英语组盛敏“That’s an Idea!”教学设计及评课稿

Teacher: Michelle Sheng

Lesson Date:09/23/2014, Tu.

Number of Students: 29

Level: Grade 8 Class A2 (Students’ English level is mainly above Intermediate.)

1) Topic: English in Mind 2, Unit 2 That’s an idea! - Grammar/Past Continuous Tense

2) Objectives:

Students will be able to review the texts we learned yesterday by discussing the sample sentences in Past Continuous.

Students will be able to enhance their understanding on Past Continuous by talking about recent news events and their own experiences.

Students will be able practice more on Past Continuous through the exercises on textbook (p13/c&d), and finally sum up the grammatical rules by themselves.

3) Procedures

a. Greeting & Review [ about 6 min ]

Greet st. and ask them to underline four key sentences from the texts we learned yesterday. (PPT 5)

It was 1933 and Percy Shaw … was driving home at night along a dark road.

… it was raining and he couldn’t see very well.

In 1853, in a restaurant inNew York, people were having dinner.

A man was eating fried potatoes, but he didn’t like them.

Ask the question how the underlined parts are in common. St’s answers may vary however they are only expected to give very brief or unclear ones like “v-ing” or “was or were means past”, etc.

Require them to find more sentences using the form “was/were + v-ing” from the texts of yesterday. Read aloud these sentences as well. (PPT 6: p13/a&b)

In the 1920s inScotland, John Logie Baird and a friend were talking on the phone…

While he was listening to his friend, he began to think …

In 1907, a French chemist … was talking to a woman in his shop.

She was getting older and her hair was going grey.

In 1953, in a newspaper office inBudapest, a young Hungarian reporter was writing a story…

…while he was writing, he had to stop many times…

b. Activities [ about 24 min ]

Activity One – Discussion on recent headlines in Past Continuous [ 10 min ]

Show st. the photos of some South Korean celebrities and ask the question What they were doing on Spet. 19 evening inInchon,South Korea? (PPT 7) – They were attending the opening ceremony of Asian Games 2014 on Sept. 19 evening inInchon,South Korea. (PPT 8)

Show st. the latest photos of President Xi and ask the question What was President Xi doing from last Wed to Fri? (PPT 9) – He was visitingIndia. (PPT 9)

Show st. the newly taken photos outside the Apple Store in NYC and ask the question What were people doing last weekend outside the Apple Store? (PPT 10) - They were waiting for iPhone 6 all the weekend outside Apple Store. (PPT 11)

Show st. the photos of a hot reality show and ask the question What was Grace doing while others were all eating food? (PPT 12) – She was enjoying her chopsticks. (PPT 12)

Show st. the photo of Ma Yun and ask the question What was Ma Yun doing three days ago inNew York City? (PPT 13) - Ma Yun was arriving at NYSE three days ago because his company launched stocks and went public in theUnited States. (PPT 14)

More background and follow-up questions are in need here to arouse students’ learning interest. Various question forms in Past Continuous must be used also in this section like Were they really playing Mahjong for fun there? Was Ma Yun traveling there in theUS? etc.

Activity Two – More exercises from textbook (PPT 15: p13/c&d) [ 7 min ]

Turn to the picture on p13/c about Helen’s party yesterday, finish some comprehension questions below orally, and assign st. to fill in the blanks with correct verb forms. (Detailed answers can be seen in my textbook on p13.)

Do you like parties? Do you go to parties a lot?

When was the party Helen went to?

Who could be Helen in this picture?

How many people were here in the party?

Who could be Marco, the guy listening to the music and drinking fruit juice?

St.will continue their exercises on p13/d – Complete the sentences using the past continuous form of the verbs. (Detailed answers can be seen in my textbook on p13.) Check their answers and offer corrections if necessary.

Activity Three – Summary on Past Continuous by students themselves (PPT 16: p13/b and PPT 17) [ 7 min ]

Assign st. the task of the summary table about Past Continuous on p13, give necessary tips on Standard English short forms and writing norms, and also remind them of the supplementary column that I added for this table. (Revised summary table can be seen on PPT 16.)

Lead st. to figure out the rule and usage of Past Continuous by themselves, and explain some key language points here as well like Past Continuous “is very vividly descriptive”, how to understand “the actions in process at a particular time in the past” and how to distinguish some “time phrases” particularly for Past Continuous. (PPT 17)

Assessment – Speaking [ about 9 min ]

Pair-work with each other on the oral task on p13/Speaking (PPT 17): Ask your partner what he/she was doing at different times yesterday (6 am, at noon, 6 pm…).

Then ask your partner what he/she was doing on his/her most unforgettable day in his/her life so far. Share it with the class. Follow-up discussions on students’ own experiences can be developed if the topics are funny and interesting. More communication is greatly encouraged in this section.

Wind-up & Homework [ about 1 min ]

Sum up all the activities we’ve done today, and any written or spoken exercises that we’ve left unfinished in class could be assigned as homework. At last, if time permits, a question about “when” and “while” could be thrown to prepare for the grammar focus of tomorrow – Past Continuous vs. Past simple. (PPT 19, 12, and 20)

eg:

They were attending the opening ceremony of Asian Games 2014 on Sept. 19 eveninginInchon,South Korea.

He was visitingIndia. (PPT 9)

They were waiting for iPhone 6 all the weekend outside Apple Store. (PPT 11)

She was enjoying her chopsticks. (PPT 12)

Ma Yun was arriving at NYSE three days ago because his company launched stocks and went public in theUnited States.

Index: Fill out the following section after the class.

List any activities that were not completed:

In today’s class I didn’t finish the last part of speaking/speech on Past Continuous mainly because of the limited time. However, I feel that this part is really essential for the whole lesson. Thus for next time I would rather reduce some proportion distributed to the previous “new picture talking” section, say, deleting one of the five new events, so as to save more time for the last part of oral practice.

Any suggestions for the other teachers (hints, follow-up, concerns…)?

Grammar class is comparatively duller than other types of English language class, so we teachers need to think about carefully about how to keep our lessons updated and fashionable to arouse students’ mutual interest. Moreover, we need to focus more on what they are always confused about, whereas not the grammar points they’ve already grasped. For example, about Past Continuous, its rule “was/were+v-ing” is often easy to students, but its “particular timing concept” different from Past Simple is more likely to be neglected.

Overall self-evaluation:

Feedback/Reflection/反思：

这是一堂八年级的语法课，内容为过去进行时(Past Continuous)。学生在小学阶段均已学习过这个时态，但基本上只是大概熟悉其语法公式be (过去时) + v-ing，对于时态的其它方面基础并不牢固。所以整堂课我均采取口语练习加笔头练习的策略，前面三十分钟一直没有清楚点明今天这节课到底是在讲什么主题。口语练习的部分选取的是对当前最为流行的五组新闻图片进行描述讨论—亚运会开幕式、习主席出访亚洲、iPhone6海外热销、爸爸去哪儿、阿里巴巴上市美国，这样可以加大学生的学习兴趣同时扩展其视野以及练习该时态在具体生活情景中的使用。笔头练习的部分均来自课本，其中包括看图说话和完成句子，让学生对于刚才关于was/were + doing的口头练习最终能落到实处去练笔。完成大量练习后再进行课题点破和语法结构归纳总结，同时最后强调了该时态对应的“时间词”与一般过去时的重大区别，为下次课时打好基础。

这节课最大的不当之处在于语法归纳总后留给学生完成独立演讲的时间过少，运用过去进行时进行相关话题演讲(What were you doing on your most unforgettable day in your life so far )的活动未能全部展开，只能留到下节课继续。以后上课我会注意更好地进行时间的合理分配，缩短预热或讲述时间，而把学生展示的部分全面落实，这才是课堂的真正重点和亮点。

评盛敏老师的课

主评人：汤姣

Michelle本堂课为语法课，主要讲解英语时态里面非常重要的过去进行时态。对于八年级学生来说，掌握过去进行时态的基本形式并不难，因为他们已经有了现在进行时作为基础，难点在于对于时间状语的把握以及和一般过去时的区别。语法课通常来说都属于比较枯燥的课，若只是单纯的讲语法，老师讲解学生听的话容易导致学生兴趣提不起来。本堂课首先老师呈现一系列带有过去进行时的句子让学生阅读，然后让学生从文中找出更多诸如此类的句子让学生对过去进行时态有初步的感知，然后教师呈现一系列紧贴现代生活为主题的图片，比如正在韩国仁川举行的奥运会、苹果6的发布以及马云带领的阿里巴巴的上市等等，极大地激发了学生的兴趣，也正是在描述图片的同时学生们对过去进行时有了进一步的了解，随后教师准备一系列的练习让学生更为深入的理解掌握过去进行时态，独学环节充分，最后在老师带领下由学生总结过去进行时的基本形式、用法以及关于对时间状语的把握。

做为一堂语法课，教师的教学设计步骤清晰、具体，选材新颖能抓住人眼球，练习充分，但教师若能安排小组合作讨论对一些程度稍微差一些的学生来说，也许能够更好的理解掌握此语法知识；此外教师若能把更多的时间交给学生，比如让学生从书中找有关过去进行时态的句子和总结此语法点，由学生自己来找、来悟，那么对于语法教学可能会更加行之有效。生命课堂的魅力就在于我们一直在探索和思考，总觉得我们可以做得更好。相信我们也能做得更好！