Unit9听课实录及评课

                            --温州市十二中杨帆红老师的一堂课

                                           泰顺七中 吴牡丹

Step 1 : warming up

--T: Good afternoon! Boys and girls how are you today?           

--S1: I am pretty good./ S2: I am not bad./ S3:

---T: How were you yesterday?   S1: I was good. /S2: I was pretty good. /S3: …

---T: How was your last weekend? S1: It was good. / S2: It was busy. /S3: …

 

How’s your feeling? / What’s your feeling?

---T: OK, Now, look at blackboard, maybe it can help you to describe your feelings.

Great / pretty good/ interesting/happy/relaxing

Busy / boring/ terrible/ awful

--T: How was my last weekend?

What did I do last weekend? (On Saturday-at home/On Sunday-outside)

--S1: You did some washing at home./S2: You cooked dinner. /S3: You watched TV.

S4: You went shop./ S5: You played tennis. / S6: You visited your parents.

评：Warming up这个环节从询问学生今天感觉如何自然地过渡到询问学生昨天感觉如何，从一般时态过渡到简单的过去式，自然引出已学知识，引导学生使用过去式的肯定句和疑问句，学生会用过去式表达对周末活动的评价与感觉。因为学生群体不同，在杨老师的课堂上，学生能够将一般现在时与过去时分清楚，但是相对于我们的农村中学学生来讲，可能会比较困难，这里需要教师在前几个课时进行大量的输入，让学生先分清楚什么是一般现在时，什么是一般过去时，但是这里有一点是值得我学习的，就是输出feelings时，采用首字母提示的方法说出词汇。此外，结合金浪老师评课时说的，情感渗透应该是无处不在的，例如谈到activties时候， so much homework to do，I think it’s too boring,这时我们就应该追加渗透情感态度价值观，maybe it’s boring, but I think it’s helpful for you to arrange your time,事情一多，也许就是一个机会来教你如何经营时间，同时也有老师讲到其实情感态度价值观不一定非要一块东西放进去，它存在与文本输出每一句的话语中，在教师与学生对话之中，当学生说到这个东西，教师应该马上将情感态度价值观渗透进去，例如：学生输出visited grandparents ,cooked dinner,等等文本语音时，那么教师应该抓住机会进行情感态度价值观的渗透，you can say, visited grandparents can you’re your grandparents happy, and cooked dinner can make you feel relaxing, or can make you mum happy不断的叠加其实是一种输入。

 

Step2: Presentation

--T: Ok, boys and girls look at the blackboard, how did kids spend their weekend? From the title, can you guess what the passage talk about?

--S1: Talk about their weekends

3a passage: Yesterday, we asked ten students at No.3 Middle School what they did last weekend. For most kids, the weekend was fun. On Saturday morning, ten kids did their homework or studied. On Saturday afternoon, five kids went shopping, and three went to the library. Two kids also played computer games. On Saturday evening, seven kids watched a movie or stayed at home and watched TV. On Sunday, two kids visited friends, nine kids cleaned their rooms, and five played sports.

--T: Yes, very good, the passage was about the kids’ weekend. Ok, now read the passage quickly, let’s do fast reading and here is a question for you: 1. Can you find the topic sentence(主题句)?

--S1: For most kids, the weekend was fun.

--T: Well, who has different opinions? S2, do you agree with her?

--S2: No, I think “Yesterday, we asked ten students at No.3 Middle School what they did last weekend.” is the topic sentence.

--T: Yes, good. You are right. This one is the topic sentence. We can see I a passage the first sentence is the topic sentence, we also call it beginning.

  And these sentences we consider it as body:              

On Saturday morning, ten kids did their homework or studied. On Saturday afternoon, five kids went shopping, and three went to the library. Two kids also played computer games. On Saturday evening, seven kids watched a movie or stayed at home and watched TV. On Sunday, two kids visited friends, nine kids cleaned their rooms, and five played sports.

--T: Ok, now let’s read it carefully, and here are some questions for you :

1. What did the kids do last weekend?

2. Find all the past tense verbs(动词的过去时态).

3. How was most kids’ weekend?

--T: Ok, Let’s see the first question:

What did the kids do last weekend?

weekends activities(给出提示词when、who、what、how)

 

S1: On Saturday morning, ten kids did their homework or studied.

S2: On Saturday afternoon, five kids went shopping, and three went to the library. Two kids also played computer games.

S3: On Saturday evening, seven kids watched a movie or stayed at home and watched TV.

S4: On Sunday, two kids visited friends, nine kids cleaned their rooms, and five played sports(教师重复学生的回答)

--T: Good job.

评：本环节为呈现环节，也是本单元教授的重点3a，用一张图片导入到课文，首先抛出问题From the title, can you guess what the passage talk about?感觉有点突兀，学生有点一头雾水，上面还在讨论how was my weekend?过渡到from the title , can you guess what the passage talk about?总觉的有点牵强。个人拙见，干脆就不要问From the title, can you guess what the passage talk about?因为题目本身已经点了本文所要讨论的内容了，how did kids spend their weekend，已经一目了然的内容，所以再问显得有些多余，可以直接抛出问题How did kids spend their weekend？因为从我的周末过渡到孩子们的周末还是比较自然的；第二，关于第一个问题What did the kids do last weekend?金浪老师谈的几点建议，我觉得是值得采纳的。这是一堂阅读课，但是我们以什么方式来充实阅读课呢？（这也是我们农村中学教师比较困惑的问题）金浪老师的回答让我豁然开朗，她说阅读课上如果以提问题，回答问题的方式，并且学生能够一目了然的看到问题找到答案的，这样做可以照顾到后20%的同学，不需要思考，马上能从文中找到答案，这样对于提高学生学习英语兴趣也是很有帮助的，例如我们可以将What did the kids do last weekend?这个问题分成好6个问题来问：

1-3.what did the kids do last Saturday morning/afternoon/evening?

4-5.what did the kids do last Sunday morning/afternoon/evening?

因为本身weekend 这个词也是一个概括性的时间，可以分的更细，这样做的好处是能够帮助学生更好的理解文本，还可以提高学生学习的兴趣，另一方面，这里也可以有情感态度的渗透，可以教会学生如何合理安排时间，利用时间

--T:Ok, after we know what the did last weekend, let’s see the second question: Find all the past tense verbs(动词的过去时态).

Ask 3Ss to find the past tense verbs:

do-did   is/am-was  go-went (what’s this verbs’ present tense?)

played/stayed/cleaned   / d / 

asked watched / t /  studied   / id /

--T: Ok, pay attention to these verbs’ past tense pronunciations

评：本环节对教材处理的很仔细，首先对不规则动词do-did is/am-was  go-went的一般现在时进行复习，加深学生区别动词的现在时与过去时形式的印象，其次对规则动词played/stayed/cleaned 后直接加ed的发音/ d / 还有动词asked  watched/ t / studied 去y变i 加ed  / id /的发音规律归类，因为动词的过去式是本单元的重点，尤其是加了-ed后单词规则动词与不规则动词的发音。这些细节方面都为学生进行了很好的示范作用，学生下次碰到类似的词语也就会对单词进行归类，并且能够准确地读出这个动词的发音。

--T: Ok let’s see next question how was most kids’ weekend?

--S1: For most kids, the weekend was fun.

--T: Yes, for most kids, the weekend was fun, so can I put this sentence here? Can I put this sentence at the end of the passage? Yes or no?

--Ss: Yes.

--T: In my opinion, I think it is better. And this sentence can to be the end, do you agree with me? Yes or no?

--Ss: Yes.

--T: Yes, ok, maybe there are more endings for this passage. Let’s see together, here are more endings:

We had a good/relaxing/happy/…weekend!

We en______ our w_______!

We had a g____ t_____ last ________!

Do you l____ the ________?

What ______ your _________?

Let Ss complete the words. Check it together.

We enjoy our weekend!

We had a good time last weekend!

Do you like the weekend?

What about your weekend?

--T: Ok, this is the ending of the passage. Well, now open your book, let’s read after the tape, try to imitate the reader’s tone.(文中标出升降调)

Read 1 time.

评：首先，在这个环节中，杨老师将For most kids, the weekend was fun.这句话作为文本的ending的输入，进而自然引出more endings，我认为这样处理很好。可以看出杨老师对文本解读非常的深刻，处理也是非常地仔细。这一点值得我们学习；其次，对于文本的磨音，有老师提出在阅读课上是否有必要进行文本的磨音？对此，金浪老师也给出了非常明确的指点，磨音非常有必要，尤其是在初一阶段，做法：如果有时间，要进行多次的磨音，第一次要打开课本看着文本磨音；第二次合上课本进行磨音；第三次可以利用思维导图册中的图片或是key words进行磨音，因为存在与文本中的句子如果能够与图片进行对接，对学生加深记忆很有帮助，举个很简单的例子来讲：如果我们把描述一个人的文字与现实中的人结合起来，是不是对这个人更加印象深刻呢？这其中的道理其实一样；第三，这里杨老师再次利用首字母方式来提示学生说出完整单词，这实际上也是对过去所学单词的很好的复习过程。

Step 3 Practice

--T: Ok, now I’d like you to retell this passage, I’ll give you some information.

Beginning: Yesterday, we ____ ten students at ___ school what they ___ last ____.

Body: For____, the weekend___fun.

_____morning, 10 kids did their___or____.

_____afternoon, 5 kids ____.3_______.2 kids also ____.

_____evening, 7 kids watched__­­­­­­___or stayed _____ and ________.

On Sunday, 2 kids _________.9 kids _____ rooms. 5 played ____.

S1…

(Second time, only some time words and some pictures left, let Ss retell)

Yesterday, we_________-

For___________________

_____morning, _______________________.

_____afternoon, ______________________.

_____evening, _______________________­­­­­.

On Sunday, _________________________.

S2：…

(Third time, only some pictures left, let Ss retell)

--T: Ok, now, after retelling, let’s check your homework

The boy’s weekend

Beginning: I had a ______ weekend

Body: On Saturday morning/afternoon/evening, I _____________. It was ____. On Sunday morning/afternoon/evening, I _____________. It was ______.

--T: Ok, now give a title please.

Ss: My last weekend/my busy weekend/my boring weekend/my interesting weekend?

--T: we can use “How did I spend the weekend? /My last weekend / A _ weekend “as the title.

评：这个环节应该是输出环节，或许是温州第十二中学的学生基础比较好，都能够顺利地完成老师布置的任务，都能流利的复述出文本内容，对于这个环节的处理，老师们也纷纷提出疑问：是不是感觉会过渡的太快了些？从处理完文本马上就让学生复述，那么本课的任务是否落实？再者站起来复述的也只是极个别的学生，是不是大部分同学都能复述了呢？关于这几点疑问扬帆红老师后来也做出回答：“这部分根据思维导图册里的图示心经，采用图忆法来让学生复述3a的文本，这样的方式在我的班级试了好多次，一般的3a都是以这样的方式呈现，学生都完成的不错，好的学生可以脱离导图册直接对文本进行复述，后20%的学生会利用导图的第三页，就是没有图片，只有文字的来描述整篇文章. 而3b部分是当做回家的预习作业来完成，所以在这一堂课上我只是作为检查，为最后的篇章输出呈现一个更完整明了的框架，3a与3b如果让学生写一篇composition的话，我感觉3b的形式更适合writing，所以这里3b让学生先去预习，然后在课堂上搭建思维导图的框架，就是文章的框架，那么学生能够根据这个框架很清晰地输出一个小短文”。听了杨帆红老师的话，我们的疑问也就随之而解了，正所谓冰冻三尺非一日之寒，进行有效的课前预习是新课程标准的要求之一，是不可或缺的一个环节；也是直接关系到在课堂上学生能否顺利掌握我们本节课所学内容并进行有效消化。

Step 4 Group work

--T: Ok, now, let’s do a group work, I’ll give you minutes to prepare: four in a group, the first one give the beginning, the second one give the body, another give the ending. And you must speak out what did you do on your weekends, use the time, person, and how was your feelings.

Title: How did I spend the weekend? /My last weekend / A ____ weekend

Beginning: I had a/an...weekend./ It was a / an…weekend.

Body: On Saturday morning, ......, On Sunday …

Ending: ……

评：这个环节充分体现了学生的小组合作，分工非常到位，让不同层次的学生在课堂上都有事可做，但这也正是老师们有疑问的地方:分工的写作在一定程度上存在非真实性，因为每个学生的周末都是不一样的，例如一个学生说了：I had a busy/happy/… weekend,第二个学生必须要接着他的话往下说，这里在某种程度上就限制了学生自己的真实想法。那么我们是不是能把这一环节改成看图写作？这样是否更具真实性呢？教师准备好四幅图，让学生挑选写，并且运用我们本节课所学的语言来描述绘本，这也是很重要的一项写作技能，按照学生的发展规律来讲，学生是在合作学习中接受的东西更多；并且在写完之后，再进行小组成员间的集体纠错，这样做的好处很多，一，能够让学生明白自己错在哪里，一目了然，比起教师一篇篇的修改要来的轻松；二，也可以让学生巩固今日所学内容，深刻文本语言在学生心中的印象。

 

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                                              5月15日凌晨