学生关于,1堂名师英语复习课

《Seasons》是《新交际英语》的第七册第六单元教学内容，主要句型是What’s the weather like in…… season？What do you do in……？这堂课为此单元的复习课。
【课堂实录】Step 1.
Warmer.
T: Good morning boys and girls.
Ss: Good morning, sir.
T: I am your new teacher. I am from Zhuhai. Nice to meet you.
Ss: Nice to meet you, too.
T: How is the weather today?
Ss: It’s cool.
T: Yes, today is cool in Nanjing. But it’s hot in Zhuhai.
Hi. What do you do on cool days?
S1: I go to school and play with my clasates. Sometimes I stay at home.
T: Boys and girls, is it summer now?
Ss: Yes.
T: Do you go swimming in summer?
Ss: Yes, we do.
T: Where do you go swimming?
Ss: In the swimming pool.
T: Yes, it’s good to swim in the swimming pool.But in Zhuhai you can swim in the sea. It’s very wonderful.
(评：教师发出邀请，拉近师生距离。这部分，老师通过抛出有关季节方面的理由，大面积地和学生亲切交流，并注意及时肯定学生的回答并总结，一来营造轻松的教学氛围，二来引导学生紧密围绕话题进行思维和表达。）
T: Now do you want to know me? You can ask me any questions. Who wants to he a try?
S2 : Do you like eating?
T: Yes. I like eating ice cream in winter and I like eating hot food in summer. So, I’m fat.
S3 : What’s your fourite season? Why?
T: My fourite season is autumn. Because I can fly kites with my family in autumn.
S4 : What do you like doing on Sundays?
T: I like reading, surfing the net, cooking, eating, singing, watching TV and taking pictures. I like taking pictures best. Look. I he some pictures for you. They’re my pictures.
(评：教师巧妙利用学生对自己的不了解设置“Information gap”(信息差)，及时地将话权转换，让学生来进行发问，极大地激发了学生想说的热情，同时也推动初中语文教学论文学生围绕“季节”话题展开思维，同时体验了思维和交流成功的双重快乐。 )
Step 2
Activity.1——Lookguessand.say.
T: Look. There are four pictures here. Are they beautiful? Let’s look at the first one. What are they doing?
S1：They’re planting trees.
T: When do they plant trees?
S1: In spring.
T: You are right. It’s the best season to plant trees and flowers. Did you plant trees before?
S1: No, I didn’t.
T: It doesn’t matter. We can plant trees together next year. How about this picture? Is it spring too?
Ss: No, it isn’t.
T: Which season is it?
Ss: It’s autumn.
T: Why?
Ss: It’s windy. The boy is flying kites. The man is wearing a jacket and trousers.
T: Oh, I see. In autumn, we wear jackets and trousers. We fly kites in the park. Let’s look at Picture 3.
Ss: It’s winter.
T: You’re so art. The children are making a snowman. They’re wearing scarves and coats. It’s snowy. Does it snow in Nanjing in winter?
Ss: No， it doesn’t. It snowed two years ago.
T: Thanks. Look at this picture. Where are the people?
Ss: They’re on the beach.
T: Who can tell me, what season is it? What are they going to do?
Ss: It’s summer. They’re going to swim. It’s so hot.
T: Well done. We can plant trees in spring. We can get lucky money in spring. We can go swimming in summer. We can make kites and fly kites in autumn. In winter we can wear warm coats and see the snow.
(评：教师巧妙地将学生的注意力引至图片上，图片带来更多的有关“季节性活动”的信息，学生通过“看图，说句，猜季节”，说的过程是大量的输出，听的过程是输入，为后面的活动作准备。)
Step 3
Activity. 2——Look. and. say. the. differences
T: Great! Do you like my pictures? I he other pictures for you. Let’s go. I he four pictures here. Which one is different from others?
S1: I think Picture 2 is different. In Picture 2, the lees of the tree are green. In other pictures I can see the snow?
T: Clever girl. Do you agree with her?
Ss: Yes.
T: Super. Let’s look at next one. Which picture is different?
S2: I think it’s Picture 4. The woman is wearing a sweater. It’s spring.
T: Yes. The woman is planting rice in spring. We should not wast the food. In other pictures the women and the boys are swimming. Don’t swim in the river like these boys. The river is dirty and dangerous. Where should we swim?
Ss: In the swimming pool.
（评：教师智慧发问，学生正确回答，课堂的精彩由此生成。）
T: Good. Well, there are moon cakes here. When do we eat moon cakes?
Ss: During the Mid-autumn Festival.
T: I see. Picture 3 is different. Because there is an ice cream here. Let’s look at the last one.
S3: I think Picture 3 is different. Because there is a girl in this picture.
T: Yes. How about their clothes? Are they in the same season?
S4:Picture 1 is different. In Picture 2 he is wearing a vest and shorts. In Picture 3 she is wearing a skirt and a blouse. In Picture 4 he is wearing a T shirt.
T:Smart boy! You all did a good job! Just now we saw some pictures. They are in different seasons. People can do different things. In different seasons we can eat different food and wear different clothes, too.
(评：在此活动中，老师将四个季节的图片放在一起进行比较，让学生寻找不同之处，和上一环节一样是看图说话，但老师设计了梯度，让学生进行思维，比较，循循善诱可见一斑。)
Step 4
Activity.3——My.fourite.season
T: We know the names of the four seasons. What’s your fourite season?
Who can tell me?
S1: It’s spring.
T: I like spring. I often water flowers in spring. What do you do in spring?
S2: I play basketball and fly kites.
T: What do you eat in spring?
S3: I eat dumplings.
T: In spring we play basketball, make dumplings and eat dumplings. Do you wear a T-shirt in spring?
S4: No, I don’t.
T: What do you wear？
S4: I wear sweaters, a scarf, gloves, coats and trousers.
T: Which festival is in spring?
Ss: Spring Festival.
T: Where do you go during Spring Festival？
S5: I go to see my grandfather and grandmother.
T: Do you like your grandparents?
S5: Yes, I do.
T: Do you help them do housework?
S5: Yes, I do.
T: Good child. When we were young, our grandparents took care of us. Now they are old, we should take care of them. We should go to see them and help them. Please look at the blackboard and say after me.
My fourite season is spring. It’s warm in spring. In spring I can water flowers and make dumplings. I can eat dumplings, too. I often go to see my grandparents and help them. During Spring Festival they give me lucky money. Do you like spring festival?（范例）
（学生跟读范例句型。）
(评: 此环节中，老师通过和学生的谈论spring,总结板书有关春天的天气、活动，再到饮食、服饰和节日，自然地学生引导以多方面谈论某一话题，最后让学生根据板书组织话语表达自己喜爱的季节，每个学生都能参与其中，语言输出大。)
Step 5
Activity.4——Group.work
T: Just now we talk about spring. Let’s read the passage. And try to answer the questions on the blackboard according to the passage. You can discuss them in your group. Ok? Go.
S1: What’s your fourite season? S2: It’s spring.
S3: What do you wear in spring?
S4:I wear jeans and jackets.
(评：此环节为小组活动，组员为前后四人，依次问答有关spring的理由，学生参与度高，体现小组合作学习。)
Activity.5——Talk.about.summer
T：We like spring. How about summer? Please practice in pairs to ask and answer about summer. You can use the questions on the blackboard.
(学生根据黑板上提供的理由，两两问答。)
T: So much for this. Who wants to share your dialogue? Ok. These six students please stand up.
S1: Do you like summer?
S2: Yes, I do. What do you do in summer?
S3: I go swimming. Which festival is in summer?
S4: Children’s Day. Where do you go on Children’s Day?
S5: We go to the parks. What do you eat in summer？
S6 : I e a t i c e c r e a m a n d watermelons. What do you wear in summer?
S1: I wear shorts and T- shirts.
(教师再请另一组6位学
生练习相同对话。)
(评: 此环节同样可以为一次小组活动，根据板书句型依次问答有关summer的理由，但小组成员却由上一活动时的前后四人调整为一竖排的六名学生，课堂操练纵横交错，顾及四面八方。学生在不断变化中迎接挑战，锻炼应变能力；同时体现老师的课堂驾驭能力。)
Activity.6——Talk.about.autumn
T: When do you eat moon cakes?
Ss: On Mid-autumn Festival.
T: Yes, I like autumn, too. Shall we play a game?
Ss: Ok.
T: Now each group can say a sentence about autumn in 5 seconds. If it is your group’s turn, anybody of your group wants to say you can stand up and say a sentence. Now, let’s go.
S1: Autumn is cool.
S2: I like autumn.
S3: I make and fly kites in autumn.
S4: Autumn is the best seasonin a year.
…………
(老师又把全班学生分成左右两大组，进行“说句”比赛，如上。同时，老师将学生说的句子快速地记录在一张大纸上，如下：
Autumn is cool.
I wear jackets and trousers in autumn.
I like autumn best.
I make and fly kites in autumn.
What about your fourite season?
I eat many fruits in autumn.）
T: All these sentences are good and correct. Do they make a good passage? Let’s put them in a good order to make a nice passage. Which sentence is the first?
（老师引领学生读刚才记下的句子，并深思小学英语教学论文将这些句子按适当的顺序排列成一段顺口的短文。）
() Autumn is cool.
() I wear jackets and trousers in autumn.
() I like autumn best.
() I make and fly kites in autumn.
()What about your fourite season?
() I eat many fruits in autumn.
Ss: I like summer best.
T: Yes, you are so clever. How about the second one?
Ss: Summer is cool.
…………
T: Good. When we write a passage, we should pay attention to the words, sentences and the order.
(评：老师引领学生读刚才记下的句子，并深思小学英语教学论文将这些句子按适当的顺序排列成一段顺口的短文。“深思小学英语教学论文，排序”此环节的设计充分调动了学生的思维，推动初中语文教学论文学生由对“单句”的深思小学英语教学论文转向为对“短文”深思小学英语教学论文，潜移默化中促生了学生的“语感”，同时深层次推动初中语文教学论文学生思维。
此环节虽然历时不长，但新颖独到的设计不仅赢来了学生的高效的反馈，也促发了与会现场听课老师们的深层深思小学英语教学论文和讨论。）
Activity.7——Talk.about.Winter
T: Do you want to play another game?
Ss: Yes.
T: Let’s play “Making a big snowball”. Now I will ask 5 pupils to come here. Please tell us why you like winter. Each one can say a sentence about winter but first you should repeat the sentences before yours. It’s a little difficult. Please listen to your clasates carefully.
S1: I like winter best.
S2: I like winter best. It’s cold in winter.
S3: I like winter best. It’s cold in winter. My birthday is in winter.
S4: I like winter best. It’s cold in winter. My birthday is inwinter. We can make a snowman in winter.
S5: I like winter best. It’s cold in winter. My birthday is in winter. We can make a snowman in winter. Winter is the 4th season in a year.
(教师请全班学生重复整段句子。最后另请一组上台。)
(评：“滚雪球”——话说winter，切题有创意。学生走上前台，参与游戏，对全班而言，气氛活跃；对参与学生个人而言，克服心理紧张，锻炼口语表达，体验学习成就。英语课堂中的讲台就是学生体验成功的最实效的舞台，我们高年级的英语教师更应注重培养高年级学生个人成就的意识。)
Step 6
Homework.
Write a passage : Which season do/don’t you like? Why? At least 6 sentences.
【总评】
英国语言教学大师Michael Mest曾提出：“外语是学会的，不是教会的。”这节课充分体现了学生们的自主学习。课上，通过阅读、对话、开小火车问答、说夏天、滚雪球等小组练习，让同学们在小组里自主表达，自主学习，进展学生综合运用语言的能力。体验、实践、参与、合作与交流的学习方式使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程，使自主学习和交流真正成为这节英语课的灵魂。并且在组内能与同学很好地合作，互相帮助，以而也培养了他们与人交往的能力。
在本次教学中，各个环节的练习我都通过任务型游戏来进行，在真实的场景中，在轻松的环境中不受任何约束地感受语言，理解并大胆地运用语言，达到脱口而出的效果，既活跃了课堂，也增加了学生学习语言的兴趣。
【听课教师心得】
文/刘小菁(重庆市渝中区人和街小学)
特级教师对最新的教学论述的理解是深刻的。可以感受到情景教学、任务教学、合作探究性教学等，体现师生互动，教师主导、学生主动的教学观念。
这是一堂复习课，但是鲍老师并不局限于这一课单词、句型的复习，而是由Free talk谈到Hobbies，以而过渡到了I like taking pictures，在展示图片的过程中呈现了本课的教学内容“season”。过渡自然，循序渐进。他给学生以足够的自主空间，教学季节单词时，学生说什么，就教什么，或者复习什么，而不是一味地要在某个时间出示要学的内容。
这堂课，鲍老师给了学生说的空间, 学生在课堂上进展了思维积累了语言。教师并不注重自己的情感渲染，而是通过自己与学生的情感交流，给学生学习的安全感和开口表达的，所以学生积极性高，学习很有热情。
鲍老师的复习课着眼于生成性教学设计,用预设去促成生成,又超过预设,巧妙处理和利用课堂的动态生成资源。
最后的拓展部分，是本节课的，也是令课堂最后达到生成的结果。四五个学生进行句子接龙游戏，就完成了一篇短文。学生有效地以“学英语”水到渠成地转变成“用英语”。“单词→单句→短文”的过程也使得学生明白英语写作并不像想象中的那么难，每个勇敢、自信的人都可以写好！
我们英语课堂到底要给学生带来什么，我想绝不是表面的热闹，而是要让学生能够真正感受英语语言本身的魅力，以及学以致用时随之而来的幸福与喜悦。
编辑 舒 畅