英语组彭潺老师Famous People教案反思及评课稿

Teaching Plan

Teaching Content:

Book 6 Unit 1 Famous People Part 5

Teaching Aims:

To talk about puppets

To read the biography

To complete the time line

Teaching Key Points:

Ditto 1-3

I. Lead-in

1. Ask them some questions: “What did you like to play when you were very young? How about girls? How about boys?” (Encourage them to use the words puppets, dolls, toy cars and so on.)

2. Show different kinds of dolls and toys. Have them recognize these dolls and talk about the dolls. Ask some questions: “Who is your favorite puppet? Why do you like it?”

II. Presentation & Practice

1. Show a picture about the puppets in the Sesame Street. Ask questions: “Do you know them? Who are they?”

2. Play a video about Sesame Street. Have them watch the video. When they watch it and ask them to pay attention to the words at the bottom of the left corner. Then have them write down the name of the TV show. Ask: “How many characters in the video? Who are they?”

3. Introduce some information about the puppets and the Sesame Street. Then lead in Jim Henson.

4. Show the picture about Jim Henson. What do you want to know about Jim Henson? Have them think independently and make questions about Jim Henson. (Encourage them to use where, why, when, who and how to make questions.)

5. Have them read the passage and answer the questions. Let them think independently first and then work in groups to find the correct answer.

What happened in the year 1949?

How did Jim make the Kermit the Frog?

How many movies did the puppets have in 1979?

6. Have them scan the passage and find the times.

7. Have them read again and complete the time line in part 7.

8. Have them work independently first and then work in groups to make sure everyone get the correct answer.

9. Have them read again and number. Work independently to put the events in the correct order.

Feedback课后反思：

本次课是一堂关于名人的阅读课。考虑到学生对学习内容中的名人不太熟悉，但是与名人相关的信息是学生比较感兴趣的。因此，我在课前通过展示各种不同种类的玩偶或者是娃娃来引起学生的学习兴趣。再通过播放芝麻街的视频让学生对所学内容有一个初步的了解，并且对所学习的名人有初步的背景知识介绍。整体来说，这次课在转变教与学的方式，以学生为主体这一方面做得比较好。在引入学习时，我通过让学生自己对人物的思考来提问，让学生发挥学习的主动性去思考。在完成时间表的任务时，我通过让学生独学思考，对学交流，到之后的群学讨论。让大部分的学生都参与到其中，并且基本上都能完成各自的学习任务。而在完成这个时间表时，考虑到个别较难的知识点，我分为了两步来进行。先快速寻找时间，再让学生通过找出的时间来找事件。实际上这一步也是旨在教授阅读方法和培养一个良好的阅读习惯。不足的是，这堂阅读课的内容较多，没能很好的体现学生的思维场的发挥，在这一点的设计上存在一定的不足和缺陷。

评彭潺老师的课

评课人：章程

首先，学生学习方式的多样性上，主要表现在两点：第一，在课堂的开始部分，教师将不同的玩具带到教室，激发学生的兴趣。第二，在阅读文章之前，教师播放一段关于Sesame Street的视频，对文章背景有一定了解。

其次，学生学习的主体地位也有很好的体现。整堂课下来，学生自己看文章、相互检查答案、交流占了课堂的大部分时间，老师说的部分比较少。

接着，学生的思维得到了很好的锻炼。在阅读文章之前，教师让学生关于背景人物提问题，然后带着这些问题去读文章，不会让学生不知所云。而且整堂课都是在教授阅读的方法，怎样去完成timeline。第一步，教师让学生解决三个比较难的问题，为完成timeline扫除障碍；第二步，找文章当中出现的years，并去读年份所在的句子；第三步，通过阅读句子，确定每个年份发生了什么事情；第四步，归纳总结。教师通过由易到难，一步步将阅读方式呈现出来，很有条理性。

最后，学生学习步骤很清晰。在阅读文章部分，首先自己读，然后两个人进行交流，最后通过小组检查的方式来保证每个人都能够找到答案。按照独学、对学、群学这样一个基本的结构在进行学习。

总之，这堂课的重点就是如何完成timeline，也就是怎样去阅读文章，可能每个人掌握的速度有快有慢，但是经过这样一个感知和总结，学生会知道在以后阅读相关的文章时，应该怎样去处理。