以下是小编收集整理的构建关心型师生关系，营造和谐的英语课堂 教学反思(译林牛津版英语)，本文共4篇，仅供参考，希望对大家有所帮助。
篇1：构建关心型师生关系，营造和谐的英语课堂 教学反思(译林牛津版英语)
【摘 要】在构建关心型师生关系中，平等、关爱、信任、民主、对话、宽容、理解是相互联系、相互依存的。其核心是坚持以学生为本，各尽其能、各得其所，和谐相处，需要教师从情感上真正地了解学生，做他们的良师益友，进而在英语课堂教学中营造出和谐的学习气氛来实现学生的全面发展和进步。
【关键字】 关心型师生关系 和谐 英语课堂
新课程的教学改革要求必须以学生为主体，教师做主导，这就要求学校和教师必须将学生纳为第一位。而学校中的人际关系中，师生关系是最重要的关系。它也是学校教育教学活动中最活跃的人际关系，他们之间的关系如何，在很大程度上影响着学生的学习态度，直接关系到教育教学质量，进而影响学校培养目标的实现。构建和谐的师生关系，能够拉近师生之间的距离，展现教师的亲和力，能够及时发现学生的问题，了解学生，从而主动与教师交流，主动学习，主动思考，可以放飞学生的思维，更好地达到教学效果。
何为关心型师生关系？美国著名的关怀伦理学家诺丁斯对“关心”有独到的诠释，所谓的关心“是指处于关系之中的一种生命状态，而不是一套具体的行为方式。她所理解的关心，不是指一般意义上的美德的、身体健康的、个人品质的单方面的、独立的，而是指一种关系。诺丁斯反复强调“关心基本上是一种接触、一种交流。在交流和杰出的过程中，双方交换位置角色。”关心型的师生关系表现为，在整个教育活动中教师和学生能够交往平等、互相关心、相互尊重、相互理解、相互信任、教学相长。而课堂是教育教学的主阵地，也是师生关系表现的主要场所，和谐的课堂教学学习氛围，才能促进教学相长，凝聚师生合力，为学生全面发展、健康成才提供有力保障，为达到教学目标、满足教学需要的基础。美国心理学家罗杰斯认为：“成功的教学依赖于一种真诚的理解和信任的师生关系，依赖于一种和谐安全的课堂气氛。”由此看来，构建一种关心型的和谐的师生关系，凝聚师生之间的情感，营造和谐的课堂氛围，是非常重要的，是上好一堂课的基础，是达到教学效果最优化的必备条件。怎样建立关心型的师生关系，营造和谐的课堂氛围呢?
一、平等、关爱、信任是实现关心型师生关系的基础
我们可以从两个方面来看待师生关系的平等:一是在教学中师生都是交往中的主体，都是具有独立人格价值的人，两者在人格上完全平等。二是师生都是教育教学过程中的主体，只是担当的角色不同，在教育教学中可以相互讨论，相互帮助、相互监督、教学相长。师生关系首先必须要有人格上的平等。平等的人格才能互相尊重，互相体谅，才能有和谐的沟通。在课堂上，教师必须一改过去的以教师为中心的传统教学，而是互相交流，互相共同，互相学习，互相帮助。因此，教师在教学的过程中要充分和学生接触，广泛听取学生的意见，学生有不会的一定要及时解惑。充分视学生为主体，激发学生的创造性思维，让学生感受到老师对他的认可。学生是教育教学过程中不可缺失的，组织实施的过程中可以采用对话、角色对换等手段，让学生感受到老师的和蔼可亲，温柔善良的一面，感受到对他的尊重与重视。课堂提问可以多使用一些问句，而不是祈使句。比如：Would you like to help me with this problem? 或者Who would like to answer this question? 或者Would you mind if I …?只有这样，才能建立平等的师生关系。
教师关爱学生，就要欣赏他，信任他，激励他。诺丁斯教授指出:“师生之间只有建立起信任的关系，相互认可，相互理解肯定，才能建立起之间的关心型师生关系”。一个教师要想和学生建立真正的和谐关系，必须切切实实地真正地关心学生，既要关心学生的学习成绩，更要关心学生的精神需求，所以倾听学生的不同需要，并且根据需要给予不同的关心是至关重要的。如教师可以通过给学生布置家庭作业: My difficulties in learning English来了解学生学习方面的困难，或者通过课前的五分钟short speech或free talk来了解their favorite hobbies, their effective approaches to learning English( remembering new words, learning sentence structures, grammar, etc.)教师要针对学生特定的兴趣或学习困难，相应地去准备特定的教学资源、计划教学内容、采用教学方法等等。只有这样才能真正体现关心学生，为了学生。同时，学生都迫切期望得到老师的关爱，想成为老师心目中的好学生。通常他们喜欢哪位老师，也通常喜欢他所任教的课，在课堂上就会以一种积极兴奋的态度去学习，从而自觉地积极主动地参与学习活动。
因此，在英语课堂教学中，我们要努力以朋友的身份和学生交流，做到态度和蔼可亲，目光充满信任亲切，动作要细微温柔、话语应真诚热情，从而拉近师生间的距离。 “亲其师信其道”，这样就不难创造出一种宽松和谐的课堂教学氛围，自然会使得英语课堂教学的效率得到提高。每当我用语言或眼神、手势赞扬他们“You are very great!”,“ What a wonderful idea!”,“ How beautiful your handwriting is!”的时候，同学们都会开心的哈哈大笑，他们切实感受到自己被认可，从而更加激发学生的表现欲，积极性得到空前的发挥，尤其是在朗读回答老师提出的问题时，声音更加响亮，思维更加开阔，师生关系更加融洽。
二、民主对话是实现关心型师生关系的实质
在师生关系中，所谓民主对话，是指教师与学生的沟通、交往是以各自的理解为基础的，促使双方进行更宽更广的语言交际活动。在教学中师生双方存在着信息差，教师一旦缺乏民主意识，师生关系就只能是“我说你听”的服从关系。这样，学生只能死记硬背那些知识，而这些知识却不能真正转变为自己的知识，因为它是未经过认真思考而获得的，是不牢固的。
诺丁斯教授认为:“对话是双方共同追求理解、同情和欣赏的过程。”在教学过程中，通过师生对话，可以建立良好的师生互动，尤其是教师要作为倾听者，倾听学生的灵感话语，感受学生语言表达能力，引导学生在互动中感受到被关心。要建立师生之间的关心型关系，师生间“对话”互动关系，在教学过程中应该是平等的伙伴关系，教师引导和帮助学生自主地学习、自主探索与发展，学生是学习的主体。
在目前所倡导的建构式生态课堂模式的英语课堂上，需要学生进行讨论很多开放或半开放的问题，教师不要一味地局限于标准的常规的答案，而应该理性地接受他们一些合理的有创新的答案，并给予肯定和鼓励。比如：在学习关于英雄人物时，让学生have a discussion and then report: Who is your hero? What are the things he or she has done that make you feel this person is amazing? 有个学生则喜欢韦小宝，他的话音刚落，班上就一阵哄堂大笑，可是该生的回答却振振有词--because he has a quick response, and he always has ways to solve any problems very well. 接着同学们又报以热烈的掌声。在这种民主的对话教学中，不仅可以加强师生间的相互交流，而且可以放飞学生的创新思维，从而有效地提高英语课堂教学的效率。
三、理解宽容是关心型师生关系的重要条件
师生关系是互动的，双向性的人际关系，缺少任何一方式不能达到教学的完美的。通过对学生的关心，学生可以感受到自己的存在的价值，能够积极面对学习，教师能够正确地引导学生向积极的方面发展。同时，教师通过学生的表现，也能及时发现自己的不足，这种不足可以促使教师更加努力提高自己的专业水平。因此，师生之间要加强相互的理解与关心。英语教师首先要关心、理解学生，可以与班主任老师交流来了解学生的生活背景，家庭状况，学生本人的道德、心理状况等个性特点，才能对学生进行因人而宜的施教，取得教学的理想效果。你是否向缺席学生的同桌询问过：What’s wrong with him/her? 假如是他（她）的母亲生病了，你表示I’m sorry to hear that. 当他（她）重新回到学校的时候，你再次关心：How is your mother? Is she better now? 然后帮他（她）补习一下所落下的功课? 如果你这么做了，学生会受到你的关心，也会积极主动地学习来回应你的关心。与此同时，你从学生的积极反应中也获得满足感，认识到自己的人生价值，会更加积极地关心学生，形成良好的师生互动。所以说，很多时候，教师与学生之间的矛盾往往是缺乏关心的沟通，相互不理解所造成的。如果在教师与学生发生分歧时，双方能从关心的角度出发，站在对方的立场考虑，心平气和地进行沟通和交流，达成理解一致，很多教学教育过程中的矛盾也就迎刃而解了。
“人非圣贤,孰能无过.” 学生难免会犯错误，在他们犯错时,应少些批评,多些疏导训斥学生会导致学生对教师的疏远和敌视。宽容是一种良好的教育手段，宽容别人也是宽容自己。学生在教师的宽容中成长，他们会体会到教师的人格魅力。宽容有时比声色俱厉的”严格”更有力量。学生是天真无邪的，他们自身就好动的特点，学生的心智也没有成人考虑的那样成熟，所以一时犯下错误是可以原谅的。但是，宽容不是放任自流，而是针对具体的问题具体的分析。对于学生犯下的错误，宽容不是说包庇学生的错误，视而不见或者是对矛盾的有意回避。英语课堂上学生未完成任务时，不妨试试 I know you were very busy with the rehearsal yesterday evening, but may I have your homework this afternoon? 再者，学生回答问题或者翻译时出现错误，不用即时地逐一纠正，而是等到他们回答完毕的时候点拨一下即可。宽容就是和学生心平气和地交流，给学生留出一定的空间，让学生自我反省。自觉意识到自己的错误，找出错误并自己改正。这样就可以避免伤害学生的自尊心，从而保护了他们的自尊心，这样的宽容肯定能融洽师生的关系。因此，理解和宽容是构建关心型师生关系的重要条件，只有教师和学生彼此能以理解的态度来看待对方，那么和谐的师生关系才会展现在我们面前。英语课堂就不是枯燥的英语单词与语法的堆砌，而表现为师生间思想、情感的交流。这种交流能够引发学生积极向上的情感和动力，从而使得师生的目标达成一致。
可见，在构建关心型师生关系中，平等、关爱、信任、民主、对话、宽容、理解是相互联系、相互依存的。其核心是坚持以学生为本，各尽其能、各得其所，和谐相处，需要教师从情感上真正地了解学生，做他们的良师益友，进而在英语课堂教学中营造出和谐的学习气氛来实现学生的全面发展和进步。
参考文献：
1．内尔诺丁斯，于天龙译．学会关心--教育的另一种模式?M7．北京：教育科学出版社，，
2. 黄丽衡新课改呼唤在教学中建立“关心型”师生关系--诺丁斯关心理论的启示《苏州教育学院学报》，,2
3. 张华然班级中“关心型”师生关系的构建《教学与管理（小学版）》，,10.
篇2：教师在任务型教学中的作用 (译林牛津版英语)
【摘要】新课程标准倡导任务型教学方式，注重以学生为主体，强调学生自主学习，在整个教学过程中，教师应该科学合理地设置任务，并控制好任务的实施，把握好教学思路和目标，用各种教学方法和手段来激发学生的学习兴趣，调动他们的学习积极性，还应该重视评价的作用，从而形成有效的教学活动。
关键词：任务型教学 可行性 评价 案例
新课程标准强调教学应从学生的学习兴趣、生活经验和认知水平出发，倡导体验，实践，参与，合作与交流的任务型教学方式。任务型教学方式注重以学生为主体，通过调动学生的学习积极性来获得知识水平上的提高。在任务型教学模式中，教师把更多的时间交给了学生，因此，对于教师而言，就面临着更为严峻的考验。作为任务的布置者，教学活动的组织者和调控者，笔者认为教师应做好以下几方面的工作：
一、教师应确保任务的提出具有可行性和实用性。
任务的可行性是教学活动能够胜利进行的保证。《牛津初中英语》教材每一个单元都围绕一个话题编写，这个话题包含着若干个学习任务，有些任务是相互关联的，而有些任务又缺乏关联性。为了能确保教师在任务型教学中提出的任务具有可行性，教师平时应该深入钻研教材，分析教材的特点，然后根据学生的知识水平和生活经验，设计出既与主题相关又能让学生学习知识，锻炼能力的任务。应尽量避免那些环节过多，程序过于复杂，难度很高的课堂任务。
教师提出的任务要能够激发学生的学习兴趣，调动他们的学习积极性。学生只有面对自己熟悉，感兴趣的材料，才会产生讨论和探求的兴趣，才会有抒发自己观点和见解的需求，这样才能够形成课堂上良好的学习氛围。教师应结合教学内容，精心设计符合学生兴趣的话题，激发他们参与讨论的欲望。设计的任务互动性要强，这样有助于锻炼他们发现问题，解决问题的能力，同时也锻炼了学生的反应能力。教师在设计任务时也要考虑多样性原则，应避免单一的教学模式，给学生布置的任务可以是指令型任务，猜测型任务，竞赛型任务和表演型任务等。总之，要采用灵活的教学手段和方法，创设丰富多彩的教学情景来激发学生的学习兴趣。
二．教师在整个任务型教学过程中起着调控的作用。
在任务型教学中，教师要由传统的知识灌输者变为教学活动的组织者，引导者，参与者和调控者。既要组织好整个教学活动，引导学生跟上自己的教学思路，实现教学目标，又要随时随地处理好各个环节上的突发事件，这就对教师提出了更高的要求。
首先，教师应按照学生的学习规律安排好教学活动，引导学生一步步地由简单的语言输出逐步过渡到复杂的语言处理，从而提高他们运用语言的能力。教学上要遵循由易到难，由简单到复杂的规律，
其次，教师本身应具备较高的英语水平，较强的语言表达能力，对教材要有深刻的理解。要给学生做出准确的指示，有效的示范，要把握好每一堂课的教学目标和教学思路，能够做到师生之间真正意义上的有效互动。教师必须在话题语境中激活学生已有的知识和经验，呈现新的知识，帮助学生加工和整理新旧知识体系。
再次，新课程标准下，课堂活动是开放式的，因而课堂上随时会出现突发情况，教师应随机应变，灵活地处理课堂中出现的各种情况，教师要认真倾听学生的交流，及时发现学生的语言问题，准确诊断，适时适度进行纠错，使学生能正确熟练地运用语言。上课时，教师应保持精神饱满，不要总是站在讲台上，应经常融入到学生中，要和颜悦色，耐心启发，用微笑来鼓励学生，消除学生的恐惧和顾虑，使学生能够大胆地参与课堂活动。对基础相对差的学生要多启发，可以用暗示法，设疑法，点拨法等，使学生领会你的教学思路及过程，从而顺利完成你的教学目标。教师应该用一视同仁地态度去对待每一位学生，让每一位学生都能够感受到老师的关心和尊重，不应该对差生表示不满，甚至当众训斥，羞辱，这样会打消他们的学习积极性。另外，不少学生会因为一时紧张，不能迅速想出合适的词来完成所要表达的意思，有些教师为了教学流程能快速进行下去，采取了主动帮助学生说完的方式。这种做法看似节省时间，却不知，他在不经意间伤了学生自尊心，挫败了他们的学习积极性。成功的教学依赖于真诚理解和相互信赖的教学关系。
三、教师需要对教学活动做出及时的评价
有效的课堂活动需要评价手段的支持。及时的评价、反馈具有导向、激励的功能，能够更好的巩固学生的学习成果。如果教学过程缺乏评价，那么学生就会处于迷茫的状态，学习上就会收效甚微。因此，在任务型教学中，要加强评价意识。可以开展学生自评，让学生谈收获，谈感想，提高他们的交流能力。也可以由教师进行评价，教师对学生在整个教学过程中的表现进行点评，肯定好的方面，改进不妥之处，使他们的学习取得更有效地回报。
评价可以从几个方面进行考虑：首先，从内容上，观察学生所说的内容是否符合话题，内容安排上是否有序。其次，从语言的组织方面，判断学生能否正确地用英语描述事物或表达自己的观点、见解，表达是否流利。再者，教师可以从学生在完成任务时所体现出来的团结合作精神出发进行评价。
教师对学生的每一个评价反馈都对学生的学习态度和学习积极性产生一定的影响。对学生的评价应避免单一性，不要只是停留在缺乏感情的“very good!” “not bad!”之类的套话上。要实现评价的多元性和多样性，较全面地来评价学生的发展与进步。教师要学会欣赏学生在学习过程中的点滴进步，善于发现他们的闪光点，使他们有信心来取得更大地进步，要用发展的眼光来看待每一位学生。
四、任务型教学活动设计案例
下面，笔者就以《牛津初中英语》8B Unit 2 Travelling为例，说明怎样有效地进行任务型教学活动。
本单元以travelling为话题，先向学生介绍了几处世界名胜，然后引入课文 “Welcome to Hong Kong”, 记叙了作者游览香港迪斯尼乐园的经过。本课是reading的第二课时，第一课时和学生一起整理了文中的一些重要词组和句子，了解了课文大意。
教学过程：
Step 1: Warming-up
笔者分别给学生展示了几幅关于香港迪斯尼乐园的图片，让学生猜图片描述的是什么
第一幅：The Sleeping Beauty Castle
第二幅: Cinderella
第三幅: The whale fountain at the entrance
第四幅：The parade with excited people
第五幅： Many souvenirs in Main Street USA
设计说明：猜谜是学生最感兴趣的活动，通过竞猜游戏给学生做热身准备，这样能充分调动学生的学习积极性，使学生迅速把注意力集中到课堂学习中来。此任务相对比较简单，适应了学生由易到难的学习规律。
Step 2: Find out the route of the trip
笔者让学生先听了遍课文录音，重新熟悉了一下课文内容，然后把学生分为八组，讨论这次游玩迪斯尼乐园的路线。先组内讨论，然后教师提问，最后全班一起讨论决定。
The route: the entrance--- Tomorrowland ---a fast food restaurant---Fantasyland--- Adventureland---Main Street USA---Sleeping Beauty Castle
设计说明：分组讨论，学生可以在团队中充分展示自己的能力，同时也从团队其他成员中得到一些感悟，充分体现了团队合作的优越性。通过完成此项任务，学生在了解课文结构的基础上，使语言能力得到了提高。
Step 3: Describe the trip to Disneyland according to the route
笔者让学生根据任务二得出的游览路线，叙述游览的过程。叙述的过程中用第一人称。先组内进行练习，组员间相互纠错评价，然后各组选派一名代表进行各组间的竞争，评出优秀小组。
设计说明：在对整个迪斯尼游览有个初步认识的基础上，让学生用自己的话描述游览过程，锻炼他们由语言输入转化为语言输出的能力。通过小组合作，组员之间相互完善，使学生的描述更为生动。根据学生自评、小组互评和教师总评相结合，选出表现好的小组，并颁发奖品，这在一定程度上激励了学生的学习热情。
Step 4: Improve the description of the trip
完成任务三之后，笔者引导学生思考自己所叙述的内容，最后得出结论：加个开头和结尾会更好，于是就产生了第四个任务。各组分别讨论怎样设计这个开头和结尾，然后全班交流。
学生的开头：We have looked forward to travelling to Hong Kong Disneyland for a long time. The day finally arrived.
学生的结尾：Hong Kong Disneyland was a wonderful place. We really had a fantastic time there. We hope to visit it again soon.
设计说明：让学生明白，一篇记事的文章，要有精彩的开始和结尾才具有完整性，才能算是好文章。通过这四个任务，让学生了解了怎样来记叙一件事情，为后面的Main Task做准备。
本案例中设计的任务由简单到复杂，前后贯通，，层层深入，由几个微任务构成了一个任务链。采取的形式有竞猜型、展示型和竞赛型，任务的多样性调动了学生的学习热情，使课堂气氛更为活跃。
很明显，教师在整个任务型教学中起着极其重要的作用。在新课程标准下，教师要深入钻研新教材，不断提高自身素质，要利用各种教学手段和方法来提高学生的听、说、读、写能力，形成有效的教学活动。
参考文献：
[1] . 教育部. 英语课程标准(实验稿) [M] 北京, 北京师范大学出版社.
[2] . 张静. 任务型教学法的应用[J] 中小学英语教学与研究(4)
[3] 2006. 朱慕菊. 走进新课程[M]. 北京, 北京师范大学出版社.
[4] 程晓堂. 任务型语言教学[M] 北京, 北京高等教育出版社.
篇3：2007浙江省初中英语优质课教案实录及反思(译林牛津版中考复习英语上册教学反思)
2007浙江省初中英语优质课教案_实录及课后反思选(1)
Unit 6 What’s it like?
温州市第十七中学 王黎黎
教学简案
Objectives:
By the end of this session, students will be better able to talk about location and describe places. This will be achieved by
1.teaching students to make conversations using the patterns as follows:
Where is it? It is….
What is it like? It is….
2.Some language practice exercises and one language task.
Learning and Teaching Focus:
The following two patterns:
Where is it?
What’s it like?
And the answers to these questions.
Anticipated difficulties:
Some students may be unfamiliar with the information (location, population, scenic spots, shopping, weather, food) about the cities abroad. It will obstruct students from talking about cities.
Solutions:
1.provide some pictures with adequate information about the target cities.
2.backup question strategies.
Teaching Aids:
PPT, some picture for discussion.
Learning and Teaching Arrangement
Stages/
Timing Ss’ Teacher’s
Stage I:
Warming up (About 3 min)
1. Listen to the music and watch the pictures. Better sing along with the music.
2. Chat with teacher about places to travel. 1. Play a video ‘Let’s travel’ showing places of interest. Encourage Ss to sing along with it.
2. Chat with Ss about where to visit
Stage II: Presentation: Show my city (About 10 min)
3. Say anything they know about Wenzhou.
4. Answer the teacher’s questions.
5. Pair work: Ask and answer about the location and describe these places. 3. Present pictures of Wenzhou. Ask Ss to say something they know about Wenzhou.
(Remind Ss what they can talk about if they can’t speak.)
4. Present pictures of places of interest in Wenzhou. Ask ‘Where is it?’ and ‘What’s it like?’
5. Present pictures of different places in Wenzhou.
Stage III: Practice: Show me your city
(About 10 min)
6. Say ‘For me, there’s no place like Hangzhou.’
7. Pair work: Talk about famous places in Hangzhou (Tell where they are and what they are like.) 6. Say ‘For me, there’s no place like Wenzhou. What about you?’
(Present the sentence to help Ss speak)
7. Say ‘Please tell me something about Hangzhou.’
(Go around to help Ss if they have questions.)
Stage IV: Reinforcement and assessment: Show cities around the world (About 15 min) 8. Listening: Ss listen to the mp3 and finish the required activities.
9. Task – Group work in fours: Advise a place of interest for teacher’s honey moon
9.1 Listen to the teacher introducing her plan.
9.2 Discuss in groups of four and design the tour guide
9.3 Give a report. 8. Say ‘There are many beautiful cities around the world.’
Listening: Play the mp3
9. Task – Group work in fours: Advise a place of interest for my honey moon
9.1 Introduce what I would like to do during my honey moon.
9.2 Let Ss be the tour guide and design the guidebook
9.3 Ask Ss to give a report.
Homework:
1. Surf the information of the places of interests on the Internet
2. Make a survey about the plan of the May Holiday. (Where and Why)
Blackboard design:
Unit 6 What’s it like?
exciting
interesting
What is it like? It is relaxing
busy
crowded
beautiful
There is / are….
Summary (To summarize my teaching plan in details after class.)
课堂实录
Unit 6 What’s it like? – Part 1
Stage I: Warming up: Video ‘Let’s travel’ (About 3 min)
T: There are many beautiful places in the video. Where would you like to visit?
Ss: I’d like to visit Paris / Singapore / …
T: Why?
Ss: Because it’s very romantic / there are delicious food / …
【设计意图】引起学生兴趣，提出旅行的主题。其中出现的图片都会在稍后的课件内出现，这为下文做了铺垫。
Stage II: Presentation: Show my city (About 10 min)
T: I’m from a beautiful city in Zhejiang Province. There are many places of interest and delicious food. Where is it?
Ss: Wenzhou.
T: There are many famous places of interest in my city. Do you know any of them?
Ss: Yandang Mountain.
T: There are many places of interest. Would you like to see them?
Ss: Yes.
T: Look. Here’s map of Wenzhou. Yangdang Mountain is famous. Let’s have a look at it first. What’s it like?
Ss: It’s beautiful / grand / magnificent / …
T: What are there in Yangdang Mountain？
Ss: There are falls, trees and mountains.
【设计意图】呈现目标语言。
T: There’s a nice river in Wenzhou. Where is it?
Ss: It’s in Nanxi River.
T: Look. What’s it like?
S1: It’s clean.
T: What are there in Nanxi River?
Ss: There are rivers and trees.
Two Ss do pair work.
SA: What’s it like?
SB: It’s … And there are …
【设计意图】通过pair work单纯地操练目标语言。
T: Now let’s look at the place where I live. It’s called Wuma Street. What’s it like?
Ss: It’s busy.
Ss do pair work with one another.
SA: What’s it like?
SB: It’s … And there are … What’s it like?
SC: It’s … And there are …What’s it like?
SD: …
【设计意图】通过接龙式的pair work操练句型，使得学生更熟练地运用目标语言。
T: Look. This is one of the most beautiful islands in Wenzhou. What’s it like?
Ss: It’s …
Ss discuss in groups and group leaders give a report.
Ss: There are the sea, trees, islands, stones, grass, and many people. We think it’s beautiful, fascinating and clean.
【设计意图】通过Group work的小组讨论操练目标语言，使学生能自如运用。
Stage III: Practice: Show me your city (About 10 min)
T: There’s no place like Wenzhou because it’s my hometown. What about you?
S3: For me there’s no places like Hanghou.
T: Why?
S3: Because it’s my hometown.
T: Look. I only got this map of your city. Can you tell me more about your city? Where is it? What’s it like?
Ss: It’s beautiful. There are a lot of funny places and delicious food.
T: Here are some pictures of you cities. Can you work in pairs and tell me something more about your city?
SA: Where is it?
SB: It’s in … Street.
SA: What’s it like?
SB: It’s … and there are …
【设计意图】给予学生充分的时间操练目标语言，使学生能运用目标语言谈论自己身边的事物。
Stage IV: Reinforcement and assessment: Show cities around the world (About 15 min)
T: Wow, it’s a beautiful city. I’m going to visit all the places of interest these days. Anyway, I’m going to get married this May Day and I want to travel to some cities abroad during my honeymoon. Because I have traveled to the most beautiful city in China and three hundred million people take vacations abroad every year.
【设计意图】即完成过渡，又实现了文化的渗透(Culture Zoom In)。
T: So I went to the travel agency. There I saw three posters of Los Angeles, New York and Beijing and two people talking about one of the places. Can you guess which city they are talking about?
Ss listen to the mp3 but they can’t tell which one the people are talking about.
T: Look at the fist group of pictures in your paper. What’s it like?
Ss: There are many buildings, seas and Hollywood.
T: What about New York in picture 2?
Ss: There are …and it’s …
T: What about Beijing?
Ss: There … and it’s …
T: Now let’s listen again and choose the correct picture.
Ss: They are talking about Los Angeles.
【设计意图】通过让学生在先后不观察听力材料与观察听力材料的情况下对比自己的成果，下意识地培养听力策略。
T: Well. Maybe Los Angeles is really a good place for my honeymoon. But there are still some questions for me. What can my future husband and I do in Los Angeles. Can you listen and answer these questions for me?
Task – Group work in fours: Design a guidebook
T: My future husband and I went to the reception desk and the receptionist showed us some pictures of the cities. Look! Here are the pictures. If you are going to introduce these cities, how will you introduce them for us? Can you design the guidebook?
Ss discuss in fours and design the guidebook.
Group leader give a report by reading their introduction.
【设计意图】学生通过合作学习来完成任务，有效地巩固与检测了目标语言的运用。
Stage IV: Assignment
T: Here comes the assignment for today:
1. Surf the information of the places of interests on the Internet
2. Make a survey about the plan of the May Holiday. (Where and Why)
【设计意图】通过作业分层次地把课堂教学的内容有机地向课外延伸。学生不仅在完成作业的同时回顾了目标语言，也实现了跨学科知识的拓展，更解决了生活中的实际问题：通过对他人计划的参考修改自己的假期计划。
课后反思
4月16日到4月19日，我在杭州度过了终身难忘的四天。这四天，我全身心投入了省英语课堂教学评比的备战与参赛过程，虽然没有争得太大的荣耀，也存在着不完美，但是在这个过程中，我学到了很多很多。
首先，我对新课程的理念有了更深一层的理解。在这一次优质课评比的过程中，新课程的理念得以充分体现，特别是对任务型教学与合作学习的设计，比起上一届优质课比赛要到位得多。这次参赛的老师们能够设计合适的任务，使学生通过分工合作完成任务以共同达成学习目标。与以往相比，他们能摆脱流于形式，华而不实的缺点，使任务的落实更有实效，学生也在合作中大有收获。
其次，以学生为主体的教学方式体现得更为到位。与以往所观摩的优质课大有不同的是，我们可以在此次参赛老师的展示课中看到，他们都力求做到让学生作为主体来呈现目标语言，即由学生的嘴里说出今天所要教学的目标语言。这是新课标的一大特色。
第三，让学生在玩中学的教学方法让我对新教材的教学方法有了新的体会。在以往的教学中，我很注重让学生在做中学。而对于“玩中学”，我认为不同的学生有不同的学情，未必所有的学生都适合用游戏的方式学到知识，认为可操作性不强。即使设计“Game”，我也不会设计让学生玩的尽兴的游戏，生怕课堂纪律受影响。但在此次优质课的展示中，我也看到了学生在老师设计的游戏中既玩得尽兴又巩固了目标语言。这样一来，我就颠覆了自己以往的教学理念，对“玩中学”有了全新的理解：我可以以pair work的形式让学生在游戏中操练目标语言，我可以以group work的形式让学生在游戏中巩固目标语言。
第四，情景的创设出乎意料。此次优质课展示中，有一个情境的创设很是让我感到诧异：有两位老师设置了在上课时接电话的情境来呈现目标语言。这样大胆的情境创设是我所不敢采用的。但是事实证明，学生在这样的情境中确实对目标语言有更了深刻的印象和理解。这使我了解到：创设情境一定要以让学生学会目标语言、运用目标语言为目的。
第五，个人素质的提高。作为一名区级学校的英语教师，我平常会接触到很多教学设计相当出色但自身素质不足以近乎完美地表现设计理念的教师。而在这一次优质课评比中，几乎每一为老师的素质都令人称赞。从熟练标准的口语到流利端正的板书，每一位老师都有我值得学习的长处。
无论如何，这一次的优质课评比给我的收获远大于我所谓的不完美。而这一切收获不仅是我难忘的经历，更是我在教学方面终身宝贵的经验财富。
2007浙江省初中英语优质课教案_课堂实录_教学反思选(2)
Teaching Plan for I Can’t Talk Right Now. I’m Taking a Shower.
上虞春晖外国语学校 董建新
课堂实录
Teaching aims:
1. To learn the Present Continuous Tense.
2. To use the Present Continuous Tense in suitable situations.
3. To improve the Ss’ abilities in using the language.
Teaching aids:
Multimedia, blackboard
Teaching procedures:
Step 1: Warming up
Enjoy the song I’m Speaking to You on the Phone.
When the bell rings, ask the question “What is he doing right now?”
Ss: He’s making a telephone right now?
T: Can I make a phone call right now?
Ss: No, you can’t.
T: Why?
Ss: Because you are having class.
T: Yes . I can’t make a phone call right now .I’m having a class(write the sentences on the blackboard and read them ).
Step 2: Leading in
T: I’m your new teacher and I have told you I’m from Shaoxing Shangyu Chunhui Foreign Language School. What else do you know about me?
Let students think for a moment and then ask them to guess.
S1: Do you like watching TV?
T: Yes. And do you like watching TV?
Ss: Yes.
T: But can we watch TV right now?
Ss: No. We can’t watch TV right now.
T: Why can’t?
Ss. We are having class.
T: Well done. (Take out a chocolate and give it a student as a reward.) I also like eating chocolate .Do you like eating chocolate?
Ss. Yes.
T: Can we eat now?
Ss: No. We can’t eat chocolate right now. We are having class.
T: And I also like doing housework.
Show some photos in which the teacher is doing some housework, and ask them what am I doing.
S2: You are doing the dishes
S3: You are feeding your daughter.
S4: You are cooking dinner(Show my wife’s photo to the student as a reward).
Step 3: Drill and Practice
T: Your also have some your family photos .Can you talk about what your family members are doing in your photos? First tell your partner what your family members are doing in your photos.(For about 2 minutes)
T: Now could you tell us what your partner’s family members are doing in the photo. You can begin like this:
This is the Mendoza family. Luis Mendoza is studying…The Mendoza family is very busy today
Ask some students to talk about the photos like that.
The Mendoza family is very busy. What are they doing? Let’s listen and fill in the form.
Names What are they doing now?
Debbie
cleaning the garage
Carol and Susan
Sally
studying
Ask students to look at the chart and read the whole sentences like Debbie is making lunch.
Step 4:Task 1
T: Suppose you are Steve and you want to talk to your friends. But all of them are very busy right now. Use your imagination (想像)to make some phone calls. You can begin like this:
Steve: Hello, Debbie? This is Steve.
Debbie: Hi. How are you doing?
Steve: Pretty good. How about you?
Debbie: Okay. Listen, I can’t…
Steve: …
Step 5:Consalitation
T: You have done a good job. Now let’s have a break and enjoy the video.
When the students are listening, ask them to answer what Coffy is doing.
Ask students to talk about the video while they are watching.
T: You are good at talking about sports and I think you will be a good narrator in the future like Wang Jianxiang .
T: We know Beijing will hold the Olympic Games in 470 days and now CCTV 5 wants a narrator (解说员) for Sports News during Beijing Olympic Games in our school. If you are interested in it, call 0575-2982386.
Task 1:Watch the video and talk about what is happening in groups. Recommend (推荐) the best one in the group.
Task 2:The students from the different groups give us a live report. See who can be the best narrator in our class.
Step 6: Homework
Watch your classmates or teachers carefully after class and write down what they are doing.
课后反思
失败亦是收获
在刚刚结束的浙江省英语课堂教学评比活动中，本人有幸代表绍兴市参加了这次课堂教学展评。尽管本人在这次比赛中发挥失常，没有取得理想的成绩，但我觉得也是一次历炼。在这里，我只想重点谈谈这节课的不足，希望从反思中进步，在反思中成长。
一、设计活动的情景性不够强。
我教授内容的话题是“I can’t talk just now . I am taking a shower.”。现在想来，这两句话应该是一个有机的整体。但我在分析教材的时候，可能过多强调了对“I am taking a shower”这句话的研究，认为这句话包含和体现了现在进行时这个语言项目，而忽视了对“I can’t talk just now”所蕴含情景的深入思考。从而导致后面的活动设计比较单一。如果能深层次研究活动的情景性和拓展性（对于这个初一学生便已掌握的语言项目，初二学生完全可以进行进一步的深化和拓展），可能会收到较好地教学效果。
二、对学生、教材的分析有点粗糙。
在备学生和教材时，本人认为现在进行时这个初一学生早已掌握的教学内容，初二学生对它的理解应该不成问题。因此，在注重掌握知识的同时忽视了学生积极性的激发。在教材处理上，显得过于自信，没有考虑到学生原有语言知识输出需要有一个激发、点燃的过程，而这个过程就是对教材内容的再次呈现（呈现方式可以不像初一那样的细致，但必须有一个知识的再输入过程）。因为没有前面的铺垫与输入，学生对我课堂上突然提出的输出要求感到茫然，甚至无所适从，教学效果可想而知，从而也影响了学生的积极性和课堂气氛。
三、本人还具较大的提升空间。
尽管在来杭之前，本人也参加了大大小小不少比赛，但如此规模的比赛还是第一次，再加上各方面的压力，导致心理紧张，临场发挥不佳。比如在这节课中，本人一直善长的幽默、激情、开放的教学风格荡然无存；个别语音、语调甚至产生了变形…..绍兴市教研员在回来的路上对我说：“这是我听过的你上的所有课中最差的一节！”
年轻永不言败！失败亦是收获！我相信这只是我教学征途中的又一个新的起点！
2007浙江省初中英语优质课教案_实录_反思选(3)
I Can’t Talk Right Now . I’m Taking a Shower.
周淑云 杭州市安吉路实验学校
课堂教学实录
Teaching aims:
Moral aim: To get students to learn to value time
Language: What is he /she doing? She/ he is …
What are they doing? They are …
Is he / she…? Yes/ No, …
Are they …? Yes / No,
Vocabulary: take a bath, take a shower, cooking dinner, eating lunch, studying, family members
Difficulties: Express himself with fluent Present Continuous Tense
Teaching aids: PPT, overhead projector
Teaching steps:
1. Greetings and warning up
T: Nice to meet you again, boys and girls.
S: Nice to meet you ,too. Miss Zhou.
T: How are you feeling now?
S1: Exciting.
T: Exciting? Exciting or excited?
Ss: Excited.
S2: I feel happy.
T: Why? Why are you feeling happy? It’s strange. I think most of us are feeling nervous.
S2: Because I can meet Miss Zhou again.
T: Really? That’s great! I feel a bit nervous and happy. Do you know why?
Ss…
T: It’s really nice to see you again in such a short time. I feel that we are like superstars , on such a huge stage and with so many teachers watching us . Do you like to be superstars?
Ss: Yes!
T: That’s wonderful! Since most of us are feeling a bit nervous, let’s start our class with guessing games, OK?
Ss: OK
2. Lead-in
Guessing game
T: Here we can see three cartoon characters – Berlioz, Pluto and Snow White. Can you guess what they are doing now?
T: What is Berlioz doing? Is he…?
S1: Is he eating?
T: Sorry, he isn’t.
S2: Is he playing?
T: Um, he is playing. But…
S3: Is he dancing?
T: No, he isn’t dancing. He is playing. He is playing something.
Ss…
T: Is he dancing? No, he is playing the piano.
T: Now let’s guess what Snow White is doing.
S1: Is she washing dishes?
T: No, she isn’t.
S2: I think she is playing the piano.
T: No, she isn’t playing the piano. You are so clever. Look, she is sitting there, near a fireplace, um, a fireplace can keep people warm in winter.
S3: I don’t know.
T: Is she cooking? No, let’s see what she is doing at the moment. Oh, she is telling the stories.
T: Snow White is telling stories, who is listening? Her…
Ss: Her friends.
T: Yes, you are such clever students. Maybe the pictures are too small for you to guess out. Now let’s see what is Pluto doing.
S1: Is he playing football?
T: No, he isn’t.
S2: Is he playing volleyball?
T: Sorry, he isn’t playing anything. He is … Can you see the bubbles around him? Bubbles? They are water circles when you take a shower.
S3: I think he is taking a shower.
T: You are so clever. He is taking a bath. Do you know bath? No, look, when you take a shower, you have something over your head.
Ss: Oh.
T: Now let’s check.
T: Snow White is telling stories. Who is listening?
Ss: Her friends.
T: You are right.
A phone call
T: Oh, there is a phone call for me. Oh, it’s from my mother, you know these days there’s a very special person in my family. She must be in a hurry. Can I answer it?
Ss: Yes.
T: Thanks, really.
T: Hello, mum. How are you doing? Little Dongdong is crying all the time? Why not telephone his parents? Oh, you have? They can’t talk right now? OK, listen, mum, I can’t talk right now. You know I’m having a class right now. It doesn’t matter. Maybe you can send me some pictures of him through QQ to let me know what he is doing right now. Yes, I’ll call back later. Goodbye.
T: Now do you know who is the special person in my home?
S1: I don’t know.
S2: Your mother?
T: No
S3: Little Dongdong.
T: Yes, who is little Dongdong?
S4: He is your son.
T: No, he isn’t my son. Do you want to meet him? You see , little Dongdong is my neighbor’s son. He is only 10 months old. How cute he is! Why is he in my home? Where are his own parents?
Ss: …
T: Let me tell you what his parents are doing.
T: Little Dongdong’s family members are busy now! His grandparents are in Italy now. What are they doing?
Ss: They are playing.
T: Yes, they are visiting some interesting place in Italy. His father is a businessman, he is now in the USA. What is he doing right now?
S1: He is having meetings.
S2: He is talking business.
T: He is talking?
Ss: …
T: He is discussing business.
T: Where is his mother? She is in India. What does she do?
Ss: She is a nurse.
T: What do you think she is doing?
S1: She is helping sick people.
T: Yes, you see. Little Dongdong’s family members are all busy now. Can they talk right now?
Ss: No, they can’t.
3. Practice
Create a situation for the students to practice similar phone call dialogues.
T: You know my mother has telephoned them, but they can’t talk right now. Can you imagine what they say on the telephone? Try to make up a dialogue between my mother and Dongdong’s family members.
Now, work in pairs, please.
S1: What …
T: My mother is talking with them, but they can’t talk right now. What can they say? They call my mum Granny Zhou.
S2: Hello, This is Dongdong’s mum. Is that Granny Zhou?
S3: Yes.
S2: Is Dongdong all right?
S3: Yes, he is. But I can’t talk right now, I’m busy. I …
T: Who can’t talk right now, my mother or Dongdong’s parents?
S4: Hello, is that Dongdong’s father?
S5: Yes, this is Dongdong’s father. Who is that?
S4: This is Granny Zhou.
S5: Sorry, I can’t talk right now. I’m having a meeting. I’ll call back later.
S4: OK, bye.
T: Good! Can my mother telephone Dongdong’s grandparents?
Ss: Yes.
T: Yes? What is the time in Italy now? It’s 3:00 in the morning. Can they talk right now?
Ss: No
T: What are they doing right now? They are sleeping.
T: Do you know what my mother is doing right now?
S1: She is taking care of Dongdong.
T: No, she isn’t. She is sending me some pictures through QQ. Listen.
T: Oops, pictures sending by QQ are not so clear. But I think you clever students can guess out what Dongdong is doing right now.
S1: He is crying.
T: Great.
S2: He is now taking a bath.
S3: He is eating.
T: Good.
S4: I think he is sleeping.
T: You are so smart. The last picture makes me relaxed. I can go on with my lesson now.
4. Listening
Listen to a piece of monologue, and try to answer the questions.
T: What is Steve doing?
S1: He is making a phone call.
T: Yes, you are right. But his friends can’t talk to him right now. Why can’t they talk? Let’s listen and find out.
T: Can you answer these questions? Do you need to listen to it again?
Ss: Yes.
T: OK, let’s listen to is again.
T: What’s Debbie doing?
S1: She’s making lunch.
T: What’s Bill doing?
S2: He’s cleaning his garage.
T: Do you know garage? Garage is a place we park our car.
Ss: I see.
T: What are Carol and Susan doing?
S3: They’re doing their homework.
T: What’s Sally doing?
S4: She’s taking a shower.
T: What are Paul and John doing?
S5: They’re studying.
5. Writing
T: Look at the people in the building. What are they doing?
S1: He is talking on the phone. They are having dinner. She is…
T: Who may be Steve’s friend?
Ss: The man in picture 9.
T: Yes, because he is studying.
T: The Mendoza family is at home now. What are they doing right now? Please fill in the blanks on the material in front of you.
T: Have you finished?
Ss: Yes.
T&S: Luis Mendoza is …
S1: Debbie is cleaning the room.
S2: Carmen is eating lunch.
S3: Alex is taking a shower.
T: Right.
S4: Mr. Mendoza is washing his car.
T: Is he washing his car? No, he is mending/ repairing/ fixing his car.
S5: Mrs. Mendoza is washing the sink.
T: Do you know sink? No? Sink is the place where water leaves us when we are washing something.
S6: She is fixing the sink.
T: Yes, you are right.
6. Group work
Provide three situations and get the students to act them out
T: Now I know you are good at listening and writing, I’m sure you are good actors. Here in the envelops are three situations. Choose one and act it out in big groups. This time group 1 and group 2 should work together as group A, group 3 and 4 as group B, group 5 and 6 as group C. Only two groups can choose the same situation.
Which do you want to choose?
S1: In the park
S2: At home
S3: At home.
T: OK, now you can have only 2 minutes.
Two minutes later
T: Are you ready?
Group 3 come to act out situation at home.
T: Time is flying. This is the last sentence I want to give you. Yesterday is the history. Tomorrow is the mystery(神秘的事). Today is the gift. That's why we call it PRESENT!
You know present? Yes, good.
7. Homework
This is the homework. Find a photo of your family, write a short passage about what you are doing at the time. And bring it to school tomorrow and share it with us.
T: See you. Thank you!
Ss: See you!
教学反思:
1. 没有充分估计到借班上课可能产生的师生信息不畅通问题。
2. 在上课的WARMINGUP环节应该设计一些能很快调动学生积极性的活动，如：简单的歌曲， CHANT，谜语等等。
3. 在呈现环节，当学生对我设计的图片信息很难猜准确时没有及时调整课堂节奏和思路，导致这一环节显得非常拖沓冗长，更糟糕的是影响了后面的教学进度和学生接下来的参与积极性。
4. 电话呈现本节课主要语言内容时，没有考虑到学生可能产生的忽视心情。导致这一步骤的落实不到位，铺垫失败。
5. 中间让学生编“我妈妈”和“东东的家人”之间的对话时，指令不清晰不明确，应该有对话示范给学生。碰到学生无法领会自己的意思时，应该灵活地找一个好学生呈现一则对话做示范，当时由于紧张，没有想到。
6. 中间让学生再回答“大楼”里人们的活动这一环节完全可以去掉。
7. 结束时没注意看时间，导致拖堂，并且没有完成应该完成的任务。
8. 整节课险象横生，没有高潮和语言的产出。
2007浙江省初中英语优质课教案_实录_反思选(4)
Unit 6 What’s it like?
Li Jingyan from Daishan Experimental School
课堂实录
T: Stand up, please. Let’s sing and act together. (Clap your hands)
T & Ss: Clap, clap, clap your hands as slowly as you can
Clap, clap, clap your hands as quickly as you can
Shake, shake, shake your hands as slowly as you can
Shake, shake, shake your hands as quickly as you can
Roll, roll, roll your hands as slowly as you can
Roll, roll, roll your hands as quickly as you can
Wiggle, wiggle, wiggle your fingers as slowly as you can
Wiggle, wiggle, wiggle your fingers as quickly as you can
Pound, pound, pound your fists as slowly as you can
Pound, pound, pound your fists as quickly as you can
T: Great! But can you do this: Cross your fingers. What does it mean? Hope for the best. We’re having an English class together now. Let’s say and do “Cross your fingers”. OK. Follow me, Cross, cross, cross your fingers.
Ss: Cross, cross, cross your fingers.
T: Very good! Is it a very interesting action?
Ss: Yes.
（由歌曲导入，充分调动了学生的积极性，减少了师生见的陌生感，很快拉近了师生的距离，而Cross your fingers.虽是本课新内容，作为Clap your hands这首歌曲的延伸来引出，非常自然。并让学生在了解意思的情况下大声朗读并表演，极大的激发学生了学习的兴趣。）
T: So we are happy, right?
Ss: Yes.
T: But do you still remember where I am from?
S: Zhoushan.
T: That’s right. But do you hear about Zhoushan?
Ss: Yes.
T: Really? What’s Zhoushan like?
S: Sorry. I don’t know.
T: It doesn’t matter. And you are so lucky. My friend Jason , he is an actor. He likes traveling very much. He made a video about Zhoushan. Let’s enjoy it and see what’s Zhoushan like.
T & Ss: Watch the video.
T: What’s Zhoushan like? Is it an island?
Ss: Yes.
T: Any more? What’s Zhoushan like?
Ss: It’s beautiful.
T: Very good. You know Zhoushan is a beautiful city with lots of islands. The sea is around it. You can see mountains everywhere. It’s famous for seafood, especially for fishes. There are not many tall buildings in it, but it’s getting nicer and nicer. It’s small but clean. Do you know the meanings of the new words.
Ss: Yes.
T: Good. Please read them after me.
Ss: Read after the teacher.
T: Is Zhoushan beautiful?
Ss: Yes.
T: Do you like Zhoushan?
Ss: Yes.
（Video的设计非常生动形象的表达出了舟山的特征，效果很好。只是本人在生词的引出方面太快，学生无法接受。可设计如下：在看完录象后呈现与生词有关的图片，教师边问What’s Zhoushan like?边帮助学生回答带有生词的句子。然后再跟读生词，最后让学生以问答形式朗读舟山的句子。）
T: Welcome to Zhoushan! And my friend Jason likes it, too. But he has been to some other cities. Let’s look at the pictures and answer three questions.
1. How many cities can you see?
2. What are they?
3. What are they like?
T: How many cities can you see?
S: I can see Los Angeles, New York and Beijing.
T: Oh, you are so smart. Thank you. Sit down. But what’s Los Angeles like?
S: It’s a big city.
T: It’s a big city, right. Any more?
S: It’s exciting.
T: Great! Now please do pair work talking about the places. I’ll give you two minutes to prepare.
Ss discuss in pairs.
T: Are you ready? Who will try?
Ss1:--What’s Beijing like? --It’s the capital of China.
Ss2:--What’s New York like? --It’s a big city./There are lots of cars.
Ss3:……
Ss4:……
T: Wonderful. So we know Beijing is the capital of China. New York is the biggest city. There are many movie stars in Los Angeles. Jason likes them very much. But which city is his favourite? Please listen and circle the correct answer.
Listen to the tape.
T: Who knows?
S: Los Angeles.
（学生的回答很出乎意料，北京是中国的首都这些都会回答。而且能运用很多形容词来形容这三个城市，只是本人在总结时，没有特意提到Hollywood使学生在做听力时有个别学生就抓不住这个关键词而不能很快找到正确答案。）
T: Clever. But why does he like Los Angeles best? Read the conversation quickly then find the answer.
Ss read the conversation as quickly as possible.
T: Can you find the answer?
S1: Because it’s very big. There are lots of people, tall buildings, cars, and buses everywhere.
T: Maybe that’s right. But think it over.
S2: Hollywood is exciting, too, especially for actors.
T:I think you can find the answer soon. Please go on reading.
S3:He is waiting to hear about a new job.
（安排学生自读，巩固字词，回答文章中心内容。并且给了一定的时间限制，学生在学习时就能更投入，更专注，效率更高。）
T: Really good. That’s the best answer. Because my friend Jason is an actor. Are you clear? Now please listen and imitate.
Ss imitate the conversation.
T: Read in two parts. Boys Jason, Girls the woman.
Ss read the conversation.
（再仿读课文，更加了解内容。书读百遍，其义自见。仿读能加强学生语音语调的培养。对于课文内容的学习，教师基本上未作讲解，而是让学生通过自读、自悟来了解故事内容，并让学生在小组内讨论、交流自己所读懂的内容，并鼓励学生自己提出问题，解决问题，在学生无法解决的情况下，教师再给予点拨。充分让学生朗读，让阅读真正成为学生的个性化行为。）
T: Well done. Los Angeles is Jason’s favourite city. What is your favourite city? Discuss in groups then give us a report.
S: In my group, Li Ming likes Suzhou best. Because it’s a nice city. Chen Hong and Lin Feng like Hollywood best. Because it’s exciting and there’re many….
T: Who will be the reporter.
S1:….
S2:….
S3:….
S4:….
T: Oh, I see. So maybe you are going on vacation during the coming holiday. By the way, what day is coming?
Ss: May Day.
T: Yes. My friend Jason is coming to Hangzhou on May Day. Would you like to be his tour guide?
Ss: Yes.
T: Could you make a travel brochure to introduce Hangzhou for him?
Ss: Yes.
T: Please do group work again, try to finish it. Hangzhou is your hometown. I’m sure you know Hangzhou well. Cross your fingers.
Group work.
T: Are you ready for it? OK, come here and tell us what is your travel brochure about?
Ss1:Hangzhou is a beautiful city. You can see tall buildings everywhere. If you come here, you can visit the West Lake. The food here is also delicious. Hangzhou has many specials, especially for Longjing tea. Welcome to Hangzhou. Wish you a good time! Cross your fingers!
T: Very good. Thank you. Which group wants to try again?
Ss2: Welcome to Hangzhou. Hangzhou is an old but beautiful city. You can see many people, cars and tall buildings everywhere. If you come here, you can visit Duanqiao Canxue. The food here is also delicious. Hangzhou has many specials, especially for Longjing tea.
T: Better. Which group want to try?
Ss3:….
（小组活动的创设，充分注重培养学生自主、合作、探究的学习方式。把学生由机械被动的学提升到意义学习，注重学生在动态生成。注重培养学生口头表达的能力。在教学中，本人充分为学生创设说话的机会，训练学生的口头表达能力。）
T: Excellent. I’m sure. Jason is having a good time in Hangzhou. Thank you very much. But you know next year is 2008, where is Jason going?
Ss: Beijing.
T: Clever. But why?
Ss & T: 2008 Beijing Olympic Games is coming.
T: Jason will have a great time next year. Because 2008 is a special year, especially for us Chinese. You know one world one dream. Let’s enjoy our poem with our best wishes.
The day is coming
Waiting to meet in Beijing
What’s Beijing like?
Let’s go and look.
The city is really exciting.
The people are full of joy.
For the special time
People around the world
Having the same home.
Wherever we are
One world, one dream.
T: Please read it with you own feelings.
Ss & T: Read together.
（教师的范读起到非常好的作用，既帮助学生进入了诗的情境，激发了学生情感，又运用听读法初步扫清了生字障碍。只可惜本人把这一环节跳过直接与学生同时进行进行朗读了，造成学生碰到生词停顿了下来，使诗的感情大打折扣。但这首小诗使整节课进入了最后的高潮，升华了这节这节课的主题，又对学生进行了一次深刻的爱国主义教育及同一个世界同一个梦想的德育渗透。）
T: Thank you. Let’s cross your fingers.
Ss: Cross fingers.
T: Class is over. Thank you boys and girls. Bye-bye!
Ss: Bye-bye.
课后反思
这堂课后教师在以后教学中要注意的地方是：
1、教师太过于紧张，在时间的安排上有些头紧尾松的感觉。
2、教师对学生的评价语相对缺乏，在学生回答后与学生的互动交流太少。
3．教师要加强语音语调的训练，尽量提高口语水平。
2007浙江省初中英语优质课教案_实录_反思选(5)
Making telephone calls
郑永君 宁波市第十九中学 No.3
教学简案
Teaching aims: Students learn how to make telephone calls.
Teaching focus: Students learn to use the target language in an integrated way. Through this lesson, they can make telephone calls in their daily life.
Key sentence structures:
Is sb. there? Just a minute. It’s for you. I’ll check.
I’ll call later. Sorry, I have the wrong number. No problem.
Teaching procedures:
1. Warming-up
a. Let’s chant. (Students practice the pronunciations of the English names that appear in the text.)
b. Self-introduction (The teacher and the students interact)
c. Group competition (Group work in the text on P.28)
2. Vocabulary in context. (P.28)
Teach the three conversations on the phone in the textbook one by one through listening and acting .
3. Listening practice. (P.29)
Let students complete the sentences in the book and put them in the correct order.
4. Listening in context (P.29)
Students listen and circle the names of the caller. Then listen again and write the callers’ names on the line below the correct picture.
5. Interact
Group work: take turns to do the role-play according to the given materials. (e.g. make a telephone call when you want to go to KFC with your friend.)
6. Book tickets for Beijing 2008 Olympic Games
Students make telephone calls to book tickets in the groups.
7. Homework:
a. Try to collect useful numbers in your daily life.
b. If your neighbor is ill, make a telephone call to help him/her.
课堂实录
Before we start our lesson, I will first set a piece of music with lovely rhythm. Ask students to dance with the music. To my surprise, one of them did a good job. It made our lesson a warm atmosphere at the beginning.
Step 1. Pre-task
Let’s chant.
T: I’m very happy to meet you here. Are you happy today?
Ss: Yes.
T: OK. I’m happy too. Because I can have a lesson for you and I’m sure we can be good friends after class. In fact, I have many friends here. Do you want to know them?
Ss: Yes.
T: Good! Now let me tell you their names. Would you please chant their names with me together?
Then chant the names that appear in the text for three times, from slow rhythm to fast rhythm. Make sure they can read them correctly.
Self introduction
T: Now, you know some of my friends. This time I will show you a photo. Can you guess who the person is? If you are right, I will give you a prize.
Ss: Cathy? / Brad? / Jason? /Susan? …
T: Maybe not. / Not exactly. /I’m sorry….
Then show them my photo and give them some information about me.
T: I know you want to ask me many questions, right? Now, if I give you this word Claire, what will you ask me?
S1: How old are you?
T: Can I answer I’m Claire?
S2: What’s your name?
T: Quite good. My name is Claire. Claire!
Then I give them my age, hobby, telephone number, mobile phone number and etc. They can foster their questions in a right way.
Guessing competition:
T: I know you are good at guessing. Now let’s have a guessing game. Write two questions and answers on a piece of paper. One group reads the answer; the other groups guess the questions.
I divide them into six groups. Ss prepare for 1 minute and then choose some groups to give us their answers. Let the other five groups guess the question. If they are right, I will give a star on the paper. At last we will see which group can get the most stars, and then they will be the winner today.
S: Tall and strong.
At first, no one sets the question, so I make an action on me, means that I’m tall and strong. So students get the meaning and give the question quickly, “What do you look like?”
I choose three of them and give each group who can foster the right question a red star on the paper. Then I will say: “Oh, group … gets the most stars now, but you have one more chance. I have an answer for you. Listen carefully.
T: They are making telephone calls. Who can give the right question?
S: What are they doing? / What do they like doing?
T: Good! You are right. They are making telephone calls. So let’s listen what they are talking about.
Step 2 While-task
1. Make telephone calls
Read the conversations. Notice the useful express
Susan: Hello.
Zack: Hello. This is Zack. Is Andy there?
Susan: Just a minute, please. Andy, it’s for you. It’s Zack.
Andy: Hi, Zack. How’s everything?
Zack: Fine.
The underlined red sentences are the key points.
I will add the ringing sound and the dialogue sound. When the phone rings, I say: “The phone is ringing. (This is a telephone vocabulary in the text.) Let’s listen.
After that, I explain the meaning of these key points and make sure students get the meaning. Next, ask the whole class read the dialogue loudly.
Claire: Hello. Is Karen Sanders there?
Mary: Just a minute, please. I’ll check. Sorry. No, she isn’t.
Claire: Thanks. I’ll call her later.
First make a busy sound of the phone. I will say: “The phone is busy now. (This is a telephone vocabulary in the text.) Let’s try again. Oh, the phone is ringing, it’s through.
After listening, ask boys read as Claire and girls as Mary. Then explain the underlined sentences.
Stacey: Hello.
Tom: Is Debbie there, please?
Stacey: There’s no Debbie here.
Tom: Is this 570-1794?
Stacey: No, it isn’t.
Tom: Oh, I’m sorry. I have the wrong number.
Stacey: No problem. Good-bye.
Tom: Good-bye.
The phone is ringing again. Give the students the listening dialogue, and pay attention to the key points. After that ask two students to role play the dialogue. If they act well, I will give both of them a star in their groups.
2. Self-check
Look at the conversations on page 28 and complete the sentences below.
T: OK, we know most of my friends made telephone calls just now. This time can you help Sam finish the talk on the phone?
Finish the task: Look at the conversations on page 28 and complete the sentences below. Make sure students can do it quickly and correctly. Then, ask students to listen to the conversation twice and number the sentences above in the correct order.
In this part students who answer right can get the star for his/her group.
3. Listening part
T: You have done a very good job. I think you are all clever boys and girls. We know people can make telephone calls in order to ask others for help. Now, let’s listen who is calling others for help. There are four dialogues.
Check the students’ answers after listening. Give the star to the group in which student answers right. By then, count the numbers of the stars and encourage other groups.
T: Marvelous! From listening we know Brad, Andy, Stacey and Karen are the callers in the conversations. This time let’s listen again, can you find out where they make telephone calls? OK, let’s see who is good at listening.
Play the tape first. Next, before they answer, I give them some tips about places: outside the school; hospital; classroom; office. Then, ask students to check the answers. Finally praise the student who is right and add the stars in his group.
T: “Let’s see. Oh group … has the most stars right now. But never mind, you have more chances to get them.
Step 3 Pre-task
1. Make your own telephone calls with the telephone vocabulary.
T: In everyday life, people use telephone calls to ask others for help. Today, if you need help, how do you make telephone calls for help? Now, look at the following pictures:
You want to go to KFC with your friend…
You are still at school. It rains heavily but you don’t have an umbrella...
Your father comes back and he wants your mother to pick him up…
You want to buy books after school, but you don’t have enough money…
So how can you solve the problems by making telephone calls? OK, discuss with your partners and make your original dialogues after three minutes. Are you clear?
After students give their “Yes” response, start the talking and preparation. Choose some groups to act out the dialogues. Make sure they can use the telephone vocabulary correctly, using the gestures to make it more vivid. After each performance, give the group one star and praise the actors in the group.
2. Tickets for Beijing 2008
T: I’m sure you can make your own telephone calls when you meet with problems. I am very glad you can do it freely now. We know telephone calls are very important and useful in life. We can ask for help, we can communicate with others and we can book rooms through it. What’s more, we can also books tickets by making telephone calls. Boys and girls, do you know what will happen in 2008?
Ss: The Olympic Games.
T: Excellent! It’s a big event in our country. So lots of people will come to Beijing and watch different kinds of games at that time. If you want to watch a basketball match with your friends or parents, how do you book the tickets through telephone?
Now Ticket Booking Center is open. You can call the hotline to book tickets. Please call the hotline and book the tickets you want. I will give you some minutes and let’s check which group’s acting is the best.
Students begin to prepare for the conversation. I set a piece of music about the Olympic Games at the same time, so students can have less pressure in such atmosphere.
Time is up. Act and evaluate their performance and give stars to every group who plays the dialogue.
Summary
T: It seems that you are good at making calls now. Well done! You can see group…has the most stars, so they are today’s winner. Congratulations and you can get your prize after class. And who acts best today?
Students point to the boy.
T: Oh, you, the lovely boy, you dance well, so you act best today and this is your prize. And who is today’s best spokesman? Maybe that boy because you talk much and also do a good job! So this is the prize for you. Thank you all!
T: I’m sorry, but time is limited. This is today’s homework for you.”
⑴ Try to collect(收集) useful numbers in your daily life.
⑵ If your neighbor is ill, make a telephone call to help him/her.
T: Are you happy today?
Ss: Yes!
T: I’m so happy. I’m sure we will be good friends after class. Thank you for participation. Goodbye, class.
教学反思
在本次浙江省初中英语优质课评比中,我以良好的业务素质、亲切活泼的教学风格和精彩的教学设计博得了专家和大众评审的一致好评，荣获一等奖。纵观整一堂课，我能紧扣教材“Making telephone calls”这一话题展开教学，层层递进，让学生从“学”教材逐步过渡到“用”教材，并能让学生在贴近生活的情境中运用所学的知识解决问题。课堂气氛比较活跃，教学亦算到位，也成功完成了本课的教学目标。下面是我对整堂课教学的反思和总结。
一、教学设计和教学任务
因为教材的主要内容为“Making telephone calls”，我在教学的每个环节中都注意围绕这一主线，并使任务间的过渡自然流畅。比如在开场的self-introduction中，我有意识地提及了自己的家庭电话和手机号码，并把“打电话”作为兴趣爱好，为课文内容的导入做好铺垫。在自我介绍中，我先给学生关于我的个人信息，再由学生提问，这样的设计是因为紧接着的小组竞赛就是要求学生针对已给信息提出合适的问题,这样起到了较好的示范作用。经过此番warming-up之后，我便直奔主题，导入教材，通过听、读等技能练习呈现打电话时常用的句型和表达方式，这是学生“学”教材的过程。之后，我创设了四个生活情境，要求学生以小组为单位运用已学知识，讨论编对话并予以表演。最后，我结合奥运会这一时下颇为流行的话题让学生通过打电话定票，让学生充分发挥想象力进行对话创作，具有一定的开放性。这是整堂课的高潮部分，此时学生已脱离课本“用”教材了。教学中我对学生应用知识能力的要求不断提高，层层深入，最终达到高潮，实现教学目的。
二、教态，评价及师生互动
比赛时老师上课，师生之间都比较陌生，再加上台下那么多老师，学生往往比较害怕，迅速拉近与学生之间的关系，使他们配合自己的教学，这是我上课前需要解决的一个问题。所以上课前我播放了一段旋律活泼轻快的英文歌曲，并邀请学生们全体起立，跟着我一起跳舞。刚开始学生还有些放不开，但由于我的鼓励和学生的配合，课堂气氛一下子活跃起来。然后我趁热打铁询问学生的姓名、年龄等，并与他们握手，甚至拥抱，还给学生们展示了自己的生活照，师生关系变得相对融洽。在接下来的教学过程中，学生举手也很踊跃，师生互动比较频繁。其实上课的肢体语言很重要。我们可以通过手势、眼神等方式来传达信息，与学生平等交流，耐心倾听。比如刚开始时，当坐在后排的男生因离我较远而不能握手时，我就伸出手做了个握手的姿势；当要对小组表现进行总结时，我摸摸一个男生的脸以示喜爱之情，并颁发奖品；在小组比赛中，每一次答对问题都可以给每一小组添加五角星，这样做一方面可以是学生积极性提高，另一方面能够使师生关系达到和谐融洽。
三、教学不足及反思
在整堂课的教学过程中，从教学任务的完成到师生互动都取得了成功，但不足之处仍待改进。首先在一开始的导入部分，我担心学生会跟不上思路，所以在给出信息让学生提问环节放慢了速度，导致整堂课的时间在结束时显得很仓促。其次在引入打电话的时候，虽然设计了录音效果，但是如果能添加录像资料会更加直观，可以让学生加深对教学内容的理解。另外对教材的听力材料处理上，个人觉得可以再生活化一些，把听的内容跟生活场景联系起来效果可能会更好。最后，在需要学生自我发挥的场景对话中，我给出的时间还不够充足。作为教材内容的提升部分，我应该让学生有足够的时间来进行对话表演，把课文所学内容进行巩固和拓展。可是由于开始的时间进度比较慢， 所以在最后的表演展示部分，我只能要求一组同学完成了表演。事实上如果能邀请3-4组参与表演，那整个教学可以更加完美。
在新目标的教学理念下，新课程标准已经对我们老师提出了新的要求。尽管我们这次上的内容并非来自新目标英语，但是教学任务和教学目标还是相互衔接和渗透的。上了多堂公开课和展示课，让我对新课程有了如下的认识：
1、要上好一堂课，老师首先要对教材有深入的理解。在此基础上，再把教材内容细化和分类，并用学生容易并乐意接受的方式表达出来，以达到理想的教学目标和效果。老师在对细节的把握上要控制的恰到好。每一个细微之处都能反映学生当时的思想状态和思维活动。如果老师能抓住细节，就能更好的引导学生，让他们能够自信地表达出心里的想法，从而更好的判断学生对教材内容的理解和掌握，以完成课文内容的深化和递进。另外本人认为比较重要的一点就是上课应该突出自己的特色和风格。每个老师上课的方式多种多样，对教材的处理也有自己独到的见解。但是综观老师的上课，还是以传统型教学为主。我觉得既然教是为了学生更好的学和用，就应该采取一些学生乐意接受的方式去教。所以教学应该符合学生的年龄特征，让他们带着愉悦的心情去学，至少不是带着排斥的心情去学。我们可以多穿插一些游戏，猜谜，可爱有趣的表情和手势去激发学生的学习热情，让自己站在与学生相同的年龄起点上，让学生乐意接受你，喜欢你，把教学效果发挥到最佳状态。
2、老师对学生的评价要准确，有效并多样化。我们说及时有效的评价对提高学生上课积极性和表现欲具有至关重要的作用。我们听公开课也会发现老师们两个不足的地方。一个就是评价不及时：学生回答完问题后，老师没有做出适时有效的评价，这会挫伤学生回答下面问题的积极性，有可能导致接下去课堂气氛的淡化甚至冷场。另一个就是评价单一化：老师们在学生回答好以后总是喜欢用good, very good去进行评价，时间一长，自会让学生觉得乏味。这样的评价最终流于形式，失去了它的激励作用和效果了。其实新目标课程标准强调了一个情感目标，有效多样的评价也是实现这一目标的良好途径。如果我们对学生的正确回答给予肯定，并使用多样的评价词汇，如excellent, well-done, gorgeous, marvelous, You are clever, Good boy, Lovely girl等，我们就能够使学生在学的过程实现自我肯定和自我我提升。另外我们也不妨用肢体语言来表现评价方式的多样化。动作，眼神或手势都能传递老师对学生回答后作出的反映。课堂中，学生处于紧张的状态中，老师温柔的手势，优雅的动作，喜爱的眼神都能表达出对学生的情感，学生也能在接收到老师的这一信息后更加努力地去实现下一个回答的目标。这样的课课堂气氛一定是良好的。对于小组等的集体评价也是如此。积极有效的集体评价不仅可以促进个人的发挥，也可以使学生在发挥过程中增加集体观念和群体意识，强调个体之间的合作与帮助，这也是新目标力求实现的一个目标。
3、师生互动要频繁持久，上课节奏要有慢有快，语音语调要抑扬顿挫。学生的配合在很大程度上决定了上课的质量和效果。如何让学生来配合老师的上课，是一个值得研究的课题了。在第一点中我讲到了上课要符合学生的年龄特征，才能取得成功。所以老师自身一定要充满激情与活力，才能时刻感染学生，让学生保持一种新鲜感。上课的节奏把握上，也要时而跃进，时而缓和，容易的地方一笔带过，困难的地方就要留足空间给学生思考，尽可能少的给他们带来挫败感。老师的语音语调也要恰到好处。语音的准确到位是学生肯定老师的第一步。优美流利的发音可以提高学生的注意力，因为他们愿意去听，愿意去欣赏。其次语调的处理上也可以带来意想不到的效果。语调的缓和可以解除学生思考过程中的焦虑，语调的急促可以增加个人与小组间的竞争。降低声音，可以让学生去想象，去思考，制造一种悬念和神秘感。提高声音，可以让学生集中注意，去分析别人的答案，并做进一步的修正。总之，只有控制了好了这些因素，才能让学生觉得有吸引力，并愿意参与其中。
4、老师要充分发挥自己的教育机智，适时运用幽默感及亲和力。不管哪位老师上课，即使准备的很充分，在真正上课过程中，总会碰到一些突发问题。有时学生的回答或冷场都会让老师有些不知所措。所以善于运用教学机智去处理突发情况，也是我们要学会的。如果老师的指令学生没有明白，那老师不必紧张，只需用举例形式去解释就行。当然这一过程应该放慢速度了。如果学生不肯表演对话，老师可以事先表扬一些同学，学生在尝到甜头后自然就有了表现的欲望。比如学生给出的答案与老师的期望答案风马牛不相及，老师可以很幽默地跟这个同学开个玩笑，先缓和一下气氛，然后再明确地重复问题，让学生在老师的提示下完成回答。其实教学机智的方式很多，运用的手段也是多种多样的。老师自身的幽默感，亲和力和感染力都可以作为教育机智的载体，只要用的上，我们就应该大胆地去尝试。
总而言之，上课也是另一种形式的表演。如何在自己的教学舞台上发挥出色，展现出最佳的课堂状态，还需要我们不停的去探索和实践。
2007浙江省初中英语优质课教案_实录_教学反思选(6)
Language Focus “some” and “any”(2)
By Zhou Xiaqin (周夏琴)
教学简案
Teaching materials: Language focus ‘some’ and ‘any’ (Part 1, 2, 3)
Analysis of Teaching materials: The teaching materials mainly focus on the usage of some and any. Part 1 can be dealt as warming up. In this part, attention should be paid to collecting Ss’ food vocabularies. By collecting Ss’ food vocabularies may help Ss recall what they have learnt and weaken the difficulty in listening. Part 2 deals with listening. The recoding is a bit fast for Ss to catch, so preparing some additional easy questions may help Ss to get main information in listening and clear up some obstacles in listening and improve their listening skills. Part 3.1 and Part 3.2 can be dealt in Ss’ oral practice in this class, so it’s unnecessary for T and Ss to spend special time on it. Part 3.3 is dealt in encouraging Ss to use the target language some and any.
Teaching aims:
Ss will acquire the following:
1. the usage of some & any
2. the listening skills of understanding
Importance and difficulties:
Teaching Aids: P.P.T. & cassettes
Teaching Methods: Mainly TBL
Teaching Procedures as follow:
Activity 1. Warm up
(Purpose: To smooth Ss’ emotion and lead in)
Activity 2. Brainstorm
(Purpose: To introduce some and any and help Ss to get the initial sense of the use of some and any)
Name the vocabulary of food
Activity 3. Look & differ
(Purpose: To help Ss to use some and any in the language)
Look at the two pictures and tell the differences with “ some” and “any”
Activity 4. Survey
(Purpose: to use some and any in real life situation)
Make a survey about your friends’ favorite dish. Tell the whole class something about the dish, for example: What’s in it? Why does he like it?
Activity 5. Listen
(Purpose: To help Ss to understand the target language in listening)
Listen and choose the things they have got.
Q1: What have they got?
A. Flour B. Butter C. Sugar D. Eggs E. Milk
Answers: ABDE
Q2: What are they making? Pancakes or shortbread biscuits? How do you know it?
Activity 6: Group work
(Purpose: To make Ss further use the target language in real life situation and motivate Ss’ creativities)
1.Illustrate how to make banana milk shake with the Ss first.
2.Discuss with your group which dish to cook and what you need for this dish as well as the reason why you choose it. At last introduce us how to cook it.
Activity 7. Homework
1.Consolidate the usage of “some” and “any”.
2.Collect more information about food in other countries, and introduce them to the class.
3. Make a poster of your dish for the Festival.
课堂实录
Activity 1. Warm up
(Purpose: To smooth Ss’ emotion and lead in)
T: Good afternoon, boys and girls.
Ss: Good afternoon, Miss Zhou.
T: How are you doing? I am very excited today. Because I am in Hangzhou now. It is such a beautiful city. There are some interesting places to see here. What’s more, the food in Hangzhou is so delicious. I had some fish, pork and soup. I didn’t have any fruit for lunch. Oh, by the way, what do you often have for lunch at school or dinner at home?
S1: I often have chicken and soup for lunch.
S2: I often have some eggs, fish and cabbage for dinner.
S3: I usually have rice, pork and eggplants for lunch.
T: Delicious! And I believe you know a lot words about food. Now let’s share some words you know.
Activity 2. Brainstorm
(Purpose: To introduce some and any and help Ss to get the initial sense of the use of some and any)
T: Please tell some words about food.
S1: pork, fish, duck, chicken, dumplings
S2: broccoli, rice, lettuce, shake, tomato
S3: potato, mutton, beef, milk, banana
S4: juice, chip, hamburger, sandwich, orange
T: Wow, you really have a large vocabulary. But have you got a good memory? Now look at the pictures and try to remember what they are. After 10 seconds, I will ask you some questions about them, such as “ Is there any bananas in the picture?”. Ready to go? OK, let’s start.
(10 seconds later)
T: Sorry to interrupt, but time is up. Is there any milk in the picture?
S1: Yes, there is some milk in the picture.
T: Are there any pears in the picture?
S2: No, there aren’t any pears in the picture.
T: Are there some potatoes in this room?
Ss: Yes, there are some.
T: Is there any juice in the room?
Ss: No, there isn’t any juice in the room.
T: Excellent! All of you have a good memory. Great! Then have you got sharp eyes?
Activity 3. Look & differ
(Purpose: To help Ss to use some and any in the language)
T: Now let’s find out if you have got sharp eyes. Look at the two similar pictures and tell us the differences between the two. You may say like this:
There is / are some … in picture 1.
But there isn’t / aren’t any … in Picture 2.
One minute to prepare, please!
S1: There is some a bottle of coke in Picture 2, but there isn’t any bottles of coke in Picture 2.
T: Well done.
S2: there are some tins of wine in Picture 2, but there aren’t any in Picture 1.
T: Good. What else?
S3: There are some pears in Picture 1, but there aren’t any in Picture 2.
T: Quite right.
S4: There are some oranges in Picture 1, but there aren’t any in Picture 2.
T: Terrific!
S5: There is some coffee in Picture 2, but there isn’t any in Picture 1.
T: Good. Are these your favorite?
Activity 4. Survey
(Purpose: to use some and any in real life situation)
T: Excuse me, Tony. What is your favorite food?
S1: My favorite food is hot tofu.
T: What’s in it?
S1: Tofu and pepper.
T: Thank you for telling us. What about you, Lucy?
S2: My favorite food is fried chicken.
T: Why do you like it?
S2: Because it is delicious, I think.
T: Oh, I see. Now ask your group about their favorite food. Try to find out the ingredients in it and the reason why he or she likes it. Then give a report. OK, here we go.
(on the work sheet)
S1: Peter’s favorite food is curry potatoes. He likes it because it is good for health. It has got some potatoes and curry. It hasn’t got any sugar.
T: Well done. I like it too. Any one?
S2: Tony’s favorite food is hot tofu. He likes it because it is easy to cook and cheap. It has got some pepper and tofu. It hasn’t got any meat.
T: Haha, good reasons, easy to cook and cheap. Right. Any other idea?
S3: Susan’s favorite food is vegetable salad. She likes it because it is good for health, and it helps her to become more beautiful. It has got some tomatoes, broccoli, lettuce and salad. It hasn’t got any hot food.
T: Sounds yummy. But can you cook them?
Ss: Some say “yes”, some say “no”.
T: If you can’t, don’t worry. You can learn to cook from your parents or from a cooking book, just like Pat and Anne. They try to make something. Now let’s listen to the tape and find out what they have got.
Activity 5. Listen
(Purpose: To help Ss to understand the target language in listening)
T: First take a look at the two pictures. According to the pictures, you can get some tips about the listening content. Now don’t look at your paper. Listen and choose the things they have got.
Q: What have they got?
A. Flour B. Butter C. Sugar D. Eggs E. Milk
Answers: ABDE
T: What are they making? Pancakes or shortbread biscuits? How do you know it? Now you may discuss with your group, then share the idea with the whole class.
S1: I think they are making pancakes. Because if they want to make shortbread biscuits, they need some sugar, but they don’t have any sugar. So they can not make shortbread biscuits.
T: Excellent! Good job! And I find that you really have some talents in cooking. And there is a food festival in school. Why don’t you help and design a nice dish? Maybe you will be the best cook of the festival.
Activity 6: Group work
(Purpose: To make Ss further use the target language in real life situation and motivate Ss’ creativities)
T: Discuss with your group which dish to cook and what you need for this dish as well as the reason why you choose it. At last introduce us how to cook it. For example, you learnt it from your book about making banana milk shake. What do we need?
Ss: Bananas, milk, sugar…
T: Do we need any salt?
Ss: No, we don’t need any salt.
T: What should we do first?
Ss: Peer the bananas.
T: Then?
Ss: Cut the bananas.
T: I see. Go on teaching me how to make it.
Ss: Put the bananas into the blender and pour some milk. At last, turn on the blender.
T: Ok, maybe after going back home, I will make some. Ok, now I will give some minutes to design a nice dish and make an oral advertisement for it, so people will be interested in your dish. And later we will choose the best dish.
(Several minutes later)
T: Let’s see what you have got. Show yourself, please!
S1: We decide to make Sichuan hot tofu. We have got some tofu and red pepper. We don’t need any fat. Let me tell you how to cook. First wash the pepper and tofu. Put some oil, then put pepper and tofu into it, and stir it. Then put some relish. Why do we cook this dish? Because it is yummy and hot food can make you excited and strong. And it is also very popular. If it is not popular in your school, I will give some for them to eat, then everyone will like it soon.
T: Wonderful! I can even smell it. I believe it will be popular in your school soon. What else?
S2: We decide to make a pizza. We have got some flour, vegetable, relish and chicken. Let me tell you how to cook it. First get the flour ready, then put some vegetables and chicken onto it. Then pour some relish on them. At last put it into an oven to bake it for 13 minutes. Why do we cook it? Because it is nutritious and healthy. And almost every young student likes it. Many people will buy it during the festival. We can make lots of money.
T: Amazing! You are so talented. I am so surprised. You can use what we learnt in real life. But remember to go over the usage of “some” and “any” after class. What’s more, Collect more information about food in other countries, and introduce them to the class or make a poster of your dish for the Festival. Well, I really enjoy having a class with you all. Thank you so much. Class is over. Goodbye and have a nice day!
Activity 7. Homework
1.Consolidate the usage of “some” and “any”.
2.Collect more information about food in other countries, and introduce them to the class.
3. Make a poster of your dish for the Festival.
教学反思
4月17-19日，二○○七年浙江省初中英语课堂教学比赛在杭州崇文实验学校举行，六百多名教师观摩了本次活动。我有幸参加了此次比赛。本次比赛与往年略有不同，比赛组委会根据抽签顺序的先后，在上课24小时前，给出上课话题，要求各参赛选手在短暂的一天一夜时间里，独立进行教材分析，写出教案，完成课件，因为本次比赛时间紧，难度大，任务重，各地市都派出了精兵强将来参赛。他们大多是有了5-的教龄，并是各地市“双高’课或优质课的一等奖获得者，而我只是一个才在嘉兴秀洲现代实验学校工作不到两年的年轻教师。但是在市、区两位教研员的鼓励下，努力备课，以饱满的热情、积极引导学生积极参与讨论、主动思考、大胆发言，在学生的积极配合下，整个课程安排基本上完成， 但是毕竟是一个新老师，所以这堂课还有很多不足之处需要改进。
1． 没能充分利用学生已有知识打开话题，为新知识作铺垫。
我拿到的材料是以食物为话题，?
篇4：模块10 Unit 4 Law and order 课文任务型阅读(译林牛津版高三英语选修十教案教学设计)
Brief______(1)_______ to cybercime The number of cybercime has expanded with the _____(4)____ of the Internet.
_____(2)_____ of cybercrime The council of Europe lists crimes related to security.
It notes crimes that are not specifically computer-related.
It refers to websites that ___(5)___ hatred and evidence.
It identifies those offences ___(6)____ breaking intellectual property and copyright laws.
The extent of cybercrime The problem has a great effect on all Internet users directly or indirectly.
Such cases against large companies are become an ___(7)_____ serious problem, because they are unwilling to lose customers.
The legal situation about cybercrime ___(8)___ all of this further complicated.
The only ____(3)_____ to solving cybercrime International cooperation is the only solution to this problem
1.Governments must try to keep up with the ____(9)____ with excellent technical skills.
2.It’s important to make new laws and create Internet standards.
3.It’s suggested that a special agency be ___(10)___ to act as an international referee or steward.
4.Governments and private businesses must work together to provide the tight securtity needed to stop the widerspread problem of cybercrime.
M10 Unit4 Reading The fight against cybercrime
1 introduction 2 Kinds / Types / Categories 3 solution / approach
4 development / popularity 5 encourage 6 about/concerning/ regarding
7 increasingly 8 makes 9 criminals 10 formed
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