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紫砂壶茶楼

桂子落画亭,梅影弄碧洲。胜迹追武陵,美酒流心沟。

 
 
 

日志

 
 

激情 目标 轰炸  

2011-11-01 22:32:48|  分类: 教育园地 |  标签: |举报 |字号 订阅

  下载LOFTER 我的照片书  |
 

------点评骆敏洁在宁海参评市教坛新秀的课

                          (参考骆敏洁备课稿)

骆敏洁的上课内容是高二必修5第3单元Life in the future中的第一篇阅读课First Impression。讲的是幻想中的3008年的事,与现实也实在太远了一些,许多事无法想象,可教材却摆在老师的面前,这是对老师极大的挑战。骆敏洁老师巧妙地带领学生进行了一次未来之旅。她用激情感染学生,为学生树立本节课的学习目标,然后带领学生对这些目标进行“狂轰烂炸”,尽最大可能地给予学生习得语言、操练语言的机会。

铃响,骆老师利用自己拍摄的风景照和个人照,做一自我介绍,将课文生词融合在介绍中。(学生对照片很感兴趣,然后顺势和学生寒暄几句do you know who I am? Do you like your new English teacher? Will you listen to me carefully during the class? Will you answer my questions bravely? 调动了学生的积极性) 学生回答Yes. 老师说,All right, I’m sure you will keep promise. 这样学生似乎掉进了老师设置的“陷阱”。这节课得积极地发言了呵。

1.       导入词:

T: It is my second time to come to Ninghai Middle School. Do you know how I feel now?

Ss:  Excited, happy, nervous等

T:  对学生的回答做出适当回应。I’m also very proud of myself. Do you know why?

Ss: I don’t know.

T: because coming to Ninghai is my prize as the winner in the previous competition.

Ss: 学生对这个说法不以为然。还搞不清楚到底是怎么回事。

T:进一步说 Well, if I win the competition this time, I may have the chance to go to a better place. Do you know where?

Ss: Shanghai, Ningbo, America, Beijing, England 等,此时,学生的情绪已非常高涨,因为这些问题都很简单。老师自始至终面带微笑,与学生拉家常一样。接着又激情高昂地说:

T: You can’t imagine. It’s not Shanghai, not America, not anywhere. It’s future. I may have a time travel. You don’t believe it, do you?

Ss: 学生表情说明并不相信这一说法,老师只是利用这个引入今天要学习的语篇。

T: Well, let me show you an email from Li Qiang. He was the winner last year. He just went on his time travel.

 

这个引入很巧妙,先说自己到宁海来是因为获奖才过来的,这是真的!她是鄞州区一等奖的获得者。然后过度到李强获奖,要去未来一游。如果是为了导入而导入,就未免走得偏远了些,但她又巧妙地渗透了许多本节课中出现的生词,细细一想,这个导入就有效果了,关键是学生全被调动起来了!

 

导入后,老师在屏幕上打出今天的学习目标Learning Aims

Try to learn some new words.

Try to find out the changes in the future

Try to know about Li Qiang’s impressions of the future life

 

这是前不久,小骆从绍兴“省阅读教学现场会”上夏谷鸣老师点评那儿学来的,可谓是现学现用,让学生一开始就明确今天要学习的学习目标,然后引领学生逐个完成,对这些目标进行“狂轰烂炸”。

进入快速阅读,Match the main idea to each paragraph.

完成填空:

It’s a _spacemail_  from the year AD _3008__.

把下列陈述配对到合适段落,这样学生对文章结构有了一个大概了解。

The journey in the capsule.

Staying in Wang Ping’s home.

How he came to take a time travel journey.

His impressions of life one thousand years into the future.

 

紧接着扫读阶段scanning

Para 1

T: Jesus. Li Qiang was so lucky. Why did he have the chance to travel to the year AD3008?

Ss: Because he took up the prize that he won last year.

T: you see. It’s true. I didn’t cheat you, right?

  Well, how did he feel then? Please read Para. 1 and then tell me.

学生回答:老师亮出关键词:surprised                  remind……constantly

 worried / unsettled        time lag

 nervous / uncertain

How did he overcome the problem?

Wang Ping gave me some green tablets.

 

Para 2

T: With the help of Wang Ping, Li Qiang began his “future tours”

   How did he go to the future?

Ss: In a time capsule.

T: what did he do in the time capsule?

   Now please move on to Para. 2 and underline the verbs.

   ……

学生带着这个任务,着重找动词,填空:

__climbed in______ through a small opening.

__had___  a calming drink.

_felt__ sleepy and __closed_ his eyes.

___lay___ relaxed and dreaming.

 

经过以上一系列动作后,老师问以下问题时,学生自然而然地答出Comfortable。

T:What’s Li Qiang’s impression of traveling in the capsule?

 Ss: comfortable

 

紧接着转入Para 3

 T: After a comfortable journey, (承上启下)he arrived. What would he find?

   Let’s read Para 3 and think carefully: (一环紧扣一环)What are the changes that Li Qiang found in the future?

……

完成下列表格:

 

difference

 

in the year  2011

 

in the year 3008

 

his impression

 

air quality

 

 

 

 

transport

 

 

 

 

Hometown

 

 

 

 

 

学生进一步阅读后完成填空,气氛非常活跃:

difference

 

in the year  2011

 

in the year 3008

 

his impression

 

air quality

 

Much-needed oxygen

 

thin

 little oxygen

 

difficult to tolerate

 

transport

 

bike, bus,

cars, etc

 

a hovering carriage

 

swift

 

Hometown

 

crowded

 

a large

 market

 

 

讲到生词时,又不失时机地让学生根据图片或上下文猜义,比如讲a hovering carriage时,就运用图片和填空形式:The hovering carriages are driven by _computer___. They float above the ground and by _bending_ and _pressing_ on the driving stick strongly one can move _swiftly_. 这样就做到在语境中学!对一些新词又进行识记巩固。对tolerate 的处理也如此,举例说明等。

接下去进入Extensive thinking

T: What a situation! Why did the air quality become worse?

Why did so many carriages fly in the sky?

Why did our hometown look like a large market?

分三组讨论。。。。。。

T:So our improper behaviors at present lead to the worse situation in the future.

   Did he find anything good in the future?

Ss: yes.

T: what is it?

Ss: A house.

T: Can you describe it? 过度到下一段,用形容词描述房子。

Para 4:

T:now please read the last paragraph and then use some adjs to describe it.

……

T:what does the house look like?

Ss: it’s a strange-looking house with a green wall, a brown floor and soft lighting.

T: it’s quite common. I think my home is much more beautiful than this one. What impressed Li Qiang most?

Ss: The wall was made of _trees_ whose leaves provided the room with much-needed _oxygen_.  A table and some chairs rose from _under the floor_.

……

T:It’s so great. If you live in that house. How would you feel?

Ss: Unbelievable, excited, ……

T: Yes, it’s the same with Li Qiang, I think. He must feel very unbelievable, comfortable, excited, ……

T: finally, he felt tired and had a good dream that night. That’s the end of its day.

最后升华到本单元要学习掌握的功能项 Making predictions.

 

T: From his first spacemail, we know a little about his future tour. Do you want to know more?

Ss: yes

T: Me, too. I can’t wait any more. But I haven’t received his second letter. Can you imagine where he would go the next day? And what would the place look like ?

小骆老师紧紧抓住单元要点,并列出可能用到的句式,供学生选用:

Suppose that ……

I wonder if ……

I imagine that ……

I’m sure ……

Perhaps / Maybe / Possibly ……

Mostly likely ……

分组讨论,然后小组展示,模式如下:

Your report is suggested to be organized like that:

I suppose that he would go to ……

It’s a …… place.

When he ……into the place, he would find ……

(some verbs to describe his behavious and some adjs.or nouns to describe the place.)用学习过的动词来描述动作,用形容词或名词来描述地方,这样就起到了巩固的作用。

He felt that ……

(some adjs. to describe his impressions)用形容词来描写他的印象。

至此,小组活动进行中,但下课铃响了,学生展示时间没了,但这已经不影响这堂课的完整性了,因为该做的步骤都做得很出色,没有一丝浪费时间。当然,如果是四十五分钟一节课的话,那这堂课将会更加完美。老师最后的陈述:

T: Impossible is nothing. I think the future must be more attractive than we imagine.

  Although I’m not sure if I can get the chance to take up the time travel, well, I do invite all of you to my school and my home since I really appreciate your excellent performance.

 

骆敏洁老师带着笑容结束了这堂成为评委心中经典的课,学生们也带着愉悦的心情离开了教室。教师高涨的激情一直带动着学生积极地学习,学生因此也热情高涨。教学目标可望也可即,在不同时段逐个完成,目标被“轰炸得稀巴烂”, 这就是我一直倡导的教学高效!教师优秀的语言素质和丰富的肢体语言也为这堂课的顺利完成提供了必备条件。这堂课已经成为宁波市第十一届高中英语教坛新秀课堂教学评比第一名而载入该赛事的史册!这是骆敏洁的荣耀,也是鄞州区的荣耀,更是我们大家的荣耀!

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