赵蒙婷-课堂实录及给我的启示堂实录及给我的启示.doc

课堂实录】转塘小学 宋爱辉《Where Are the Keys?》
Step1: Warm-up
1. Introduce Garfield.
T: We have a friend. Who’s he?
Ss: Garfield.
2. Introduce Garfield’s home.
T: Do you want to go to his home?
Ss: Yes!
T: Let’s go! Look! This is Garfield’s home. What can you see?
Ss: I can see a bedroom. / I can see a living room. / I can see a bathroom.
3. Let’s chant
T: Where is Garfield’s Mom?
Ss: She’s in the living room.
T: Where is Garfield’s Dad?
Ss: He is in the living room, too.
T: Where is Garfield?
Ss: He’s in the bedroom.
T: Where is Garfield’s brother?
Ss: He’s in the kitchen.
T: Where is Garfield’s sister?
Ss: She is in the kitchen, too.
T: Now let’s chant.
Mom’s in the living room. Dad is too.
I’m in the bedroom, Where are you?
Brother’s in the kitchen. Sister is too.
I’m in the bedroom, Where are you?
(Ss chant and clap hands.)
Step2: Presentation
1. Learn the sentence patterns
T: Look! This is a bedroom. Let’s play a guessing game.
T: Look carefully. It’s a….
Ss: pencil.
T: Where is the pencil? (板书)
T: Is it___ the___?
S: Is it on the desk?
T: No, it isn’t.
（practise some times）
T: Look at the pencils. Where are the pencils? (板书) Guess! Are they__the__?
S: Are they on the chair?
T: No, they aren’t. (板书并领读)
S: Are they on the desk?
T: Yes, they are. (用同样的方式操练book, books, bag, bags)
Step3: Practice
1. T: Garfield wants to draw pictures. But he can’t find his crayons? His Dad is coming. Garfield asks his Dad. “Dad, Dad, Where are my crayons? Are they___?”
S1: Are they in the desk?
S2: Are they on the chair?
（学生看教师的手势回答No, they aren’t.）
T: Garfield goes to ask his brother. Brother, brother，Where are my crayons? Who can ask?
S: Where are my crayons? (此时教师走到这位学生身边，告知正确位置。They are in the box.)
（请五位学生提问，并告知。）
T: Who knows? Please stand up. Now you can ask them. Are they___?
Ss: They are in the box.
T: But Garfield can’t open the box. Where are the keys? He goes to ask his sister. Sister, sister, where are the keys? Who can be the sister and help Garfield?
S: Are they___?
T: Dad comes to help Garfield. Listen, what are they talking about?
（播放录音Open the door please. Look, they’re in the door.）
T: Where are the keys?
Ss: They are in the door.
2. T: This is Garfield’s picture. I will give you thirty seconds to remember it.
（展示房间图片。）
T: Time’s up. Work in pairs. Ask and answer.
A: Where are the___？
B: Are they in/on the___?
A: Yes, they are. / No, they aren’t.
T: Who can?（教师请三组同学发言。）
3. Let’s talk
T: Open your books. Let’s listen and number. （学生听音标号。）
T: Have you finished? Yes or no?
Ss: Yes!
T: Read after it. Pay attention to its pronunciation.
(课文逐句播放，并给句子标升降调，学生跟读。)
T: Can you read? Let’s Read together. Open the door, please. Ready? Go!
T: This time girls read mother, and boys read John.
T: Work in pairs and practice the talk.
（学生分角色读，同桌读，整体读。）
Step4: Extension
T: Garfield goes to play with his friend, Bill.
G: Bill, let’s play.
B: Oh, where are my shoes?
B: Brother, brother, ________?
C: Are they____?
B: Mom,____?
D: Are they_____?
T: Four in a group to make up a story.
（呈现六幅图片，四人小组看图完成对话，进行拓展。）

Blackboard design
Unit 4 My Home
Where is the______? Where are the______?
Is it____ the_____? Are They______?
Yes, it is Yes, they are.
No, it isn’t. No, they aren’t.

一堂课给我的启示
本次教研活动研究主题是对话教学。宋爱辉老师选的内容是四年级上册第四单元B部分的Let’s talk。这个单元话题是“家”。要求学生能够询问、猜测物品的位置，并做相应的回答。本节课内容量非常大，既有单复数区别Is it ___the ___? Are they ___the ___? 又有对其肯定以及否定回答。因此宋老师进行了分开处理，首先处理单数，再处理复数。整堂课思路非常清晰，有很多值得我学习的地方。

第一，宋老师以卡通动物——加菲猫一家为情境贯穿始终。在我平时的对话教学中，往往因为句型太多，前面需要一一处理，接触障碍，情境不一致。这一点需要改进。
第二，整堂课中有很多“猜”的环节，既调动了学生积极性与好奇心，又做到了以学生为主体，操练面非常广。有时候我把学生思维抓得太牢了，好像一定要让他们说这个句型，这个单词，有时候也要放一下，任由学生去想象，去发挥。
第三，宋老师从学生角度出发，分散难点进行教学，逐一突破。当难点多的时候，我常常不知所措，不知道哪个该先突破，有时甚至一起来，导致学生也糊里糊涂，我也不知道学生掌握了没。宋老师先从单数引出复数，再解决问的句型，再解决答的句型，一一突破，有条不紊。
第四，宋老师很注重语音语调的教学。她时时提醒学生应该升调或降调，而且留出时间让学生读，感知升降调。平时教学中这一点我往往忽视。
第五，宋老师给学生最后的拓展任务是对整节课一个很好的提升和巩固。创设了一个类似的情境，让学生合作编对话。为了减低难度，她还给学生提供了基本的框架，让学生能够顺利地编出对话。
以后的教学中我会努力做到以下几点：
第一，加强自身素质。
第二，更加关注学生的情感，从他们的角度考虑教学设计。
第三，把课堂留给学生，增加生生自主活动的时间，让他们去选择，去说，并且做适当引导。
第四，为学生完成任务提供支架。
第五，更加关注教学细节，如板书与教学指令，让学生明确这个环节到底要做什么。
第六，对话教学中创设更真实、更贴近生活的语境。
总之，对话课的目的就是要让学生利用所学句型进行交际，运用到实际生活中。我会在今后的教学实践中不断体会，不断思考，不断改进，不断创新。

06 翠苑一小 赵蒙婷