英语组盛敏老师“Places in London”教案及反思

Teaching Plan

Teacher:Min Sheng Grade:Class 1, Grade 7

Dateof thelesson: Nov. 28, Fri Number of Students:41

1) Topic: Reading– Is London an exciting city?

2) Objectives:

a. Students are able to know more about traveling inLondonby reading the texts and photos.

b. Students are able to learn how to appreciate descriptive language in English through (self) studying the texts.

c. Students are able to practice sharpening their language use through group work on designing their own “travel agency” and selling their trip routes inChangsha.

3) Procedures

a. Warm-up:[2min.]

- Greeting & Lead-in Questions: Free talk on the following questions about traveling and vacation.

• Did you ever go on a vacation?

• Where did you go?

• Which places do you like the most?

b. Activities:[36min.]

-Self-study the text[10min.]:Reading& Language Input

- Assign st. to read the text bythemselves.Underline the words or phrases they don’t understand and try to guess what they might mean.Meanwhile also ask them to circle the words or sentences they like. At last, share their notes on the blackboard.

- According to what st. have written on the blackboard (their interests and questions), go through the texts and photos briefly. Provide necessary cultural and historic information and knowledge, and emphasize the use of descriptive language here and the problems st. have had.

• Superlatives of Adjectives

• Historical examples

• Numbers and data

• Surprising events…

-Communication[8min.]: Reading Comprehension

- Task 1:Reading Comprehension –Correct the sentences.Detailed questions and reference answers may be seen on the handouts.

- Task 2: Answer the key question of today’s lesson reasonably and logically.

• IsLondonan exciting city to you?

• Why?

• Yes, it is indeed an exciting city. Because firstly …, second …, and at last…

• No, it is actually just an OK city to me. Because…

- Practice & Assessment[18min.]: Group Work & Language Application

-Group work:Ask st. to imagine ifthey are going to start theirown travel agency for trips inChangsha.Choose some places of interest inChangsha, try to describe them in English just like whattheyread aboutLondon. Think about how to “sell” these places to the travelers.Presenttheirideas after the group discussion. A clip of video could be played to inspire the st.

http://v.youku.com/v_show/id_XNjk3MTc4NzU2.html?from=y1.2-1-103.3.2-1.1-1-1-1

- Vote for“TheBest Travel Agency” in Class 1 Grade 7.Also there will be other prizes for each group presentation like “The Most Creative Travel Agency”, “The Travel Agency Using the Best Language”, and “The Most Potential Travel Agency”, etc. Encouragement should be diverse and largely covered.

c.Wind-up & Homework[2min.]

-Sum up what we’ve done in today’s lesson: self-study on the reading texts, appreciation on the language use, practice and application through group work, maybe learning some new words or phrases (the vocabulary is comparatively easy for today), etc.

- Ask st. if they have any other questions we need to solve.

- Homework: Provide the website about traveling in London, invite st. to dig out more information through surfing the net about the places we read about today, and share with us what they will gain in the next class.http://www.visitlondon.com/

Feedback课后反思：

通过此次赛课，本人现将个人亮点以及反思总结如下。

1. 亮点。

通过这次赛课，我有认真仔细地再学习和研究一遍最新的“生命课堂”精神要点，并在自己的课堂中特别融入和强调了“自学—交流—实践—评价”的四步学习流程。有留给学生较为充足的自学（阅读资料）、交流（运用阅读话题进行口语交际）以及实践展示（拓展阅读话题联系到生活、商业实践）时间。

我非常喜欢这次赛课中让学生自己上黑板写下“疑问”以及“喜爱的词句”的部分。因为以前的自己会更多地下意识地选择带读精讲这些语言点，但这样一来学生的“主体地位”就被大大削弱了。

另外，我还喜欢自己在问题设置时，对于学生批判性思维表达空间的尊重。即便我们讨论了很久伦敦的美、伦敦的好，但如果学生依然觉得对于这座城市感觉一般，或者依然最喜欢的部分却是这座城市里的“某个监狱”，我也仍能给予幽默地鼓励。包括最后的“奖项设置环节”，除了以往最常见的“最佳表现奖”，也尝试性地加入了许多其它特点的奖项名称，来为学生营造安全、受鼓励的学习环境。

总体来说，我觉得自己这节课的结构很明晰；学生和老师都比较富于激情；同时多媒体的使用到位，例如色彩鲜明的图片、底蕴浓厚的视频、紧跟时代的网址介绍等，这些都为多元化的学生个体提供了适合他们的、最能激起他们兴趣的学习资源。

2. 反思。

在课型定位上较为模糊。这也是我自己在对比完同组杨浩林老师的课后得出的结论。领到上课材料的是典型的阅读课材料，我在处理上可能有些大胆，只给了20分钟在这篇资料的阅读上，并且对于相关语言点和词汇进行了弱化处理，并没有强调学生阅读能力的提升，而将更多时间和重点放在了口语交际和实际案列展示上。

对课堂的突发状况提前掌握不多，比如在从PPT转换到相关视频和网站时，未能提前预见到电脑的位置在教室之外，而导致老师短暂离开教室去播放视频的现象。