上虞春晖外国语学校         董建新

课堂实录

Teaching aims:

1. To learn the Present Continuous Tense.

2. To use the Present Continuous Tense in suitable situations.

3. To improve the Ss’ abilities in using the language.

Teaching aids:

Multimedia, blackboard

Teaching procedures:

Step 1: Warming up

Enjoy the song I’m Speaking to You on the Phone.

When the bell rings, ask the question “What is he doing right now?”

Ss: He’s making a telephone right now?

T: Can I make a phone call right now?

Ss: No, you can’t.

T: Why?

Ss: Because you are having class.

T: Yes . I can’t make a phone call right now .I’m having a class(write the sentences on the blackboard and read them ).

Step 2: Leading in

T: I’m your new teacher and I have told you I’m from Shaoxing Shangyu Chunhui Foreign Language School. What else do you know about me?

Let students think for a moment and then ask them to guess.

S1: Do you like watching TV?

T: Yes. And do you like watching TV?

Ss: Yes.

T: But can we watch TV right now?

Ss: No. We can’t watch TV right now.

T: Why can’t?

Ss. We are having class.

T: Well done. (Take out a chocolate and give it a student as a reward.) I also like eating chocolate .Do you like eating chocolate?

Ss. Yes.

T: Can we eat now?

Ss: No. We can’t eat chocolate right now. We are having class.

T: And I also like doing housework.

Show some photos in which the teacher is doing some housework, and ask them what am I doing.

S2: You are doing the dishes

S3: You are feeding your daughter.

S4: You are cooking dinner(Show my wife’s photo to the student as a reward).

Step 3: Drill and Practice 

T: Your also have some your family photos .Can you talk about what your family members are doing in your photos? First tell your partner what your family members are doing in your photos.(For about 2 minutes)

T: Now could you tell us what your partner’s family members are doing in the photo. You can begin like this:

  This is the Mendoza family. Luis Mendoza is studying…The Mendoza family is very busy today

Ask some students to talk about the photos like that.

  The Mendoza family is very busy. What are they doing? Let’s listen and fill in the form.

Ask students to look at the chart and read the whole sentences like Debbie is making lunch.

Step 4:Task 1

T: Suppose you are Steve and you want to talk to your friends. But all of them are very busy right now. Use your imagination (想像)to make some phone calls. You can begin like this:

Steve: Hello, Debbie? This is Steve.

Debbie: Hi. How are you doing?

Steve: Pretty good. How about you?

Debbie: Okay. Listen, I can’t…

Steve:             …

Step 5:Consalitation

T: You have done a good job. Now let’s have a break and enjoy the video.

When the students are listening, ask them to answer what Coffy is doing.

Ask students to talk about the video while they are watching.

T: You are good at talking about sports and I think you will be a good narrator in the future like Wang Jianxiang .

T: We know Beijing will hold the Olympic Games in 470 days and now CCTV 5 wants a narrator (解说员) for Sports News during 2008 Beijing Olympic Games in  our school. If you are interested in it, call 0575-2982386.

Task 1:Watch the video and talk about what is happening in groups. Recommend (推荐) the best one in the group.

Task 2:The students from the different groups give us a live report. See who can be the best narrator in our class.

 Step 6: Homework

Watch your classmates or teachers carefully after class and write down what they are doing.

     星沙英语网

课后反思

失败亦是收获

在刚刚结束的浙江省英语课堂教学评比活动中，本人有幸代表绍兴市参加了这次课堂教学展评。尽管本人在这次比赛中发挥失常，没有取得理想的成绩，但我觉得也是一次历炼。在这里，我只想重点谈谈这节课的不足，希望从反思中进步，在反思中成长。

一、           设计活动的情景性不够强。

    我教授内容的话题是“I can’t talk just now . I am taking a shower.”。现在想来，这两句话应该是一个有机的整体。但我在分析教材的时候，可能过多强调了对“I am taking a shower”这句话的研究，认为这句话包含和体现了现在进行时这个语言项目，而忽视了对“I can’t talk just now”所蕴含情景的深入思考。从而导致后面的活动设计比较单一。如果能深层次研究活动的情景性和拓展性（对于这个初一学生便已掌握的语言项目，初二学生完全可以进行进一步的深化和拓展），可能会收到较好地教学效果。

二、           对学生、教材的分析有点粗糙。

在备学生和教材时，本人认为现在进行时这个初一学生早已掌握的教学内容，初二学生对它的理解应该不成问题。因此，在注重掌握知识的同时忽视了学生积极性的激发。在教材处理上，显得过于自信，没有考虑到学生原有语言知识输出需要有一个激发、点燃的过程，而这个过程就是对教材内容的再次呈现（呈现方式可以不像初一那样的细致，但必须有一个知识的再输入过程）。因为没有前面的铺垫与输入，学生对我课堂上突然提出的输出要求感到茫然，甚至无所适从，教学效果可想而知，从而也影响了学生的积极性和课堂气氛。

三、           本人还具较大的提升空间。

尽管在来杭之前，本人也参加了大大小小不少比赛，但如此规模的比赛还是第一次，再加上各方面的压力，导致心理紧张，临场发挥不佳。比如在这节课中，本人一直善长的幽默、激情、开放的教学风格荡然无存；个别语音、语调甚至产生了变形…..绍兴市教研员在回来的路上对我说：“这是我听过的你上的所有课中最差的一节！”