一节初中英语课堂教学的实录及点评

Unit 6 How long have you been studying
history? ( Reading)
Step 1. Warm up
T: Hello, everyone! Do you like playing games? Let’s play
a guessing game.
28 6
4 2
67 68
These numbers are about me.
Eg: I’m 28 years old.
I have two hobbys.
Can you guess what do they mean? (The students have a discussion about this.)
Just now I said I have two hobbies, one is collecting cards. Look! These are my cards. Do you like them? If you can answer my question, I’ll give you one of them.the other is studying history.
【设计意图】利用一个猜迷游戏游戏拉近师生距离，导入话题。

为导入新课作铺垫。

【点评】只有通过师生、生生间大量的语言交流，才能培养学生用英语交际的能力。

课堂上的Free Talk是培养学生听说能力的有效方式。

通过谈话自然地引入本课的主题.
Step 2. Reading
Activity1 Speaking
Do you like studying history?
• 1. How many Chinese dynasties can you think of?
• 2. How many famous characters from Chinese history can you think of? Make a list.
• 3. Can you think of famous characters from the history of other countries? Make a list.
After students answering the questions, teacher say:
OK! You are very good! I have a friend. He likes studying Chinese history, too.
Do you want to know him? Look! This is him. (多媒体展示Tom 照片)
【设计意图】通过猜迷这一环节，引出学生的兴趣学好这一话题，从而过渡到本环节的教学任务---根据所给话题自由谈论。

【点评】本环节意在通过学生的谈论，增加他们的口语表达能力和课外知识。

Activity2 Listening
Do you want to know more about him?
Do you know what is his family?
How long has he been studying Chinese history? Let’s listen.
【设计意图】设置情景，引入听力话题，锻炼学生的听说能力。

【点评】此环节旨在通过听力的设置，使学生对课文内容有了初步的了解。

Activity3 Scanning
OK! Next, let’s read the text and choose the best heading for each paragraph.
•Read the passage and choose the best heading for each paragraph.
• A. The history of my family.
• B. The experience of my learning Chinese history.
• C. Something about Harbin.
•Paragraph1____________
•Paragraph2____________
•Paragraph3____________
【设计意图】通过选择题的设置，养成学生的快速阅读能力和对课文的整体认知能力。

【点评】选择题目的设置，降低了学习难度，使学生能够非常轻松的进入课文。

Activity4 Careful reading
Now we have known the main meaning of each paragraph. This time let’s read each paragraph carefully.
First paragraph1
Read and fill in the form.
Read paragraph2 and answer these questions.
•Questions:
• 1. How long has Leo been learning a lot about his family history?
• 2. What was very interesting for me?
• 3. When did the first Jews probably came to Kaifeng?. Then show the answer to the questions, and explain some phrases. Read paragraph3-4 and say “True” or “False”
• 1. We usually studied Chinese history when I lived in Australia.
• 2. Now I’ve been studying for over two years.
• 3. I think Chinese history is very hard to understand.
• 4. The more I learn about Chinese history, the less I enjoy living in China.
• 5. Does Leo live quite far from Beijing?
Look at the answer of sentense2 , can you find the other sentenses like this in the text.
1. I’ve been teaching in China for two years.
2. Since I came to China, I’ve been learning a lot about my family history.
3. I’ve been studying for over two years now
Look at these sentences, what rules can you get?
现在完成进行时:(The Present Perfect Progressive Tense)
for +一段时间
have / has been doing sth + since +过去的时间点
since + 从句 (一般过时)
【点评】让学生自己总结本节课所学内容，然后利用多媒体展示本节课重难点,以此培养学生分析、归纳能力。

根据目前学生“以我为中心”意识强、合作意识差的现象，教师设计了恰当的活动进行德育渗透。

Australia n. 澳大利亚
Australian adj. 澳大利亚的,
澳大利亚人的
n. 澳大利亚
With prep. 具有，带有
European adj. 欧洲的
influence n. 影响
Russia n. 俄罗斯
Russian adj. 俄罗斯(人)的
be in…style 具有…的风格
learn a lot about 了解许多有关……
a lot 作状语，修饰谓语。

a lot of 作定语，修饰名词。

It is + 形容词+for(of) sb to do sth 对于某人而言，做某事很…More than=over
the＋比较级……, the+比较级……越……，就越……
far from远离……
be from
OK! Now look at these words and phrases, read the text by yourself and find the questions you don’t know.
Then do some exercise
1.She is an_________, she comes from_________.(Australia)
2. The story is___________, I’m__________ in
the___________story.
(interest)
3. a lot/ a lot of
He reads______.
He reads_______books.
4. Of/ for
It’s difficult___ me to learn it well.
It’s kind__ you to help me.
5. I ___________________(listen) to the radio since this morning.
6. Beijing is really a beautiful city____ a long history. (in/ has/ with)
7. My home is 2 kilometers ______from the school. (away/ far away)
8. 这个教堂是按欧洲风格建造的。

The church was built_________________.
9. 这本书你写多久了？
How long ____________________________?
10. 我母亲对跳舞感兴趣。

My mother_________________________.
11.你花费的时间越多,英语学的就会越好.
_________you spend time, ___________you learn English.
【设计意图】利用分段处理课文的方式，采用不同的方式来处理每段课文，同时在问题中体现课文的重难点，避免了单纯的知识传授。

利用所学的目标语言，结合课文真实情景，在讲中练，练中运用，为学
生创设词不离句，句不离情景的英语情境。

倡导合作、探究式学习方式。

培养学生用英语做事情的基本技能，让学生体验使用英语的成功感，启发不断学习的内在动力。

【点评】此环节是本课是重点。

在这个环节中，教师为学生搭建了小组合作学习的平台。

学生在小组学习的过程中生生互助，合作学习，既提高了学生的学习兴趣，又通过互帮互助提高了学习的效率，给学生留出了很大的运用语言的空间。

激活了学生的思维，展示了学生的个性，培养了学生运用语言的能力。

Activity5 Acting
Imagine you are Leo, what did you do?
•Choose one to retell:
• 1.Before I (Leo) came to China.
•Lived in, studied Australian or western history, heard, was going to work in, started studying Chinese history, for over 2 years, was hard to, if…, you will…
• 2. After I (Leo) came to China.
•Came to, have been learning about, it was + adj. + for sb to do sth, surprised, told about
【设计意图】设置情景，引入谈论的问题，复习所学知识。

【点评】此环节旨在通过听老师的引导，让学生进一步巩故所学生知识。

Activity6 PK
My friends in Australin said that Chinese history was very hard to underdtand, but I don ’t really agree. I think if you study hard ,you ’ll be able to understand any culture.
Group2: Chinese history is easy to understand
Is Chinese history is very hard to understand? What do you think of it?
【设计意图】通过PK 的形式，引导学生就所学话题进行辩论，引导学生用今日所学的目标语言解决生活中的实际问题，提高学生的社会实践能力。

【点评】此环节旨在建立篇章与学生的知识、兴趣和经历之间的联系，进一步帮助学生巩固和运用所学内容，教师结合学生生活中遇到的真实问题，激活了学生的思维，展示了学生的个性，培养了学生运用语言的能力。

Homework:
Group A: Is Chinese history very hard to understand? Tell us your idea and write it down.
Group B: What is your hobby? Please tell us and write it down.
【设计意图】通过分层次的作业设置，培养不同层次学生写的基本技能。

【点评】作业的设置满足了不同层次学生的要求，这样可以使好学生不感到枯燥无味，差一点的学生又不会感压力过大。

教学反思
在整个的教学活动中，贯穿着竞赛的机制，学生通过猜谜、师生活动、生生活动、小组活动，表现出了很高的参与性，合作能力、竞争能力和语言的运用能力都比较强，收到了较理想的教学效果。

但也存在着一些缺撼：有些活动之后，由于时间比较仓促没有及时进行总结和点评，个别学生学习效果不是很好。

另外，最后一个PK环节，学生的参与面太窄，在PK过程中，一些能力差一点的学生根本没有机会参与。

如果，能按学生的能力分组PK，效果会更好一些。

总这，在以后的教学活动中我会更进一步去研究、去完善，力争做得更好。