一节初中英语课堂教学的实录、教后自评

一、课堂实录及自评

Unit 1 What should I do ? ( Section A)

Step 1. Pre-task：Free Talk

Topic: What will Haikou be like in 10 years ?

T: In Unit 1,we have learned to make preditions. Who can tell us ? W hat will Haikou be like in 10 years ?

S1：There will be more trees,more factories,more people and fewer cars,a nd people will be richer and healthier…

T: What’s your opinion ？

S2: I think Haikou will be more beautiful , but there will be more cars, more factories and people ,so there will be more pollution.

T: Do you agree with her ideas ?

S3: Yes, I agree.Because people will be richer , they will buy more cars. Many tourists will come to Haikou ,the city will be bigger and crowded…S o there will be more pollution.

T: OK. Some of you think there will be more pollution in Haikou in 10 y ears.Do you like pollution ?

Ss:No, we don’t.

T: What should we do ?Can you give me some advice ? (Help students t o answer )

S4: Maybe you should plant more trees and flowers.

S5:You shouldn’t throw the rubbish on the ground.

S6: You could call on people to protect the environment .

S7:You shouldn’t cut down the trees.

S8: (Different students different advice .)

【设计意图】利用一个贴近生活的话题，复习旧知识，利用复习，导入话题―提建议。把谈论问题和提建议两个目标语言作了分解，降低难度。为导入新课作铺垫。

【点评】只有通过师生、生生间大量的语言交流，才能培养学生用英语交际的能力。课堂上的Free Talk是培养学生听说能力的有效方式。通过谈话自然地引入本课的主题――What should I do ?

Step 2. while-task：1．T: Now, in this unit ,we are going to talk about problems,and learn h ow to give advice. I have a problem now, I need your help. Do you kno w what it is?

Ss: No, we don’t.

T: Do you want to know? Please ask me.

S9: What’s wrong ?

S10: What’s the matter？

T: What else ?

S11: What’s wrong with you ?

S12: Is there anything wrong with you ?

T: I want to buy an MP4,but I don’t have enough mone y. What shou ld I do ?

S13: You should borrow one.

S14: You could find a part-time job.

S15: You could ask some money from your parents.

(…a lot of advice )

T: Great ! All of you did good jobs .Thanks for your advice.

【设计意图】设置情景，引入谈论的新问题，呈现所需要的语言知识。

【点评】此环节旨在通过听老师讲和看画面初步了解新知识。

2. Task cycle

Task1. 词汇、目标语学习

T: You know in our daily lives or your study. There are many problem s. Let’s look at these pictures. What problems do they have ? What shou ld they do ?

(利用CAI分别展示书中四幅图片，介绍本课重点词汇out of style, argue, play, loud, keep out )

T: Look at Picture1. What’s she doing ？

Ss: She is looking at the mirror .

T: Is she happy ？

Ss: No, she isn’t .T: What’s wrong with her ? Can you guess?

S16 :Maybe she wants some new clothes.

S17: Maybe she thinks her clothes are too old.

T: Yes, quite right. She thinks her clothes are not popular or fashiona ble.They are out of style.

T: What’s wrong with her ?

(询问个别学困生，以检查他们对新单词的理解和运用。)

S18:Her clothes are out of style.

T: What should she do ?

S19: She should buy some new clothes.

S20:She shouldn’t care,because she is only a student.

(…students give some advice .)

( 然后用同样的方法介绍argue, play, loud, keep out 等词)

【设计意图】利用所学的目标语言，结合课文真实情景，在讲中练，练中运用，为学生创设词不离句，句不离情景的英语情境。

【点评】授课教师对新单词的教学不是仅停留在单词上，而是将单词融入句中，让学生整句理解。针对不同的单词采用不同的检测方法既能检测优秀学生的学习情况，又能帮助学困生再次学习，体现了分层教学的理念；既帮助了学生理解词义和句意，同时又渗透了学习方法。

Task2. 模仿运用

T: Look! Here are some problems.Perhaps some are serious, some are not serious.What’s your opinion ? Please write them in the appropriate b ox.Then give a report.

(利用CAI展示课本1a中的问题。)

Serious Not serious

S21-23: I think…are serious,but …are not serious.

T: Now listen and circle the problems you hear in activity 1a. Then ch eck the answers.

【设计意图】通过口语和听力练习活动来训练学生对语言目标的理解。

【点评】此环节教师设计的活动，让学生将刚学过的词汇和句型进行模仿运用，既帮助学生掌握了关键词语和信息，为之后是灵活运用作好了准备。

Task3.Let’s help each other.

T: Probably in your lives，you have different problems .Some are a litt le serious.Let’s help you .OK ?

T: Do you have any problems ?

S24: Yes, I do.

T : What’s the matter with you ?

S25: I’m often late for class .

T: Maybe you should get up earlier from now on, and do everything quic kly .

S26: I think so . Thank you .

T: What’s the matter with him ？(老师指着S26问S27)

S27: He’s often late for class.

T: What should he do ?

S27:He should get up earlier from now .

T：Now do it like this,and work in group of three.(自由结合三人小组开始合作。)

T：Please act it out .(学生热情高，合作效果好。)

【设计意图】通过师生对话，为三人小组活动做示范，引导学生用今日所学的目标语言解决生活中的实际问题，提高学生的合作能力。

【点评】此环节旨在建立篇章与学生的知识、兴趣和经历之间的联系，进一步帮助学生巩固和运用所学内容，教师结合学生生活中遇到的真实问题，激活了学生的思维，展示了学生的个性，培养了学生运用语言的能力。

Task 4. Discussion

T: OK, just now,we talked about your lives,but I know ,in your study, you still have some problems.For example, some of you think English is difficult. But I know all of you want to learn English well. What should y ou do ? Please work in groups. Try to find some ideas and advice. Mayb e it’s good for your study. Then give a report .See which group has mor e ideas, they will be winners.(每组发一张纸，共同探讨，并做好记录，然后各组选一人做汇报。)

【设计意图】倡导合作、探究式学习方式。培养学生用英语做事情的基本技能，让学生体验使用英语的成功感，启发不断学习的内在动力。

【点评】此环节是本课是重点。在这个环节中，教师为学生搭建了小组合作学习的平台。学生在小组学习的过程中生生互助，合作学习，既提高了学生的学习兴趣，又通过互帮互助提高了学习的效率，给学生留出了很大的运用语言的空间。

Post-task: Summary

Task 1.Sum up what we learned today.

S28:We learned :What’s the matter ?/ What’s wrong ? What should I do ? / What could I do？

T: How about you ?

S29: we learned : When we meet problems,we can ask for help.

S30: …

T: Well done ! Today we learned to talk about problems and give advice .(利用CAI总结今天所学内容。)

（设计意图：培养学生分析、归纳、综合等能力。）

Task-2.

T: In our lives ,we will meet all kinds of problems. We should learn t o ask for help,and we also should learn to help others. If we learn to he lp each other. Our world will be more friendly and beautiful . Do you agr ee?

Ss: Yes.

T:Let’s read it together .And go for it !

Ss: (学生一起朗读。)

（设计意图：进行德育渗透。）

Task 3. Homework: Writing

Xiao Ming argued with his mother .What should he do ？Make a con versation.Please give Xiao Ming advice as much as possible.

(设计意图：培养学生写的基本技能。)

【点评】让学生自己总结本节课所学内容，然后利用CAI展示本节课重难点,以此培养学生分析、归纳能力。根据目前学生“以我为中心”意识强、合作意识差的现象，教师设计了恰当的活动进行德育渗透。写作任务的布置，把听、说、读、用等教学活动落实到写上，通过作业把课堂教学的内容有机地向课外延伸。

二、教学反思

在整个的教学活动中，贯穿着竞赛的机制，学生通过报告、师生活动、生生活动、小组活动，表现出了很高的参与性，合作能力和用语言做事情能力都比较强，收到了较理想的教学效果。但也存在着一些缺撼：如每一个活动完成后，没有及时进行总结和点评。另外在Brainstorming这一活动的设计中，范围太大，以致最后在各组中都出现了不少雷同答案，没能为学生创造求异思维的空间，没有达到更深层次输出语言信息的目的。如果把这一活动分解为听说读写，各小组选一项，效果会更好。在以后的教学活动中将更进一步去研究、去完善，力争做得更好。