Unit 3 Section A (1a—2c) 教学实录（原道燕）
发布时间：2011-05-29 22:00:35 来源：
Unit 3 Section A (1a—2c) 教学实录
执教人：原道燕 执教班级：八年级8班
时间：2011.3.9
T: Let’s begin our class. Good afternoon, boys and girls.
Ss: Good afternoon, Ms. Yuan.
T: Welcome Zhao Chenxiao to give us an English free talk.(Before class, she wrote two questions on the blackboard.) After the speech, she called two students to answer the questions.
(反思：赵晨晓是我的英语课代表，应该说她的各个方面都是相当优秀的，可是在这一次的演讲中也能看出来她有些紧张，刚开始有点忘词了。所以要通过各种活动培养学生的自信心，要学会大胆展示自我，真正让英语成为自己的语言。不过演讲的内容能够针对同学们前面所学内容，因此多数同学听得懂，积极发言，比较成功。)
T: Thanks for her English speech. Boys and girls, it’s 2 o’clock. what are we doing now？
Ss: We are having an English class.
T: What’s your mother/father doing now?
S1: She’s working . He’s working, too.
T: What were you doing now at 2 last Saturday ?
I was looking after my daughter. (Write them on the blackboard.)
T: What were you doing now at 2 last Saturday ?
S1： I was playing computer games.
T: Playing computer games too much is bad for your eyes. What were you doing now at 2 last Saturday ?
S2: I was watching TV.
S3: I was playing basketball with my friends.
S4： I was doing my homework.
T: A good boy. Next one, what were you doing now at 2 last Saturday ?
S5：I was having a piano lesson.
S6： I was doing my homework.(write some answers on the blackboard)
T: Look at the sentences. Find out the similar points.
was/ were +doing. This is the new grammar that we will learn this class.(Look at the screen and read it) 。
(反思：结合学生的实际，现在两点钟我们在干什么，以及自己的爸爸妈妈在干什么，复习我们学过的现在进行时，由此引出上周的这个时间同学们都在干什么，让学生通过老师的回答来结合自己的实际进行回答，引出新的时态过去进行时，从而进行总结。我觉得导入的很自然，学生在很短的时间内掌握了新知识。而且也很注意对学生进行德育教育，打太多游戏对学习身体不好，对于回答好的同学及时鼓励。不足的地方是明明写的是两点钟，自己却好几次读成了十二点。口误。需要精练自己的语言)
Ss : Ask and answer in pairs. Then act it out. （Find 5 groups to act it out）
T：What was Wang Yue doing at 2 yesterday?
Ss: She was playing computer games.
T: What was Cui Tianci doing at 2 yesterday?
Ss: He was playing basketball.
T: What were your parents doing at 9 last Saturday？
Ss: They were having a meeting on the playground. (Write down he ，she and they)
（通过学生对话之后，检测学生对新知识的掌握情况，进而引出了其他人称的过去进行时如何表达，过渡的很自然。）
T: Look at the pictures. A UFO and an alien. We’ll learn a story about the UFO. Yesterday evening a UFO arrived at Jiyuan. What were the people doing when the UFO arrived? Look at the pictures and ask and answer together.)
Ss: What was the boy doing when the UFO arrived?
He was reading.
What was he doing when the UFO arrived/
He was taking a shower.
What was she doing when the UFO arrived、
She was sleeping.
What was he doing when the UFO arrived?
He was cutting hair.
What were they doing when the UFO arrived?
They were doing the dishes.
Then call some students to ask and answer in pairs.
（上一步让学生练习了自己在做什么，这一步通过图片让学生来对话他人在干什么，先进行集体操练，然后是个体操练。操练时挑不同层次的学生来对话，可以了解学生的掌握情况。整体上做的不错，就是个别同学的个别单词发音需要纠正。)
T：Now let’s learn what other people were doing. Activity 1a.
A TV reporter is asking “Where were you when the UFO arrived”？ Match the statements with the people in the picture. Ss do it then check the answers.
Ss: d ,b a, c, e, f.
T: What were they doing when the UFO arrived? Listen and circle the answers. Check the answers.
Ss： Read the answers together.
T: One is a reporter. The others are the persons in the pictures. Work in groups. Then act it out.
Ss: Act it out.
T: Well done, A. A good boy.
（练完听力之后让学生小组做对话，分别扮演不同的角色。练习句型。学生做的很好。尤其是班里程度较差的学生说的都很好。但是感觉应该拓展一下，这些句子较简单，如果能用一些和我们生活相关的话题让学生进行操练，效果会更好。）
T：Look at the pictures. What did Ted see? What happened? Activity 2a. Read the sentences by yourself. Any questions?
S1: the meaning of the Museum of Flight.
T：飞行博物馆。Listen and number the statements in the order you hear them.
Ss: Listen and finish it.
T: Check the answers. 5.4,1,3,2. Then read the dialogue and fill in the blanks with “when” or “while” Activity 2b. check the answers. Can you find the differences between “when” or “while”?
（由于让学生听力去完成2b较难，所以这一步我设计了读听力稿去找答案，降低了难度，同时也节省了课堂时间，为下一步的活动留下了一定的时间。）
S1: when 后加过去时，while后加过去进行时。
T: Help the students to find the differences. When+短暂性动词， while+延续性动词。For example: We can also say while the boy was walking down the street ,a UFO arrived. Who can do it like this?
S1: While the girl was shopping, she saw the alien get out.
S2: The alien was buying a souvenir when the girl called the police.
S3: The alien was visiting the museum when the boy called the TV station.
T; very good 。 Now let’s do some exercises. Show the exercises.
Ss: While ,when ,while ,when.
T：Look at the pictures. The UFO is taking off. What were the people doing when the UFO took off?
Ss: While the boy was riding a bike, the UFO took off.
The girl was eating ice cream when the UFO took off.
While the man was taking a photo, the UFO took off.
The woman and the policeman were talking about the UFO when the UFO took off.
T: Write down the sentences . (Two students write them on the blackboard, The teacher walks down the classroom and checks the answers.)
(通过听力学习本节课的第二个重点when 和while 的用法,并且通过练习反馈了学生掌握情况,在做题的过程中做的很好，但是在写句子时出现了问题，说明学生掌握的还是不太好。有的时候语法的讲解该需要用汉语时还得说汉语，否则说了一节课，下来后学生还是不明白。)
T;.Sum up:What do we learn today?
1.The Past Progressive Tense
(过去进行时）
构成：was/were +doing
What were you/they was he /she doing when the UFO arrived?
I /He/She was/ cooking dinner.
We /They were
2.The using of “when and while”
When+短暂性动词 while+延续性
Eg:The boy was shopping when the alien got out.
While the girl was shopping,the alien got out.
(总结本节课一直是我们的课上坚持做的，让不同程度的学生来说你学了什么，一句就可以，但是由于下课了，只是读了一下，效果不很好。)
T：Chicken soup:
Knowledge is power. Work hard, try your best to know more about aliens. Read it together.
（最后一步的心灵鸡汤是对学生进行的情感教育，相信知识就是力量，努力从现在开始，将来了解更多的科学知识。）
自我反思：
这节课完成了预定的目标，我觉得比较满意的有：
第一，我用我的激情去感染我的学生，我用我的微笑去鼓励我的学生，我用我的亲切去赢得我的学生。这是我授课的最大特点，这一节课上应该说在这方面我是做的比较好的。
第二，导入自然，每个环节之间衔接都很好，由易到难，学生都有表现的机会
第三，调动了学生参与学习的积极性,引导学生成为课堂的主人,学生真正融入到了课堂中，大部分学生都能积极发言，如果每节课都可以让每一个学生说一句英语，坚持下来，学生的语言就丰富了。
不足的地方：
第一，自己的发音听起来真的是不够好，平常没有录音整理过，觉得也还不错，可是这一次听了之后真的很汗颜。以后要经常练习发音，使自己的音更优美，只有这样学生才能有更出色的表现。
第二，课堂设计只是围绕教材，其实这节课的内容很简单，要是能够再拓展一下，创设情境，或者让学生就生活来讨论某个时间在干什么，这样的话学生的语言会更多，课堂会更活。
第三，英语课堂应该英语教学，但是语法教学也可以适时用汉语点拨一下。比如对于when和while的用法，要是在用汉语解释一下，学生在写句子时就不会有那么大的困难了。
教后记
作为一名英语教师，可以说我们付出的很多，课前精心的设计活动，学生上课情绪高涨，自己在上课也感到很成功，可为什么成绩不高呢？我一直在思索这个问题。有人说：课改以前的讲课好比垒单墙，简单而又容易；现在的讲课好比垒花墙，既要手艺还要工夫；同样的时间，同样的精力，垒单墙的肯定比垒花墙的垒的多，成绩肯定要好。
我就想：如果我们的活动中注重知识，“使知识在活动中，活动具有知识性”是否能提高成绩呢？
有位同行朋友告诉我，设计活动时,一定要清楚你为什么要这么做,你的目的是什么,希望学生在活动中学到什么东西. 另外在进行活动时要加大调控力度,把握住课堂,否则就会一发不可收拾.还要加大活动中的知识量. 也许有一点道理。
我就想：如果我们的活动中注重知识，“使知识在活动中，活动具有知识性”是否能提高成绩呢？
有位同行朋友告诉我，设计活动时,一定要清楚你为什么要这么做,你的目的是什么,希望学生在活动中学到什么东西. 另外在进行活动时要加大调控力度,把握住课堂,否则就会一发不可收拾.还要加大活动中的知识量. 也许有一点道理。
这个反思只是我的初步的想法，希望大家批评，指导。
希望我垒的花墙能和单墙一样多。
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