课堂观察记录-小学英语
2014-10-25 00:16阅读：
课堂观察记录-小学英语
2014-10-24
地点：广东河源
第一节课
教师：北师大实验小学Ms X
学生：本地四年级学生
教学内容：Ant’s bug adventure （外研社《领先阅读X计划》读本）
时间
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教师活动
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学生活动
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建议与评论
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8:33
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Greets Ps
Introduces T self
Invites 2 Ps to greet audience
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Greet T
Listen
2 Ps greet
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Knowing Ps’ names help Ps get closer
to teacher and be willing to make great efforts to finish what T
asks to do
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8:34
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Invites Ps to watch a cartoon
clip
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Watch
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It really |
works but is a bit long as an activating activity.
8:38
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Introduces new words of animals by
showing to Ps and the pronunciation of some letters in words in
red: grasshopper, caterpillar, butterfly, ladybug, roly-poly
bug
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Try to read the names of
animals
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Do the Ps (who does not seem very
close at English)
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8:44
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Asks Ps: Do you like bugs?
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Express their love to dugs
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8:48
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Leads Ps to read the cover, author,
illustrator, title
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Follow the flow.
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8:50
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Leads to get the preview of the main
character, ant, ant’s dad, stag beetle
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Listen and try to follow
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8:56
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Asks Ps to predict: What will happen?
Asks 1 P to present her prediction 20 seconds later.
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1 P present: Glass
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Time is too short.
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8:57
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Leads Ps to comprehend new words and
sentences by pictures, flash, and realia (a paper-made hollow
log)
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Listen and follow with Yes- No short
answers and phrases
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This can help Ps understand the words
and sentences in the story. But can this help Ps understand the
story as a whole and draw the lesson?
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9:13
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Introduces the story in
whole
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Listen
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9:16
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Asks Ps to read the story and finish
the work sheet after class and share with parents
Assign homework in Chinese
Presents samples by BJ Ps
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Listen and follow
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9:18
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Ends class
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Farewell with T and
audience
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总评General Comments
1、非常好的绘本，非常好的引导式阅读，阅读材料明显高于学生水平，老师努力完成引导阅读活动，不过学生实际收获有多大、在哪里（语言？心智？素养？），尚不清楚
2、故事语言呈现丰富，适合学生
3、什么样的故事适合先整体理解、再细节教学，什么样的故事适合先细节理解、再整体理解
4、是否有可能培养学生自己的想象力，问题解决能力，情感调节能力等
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第二节课
教师：北京市三里河小学Ms L
学生：本地二年级学生
教学内容：Pickles’ New Home（外研社《领先阅读X计划》读本）
时间
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教师活动
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学生活动
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建议与评论
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9:27
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Greets Ps in a low speed
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Greet T
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T’s speaking speed helps Ps catch the
instructions clearly and more easily.
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9:28
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Introduces the main character to Ps:
Hamster Pickle and his new home
Asks Ps: Do you like it?
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Listen
Express by words
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9:31
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Invites Ps to read the cover by asking
easy questions
Offers instructions in Chinese sometimes
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Listen and follow
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Code-switching can really
help.
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9:37
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Leads Ps to sentences of the
story
Invites Ps to predict the following happenings in pairs
Teaches some new language items by pictures, cartoons, actions (go
up, spin, dizzy)
Offers encouraging words
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Listen and follow
Learn new words
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Teaching events are appropriate for 2 graders.
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9:53
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Invites Ps to listen to the whole
story
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Listen
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Under what conditions is it good to
invites Ps to listen to readers?
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9:55
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Invites Ps to share the pictures of
the story in pairs
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Read the pictures
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9:57
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Invites Ps to read the story aloud
after the recording
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Listen and follow to read
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9:59
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Invites Ps to read the story aloud in
pairs
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Read aloud
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Is it necessary to read the story
aloud?
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10:01
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Invites Ps to find i
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Found all the words and then call them
out
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10:03
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Asks Ps to race to read the words with
i
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Most can read all the words
correctly
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Phonics reading can help.
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10:05
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Invites Ps to summarize the story:
They can…
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Summarize the story
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总评General Comments
1、基于学生水平，使用恰当的教学语言语速、汉语教学指令、帮助理解的行为动作，表现出典型的基于学生进行教学的理念
2、同前一节课一样，是先整体理解故事、再细节理解，还是先细节理解、再整体理解，是否应基于故事与学生设计？
3、发现归纳式的phonics教学，有助于学生认读词汇
4、是否需要通过故事阅读培养情感（他人熟睡，不打扰，为他人着想）？
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第三节课
教师：南京市北京东路小学Ms L
学生：本地学生
教学内容：On Summer Days（语音教学）
时间
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教师活动
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学生活动
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建议与评论
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14:02
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Greets Ps
Tries to activate Ps to speak at the top of voice
Asks about T’s name and where she’s from
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Greet T
Get activated to the top of voice
Answer
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14:03
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Presents animal, colour,
clothes, words and activate to speak at the top of
voice
Asks Ps to find the word animal, colour, clothes in the word
cross
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Call out the words
Find the word
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14:07
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Asks Ps which clothes is for
summer
Leads Ps to new words: sunglasses, sandals…
Teaches sound of new words
Invites Ps to talk about what they eat in summer
Invites Ps to talk in pairs about what they like to do in
summer
Invite individual Ps to present
Corrects Ps’ errors by asking Ps to say: I like to swim…
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Answer
Learn new words
Some Ps present: I like to swimming…
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From individual work to pair work can make pair work more
effective.
However, inviting Ps to present in pairs after pair work will be
more reasonable. Or, why do we need to ask Ps to work in
pairs?
Is it easier to correct to ‘I like swimming’?
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14:19
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Invites Ps to listen to a poem but
recording in plain text format
When 1 P presents an incomplete sentence, praises the
effort
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Listen
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It is good encouraging assessment but is it better to present the
complete sentence to this pupil?
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14:23
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Presents the first para and invites Ps
to read sentence by sentence in chorus.
Invites Ps to recite Para 1
Invites Ps to work in groups of 4 to learn Para 2 by
themselves
Invites Ps to read Para 3 and answer questions
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Read
Recite together with T
Learn in groups
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Why should Para 2 to be learnt in groups and by
themselves?
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14:35
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Invites Ps to say words and sentences
in floating boxes on the screen
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Look and say
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14:37
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Invites Ps to read the whole poem and
sing with T after the melody of Do Re Me
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Read
Sing with T
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Why singing it is necessary?
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14:41
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Invites Ps to write a poem by
completing sentences after the learnt poem
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3 Ps present their poem without
rhyming
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Why writing poem is
necessary?
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14:45
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Assigns homework
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Listen
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总评General Comments
1、很顺畅的诗歌教学，尤其是其中的语言内容
2、诗歌的韵律特征是否需要受到更多关注？
3、尽管会议手册所标注的是语音教学课，教学更倾向于诗歌理解，可以帮助学生更好地学习语言只是
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第四节课
教师：顺德一中田湘军老师
学生：本地学生
教学内容： Sailing（歌曲教学）
时间
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教师活动
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学生活动
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建议与评论
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15:10
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Greets Ps
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Interact with T
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15:11
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Introduces T’s family and their
hobbies to Ps
Makes cute sounds
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Talk about T’s family using given
info
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The sounds can make boring items interesting.
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15:15
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Draws a boat on Bb
Teaches words of shapes
Presents new words: sailing, stormy waters, sky, bird…
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Look and listen
Read after T
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15:20
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Leads Ps to the first part song by
listening and asks Ps to answer: What is the song about?
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Listen
Answer: Sailing
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It is appropriately
presented.
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15:23
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Invites Ps to listen and complete part
of lyrics, presented words some Ps may need
Learn Para 1
When offering instruction in Chinese, uses foreigner’s tones or
abnormal actions
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Listen and complete
Learn
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When you have to offer uninteresting items but want to make it
interesting, you can introduce them in an interesting
way.
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15:35
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Invites Ps to learn Para 2
Teaches be doing by presenting video clips
Helps Ps say: He’s teaching from their own mouth
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Learn
Answer and give replies
After 4 Ps failed to say ‘He’s teaching’, 1 P offered the correct
answer.
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15:45
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Invites Ps to rewrite the lyrics after
T’s demo: I am reading…
Asks Ps to work in groups to rewrite and prepare for
presentation
Offers instructions in Chinese
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Using Chinese when necessary makes teaching more
effective.
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15:50
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Invites Ps to present their song
After presentation, asks questions to Ps
Encourages Ps to sing their songs to their parents
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8 Ps presented their singing
Answer
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15:53
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Invites Ps to sing the song
together
Invites Ps to sing goodbye to T
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Sing with T
Do with T
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总评General Comments
1、非常合理、清晰的歌曲教学过程，从情境导入、歌词导入、曲调导入，到歌曲学唱、语法学习、自我创编，形成很好的输入-学习-产出的过程
2、充满情趣的课堂教学，使学生自始至终在愉悦中学习
3、板书中若有适度的be doing 呈现，或许可以帮助学生更好地巩固语法
4、歌曲语义较为深刻，学生可能以后才能真正领会，既然学生自我理解较为困难，是否需要适度提示？
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