九年级Unit7SectionB1a―2c课堂实录

详细内容

九年级Unit7SectionB1a―2c课堂实录

Step1: Greetings
T: Class begins.
S1: Stand up, please!
Ss: Good afternoon, teacher!
T: Good afternoon, class! Sit down, please! I think you are very excited, right?
Ss: Yes!
(反思1：我上课时经常不让学生喊起立坐下和老师好，于是今天偶尔喊一次就出现了一点混乱的局面，由此看来，有些常规还是需要坚持做下去的。)
Step2: Free talk
T: Now first let’s begin our free talk. Any volunteers? Year, Zhang Di, Please. Other students listen carefully and I will ask you some questions. Do you understand?
Ss: Yes!
T: Now Zhang Di, you can begin.
S2: ….
T: Thank you! Sit down, please! Two questions for you: where did Zhang Di go on her last trip? Li Saifei, please.
S3: She went to Shenzhen.
T: What did she do there?
S4: She played with her brother.
T: What did she eat there?
S5: She ate sea food.
T: Now another free talk. Ren Yuxuan, please. other students just listen carefully and take notes. Do you understand?
Ss: Yes!
S5: ….
T: Very good. Sit down, please. A question for you. Why does Ren Yuxuan want to go to Shanghai? Lu Ping, please have a try.
S6: Because she saw some pictures about Shanghai.
T: Another one: Can she understand what the people in Shanghai say? No! so she can talk with them in Putonghua.
(反思二：在这个自由演讲环节，也许是因为那两个学生说的有点快，也许是学生们的注意力没有完全地集中，导致有很多学生回答不出问题的局面出现，包括我自己，可能是中午没有休息，听的时候也没有完全理解，出现了暂时卡壳的状况，这样尴尬的状况告诉我，还是要把准备工作做到极致，事先我应该把学生的演讲看一下，设计好问题，这样就可以保证不出问题。
另外，我个人认为学生自由演讲是学生运用目标语言对自己思想的一个很好的梳理和展示，我还是会继续坚持做下去的。)
Step3: Review the expressions
T: Now let’s review what we learned last class. Say some expressions.
Ss: Say the expressions one by one. Then they say the language points.
….
（在这个环节，有些学生做得不够好，因为他们没有认真记忆这些词组和知识点，或许我应该再强调一下重要性，然后让学生再运用这些词组当中出现的知识点造句也许会更好。另外，我对个别学生的纠错行为也没有鼓励性的评价，这也是一个严重的问题。）
Step4: Pair work
T: This is your pair-work time. Are you ready? Any volunteers? You two, please. Others please take notes.
Ss talk about their vacations….
T asks about the important thing for some students. Some students try to talk about them.
(正如张静老师在之后的评课过程中所说的那样，在学生记笔记之前，我应该要求学生只记录那些最重要的单词，而不是全部，所以在课堂上，我们需要给学生一些方法方面的引导，这样会让学生做得更好！)
Step5: Listening practice
T: I think you did very well just now. Now open your books. Today we are going to do some listening practice. Now turn to Page 55 activity 2a. Jeff has a summer job at a travel agency. His boss is out. Let’s listen to the conversation and try to find out the answer to this question: How many people called to the agency?
Play the recording once.
（因为在另外一个班上过了这节课，所以已经能够感知到这个听力内容比较难，就在学生第一次听录音之后只设计了一个最简单的问题，但是实际上，我们完全可以照着课本上的要求这样走下来，学生也是可以做到的，所以说，这里我低估了学生的能力，这是一个备学生方面的失误。）
T: Now can you answer this question? How many people called to the agency? Three. Now this time look at the picture. The first picture. This is a girl. What is she wearing?
Ss: A T-shirt
T: A T-shirt? I think this is a vest. What season is it?
Ss: Summer.
T: Yes! It’s summer. So the weather is very hot. Now next picture. What is the girl doing?
Ss: She is fishing.
T: I don’t think so. I think she is watching a wale. What is she wearing?
Ss: A sweater.
T: Year. A sweater. Now Picture3. What can you see in this picture? Some men and women? I think they are kids. Now this time let’s do some exercises in 2a and 2b. 2a number the pictures. 2b there are three customers. What do they want and what don’t want? Try to fill in the chart as many as possible.
（在这个环节，我带领学生对听力材料进行了一个预热，让学生看图，基本了解或者去猜测要听的内容，这样就给学生下一步的听力减少了一些困难。）
Play the first conversation again.
T: Now let’s stop here this time. Which is Picture1? The first one, the second or the third one?
Ss: The first one.
T: Year. Why do you think so?
Ss: Hawii.
T: Hawii. So it’s very hot. Now activity 2b. What does the woman want?
Ss: She wants to go somewhere warm.
T: What doesn’t she want?
Ss: Flying.
T: Year. She doesn’t like flying. Now let’s listen to the second conversation.
（这里我把听力内容分解为三个小对话，这样给学生减轻了难度，与此同时，也通过这遍听，解决了两个问题――排序和填空，因为我应经预知到这个听力的难度，所以计划就是如果学生听不出来，就把它作为一个阅读理解来处理。）
Play the second conversation again.
T: Can you get it? Which picture is about Conversation 2?
Ss: Picture 3.
T: Picture 3? Did you hear the word wale? So Picture 2 is about Conversation 2. What does the man want? She wants to go on a nature tour. Please fill in the blanks. What doesn’t he want?
Ss: Anywhere cold.
T: He doesn’t want to go anywhere cold. Now let’s listen to the third conversation.
Play the third conversation again.
T: Have you got it? It’s very difficult, right? Now Picture 3 is about Conversation 3. So the number is 1 2 3. Where does she want to go?
Ss: Fun for kids.
T: She wants to go to places that are fun for kids. And she doesn’t want to go to a big city.
I think this listening practice is very difficult. Let’s turn to Page 132. Listen and repeat.
（在这个完成听力任务的过程中，我发现只有三分之一左右的学生听懂或者做出练习，我想对于这样长而且有难度的听力材料，如果我们反复地听，一定会占用很多时间，所以就故意地忽略了多数学生的问题继续往前走。）
Play the recording and ask the Ss to read after it.
….
（在学生跟读听力内容的环节，为了节约时间，我让学生直接跟读电脑上的录音，但是出现了一个问题，就是电脑放音总是会拖一点音，所以这是个安排失误，我应该在听前两遍的时候让学生听电脑录音，而在跟读的时候就跟着录音机读，这样就不会出现这样的问题了，所以，有很多事情是在操作的过程中逐步发现问题并整改。）
T: Now some questions for you. Q1: What’s the name of the travel agency?
S6: Ace Travel.
T: Who is in the agency?
S7: Jeff.
T: Where is Jeff’s boss?
S8: She is out.
T: How long is she away?
S9: For half an hour.
T: Where would the first woman like to go?
S10: She would like to go somewhere warm.
T: Does she like Hawaii?
S11: No, she doesn’t.
T: Why? Why not?
S12: Because she doesn’t like flying.
T: What kind of vacation would the man like?
S13: He hopes to go on a nature tour.
T: What does Jeff ask him to do?
S14: Jeff asks him to have a wale watch.
T: What doesn’t the man like?
S15: He doesn’t want to go anywhere cold.
T: Where would the second woman like to go?
S16: She would like to go somewhere that is fun for kids.
T: What does she think of Los Angelas?
S17: She doesn’t like big cities.
（ 为了让学生加深对这段内容的理解，我在这个环节设置了很多问题让学生来回答，在之后的评课过程中，有老师提出，我的问题提得那么多，那么快，学生会不会反应不过来，我想这应该不是一个担心的问题，在我提问的时候，我已经做了至少一次的重复，而且经过我们三年下来的训练和指导，学生已经基本适应了我难道说话速度。而且我认为i，课堂上的时间非常宝贵，我们应该让学生习惯高效的课堂，不能让他们养成那种拖拖拉拉的习惯。）
T: Now let’s try to change the conversation into three passages. First let’s say it together.
（在学生基本理解了听力材料之后，我又让学生把这篇材料改编为一篇文章，我想这应该是一种写作的先行思路，在这节听力课上，我让学生口头表达了一些内容，我也融入了阅读和写作，其实，有时候，我们没有必要把课型分得过于仔细，穿插在这几种课型之间，让学生的能力有更大的提升应该是我们最大的追求。）
….
T: Now we just stop here. Look at some pictures. Picture1 This is Beijing and Yunnan. This is Tibet and Huangshan Mountain, Hangkong, Brazil, Paris, Mexico, Hawii, Niagra Falls. Now what do you want to say? Are they beautiful?
Ss: Yes!
T: What do you want to do? You want to travel to these places. Right?
Ss: Right!
T: So after this class, I hope you can love our country, love our world, and love our nature. Do you understand? This is our homework. Thanks for listening! Goodbye class!
Ss: Goodbye teacher!
（我们都知道，语言教学的特点兼具了工具性和人文性，所以在这节课上，我把教育学生保护环境、热爱祖国、热爱世界、热爱大自然的情感教育列为其中的一个教学目标，而且让学生在欣赏美景图片和音乐的同时来完成，这个要比空洞的说教更具真实感。这一点也是一直以来我对课堂的一个重要要求。我们在课堂上不能只是死守着那几个知识点让学生反复练习，这样会让学生厌倦，也让我们的课堂失去了它原本该有的内涵。）