英语组童斯琴老师“City and Country”教案反思及评课稿

Teaching Plan

Designed by: Cindy

Teaching Content:Unit 3 City and Country Part 4

Teaching Aims:

To understand different life styles of the city and the country.

To talk about friends by using phrases “live in...” “have...” “have to...” etc.

Teaching key points:

1. To compare and contrast activities of Susan and Tom

2. To identify farm animals and city pets

I.Lead-in

1.Watch two short videos about city and country.

2.Free talk: What’s in the city?

What’s in the country?

II. Presentation and practice

1.Present the pictures of Susan and Tom.

2.Students talk about the two pictures in groups.

Invite two groups to present their stories.

3.Read about Susan and Tom.

Students read the two passages with their partners and discuss questions:

Where does Susan/Tom live?

What does Susan/Tom have?

What does Susan/Tom have to do?

When does Susan/Tom feed the animals?

Invite two pairs to answer the questions.

4. Present the picture of an apartment and instruct its pronunciation.

5. Students read the passages again. Think and discuss the following questions:

Susan and Tom, who is in the city, and who is in the country? How do you know?

6. Invite three students to share their views.

7.Students work in pairs to ask each other the following questions, and write down their partners’answers.

Where do you live?

What do you have?

What do you have to do?

What do you usually/always do before/after school?

Invite two pairs to present their conversation.

8. Present the picture of a friend, talk about friend by using the phrases:

____ is my friend. She/he lives in____. She/he has_____ and some________. She/he has to__________ everyday. She usually______ before/after______.

9. Students work in groups to talk about their partners from information written down previously.

Invite three students to talk about their partners following teacher’s template.

Feedback课后反思:

本节课旨在通过阅读,了解城乡生活差异,并能运用基本句型谈论自己及朋友.为了让学生自己通过思考和讨论分析城乡差异,熟悉重点句型,我试图通过问题的设置来加深学生对文本的理解.具体而言：

1.导入：通过观看两段短视频的方式让学生初步了解城市和乡村,提出问题“What’s in the city? What’s in the country?”学生通过回忆短片和联系自身经历谈论城市和乡村中存在的种种事物.但我也注意到部分学生在讨论和呈现时回答都比较单一。

呈现：在呈现部分，我首先采取了分小组看图说话的方式，让学生不受限制发挥想象,加强新旧知识的结合.部分小组能有效合作,不仅准确抓住图片细节,而且语言得当,句型自然而多变.但也有小组没能有效配合,有些成员能成段讲述,而基础较弱的成员则不能完成任务.在阅读文本时,我没有首先教授新单词,而是让学生自己朗读,因为在接下来的结队讨论问题时有的学生能通过上下文和情境猜出单词的意思了.并且通过让学生自己碰到问题而不得解的这一个过程,加深了他们对新单词的印象,在我讲解时也能做到有的放矢.为了加深学生对城乡差异的理解,在阅读完文本后,我除了设置直接性的问题如“Where does Susan live?”外,还增加了间接性的问题“Susan and Tom, who is in the city? Who is in the country? How do you know?”这一问题调动起了学生的积极性.但后面的结对问答部分和小组合作谈论自己好朋友的部分,本应是两个相互衔接顺应的流程,因为我两部分指向不完全统一,造成了部分学生的困惑,使得任务的完成不够流畅.

总之,在平时的课堂中,我会增加学生结对练习和小组合作的训练,明确课堂指令,进一步加强“生命课堂”的学习.

评Cindy的课

评课人：董洁洁

童思琴老师本次课的教学内容为三年级Book3 Unit3 City and Country的第四部分内容。着重讨论了在孩子们在城市和乡村的不同的生活。现将本次课评价如下：

教学亮点：

1.童思琴老师的课堂设计较以前改善了很多，更加有条理、更加科学，老师也尽力向生命课堂靠拢。独学、对学与群学的活动也设计比较多，老师尽量放手让孩子们自己去探讨与学习。

2.在学习完文本后，童老师有一个环节是比较受我欣赏的。她让孩子们读完文本后，拓展孩子的思维，让孩子们自己探讨与思考：哪个小朋友是住在乡村的？哪个又是住在城市的？你从哪里看出来？这个问题具有挑战性又完全在孩子们的解决能力范围内，比较巧妙的训练了学生的思维能力。

教学建议：老师的指令要更明确、简单、清晰。阅读部分读得不够。本课的主题文本处理的不够扎实。老师让孩子们直接看到文本便小组讨论相关问题，没有齐读与熟读的过程，从而问题回答也不够熟练。建议先读透文本，再讨论问题。