Ss: Put the bananas into the blender and pour some milk. At last, turn on the blender.
T: Ok, maybe after going back home, I will make some. Ok, now I will give some minutes to design a nice dish and make an oral advertisement for it, so people will be interested in your dish. And later we will choose the best dish.
(Several minutes later)
T: Let’s see what you have got. Show yourself, please!
S1: We decide to make Sichuan hot tofu. We have got some tofu and red pepper. We don’t need any fat. Let me tell you how to cook. First wash the pepper and tofu. Put some oil, then put pepper and tofu into it, and stir it. Then put some relish. Why do we cook this dish? Because it is yummy and hot food can make you excited and strong. And it is also very popular. If it is not popular in your school, I will give some for them to eat, then everyone will like it soon.
T: Wonderful! I can even smell it. I believe it will be popular in your school soon. What else?
S2: We decide to make a pizza. We have got some flour, vegetable, relish and chicken. Let me tell you how to cook it. First get the flour ready, then put some vegetables and chicken onto it. Then pour some relish on them. At last put it into an oven to bake it for 13 minutes. Why do we cook it? Because it is nutritious and healthy. And almost every young student likes it. Many people will buy it during the festival. We can make lots of money.
T: Amazing! You are so talented. I am so surprised. You can use what we learnt in real life. But remember to go over the usage of “some” and “any” after class. What’s more, Collect more information about food in other countries, and introduce them to the class or make a poster of your dish for the Festival. Well, I really enjoy having a class with you all. Thank you so much. Class is over. Goodbye and have a nice day!
Activity 7. Homework
1.Consolidate the usage of “some” and “any”.
2.Collect more information about food in other countries, and introduce them to the class.
3. Make a poster of your dish for the Festival.
教學反思
4月17-19日，二○○七年浙江省初中英語課堂教學比賽在杭州崇文實驗學校舉行，六百多名教師觀摩了本次活動。我有幸參加了此次比賽。本次比賽與往年略有不同，比賽組委會根據(jù)抽簽順序的先后，在上課24小時前，給出上課話題，要求各參賽選手在短暫的一天一夜時間里，獨立進行教材分析，寫出教案，完成課件，因為本次比賽時間緊，難度大，任務重，各地市都派出了精兵強將來參賽。他們大多是有了5-10年的教齡，并是各地市“雙高’課或優(yōu)質課的一等獎獲得者，而我只是一個才在嘉興秀洲現(xiàn)代實驗學校工作不到兩年的年輕教師。但是在市、區(qū)兩位教研員的鼓勵下，努力備課，以飽滿的熱情、積極引導學生積極參與討論、主動思考、大膽發(fā)言，在學生的積極配合下，整個課程安排基本上完成， 但是畢竟是一個新老師，所以這堂課還有很多不足之處需要改進。
1． 沒能充分利用學生已有知識打開話題，為新知識作鋪墊。
我拿到的材料是以食物為話題，?