初中英语课堂教学实录及点评
初中英语课堂教学实录及点评
听说课课堂教学实录
Unit 3 Why do you like koalas? Section B (1—3)
执教人单位:沂南县铜井中学执教人:祖庆涛
[教学目标]
知识目标:1.学习并掌握What, Why引导的特殊疑问句,
2.用Because句型和形容词“ugly, clever, friendly, beautiful, shy ”表示原因,性质、品质。
能力目标:Describe animals; Express preferences
情感目标:了解自然,树立自觉保护动物的意识,谈论喜好,展示个性。
[重点难点]
重点:1. Words: ugly, clever, friendly, beautiful, shy, other
2. Target Language:
What animals do you like?
What other animals do you like?
Because they’re…and…
难点:How to describe animal and express preferences.
[教学过程]
I. Warm up
1. Revision (复习Section A中的句型)
Let’s chant.
What animal do you like?
What animal do you like?
Do you like tigers?
Yes, I do. Yes, I do.
Do you like pandas?
Yes, I do. Yes, I do.
Do you like pandas?
No, I don’t. No, I don’t.
点评:Chant的应用,既复习回顾了Section A中的内容,又提高了学生学习的积极性,活跃了课堂气氛。
2. Task: A free talk about your favorite animal and the reasons
参考句型:
A:What’s your favorite animal?
B:My favorite animal is…
A: Why?
B:Because it’s …
点评:进一步突出了本单元的“Language Goals: Describe animals; Express preferences”,以对话活动为载体,有针对性的复习回顾了以前所学的知识,同时又为本课的学习目标(让学生使用更加丰富的语言来描述动物,表达自己的喜好)做了铺垫。
II. Pre-task (预备任务)
1. Research(新知探究):
1) Show the new words“ugly, clever, friendly,beautiful, shy, other ”on the screen to the SS.
2) Ask a student to read, the other SS follow him / her to read.
C. Read, correct the pronunciations and remember them.
D. Have a dictation.
点评:以上活动都是在课前单词预习的基础上进行。
2. Task1: Learn more describe words.
2) Ask some groups to show.
参考词汇:ugly, friendly, small, shy, clever, beautiful, cute, scary…
参考句型:
A:Let’s see….
B: Why?
A:Because…
OR, A:Do you like…?
B:Yes, I do / No, I don’t
A: Why?
B:Because…
点评:通过复习回顾、强化巩固了单词,在这一个活动中,教师注重了训练学生对单词的应用,教会学生如何用更加丰富的语言描述动物,表达喜好。建议这个任务的设计,与Revision中Task(A free talk about your favorite animal and the reasons)内容相似,设计的层次应该递进一步。
III. While-task (同步任务)
1. Task1: SB 2a(课本2a)
2) Change and correct
点评:小组间,小组成员之间,相互合作,共同促进。
3) Ask the groups to show.
2. Task2: SB.2b
1)Use the same way to solve 2b.
2)Follow to read the listening material
3. Task3: SB 3
1)Listen to the tape.
2)Read and understand
3)Talk about the important contents.
4)Read the new sentences on the screen:
What animals do you like?
What other animals do you like?
Because they’re friendly and clever.
5)Show
6)Read after the tape.
7)Read in groups.
8)Check
4. Task4: Make new conversations in groups
需用句型:
A: What animals do you like?
B:I like… They’re…
A: What other animals…?
B:I like…
A: Why?
B: Becau se…
点评:这个活动是本堂课的升华,任务的层次有所递进,表达的语言更加丰富,注重了口语应用,同时为下一步的教学活动做好准备。
IV. Post-task (任务提升)
1. Task1:Make a survey
Survey 4 partners about their favorite animals / subjects / movies / actors (演员) /month… and the reasons
参考句型:What’s your favorite…? Why?
点评:合作共建,展示提升,这个任务通过学生之间的合作完成,在谈论动物话题的基础上有所拓展,通过合作交流,为下一步写作训练提供了素材。
2. Task 2: Speaking and writing
First give us the report about the survey, and then write a short article.
…favorite…is…, He / She likes it because…
点评:教学层次又递进一步,任务的难度又有所增加,由对话的口语应用练习,迁移到语篇的输出,达成了预定的能力目标,同时又为下一课时3a语篇的学习打好了基础。
V. Summary:
Ask one of the Ss what they have learnt.
VI.Homework
1.Grasp the new contents in section B 1-3.
2.Preview 3a-4 .
总评
1. 目标明确,重、难点把握准确,知识主线提炼精确。
2. 教学设计体现了“听说课”的教学模式,从复习热身、感知体验、强化巩固到语言应用,设计的思路清晰,步骤明确,体现了“层层递进”的教学原则。
3. 设计的流程遵循了学生的认知规律,由感知体验到语言应用,注重了知识获取,能力形成的学习过程。
4. 能够突出学生的主体地位,面向全体,每个学生有任务,且每个学生都有展示的机会。
5. 通过小组间的合作,引导学生进行自主、探究学习,敢于质疑,善于解惑,学会总结,大胆评价。
6. 教学效果良好,学生参与面广,参与机会多,参与的积极性高涨,兴趣浓,知识与能力、过程与方法、情感态度价值观得到了很好的落实。
读写课课堂教学实录
Unit 3 What were you doing when the UFO arrived? Section A (3a—4)
执教人单位:莒南县城关第一中学执教人:杨剩余
总评:
纵观本节课,教师对教材的把握老道,教学目标定位准确;教学环节设计丝丝入扣、层层推进;听说读写训练全面、透彻;教师教学方式灵活多样,既活泼,又实用;教学活动设计面向全体学生,学生积极主动参与,主动发展。教师的教学风格已形成鲜明的特点:口头训练领先、读写及时跟进的原则贯穿始终。
建议:1、教师再多增加一些让学生展示的机会,以便进一步增强学生的自信心、提高其积极性,进而获得成就感;2、教师应进一步锤炼自己的课堂语言,从而使课堂教学可以更加流畅地进行。
复习课课堂教学实录
Units 21-22 Book II
执教人单位:临沂六中执教人:咸慧
复习目标
1. 复习Units21-22的单词和短语,并能熟练运用重点短语造句
2. 总结语法:并列句和反身代词
3. 增加语篇阅读,强化限时阅读
4. 运用Module 14中的单词和短语,连词成篇
教学过程:
复习任务一Class report
报告的内容必须和本模块的话题有关。报告者先提出问题再进行报告,然后学生回答问题。点评:Class report既复习了本模块的话题,又训练了学生的听力。学生们带着问题听报告会更有针对性。
复习任务二Words and expressions
Step1:检查《同步》Words and expressions Exx1-2 and then discuss in groups.
点评:对单词和短语的复习已提前在课下进行,《同步》也要求尽量在课下完成,课上只对Words and expressions进行抽查。小组讨论体现了学生的自主学习,使学生对单词理解得更透彻。教师只对疑难问题进行解惑。
Step2: 习题:用所给动词的适当形式填空。
1) He _____off the tree and hurt his left leg. (fall)
2) n the end, the police _______out the robber’s address and arrested him quickly. (find)
3) When she heard the news, her eyes _______with excitement. (shine)
4) I hear someone ________the piano in the next room. (play)
5) Last week, our school______ a football match. To our surprise, the girls’ team beat the boys’ and_____. (hold /win)
点评:括号内所给的动词是本模块的重点,而在《同步》中没有体现,所以选择了几道比较有代表性的习题供学生练习,加强对所学知识的巩固。
Step3: 《同步》III.
1. Read these phrases aloud and translate them into Chinese orally, then translate the following Chinese sentences into English.
点评:通过合作交流,让学生理解本模块中的重点短语和句型,并将所给的汉语句子翻译成英语。习题紧扣知识点,引导学生回顾所学知识。
2. Make sentences as many as you can:
(1)teach oneself \ learn by oneself
(2)(not) afford to do
(3)to one’s surprise
(4)lose oneself in
(5)catch up with
(6)take an active part in
点评:针对本模块中的重点短语,给学生充分的思考时间,小组内相互交流,然后快速造句。鼓励学生展开想象,联系前后所学知识,提高了学生造句能力和用英语思维的能力。
3.要点再现:
as…as not as(so)…as
It’s as good as it used to be.
She can’t run as fast as I can.
My brother writes as carefully as me.
总结as…as的用法:__________________________________________________________________________ go on doing go on to do go on with
1) Now he has to stop writing because his teacher asks him to go on_______(read).
2) My mother did some cleaning this morning. After lunch, she went on_____(do).She was too tired.
3) After a short rest, they will go on with the work.
小组讨论三个短语之间的区别:
点评:本环节根据例句,通过小组讨论,总结短语的用法。
复习任务三Grammar
Step 1:Turn to P35 and P40, Go through Checkpoints21-22. (结合八年级下册《同步》)
Step 2: 总结并列句和反身代词,然后做《同步》Exx1-2
点评:学生结合八年级下册《同步》,小组交流并列句和反身代词的用法,然后归纳到笔记本上。由于形容词和副词的比较级的用法已在Module 5中详细讲过,教师在这里就没再赘述。
复习任务四Speaking, reading and writing
Step 1: 做《同步》Ex II
Step 2:限时阅读(选自《同步》)
Turn to P15o. Read the passage (B) in 5 minutes and choose the best answer.
点评:这篇文章和本模块中的话题之一“运动”有关。教师设置的限时阅读不但扩大学生的阅读量,而且提高了学生的阅读速度和能力。
Step 3:Funny story
Choose three or more words and phrases in Units21-22 to make up a short story.
Model:
fall behind
hurt oneself
I could …when I was….
look after oneself
do one’s best
win
例文:
I could climb the tree when I was seven years old. But one day, I fell off a tall tree and hurt myself. I broke my left leg. So I had to stay at home and I couldn’t go to school, even I couldn’t look after myself. I thought I would fall behind. But mother said: “Don’t give up. work hard and you will win.” So I taugh t myself at home. I did my best. At last, I caught up wit the others.
点评:教师让学生利用本模块中出现的单词、短语和句型,展开充分的联想,编写趣味故事,培养了学生敏捷的反应能力和思维能力。所提供的例文为下一趣味故事的编写做了适当的铺垫。为学生提供了辅助。
(not) as…as
catch up with
take an active part in
(not) afford to do
teach oneself
go on doing
to one’s surprise
enjoy oneself ……
点评:学生先笔头练习,然后向全班展示,进一步训练了学生的口、笔头的语言表达能力。
作业布置
1)复习Units 21-22 Book II中的单词和课文,准备第二天听写;
2)尽量完成《同步》。
总评
在本节初三复习课上,该教师的课堂教学活动不再拘泥于对词语和课文的理解、背诵,而是把大量的时间花在对所学知识的运用上,用本单元的词、短语、句式等进行口、笔头造句和作文。采用的形式也丰富多样。从听、说、读、写等方面进行全方位的训练与提高。因此学生的综合语言运用能力得以提升。由于给学生提供了很多口头表达、对话交流的场景,这对学生的心理素质、表达的胆量、趣味的提升、成就感自信心的形成大有裨益。
但本节课仍有极少部分同学处于“静观其变、不以为然、不为所动”的状态,似乎教学中热烈的语言交融与己无关。因此,教师在组织课堂教学活动中还要多关注这些英语学习中的“弱势群体”,做到个个能张口,人人能表达,真正实现面向全体,人尽其能的民主和谐、活泼紧张的创新课堂。
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