Pep六上Part_B_Let’s_read课堂实录.doc

-专注教育，服务教师-课 堂 实 录内容：PEP B7 Unit 1 Part B Lets read.教学过程：过程教师学生备注凌应强的评注Warming upT: Whats the weather like today?Whats the date ? What day is it today ?根据实际情况回答这部分问答从五年级就开始每节课进行训练了，也有每次在问答完后都写在黑板上让他们读。这学期从一开学就要求课代表每天写在黑板角上保持一天，让他们互相读给同桌听。两个星期后，我在上课时让个别学生来回答却说不出来。我就让叫到却不会说的学生下课后到办公室学。我以为这样他们就会认真在课外读了。可几节课下来，不会的依然不会对于有如此问题的学生：1. 如果学生对于天气的词汇比较熟悉了，先用一般疑问句Look, is it Sunny/warm today?作为铺垫，然后再用Whats the weather like today?2. 把日历画出来，点着日期的数字，问“Whats the date today?让那些学生回答。指着“星期”，问What day is it today?，让他们回答。3. 平时也可以让他们提问别的学生，这样他们就有可能有意识地关注问句的表达方式了。4. 如果天气、日期、星期的词汇不过关，多给他们强化一下。Presentation 1. traffic lights1)Teacher points to the phrase “traffic lights “(板书)2)Ask and answer:T: How many traffic lights are there?T: Yes, there are three traffic lights. (板书three)解释：“there are” 意思是“有”。T: There are three lights. What are they?T: We stop at the red light. So red means stop.(板书)解释： means3）Use the same way to teach “yellow and green light ”4)The other countries.T: In China, there are three traffic lights.(板书three) Red light means stop; yellow light means wait; green light means go. How about in the US, Australia and England?T: So in every country the traffic lights are the same. 解释the same 填空：In the are the same.A)指导学生根据发音写出every countryB）解释并指导读every countryC）指导学生填出traffic lightsD)整句朗读。2. traffic rules1)In ChinaT: These are the traffic rules about the traffic lights. What about the other traffic rules ?其他交通规则呢？T：（在黑板上画一条路,有一人在上面走） Look , this is a road. I walk on the road.解释walk A)动作解释B）walk=go on foot（板书）举例：I go to school on foot. （板书） I walk to school. （板书）T: Which side can I walk on?T: Yes ,this is the right side.解释并领读 right side (板书)扩展：right handeareyefacelegfootT：(指着一些手) This is the right hand of .(指着路的一边) This is the right side of the road(板书).T: We walk on (板书)the right side of the road.T: (做开车的动作) Look, Im driving a car. 板书：drive T: Who drive the car? The drivers.(板书并解释)T: Drivers drive on the right side of the road.（板书） 2) in the other countriesT: (指向黑板上画的路)This is the right of the road. In China, can we walk on the left side of the road?T: Yes, we must walk on the right side of the road.解释：must（板书）T: This is the traffic rules in China. How about in the US, Australia and England?Please read the passage and write the answers on the book,3)校对答案4）指导学生填空：In some countries the traffic rules are not the same ( different ).Students read it.Ss :Three.Ss :read “there are”Ss: Red yellow and green.Ss: read “means” “Red means stop.”Ss: Three.(板书) Red means stop. Yellow means wait. Green means go.Ss: Read “the same”Ss：在教师指导下完成各项内容。S1: Points one side.Ss: 跟着教师说和做。Ss read after teacher.Ss read after teacher.Ss read：driveSs read: driversSs read the sentence.Ss: No, we cant.Ss read: must and the sentence.Ss read the passage and write the answers.One student writes on the board.这部份答案五花八门，有的学生不知所措，有的学生抄了课文中的整个句子。根本不看我在前面的例子。或许是他们没有办法从一个整句中挑出重点的单词来填。课堂教学，不仅仅看教师如何设计环节，如何呈现知识，还要看教师预设的学生反应，以及学生的实际反应。从实录看：1. 教师的行为基本上是告知知识。相应来说，学生的任务就是“理解”2. 学生的行为基本上是“朗读”和“简略回答”。3. 学生的语句输出能力没有得到很好的培养。缺乏思维训练，尤其是让学生思考如何用句子来表达。下面是我对这个环节开头部分的修改，请比较与你的设计的不同之处：1. T（指着教室中的日光灯）:What are they? | SS: Lights.T: Yes! (写下：What are they? 提示学生)|SS: They are lights.T: （出示红绿灯图片）What are they?|SS: They are lights.T: Yes. Very good. They are traffic lights.板书：They are _ _ _ff_c lights.|SS根据发音填充字母。T: What colors do you see?|SS: I see red, yellow, and green.T: Yes. So there are three colors. （板书：There are _ _ on the traffic lights. They are _, _, and _.）|SS: There are three colors on the traffic lights. They are red, yellow, and green. T: (擦除板书, 剩下There are . They are )Say it again, please.|SS: 尝试回忆.T: OK. （如果有课件，用课件辅助。如果没有课件，用手工教具）Look. Whats this?|SS: Its a bus. T: Yes. This is an American school bus. In America, all the school buses are yellow. Now, where is the bus?|SS: On the road.T: Yes. The bus is running on the road(学生补充划线部分). Now, look, what color is the traffic light?|SS: Its red.T: Right. And the school bus must stop. (板书：red stop) 引导学生说：The traffic light is red, and the bus must stop. 强化单词stop。T: And now, (出示黄灯), the traffic light is yellow. 视学生情况，让他们补充说出划线部分。板书：yellow wait回溯：The traffic light is red, and the bus must stop. 引导输出：|SS: The traffic light is yellow, and the bus must wait.强化单词wait。用同样的方法教授：The traffic light is green, and the bus CAN go.总结： Traffic rules red stop yellow wait green go In America, red means stop, yellow means wait, and green means go.T: And in all countries, the traffic lights are the same. They are always red, yellow, and green. Red means stop. Yellow means wait. And green means go. 引导学生说划线部分。教学same的发音。用两幅图(英国靠左行驶和美国靠右行驶)比较：Many things are the same, but three things are different. Point out, please.T: Yes, the bike is different. In America, the bike goes on the right side of the road.（板书） But in England, the bike goes on the left side of the road.（引导学生说划线部分）In America, the car goes on the .前面板书添加 Same Traffic rules增加板书： Different Traffic rulesgo on the left: England, Practice1、放录音,让学生跟读句子，同时请学生分别解释句子的意思。2、指导学生做书本上的判断题。3、完成作业本练习。Ss read and say.go on the right: America反思这节课的文章较长，也有少数的陌生单词。我就根据不同内容分别设计不同的场景进行呈现。从学生的对话和讨论中一一呈现课文中的难点内容。一步一步下来，学生都能在我的带领下顺利完成与我的对话。（看似完成了对话，实际上他们多数情况下在说单词，而不太需要说句子。）在他们自己读课文填出我黑板上用问号表示的内容前，我都感觉很良好，也以为他们都已经懂了。可是看了他们填的答案后我惊呆了，竟然连成绩很好的学生也把课文上的句子原原本本抄到答案横线中了（学生缺少句式转换的能力），完全不顾我旁边已经写好的例子。后来让他们读课文并逐句进行翻译时（对学困生毫无益处，因为即便学优生翻译出了，学困生也只是理解了中文而已），竟然无人举手回答。叫到的一个也回答不上来。我认为在前面的学习中都已经解释过了，他们应该懂了啊。可为什么还有那么多人回答不了？（懂是一回事-understanding，运用和表达是另一回事-expression）是我的教学方法有问题吗？我百思不得其解。在课后，我想了很久，只发现了一个问题。就是对难点内容都一一呈现，但次数教少，很多单词虽然有带读，但学生只是被动接受，没有真正成为他们的知识。是不是应该增加练习的内容。可是课堂时间不够。（在交流中同时培养用知识的能力，而不是教学内容过后再追加更多的练习，那岂不成了题海战术？）回忆了几遍后觉得有点像在给初中生上课。1. 教学不是生吞活剥，而是学生通过审察教师的例句，在教师的各种提示（图画、图示、例句、已有的知识）下，努力理解并尝试运用的过程。2. 与学生互动理解短文的时候，同时可以涉及到相应的练习了。3. 平时的教学中，教师要经常性地换着方式解释句子，而不是翻译。否则，由于学生没有“换方式说句子”的能力，导致做题目的时候只会照抄句子。4. 多用一用我上面改编过的设计中体现出来的理念，你的教学语言会变得更加灵活丰富，学生的理解能力和语句输出能力也会不断增强。5. 这一课，是Lets read。可以让学生先自己尝试朗读。学生的理解水平有高有低，通过自主学习，可以调整学生的学习速度。为了获得反馈，可以抽取学生逐句朗读，看有没有读不出单词、读破句的情况。还可以通过提问相关问题来检测学生的理解程度。而学生回答问