人教初中英语七年级下册Unit Why do you like koalas Section B —

人教初中英语七年级下册Unit Why do you like koalas Section B —

人教版初中英语七年级下册《Unit 3 Why do you like koalas? Section B (1—3)》精品教案 ‎ ‎ ‎[教学目标]‎ 知识目标：1、学习并掌握What, Why引导的特殊疑问句；‎ ‎ 2、用Because句型和形容词“ugly, clever, friendly, beautiful, shy ”表示原因，性质、品质。‎ 能力目标：Describe Animals & Express Preferences 情感目标：了解自然，树立自觉保护动物的意识，谈论喜好，展示个性。‎ ‎[重点难点] ‎ 重点：1. Words: ugly, clever, friendly, beautiful, shy, other ‎ 2. Target Language: ‎ What animals do you like?‎ ‎ What other animals do you like?‎ ‎ Because they’re…and…‎ 难点：How to describe animal and express preferences.‎ ‎[教学过程]‎ I. Warm up ‎1. Revision (复习Section A中的句型) ‎ Let’s chant.‎ What animal do you like?‎ What animal do you like?‎ Do you like pandas?‎ Yes, I do. Yes, I do.‎ Do you like tigers?‎ No, I don’t. No, I don’t.‎ 点评：Chant的应用，既复习回顾了Section A中的内容， 又提高了学生学习的积极性，活跃了课堂气氛。‎ ‎2. Task: A free talk about your favorite animal and the reasons 参考句型：‎ A: What’s your favorite animal?‎ B: My favorite animal is…‎ A: Why?‎ B: Because it’s …‎ 点评：进一步突出了本单元的“Language Goals: Describe Animals & Express Preferences”，以对话活动为载体，有针对性的复习回顾了以前所学的知识，同时又为本课的学习目标（让学生使用更加丰富的语言来描述动物，表达自己的喜好）做了铺垫。‎ II. Pre-task (预备任务)‎ ‎1. Research（新知探究）：‎ ‎ 1) Show the new words“ugly, clever, friendly, beautiful, shy, other ”on the screen to the students.‎ ‎2) Ask a student to read, then the other students follow him / her .‎ ‎3) Read, then correct the pronunciations and learn them.‎ ‎4) Have a dictation.‎ 点评：以上活动都是在课前单词预习的基础上进行。‎ ‎2. Task1: Learn more description words. ‎ ‎1) SB 1 Match the description words with the animals in the pictures. ‎ ‎2) Ask some groups to show.‎ ‎3. Task 2: Use the description words to make some conversations. ‎ 参考词汇：ugly, friendly, small, shy, clever, beautiful, cute, scary…‎ 参考句型：‎ A: Let’s see….‎ B: Why?‎ A: Because…‎ OR A: Do you like…?‎ B: Yes, I do. / No, I don’t.‎ A: Why?‎ B: Because…‎ 点评：通过复习回顾、强化巩固了单词，在这一个活动中，教师注重了训练学生对单词的应用，教会学生如何运用更加丰富的语言描述动物，表达喜好。建议这个任务的设计，与Revision中Task(A free talk about your favorite animal and the reasons)内容相似，设计的层次应该递进一步。‎ III. While-task (同步任务)‎ ‎1. Task1: SB ‎2a（课本‎2a）‎ ‎1) Listen to the tape twice and circle the description words they hear in activity 1. ‎ ‎2) Change and correct.‎ 点评：小组间、小组成员之间，相互合作，共同促进。‎ ‎3) Ask the groups to show. ‎ ‎2. Task2: SB.2b 1) Use the same way to learn 2b.‎ 2) Listen and read the listening material.‎ ‎3. Task3: SB 3‎ 1) Listen to the tape.‎ 2) Read and understand.‎ 3) Talk about the important contents.‎ 4) Read the new sentences on the screen: ‎ What animals do you like?‎ What other animals do you like?‎ Because they’re friendly and clever.‎ 5) Show 6) Read after the tape.‎ 7) Read in groups.‎ 8) Check ‎4. Task4: Make some new conversations in groups 需用句型：‎ A: What animals do you like?‎ B: I like… They’re…‎ A: What other animals…? ‎ B: I like…‎ A: Why? ‎ B: Because…‎ 点评：这个活动是本堂课的升华，任务的层次有所递进，表达的语言更加丰富，注重了口语应用，同时为下一步的教学活动做好准备。 ‎ IV. Post-task (任务提升)‎ ‎1. Task1: Make a survey ‎ Survey 4 partners about their favorite animals / subjects / movies / actors (演员) /months… and the reasons.‎ Names Favorite animals / subjects / movies ‎ / actors（演员）/months（月份）‎ Reasons(原因)‎ 参考句型：What’s your favorite…? Why?‎ 点评：合作共建，展示提升，这个任务通过学生之间的合作完成，在谈论动物话题的基础上有所拓展，通过合作交流，为下一步写作训练提供了素材。‎ ‎2. Task 2: Speaking and writing First give us the report about the survey, and then write a short article.‎ ‎…favorite…is…, He / She likes it because…‎ 点评：教学层次又递进一步，任务的难度又有所增加，由对话的口语应用练习，迁移到语篇的输出，达成了预定的能力目标，同时又为下一课时‎3a语篇的学习打好了基础。‎ V. Summary Ask one of the students to say what they have learnt today.‎ VI. Homework 1. Review Section B 1-3, and complete the report neatly and correctly.‎ 2. Preview ‎3a-4.‎ 总评 ‎1、目标明确，重、难点把握准确，知识主线提炼精确。‎ ‎2、教学设计体现了“听说课”的教学模式，从复习热身、感知体验、强化巩固到语言应用，设计的思路清晰，步骤明确，体现了“层层递进”的教学原则。‎ ‎3、设计的流程遵循了学生的认知规律，由感知体验到语言应用，注重了知识获取，能力形成的学习过程。‎ ‎4、能够突出学生的主体地位，面向全体，每个学生有任务，且每个学生都有展示的机会。‎ ‎5、通过小组间的合作，引导学生进行自主、探究学习，敢于质疑，善于解惑，学会总结，大胆评价。‎ ‎6、教学效果良好，学生参与面广，参与机会多，参与的积极性高涨，兴趣浓，知识与能力、过程与方法、情感态度价值观得到了很好的落实。‎ 读写课课堂教学实录 Unit 3 What were you doing when the UFO arrived? Section A （‎3a—4）‎ 执教人单位： 莒南县城关第一中学 执教人：杨剩余 ‎ Language Goals: 1. Talk about past events ‎ 2. Train the Ss to try to tell a story New words：experience around strange follow amazing kid Grammar： Review the Past Progressive Tense What was he doing when the UFO arrived？‎ He was sleeping late when it arrived.‎ Step 1 Free talk ‎1. Greetings: ‎ T: Hello, boys and girls! Good afternoon! First please answer my questions, OK?‎ What are you doing now?‎ What were you doing at ‎8:00‎ yesterday?‎ What were you doing at around ‎10:00‎ yesterday?‎ ‎2. Review the Past Progressive Tense by asking the students to make some sentences like this:‎ ‎ A: What were you doing at around… yesterday?‎ ‎ B: I was …‎ First give them two models, then practice in pairs.‎ Step 2 Group work ‎1. Read and try to recite the dialogue in Part 4.‎ ‎2. Fill in the table first. Then interview two classmates.‎ ‎3. Write down their interview dialogues, and then check in pairs.‎ ‎4. Translate the sentences.‎ ‎ The kids are kidding their friends.‎ ‎ Kids won’t go to school.‎ Step3 New words ‎1. Read the new words and expressions.‎ experience imagine strange follow amazing ‎2. Check if the students can read the new words.‎ ‎3. Chant (dancing and saying) like this:‎ ‎ Strange, strange, strange.‎ ‎ The teacher is strange.‎ ‎ Follow me, follow me, follow me.‎ ‎ Please follow me to see how we are dancing.‎ ‎ Experience, experience, experience.‎ ‎ We are having an unusual experience.‎ ‎ Amazing, amazing, amazing.‎ ‎ This class is amazing.‎ ‎4. Get the students to write down these sentences.‎ This teacher is strange.‎ Please follow me to see how we are dancing.‎ We are having an unusual experience.‎ This class is amazing.‎ Please imagine your life in ten years.‎ Step4 ‎3a ‎ ‎1. Read and number the pictures in the correct order.‎ ‎2. Listen and repeat.‎ ‎3. Read and underline important and difficult parts and discuss in groups.‎ ‎4. Retell the story according to the pictures and key words.‎ 点评：通过Greetings消除了陌生感，拉近师生间的距离。并且通过复习现在进行时自然地过渡到过去进行时态，同时处理了新单词around.‎ 小组活动中，创设了情景，采用了生生互动的形式，因而让全体学生都能够参与到学习活动中。在听说训练中掌握复习、体验过去进行时态的用法，并且掌握了新短语at around 的用法。增加了课堂的参与度，提高了训练的密度和强度。‎ 点评：此一环节既是对上一教学环节的拓展，也为下面的课文教学以及最后的作文教学创造了条件，几个教学小步骤环环相扣：‎ ‎1、背诵对话，培养学生瞬时记忆能力，同时为采访做准备； 2、学生填表格，运用刚刚背诵的对话结构在班内进行采访，在有意义的语境中运用了学过的过去进行时，该活动寓抽象的语法复习于生动真实的交际活动中。既培养了学生口头交际能力，又为写对话做了铺垫；3、学生写对话，及时把口头训练的成果落实到笔头表达。4、两个例句，让学生理解kid的用法，干脆利索，火候把握精确。‎ 此一环节是本节课的重点，尽管生词不多，但既抽象又难读，如果不能突破，则下一步骤难以进行。教师进行的教学活动是：‎ ‎1、领读，学生学习读音；2、同位检查互批互纠读音；3、chant深入解决单词读音，学习单词用法，形成读音→单词（词义）→短语→句子一条线，用生动形象的方法学习抽象的单词，既激发了学生的学习兴趣，又让学生从音、形、义上（特别是读音）掌握单词，同时为学习课文扫清语言障碍。‎ 点评：巩固了chant的内容，形成了小篇章，为学习课文打下了坚实的基础 点评：速读，了解大意，培养学生的速读能力。跟读，矫正学生的读音，培养学生大声诵读能力。阅读并划出重难点，培养学生跳读能力、自学能力和小组合作学习的能力。鼓励学生发问，相互解答问题，精读课文，质疑解惑，为复述课文创造条件。‎ Picture 1) at around ten, I walking down the street when land in front of me ‎ Picture 2) alien get out, walk down Center Street ‎ Picture 3) while it looking at the souvenirs, shop assistant call the police ‎ Picture 4) ‎ before police arrive, alien leave the shop Picture 5) ‎ while alien be in the museum, I call the TV station ‎5. Get the students to write down what they retell.‎ Step 5‎ Write a letter Write a letter to your friend about this class according to your timetable (请参照你的时间表,就这节课写封信向你朋友描述一下,注意运用提供的关键词). Here are the key words. ‎ Time Activities at around ‎‎5:00‎ interviewing my classmates at around ‎‎5:10‎ dancing and studying the new words at around ‎‎5:15‎ reading the e-mail at around ‎‎5:20‎ writing a letter at around ‎‎5:30‎ getting out of the classroom Key words: amazing, be surprised ‎ Dear ,‎ I had an interesting English class today. I had a very unusual experience. When we came here,…‎ Step 6 Review Go through the notebook and review the items learnt in this lesson.‎ Homework:‎ ‎ 1. Learn the new language items by heart.‎ ‎ 2. Complete the letter neatly and correctly.‎ 教师在授课的过程中一方面利用图片和关键词为学生复述课文提供了充足的辅助条件（脚手架原则得到了充分地体现）；另一方面又让学生逐幅图画进行复述，然后整体复述。体现了由易到难，层层推进的原则。在此教学活动中，教师一方面培养学生口头表达能力和篇章形成能力；另一方面也为进一步理解和运用过去进行时态提供了有力的保障。‎ 点评：本环节及时对学习的成果进行巩固，由于教师 精心做了充分的铺垫，做到了由易到难、水到渠成。‎ 点评：结合本课特点，学生运用所学词汇、短语、句型、语法作文，学生在真实的语言运用中，进一步巩固了本节课的学习成果。‎ 点评：回顾本节课的重难点。‎ 总评 综观本节课，教师对教材的把握老道，教学目标定位准确；教学环节设计丝丝入扣、层层推进；听说读写训练全面、透彻；教师教学方式灵活多样，既活泼，又实用；教学活动设计面向全体学生，学生积极主动参与，主动发展。教师的教学风格已形成鲜明的特点：口头训练领先、读写及时跟进的原则贯穿始终。‎ 建议：1、教师再多增加一些让学生展示的机会，以便进一步增强学生的自信心、提高其积极性，进而获得成就感；2、教师应进一步锤炼自己的课堂语言，从而使课堂教学可以更加流畅地进行。‎ 复习课课堂教学实录 Units 21-22 Book II 执教人单位：临沂六中 执教人：咸 慧 ‎ 复习目标：‎ ‎1、复习Units21-22的单词和短语，并能熟练运用重点短语造句；‎ ‎2、总结语法：并列句和反身代词；‎ ‎3、增加语篇阅读，强化限时阅读；‎ ‎4、运用Module 14中的单词和短语，连词成篇。‎ 教学过程:‎ 复习任务一 Class report 报告的内容必须和本模块的话题有关。报告者先提出问题再进行报告，然后学生回答问题。‎ 点评：Class report既复习了本模块的话题，又训练了学生的听力。学生们带着问题听报告会更有针对性。‎ 复习任务二 Words and expressions Step 1: 检查《同步》 Words and expressions ExerciseI&II and then discuss in groups.‎ 点评：对单词和短语的复习已提前在课下进行，《同步》也要求尽量在课下完成，课上只对Words and expressions进行抽查。小组讨论体现了学生的自主学习，使学生对单词理解得更透彻。教师只对疑难问题进行解惑。‎ Step 2: 习题：用所给动词的适当形式填空。‎ ‎1) He _______ off the tree and hurt his left leg. (fall)‎ ‎2) In the end, the police _______out the robber’s address and arrested him quickly. (find)‎ ‎3) When she heard the news, her eyes _______with excitement. (shine)‎ ‎4) I hear someone ________the piano in the next room. (play)‎ ‎5) Last week, our school______ a football match. To our surprise, the girls’ team beat the boys’ and_______. (hold /win)‎ 点评：括号内所给的动词是本模块的重点，而在《同步》中没有体现，所以选择了几组比较有代表性的习题供学生练习，加强对所学知识的巩固。‎ Step 3: 《同步》III.‎ ‎1、 Read these phrases aloud and translate them into Chinese orally, then translate the following Chinese sentences into English.‎ 点评：通过合作交流，让学生理解本模块中的重点短语和句型，并将所给的汉语句子翻译成英语。习题紧扣知识点，引导学生回顾所学知识。‎ ‎2、Make sentences as many as you can:‎ ‎1）teach oneself learn by oneself ‎2）(not) afford to do ‎3）to one’s surprise ‎4）lose oneself in ‎5）catch up with ‎ ‎6）take an active part in 点评：针对本模块中的重点短语，给学生充分的思考时间，小组内相互交流，然后快速造句。鼓励学生展开想象，联系前后所学知识，提高了学生造句能力和用英语思维的能力。‎ ‎3、要点再现：‎ as…as not as(so)…as It’s as good as it used to be.‎ She can’t run as fast as I can.‎ My brother writes as carefully as me.‎ 总结as…as的用法:__________________________________________________________________________‎ go on doing go on to do go on with ‎1) Now he has to stop writing because his teacher asks him to go on _______ (read).‎ ‎2) My mother did some cleaning this morning. After lunch, she went on _______ (do).She was too tired.‎ ‎3) After a short rest, they will go on with the work.‎ 小组讨论三个短语之间的区别：‎ 点评：本环节根据例句，通过小组讨论，学生总结短语的用法。‎ 复习任务三 Grammar Step 1: Turn to P35 and P40, and go through Checkpoints21-22. (结合八年级下册《同步》)‎ Step 2: 总结并列句和反身代词,然后做《同步》Exx1-2‎ 点评：学生结合八年级下册《同步》，查阅资料，小组交流并列句和反身代词的用法，然后归纳到笔记本上。由于形容词和副词的比较级的用法已在Module 5中详细讲过，教师在这里就没再赘述。‎ 复习任务四 Speaking, reading and writing Step 1: 做《同步》Exercise II Step 2: 限时阅读（选自《同步》） ‎ Turn to P15o and Read the passage (B) in 5 minutes and choose the best answer.‎ 点评：这篇文章和本模块中的话题之一“运动”有关。教师设置的限时阅读不但扩大学生的阅读量，而且提高了学生的阅读速度和能力。‎ Step 3: Funny story ‎ Choose three or more words and phrases in Units21-22 to make a short story.‎ ‎ fall behind ‎ ‎ hurt oneself ‎ ‎ I could …when I was….‎ ‎ look after oneself ‎ do one’s best ‎ win Model:‎ I could climb the tree when I was seven years old. But one day, I fell off a tall tree and hurt myself. I broke my left leg. So I had to stay at home and I couldn’t go to school. I couldn’t look after myself. I thought I would fall behind. But mother said, “Don’t give up. Work hard and you will win.” So I taught myself at home. I did my best. At last, I caught up with the others. ‎ 点评：教师让学生利用本模块中出现的单词、短语和句型，结合以前所学的知识，展开充分的联想，编写趣味故事，培养了学生敏捷的反应能力和思维能力。所提供的例文为下一趣味故事的编写做了适当的铺垫, 为学生提供了辅助。‎ ‎ ‎ ‎(not) as…as ‎ ‎ catch up with ‎ take an active part in ‎ (not) afford to do ‎ teach oneself ‎ go on doing ‎ to one’s surprise ‎ enjoy oneself ……‎ 点评：学生先笔头练习，教师面批，然后向全班展示。进一步训练了学生的口、笔头的语言表达能力。‎ 作业布置 ‎1、复习 Units 21-22 Book II中的单词和课文，准备第二天听写；‎ ‎2、尽量完成《同步》中所涉及的本单元内容。‎ 总评 在本节初三复习课上，该教师的课堂教学活动不再拘泥于对词语和课文的理解、背诵，而是把大量的时间花在对所学知识的运用上，用本单元的词、短语、句式等进行口、笔头造句和作文。采用的形式也丰富多样。从听、说、读、写等方面进行全方位的训练与提高。因此学生的综合语言运用能力得以提升。由于给学生提供了许多口头表达、对话交流的场景，这对学生的心理素质的提高、表达的胆量、趣味的提升、成就感的获取、自信心的培养都大有裨益。‎ 但本节课仍有极少部分同学处于“静观其变、不以为然、不为所动”的状态，似乎教学中热烈的语言交融与己无关。因此，教师在组织课堂教学活动中还要多关注这些英语学习中的“弱势群体”，做到个个能张口，人人能表达，真正实现面向全体、人尽其能、民主和谐、活泼紧张的创新课堂。‎ 初中英语课堂教学实录及点评 阅读课课堂教学实录 Unit 7 What does he look like? Section A (‎3a—4)‎ 执教人单位：郯城实验中学 执教人：刘汝学 ‎ ‎[教学目标]‎ 知识目标：复习描述外貌的单词，并运用新单词，巩固句型What does/do…look like?‎ 能力目标：学生学会描写人物外貌、性格、爱好等。 ‎ 情感目标：通过人物描述，让学生学会客观地表达自己的观点，形成良好的人际交往态势。‎ ‎[重点难点] ‎ 重 点：运用句型What does/do …look like?‎ Somebody am/is/are… ‎ Somebody has/have…　‎ 难 点：让学生学会合乎实际的描述人物；理解stop doing/to do.‎ 教 具：课件、小黑板、挂图、笑脸贴 ‎ [教学过程]‎ I. Warm up ‎　Play the English song“How’s the weather?” , let students enjoy the song.‎ 点评：轻松欢快的英文歌曲有意无意地再现了上一个单元的内容，创设了轻松的学习氛围，组织英语课堂教学巧妙而又自然；同时，“听歌学英语”也是一种潜移默化的有效学习方式。‎ II. Revision and presentation Task 1 Check the new words on P43.‎ Read, say, spell and write the new words, in a competition way. Then have a dictation in groups.‎ 点评：单词的音、形、义的掌握是英语教与学活动中的重要环节，此处教师在学生充分预习单词的基础上又采用了不同的学习方式让学生真正能读、会说、熟记单词；竞赛的形式使得枯燥的单词识记充满了趣味性与挑战性，调节了课堂气氛，有利于激发学生饱满的学习热情。‎ Task 2. Recall the sentence patterns.‎ ‎1)The teacher shows the pattern and sum up these words on the blackboard What does/do …like? ‎ She/He is … ‎ tall, short, thin, heavy, medium height(build), good-looking, popular She/he has…‎ ‎(curly, straight, blonde, brown ) hair 点评:此任务安排得恰到好处，合乎学生的认知规律─—循序渐进的原则：即由上一环节单词的识记到本任务的将单词放入两个重点句子中的强化应用，再到下一步的简单的篇章描述，为即将进行的阅读教学扫除了障碍。‎ ‎2)Then let the students describe other students in pairs, and show themselves, meanwhile other students describe him or her.‎ 点评：‎ 通过以上合作与交流，完成了基础知识的输入，本环节紧接着进行知识的输出，这既是知能转化、能力提升的过程，又为下一步语篇的学习做好了充分的铺垫。‎ III. Reading practice (‎3a)‎ Task 1. Fast reading (Scanning)‎ Let students scan fast and match the descriptions with the pictures, and give the answers.‎ 点评：速读，培养学生快速捕捉信息的习惯。‎ Task 2. Careful reading Get the students to read the four passages and fill in the chart.‎ Can you describe the persons?‎ Name Height Build Hair Sth. else Wang Lin tall medium Short,straight popular Ma Yan Xu Qian Liu Peng 点评：此环节是阅读课的精髓，教师对内容的提炼准确、简明、扼要，篇章对于几个人物的身高、体形、发式及喜好的描述被提炼为一个简单的表格，为小组的“describe”活动搭好了脚手架。生生互动的意义操练方式，使学生积累了大量的语言材料，极大地刺激了学生的表达欲望。‎ Task 3. Reading aloud Let students read aloud after the tape, then read themselves and show the pronunciation.‎ 点评：朗读，矫正了学生的读音，利于语言习得，同时形成良好的阅读习惯。‎ Task 4. Intensive reading Let students read again passage by passage , and find their expressions in groups. Such as:‎ stop doing/to do like doing/to do ‎ a little bit quiet love to do/doing ‎ The teacher watches , listens, and helps the students research the common problems. Let students do exercises by translating some Chinese sentences. ‎ 点评：逐步递进的阅读任务培养了学生不同的阅读能力和阅读技巧，同时在阅读过程中通过小组合作学习、共同探究，共同分析问题、解决问题，提高了学生的自学能力。‎ Ⅳ. Post reading Task1. Describe the four classmates without the book.‎ ‎1) Let students watch the above chart and make an oral composition to describe the persons.‎ ‎2) Let the students choose one person and write an article describing him/her.‎ 点评：通过上一个“information transferring”环节，学生搜集到了与描述人物相关的信息并完成了表格，此环节利用表格中的人物特征信息进行口头作文，进而落实到笔头，基本完成了说、读、写，任务活动的设置在逐步递进。 ‎ Task2. Describe some famous people.‎ ‎1)3b Pairwork. ‎ Show the students some famous persons’ pictures, first describe them orally. ‎ ‎( Cheng long , Yao Ming, Pan Changjiang ,Cai Yilin)‎ ‎2) Let students write an article about their favorite person (any famous people is OK, not only the four)‎ ‎3) 4 Game ‎ One of the students read his/her describing passage, the others guess who he/she is describing.‎ 点评：此环节旨在建立篇章与学生的知识、兴趣和经历之间的联系，进一步帮助学生巩固和运用所学内容，给学生提供一个发表自己看法，正确描述人物个性特征的展示平台。通过对名人的描述及猜测游戏，激发了学习兴趣，实现了英语学习的最终目的─—运用语言，是知识转化为能力进而提高能力的重要环节。‎ Ⅴ. Summary ‎ Task1. Sum up what they have learned today.‎ First ask students to sum up, then show the following on the screen. Such as:‎ ‎“Sb. be +adj. ”, “Sb have/has +n.” , stop doing/to do , ‎ like doing/to do , a little bit quiet , love to do/doing . ‎ Task2. Do some exercises.（omit）‎ 点评：通过启发学生自己总结，然后利用CAI 课件展示本节课重难点，以此培养学生的分析与归纳能力，同时也便于加深对知识点的印象，通过做题也拓展了学生的能力。‎ VI. Homework ‎ ‎1. Recite ‎3a.‎ ‎2. Describe someone in the class in the Exercise-book.‎ ‎3. Try to learn the new words on page 44 by heart, and preview Section B ‎1a-2c.‎ 点评：培养了学生背诵、规范习作以及预习的良好习惯。写作任务的布置，把听、说、读、用等教学活动再次落实到写上，同时通过作业的布置有机地把教与学的活动从课内延伸到了课外。‎ 总评 阅读的目的在于通过阅读活动培养学生良好的阅读习惯，提高阅读理解能力，进而达到听说读写融为一体的全面训练，本节课在这方面表现得淋漓尽致。整个课堂活动中，教师引导学生由词到句，由句到篇的训练，由fast reading至careful reading及intensive reading直到post reading 的读写能力培养，由易到难，由浅入深，环环相扣，层层推进，每一个环节都是上一个环节的铺垫，最后学生掌握基本知识，形成阅读能力是水到渠成。从中足以看出教师扎实的基本功及把握教材、处理好重难点的能力。‎ 学生是学习的主体，整节课学生都跃跃欲试，在不断地展示自己。Conversation, researching problems, competition, describing, writing 等每一个任务都由学生完成，给予学生充分展示的舞台，每一个活动学生都带着任务去学习、探究，教师很好地扮演了指导者与引领者的角色。‎ 课堂中的另一亮点是教师的即时评价自始至终贯穿整个课堂活动，唯一的遗憾是教师的评价语言稍显单调，若能再丰富些更好，因为丰富的课堂评价语言也是巨大的隐性教学资源，长期坚持学生一定会受益匪浅。‎