“备课”不充分导致课堂的“尴尬”

--《M3 Unit 8 L1 Adventure Holidays》实录及反思

教学内容：高中英语模块三Unit 8 L1 Adventure Holidays

课时：第二课时

授课、实录整理、反思

济源一中：余维民

Unit 8   Adventure Holidays

教材分析

I．涉及内容

本课内容主要围绕探险这个话题展开，主要涉及：喜马拉雅山探险；

II．教学目标

1.知识目标：

词汇	Lesson 1: raft, white-water rafting, accommodation, flight, arrangement, organization, porter, tour, route, maximum, altitude, luggage, hostel, imagine, smell, sound, feel, realize, prepare, offer, prefer, cost, extra, optional, uncomfortable, comfortable, fantastic, on the horizon, as well as, including.
语法	1.动作动词和状态动词 2.定语从句（3）：限定性定语从句和非限定性定语从句
功能	Preferences 表达偏爱和优先选择

2.语言技能：

说	能学习运用交际策略，主动参与课堂讨论，并能对交际中的询问和要求做出恰当的反应；能用英语有条理地表达对所选择的旅游项目的见解和观点。
读	能运用阅读策略skimming，在速读中把握段落大意；能运用阅读策略working out meaning, 利用上下文和句子结构猜测词义
写	能按要求写出100词左右的探险宿营指南

3.情感态度目标：了解探险家不畏艰险勇于探索的精神，以他们为榜样，培养开拓进取的意识。

4.文化意识目标: 了解探险的有关情况，培养跨文化交际能力和对探险精神的认识。

III．教学重点和难点

1.教学重点：

    (1) 阅读技巧的培养；

    (2) 重要语言点和语法点的学习；

2.教学难点：

    (1)对交际中的询问和要求做出恰当的反映

 (2)能用英语有条理的表达对所选择的旅行项目的见解和观点

IV. 教学计划：

第二课时：Lesson 1

备课反思：高一英语新教材我没有教过，虽然有幸去年暑假参加过新教材培训，但是心中还是没底。中午1:20抽完课后发现没有教参，赶紧去办公室找，结果大家都不在，好不容易找到教参时已经1:40了，备课时间非常紧张只有20几分钟。备课思路很清晰，主要是培训学生的“先题后文，逆推定位，整体细节，猜词划简”的阅读技巧。由于备课不够充分，所以刚开始上课时稍微有点紧张，不过很快就镇定下来。

V．教学步骤：

Period 2  Lesson 1:  Adventure Holidays

Teaching Goals:

1. to distinguish between and use State and Activity verbs.

2. to identify paragraph topics in a reading text.

3. to distinguish between and use adverbs and adjectives.

Teaching Procedures:

    反思课前：由于是下午第一节课，考虑到学生可能有些困，计划播放英语歌曲《My love》结果播放器出了问题半天没打开，处理好时离上课只有三分多一点的时间。虽然唱歌后学生的激情一下就调动起来了，但对此我还是有些紧张。

  Warming-up: Make some sentences with the following key words from the text.

            porter, luggage, differ .

反思热身：由于电脑意外，我不得不把原计划放在课前的热身活动“给词造句”不得不推入课堂。给词造句环节在我自己的班级进行的非常流畅，而上课的班级是第一次进行这个环节学生有些不适应，导致学生从一开始上课就有些紧张，这就导致了学生在第一个环节进行的很艰难，没有达到快速热身的效果。

Step 1. Leading-in:

    Lead in by asking if any Ss have been on an adventure holiday. If so, what did they do and did they enjoy it?

    Let Ss read through the four types of holiday and ask them which holiday is illustrated on the page.

Let each student chooses one that they would like to go on. Then, find out how many Ss chose each type of holiday and ask them to give reasons for their choice. If no student chose one or more of the holidays, ask the class why they did not choose the holiday.

导入反思：提问学生讲解自己的旅行经历，学生也许有些害怕，鼓励了几次才最终由俩学生站起来大胆地讲解自己的旅游故事。一方面老师平时很少用全英授课，学生有些不适应，另一面是每个老师的发音特点，语音和语速都不一样，学生可能听起来有些吃力，所以反应不是很主动。这样也就导致了课堂开始我一直不断地解释和鼓励，但学生的反应和配合并不是很好，这一点很大原因在于没有去充分地考虑学生的实际情况，只是按照自己的思路备课讲课，课堂效果值得怀疑。

Step 2. Reading:

  Before reading, share some reading skill with the students.

1.        We should pay attention to the pictures and title relevant to the text, which will offer us some important information.

2.        We should read the questions first, then scan the text with the key words of the questions which will help us find the important information easily.

3.        When we come across some new words ,don’t refer to the dictionary and try to guest them.

阅读反思：本来想让学生边听录音课文边读课文，这样既可以让学生练习听力还便于把握时间，但放了两次都没有成功，没想到播放器出问题了，课前电脑还测试了可以用。真是一切皆有可能，备课时我们要充分考虑一切可能性。结果临时改变让学生自己阅读，然后可以分小组讨论解决第一小题。大约过了5分钟，转一圈发现学生差不多已经完成了作业。

Let Ss read through the topics (a-g). Then ask Ss to read the first paragraph and decide the topic(e). Ss continue working individually, reading the text and matching the paragraphs and topics. When checking answers, let Ss pay attention to the importance of the first sentence in a paragraph, which usually introduces the main topic of that paragraph.

Let Ss read the text again and answer the questions in Exercise 3 in their own words. Ss can work in pairs, discussing and writing answers. Check Ss’s answer by having several Ss read out their answers to each questions.

小组合作反思：虽然要求学生分组（每四个人一组），多数小组认真讨论，积极参与，对于外边的同学我能够指导提醒，由于在阶梯教室上课固定座位空间的问题，我没法到中间的学生却没法指导，出现了学生不参与课堂的现象。

Language points:

1. As well as the group guide, all teams have cooks and porters.

  as well as… in addition to something or someone

As well as the students, the teacher hasn’t eaten anything the whole day.

As well as the teachers, the students haven’t eaten anything the whole day.

2. This is a Class A hike – you have to be fit.

   fit  adj. strong   be fit for sth./ sb.   be suitable 

     be fit to do sth.

You must be very fit if you do so much running.

     White-water rafting is not fit for you

     He is absolutely fit to take the post.

     fit  v. to be the right size       The skirt fits me well, but the color doesn’t suit me.

3. The hike costs 2,500 pounds including all flights and accommodation.

  including    being part of a larger group or amount

included 

Then thousand people took part in the performance, including one hundred old men.

Then thousand people took part in the performance, one hundred old men included.

   Step 4. language in use

Read the example pair of sentences with the class and elicit two sentences for one of the other expressions. Then, Ss work in pairs, using the verbs to make sentences with both tenses. Let some Ss say their sentences to the class.

练习反思：虽然课本学生上过，但是对于阅读课文理解回答的问题学生却没有做过，所以学生对问题的回答很不适应，不知该如何解答，虽然几经引导但学生回答不尽人意。这也就导致了课堂流程没能按照自己设计的进行。也使后面的环节有些仓促。

Step 5. homework

1.      write a short story about student’s own adventure or travel experience.

课后反思：

由于上课使用的是外班学生，对这个班级学生的语言基础和学习氛围缺少了解，特别是老师平时很少使用全英授课，当我整节课都在讲英语时，学生有点不适应，虽然尽量使用简单的英语，但是感觉到学生还是有些不理解，这可能导致了学生反映迟缓，从而使课堂流程进行不流畅，没有达到自己的理想状态，也因此导致我上课时稍微有些着急，感觉各个环节进展得有点仓促，所以感觉课堂效果不好。

上完课后我有几点收获和思考：

1.                对于不同的班级，不同的学情，我们一定要认真了解和分析，我们要灵活的调节自己的备课思路和授课环节，有些东西根据学生上课反应的情况可以进行适当的增减，不必照计划呆板地进行到底。

2.                英语公开示范课是否非要全英授课，平时要强化英语授课和学生听课的习惯，这不光对老师是一个锻炼和提高，而且对于学生也是一个很大的锻炼。目前高中英语课堂变汉语课堂的现状堪忧。

3.                公开课和示范课就像请客吃饭，首先东家要了解个人的口味爱好，要根据所有客人特点因客备菜或点菜，否则旨在增进友谊的会客餐会因此变成尴尬的应付。