授课老师:刘岩
教材:(新标准英语三年级起点)NSE 4B
一、Pre-task preparation
(教室里回荡着英文歌曲《the Children from Chinaand chinese》,随之,刘老师面带笑容,挥动着信封走进教室一一创设情景,课堂生活化。)
T(Teacher):look,this is a letter from Scotland(老师出示一封信件,并投影,简介信件内容).Lucy lives inScotland.She's my friend.Do you want to read it?
S(Student):Yes.(学生听得津津有味)
T:OK.I' ve duplicated the letter for you.Pass the leter,please.Now,let's read the letter.What's IuCy talking about in her letter?(老师把事先复印好的信件发给学生)
S:(学生对信的内容充满好奇)
T:(老师播放录音,学生倾听,学生边听磁带边试读信,通过多种感官接触信息。)What does Lucy talk aboutin her letter?Can you tell me?
S1:Lucy lives in Scotland.(学生回答时老师板书)
S2:She's dancing.(老师继续板书)
T:Hi Peter,Do you like dancing?
S:No.But I can dancing.(老师纠正I can句型应接dance.然后继续提问)
T:Cissy,do you like dancing?
S:Yes.
二、While-task Procedure
T:let's reply a letter to Lucy.Let's make friends withLucy,ok?(交代学习任务)
T:Lucy lives in Scotland.Where do you live?(教师设问并请学生自由回答)
S1:I live in China.
S2:I live in Dalian,China.
S3:I live in Beijing.
S4:I live in my house.……(学生思维宽泛)
Scene 1
T:Suppose the Olympic Games is opening in Beijing now.You are the sports grls and sports boys.You are from everywhere of the world.Where do you live?(渲染语境,并为知识的拓展铺垫)(Ask a student)What's your favorite sport?
S:(学生产生兴趣)My favorite spont is diving.
T:Where do you live?
S:I live in Dalian.(1日知→新知,尝试应用句型)
Scene 2
T:(老师泡茶)Now,let's play a game.Everybody,close your eyes.Guess what am I doing?
S1 You are drinking tea.
T:No,it's very hot.Now,open your eyes.
S2:You're make tea.(老师纠正应是making)
T:Yes,I am.
Scene 3
T:Now,close your eyes.(老师穿上一件白毛衣)Guess what I' m wearing.
S:You're wearing a white sweater.
T:Yes,you'very clever.
T:This time,I want to ask you.What you am wearing?(小组学习反馈)
S1I' m wearing a red sweater.
S2:I'm wearing a yellow sweater.(新旧结合)
T:Tell you partner what you are wearing.(小组互动)
S1:What are you wearing?
S2:I' m wearing-…·(注重英语的生活化、应用化)
S3:What are you wearing?
S:I'm wearing a yelIow and brown sweater.
T:Mm,it's very beautiful.(扩展,求异思维训练)
Scene 4
T:Who can come over here and play a game with me a guessing game?(学生纷纷举手)
(邀请一位同学到前面,与老师背对背站着,同学做动作,老师猜,强化学生听力。)
T:What are you doing?(2遍)Are you...Are you...Are you smiling?(借助听,强化本课重点)
S1:Yes,I'm smiling.
T:Play the game with your partnerse.(要求同桌学生做该游戏,通过游戏让学生说含有句式的句子,予以强化。)
S1： What are you doing?
S2:(Doing long jump)
S1:Are you doing high jump?
S2:No.
T:Don't forget he's a rabbit(调节课堂气氛)
S1:You art doing long jump.
S2:Yes.
Scene 5
T:(老师创设情景)One day,I went to Sam's home.I knocked the door.After 15minutes.Sam opened the door.Why?Let's guess what he is doing?(学生交头接耳。)
(邀请一名同学到前面来扮演Sam,以可移动的黑板为道具做门,教师随机使用。)
T:Sam,open the door!
S:(学生Sam作睡觉状,栩栩如生。}
T:What am you doing?
S:I' m sleeping.
T:What's Sam doing?Guess and play the game with your friends.(接下来小组互动,反馈。)
Scene 6
T:Now,I'm a photographer.(用手势示意给全班孩子们照相,合影,孩子们摆好姿势。)
T:I need a model.Who wants to be my model?(邀请一位同学到前面)
T:look,what's she doing?
S1:Is she playing?
S2:Is she dancing?
T:Are you dancing?
s3:Yes,I' m.(小组再次互动,反馈。)
T:Lucy has written a letter to Amy,too.I've got the permission from Amy.
(老师要求分角色朗读)
T:let's write a letter to Lucy now.who wants to be my secretary?(学生纷纷举手,择几生为助手。师生一起书写信的开头:Dear Lucy:How are you通过观察,让学生初步了解书信的格式)
三、Post-task Acavities
T:The time is limited.(课前有意设计此教学)时间有限,我们今天无法写完这封信,但大家很幸运,在坐的老师可以帮我们把今天的录像寄给Lucy!come over here and say something to her.
S:(学生全体来到前面,纷纷举手回答.)
Hi Lucy!
T:Tell Lucy where do you live.|
S:I live in China.(Together)
T:Tell Lucy what are you doing.
S:I'm dancing.(做出动作)
S:I'm playing computer games.
S:I'm skiing.(学生争取每人一句,以达到完成任务的目的和检查掌握的程度。)(完成任务,并重述任务)
(最后教师布置作业:独立对朋友或家人描述自己的照片和试着独立给Lucy回信.)
T:In the next class,we'll write the whole letter to Lucy together-(暗示下节课学习任务。继续播放英文歌曲,教室里又回响起美妙的音乐一体结束)
课后反思
本课执教者 刘 岩
现在的学生普遍英语水平与同步的教材相比略高,有些孩子的英语水平甚至已经超出比自己高些年级的学生,尤其在口语和听力方面表现的较为突出。在这堂英语课中,我尝试性的让学生到黑板上做了单词填空的练习。总体看来他们写的不错,我真诚的拍手予以称赞。但我也发现他们存在两方面的不足:一是单词写得不准确;二是写得欠优美。这都是日常缺乏写的有效训练的缘故。我认为,在英语学习中,写同样可以给孩子以自信,给孩子以乐趣。中国书法的魅力使无数人为之倾心。而英语书法虽无汉字的间架结构,但自有其柔中带刚的特点,而对某一个人来说:他的书写水平不仅能看出他对英语技能、技巧的掌握程度,也能展示他的性格。在学生的口语能力已远远超出写的能力的今天,平日加强写的训练,不但可以使学的内容更扎实,也锤炼了孩子们做事一丝不苟的性格。
我认为小学三年级起就应该重视写的训练,有序、有量、有质地加大写的比重。教师要精心研究写的作业的设计,让我们的孩子能真正在听说读写中得到均衡的发展,
在学习中体验英语给他们带来的快乐,增强其自信。
评点
大连软件园双语学校 于华强
针对这节课，我谈三点感受：
一、设计巧妙
设计巧妙是刘岩老师这节课给我的最大感受，上课伊始,刘老师采取了情趣引人的教学组织与导入有机结合的方式,她没有让学生常规性的起立互相问候,而是在音乐《The Children from China and Chinese》的营造下,手持远方的来信,满面春风地步人课堂,顿时师生的心相近,情相融,智生智。
在教材的处理上,也巧妙得很。刘老师没有将Lucy 的来信做"引子",直扑本课训练的重点:Lucy lives in Scotland.I am wearing clothes from Scotland .而是紧扣学生的起始兴趣点,不断唤起他们的学习与使用英语智趣,表现在课堂上始终以"信"为载体自然、亲切,有序、有质地完成教学任务,可谓"润物细无声"。
二、贴近生活
刘老师的课让人感觉很实用。在课堂上设计的一系列活动,采取场景变换的方式,不断调动学生多种感官,促使学生在兴趣的驱动下积极参与,得到可提升性的情感体验,提高其听说读写的能力。课堂教学的生活化,充分引领学生在课堂生活中应
用英语参与学习,这在课前、课尾的播放音乐《The Children from China and Chinese》的大场景熏陶和全课环环紧扣的活动中都得到良好的体现。自然而然地快乐于学生、默化于学生、引领于学生、发展于学生。
三、有效反思
我常驻足于刘老师的课堂,也常与刘老师坦诚交谈。反思教学是她的一大长处,这体现在她的教学全过程中,而不仅仅限于课后。就这节课而言,开课的设计,"信"的充分载体运用,师生共同板书等并不是她的起初设计,在教案"首稿"出来后,刘老师紧紧围绕英语教学的生活化、应用化,及综合提升学生能力等方面,反思课堂教学的"景象"(我校四年级无平行班,没条件试讲),进行不断的"教案设计"与"教案反思",进一步加工处理,才生成了本课的有效教学。