| 时间 |
教师活动 |
学生活动 |
建议与评论 |
| 8:00 |
展示单元标题 I want to be an actor. 询问学生Do you want to be actor? |
No! |
这其实任务已经无法进行了，但老师坚持按照预设进行。应事先调查发现 |
| 8:01 |
导入任务 展示姜文图片 姜文要来青岛拍电影Let the Youth Fly，招募演员 |
||
| 8:02 |
用照片展示词汇，让学生跟读，造句 问全体学生Do you want to be a policeman? 问单个学生Why? 问全体学生Do you want to be a bank clerk? 问单个学生Why? |
部分学生：No. 无人说Yes. 一男生It’s dangerous. 部分说Yes.部分说No. 一女生Because I think it’s interesting. |
这应有价值观引导 |
| 8:05 |
总结职业名词，提示an actor 在总结后写出Jobs 说出更多职业名词 |
学生能说出pilot, host… |
|
| 8:09 |
要成为演员，要通过四项考试 Test one：说职业：渐显简笔画，说出职业，四图四职业，student, nurse, farmer… |
单个学生说出职业名词 |
|
| 8:11 |
说出Where do they work?
并拼写地点名词 |
学生拼读restaurant, police station |
|
| 8:14 |
让学生分角色朗读三句对话 然后问学生What are they talking about? |
Kim’s uncle’s job |
|
| 8:15 |
播放课文录音 听一遍后问学生： Listen again or check answers? |
听课文录音，编号 Check answers. |
|
| 8:16 |
逐句播放课文录音 让学生逐句跟读 What does your father do? You mean my cousin Mike? （升调） |
集体跟读，语速明显慢于课文，单个跟读，语句基本符合要求 一个学生You mean my cousin Mike ? （降调） |
朗读腔调太重 |
| 8:21 |
Test two 引导出对话支架 What does he do? Where does he study? 提醒学生He studies at home. 师生集体对话之后，教师与一个学生展示对话 让学生分组看图对话 |
说出内容 看图说话 |
支架很好 |
| 8:24 |
让小组展示 让困难学生展示，并鼓励 |
展示对话 鼓掌鼓励 |
是否当众鼓励，要看学生承受力 言语鼓励更好 |
| 8:27 |
说明询问职业的三种方式 What does he do? What’s his job? What is he? 让学生做笔记 |
做笔记 |
此处可不仅仅让学生做笔记，可适当强化做笔记的学习策略 |
| 8:30 |
导入What does he want to be? He wants to be a
policeman. |
听 |
|
| 8:30 |
播放对话录音，让学生听 检查答案 再播放对话录音，让学生听 检查答案 让一个困难学生展示 让全班鼓励 更多学生展示 |
听 说出答案 又是我呀？He wants actor. |
此处可适当帮助，He wants to be an actor. 他想—当—演员。 |
| 8:36 |
问一位学生What do you want to be? 然后小组讨论 |
I
don’t know now. |
|
| 8:38 |
展示 |
What do you want to be? I want to be a superman. What does he want to be? He wants to be a superman. I want to be a cartoon director. |
|
| 8:41 |
Test 3 给出更长对话框架，让学生两人完成长对话 教师与一个学生展示 让学生分对工作 |
根据Group work
sheet进行工作 |
|
| 8:43 |
让一对学生展示 |
||
| 8:44 |
展示姜文合约，说明要求 询问学生是否有兴趣 |
让一个学生展示 女生： I want to be an actor. |
可导入actress |
| 8:45 |
引导学生小结 布置作业 |
||
| 总评General Comments 进步非常快，不到三年教龄，已经非常成熟，但对学生的把握还需深入 清晰的任务教学过程，任务导入、任务过程、任务完成 学生参与充分 对困难学生有特别关注 任务如何与学生兴趣结合，任务设计过程中的调查，找出想当演员的学生，全班帮助他们实现梦想 可拓展的内容要及时拓展，这是最佳期 笔记如何更好运用？与王主任专门讨论过此事，要有目标策略、分类策略、优势策略，另外课堂笔记亦采用康奈尔法，课堂只能记下内容，课后还需要整理内容、追加反思 |
|||
| Time |
T’s Activities |
Ss’ Activities |
Comments |
| 10:34 |
Asks Ss to listen and enjoy the song You are my
sunshine. Asks Ss about their feeling to the song. Introduces the background of the song. |
Listen Answer |
It
is a song for adults (lay sleeping in your arms). Is it avoidable
to teach this song? |
| 10:39 |
Asks Ss to listen and write down some words or phrases you
have got. Any other new words? |
Listen and write. Speak out the words they have got. |
|
| 10:41 |
Asks Ss to listen and number the sentences. () 1. Please don’t take my sunshine away... |
Ss
offered answer in the sequential number: 52143 instead of
32541. |
The rubric is not clear. It should be ‘put the sentences in
the correct order. |
| 10:45 |
Asks Ss to fill in the blanks. |
Listen and offer the answer |
|
| 10:58 |
Teaches the first stanza sentence by
sentence |
Learn to sing after the teacher |
sun-song Learning to sing after the singer will be much better. |
| 10:52 |
Asks Ss to sing the first stanza group by
group |
Sing in groups |
|
| 10:55 |
Asks Ss to sing for all observing
teachers |
Sing in class |
|
| 10:56 |
Presents a format and asks Ss to make a new
stanza You are my __________ My _________________ You ________________ When _______________ You never know, dear, how much I love you. Please don’t take my ______ away. |
Discuss in groups in Chinese and English. |
|
| 11:01 |
Asks group representatives to write the group stanza on
Bb. Offers comments on the creative songs. |
G1: life G2: wing G3: sun G4: the original song! |
|
| 11:10 |
HW |
||
| General Comments |
|||
