一节初中英语课堂教学的实录、教后自评

英语学习

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 ? What will Haikou be like in 10 years ?

S1：There will be more trees,more factories,more people and fewer cars,and 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…So there will be more pollution.

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

Ss:No, we don’t.

T: What should we do ?Can you give me some advice ? (Help students to 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：

英语学习

1．T: Now, in this unit ,we are going to talk about problems,and learn how to give advice. I have a problem now, I need your help. Do you know 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 money. What should 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 problems. Let’s look at these pictures. What problems do they have ? What should 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 .

英语学习

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 fashionable.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 box.Then give a report.

(利用CAI展示课本1a中的问题。)

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

T: Now listen and circle the problems you hear in activity 1a. Then check 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。

英语学习

【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 little 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 quickly .

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 you do ? Please work in groups. Try to find some ideas and advice. Maybe it’s good for your study. Then give a report .See which group has more 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。

英语学习

【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 to ask for help,and we also should learn to help others. If we learn to help each other. Our world will be more friendly and beautiful . Do you agree?

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 conversation.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

英语学习

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。

本文来源：https://www.bwwdw.com/article/24ki.html