英语组段薇老师Then and Now教案反思及评课稿

Teaching Plan

Teaching Content:

Part 2 Book 4 Unit 6 Then and Now

Teaching Aims:

To review inventions students have known

To get information of 6 inventions

To discuss and read inventors’ names

Teaching Key Point:

To know how to read inventors’ names

Step 1: Warm up:

1. Greetings. T: How are you today? S: I am good, thanks. How about you? T: I am fine, thanks.

2. Review some inventions they have known: TV, computer, washing machine, sewing machine, hair dryer, gasoline-powered car, airplane, light bulb, telephone, mobile, bicycle.

3. Ask a question: What invention do you like? Why? Encourage students to answer on their own opinions.

Step 2: Reading Task Number 1

1. Show Reading Task number 1 to students: Read the passage independently and find out 2 things: 6 inventions and the Time (When did people invent them)

2. After reading, encourage students to fill in the chart with 2 information: inventions and time. At the same time, ask 2 students to write his answers down on the blackboard.

3. Check answers together.(read and check)

4. Look at the chart, ask students: Which year was the earliest? Let students find out it by themselves and mark, then write the invention’s name on this year. After that, ask: Which year was the latest? Let students find out it by themselves and mark, then write the invention’s name on this year. Show the timeline.

5. Encourage students fill in the timeline according to the reading.

6. Check answers on computer. (read and check)

Step 2: Order the passages

When students have finished the timeline, encourage them to finish the ordering the inventions by date. (from the earliest invention to the latest invention). (6 4 1 3 2 5)

Step 3: Reading Task number 2

1. Show reading task number 2 to students: Read by yourselves, find out the inventors. Write them down on the paper.

2. At the same time, ask 3 students to finish the chart with inventors’ names on the blackboard.

3. Check answers ( don’t read the words)

4. After that, ask students: Can you read them?

5. Students discuss in groups to try to read the inventors’ names.

6. Then call some students to read and add “Fisher” in the chart. When students read the names, show pictures of inventors and help them read, at the same time, correct their pronunciations.

Step 4

Ask students to look at the chart and ask: Can you make sentences? Encourage students make sentences using the information in the chart. E.g. Fisher invented the electric washing machine in 1910.

Step 5:

Think (Discuss in groups and think)

A topic to students to think about: In your opinion, which one of these inventions is the most important? Share your reason.

Feedback课后反思：

In this period, we have finished finding the information about: inventions, time and inventors. We made a timeline of 6 inventions; we discussed and read the names of inventions; we thought about the inventions changed the world. Among these, the names of the inventors are the most important and difficult thing. After class, there are a few students still need more time to read. And for making sentences, students told 3 ways to make a sentence, that’s really great. In the 2nd period, we will read more.

评段薇老师的课：

评课人：刘奕萍

本节课的授课对象为五年级的学生，教学内容为Book4 Unit6的第二部分。本堂课总体感觉结构清晰，过度非常自然，以下从生命课堂的角度，分析一下本课的优点和不足。

一、教学亮点

1. 兴趣场：把握住了学生的兴趣点。

Vivian老师在warm-up环节让学生们快速地复习了各类发明，然后让学生们简单探讨了”What invention do you like? Why?”, 抓住了学生的兴趣点。没有在一开始就告诉学生们将学习哪几个发明，也让学生们对接下来的学习充满期待。简洁的开头让学生们有更多的时间投入接下来的主要学习环节中。

2. 思维场：突出思维的训练和学生的主体地位。

Vivian老师在本堂课中用非常清晰的课堂结构很好地引导学生来思维。从第一个环节的初读，找出6个发明和各个发明出现的时间，到根据time line 来把各个发明出现的顺序进行梳理，到最后让学生们自己order the inventions by date。 学生们在不知不觉中对于阅读材料有了较好的把握。同时，老师的这种引导方式，也在无形中让学生们学会了阅读的技巧。

在接下来的找信息，填表格阶段，有了老师之前几个步骤的铺垫，学生们可以很轻松地完成这个任务。在填写发明者信息这个步骤时，老师对于书中没有提到的洗衣机的发明者进行了知识的拓展，而对于人名的朗读，Vivian老师让学生们先自己尝试，然后再用自然拼读法引导学生正确地朗读，很好地解决了本堂课的一个难点。

3. 情感场：学生的发散思维被鼓励。

在Vivian老师的“Can you make some sentences?”的环节中，一个学生提出了一个我们不常用到的句子表达方式，Vivian老师听到后没有忽视这个学生的想法，而是对他的积极地思考给予了肯定鼓励，并对于这种不常用的表达方式简要的进行了讲解。

4. 总之，本堂课老师的精心设计，让学生在不知不觉中掌握了丰富的语言信息，学生学得很专注，很有兴致，并且收获颇丰。

二、教学建议

整堂课的各个步骤过渡很自然，环环相扣，只有其中一个步骤有待商榷。在学生对于整个文本的主要信息进行了学习梳理，填完表格，读完人名后，此时我们是否可以让学生们充分地朗读文本之后再进行“Can you make the sentences?”这个环节会更好？