2013-2014学年度第一学期

英语组第十三周“生命课堂”公开课小结

本次赛课英语组共四位老师参加，推荐一位是杨浩林；另有三位老师自荐，他们是卢大勇，卓汉英，刘妹；本次的课虽然在“生命课堂”的改革和探究方面还有欠缺，很多地方要向其他科组学习，但是也有一些亮点值得英语组内老师们借鉴：

卓汉英：课堂很活泼，自然拼读法自然渗入，自然拼读教学法在本次课中体现很充分，学生通过长期的训练基本上能自己拼单词，读生词。另外，学生有足够的独学时间；教师在重点，难点的把握方面很到位，出现的很多关于动物的单词，老师能将他们单独列在一张纸上，让学生通过自学，对学等形式认识和掌握；

刘妹老师的课堂亮点：让学生自己感受单词读法，运用自然拼读传授新单词的教法，而不是单纯的告知学生单词的读音。教师对课文有一点的广度的扩展。通过运用学生经验来进行教学。学生操练句型和单词机会非常多。

卢大勇老师课堂亮点：整堂课的脉络清楚，独学时间充足，

杨浩林老师的课堂：课堂体现学生的兴趣场，同时情感教学体现在兴趣场当中。

英语组的四堂课在不同方面对“生命“课堂进行了不同的解读，当然没有任何一堂课可以做到完美，所谓“生命”课堂，不是追求一堂课做到多么的完美，而是需要体现“生命”二字，也就是所理解的课堂需要生态，思维，兴趣等各方面的融合。纵观英语组的四堂课，我们能欣喜的发现老师正在朝着这个方向努力，但是还有足够的进步空间，一下几点是我们需要在今后的教学中思考的地方

1.对于文本当中出现的生词，如何解决读音同时它的意义，学生才能更好的掌握并运用

2.英语课堂如何才能做到更有语言的味道。

附：卓汉英，卢大勇，刘妹老师的公开课案例。

五（3）班Edison卢大勇

New Parade Book 4 Unit 6 Then and Now Part 2

Teaching Aims:

1) Compare the past and the present;

2) Learn about inventors, inventions, and life in the past;

3) Talk about how inventions changed people’s lives;

4) Put events in chronological order.

Teaching methods:

Task- based approach;

Individual, pair or group work to make every student work in class.

Learning strategy:

Learn to read the inventions, the inventors and the years;

Learn to talk about their favorite invention with a short passage.

Teaching procedures:

I. Warm up

1. Show the title and have the students read it loudly.

2. Give an example to show what do “THEN” and “NOW” mean.

★People rode horses many years ago. (THEN)

We drive a car or fly in a plane. (NOW)

II. Presentation

1. Get a conclusion from the warm up part that inventions change our life. Have the students free talk according to the following two questions.

★What inventions do you know?

How do these inventions change your life?

2. Have the students focus on Part 2 and read for the first time. They are required to read silently by themselves and they should circle the inventions in Part 2.

3. Have the students read for the second time. They are required to read silently by themselves again and underline the names and the years.

( During Step 2 and Step 3, walk around the classroom to check how they finish these two tasks. Have some individuals go to the front to write down what they have found. )

III. Practice

1. Have the students try to read the inventions, the inventors and the years by themselves first. And then encourage them to learn from each other as a pair or a group. At last, the teacher checks whether they can read or not. Teach them how to read if needed.

2. Add an inventor that is not mentioned in the book. Elicit with a sentence and then encourage the students to make more sentences.

★Alva J. Fisherinventedthe first washing machinein1910.

3. Read the passage in groups and order the sentences.

IV. Closure

Talk about their favorite invention.

★ What’s your favorite invention? Who invented it? When? Why do you like it?

Blackboard design:

★... invented ... in ...

Inventor	Invention	Year
?	washing machine	1910
Karl Benz	gasoline-powered car	1885
Elias Howe	sewing machine	1846
Thomas Edison	electric light bulb	1879
Alexander Graham Bell	telephone	1876
Orville and Wilbur Wright	airplane	1903

Reflection（反思）:

This is a reading and speaking lesson which mainly focused on inventions and inventors. They are required to put these two key points together by using “... invented ... in ...”. Most of them caught up very well and had mastered how to say the sentences correctly. They have enough individual thinking. They read the passages by themselves twice. They circled out the inventions and underlined the inventors and the years. They were encouraged to talk about their own favorite invention. At the same time, they share their ideas in pairs or groups to improve and learn from each other. But still there are some details need to be improved. As for the sentences, the teacher should have the students practice reading more. This is the very first lesson of Unit 6. The students need more time to understand what invention is. Although they are required to express more about inventions, only several top students can be free to talk on this topic. Then the teacher can make full use of that, have these students share in groups. After that, more students can have better understanding while learning Part 2.

三（1）班卓汉英Coco

Unit 4 Animal Homes Activiyt3&4

Objectives

1. To identify animals.

2. To tell where animals live.

3. To use simple present tense.

Teaching Procedures

1. Play the video—Rio2. After watching, invite students to answer “What animals do you see in the video?”.

2. Free talk---What other animals do you know? Talk about the animals.

3. Read the passage and circle the animals in it.

A. Count how many animals they found.

B. Tell what the animals are.

C. Give out the paper and let them read the words by phonics in pairs.

D. Check the answers by inviting pairs to read.

E. Have students follow to read.

F. Read together.

4. Have students tell where the animals live first.

5. Then read again and underline the places.

A. Count how many places they found.

B. Tell what the places are.

C. Give out the paper and let them read the words by phonics in pairs.

D. Check the answers by inviting pairs to read.

E. Have students follow to read.

F. Read together.

6. Listen to the audio.

7. Read again in groups. Then check by groups.

8. Read by themselves and finish the chart.

9. Ask and answer.

Structure: Where do ______ live? They live in/on __________.

10. Look and judge.

Look at the pictures and tell what’s wrong with the pictures.

11. Ending.

Reflection

这堂课设计的意图是让学生通过自然拼读小组合作自己解决问题，老师只起引导作用。可以看出在新动物单词的拼读上面，全是通过学生自己拼读出来而非老师教授出来的。但是整堂课，一是由于时间少了5分钟，二是自身没有很好地把握时间，导致到动物居住地时，还没开始认词就已经到点了，以致后面的第二个重点还没有认真学。我想今后的教学我应多注重这方面的问题。

二（1）班刘妹

Teaching content:Book 2 Unit 5 Part one

Teaching objectives:

1. To have a general idea of the workers

2. To Learn the four workers: fire fighter mail carrier bus driver police officer

3. To use the sentence structure to describe the workers:

4. A fire fighter drives a fire truck.

Teaching key points:

1. To learn the four workers

Teaching procedures:

I. Warm up

Show the title “Workers” and show a picture of the town and ask the students to say freely: What buildings do you see in the town? Ask t he students to get more familiar with the buildings in the community.

2. Show a picture of the teacher. A teacher works in the school. Are there workers in your family? When does your mother work? How does your father go to work?

II. Presentation and practice

1. Have the students to talk freely about his or her father and mother’s work. They may have a better understanding of the workers.

2. Ask the students to read the vocabulary in Unit 5 and find out some workers they have learned by themselves. Teacher chooses some students to say some workers they know.

3. Teacher shows some buildings on the street and ask the students to read the vocabulary again and find out the workers who work in the fire station, post office and police station﹍﹍

4. Show the word card: mail carrier police officer bus driver fire fighter, ask the students to spell it and show the words in the sentences.

A _________ works in the _________.

5. Show the picture in the book and ask the student to tell who is he? What does he drive?

6. Read the book and try to talk about the picture one by one.

Ⅲ. Assessment

1. To have the students to ask and answer with their partner.

2. To have the students to fill in the blanks and tell out the sentence with the sentence structure.

3. Who is he? What does he drive? Where does he work?

Blackboard Design:

Unit 5 The workers A ________ works in the _________. A _________ drives a ____________.

Reflection（反思）:

This is the first lesson of the workers. Teacher shows teacher’s working photo and let the students have a general idea of the workers. First, teacher shows a teacher’s working photo and ask the students to talk about the workers in their family freely. Then teacher asks the students to refer to the vocabulary and talk about the workers they find. Then teacher shows some buildings and let the students to say “ Who works in these building”?

After this lesson, I think the teacher should give the “ Mail carrier, fire fighter, bus driver, police officer’s picture to have the students have a better understanding of these workers. Then the teacher need to give the students some time to read these words and talk about the pictures in group and show their sentences in group. It should be better if the students can ask the students to act out these workers.

八（2）班杨浩林

Unit 6 I am going to study computer science (Reading)

Warm-up

1. Have students review the idioms learned last week, then show a new idiom, have students guess the meaning : “ I am a man of my word, I know a promise is a promise.”

2. Have students tell their stories about their promises to others, or the promises from others.

Presentation

1. Show 4 sentences, have students distinguish them: which are promises made to others.

2. After they distinguish them, ask the students the question: What about the Number 1 and Number 3? What do we call them? Then have students open their books to P45 to find the answer.

3. After they find the key word “Resolution” then have them answer 2 questions by reading only the first paragraphs:

1. What is a resolution?

2. Why do people make resolutions?

4. Have students read the whole passage to match each paragraph with the main idea. Then have students figure out the different kinds of resolutions mentioned in the passage.

5. Have students work in pairs to give examples to different kinds of resolutions and judge what kind of resolutions they are.

5. Have students read the whole passage in groups to solve some difficult points

Practice

1. Teacher show pictures to 2 handsome men, have students guess what the teacher’s resolution according to the hint

2. Teacher shows 2 more resolution as demo/directions to have students write down as many resolutions as they can for the near future. Then choose some of students’ resolution to discuss:

Is it easy for him/her to keep it? Why?

How is he/she going to make it come true?

反思：1.这堂阅读课的学生自主阅读的时间不够充分

2.课堂中老师应尽力营造一个安全及温和的课堂环境，学生只有在这种个环境中才能进行最有效的思考及讨论

3.导入的问题不错，但学生充分交流的时间不多，以至于学生出来的汇报效果低于预期。