杭外聽課筆記(小學(xué)英語(yǔ))
教案：陳芳 項(xiàng)旭輝 王蓓
執(zhí)教：陳芳
Unit 3 2nd Period
November 9th, 2006 星沙英語(yǔ)網(wǎng)
Teaching contents: Go for it unit 3
Teaching aims:
1. Talk about future plans
2. Important words and phrases: plan to do, decide to do, think about doing sth.,
take a vacation, something+adj., I heard that… , the Great Lakes,
spend time in (doing) sth, I can’t wait , finish doing sth , need to do sth ,
Teaching steps:
2nd period
1. Warming-up
A song
2. Revision
Hello, everyone. I’m new here.You can call me Miss Chen. It’s the first time for me to stand here.So I feel a little nervous. I’m afraid that I’ll say sth wrong . Can you say sth to comfort me or encourage me?
S:…
Thanks a lot / I will./I feel better now./I appreciate it./I’ll forget all my problems.
3. Weather report:
Let’s listen to a weather report to relax.
What do you think of his/her weather report?
Shall we listen to another report? Maybe it is sth different.
What do you think of the duty report?
4. Revision
Do they feel a little nervous? When the exam is coming , you will feel …
How did you prepare the exam?
S: I read something useful /I went over something important./I did something difficult.
Did you surf the Internet?
What can you find on the Internet?
S:I can find something interesting/helpful/relaxing/healthy…
Look at this picture . I found it yesterday. What’s it?
Here are five lakes. They’re called the Great Lakes.
What do you think of them?
S:They’re…
I heard that the Great Lakes are good places to take a vacation.
How about you?
S:I heard that the Great Lakes are…in America/Canada/beautiful/good places to …
They’re really nice. I can’t wait. I plan to spend a week in going sightseeing.
How long do I spend in staying here?
I found it’s a big campus. How long do I spend in walking around the school?
How about you?
S:I spend…
How long do you spend having lunch?
S:I spend…
How about you?
S:…
After you finish having lunch, what do you plan to do?
S:I plan to…after I finish…
After I finish studying here, I plan to take a vacation. I heard that Hangzhou is a good place to go sightseeing. So I decide to spend another week in staying hangzhou
Talk about your vacation plan by using these words.
S:…
What are we talking about?
S:We are talking about taking vacations.
What are you thinking about?
S:I’m thinking about vacations.
Yes ,you’re thinking about taking vacations.
What are you thinking about your vacations?
S:I’m thinking about doing…
What do you need to prepare for your traveling?
S:I need to prepare …
5. Follow-up 1:
How about Ben Lambert’s vacation plans? Read 3a and answer:
When is he taking a vacation? This summer
Where did he decide to go? Canada
How long will he spend there? 3-4months
Follow-up 2:
Julia Morgan’s vacation plans are not finished. Please fill in the blanks with suitable words or phrases.
Please read Julia’s plans for us.
How about your article?
Follow-up 3
Tell your partner about your vacation plans. Where are you going? What are you doing there? When are you leaving? How long will you spend there? When are you coming back?
6. Homework:
Oral: Recite 3a
Written: Write vacation plans of your partner.
eg. My friend …is a …He plans to …He is going to …
Bb: finish doing … something wrong
plan to do … something + adj.
I heard that +sentence I can’t wait.
decide to do… the Great Lakes
spend time (in) doing … take a vacation
talk about doing… need to do …
think about sth./doing sth.
陳芳：
杭外老師的風(fēng)格獨(dú)特，他們總以聊天的方式對(duì)學(xué)生進(jìn)行語(yǔ)言輸入，不露痕跡，積極創(chuàng)設(shè)情景，讓學(xué)生通過反復(fù)使用掌握語(yǔ)言知識(shí)。再以篇章輸出，老師的評(píng)價(jià)也恰到好處。
給人感覺簡(jiǎn)潔直接，干凈利落，并且給學(xué)生充分的說的機(jī)會(huì)。
課堂容量大，由易到難，循序漸進(jìn)，再深挖教材與引導(dǎo)學(xué)生思維發(fā)散方面非常出色。
就我所上的這一節(jié)課而言，我正積極的向杭外老師學(xué)習(xí)。但忽略了中西文化背景如：The Creat Lakes 時(shí)，完全可以將五大湖的名稱分別教給學(xué)生，讓學(xué)生多懂得一些地理知識(shí)有課外知識(shí)的延伸。另外，在問到“What can you find on the Internet?”時(shí)，并非都是Sth good/important/healthy/useful…還有something scary/bad/unhealthy/ugly…以提醒學(xué)生健康地使用網(wǎng)絡(luò)，這也是德育滲透的重要性的體現(xiàn)。
項(xiàng)旭輝：
作為一個(gè)旁。觀者，看整節(jié)課，優(yōu)點(diǎn)在于：
1）教學(xué)目標(biāo)明確，能引起學(xué)生學(xué)習(xí)的意向，學(xué)生在課堂上的反映較好，表現(xiàn)出了很強(qiáng)的興趣，在學(xué)生主動(dòng)參與的意識(shí)中進(jìn)行教學(xué)，并采用易于學(xué)生理解的方式達(dá)成目標(biāo)。
2）在不同的教學(xué)階段各扮演了不同的角色：知識(shí)的傳授者，活動(dòng)的主持人，學(xué)生學(xué)習(xí)的幫手，評(píng)價(jià)者。 在課堂中對(duì)學(xué)生的關(guān)注程度較高。
3） 指令清晰，簡(jiǎn)潔，有效。提問的頻度較高，類型廣泛，涵蓋知識(shí)的范圍較大。 在課堂中對(duì)學(xué)生的評(píng)價(jià)多樣，有效。
4） 板書設(shè)計(jì)合理，黑板成為教學(xué)的有效輔助。
不足之處在于：
1）在課堂中隨機(jī)應(yīng)變的能力還不夠，作出的評(píng)價(jià)還不夠及時(shí)。
2）閱讀課在閱讀方法和技巧方面可給予一定的指導(dǎo)。
王蓓：
多年來，“完美”一直是我們課堂教學(xué)追求的一個(gè)目標(biāo)、一種境界。我們追求教學(xué)過程的完美。開頭怎么導(dǎo)入，中間怎么過渡，亮點(diǎn)安排在什么地方，結(jié)尾如何掀起一個(gè)高潮，每個(gè)環(huán)節(jié)大約需要多少時(shí)間，我們?cè)趥湔n時(shí)都處心積慮、精心設(shè)計(jì)。教師集編、導(dǎo)、演于一身，該想的都想到了，該有的也都有了，似乎找不出什么漏洞。但靜下心來想一想，總感覺 覺得表演的成分太濃。這樣的課，是經(jīng)過精心設(shè)計(jì)、反復(fù)演練才搬上課堂的，師生一唱一和，看似精彩紛呈，其實(shí)效果如何，實(shí)在不敢深究。這樣的課，注重的是“花樣”，凸現(xiàn)的是教師，而學(xué)生發(fā)現(xiàn)真理、探究知識(shí)的真實(shí)體驗(yàn)，卻被我們有意無意地冷落了，學(xué)生在課堂上只能氣喘吁吁地跟在教師后面跑，他們哪還有自主思考和探究的空間，哪還有盡情享受知識(shí)“風(fēng)景”的樂趣。
其實(shí)，“教室，是出錯(cuò)的地方?！?課堂教學(xué)是教師課堂構(gòu)思和教學(xué)實(shí)際之間的對(duì)話過程，不完美甚至有錯(cuò)，才是它的真實(shí)存在。它可能有教師面對(duì)學(xué)生發(fā)問而回答不出的尷尬，它可能有學(xué)生面對(duì)問題所作出的“越軌”甚至“錯(cuò)誤”的回答，它可能有未能完成預(yù)定教學(xué)目標(biāo)的遺憾，這都是正常的。從美學(xué)角度看，既然課堂教學(xué)稱之為藝術(shù)，藝術(shù)本身就可能完美，而這種不完美往往會(huì)給課堂本身增添許多耐人尋味的地方，使之變得更美麗、更精彩。
星沙英語(yǔ)網(wǎng)
教案：陳芳 項(xiàng)旭輝 王蓓
執(zhí)教：陳芳
Unit 3 2nd Period
November 9th, 2006 星沙英語(yǔ)網(wǎng)
Teaching contents: Go for it unit 3
Teaching aims:
1. Talk about future plans
2. Important words and phrases: plan to do, decide to do, think about doing sth.,
take a vacation, something+adj., I heard that… , the Great Lakes,
spend time in (doing) sth, I can’t wait , finish doing sth , need to do sth ,
Teaching steps:
2nd period
1. Warming-up
A song
2. Revision
Hello, everyone. I’m new here.You can call me Miss Chen. It’s the first time for me to stand here.So I feel a little nervous. I’m afraid that I’ll say sth wrong . Can you say sth to comfort me or encourage me?
S:…
Thanks a lot / I will./I feel better now./I appreciate it./I’ll forget all my problems.
3. Weather report:
Let’s listen to a weather report to relax.
What do you think of his/her weather report?
Shall we listen to another report? Maybe it is sth different.
What do you think of the duty report?
4. Revision
Do they feel a little nervous? When the exam is coming , you will feel …
How did you prepare the exam?
S: I read something useful /I went over something important./I did something difficult.
Did you surf the Internet?
What can you find on the Internet?
S:I can find something interesting/helpful/relaxing/healthy…
Look at this picture . I found it yesterday. What’s it?
Here are five lakes. They’re called the Great Lakes.
What do you think of them?
S:They’re…
I heard that the Great Lakes are good places to take a vacation.
How about you?
S:I heard that the Great Lakes are…in America/Canada/beautiful/good places to …
They’re really nice. I can’t wait. I plan to spend a week in going sightseeing.
How long do I spend in staying here?
I found it’s a big campus. How long do I spend in walking around the school?
How about you?
S:I spend…
How long do you spend having lunch?
S:I spend…
How about you?
S:…
After you finish having lunch, what do you plan to do?
S:I plan to…after I finish…
After I finish studying here, I plan to take a vacation. I heard that Hangzhou is a good place to go sightseeing. So I decide to spend another week in staying hangzhou
Talk about your vacation plan by using these words.
S:…
What are we talking about?
S:We are talking about taking vacations.
What are you thinking about?
S:I’m thinking about vacations.
Yes ,you’re thinking about taking vacations.
What are you thinking about your vacations?
S:I’m thinking about doing…
What do you need to prepare for your traveling?
S:I need to prepare …
5. Follow-up 1:
How about Ben Lambert’s vacation plans? Read 3a and answer:
When is he taking a vacation? This summer
Where did he decide to go? Canada
How long will he spend there? 3-4months
Follow-up 2:
Julia Morgan’s vacation plans are not finished. Please fill in the blanks with suitable words or phrases.
Please read Julia’s plans for us.
How about your article?
Follow-up 3
Tell your partner about your vacation plans. Where are you going? What are you doing there? When are you leaving? How long will you spend there? When are you coming back?
6. Homework:
Oral: Recite 3a
Written: Write vacation plans of your partner.
eg. My friend …is a …He plans to …He is going to …
Bb: finish doing … something wrong
plan to do … something + adj.
I heard that +sentence I can’t wait.
decide to do… the Great Lakes
spend time (in) doing … take a vacation
talk about doing… need to do …
think about sth./doing sth.
陳芳：
杭外老師的風(fēng)格獨(dú)特，他們總以聊天的方式對(duì)學(xué)生進(jìn)行語(yǔ)言輸入，不露痕跡，積極創(chuàng)設(shè)情景，讓學(xué)生通過反復(fù)使用掌握語(yǔ)言知識(shí)。再以篇章輸出，老師的評(píng)價(jià)也恰到好處。
給人感覺簡(jiǎn)潔直接，干凈利落，并且給學(xué)生充分的說的機(jī)會(huì)。
課堂容量大，由易到難，循序漸進(jìn)，再深挖教材與引導(dǎo)學(xué)生思維發(fā)散方面非常出色。
就我所上的這一節(jié)課而言，我正積極的向杭外老師學(xué)習(xí)。但忽略了中西文化背景如：The Creat Lakes 時(shí)，完全可以將五大湖的名稱分別教給學(xué)生，讓學(xué)生多懂得一些地理知識(shí)有課外知識(shí)的延伸。另外，在問到“What can you find on the Internet?”時(shí)，并非都是Sth good/important/healthy/useful…還有something scary/bad/unhealthy/ugly…以提醒學(xué)生健康地使用網(wǎng)絡(luò)，這也是德育滲透的重要性的體現(xiàn)。
項(xiàng)旭輝：
作為一個(gè)旁。觀者，看整節(jié)課，優(yōu)點(diǎn)在于：
1）教學(xué)目標(biāo)明確，能引起學(xué)生學(xué)習(xí)的意向，學(xué)生在課堂上的反映較好，表現(xiàn)出了很強(qiáng)的興趣，在學(xué)生主動(dòng)參與的意識(shí)中進(jìn)行教學(xué)，并采用易于學(xué)生理解的方式達(dá)成目標(biāo)。
2）在不同的教學(xué)階段各扮演了不同的角色：知識(shí)的傳授者，活動(dòng)的主持人，學(xué)生學(xué)習(xí)的幫手，評(píng)價(jià)者。 在課堂中對(duì)學(xué)生的關(guān)注程度較高。
3） 指令清晰，簡(jiǎn)潔，有效。提問的頻度較高，類型廣泛，涵蓋知識(shí)的范圍較大。 在課堂中對(duì)學(xué)生的評(píng)價(jià)多樣，有效。
4） 板書設(shè)計(jì)合理，黑板成為教學(xué)的有效輔助。
不足之處在于：
1）在課堂中隨機(jī)應(yīng)變的能力還不夠，作出的評(píng)價(jià)還不夠及時(shí)。
2）閱讀課在閱讀方法和技巧方面可給予一定的指導(dǎo)。
王蓓：
多年來，“完美”一直是我們課堂教學(xué)追求的一個(gè)目標(biāo)、一種境界。我們追求教學(xué)過程的完美。開頭怎么導(dǎo)入，中間怎么過渡，亮點(diǎn)安排在什么地方，結(jié)尾如何掀起一個(gè)高潮，每個(gè)環(huán)節(jié)大約需要多少時(shí)間，我們?cè)趥湔n時(shí)都處心積慮、精心設(shè)計(jì)。教師集編、導(dǎo)、演于一身，該想的都想到了，該有的也都有了，似乎找不出什么漏洞。但靜下心來想一想，總感覺 覺得表演的成分太濃。這樣的課，是經(jīng)過精心設(shè)計(jì)、反復(fù)演練才搬上課堂的，師生一唱一和，看似精彩紛呈，其實(shí)效果如何，實(shí)在不敢深究。這樣的課，注重的是“花樣”，凸現(xiàn)的是教師，而學(xué)生發(fā)現(xiàn)真理、探究知識(shí)的真實(shí)體驗(yàn)，卻被我們有意無意地冷落了，學(xué)生在課堂上只能氣喘吁吁地跟在教師后面跑，他們哪還有自主思考和探究的空間，哪還有盡情享受知識(shí)“風(fēng)景”的樂趣。
其實(shí)，“教室，是出錯(cuò)的地方?！?課堂教學(xué)是教師課堂構(gòu)思和教學(xué)實(shí)際之間的對(duì)話過程，不完美甚至有錯(cuò)，才是它的真實(shí)存在。它可能有教師面對(duì)學(xué)生發(fā)問而回答不出的尷尬，它可能有學(xué)生面對(duì)問題所作出的“越軌”甚至“錯(cuò)誤”的回答，它可能有未能完成預(yù)定教學(xué)目標(biāo)的遺憾，這都是正常的。從美學(xué)角度看，既然課堂教學(xué)稱之為藝術(shù)，藝術(shù)本身就可能完美，而這種不完美往往會(huì)給課堂本身增添許多耐人尋味的地方，使之變得更美麗、更精彩。
星沙英語(yǔ)網(wǎng)