第一篇：著名特级教师沈峰精彩课堂实录
著名特级教师沈峰精彩课堂实录 3AU8《Let’s go to the park》
【主题性概述】
一、教学分析
本课内容是《牛津小学英语3A》Unit 8 Let’s go to the park。本课的教学目标：1．认知目标：①能听懂、会说Let`s go to及其应答。②能听懂、会说supermarket car bus 等单词。２．技能目标：①学会表达去某处，以及如何对别人的建议进行回答。②培养学生的观察、记忆、想象能力。其中Let`s虽然是新知，但日常用语中已大量渗透，学生早已会说；buscarzoo的读音模仿起来不难，但 supermarket的读音不易掌握。这就决定了我的教学重点为认知目标，难点为 supermarket的发音。３．情感目标：激发学生的学习兴趣，发展自主学习的能力，渗透责任教育，对世界文化感兴趣。
二、教学策略
语言的实质是交际，交际的环境是生活。课伊始，我通过和孩子们互致问候，为本课教学创设了轻松和谐的学习氛围；接着通过：This is the first time for me to come to Baoying.After class where shall I go?适时地引导孩子们充当我的导游，从而巧妙地引出新课的内容。随后，我创设情境，激发孩子们学习的兴趣，引导他们在活动中自主学习，从而加深了对知识的理解和掌握。[精彩课堂实录] 一．在轻松的氛围中导入 T: Class begins!S: Stand up!T: How are you? S: Fine, thanks.T: Nice to meet you.S: Nice to meet you, too.T: Who’s the boy with black hair/big eyes? S: He is ….T: Who’s that woman/man? S: She’s/He’s ….T: Let’s sing the song ‘Who’s that girl?’ together.T: Now you may ask me some questions.S1: What’s your name? T: My name is Shen Feng.S2: How old are you? T: A secret.S3: What’s your job? T: A teacher.S4: Do you like yellow? T: Yes, I do.（通过师生间的集体问候，让学生不由自主的进入了一个英语环境，随后的个别交谈，因为有了有趣的话题，加上老师亲切的体态语言，使学生放松了紧张的心情，拉近了师生间的距离，为下一步的英语教学创设了轻松和谐的学习氛围。）二． 在真实的情景中呈现
T: This is the first time for me to come to Baoying.After class where shall I go? S: Let’s go to the hospital.T: Is that a good place? S: Let’s go to the supermarket/park.T: How do we go there? S: Shall we go there by bus/motorcycle? T(板书)Let’s go ….How do we go there? Shall we go …by…?（明确学习目标，集中学生注意力，定向参与。）
T: This is my friend.Who’s he ? He’s David.He doesn’t come with me.Because he is very busy.Look ,what’s he going to do ?(出示幻灯片)Time Activity Place 1 7:00 am.体 检 ? 2 9:00 am.去火车站接朋友 ? 3 11:00 am.购 物 ? 4 3:00 pm.借 书 ? 5 7:30 pm.看童话剧 ? T: Where does David go at 7:00 am./11:00/3:00…? S: He goes to the hospital/ station/supermarket….T: Read after me, ‘hospital/ station/supermarket…’.T: Please see the movie about David.Then answer my questions.(放映课文的动画录像)T: Where will they go? S: They’ll go to the theatre.T: How do they go ? S: By taxi.T: Now ,please read after the tape.T: Please practise in pairs.….T: I know there are No.2 Bus,No.5 Bus and No.18 Bus in Baoying.But I don’t know where they go? Let me guess now.T:(No.2)Is this bus for the park? S: Yes, it is.T:(No.5)Is this bus for the hospital? S: No, it isn’t.T: Now read after me ‘Is this bus for …?’.(板书)(学生的学习过程同时也应是亲自实践的过程，缺少学生主体参与实践的学习活动，不利于学生知识技能的提高。沈老师设计的开放性活动，让学生在活动中学习，使学生加深了对知识的理解。)
三．在趣味活动中运用
T: Do you want to know about the bus in Nanjing? S: Yes.T: Look , These are famous places of Nanjing.Which bus can take us there.Please connect.No.1 中山陵 No.2 莫愁湖 No.4 夫子庙 No.9 雨花台
S1:(No.1 bus)Is this bus for Fuzi Temple? S2: Is No.4 bus for Mochou Park? S3: …(学生们回答踊跃)T: Please open your books , listen to the tape carefully.T: Wonderful!Now ,please read after Miss Shen.T: Now, read by yourselves.T:(出示幻灯)Please according to the situations , make up some dialogues.1.你上学要迟到了，只好…….2.你的同学突然生病了，你和几位同学送他去医院。3．你和同学本来约好骑自行车去图书馆，忽然天下雨了。4．你和奶奶本来准备步行去公园，但奶奶累了，只好…….(Situation 1)S1: Taxi!Taxi!S2(a driver): Morning!S1: I am late for school.Is the taxi for my school? S2: Sure!…
(Situation 4)T: If I’m a grandma, and ill, tired.The grandma wants to go home with someone’s help.T: How can I go home? S: By bus.T: It’s too late.There is no bus now.S: By taxi? T: But I have no money.S: Let’s go on foot.T: But I’m tired.I can’t walk any more.S: I’ll ride a bike and carry you, OK? T: You are a kind boy.（表演是学生喜欢的课堂活动，他们运用已有的英语知识，发挥自己的创造力和想象力，依据情景编演对话，表演提高了他们学英语的积极性。体现了合作学习的教育理念。）T: Next homework.1.listen and read after the tape.2.Discuss the plan for May Day.T: The bell is ringing.It’s time to say goodbye.S: Goodbye.[专家点评] 在本节课的教学中，著名特级教师沈老师安排了形式多样的学生活动，其中有个人、两人、小组和全班性的，有教师指导的，也有让学生独立或合作完成的。活动均有明确的目标与要求，并能够安排在一定的语境和情景中进行，突出了对学生用英语做事情和用英语进行交流的能力的培养，体现了交际语言教学的思想。在本节课上，学生能够积极参与讨论且活动量大，并有自由发挥的空间，教学效果好。沈老师在教学活动中，注意了自己角色的转换与控制，在启发与示范后，能够把足够的时间留给学生，让学生努力实践与展示自己。另外，活动安排张弛有度，活而不乱；同时，沈老师能根据学生的接受能力和表现状况适时调整活动安排与教学要求，体现了以学生为主体、教师为指导的教学原则。
综上所述，沈老师在课堂教学中能努力以课标为指导，以活动为方式，变课堂为生活，运用情景法、直观教学法、多媒体辅助法等，使学生以生活为课堂，逐步提高自己的综合语言运用能力，形成自主学习的能力，并学会做人。
第二篇：沈峰课堂实录
沈峰 Planning for the weekend课堂实录
PLANNING FOR THE WEEKEND T: Let’s begin our class today.Ss: Yes.T: Ok? Class begins.S: Stand up.T: Good morning, boys and girls.Ss: Good morning, Miss Shen.T: And today we have many teachers here.They’re listening to our English Lesson.Please say good morning to them, ok? Ss:(小声)Good morning Teachers!T: Loudly please.You don’t look happy.Ss:(小声)Good morning Teachers!
T: Happily please.You don’t look happy.You should say it loudly and happily.Can you? Ss: Yes，T: Please, “Good morning, teachers!” please.Ss:(大声)Good morning, teachers!
T: Yes, they are happy, too.Sit down please.Very good.Ok, boys and girls please answer my questions: what’s the date today? What’s the date today? You please? B: Today is 11th of May.T: Pardon?
B: Today is the 11th of May.T: Yes, today is the 11th of May.Thank you.What day is it today? What day is it today? You please.B: Today is Friday.T: Today is Friday.Yes, very good.Today is Friday.What’s the weather like today? What’s the weather like? What’s the weather like today? You, please.G: It’s sunny.T: It’s sunny.Thank you.It’s sunny today.Is it cold today? Ss: No.T: No.So we can say it’s sunny and…..Ss: warm.T: It’s sunny and warm.But I think it’s sunny and a little bit hot, right? Ss: Yes.T: So today is May the 11th and today is Friday.What are we doing now? What are we doing now? please.G: We’re having an English lesson.T: Yes, good!We’re having an English lesson„„..（2）We’re having an English lesson in a sport shall.In a very very big classroom.Right? Now, first look.Look.Who are they? Do you know them? Who are they? Who is the man？Do you know the man? Yes, you please.G: He’s Zhu Jun.T: Yes, he’s Zhu Jun.Who’s that woman? G: She’s Yang Lan.T: Yes, good!He’s Zhu Jun and she’s Yang Lan.Good!Sit down, please.What are their jobs? Are they teachers? Ss: No.T: What are their jobs? Can you try? Loudly, please? B: They are reporters.T: Yes, they are both person and TV reporters.What do they do most of the time on TV? What do they do most of the time on TV? Can you try? That boy, loudly please? B: They interview, They do interviews to the other people.T: Yes, they do interviews.Please read after me.Interview, interview, interview.What’s the Chinese meaning? Ss: 采访
T: Yes, good!They do interviews.So today in this class, I have some interview plans for you.Please try to act as a TV reporter.今天这节课，让我们来学做电视记者，try to interview someone, ok? Ok, first, look!Who are you going to interview? Who? Do you know who are you going to interview? You please.G: our new English teacher.T: Yes, Who’s your new English teacher? Who’s your new English teacher? Are they your new English teacher today? Who’s your new English teacher? G: She’s Miss Shen.T: She’s Miss Shen.Where is she? I can’
t find her.She’s Miss Shen.I’m talking to you.G: It’s you.T: Yes, it’s you.Very good!So, first I’ll pretend to be a very famous person.Please interview me, interview your new English teacher.Understand? Ss: Yes.T: You can ask me some questions.And you can take notes.Look!This is the note of interview.You can take notes during the interview.Understand? Who can try? Who wants to ask me some questions? Yes, you please.B: What are, What are you going to do after this class?
T: what am I going to do after this class? I’m going to have another lesson.Understand? You are going to have another lesson, too.You please.G: What are you going to do this weekend?
T: What am I going to do this weekend? Er.I’m going to watch TV and go shopping.Hm…You please.Oh, this is your microphone.G: Excuse me.What’s your favourite food?
T: What’s my favourite food? Err… Ice cream and hamburgers.G: Thank you.T: You’re welcome.Good!Who can try? You please.G: Excuse me.What are your hobbies?
T: Err… my hobbies are listening to music and reading books.G: Oh, I see.Thank you.T: Oh, you are welcome.Any more questions? You please.G: What are you going to do this evening?
T: What am I going to do this evening? I’m going to sleep.I’m very very tired.G: Oh, I see.T: OK.you please?
B: What are you going to do next week? T: Next week? I don’t know.I don’t know.B: I see.T: Ok,You see.You please.G: What’s your email address? Can you tell me?
T: Oh,yes, of course.My email address is fanny, f-a-n-n-y-5189@sina.com.Can you catch it? Have you got it? Ss: No.T: You can say Ss: Pardon?
T: OK, My email address is fanny, that is f-a-n-n-y-5189@s-i-n-a.com.Got it now? Yes, the last question.Who can try? It’s the boy, you please.B: what’s your QQ number?
T: What’s my QQ number? I’m sorry.I can’t remember it.I have QQ number, but I can’t remember it.I’m very sorry.B: ah, not at all.T: Ok, sit down please.That’s all right.So much for this interview.Now, this time, please give us a report.Try to tell your audience.I think all the teachers are your audience.他们都是你们的听众和观众。Try to tell them something about your new English teacher.You can say “ today I have a new English teacher.She’s„ she’s not a man.Of course.Can you? Yes, first, I’ll give you 1 minute to prepare.准备一分钟。Now please.(7:00)（学生准备）You can say something about me according to the notes.No, try to say something.Don’t write an article.Do you understand? T: Ok, stop.(7:40)Who can try? Try to tell your audience about your English teacher.Who can try? Ok, you please.Ok, you’re Miss Yao.So come here, please.Remember, you’re a TV reporter.This is your microphone.G: Err…Today I have a new English teacher.She’s Miss Shen.She will…She’s going to watch TV and go shopping this weekend.Her favourite food is hamburger.She likes listening to music and reading books.He’ will...She’s going to sleep this evening.T: Why? Why is she going to sleep this evening? G: Because she is very tired.T: Good!Please go on.G: And her email address is f-a-n-n-y5189@sina.c-o-m.T: Very good.You can say.com.go on.Is that all? G: No.She has QQ number, but she can’t remember it.T: Oh, yes.She has QQ number, but she can’t remember it.Is that all? G: Yes.T: Is she a good reporter? Ss: Yes.T: I think she’s excellent.So, please give her a very big hand.Yes, thank you, Miss Yao.I think you did a very good job.Who can try? Do you want to try again? Yes, yes, ok, that boy.Come here.Yes, you can stand there please.B: Today I have a new English teacher.Her name is Shen Feng.T: Yes, you know my name.how do you know that? I didn’t tell you my name.(男孩和全班都笑了起来)you didn’t ask me the question about my name.how did you know my name is Shen Feng? Yes? Yes, ok.Go on.B: She’s going to watch TV and go shopping this weekend.She likes eating hamburger.She is going to listening to music and reading books this weekend.She’s going to sleep this evening.Because she is very tired.She’s email address is fanny5189@s-i-n-a.com.She has a QQ number, but she forget it.T: Yes, she forgets it.Good!Ok.Good!Remember.Her email add, I’m not an email add.So you can’t say, “ she’s email add.You should say, “ her email add,” Ok? B: Ok?
T: thank you very much.Sit down please.(10:17)Ok, boys and girls, so much for this.You interviewed your new English teacher.And I think you know a lot about me.Right? Ok, let’s exchange.Now it’s my turn.I want to interview you.I’ll be the reporter.And you’re very famous, very famous students.Are you famous? Yes, I think so.You’re famous in your family.Right? Ok.First, Look at my questions.What am I going to ask you? Try to read my question.Look!(板书)What are you going to „? Understand? Yes.Answer my question, What are you going to do after class? What are you going to do after class? Can you tell me? Yes, super boy.B: I’m going to go to the WC.T: Yes, you’re going to the WC, of course.Where’s the toilet? Where’s WC? Do you know? I don’t know.I want to go there, too.But I can’t find it.Do you know? So I think the first thing you are going to do is asking the way.Excuse me.Where’s… understand? Understand? Yes, ok.He’s going to go to the toilet.What are you going to do? What are you going to do? You, please.G: I’m going to have a lesson.T: You’re going to have a lesson.An English lesson ,Chinese lesson or a math lesson.G: An English lesson.T: Good!What are you going to do? You please.B: I’m going to have a rest.T: Yes, you’re going to have a rest.What are you going to do during the break? Do you want to sleep on the ground or sleep on the desk? What are you going to do during the break? B: Hmm… I’m sit T: I’m going to…
B: I’m going to sit on the chair.T: Yes, you are going to sit on the chair and have a rest, right? Thank you.What is he going to do? Sit down please.What is he going to do after class? You, please.G: He’s going to have a rest on the chair.T: Oh, yes.He’s going to have a rest on the chair..What are you going to do? What are you going to do after class? You please.G: I’m going to play some games with my friend because I’m very tired.T: Oh, you’re very tired.You’re going to play some games with my friend in the sport shall, right? Ok, have a good time!Good!What are you going to do? What are you going to do ?Can you tell me?
B: I’m going to have an English lesson, too.T: Oh, you don’t want to have a rest? B: Yes.T: You don’t want to have a rest.Ok, I know.Sit down please.So, we are going to have a rest, He’s going to WC, and she’s going to play games.What are the teachers going to do after the class? Can you guess.What are the teachers going to do? You please.G: They’re going to talk about this interesting lesson.T: Are you sure? Are you sure? 你确定吗？
G: Yes, I think so.T：Yes, I think so.But you are not sure.So, try to say I think„ Again.G: Err, I think it is
T: I think they’re going to …
G: I think they’re going to talk about this interesting lesson T: So you think this lesson is interesting.G: Yes.T: Thank you very much.Good!Good!The teachers are going to talk about the interesting lesson.Let’s ask them: Are you going to talk about this interesting lesson after this class? Can you ask them? Yes, are you going to… 1,2..Ss: Are you going to talk about this interesting lesson?
T: listen to their answer.Thank you very much.Yes, they are.So she’s right.(14:16)Boys and girls, when we want to know what others plan to do, we can ask what…going to do, understand? Yes, together, 1, 2… what… Ss: What are you going to do?
T: First we can say what are you going to do, and “I” that is what am I… Ss: am I going to do? T: “the boy”…
Ss: What is he going to do? T: Very good!And “ the girl”… Ss: What is she going to do? T: And “all the teachers”… Ss: What are they going to do?
T: Very good!Ask and answer in pairs, using the questions on the Bb.please(同伴互相问答)(15:04)
(15:14)Ok, stop.Who can try? Yes, you two, please.Pair 1(2boys): A: What are you going to do after class? B: I’m going to drink some waters because I’m very thirsty.T: Oh, you’re thirsty.You can drink some water now.Sit down please.Yes, he’s going to drink some water.You 2 please.Pair 2(2boys): A: What are you going to do this weekend? B: I’m going to do my homework and have some lessons.T: You have some lessons at the weekend? B: Yes.T: Oh, you’re so hardworking.Sit down please.Ok, Good!You 2, please.Pair 3(2girls): A: What are you going to do after school? B: I have…I’m going to have a rest because I’m very tired.T: Ok, you’re going to have a rest because you’re very tired.Ok, what about this pair? What about you?
Pair 4(2girls): A: What are you going to do this evening? B: I’m going to read some books
T: You’re going to read some books OK, I see.Well.so much for this.(16:11)Boys and girls, this time, I’m going to play a game with you.Do you like playing games? Ss:Yes.T: Look!This game is called “read and guess”
(PPT)read the sentence and guess what are they going to do? Look at the first sentence:
1.Grandpa sits down with a newspaper next
2.My parents bought 2 tickets in the theatre just now.3.the students are getting on a bus with a lot of delicious food.4.Mum sits down in front of the TV.What are they going to do? First you can discuss in pairs.(16:18)(17:10)No Chinese T:(17:20)Ok, stop.First, who can try? Grandpa sits down with a newspaper.Can you try, what’s he going to do? Yes, the girl.You please.G: He’s going to read the newspaper.T: Let’s see is she right? Is she right? Yes.He’s reading the newspaper.Next, next.yes, please.First you must read this sentence and then go on, my…
B: My parents bought 2 tickets in the theatre just now.They’re going to see a film.T: They’re going to see a film.Sit down please.Yes, Are they going to see a film? Pay attention.My parents bought 2 tickets in the theatre, not, not in the cinema, in the theatre.You please.B: They’re going to see a play.T: They’re going to see a play.Yes, They’re going to see a play.What kind of play? Do you know? Now, let me tell you.Yes, they’re going to see a play.That’s called Beijing… Opera.Yes, read after me, Beijing opera.(Ss: Beijing opera)They’re going to see a Beijing opera.Ss: They’re going to see a Beijing opera.T: next , please.G: The students are getting on a bus with a lot of delicious food.They’re… because… Maybe they are going…
T: Very good!Maybe, you’re not sure.G: Maybe they’re going to have a picnic.T: Maybe they’re going to have a picnic.Is she right? Yes, are you sure? Maybe, she’s right look.They’re going to have a picnic.Is she right? Ok, sit down please.The last one.Last one.Oh, here we have a new phrase “ in front of”, do you understand? Read after me.“ in front of” Ss: “ in front of”, T: “ in front of” Ss: “ in front of”
T: look, I’m standing in front of the… Ss: Blackboard.T: Now, I’m standing in front of the… Ss: desk.T: Understand? Read after me.“ in front of” Ss: “ in front of”, “ in front of”, “ in front of”，T: So, mum sits down in front of the TV.What’s she going to do? Ok, you please? B: She’s going to watch TV.T: She’s going to watch TV.Yes, Look, is she going to watch TV.? She’s going to turn off the TV.She’s watching TV now.but she’s going to turn off the TV.She’s going to do some housework.Understand? Yes, ok.Next.David’s standing beside a telephone.Hmm… what’s he going to do? Yes, please.B: He’s gong to answer a telephone.T: He’s gong to answer a telephone.He’s gong to call someone.He’s gong to make a telephone call.(点击)Yes, you’re right.He’s going to make a telephone call.But who’s he going to call? Look and listen.(放录音)(20:50)
It’s 8:30 on Saturday morning.It is warm and sunny.The children do not have school today.David is calling Gao Shan.They’re talking about the plans for the weekend.Yes, who’s he going to call? Together.Ss: He’s gong to call Gao Shan.T: Yes, He’s gong to call Gao Shan.And now he’s calling.They’re speaking to each other.David is talking with Gao Shan.What are they talking about? What are they talking about? Please?
G: They are talking about their plan of the weekend.T: Yes, they are talking about their plans for the weekend.So here we have a new word “ plan”.Plan, read after me, plan, plan, plan ,p-l-a-n, plan, plan, plan.Yes, Ok, What are their plan for the weekend? Are they going to have school at the weekend? Ss: No.T: No, they don’t have school at the weekend.“have school”, read after me.“have school” “have school”,.What does it mean? What does it mean? Yes, you please.G: maybe, it’s “上学 “
T: Yes, “上学、上课、有课 ”Yes, good.Read after me.“have school” “have school”.Ok, David and Gao Shan are talking about their plan for the weekend.So we can say, they are planning for the weekend.(板书课题)Planning for what? Yes, the weekend They’re planning for the weekend.But what are their plans for the weekend? First, what are they going to do on Saturday? Let’s listen, ok? Listen.(大屏幕)D: Hello,!G: Hello.D: Is that Gao Shan? G: Yes, speaking.D: What are you going to do today?
G: Dad and I are going to see a Beijing Opera this afternoon.Would you like to join us?
D: Yes, I’d love to.G: Shall we meet at 1:30 in front of the Garden Theatre? D: Yes.T: Yes? What are they going to do on Saturday?
What are they going to do on Saturday? Can you catch it? Yes, you please.B: David and his dad are going to see a Beijing opera.T:Very good!Sit down please.They are..you can say, they’re going to see a Beijing opera.They’re going to see a Beijing opera.Yes, look!Look at this dialogue,(屏幕展示)Gao Shan and his dad are going to see a Beijing opera.Is David going to see a Beijing opera, too.Ss: Yes.T: Yes, Gao Shan invites him.Right? What does Gao Shan say?(放音)Would you like to join us? Would you like to join us? Would you like to join us?
Yes, Can you read this sentence? Can you read the sentence? Yes, together.Ss: Would you like to join us? T: Would you like to join us? Ss: Would you like to join us?
T: Yes, if you want to invite someone to do something with you, you can say…
Ss: Would you like to join us?
T: Very good!, read after me, Would you like to join us?(板书)Would you like to join us?
Would you like to … Ss: join us?
T: Yes, very good.Wouldyou like to join us? What does David say? What does David say?
(放音)Yes, I’d love to.(3times)Can you read it? Yes, together.Ss: Yes, I’d love to.(read after T 3times)
Y:（板书）Yes, I’d love to.Good!David wants to join them.So you can say Yes, I’d love to.But when and where are they going to meet? when and where are they going to meet? You, please, that boy.Yes!
B: They are going to meet at 1:30 in front of the Garden Theatre.T: Yes, they are going to meet in front of the Garden Theatre.What did Gao Shan say?（放音）
Shall we meet at 1:30 in front of the Garden Theatre? Understand? Yes, ok, boys and girls, please listen and repeat, ok?(放音、看屏幕)(26:00)Hello!Ss: Hello!...T: Good!Loudly, please.Ss: 学生跟读整段对话。T:（26：45）Ok, let’s practice the dialogue, who do you want to be? Do you want to be Gao Shan or David? Choose one.Together, I want to be David, so you are going to be Gao Shan.Ok, You are the first, please 1,2 G1: Hello!
T: Hello!Is that Gao Shan? G1: Yes, speaking.„ „ 教师与全班同学对话
T: Yes, ok, very good.So they’re going to see a Beijing opera on Saturday afternoon.What are they going to do on Sunday? Let’s go on.(放音)(27:32)D: By the way, what are they going to do tomorrow?
G: There’s a concert in our school tomorrow afternoon.I’m going to play the violin.D:Great Is Nancy going to play at the concert?
Sure, she’s going to play the piano.Would you like to come? G:Of course.I’ll come with Wang Ping, liu Tao and Yao Ming.D: That’s good.(28:00)
T: Ok, what are they going to do on Sunday? what are they going to do on Sunday? Who can answer this question? what are they going to do on Sunday? Who can try? Yes, you please.B: there’s going to be a concert T: there’s going to be a concert ….B: David will, David is going to play the piano.T: David is going to play the piano.yes?
B: David will, David is going to play the violin.T: play the violin.B: Nancy is going to play the piano.Gao Shan is going to wash it.T: wash them? B: watch.T: watch.Yes, Gao Shan is going to watch them.Ok, very good!But he uses 4 sentences.Can you give me 1 sentence to answer this question.what are they going to do on Sunday? For one sentence.Can you try? Yes, there’s going to be a concert and David is going to play the violin.Gao Shan is going to play the piano.And … … can you give me one sentence? what are they going to do on Sunday? Can you try? B: They are all going to the concert.T:(口形提示)„ „They are all going to the concert.They’re all going to take part in the „
B: party..T: in the concert.Right ? thank you.Sit down please.So that’s a plan for Saturday or Sunday? Ss: Sunday
T: They’re going to take part in the … Ss: concert.T: Concert, What is a concert? I don’t know what does it mean? Can you give me the Chinese meaning? What do we usually do at the concert? Do we watch plays? Do weplay games? What do we do? What does it mean? Yes, you please? B: Maybe it means “音乐会”
T: Maybe ii means “音乐会”.Let’s see.Yes, you’re right.It means“音乐会”.Very good!there’s going to be a concert on Sunday.Do you often have a concert in your school at weekend? S1: No.T: Oh, what a pity!Look, look!Here is a new phrase.(放音)listen D: By the way, what are they going to do tomorrow?
What are you… Gao Shan is asking David what he is going to do next day? What he says? By the way.What does it mean? By the way.Just now they talked about their plan for Saturday.Now Gao Shan wants to know David’s plan for Sunday.So first he says “ by the way”, what does it mean? Yes, you please.B: 顺便
T: 顺便.顺便Do you think so? Yes, you are right.Read after me.“ by the way”(3 times)ok, listen and repeat.D: By the way, what are they going to do tomorrow? 1, 2(30:50)
Ss: By the way, what are they going to do tomorrow?(继续听音跟读)
T:(31:38)Ok please open your English books.Turn to page 46.books open 46.now this time , let’s read the whole text with the recording.(这次读的时候，跟它磁带同步读，跟它保持一致的语速)Are you ready? So let’s go.(32:03)Ss: It is 8 „..together, together(教师、学生和录音同步朗读)
T:(33:00)Yes, good!Close your books.Close your books.Now, let’s try to be the reporters, the TV reporter again.Look at the interview plan.(展示大屏幕画面)Now No1, David and Gao Shan’s plan for the weekend
Just now we learnt about their plan for weekends, right? Now this time try to give us a report.Try to say like this.You can say: on Saturday, they’re going to… and then you can say on Sunday they are… can you try? First I’ll give you 1 minute to prepare, please.(33:51)(学生自己准备)
(34:26)You can look at your English books of course.If you can’t remember all the things they do, you can open your books and have a look.(34:35)
Ok, finished? Yes.Who can try? Try to be TV reporter and tell your audience something about Gao Shan’s and David’s plan for the weekend.Who can try? You first.B: On Saturday Gao Shan and his dad are going to see a Beijing Opera.David wants to join us.T: David…Yes, David wants to join us? Join us? Are you Gao Shan or Gao Shan’s dad? B: Err…
T: David wants to join them.Yes, good.B: They met at 1:30 in front of the Garden Theatre.T: they are going to meet …
B: they are going to meet at 1:30 in front of the Garden Theatre.T: Ok, is he right? Yes, yes.But pay attention.David is going to join them.Not join us because you’re not Gao Shan , you are not Gao Shan’s father, right? David is going to join them.Ok, Try again Who can try? Yes, you please.On Saturday„ G: On Saturday Gao Shan and his dad are going to …see a Beijing Opera.T: Yes, good.Don’t be nervous.Take it easy.G: David is going to join them.They are going to meet at 1:30 in front of the Garden Theatre.T: Yes, very good!Ok, what about Sunday? On Sunday,..can you say something about their plan on Sunday? Who can try? Yes, you please?
G: On Sunday David and Gao Shan are going to take part in a concert.T: Yes, take part in a concert.Where is the concert? Is it in the school or in the park? G: The concert is in the school.David is going to play the violin.And Gao Shan is going to watch it
T: Gao Shan is going to watch it..Yes, what’s Nancy going to do? G: Nancy, Nancy is going to play the vio…play the piano.T: Yes, good.Ok.Very good.(36:32)Now, so much for this.Let’s go on.Let’s look at the next one.What are we going to do next?(展示屏幕)Who are we going to interview? Look!Can you read? Yan Lan’s plan tomorrow.Yes, a person is interviewing Yan Lan.Look, this is Yan Lan.I think she’s very famous woman.What is she going to do tomorrow? Let’s listen, listen to the conversation.Ok? Listen.(放音)R: Good morning, Ms Yan Lan, what are you going to do tomorrow?
Y:well, first I’m going to swim for an hour.Then I’m going to have breakfast at about 10 o’clock.In the afternoon, I’m going to go shopping.I’m going to try on some new clothes for my TV program.At 6, I’m going to have dinner with my friends.R: Are you going to spend some time with your child tomorrow?
Y: Yes, of course.After dinner I’ll go back home and stay with my child.We’re going to watch cartoons together.And I’m going to bed R: Are you going to bed so early? Y: of course, I can’t work all the time.T: Can you catch the meaning? I think it’s a little bit difficult for you.Now, let me help you.Look!Err , I’ll give you some sentences.Listen again and try to put the sentences into the right order.Ok? 在听一次，把这些句子进行排序。You can discuss in pairs听的时候、排序的时候可以讨论.(38:23)ready? Yes.Listen.(放音)listen to the conversation again)(39:13)
T: Ok, can you put these sentences in right order? Yes, ok.What’s she going to do tomorrow first? First what’s she going to do ? First, Ok, listen again, listen again.(放音)教师边听边适当重复关键词
(40:20)Ok, What’s she going to do first? Can you try? You please.B: She’s going to swim for an hour.T: She’s going to swim for an hour.Yes, very good!Next, next please? G: She is going to have breakfast
T: Yes, She is going to have breakfast.Good!Sit down please.And what is she going to do after breakfast, please Super? B: She’s going to go shopping.T: Yes, you’re right.Next, after shopping? B: She’s going to have dinner with her friends.T: Yes, She’s going to have dinner with her friends and next.You please? G: She’s going to go back home and stay with her child.T: Yes, and the last.She is… together.1, 2 Ss: She is going to bed
T: Yes.Good!So this is Yan Lan’s plan for tomorrow.(41:18)Next, look!who are we going to interview now?(展示大屏幕画面)the weekend plan of President„ can you read his name? Ss: Bush.T: Bush.Yes.Look, who’s he? Yes, he’s Mr Bush.Let’s say hello to him, ok? Say hello, 1,2 Ss: Hello!
T: Listen!(放音)Bush: Hello!Yes, say it again hello!Ss: Hello!(放音)Bush: Hello!
T: Yes, Mr Bush is in China now.He’s in Beijing.He’s in Beijing.What’s he going to do today? Let’s interview him, ok? First le me try.Listen!T: Hello, Mr Bush!BS: Hello!
T: What are you going to do today? Are you going to visit some beautiful places? BS: No.T: Are you going to do some shopping? BS: No.T: Are you going to see a film? BS: No.T: What are you going to do them ? BS: I’m going to sleep.Ah, I’m tired.T: So what’s he going to do this afternoon? He’s going … together.He’s going to… Ss: He’s going to sleep.T: He’s going to sleep.He’s very….(Ss: tired.)Yes, good!But what’s he going to do tomorrow and the day after tomorrow? Let’s interview him.Ok? Ok.So first, May 12, tomorrow.What’s he going to do tomorrow? Who can ask him.Who can try? Try to ask him.you please.B: Hello!T: Hello!BS: hello!
B: what are you going to do tomorrow?
T: what are you going to do tomorrow? So I think he can’t hear you.Sit down please.Ask him together.Ok, Hello!1, 2 … Ss:(小声)What are„
T: What are you …
Ss:(大声)What are you going to do tomorrow?
T: Listen(放音)Bush: I’m going to visit Nanjing.I’ll stay 3 days.So what’s he going to do tomorrow? Ss: he’s going to visit Nanjing.T: But what is he going to do in Nanjing? Ask him.1,2 Ss: what are you going to do in Najing?
T: what are you going to do in Najing?Listen.(放音)Bush: I’m going to see a Beijing opera!
Catch it? Bush: I’m going to see a Beijing opera!what is he going to do? Ss: He’s going to see a Beijing opera!(放音)Bush: would you like to join me? Listen, listen!
Bush: would you like to join me?
T: Would you like to join me? What can you say? What can you say? would you like to join me? Together.1, 2 Ss: Yes, I’d love to.T: Good!Yes, we’d love to.Of course.So tomorrow he’s going to see a Beijing opera.Right? Yes, Ok, the day after tomorrow, what is he going to do? what is he going to do? Who can ask him? what are you going to do on Sunday? Together, 1, 2 Ss: What are you going to do on Sunday? T: What are you going to do on Sunday?
(放音)Bush: Oh,sorry.I don’t know.Bush: Oh,sorry.I don’t know.!
He doesn’t know what to do on Sunday.Let’s give him some suggestions.Ok? First, let me try.We’re going to see a film on Sunday.Would you like to join us?(放音)Bush: No!
No, you can give him some suggestions.Who can try? You please?
G: I’m have, I’m going to have a picnic.Would you join us? Would you like to join me?
T: Again, would you like… 1, 2 G: Would you like to join me? T: Listen.(放音)Bush: No!
No, he doesn’t want to picnic with you.You please? B:(小声)I’m„
T: loudly please.B: I’m..I’m going to go on an outing.T: I’m going to go on an outing.B: Would you like to join me? T: Would you like to join me?
(放音)Bush: Yes, I’d loveto.(2 times)
So what is he going to do on Sunday? Who can tell us? What’s he going to do on Sunday? Yes, you please.B: He’s going to go on an outing.T: Yes, he’s going to go on an outing with some….B: with our classmates.T: Yes, very good!With our classmates.So much for this interview.Well so boys and girls, homework today:
First, listen to the text and try to read it
And then choose 1 topic of our interviews in this class.And try to write a short passage.So much for this boys and girls.(46:40)
What are we going to do next? We’re going to have a rest.And that boy is going to the WC.That boy is going to have a rest on the chair.Remember you should have a rest on your chair.Yes, and this girl is going to play a game.So let’s take a rest, ok?
第三篇：不一样的精彩 著名特级教师课堂教学观摩课
不一样的精彩
——记全国著名特级教师课堂观摩
第三实验小学
闫宁
乘着三月的春风，3月28日，我们来到了德州一中，聆听了六名著名特级教师的观摩课，受益颇深。
丁雪飞老师的《黄果树瀑布》基于“翻转课堂”理念的教学，用好前置学习单，分析学生的预习情况，有针对性地进行学习指导。“不动笔墨不读书”，关注学生良好课堂学习习惯的养成，重要的学习内容和知识点给学生以明确的要求及时在课本上做笔记。
注重汉字书写的形体美，“写好字是一个人的第二张漂亮的脸”，化难为简，以口诀为依托，“型紧凑，不黏连，笔画匀，有舒放”进行写字指导。
基于教学质量是教学的红线，很多老师和学生语文课上缺少热情，容易倦怠，部分班级或学生成绩差，没有得法于课内，丁老师“让学”课堂，让学生学，重学但不轻教，指出：教师要有明确的目标，教学时心中有课标，让出时间、让出空间、让出机会，关注每一个学生，聚焦关键词，让学生掌握学习方法，让得精彩，让得高效。
都说作文教学，是语文教学最难啃的骨头，学生害怕，老师纠结。本次观摩会，最亮丽的风景，莫过于邀请到台湾名家何绮华老师和南京师范大学附中新城小学的宋运来老师同台执教，演绎别开生面的作文课。观摩课上，笑声不断。钦佩名师专家们亲和的教态，灵动的课堂以及深厚的文学功底。来自台湾的何绮华老师的《看绘本，学写作》一课，回忆四年级时与好朋小友小萱因矛盾而写了《小萱和我》，想挽留友谊却最终失去后懂得了尊重。深情讲述绘本故事《小老鼠和大老虎》，引导孩子观察图画中的小老鼠和大老虎的表情、动作，猜一猜它们有可能说什么，想什么，接下来会怎样，惹得全场的听课老师们忍俊不禁。让孩子在玩中学，寓教于乐，佩服何绮华老师的教育智慧和独具匠心，竟让绘本创作和有张力的语言训练一举两得。
通过《柳橙变变变》揭示什么是“主题”，“主题”就是文章写作的目的。文章是写给人家看的，从读者的角度来说，读者为什么要看文章？也许是想得到知识，也许想获得乐趣、启发，也许想知道一些道理或是讯息。如果写文章的人不能满足其中至少一项需求，所写的文章就没有阅读的价值了。
通过《白妖怪与黑妖怪》、《今晚，谁也别想睡觉》、《我变，我变，我变变变》，引导学生观察文字之外的图画，生活中可以写故事的题材很多，读故事猜猜看，故事是怎么来的？
何老师通过绘本教学的方式，引导孩子通过寻找生活中的材料、对人际关系的观察，把它写成故事。“再通过阅读这个„第三只眼‟去想作者为什么会去写这个故事，作者要给你提供的是知识、乐趣还是启发，这样对于培养孩子的表达能力也有很大的帮助。”
何老师说：“通过一本书发挥创意，书不是圣经，是拿来活用的，看它是怎样存在在生活中，或者把它变成自己的血肉。不然就像一个冰箱，一直往里面放东西，最后放多了过期了没用了或者忘记它的存在了，等要用的时候才发现它不新鲜了，所有看过的东西要想怎么去运用。”
何老师告诉我们，在写作项目里，1+1=?，什么答案都可以，就是不能等于2，因为写作是艺术，讲究与众不同。前提是：要有道理，让人心服口服，最好有共鸣。所以，我们要时时提醒学生：“跟别人不一样，就是创意！”
当现场主持者介绍完宋运来老师的简历后，宋老师用幽默的语调问道:“宋老师是谁？”一下子拉近了学生与老师之间的距离，解放北路小学二年级三班的小同学个个忍不住咯咯地笑出声来，师鼓励学生说完整的话，对学生的引导了无痕迹。
师：小朋友，今天我们上一节非常好玩的课，上着，上着你们就会忘了下课，孩子们相信吗？
生：相信。生：不相信。
师：相信的我要表扬你，不相信的我更要表扬你。（孩子们笑）师：眼见为实耳听为虚。没有看到真实的课堂，所以要有怀疑的眼光。在课堂上小朋友就是要有怀疑的精神，和独立思考的能力。我们可以上课了吗？认为可以上课的同学请鼓掌。(掌声响起)„„
[赏析]宽松、温馨的氛围，给予孩子生命关怀
宋老师的课堂自始至终都关注孩子的生命成长，因为他知道：对于低年级的小朋友来说，乐于学习和培养学习的兴趣比写出好文章更重要，宋老师开头先用熟悉的音乐让低年级的学生安静下来，学生在音乐的熏陶中静下心来，先从爱听音乐开始。而后宋老师用“相信不相信，上着上着就会忘记下课”这个问题调动起学生的好奇心，儿童的天生就是一个好奇者，学生便带着好奇心走进课堂，在这样融洽的氛围中，学生本堂课学习的兴趣自然而然也被调动起来了，孩子的思维也跟着老师转动起来了。【片断2】
师：那我问同学们一件小事情，请你告诉我每天早上，谁喊你起床的？ 生：妈妈。
师：这么说，妈妈喊我起来的。生：妈妈喊我起来的。
生：每天早晨，爷爷喊我起来的。
师：人家是爷爷，妈妈喊他们起床的，你呢？ 生：闹钟喊我起床的。（孩子们笑）
师：不需要别人喊，自己起床的举手，（很多孩子举手）师：吹牛，绝对的吹牛。一大片吹牛（孩子们欢笑）师：谁喊你起床的？
生：没有人喊我起床，自己起来的。
师：这位小朋友长大了会是个了不起的人物，因为他会自己管理自己噢。今天我们来认识一个小朋友，他是谁呢？（板书：急吼吼）来向这位小朋友打个招呼吧。生：急吼吼，你好！
师：一个“好”字，看出你多懂礼貌。（孩子们鼓掌）生：急吼吼你好，你家住在哪里？我想和你交朋友。
师：你真热情，他会和你做朋友的。不过说话的时候不要扯着嗓子喊。（孩子们笑）
师：每个同学都打声招呼吧。老师告诉你吧，你怎么打招呼他都不会搭理你。为什么不理你呢？（出示漫画1）（笑声）生：他睡着了。
师：睡着了怎么理你呢？都有谁在喊这小家伙起床呢？ 生：小狗。生：闹钟。生：小猫。生：还有小鸟。
师：请一口气把他们介绍出来。
生：小狗、小猫还有小闹钟来喊急吼吼起床。（掌声）师：能把他喊醒吗？ 生：不能。师：咋回事？ 生：睡得太香了。
师：你怎么知道他睡得那么香呢？从哪里看出来的？ 生：因为他正打呼噜呢。生：流口水，正做美梦呢。(孩子们笑)师：谁知道他昨晚干嘛去了，睡得那么香呀？ 生：因为他昨天晚上睡得很晚，所以起不来了。
师：睡得很晚，当然起不来了。孩子们注意，你看他说话多顺溜，用上了一个挺有意思的关联词。
生：因为„„所以„„ 师：你也试一试这样说。
生：因为他看书看得太早了，所以早晨一直睡到几十点。（孩子们笑）
师：不是看得太早了，是看得太晚了。（师生同笑）
师：你也可以这样说：今天早晨急吼吼起不来了，是因为—— 生：今天早晨急吼吼起不来了，是因为他昨晚打游戏打得太晚了。生：急吼吼起不来了，是因为他昨晚做作业做得太晚了。师：现在有许多人喊他起床。小狗怎么叫？ 生：汪，汪，汪„„(气氛热烈)师：谁能翻译一下小狗什么意思呀？ 生：快起床，快点吃早饭。（孩子们笑）生：小主人赶快起床，我饿了。（大笑）
生：（扯着嗓子喊）快起床，太阳晒着屁股了。（笑声）师：那小猫怎么叫的呀？ 生：喵，喵„„ 生：小猫说：“快起床。” 师：这是一只蛮温柔的小猫咪。
生：快起床，不然我抓你的屁股了。（孩子们大笑）
师：这样吧，大家分别扮演小狗、小猫、小闹钟一起来叫醒急吼吼吧。
众生喊叫。
师：这么多人叫，会把他吵醒吧。急吼吼起床后会做哪些事呢？ 生：洗脸，刷牙，穿衣服。生：还要到厕所。（笑声）„„
[赏析]闪现个性火花，展现生命特有的灵性
宋运来老师关注学生的生命成长更体现在一个“爱”字，他用那发自内心的微笑去关爱学生、赏识学生，从而营造了一个温馨、和谐和充满生命力利于学生成长的课堂环境，在课堂上，用平等的口吻和学生谈话，始终以微笑的姿态去面对每一个学生。当发现孩子扯着嗓子喊时，用“你真热情，他会和你做朋友的。不过说话的时候不要扯着嗓子喊。”来评价学生，让学生知道不能扯着嗓子喊，此时更是将“教书”和“育人”有机结合起来，学生在这样的课堂中才会成长起来。
【片断3】
师：我们不说急吼吼，就说你早晨是怎么穿衣服的。自己穿衣服的请举手。生举手一片。师：真是自己穿的？是不是自己穿衣的，你一张嘴老师就知道。说说吧。
生：我先穿袜子，再穿裤子，再穿鞋子。
生：我先穿衣服，再穿袿子，再穿裤子，最后穿鞋子。师：你看穿乱套了吧。告诉你：上衣，袿子，裤子，鞋子，都属于衣服。可以这么说：我先穿„„
生：我先穿上衣，再穿裤子，接着穿袜子，最后穿鞋子。师：你说话多顺溜啊，没有用上两个“再”字。小朋友们，他用上了什么词语使自己说话那么顺溜？
生：用上了“先„„再„„接着„„最后„„” 师：假如妈妈喊你一遍，你还不起床，妈妈会怎么说？ 生：妈妈说：“再不起来我就掀被子了。” 生：“再不起来，看老师不罚你站的。”妈妈说。师：好厉害的妈妈呀。我们看急吼吼是怎样穿衣服的。（出示漫画2）
师：谁来了？ 生：妈妈。师：妈妈怎么说？ 生：来换件衣服。
师：妈妈很高兴说这句话的吗？ 生：不是，妈妈生气说的。师：你说一说。生：妈妈生气地说：“来换件衣服。” 师：急吼吼会怎么回答.？ 生：让我再睡一会。生：不换！
生：我还没有睡醒呢。生：我才不穿呢。
师：我们看看急吼吼怎么回答。（出示漫画3）生：要迟到了快点！师：给谁说话呢？ 生：给妈妈。师：他对妈妈说„„
生：他对妈妈说：“要迟到了，快点。” 生：急吼吼对妈妈说：“要迟到了，快点儿。” 师：急吼吼穿上了衣服有什么感受呢？（出示漫画4）
生：这衣服咋这么别扭？
师：他是在心里说的，还是嘴上说出来的？ 生：在心里说的。
生：急吼吼心里想，这衣服咋这么别扭？ 师：别扭，什么意思？ 生：就是不舒服。师：衣服怎么穿得不舒服了呢？怎么回事？
生：是因为他对妈妈大声说话，妈妈生气了就给他换了一件小时候的衣服。（孩子们笑）
生：是因为衣服穿反了。
师：到底是什么原因，他衣服穿得那么别扭呢？你发现了什么秘密？
（出示漫画4）
生：（孩子们大笑）因为他脖子后面有个衣服架子。师：急吼吼穿了衣服，要干嘛去？ 生：上学去。
【赏析】唤醒生活经历，注重生命体验
宋老师关注学生的生命成长，更是体现在“情”字上，他用饱满的热情去育人，注入爱与真诚的教学唤起了学生心灵与情感共鸣，他的课堂注重激发学生的学习兴趣，吸引学生参与。强调“你不愿意学习，我来吸引、鼓励你学习！”这里的“吸引”与“鼓励”使课堂上的学生乐于学习，主动参加到师生共同的教学活动中。现如今的小学生，课余生活单调，很少有机会走进自然，参与社会实践活动，由于缺乏应有的、真正的生活感受，很多学生写作时写作材料的缺饭可想而知，宋老师，用发生在学生周围的事情，唤起学生心底的回忆，帮助、带动学生走进生活，将自己融合在某种情境之中，激发学生心灵深处沉淀的真实经历、真实情感，让学生在写作中融入真情实感。宋老师的课，采用现场体验式的游戏、实践、体验，你说我说他说，充分调动了学生的积极性，满堂欢声笑语，保护了儿童习作的兴趣。再向前一步，提升儿童的语言表达能力，注重对学生进行语言点的训练。
当我们都在抱怨学生怕写作文，不会写作文时，我们老师其实要做的就是就要扎扎实实从了解孩子成长规律入手，激发学生写作的兴趣，营造宽松的教学氛围，让学生在这样的课堂中敢于表达，勇于想象，唤醒他们真实的生活体验和情感，我相信学生必然能够创造出一个属于自己的缤纷世界。
身心愉悦学的学习，总是让人感觉时光的匆匆流逝。“只要行动，就会有收获。”在短短的两天时间里，我们越来越信奉其中蕴藏的真理。“既然我们怀揣着理想上路，就不怕路途的遥远；既然我们已经开始在泥土中耕种，就不怕付出汗水。”我们坚信每一个精彩的瞬间都值得捕捉，每一次捕捉都将是行动的推进。
第四篇：特级教师《孔乙己》课堂实录
《孔乙己》课堂实录 饶美红（吴丹青点评）（曾获全国鲁迅作品课程教学银奖，《语文建设》2012年第1期）
《孔乙己》课堂教学实录
执教：饶美红
饶美红：杭州市建兰中学校长，第二届“中语杯”全国中青年教师课堂教学大赛一等奖获得者，杭州市初中语文优质课评比一等奖获得者。
（课前播放茅威涛的越剧唱腔《回字歌》，渲染气氛。）
一、导入：孙伏园先生的评论引出《孔乙己》。
师：据鲁迅先生的朋友孙伏园回忆，鲁迅先生说，在他创作的短篇小说中，他最喜欢《孔乙己》，还把它译成了外国文。他为什么最喜欢孔乙己，孔乙己究竟是一个怎样的艺术形象，今天就让我们一起走进孔乙己。
二、初品孔乙己，他是一个被侮辱、被损害的“读书人”。
师：课前我们都已预习过，通过对课文的通读，孔乙己留在你脑海里最深刻的画面或者说最深刻的语言、动作是什么？
生1：孔乙己是站着喝酒而穿长衫的唯一的人。生2：他总是满口之乎者也。
生3：给孩子们吃茴香豆时的情景。师：你能配上动作把这一段朗读一下吗？
（学生摇头换脑并伸出五指做孔乙己状形象地朗读。）师：从这段话中你们感受到了什么？ 生1：孔乙己是一个有文化的人。生2：他是一个好玩、可笑的人。生3：他是一人迂腐的人。
师：但老师觉得这情景是这篇课文中唯一能让人感到温馨的地方。有同学有
同感吗？
生1：他自己钱不多，买了为数不多的茴香豆还要给孩子们吃。
生2：这里我感受到了他的善良。
师：同学们都很有感触，孔乙己留给你们还有什么深刻的印象吗？ 生：“窃书不能算偷„„”这句话给我印象也还深。
师：你认为窃和偷意思一样吗？
生：不一样。师：怎么不一样？
生:„„
师：其实两者意思一样，偷是口头语，窃是书面语，你们说孔乙己自己知不
知道两者意思是一样的？
生：知道的。
师：那他为什么要这样说？
生1：人们用口头语“偷”来嘲笑孔乙己，孔乙己为了辩解而用古词语“窃”，故意在字面上做文章。
生2：说明了孔乙己这个没落封建文人的迂腐、可悲。
师：同学们讲的都非常棒，《孔乙己》这篇经典的课文在你们的父辈和老师读书时候就有，有意思的是这两天老师问了一些年长者和一些和我同时代的人，让他们说说多年后孔乙己留在他们脑海里最深的印象是什么，他们不约而同地说
到了这几幅孔乙己的经典画面：
（大屏幕呈现下述文字）
孔乙己是站着喝酒而穿长衫的唯一的人。
总是满口之乎者也
“窃书不能算偷……窃书！……读书人的事，能算偷么？”
回字有四样写法，不多不多！多乎哉？不多也。
师：好象跟我们的同学说得不谋而合，看来这就是经典的不朽之处，无论经过多么长久留给人们的深刻印象是一样的。
师：根据以上这些文字的叙述，你认为孔乙己是一个怎么样的人？
生：读书人！
师：怎样的读书人？能否在前面加个定语。
生1：可笑的读书人！生2：迂腐的读书人！生3：善良的读书人！
师：国际知名的文化研究学者李欧梵先生认为：孔乙己是历史转折时期、落后于时代的，固守着过去价值观的被侮辱、被损害的读书人。师：在你们的印象中，读书人的社会地位是如何的？ 生1：读书人的社会地位应是挺高的。生2：万物皆下品，唯有读书高嘛！
三、再品孔乙己，他是一个有着悲剧性格的“边缘人”。
师：那就让我们去看看生活在那个年代的孔乙己的社会地位如何？假如我们让时光倒流，让我们回到孔乙己那个年代，你能在咸亨酒店众多的酒客中，一眼就认出哪个是孔乙己吗？请根据文中的话说说理由。
生：能，根据第四小节中的“孔乙己是站着喝酒而穿长衫的唯一的人。”
师：为什么说他是唯一的？
生：根据文中第一小节的描述，站着喝酒的是短衣帮，而穿长衫的是要踱进店面隔壁的房子里，要酒要菜，慢慢地坐喝。
师：也就是说孔乙己既不属于短衣帮，又不属于穿长衫的主顾。但是，他只要踱进店里坐着不就可以成为长衫主顾一类了吗？他能坐着喝吗？
生：不能，因为他太穷了！经济地位不允许他坐着喝！
师：那么只要他脱下长衫就可以归入短衣帮了。他愿脱下长衫吗？ 生1：不能，他太穷了，只有这么一件衣服，所以脱不下来。
师：你认为他没有换洗的衣服，果真是这样吗？
生2：不对，我觉得是他始终放不下读书人的架子，他认为长衫再破也是读
书人的标志。
生3：他喜欢与众不同。（全班大笑）
师：那这个孔乙己太有个性了。
生4：在他的思想里他无论如何也不可能把自己和短衣帮归属在一起。生5：他企图用一件长衫来提高自己的社会地位，他的思想意识不认可他脱
下。
师：所以真是欲上不能，欲下不甘啊！既不能踱进店里去喝，又不能放下读书人的架子，脱下长衫。孔乙己成为与这个社会格格不入的孤独的边缘人。四、三品孔乙己，他是一个贫贱而悲惨的“多余人”。
师：这么一个不属于任何群体的边缘人，是否跟别人没有任何关联了？ 生：文中第九小节这样写道：“孔乙己是这样的使人快活。”说明他还是和
别人有关联的。
师：能从文中找到“这样”的具体表现吗？ 生1：第四小节，满口之乎者也„„他说窃书不能算偷，大家都笑了。生2：大家说孔乙己捞不到半个秀才时，店内充满了快活的空气。生3：孔乙己和邻居孩子之间的‘多乎哉？不多也’，也都是笑声。生4：第十一小节，孔乙己说：“跌断，跌，跌„„”，大家便哄笑。师：静下来，让我们想一想，这些真的好笑吗？如果我们就是孔乙己，考不上秀才举人，可笑吗？没钱不能多给孩子茴香豆，可笑吗？没钱只能去偷书，可笑吗？被丁举人打折了腿，可笑吗„„让我们觉得可笑的分别是孔乙己的什么
事？
生1：窃书不能算偷，这里表明了孔乙己没落、迂腐。
生2：连半个秀才也捞不到，说明被人家取笑戮到内心隐痛时孔乙己那种失
望、颓唐的悲凉心理。
生3：“不多不多，多乎哉？不多也。”这句话显示了孔乙己最诚挚的人性，但由于生活的窘迫，这人性不过是笑料的一部分罢了。
生4：“跌断，跌，跌„„”孔乙己此时的神态是“低声，恳求”说明他很
可怜！
生5：突然发现让人们觉得可笑的分别是孔乙己的“偷窃-落第-迂腐-断腿。” 师：确实如果我们是站在酒客的角度，觉得孔乙己是可笑的。但我们以孔乙己自身的角度去想想，这一切对于孔乙己个人来说都是他心中永远的痛，那为什
么每一次店内外充满了快活的空气？
生：说明了当时社会的悲凉，人情冷漠。
师：孔乙己他自认为是一个读书人，有身份的人，可他的一举一动却成为人们无聊生活中的笑料。可见他们的快乐是建立在孔乙己的痛苦之上的，他们在玩味、欣赏别人的苦难。孔乙己这么一个悲苦的人的形象就很直观地展现在我们眼
前。
师：但让我们感到更辛酸的是，文中继续写道：“可是没有他，别人也便这
么过。”这句话有什么言外之意？
生1：说明了孔乙己无足轻重的社会地位。
生2：他只不过是一个玩物，一块笑料，一个废物。生3：他是一个可有可无、毫无价值可言的人。
师：文中哪些语句可以读出？
生：第十小节中“我才也觉得他的确长久没有来了。”
师：是在什么情况下我才觉得的？
生：掌柜说：“孔乙己长久没有来了。还欠十九个钱呢！” 师：文中这十九文钱总共提到几次？说明了什么？
生1：四次。
生2：十九文钱成了他的代名词，他曾经存在过的唯一证据。
生3：十九文钱似乎标志着他存在的全部价值。
师：是的，所以当这十九文钱从粉板上抹去时，孔乙己这个卑微的名字便永
远从冷漠残酷的社会消失了！
师：还有吗？
生：第十小节，“谁晓得？许是死了。”
师：什么样的情境下有这样的对话的？我们分角色来朗读一下，来体会一下
当时他们的心情。（学生分角色朗读）
师：谁晓得？许是死了。他们用的是什么口气？ 生1：漫不经心，掌柜随口问，酒客信嘴答。生2：一个漫不经心，一个毫不在意。
师：讲得真好！这种刻意为之的“轻描淡写”更加强了悲剧的效果。我们一般在谈论什么东西逝去的时候会用这种口气？
生1：动物
生2：我们家的宠物死了，我也不会用这种口气。
师：可见孔乙己连动物也不如。从这段文字中我们还读到了什么信息？ 生1：丁举人的凶残行径。
生2：但没有人站出来表示一点愤慨和不平。师：说明了什么？
生：人与人之间冷漠、隔膜、麻木到了触目惊心、令人寒心！
师：有人说：“人没有错，错的是时间。”一个小小的孔乙己，谁会去关心他？一个小小的举人在那时可以草菅人命，而没有一个人去阻止，都只是旁观。或者说在看戏，戏中谁死谁活与我何干？漠视像习惯一般存在，再装着没事人样，然后再看戏。
师：文章最后还写到：“我到现在终于没有见——大约孔乙己的确死了。”孔乙己到底死了没有？请听课文十一至十三小节，请同学们边听边在文章中找依
据。
（学生听课文录音边思考）
生1：我认为他死了，因为前文说孔乙己品行好，从不拖欠，但现在—二年
过去，还欠十九文钱。生2：我也认为他死了，因为原先他身材高大，青白脸色，而现在他被打折
了腿，黑而且瘦。天气又逐渐转凉。
生3：我认为他没死，他可能到另外的地方去谋生了。
生4：我认为他死了，因为他这么好酒，如果没死，他爬也要爬来喝酒。师：中国酒的历史比文学的历史更长，曹雪芹，他是“举家食粥酒常赊！”这位同学分析得挺有道理，孔乙己这么好酒，如果还活着，一定会来喝酒的。
生5：我认为他没死，可能这个社会上有好心的收容了他，并给他好酒喝。
（全班大笑）
师：你怀着一个非常美好的愿望，是的，或许他被好心人收留了。
生6：我认为他已经死了，因为原先别人嘲笑他，他会争辩，而现在是“不
十分分辩”，说明他心都已经死了。
生7：天气已转凉，且他这时穿着的是“破夹袄”，刚才我们说孔乙己是无论如何也不肯脱下那件长衫的，可此时他已脱下，这意味着他生命的终结。
师：你观察的真仔细，让我们一起来看看文中的这一小节，请同学们默读，然后告诉老师，此时如果我们再到咸亨酒店去找那个标志性的孔乙己还能找的到
吗？你们还发现了什么？
生：找不到了，孔乙己此时已被迫脱下长衫，换上了短衣帮的“破夹袄”。
师：长衫脱下那他该归属于短衣帮了！
生：这回他终于坐下来“喝酒”了，不过并不是坐在隔壁的雅座里，而是坐
在一个蒲包上喝。
师：鲁迅先生让孔乙己的最后一次出场让我们震惊，他先前塑造的那一个高大的孔乙己的形象已倒塌，这是一个人精神的萎缩。鲁迅先生让他最后一次出场也没有归属，他始终是一个处于社会边缘的可怜的读书人。所以著名作家刘再复认为：“孔乙己是贫贱而悲惨的“多余人”，失去人的尊严与资格、被社会所
耻的下层知识分子。“
师：如果说“大约”印证了“可是没有他，别人也便这么过。”说明没有人去关心他，让我们读到了隐含着的社会的冷漠的话。那么我们同学们刚才找出来的种种迹象表明孔乙己的确死了。“的确”表现了孔乙己死亡的必然。让我们彻
底地感受到了社会的凄凉。
五、走进鲁迅先生，他是一个遭社会凉薄的苦人。
师：孔乙己的确死了，在一个漆黑的夜晚，当老师再读这篇文章的时候，内心感到无比的痛苦，孔乙己他存在过吗？于是写下了这段文字：
（大屏幕呈现下述文字，教师配乐朗读）
春天已经来临了，孔乙己也的确死了，死在那个被冷落的墙角。听说，他死时还不停地唠叨着：“人固有一死。”的确，这一次他真的死了，死在人们的唾弃和冷眼中，死在这个春天已经来临的季节。
孔乙己被几个收拾垃圾的人草草地葬了。没有墓碑，因为他无名无姓；没
有吊客，因为他无亲无故。
草，已长满了这座荒墓，永远不会有人知道这里面有一个人，他是谁。
师：那个叫孔乙己的人，他死了。是谁杀死了孔乙己？
生1：是科举制度，让他学了一些没用的东西，如茴字有四种写法等，让他
无法谋生。
生2：是他自己的性格，他好吃懒做。
生3：是当时的社会，人与人之间的冷漠、麻木。
师：鲁迅先生在《我之节烈观》中写到：中国的看客是无主名无意识的杀人团。我们来看一下，鲁迅是让孔乙己怎样从人们的视线中逐渐消失的？
生齐读：他从„„便又在旁人的说笑声中，坐着用这手慢慢走去了。师：著名作家余华在《内心之死》中说：“当读到这段文字，有“一种子弹穿过身体的迅疾”的感觉。鲁迅先生省略了孔乙己最初几次来到酒店的描述，当他的腿被打断后，才开始写他到来的方式，这是一个伟大作家的责任。于是我们读到了文学叙述中的绝唱：用手走路的人，一个非人！这幅图景是整篇小说的灵魂，孔乙己留给我们的是用手支撑着身体走出门的背影，背影后是自顾自谈笑着的人们。（学生思考）
师：孔乙己不幸中的血腥味就在这些看客的冷漠的谈论中消解了，这正是鲁迅最痛心的。一种全民族的演戏与看戏，是一种极其可怕的消解力量。那么鲁迅为什么要塑造一个处于社会边缘的遭社会凉薄的孔乙己形象呢？
生1：唤醒人们的同情心。生2：批露这个麻木的社会。
师：社会对于苦人的凉薄，这是在相当长的时间内一直使鲁迅先生感到痛心和愤慨的问题。鲁迅在日本留学的时候，就经常和友人许寿裳一起探索“中华民族中最缺乏的是什么?”的问题，他们当时得出的结论是：“我们民族最缺乏的东西是诚和爱”。在鲁迅先生看来，这种爱的缺乏，往往表现为一般群众精神的麻木，从而对不幸者采取冷漠的旁观的态度。《孔乙己》完成了他的揭露并批判一般社会对于苦人的凉薄的写作意图的：
（大屏幕呈现下述文字，学生齐读）：
凡是愚弱的国民，即使体格如何健全，如何茁壮，也只能做毫无意义的示众的材料和看客，病死多少是不必以为不幸的。所以我们的第一要著，是在改变他们的精神。—— 鲁迅《〈呐喊〉自序》
师：所以我们可以想象，当这件又脏又破的长衫在鲁迅先生眼前飘动时，他的心情又是怎样的。好，今天这堂课我们就上到这里，同学们再见！
（《回字歌》的歌声缓缓响起，大屏幕播放视频：）每一个民族都有自己的一些大师级的思想家、文学家，他们的思想与文学具有一种原创性，后人可以不断地向其反归、回省，不断地得到新的启示，激发出新的思考与创造。鲁迅正是这样的一位具有原创性的现代思想家和文学家。
——钱理群
没有伟大的人物出现的民族，是世界上最可怜的生物之群；有了伟大的人物，而不知拥护、爱戴、崇仰的国家，是没有希望的奴隶之邦。——郁达夫
实现高品位的教学价值
杭州市上城区教育学院
吴丹青
好课如好文，顺课堂之肌理亦能感教师之品格。饶美红老师的《孔乙己》课堂教学体现了执教者先进的学生观、教师观和教材观、阅读观。它给予我们的启
示是多方面的，择其一二而说之。
一、独到而精准的文本解读切口
文本解读的切口，最能显现教师的个性与功力。饶老师将切口定在“孔乙己”这个人物的悲剧命运的原因探寻上，引导学生认识到导致“孔乙己”悲剧的除了其自身原因之外，还有来自于“看客”们的冷漠与残酷。这看似剑走偏锋的解读，却极好地剖析出鲁迅作品的人文价值——对个体生命的最本质的关怀，且更贴近于作者完成他的揭露并批判“一般社会对于苦人的凉薄”的写作意图。这样独特而精准解读的价值，还在于撇去了意识形态的条条框框，走出了长期以来照本宣科地把孔乙己讲解成封建科举制度牺牲品的狭隘。于是，学生们在剖析孔乙己的形象及其生存的社会环境时，不仅“怒其不争”，更是“哀其不幸”，从中也看到了一个弱势群体在社会生活中的生存状态，领悟到孔乙己不只是特定时代的产物，悲剧的背后具有普遍的意义。这样的课堂自然就具备了高屋建瓴的气势，也
更好地实现了鲁迅作品的教学价值。
二、真切而深刻的体验与感悟
知识的厚度是教师讲析的第一要素，但决定课堂的成败却在于学生是否能够获得真切而深刻的体验与感悟。文学作品教学，切忌程式化的教条灌输，需要直指心灵的体验学习方式。饶老师自然深谙其理。课堂伊始，以“孔乙己留在你脑海里最深刻的画面或者说最深刻的语言、动作是什么”这看似随意实则为精心设计的提问，调动出学生阅读的原初体验，直观形象地感悟孔乙己，为后边的深入分析做铺垫。而“假如时光倒流，让我们回到孔乙己那个年代，你能在咸亨酒店众多的酒客中，一眼就认出哪个是孔乙己吗？”这样的情境引导学生走进了小说中的场景——咸亨酒店，他们似乎就站在孔乙己的身旁，看着孔乙己站着喝酒，思考着能不能帮他脱下那件长衫。当分析到人们看待孔乙己时说的话“谁晓得？许是死了”时，“什么样的情境下有这样的对话？我们分角色来朗读，体会一下说话人的心情。”这样的学习活动具有四两拨千斤的教学价值。角色体验、朗读品味、问题探究，于是学生获得了真切而深刻的体验与感悟：一个被侮辱、被损害的“读书人”,一个具有悲剧性格的边缘人，一个贫贱而悲惨的多余人，一个遭社会凉薄的苦人，孔乙己这一人物形象越来越明晰。
三、大气而开放的教学进程
饶老师不仅引导学生在情境中品味语言，感悟形象，还带领他们进入理性的思辨境界。而真切的情感体验和深刻的理性认知相辅相成，有着近乎于不着痕迹融合的教学效果。整堂课由初识孔乙己，据其细节识人物；到从其站着饮酒之形象，解其边缘人特征；再到看客看待孔乙己，明其悲剧实质；到最后孔乙己退场时的戏剧化造型，悟其乃遭社会凉薄的苦人。简洁明晰的教学形式营造了开放大气的思维空间，文本解读内涵丰富而又逻辑清晰，每个板块的学习目标明确而又利于生成，板块间的过渡自然流畅，各个环节步步为营又层层深入。从交流自己的阅读体验开始，一步步走向文本深处，学生的视界与文本视界、作者视界、教师视界以及其他专家读者的视界交接、碰撞、交融，从而建构知识、获得智慧，拓宽视野，提升能力。从而实现文学作品高品位的教学价值。
第五篇：英语特级教师沈峰谈怎样备好一节课
英语特级教师沈峰谈怎样备好一节课
第一部分：更新观念
A.新课程理念指导下备课的一般策略 B.传统备课的主要问题
C.新课程理念下教师备课的基本要求 D.新课程理念指导下备课的一般策略 开放性教学策略 预设性备课策略
反思性备课策略: 1.寻找教学预设与教学效果的差异所在； 2.寻找自己的教学与他人评价的结合点； 3.寻找教学实际效果与重新设计的生长点；
4.寻找新设计的可行性与学生能力发展的融合点。第二部分：具体实施
A.把握和理解教材可以从以下几个方面入手 1）教学目标具体化； 2）重点和难点的定位； 3）学情分析； 4）教学策略分析； 5）教学过程的设计。B.备课的基本过程：
一、分析教材和学生(一)教材分析
1.学习《英语课程标准》,明确教学目的（总），领会教材编写意图； 2.分析教材的系统体系，明确各部分在整个教材中的地位与前后联系； 3.分析教材的重点、难点及其内容的组织结构;4.分析教材中涉及到的语言点在日常生活中所应用的情境，根据学生的认知特点及教学条件等灵活地处理教材。如何在教学中创造性地使用教材: 调整教学内容的顺序1）单元之间的调整 2）单元内的调整 3）课内调整
重新调整和组合教学内容
更新教与学的方式，活化教学内容
（二）学生需求与发展分析
¨ 学生的发展是英语课程的出发点和归宿。¨ 英语课程在目标设定、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。
¨ 课程实施应成为学生在教师指导下建构知识、提高技能、磨砺意志、活跃思维、发展个性、发展心智和拓展视野的过程。
二、确定学生学习内容（明确课型：词句、阅读、学科融合）
¨ “教师要善于结合实际教学需要，灵活地或有创造性的使用教材，对教材的内容、编排顺序、教学方法等方面进行适当的取舍和调整” ¨
1、确定学生学习内容 ¨ 依据教材
¨ 依据学生学习能力
¨
2、如何确定学生的学习内容 ¨
¨
三、确定教学目标 ¨
1、教学目标的表述。
不合适的教学目标 《英语课程标准》中明确提出：基础阶段英语课程的总体目标是培养学生的综合语言运用能力。
¨ 我们在确定每一节课的教学目标时，首先思考的是，通过本节课的学习，学生能做什么事，在目标表示时用“能„„”开头。
2、确定教学目标的方面：知识目标、能力目标、情感目标、学习策略、文化意识
¨ 知识目标：
¨ 表述为（供参考）：能够正确听懂、说出、认读以下单词（句子）； 能够初步唱出本课的歌谣等。¨ 能力目标：
¨ 表述为（供参考）： ¨ 通过感知、理解与模仿，能够在适当的情景中运用本课涉及到的词组正确描述“人们正在做什么”； ¨ 情感目标：
¨ 表述为（供参考）：
¨ 能够在课堂活动的过程中学会思考如何更好地安排作息时间； ¨ 能够了解中西方主要节日及其文化背景； ¨ 能够激发学生热爱父母的情感；
¨ 通过小组活动，能够培养与他人合作的意识，感知与他人合作的方法； ¨ 通过学习故事，能够懂得做事时自己要有主见，要会合理安排自己放学后的时间等。
¨ 能够用学过的语言描述动物的外貌；
¨ 能够询问某人或回答自己的生日在何时等。¨
3、确定教学目标的依据
¨ 1）小学英语课程的总目标；
¨ 2）教材中需要学生对规定知识学到怎样的程度； ¨ 3）学生的年龄特点； ¨ 4）新旧知识的联系；
¨ 5）学生能用所学语言做什么事（生活中的真实事情和课堂上的学习事情。）
¨ 关于教学目标可以参考《课标》中相关级别的目标描述。¨
¨
四、确定教学过程和设计教学方法（写教案）
1、教学过程的定义：
以师生相互作用进行的，以学生为主体，以教师为主导，以教科书为主要认识对象的，实现教学、发展和教育三大功能 和谐统一特殊的认识和实践活动过程。
2.实施教学过程的策略
1）营造氛围、调动情感、活跃思维、激活已有的知识和经验。2）在有意义的情景下呈现新的语言学习内容。（提供语言输入、重视理解、建立新旧知识的联系，为学生吸收和消化新知识作准备）。3）进行操练，但不是纯粹的机械性操练。4）开展learning by doing sth。5）隐性学习和显性学习相结合。
6）向学生的个人生活和经验扩展，举一反三，发挥学生的创造性和想象力。
3、教学环节设计：
任务型语言教学过程为三大块，1）语言材料的引入； 2）语言练习； 3）语言输出。
英语教学过程应大致包含以下环节：
1）准备教学（Warming up，brain storm，recycling„.)； 2）呈现新的语言材料（Presentation）； 3）语言练习（Practice）
4）语言的实际应用（Production）5）小结（Summary）
¨ 教学各环节的作用与设计
1)准备教学（Warming up)： 设计目的：
设计形式： 2)呈现新的语言材料（Presentation）： 呈现时可采用以下形式：
? 看图或课件的听力活动
? 带着问题观看课件，VCD,或DVD ? 玩偶表演活动
? 画简笔画 看图讲故事活动
创设情景师生对话活动„„ 3)语言练习（Practice）：
? 新语言材料的练习可以分为两个阶段： ? 一是机械性练习，? 二是有意义的练习。设计目的：尝试交际运用新语言
? 设计形式：半控制的交际活动或游戏
4)语言的实际应用（Production）：
? 这是一个语言输出的阶段，展示成果的阶段
? 在这个阶段，学生要用他们所学的知识和技能来完成一个任务。? 这个阶段的语言活动通常可以在小组或结对练习中完成。5）小结（Summary）
? 设计目的：总结,评价学习效果
? 布置课堂延伸活动
? 设计形式：chants , songs, games, tasks ? 小结是课堂活动不可缺少的一个环节，小结的方式很多
? 在小结的时候教师要注意小结方式不要太生硬，最好是留有悬念 ? 在布置作业的时候，要注意把课内的学习延伸到课外 ? 注意：活动间的逻辑关系，过渡衔接。
¨
五、实施教学设计（上课）
1、按照备好的教案上课，不要随意性太强。
2、根据课堂现场随时调整教学设计。
¨
六、总结、反思教学过程
在总结、反思教学过程时依据的是：
1、教学目标
2、课堂实际效果（看学生的反应）关于备课 这一话题的小结 提示一：
备课是教师必须具备的基本功之一 备课是展示教师个性化创造过程的记录
备课是教师教的行为和学生学的方式的点子库 提示二：
备课不仅仅是课堂教学的准备，它同时也是教师教学思想和教学轨迹的记录，更是教师认识自己，总结经验，成长提高的重要资料。提示三 教学设计的变化： 课程目标：由单一向三维转变 过程设计：由封闭向开放转变
内容设计：由单一使用教材向课程资源的开发、利用和整合转变
方法设计：由个人向个人与集体合作形式转变（个人自备、集体交流、个人整理）
呈现形式：由静态向动静结合转变
注意点：
（一）教案设计中常见的问题
1、教学目标不够明确
2、教学难点把握不准
3、活动设计目标性不强
4、活动形式体现参与性不够
5、活动之间缺乏层次性
6、活动设计程式化,缺乏创新意识
7、知识操练活动量比例偏重
8、听、说活动多, 体现读、写活动少
9、评价方案设计缺乏
（二）小学英语教案设计的原则：
1、以学生为主体的原则
2、体现学生学习过程的原则
3、体现认知规律的原则
4、体现形成性评价的原则
（三）教学过程的设计应体现：
巧：引入要独具匠心，过渡要自然 活：教学方法要灵活，训练模式要多样 实：教学目标明确，过程要便于操作实施
（四）完整的教案设计 Before class: 课前设计
随着教师角色和学生学习方式的转变，教案设计不再只是教学步骤的体现，而是教师教学研究的一个重要途径。新课改要求教师从课程理念出发，在落实学生主体学习地位上下功夫，在培养学生学习能力上下功夫，在语言的运用上下功夫。In class: 课中设计
课堂上会有很多突如其来的可变因数，学生的提问，发难等都会影响课前设计好的方案的实施，这也是对教师的一种挑战。教师需要根据课堂实际情况，及时修正教案，灵活操作。这就是课堂中设计，也是教案的第二次设计和完善。After class: 课后设计
课后教师将课堂操作中对教案的临时修改以及自己的感想等及时记录下来，进行分析、反思，不断总结经验和不足，逐渐形成自己的教学特色。这一过程中可能考虑到的因素有：自己的教学行为，学生的表现，教学的成功之处与不足等。
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