1、 1 / 6How long have you been collecting shells?教学实录时间：Apr.11地点：北海中学授课、实录整理、反思：苏海玲教学内容：八下 unit6课时：1a-2c教学目标：Talk about how long people have been doing sth【抽到题目，感到有点难度，不是因为对教材的陌生，而是因为这是一节新授课，学生不仅要学习新单词，而且还要接触新的语法：现在完成进行时，课的任务是 1a 到 2c,任务量也非常的大，我预测到学生学起来会吃力，基于此，我对教材内容进行了一点微小的变化，把和本节内容毫不相干的标题换成了和所授内容息息相
2、关的“How long have you been skating?” 相对来说我觉得更容易把学生引入到话题中来。 】课堂实录及反思：T: Hello, everyone! Nice to meet you! Im very happy to be here as your new English teacher, so Im happy and I have a gift to you. Gift, do you know?【 用礼物来引出歌曲，刺激学生的好奇心，吸引学生的注意力和兴趣】Ss: Yes.T: OK. Do you like listening to music?Ss: Yes
3、. Very much.T: Good, my gift is an English song. Now please listen carefully and then join me in singing, OK?Ss: OK.T: Sing, sing , sing a song, come and sing along, Jolly Jolly Jolly Jolly, life is like a song.Ss: Listen and then join Miss Su in singing.T: Good. You did a good job. Are you happy？Ss
4、: Yes. 【教唱英文歌曲，激发学生兴趣，同时为新课导入做好铺垫。 】反思：学唱英文歌曲及教唱英文歌曲一直是我的心愿，我希望我的学生在英语学习中不仅仅学到知识，还要得到乐趣，在他们学唱的过程中我发现他们眼中的惊喜和兴奋，这就够了。T: Look, I like singsing, I started singsing in 1980, Now its 2011, so I have been singsing for 31 years. (draw a time line) Today we will talk about how long you have been doing sth.
5、(write it on the blackboard) Please tell me “How long have I been singing?”【在时间线上标出关键的时间点，时间段，让学生清晰的看出时态的意义。 】Ss：（ help them to answer）You have been singing for 31 years.T: Read after me: I have been singing for 31 years.Ss: I have been singing for 31 years. (read it for three times)T: I was born in
6、 1976. In 1980, I was 4 years old. So I can also say: I have been singing since I was four years old. (write it on the Bb)How long have I been singing?Ss: You have been singing for 31years.(help them to answer) You have been singing since you were 4 years old. Then read them 2 / 6twice.【这里教授新词 since
7、, 学生发音不是很好，教读了五遍。 】T: We can also say: I have been singing since 1980. 【领读，让学生通过看时间轴来感知。 】Ss： I have been singing for 31 years.I have been singing since I was 4 years old.I have been singing since 1980.Using the same way to teach :T: How long have I been teaching?How long has Jack Chan been teaching
8、?S1:You have been teaching for 10 years.S2: You have been teaching since 2001.S3: You have been teaching since I was 24.S4: Jack Chan has been acting for 50 years.S5: You have been teaching since 1961.S6: You have been teaching since he was 7.T: Do you know Deng Yaping? Who is she?Ss: Yes. She is a
9、ping-pong player.T: She started playing ping-pong in 1978, she stopped playing in 1997. Now she dont play ping-pong. How long did she play?Ss：（ help them to answer）Deng Yaping played for 19 years.T: We dont use “she has been playing”, we use “she played”, because she dont play now. She stopped in 19
10、97. OK. How long did she play?Ss: She played for 19 years.【运用学生熟悉的成龙、邓亚萍让学生进行操练，加深印象，强化知识的渗透。 】T: OK. Today we will talk about how long you have been doing sth and how long you did sth. (Write them on the Bb) Clear?Ss: Yes.反思：在本环节中，虽然考虑了学生对名人的熟悉和迷恋引入了成龙和邓亚萍，然而在追求真实的情况下，学生对于时间的计算和读加大了难度，这也说明我对学情了解的不够
11、。但是对于重点的突破做的很好，能够让学生通过观察时间轴明白时态的真正含义，学生可以一目了然。T: Now open your books and please turn to P44. At first, look at the picture, what are they doing?S7: They are skating ?T: What does “skating” mean?S8: “溜冰” 。T: Yes, they are skating because the they are have a skating marathon. Marathon? Do you know? Gu
12、ess.Ss: “马拉松 ”。T：You are so great! Marathon is a long race .【通过图片和语境,让学生感知猜测新词,锻炼学生能力和智力.】 look at the students, they have skated for some time. Now listen and write down how long they have been skating or how long they skated. For example, Please tell me: How long has Alison been skating?Ss: He has
13、 been skating for five hours.T: How long did Sam skate?3 / 6Ss: He has been skating for four hours.T: No. he skated for hours. Not has been skating. Clear? Because he has stopped.Ss: Yes.【指导学生通过对图片的观察和思考，让他们明白他们可能会面临的问题，提高学生的思维。 】反思:对于现在完成进行和一般过去时,我花费了很大的努力让学生感知,操练, 但是仍然发现部分学生有困惑,不过想在一节课让学生都掌握,这也是不现
14、实的. 要对学生存在期盼.T: Now lets listen. Are you ready?Ss: Yes. (listen to the tape and write down the answer)T: (听力背景声音是运动会的场景，很嘈杂，不是很清晰.) Listen again. And you can write only the hours.Ss: listen to it again.T: OK. How long has Victor been skating.S: He has been skating for five hours.T: He has been skati
15、ng for five hours. Right?Ss: Yes.T: Celia. Who can tell me your answer. Any volunteer?S: She has been skating for two hours.T: En, She skated for two hours.【学生在此听力中，对现在完成进行时和一般过去式的区别存在错误，通过重复对学生的错误给与改正。 】Pay attention to: How long has Victor been skating?How long did Celia skate?OK. Now 1c. First le
16、ts read it together.Ss: How long has Alison been skating?He has been skating for five hours.How long did Sam skate?He skated for four hours.T: What about Victor and Celia, please work in pairs, ask and answer, clear?Ss: Yes. They ask and answer together.(It lasted 2 minutes.)T: Have you finished? Ce
17、lia has stopped, so we should ask “ how long did Celia skate?” Victor is still skating, so we should use “how long has Victor been skating?” OK, now lets talk about them. Which pairs?Ss: 10 students stand up and show their dialogues.反思:教师要管住自己的嘴, 把课堂还给学生, 我争取让更多的学生在课堂上有更多的展示自我的空间，虽然很多学生都举首发言,但是重复率太高
18、,我鼓励发言不积极的男生参与活动中,在后来他们的表现也让我感到很安慰.T: All the students are having the skating marathon, do you want to know who the winner is? Do you know who won the first prize?Ss: Yes.T: OK. Lets look at the picture in 2a. Who is the girl?Ss: She is Alison.(对比 1a、2a 中的图片得知)T: Whats she doing?Ss: She is answering
19、 the questions of a reporter. 【学生在 Alison 的问题上给我指出了 Alison 是4 / 6个女孩，我在人称上犯了个错误。我应该用 she 而不是 he.】反思:看了录象和教材,我发现了自己的口误,其实我当时也感觉到学生给我的提醒, 但是当时没有给予反馈,我觉得这点做的不好.T: Lets listen what they are talking about. Look at 2a, listen to the interview with the skating marathon winner and check the questions you he
20、ar. Now who can read the questions to us?S1：How long did you skate today?S2: How long have you been skating today?S3: Was this your first skating marathon?S4: Do you skate every day?S5: When did you get your first pair of skates?【pair 是个新词，学生读的很好，我用肢体语言和例句 I have a pair of new shoes 给学生展示 a pair of
21、的含义。 】S6: How long have you been skating?T: Now lets listen and check, clear?Ss: Yes.T: who can translate it to us?S: 听并且连线。T: No. “check ” means “打钩”. 听并且把你听到的句子打钩。 【学生在很多场合下为了迎合老师都喜欢用 yes 来回答老师的问题，由于对学生的不熟悉，为了让学生真正明白他们的任务，让学生翻译进行检测也是必要的。 】Ss： Listen to the tape and finish 2a.T: Who can tell me the
22、 answer. One two three four five six? Only six? OK, lets listen again.Ss: Listen again.T:Are you OK?Ss: Yes. Who can tell me the answer. If you know the answer, please hands up. The girl, please.S: 1,3,4,6.T: Yes or No.Ss: Yes.T: Now lets look at 2b, listen again and draw lines to match the question
23、s with answers in activity 2a. Draw lines but I think you can do it without listening to it, you can guess. Please guess first.Ss: read the answers to the questions and guess the answers.【在学生进行猜测时，我巡视了教师的各个学生的答案，发现很多学生猜测的答案都是正确的，学生的能力不能低估，我们要充分相信我们的学生。 】T: Who can share your ideas with us? Give your
24、 answer and your reason.S: 3 is a . 因为问题和答案中有谈到 marathon.S: 4 is b. 因为 4 是一般疑问句，句首用 do 问，要用 do 来回答。S: 6 is d. 句首是 how long 要用 since 来回答。T: Do you think so? How long we should answer with for and since. Now listen and check your answers.Ss: Listen and check the answer.T: Are our answers right?Ss: Yes
25、.【给学生学法指导，让学生能够做到提前预测，学会把学会的知识转化为能力。 】T: When we listen ,we should “提前预测”. Now activity 2c. One is Alison, the other is the reporter. Lets have a interview. For example: whod like to have a conversation with me?5 / 6反思:对学生进行学法指导其实也是锻炼学生的思维,尤其是逻辑思维,我觉得这点我很满意，而且学生也受益匪浅.S: ( a boy with glasses) He acts
26、 as Alison.T: Hi, Alison. Congratulations on winning the skating marathon. May I ask you some questions?S: Sure.T: How long did you skate today?S: For six hours.T: Was this your first skating marathon?S: No, I skated in a marathon last year.T: Do you skate every day?S: Yes, I do.T: How long have you
27、 been skating?S: Since I was seven years old.T: Thank you. Clear?Ss： Yes.【将听力稿中的有用信息提取出来，然后融入重点句给学生进行展示，让其他学生做到心中有数，从而让其后的活动有效。 】反思:让学生通过学习和老师的指导能够对获取的信息进行提取和再加工应该是我努力的方向.T: At the beginning, you can use “ Congratulations” and “May I ask you some questions?” Please work in pairs. Two minutes. Are yo
28、u ready? Go!Ss: Prepare their conversations.T: Time is up. Which pair? Whod like to act it out? The other students listen to them carefully, OK？Look at them, please.Ss： Several students act out their conversations.T: We all did a good job, do you think so? Congratulations!Ss: Clap their hands.T: Who
29、 can tell me “what did we learn in this class?”Ss: Nobody answers.T: Nothing?Ss: No.S: How long we have been doing sth.T: Anything else? What words or what sentences?S: An English song.S: Congratulations!T: Good! When we talk about how long you have been doing sth, we use “for+段时”,“since+句子” and “si
30、nce+点时”. I think different people have different hobbies, hobbies, like singing, dancing, drawing and reading, we should interview other students after class, and ask them how long they have been doing it, OK, todays homework is to do a interview and write a composition.【课后让学生总结课堂所学，让学生学会总结，学会提取信息。
31、】Times up! Goodbye, everyone!Ss： Goodbye，Miss Su.6 / 6总评:优点：1.对于学生晦涩难懂的时态进行时间轴的展现，很自然的突破了重点，学生学起来相对轻松。2.在学校赛课活动中,有教师给我提出了如何发展学生思维的问题,为了解决这个问题，我翻阅了苏翁给教师的建议中有关思维的论述，我觉得本节课有了很大提高，从图片、时间轴让学生感知语法，认识人物，从问题答案的匹配进行猜测都有很好的体现。3.对学生的赏识教育和期待教育有了很大进步，通过学生精彩的表现我觉得学生的潜力都值得老师引导学生去开发。4.能够体现精神，让学生自主探究创新并为他们搭建足够的平台，给他们提供展示自我的机会，提问面非常广。值得改进的地方：1.口语是我亟待加强的地方。通过观察录像方才发现自己的语调生硬，不够吸引人，离优秀教师仍有很大差距。2.忽略设计学习内容与现实生活的相关练习，缺乏体现语言的活用性，应适当增补格外的知识。3.对学生的提前交流沟通做的不够，以致对学生的基础积累方面有点偏差。
