第一篇：著名特級(jí)教師沈峰精彩課堂實(shí)錄

著名特級(jí)教師沈峰精彩課堂實(shí)錄 3AU8《Let’s go to the park》

【主題性概述】

一、教學(xué)分析

本課內(nèi)容是《牛津小學(xué)英語3A》Unit 8 Let’s go to the park。本課的教學(xué)目標(biāo)：1．認(rèn)知目標(biāo)：①能聽懂、會(huì)說Let`s go to及其應(yīng)答。②能聽懂、會(huì)說supermarket car bus 等單詞。２．技能目標(biāo)：①學(xué)會(huì)表達(dá)去某處，以及如何對(duì)別人的建議進(jìn)行回答。②培養(yǎng)學(xué)生的觀察、記憶、想象能力。其中Let`s雖然是新知，但日常用語中已大量滲透，學(xué)生早已會(huì)說；buscarzoo的讀音模仿起來不難，但 supermarket的讀音不易掌握。這就決定了我的教學(xué)重點(diǎn)為認(rèn)知目標(biāo)，難點(diǎn)為 supermarket的發(fā)音。３．情感目標(biāo)：激發(fā)學(xué)生的學(xué)習(xí)興趣，發(fā)展自主學(xué)習(xí)的能力，滲透責(zé)任教育，對(duì)世界文化感興趣。

二、教學(xué)策略

語言的實(shí)質(zhì)是交際，交際的環(huán)境是生活。課伊始，我通過和孩子們互致問候，為本課教學(xué)創(chuàng)設(shè)了輕松和諧的學(xué)習(xí)氛圍；接著通過：This is the first time for me to come to Baoying.After class where shall I go?適時(shí)地引導(dǎo)孩子們充當(dāng)我的導(dǎo)游，從而巧妙地引出新課的內(nèi)容。隨后，我創(chuàng)設(shè)情境，激發(fā)孩子們學(xué)習(xí)的興趣，引導(dǎo)他們?cè)诨顒?dòng)中自主學(xué)習(xí)，從而加深了對(duì)知識(shí)的理解和掌握。[精彩課堂實(shí)錄] 一．在輕松的氛圍中導(dǎo)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.（通過師生間的集體問候，讓學(xué)生不由自主的進(jìn)入了一個(gè)英語環(huán)境，隨后的個(gè)別交談，因?yàn)橛辛擞腥さ脑掝}，加上老師親切的體態(tài)語言，使學(xué)生放松了緊張的心情，拉近了師生間的距離，為下一步的英語教學(xué)創(chuàng)設(shè)了輕松和諧的學(xué)習(xí)氛圍。）二． 在真實(shí)的情景中呈現(xiàn)

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(板書)Let’s go ….How do we go there? Shall we go …by…?（明確學(xué)習(xí)目標(biāo)，集中學(xué)生注意力，定向參與。）

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 ?(出示幻燈片)Time Activity Place 1 7:00 am.體 檢 ? 2 9:00 am.去火車站接朋友 ? 3 11:00 am.購 物 ? 4 3:00 pm.借 書 ? 5 7:30 pm.看童話劇 ? 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.(放映課文的動(dòng)畫錄像)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 …?’.(板書)(學(xué)生的學(xué)習(xí)過程同時(shí)也應(yīng)是親自實(shí)踐的過程，缺少學(xué)生主體參與實(shí)踐的學(xué)習(xí)活動(dòng)，不利于學(xué)生知識(shí)技能的提高。沈老師設(shè)計(jì)的開放性活動(dòng)，讓學(xué)生在活動(dòng)中學(xué)習(xí)，使學(xué)生加深了對(duì)知識(shí)的理解。)

三．在趣味活動(dòng)中運(yùn)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 夫子廟 No.9 雨花臺(tái)

S1:(No.1 bus)Is this bus for Fuzi Temple? S2: Is No.4 bus for Mochou Park? S3: …(學(xué)生們回答踴躍)T: Please open your books , listen to the tape carefully.T: Wonderful!Now ,please read after Miss Shen.T: Now, read by yourselves.T:(出示幻燈)Please according to the situations , make up some dialogues.1.你上學(xué)要遲到了，只好…….2.你的同學(xué)突然生病了，你和幾位同學(xué)送他去醫(yī)院。3．你和同學(xué)本來約好騎自行車去圖書館，忽然天下雨了。4．你和奶奶本來準(zhǔn)備步行去公園，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.（表演是學(xué)生喜歡的課堂活動(dòng)，他們運(yùn)用已有的英語知識(shí)，發(fā)揮自己的創(chuàng)造力和想象力，依據(jù)情景編演對(duì)話，表演提高了他們學(xué)英語的積極性。體現(xiàn)了合作學(xué)習(xí)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.[專家點(diǎn)評(píng)] 在本節(jié)課的教學(xué)中，著名特級(jí)教師沈老師安排了形式多樣的學(xué)生活動(dòng)，其中有個(gè)人、兩人、小組和全班性的，有教師指導(dǎo)的，也有讓學(xué)生獨(dú)立或合作完成的?；顒?dòng)均有明確的目標(biāo)與要求，并能夠安排在一定的語境和情景中進(jìn)行，突出了對(duì)學(xué)生用英語做事情和用英語進(jìn)行交流的能力的培養(yǎng)，體現(xiàn)了交際語言教學(xué)的思想。在本節(jié)課上，學(xué)生能夠積極參與討論且活動(dòng)量大，并有自由發(fā)揮的空間，教學(xué)效果好。沈老師在教學(xué)活動(dòng)中，注意了自己角色的轉(zhuǎn)換與控制，在啟發(fā)與示范后，能夠把足夠的時(shí)間留給學(xué)生，讓學(xué)生努力實(shí)踐與展示自己。另外，活動(dòng)安排張弛有度，活而不亂；同時(shí)，沈老師能根據(jù)學(xué)生的接受能力和表現(xiàn)狀況適時(shí)調(diào)整活動(dòng)安排與教學(xué)要求，體現(xiàn)了以學(xué)生為主體、教師為指導(dǎo)的教學(xué)原則。

綜上所述，沈老師在課堂教學(xué)中能努力以課標(biāo)為指導(dǎo)，以活動(dòng)為方式，變課堂為生活，運(yùn)用情景法、直觀教學(xué)法、多媒體輔助法等，使學(xué)生以生活為課堂，逐步提高自己的綜合語言運(yùn)用能力，形成自主學(xué)習(xí)的能力，并學(xué)會(huì)做人。

第二篇：沈峰課堂實(shí)錄

沈峰 Planning for the weekend課堂實(shí)錄

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:(小聲)Good morning Teachers!T: Loudly please.You don’t look happy.Ss:(小聲)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:(大聲)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: 采訪

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.今天這節(jié)課，讓我們來學(xué)做電視記者，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.他們都是你們的聽眾和觀眾。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.準(zhǔn)備一分鐘。Now please.(7:00)（學(xué)生準(zhǔn)備）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來)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!(板書)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? 你確定嗎？

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(同伴互相問答)(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.(點(diǎn)擊)Yes, you’re right.He’s going to make a telephone call.But who’s he going to call? Look and listen.(放錄音)(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 “上學(xué) “

T: Yes, “上學(xué)、上課、有課 ”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.(板書課題)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?(板書)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:（板書）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: 學(xué)生跟讀整段對(duì)話。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.? ? 教師與全班同學(xué)對(duì)話

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 “音樂會(huì)”

T: Maybe ii means “音樂會(huì)”.Let’s see.Yes, you’re right.It means“音樂會(huì)”.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: 順便

T: 順便.順便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?(繼續(xù)聽音跟讀)

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.(這次讀的時(shí)候，跟它磁帶同步讀，跟它保持一致的語速)Are you ready? So let’s go.(32:03)Ss: It is 8 ?..together, together(教師、學(xué)生和錄音同步朗讀)

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.(展示大屏幕畫面)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)(學(xué)生自己準(zhǔn)備)

(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? 在聽一次，把這些句子進(jìn)行排序。You can discuss in pairs聽的時(shí)候、排序的時(shí)候可以討論.(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)教師邊聽邊適當(dāng)重復(fù)關(guān)鍵詞

(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?(展示大屏幕畫面)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:(小聲)What are?

T: What are you …

Ss:(大聲)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:(小聲)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：不一樣的精彩 著名特級(jí)教師課堂教學(xué)觀摩課

不一樣的精彩

——記全國著名特級(jí)教師課堂觀摩

第三實(shí)驗(yàn)小學(xué)

閆寧

乘著三月的春風(fēng)，3月28日，我們來到了德州一中，聆聽了六名著名特級(jí)教師的觀摩課，受益頗深。

丁雪飛老師的《黃果樹瀑布》基于“翻轉(zhuǎn)課堂”理念的教學(xué)，用好前置學(xué)習(xí)單，分析學(xué)生的預(yù)習(xí)情況，有針對(duì)性地進(jìn)行學(xué)習(xí)指導(dǎo)?！安粍?dòng)筆墨不讀書”，關(guān)注學(xué)生良好課堂學(xué)習(xí)習(xí)慣的養(yǎng)成，重要的學(xué)習(xí)內(nèi)容和知識(shí)點(diǎn)給學(xué)生以明確的要求及時(shí)在課本上做筆記。

注重漢字書寫的形體美，“寫好字是一個(gè)人的第二張漂亮的臉”，化難為簡，以口訣為依托，“型緊湊，不黏連，筆畫勻，有舒放”進(jìn)行寫字指導(dǎo)。

基于教學(xué)質(zhì)量是教學(xué)的紅線，很多老師和學(xué)生語文課上缺少熱情，容易倦怠，部分班級(jí)或?qū)W生成績差，沒有得法于課內(nèi)，丁老師“讓學(xué)”課堂，讓學(xué)生學(xué)，重學(xué)但不輕教，指出：教師要有明確的目標(biāo)，教學(xué)時(shí)心中有課標(biāo)，讓出時(shí)間、讓出空間、讓出機(jī)會(huì)，關(guān)注每一個(gè)學(xué)生，聚焦關(guān)鍵詞，讓學(xué)生掌握學(xué)習(xí)方法，讓得精彩，讓得高效。

都說作文教學(xué)，是語文教學(xué)最難啃的骨頭，學(xué)生害怕，老師糾結(jié)。本次觀摩會(huì)，最亮麗的風(fēng)景，莫過于邀請(qǐng)到臺(tái)灣名家何綺華老師和南京師范大學(xué)附中新城小學(xué)的宋運(yùn)來老師同臺(tái)執(zhí)教，演繹別開生面的作文課。觀摩課上，笑聲不斷。欽佩名師專家們親和的教態(tài)，靈動(dòng)的課堂以及深厚的文學(xué)功底。來自臺(tái)灣的何綺華老師的《看繪本，學(xué)寫作》一課，回憶四年級(jí)時(shí)與好朋小友小萱因矛盾而寫了《小萱和我》，想挽留友誼卻最終失去后懂得了尊重。深情講述繪本故事《小老鼠和大老虎》，引導(dǎo)孩子觀察圖畫中的小老鼠和大老虎的表情、動(dòng)作，猜一猜它們有可能說什么，想什么，接下來會(huì)怎樣，惹得全場的聽課老師們?nèi)炭〔唤Ｗ尯⒆釉谕嬷袑W(xué)，寓教于樂，佩服何綺華老師的教育智慧和獨(dú)具匠心，竟讓繪本創(chuàng)作和有張力的語言訓(xùn)練一舉兩得。

通過《柳橙變變變》揭示什么是“主題”，“主題”就是文章寫作的目的。文章是寫給人家看的，從讀者的角度來說，讀者為什么要看文章？也許是想得到知識(shí)，也許想獲得樂趣、啟發(fā)，也許想知道一些道理或是訊息。如果寫文章的人不能滿足其中至少一項(xiàng)需求，所寫的文章就沒有閱讀的價(jià)值了。

通過《白妖怪與黑妖怪》、《今晚，誰也別想睡覺》、《我變，我變，我變變變》，引導(dǎo)學(xué)生觀察文字之外的圖畫，生活中可以寫故事的題材很多，讀故事猜猜看，故事是怎么來的？

何老師通過繪本教學(xué)的方式，引導(dǎo)孩子通過尋找生活中的材料、對(duì)人際關(guān)系的觀察，把它寫成故事。“再通過閱讀這個(gè)?第三只眼?去想作者為什么會(huì)去寫這個(gè)故事，作者要給你提供的是知識(shí)、樂趣還是啟發(fā)，這樣對(duì)于培養(yǎng)孩子的表達(dá)能力也有很大的幫助。”

何老師說：“通過一本書發(fā)揮創(chuàng)意，書不是圣經(jīng)，是拿來活用的，看它是怎樣存在在生活中，或者把它變成自己的血肉。不然就像一個(gè)冰箱，一直往里面放東西，最后放多了過期了沒用了或者忘記它的存在了，等要用的時(shí)候才發(fā)現(xiàn)它不新鮮了，所有看過的東西要想怎么去運(yùn)用?！?/p>

何老師告訴我們，在寫作項(xiàng)目里，1+1=?，什么答案都可以，就是不能等于2，因?yàn)閷懽魇撬囆g(shù)，講究與眾不同。前提是：要有道理，讓人心服口服，最好有共鳴。所以，我們要時(shí)時(shí)提醒學(xué)生：“跟別人不一樣，就是創(chuàng)意！”

當(dāng)現(xiàn)場主持者介紹完宋運(yùn)來老師的簡歷后，宋老師用幽默的語調(diào)問道:“宋老師是誰？”一下子拉近了學(xué)生與老師之間的距離，解放北路小學(xué)二年級(jí)三班的小同學(xué)個(gè)個(gè)忍不住咯咯地笑出聲來，師鼓勵(lì)學(xué)生說完整的話，對(duì)學(xué)生的引導(dǎo)了無痕跡。

師：小朋友，今天我們上一節(jié)非常好玩的課，上著，上著你們就會(huì)忘了下課，孩子們相信嗎？

生：相信。生：不相信。

師：相信的我要表揚(yáng)你，不相信的我更要表揚(yáng)你。（孩子們笑）師：眼見為實(shí)耳聽為虛。沒有看到真實(shí)的課堂，所以要有懷疑的眼光。在課堂上小朋友就是要有懷疑的精神，和獨(dú)立思考的能力。我們可以上課了嗎？認(rèn)為可以上課的同學(xué)請(qǐng)鼓掌。(掌聲響起)??

[賞析]寬松、溫馨的氛圍，給予孩子生命關(guān)懷

宋老師的課堂自始至終都關(guān)注孩子的生命成長，因?yàn)樗溃簩?duì)于低年級(jí)的小朋友來說，樂于學(xué)習(xí)和培養(yǎng)學(xué)習(xí)的興趣比寫出好文章更重要，宋老師開頭先用熟悉的音樂讓低年級(jí)的學(xué)生安靜下來，學(xué)生在音樂的熏陶中靜下心來，先從愛聽音樂開始。而后宋老師用“相信不相信，上著上著就會(huì)忘記下課”這個(gè)問題調(diào)動(dòng)起學(xué)生的好奇心，兒童的天生就是一個(gè)好奇者，學(xué)生便帶著好奇心走進(jìn)課堂，在這樣融洽的氛圍中，學(xué)生本堂課學(xué)習(xí)的興趣自然而然也被調(diào)動(dòng)起來了，孩子的思維也跟著老師轉(zhuǎn)動(dòng)起來了。【片斷2】

師：那我問同學(xué)們一件小事情，請(qǐng)你告訴我每天早上，誰喊你起床的？ 生：媽媽。

師：這么說，媽媽喊我起來的。生：媽媽喊我起來的。

生：每天早晨，爺爺喊我起來的。

師：人家是爺爺，媽媽喊他們起床的，你呢？ 生：鬧鐘喊我起床的。（孩子們笑）

師：不需要?jiǎng)e人喊，自己起床的舉手，（很多孩子舉手）師：吹牛，絕對(duì)的吹牛。一大片吹牛（孩子們歡笑）師：誰喊你起床的？

生：沒有人喊我起床，自己起來的。

師：這位小朋友長大了會(huì)是個(gè)了不起的人物，因?yàn)樗麜?huì)自己管理自己噢。今天我們來認(rèn)識(shí)一個(gè)小朋友，他是誰呢？（板書：急吼吼）來向這位小朋友打個(gè)招呼吧。生：急吼吼，你好！

師：一個(gè)“好”字，看出你多懂禮貌。（孩子們鼓掌）生：急吼吼你好，你家住在哪里？我想和你交朋友。

師：你真熱情，他會(huì)和你做朋友的。不過說話的時(shí)候不要扯著嗓子喊。（孩子們笑）

師：每個(gè)同學(xué)都打聲招呼吧。老師告訴你吧，你怎么打招呼他都不會(huì)搭理你。為什么不理你呢？（出示漫畫1）（笑聲）生：他睡著了。

師：睡著了怎么理你呢？都有誰在喊這小家伙起床呢？ 生：小狗。生：鬧鐘。生：小貓。生：還有小鳥。

師：請(qǐng)一口氣把他們介紹出來。

生：小狗、小貓還有小鬧鐘來喊急吼吼起床。（掌聲）師：能把他喊醒嗎？ 生：不能。師：咋回事？ 生：睡得太香了。

師：你怎么知道他睡得那么香呢？從哪里看出來的？ 生：因?yàn)樗蚝魢Ｄ?。生：流口水，正做美夢呢?孩子們笑)師：誰知道他昨晚干嘛去了，睡得那么香呀？ 生：因?yàn)樗蛱焱砩纤煤芡?，所以起不來了?/p>

師：睡得很晚，當(dāng)然起不來了。孩子們注意，你看他說話多順溜，用上了一個(gè)挺有意思的關(guān)聯(lián)詞。

生：因?yàn)??所以?? 師：你也試一試這樣說。

生：因?yàn)樗磿吹锰缌耍栽绯恳恢彼綆资c(diǎn)。（孩子們笑）

師：不是看得太早了，是看得太晚了。（師生同笑）

師：你也可以這樣說：今天早晨急吼吼起不來了，是因?yàn)椤?生：今天早晨急吼吼起不來了，是因?yàn)樗蛲泶蛴螒虼虻锰砹恕Ｉ杭焙鸷鹌鸩粊砹?，是因?yàn)樗蛲碜鲎鳂I(yè)做得太晚了。師：現(xiàn)在有許多人喊他起床。小狗怎么叫？ 生：汪，汪，汪??(氣氛熱烈)師：誰能翻譯一下小狗什么意思呀？ 生：快起床，快點(diǎn)吃早飯。（孩子們笑）生：小主人趕快起床，我餓了。（大笑）

生：（扯著嗓子喊）快起床，太陽曬著屁股了。（笑聲）師：那小貓?jiān)趺唇械难剑?生：喵，喵?? 生：小貓說：“快起床?！?師：這是一只蠻溫柔的小貓咪。

生：快起床，不然我抓你的屁股了。（孩子們大笑）

師：這樣吧，大家分別扮演小狗、小貓、小鬧鐘一起來叫醒急吼吼吧。

眾生喊叫。

師：這么多人叫，會(huì)把他吵醒吧。急吼吼起床后會(huì)做哪些事呢？ 生：洗臉，刷牙，穿衣服。生：還要到廁所。（笑聲）??

[賞析]閃現(xiàn)個(gè)性火花，展現(xiàn)生命特有的靈性

宋運(yùn)來老師關(guān)注學(xué)生的生命成長更體現(xiàn)在一個(gè)“愛”字，他用那發(fā)自內(nèi)心的微笑去關(guān)愛學(xué)生、賞識(shí)學(xué)生，從而營造了一個(gè)溫馨、和諧和充滿生命力利于學(xué)生成長的課堂環(huán)境，在課堂上，用平等的口吻和學(xué)生談話，始終以微笑的姿態(tài)去面對(duì)每一個(gè)學(xué)生。當(dāng)發(fā)現(xiàn)孩子扯著嗓子喊時(shí)，用“你真熱情，他會(huì)和你做朋友的。不過說話的時(shí)候不要扯著嗓子喊?！眮碓u(píng)價(jià)學(xué)生，讓學(xué)生知道不能扯著嗓子喊，此時(shí)更是將“教書”和“育人”有機(jī)結(jié)合起來，學(xué)生在這樣的課堂中才會(huì)成長起來。

【片斷3】

師：我們不說急吼吼，就說你早晨是怎么穿衣服的。自己穿衣服的請(qǐng)舉手。生舉手一片。師：真是自己穿的？是不是自己穿衣的，你一張嘴老師就知道。說說吧。

生：我先穿襪子，再穿褲子，再穿鞋子。

生：我先穿衣服，再穿袿子，再穿褲子，最后穿鞋子。師：你看穿亂套了吧。告訴你：上衣，袿子，褲子，鞋子，都屬于衣服。可以這么說：我先穿??

生：我先穿上衣，再穿褲子，接著穿襪子，最后穿鞋子。師：你說話多順溜啊，沒有用上兩個(gè)“再”字。小朋友們，他用上了什么詞語使自己說話那么順溜？

生：用上了“先??再??接著??最后??” 師：假如媽媽喊你一遍，你還不起床，媽媽會(huì)怎么說？ 生：媽媽說：“再不起來我就掀被子了?！?生：“再不起來，看老師不罰你站的?！眿寢屨f。師：好厲害的媽媽呀。我們看急吼吼是怎樣穿衣服的。（出示漫畫2）

師：誰來了？ 生：媽媽。師：媽媽怎么說？ 生：來換件衣服。

師：媽媽很高興說這句話的嗎？ 生：不是，媽媽生氣說的。師：你說一說。生：媽媽生氣地說：“來換件衣服?！?師：急吼吼會(huì)怎么回答.？ 生：讓我再睡一會(huì)。生：不換！

生：我還沒有睡醒呢。生：我才不穿呢。

師：我們看看急吼吼怎么回答。（出示漫畫3）生：要遲到了快點(diǎn)！師：給誰說話呢？ 生：給媽媽。師：他對(duì)媽媽說??

生：他對(duì)媽媽說：“要遲到了，快點(diǎn)?！?生：急吼吼對(duì)媽媽說：“要遲到了，快點(diǎn)兒?！?師：急吼吼穿上了衣服有什么感受呢？（出示漫畫4）

生：這衣服咋這么別扭？

師：他是在心里說的，還是嘴上說出來的？ 生：在心里說的。

生：急吼吼心里想，這衣服咋這么別扭？ 師：別扭，什么意思？ 生：就是不舒服。師：衣服怎么穿得不舒服了呢？怎么回事？

生：是因?yàn)樗麑?duì)媽媽大聲說話，媽媽生氣了就給他換了一件小時(shí)候的衣服。（孩子們笑）

生：是因?yàn)橐路┓戳恕?/p>

師：到底是什么原因，他衣服穿得那么別扭呢？你發(fā)現(xiàn)了什么秘密？

（出示漫畫4）

生：（孩子們大笑）因?yàn)樗弊雍竺嬗袀€(gè)衣服架子。師：急吼吼穿了衣服，要干嘛去？ 生：上學(xué)去。

【賞析】喚醒生活經(jīng)歷，注重生命體驗(yàn)

宋老師關(guān)注學(xué)生的生命成長，更是體現(xiàn)在“情”字上，他用飽滿的熱情去育人，注入愛與真誠的教學(xué)喚起了學(xué)生心靈與情感共鳴，他的課堂注重激發(fā)學(xué)生的學(xué)習(xí)興趣，吸引學(xué)生參與。強(qiáng)調(diào)“你不愿意學(xué)習(xí)，我來吸引、鼓勵(lì)你學(xué)習(xí)！”這里的“吸引”與“鼓勵(lì)”使課堂上的學(xué)生樂于學(xué)習(xí)，主動(dòng)參加到師生共同的教學(xué)活動(dòng)中。現(xiàn)如今的小學(xué)生，課余生活單調(diào)，很少有機(jī)會(huì)走進(jìn)自然，參與社會(huì)實(shí)踐活動(dòng)，由于缺乏應(yīng)有的、真正的生活感受，很多學(xué)生寫作時(shí)寫作材料的缺飯可想而知，宋老師，用發(fā)生在學(xué)生周圍的事情，喚起學(xué)生心底的回憶，幫助、帶動(dòng)學(xué)生走進(jìn)生活，將自己融合在某種情境之中，激發(fā)學(xué)生心靈深處沉淀的真實(shí)經(jīng)歷、真實(shí)情感，讓學(xué)生在寫作中融入真情實(shí)感。宋老師的課，采用現(xiàn)場體驗(yàn)式的游戲、實(shí)踐、體驗(yàn)，你說我說他說，充分調(diào)動(dòng)了學(xué)生的積極性，滿堂歡聲笑語，保護(hù)了兒童習(xí)作的興趣。再向前一步，提升兒童的語言表達(dá)能力，注重對(duì)學(xué)生進(jìn)行語言點(diǎn)的訓(xùn)練。

當(dāng)我們都在抱怨學(xué)生怕寫作文，不會(huì)寫作文時(shí)，我們老師其實(shí)要做的就是就要扎扎實(shí)實(shí)從了解孩子成長規(guī)律入手，激發(fā)學(xué)生寫作的興趣，營造寬松的教學(xué)氛圍，讓學(xué)生在這樣的課堂中敢于表達(dá)，勇于想象，喚醒他們真實(shí)的生活體驗(yàn)和情感，我相信學(xué)生必然能夠創(chuàng)造出一個(gè)屬于自己的繽紛世界。

身心愉悅學(xué)的學(xué)習(xí)，總是讓人感覺時(shí)光的匆匆流逝?！爸灰袆?dòng)，就會(huì)有收獲?！痹诙潭痰膬商鞎r(shí)間里，我們?cè)絹碓叫欧钇渲刑N(yùn)藏的真理?！凹热晃覀儜汛е硐肷下?，就不怕路途的遙遠(yuǎn)；既然我們已經(jīng)開始在泥土中耕種，就不怕付出汗水?！蔽覀儓?jiān)信每一個(gè)精彩的瞬間都值得捕捉，每一次捕捉都將是行動(dòng)的推進(jìn)。

第四篇：特級(jí)教師《孔乙己》課堂實(shí)錄

《孔乙己》課堂實(shí)錄 饒美紅（吳丹青點(diǎn)評(píng)）（曾獲全國魯迅作品課程教學(xué)銀獎(jiǎng)，《語文建設(shè)》2012年第1期）

《孔乙己》課堂教學(xué)實(shí)錄

執(zhí)教：饒美紅

饒美紅：杭州市建蘭中學(xué)校長，第二屆“中語杯”全國中青年教師課堂教學(xué)大賽一等獎(jiǎng)獲得者，杭州市初中語文優(yōu)質(zhì)課評(píng)比一等獎(jiǎng)獲得者。

（課前播放茅威濤的越劇唱腔《回字歌》，渲染氣氛。）

一、導(dǎo)入：孫伏園先生的評(píng)論引出《孔乙己》。

師：據(jù)魯迅先生的朋友孫伏園回憶，魯迅先生說，在他創(chuàng)作的短篇小說中，他最喜歡《孔乙己》，還把它譯成了外國文。他為什么最喜歡孔乙己，孔乙己究竟是一個(gè)怎樣的藝術(shù)形象，今天就讓我們一起走進(jìn)孔乙己。

二、初品孔乙己，他是一個(gè)被侮辱、被損害的“讀書人”。

師：課前我們都已預(yù)習(xí)過，通過對(duì)課文的通讀，孔乙己留在你腦海里最深刻的畫面或者說最深刻的語言、動(dòng)作是什么？

生1：孔乙己是站著喝酒而穿長衫的唯一的人。生2：他總是滿口之乎者也。

生3：給孩子們吃茴香豆時(shí)的情景。師：你能配上動(dòng)作把這一段朗讀一下嗎？

（學(xué)生搖頭換腦并伸出五指做孔乙己狀形象地朗讀。）師：從這段話中你們感受到了什么？ 生1：孔乙己是一個(gè)有文化的人。生2：他是一個(gè)好玩、可笑的人。生3：他是一人迂腐的人。

師：但老師覺得這情景是這篇課文中唯一能讓人感到溫馨的地方。有同學(xué)有

同感嗎？

生1：他自己錢不多，買了為數(shù)不多的茴香豆還要給孩子們吃。

生2：這里我感受到了他的善良。

師：同學(xué)們都很有感觸，孔乙己留給你們還有什么深刻的印象嗎？ 生：“竊書不能算偷??”這句話給我印象也還深。

師：你認(rèn)為竊和偷意思一樣嗎？

生：不一樣。師：怎么不一樣？

生:??

師：其實(shí)兩者意思一樣，偷是口頭語，竊是書面語，你們說孔乙己自己知不

知道兩者意思是一樣的？

生：知道的。

師：那他為什么要這樣說？

生1：人們用口頭語“偷”來嘲笑孔乙己，孔乙己為了辯解而用古詞語“竊”，故意在字面上做文章。

生2：說明了孔乙己這個(gè)沒落封建文人的迂腐、可悲。

師：同學(xué)們講的都非常棒，《孔乙己》這篇經(jīng)典的課文在你們的父輩和老師讀書時(shí)候就有，有意思的是這兩天老師問了一些年長者和一些和我同時(shí)代的人，讓他們說說多年后孔乙己留在他們腦海里最深的印象是什么，他們不約而同地說

到了這幾幅孔乙己的經(jīng)典畫面：

（大屏幕呈現(xiàn)下述文字）

孔乙己是站著喝酒而穿長衫的唯一的人。

總是滿口之乎者也

“竊書不能算偷……竊書！……讀書人的事，能算偷么？”

回字有四樣寫法，不多不多！多乎哉？不多也。

師：好象跟我們的同學(xué)說得不謀而合，看來這就是經(jīng)典的不朽之處，無論經(jīng)過多么長久留給人們的深刻印象是一樣的。

師：根據(jù)以上這些文字的敘述，你認(rèn)為孔乙己是一個(gè)怎么樣的人？

生：讀書人！

師：怎樣的讀書人？能否在前面加個(gè)定語。

生1：可笑的讀書人！生2：迂腐的讀書人！生3：善良的讀書人！

師：國際知名的文化研究學(xué)者李歐梵先生認(rèn)為：孔乙己是歷史轉(zhuǎn)折時(shí)期、落后于時(shí)代的，固守著過去價(jià)值觀的被侮辱、被損害的讀書人。師：在你們的印象中，讀書人的社會(huì)地位是如何的？ 生1：讀書人的社會(huì)地位應(yīng)是挺高的。生2：萬物皆下品，唯有讀書高嘛！

三、再品孔乙己，他是一個(gè)有著悲劇性格的“邊緣人”。

師：那就讓我們?nèi)タ纯瓷钤谀莻€(gè)年代的孔乙己的社會(huì)地位如何？假如我們讓時(shí)光倒流，讓我們回到孔乙己那個(gè)年代，你能在咸亨酒店眾多的酒客中，一眼就認(rèn)出哪個(gè)是孔乙己嗎？請(qǐng)根據(jù)文中的話說說理由。

生：能，根據(jù)第四小節(jié)中的“孔乙己是站著喝酒而穿長衫的唯一的人。”

師：為什么說他是唯一的？

生：根據(jù)文中第一小節(jié)的描述，站著喝酒的是短衣幫，而穿長衫的是要踱進(jìn)店面隔壁的房子里，要酒要菜，慢慢地坐喝。

師：也就是說孔乙己既不屬于短衣幫，又不屬于穿長衫的主顧。但是，他只要踱進(jìn)店里坐著不就可以成為長衫主顧一類了嗎？他能坐著喝嗎？

生：不能，因?yàn)樗F了！經(jīng)濟(jì)地位不允許他坐著喝！

師：那么只要他脫下長衫就可以歸入短衣幫了。他愿脫下長衫嗎？ 生1：不能，他太窮了，只有這么一件衣服，所以脫不下來。

師：你認(rèn)為他沒有換洗的衣服，果真是這樣嗎？

生2：不對(duì)，我覺得是他始終放不下讀書人的架子，他認(rèn)為長衫再破也是讀

書人的標(biāo)志。

生3：他喜歡與眾不同。（全班大笑）

師：那這個(gè)孔乙己太有個(gè)性了。

生4：在他的思想里他無論如何也不可能把自己和短衣幫歸屬在一起。生5：他企圖用一件長衫來提高自己的社會(huì)地位，他的思想意識(shí)不認(rèn)可他脫

下。

師：所以真是欲上不能，欲下不甘啊！既不能踱進(jìn)店里去喝，又不能放下讀書人的架子，脫下長衫?？滓壹撼蔀榕c這個(gè)社會(huì)格格不入的孤獨(dú)的邊緣人。四、三品孔乙己，他是一個(gè)貧賤而悲慘的“多余人”。

師：這么一個(gè)不屬于任何群體的邊緣人，是否跟別人沒有任何關(guān)聯(lián)了？ 生：文中第九小節(jié)這樣寫道：“孔乙己是這樣的使人快活?！闭f明他還是和

別人有關(guān)聯(lián)的。

師：能從文中找到“這樣”的具體表現(xiàn)嗎？ 生1：第四小節(jié)，滿口之乎者也??他說竊書不能算偷，大家都笑了。生2：大家說孔乙己撈不到半個(gè)秀才時(shí)，店內(nèi)充滿了快活的空氣。生3：孔乙己和鄰居孩子之間的‘多乎哉？不多也’，也都是笑聲。生4：第十一小節(jié)，孔乙己說：“跌斷，跌，跌??”，大家便哄笑。師：靜下來，讓我們想一想，這些真的好笑嗎？如果我們就是孔乙己，考不上秀才舉人，可笑嗎？沒錢不能多給孩子茴香豆，可笑嗎？沒錢只能去偷書，可笑嗎？被丁舉人打折了腿，可笑嗎??讓我們覺得可笑的分別是孔乙己的什么

事？

生1：竊書不能算偷，這里表明了孔乙己沒落、迂腐。

生2：連半個(gè)秀才也撈不到，說明被人家取笑戮到內(nèi)心隱痛時(shí)孔乙己那種失

望、頹唐的悲涼心理。

生3：“不多不多，多乎哉？不多也?！边@句話顯示了孔乙己最誠摯的人性，但由于生活的窘迫，這人性不過是笑料的一部分罷了。

生4：“跌斷，跌，跌??”孔乙己此時(shí)的神態(tài)是“低聲，懇求”說明他很

可憐！

生5：突然發(fā)現(xiàn)讓人們覺得可笑的分別是孔乙己的“偷竊-落第-迂腐-斷腿。” 師：確實(shí)如果我們是站在酒客的角度，覺得孔乙己是可笑的。但我們以孔乙己自身的角度去想想，這一切對(duì)于孔乙己個(gè)人來說都是他心中永遠(yuǎn)的痛，那為什

么每一次店內(nèi)外充滿了快活的空氣？

生：說明了當(dāng)時(shí)社會(huì)的悲涼，人情冷漠。

師：孔乙己他自認(rèn)為是一個(gè)讀書人，有身份的人，可他的一舉一動(dòng)卻成為人們無聊生活中的笑料?？梢娝麄兊目鞓肥墙⒃诳滓壹旱耐纯嘀系?，他們?cè)谕嫖?、欣賞別人的苦難?？滓壹哼@么一個(gè)悲苦的人的形象就很直觀地展現(xiàn)在我們眼

前。

師：但讓我們感到更辛酸的是，文中繼續(xù)寫道：“可是沒有他，別人也便這

么過?！边@句話有什么言外之意？

生1：說明了孔乙己無足輕重的社會(huì)地位。

生2：他只不過是一個(gè)玩物，一塊笑料，一個(gè)廢物。生3：他是一個(gè)可有可無、毫無價(jià)值可言的人。

師：文中哪些語句可以讀出？

生：第十小節(jié)中“我才也覺得他的確長久沒有來了?！?/p>

師：是在什么情況下我才覺得的？

生：掌柜說：“孔乙己長久沒有來了。還欠十九個(gè)錢呢！” 師：文中這十九文錢總共提到幾次？說明了什么？

生1：四次。

生2：十九文錢成了他的代名詞，他曾經(jīng)存在過的唯一證據(jù)。

生3：十九文錢似乎標(biāo)志著他存在的全部價(jià)值。

師：是的，所以當(dāng)這十九文錢從粉板上抹去時(shí)，孔乙己這個(gè)卑微的名字便永

遠(yuǎn)從冷漠殘酷的社會(huì)消失了！

師：還有嗎？

生：第十小節(jié)，“誰曉得？許是死了。”

師：什么樣的情境下有這樣的對(duì)話的？我們分角色來朗讀一下，來體會(huì)一下

當(dāng)時(shí)他們的心情。（學(xué)生分角色朗讀）

師：誰曉得？許是死了。他們用的是什么口氣？ 生1：漫不經(jīng)心，掌柜隨口問，酒客信嘴答。生2：一個(gè)漫不經(jīng)心，一個(gè)毫不在意。

師：講得真好！這種刻意為之的“輕描淡寫”更加強(qiáng)了悲劇的效果。我們一般在談?wù)撌裁礀|西逝去的時(shí)候會(huì)用這種口氣？

生1：動(dòng)物

生2：我們家的寵物死了，我也不會(huì)用這種口氣。

師：可見孔乙己連動(dòng)物也不如。從這段文字中我們還讀到了什么信息？ 生1：丁舉人的兇殘行徑。

生2：但沒有人站出來表示一點(diǎn)憤慨和不平。師：說明了什么？

生：人與人之間冷漠、隔膜、麻木到了觸目驚心、令人寒心！

師：有人說：“人沒有錯(cuò)，錯(cuò)的是時(shí)間?！币粋€(gè)小小的孔乙己，誰會(huì)去關(guān)心他？一個(gè)小小的舉人在那時(shí)可以草菅人命，而沒有一個(gè)人去阻止，都只是旁觀?；蛘哒f在看戲，戲中誰死誰活與我何干？漠視像習(xí)慣一般存在，再裝著沒事人樣，然后再看戲。

師：文章最后還寫到：“我到現(xiàn)在終于沒有見——大約孔乙己的確死了?！笨滓壹旱降姿懒藳]有？請(qǐng)聽課文十一至十三小節(jié)，請(qǐng)同學(xué)們邊聽邊在文章中找依

據(jù)。

（學(xué)生聽課文錄音邊思考）

生1：我認(rèn)為他死了，因?yàn)榍拔恼f孔乙己品行好，從不拖欠，但現(xiàn)在—二年

過去，還欠十九文錢。生2：我也認(rèn)為他死了，因?yàn)樵人聿母叽?，青白臉色，而現(xiàn)在他被打折

了腿，黑而且瘦。天氣又逐漸轉(zhuǎn)涼。

生3：我認(rèn)為他沒死，他可能到另外的地方去謀生了。

生4：我認(rèn)為他死了，因?yàn)樗@么好酒，如果沒死，他爬也要爬來喝酒。師：中國酒的歷史比文學(xué)的歷史更長，曹雪芹，他是“舉家食粥酒常賒！”這位同學(xué)分析得挺有道理，孔乙己這么好酒，如果還活著，一定會(huì)來喝酒的。

生5：我認(rèn)為他沒死，可能這個(gè)社會(huì)上有好心的收容了他，并給他好酒喝。

（全班大笑）

師：你懷著一個(gè)非常美好的愿望，是的，或許他被好心人收留了。

生6：我認(rèn)為他已經(jīng)死了，因?yàn)樵葎e人嘲笑他，他會(huì)爭辯，而現(xiàn)在是“不

十分分辯”，說明他心都已經(jīng)死了。

生7：天氣已轉(zhuǎn)涼，且他這時(shí)穿著的是“破夾襖”，剛才我們說孔乙己是無論如何也不肯脫下那件長衫的，可此時(shí)他已脫下，這意味著他生命的終結(jié)。

師：你觀察的真仔細(xì)，讓我們一起來看看文中的這一小節(jié)，請(qǐng)同學(xué)們默讀，然后告訴老師，此時(shí)如果我們?cè)俚较毯嗑频耆フ夷莻€(gè)標(biāo)志性的孔乙己還能找的到

嗎？你們還發(fā)現(xiàn)了什么？

生：找不到了，孔乙己此時(shí)已被迫脫下長衫，換上了短衣幫的“破夾襖”。

師：長衫脫下那他該歸屬于短衣幫了！

生：這回他終于坐下來“喝酒”了，不過并不是坐在隔壁的雅座里，而是坐

在一個(gè)蒲包上喝。

師：魯迅先生讓孔乙己的最后一次出場讓我們震驚，他先前塑造的那一個(gè)高大的孔乙己的形象已倒塌，這是一個(gè)人精神的萎縮。魯迅先生讓他最后一次出場也沒有歸屬，他始終是一個(gè)處于社會(huì)邊緣的可憐的讀書人。所以著名作家劉再復(fù)認(rèn)為：“孔乙己是貧賤而悲慘的“多余人”，失去人的尊嚴(yán)與資格、被社會(huì)所

恥的下層知識(shí)分子。“

師：如果說“大約”印證了“可是沒有他，別人也便這么過?！闭f明沒有人去關(guān)心他，讓我們讀到了隱含著的社會(huì)的冷漠的話。那么我們同學(xué)們剛才找出來的種種跡象表明孔乙己的確死了?！暗拇_”表現(xiàn)了孔乙己死亡的必然。讓我們徹

底地感受到了社會(huì)的凄涼。

五、走進(jìn)魯迅先生，他是一個(gè)遭社會(huì)涼薄的苦人。

師：孔乙己的確死了，在一個(gè)漆黑的夜晚，當(dāng)老師再讀這篇文章的時(shí)候，內(nèi)心感到無比的痛苦，孔乙己他存在過嗎？于是寫下了這段文字：

（大屏幕呈現(xiàn)下述文字，教師配樂朗讀）

春天已經(jīng)來臨了，孔乙己也的確死了，死在那個(gè)被冷落的墻角。聽說，他死時(shí)還不停地嘮叨著：“人固有一死。”的確，這一次他真的死了，死在人們的唾棄和冷眼中，死在這個(gè)春天已經(jīng)來臨的季節(jié)。

孔乙己被幾個(gè)收拾垃圾的人草草地葬了。沒有墓碑，因?yàn)樗麩o名無姓；沒

有吊客，因?yàn)樗麩o親無故。

草，已長滿了這座荒墓，永遠(yuǎn)不會(huì)有人知道這里面有一個(gè)人，他是誰。

師：那個(gè)叫孔乙己的人，他死了。是誰殺死了孔乙己？

生1：是科舉制度，讓他學(xué)了一些沒用的東西，如茴字有四種寫法等，讓他

無法謀生。

生2：是他自己的性格，他好吃懶做。

生3：是當(dāng)時(shí)的社會(huì)，人與人之間的冷漠、麻木。

師：魯迅先生在《我之節(jié)烈觀》中寫到：中國的看客是無主名無意識(shí)的殺人團(tuán)。我們來看一下，魯迅是讓孔乙己怎樣從人們的視線中逐漸消失的？

生齊讀：他從??便又在旁人的說笑聲中，坐著用這手慢慢走去了。師：著名作家余華在《內(nèi)心之死》中說：“當(dāng)讀到這段文字，有“一種子彈穿過身體的迅疾”的感覺。魯迅先生省略了孔乙己最初幾次來到酒店的描述，當(dāng)他的腿被打斷后，才開始寫他到來的方式，這是一個(gè)偉大作家的責(zé)任。于是我們讀到了文學(xué)敘述中的絕唱：用手走路的人，一個(gè)非人！這幅圖景是整篇小說的靈魂，孔乙己留給我們的是用手支撐著身體走出門的背影，背影后是自顧自談笑著的人們。（學(xué)生思考）

師：孔乙己不幸中的血腥味就在這些看客的冷漠的談?wù)撝邢饬?，這正是魯迅最痛心的。一種全民族的演戲與看戲，是一種極其可怕的消解力量。那么魯迅為什么要塑造一個(gè)處于社會(huì)邊緣的遭社會(huì)涼薄的孔乙己形象呢？

生1：喚醒人們的同情心。生2：批露這個(gè)麻木的社會(huì)。

師：社會(huì)對(duì)于苦人的涼薄，這是在相當(dāng)長的時(shí)間內(nèi)一直使魯迅先生感到痛心和憤慨的問題。魯迅在日本留學(xué)的時(shí)候，就經(jīng)常和友人許壽裳一起探索“中華民族中最缺乏的是什么?”的問題，他們當(dāng)時(shí)得出的結(jié)論是：“我們民族最缺乏的東西是誠和愛”。在魯迅先生看來，這種愛的缺乏，往往表現(xiàn)為一般群眾精神的麻木，從而對(duì)不幸者采取冷漠的旁觀的態(tài)度?！犊滓壹骸吠瓿闪怂慕衣恫⑴幸话闵鐣?huì)對(duì)于苦人的涼薄的寫作意圖的：

（大屏幕呈現(xiàn)下述文字，學(xué)生齊讀）：

凡是愚弱的國民，即使體格如何健全，如何茁壯，也只能做毫無意義的示眾的材料和看客，病死多少是不必以為不幸的。所以我們的第一要著，是在改變他們的精神。—— 魯迅《〈吶喊〉自序》

師：所以我們可以想象，當(dāng)這件又臟又破的長衫在魯迅先生眼前飄動(dòng)時(shí)，他的心情又是怎樣的。好，今天這堂課我們就上到這里，同學(xué)們?cè)僖姡?/p>

（《回字歌》的歌聲緩緩響起，大屏幕播放視頻：）每一個(gè)民族都有自己的一些大師級(jí)的思想家、文學(xué)家，他們的思想與文學(xué)具有一種原創(chuàng)性，后人可以不斷地向其反歸、回省，不斷地得到新的啟示，激發(fā)出新的思考與創(chuàng)造。魯迅正是這樣的一位具有原創(chuàng)性的現(xiàn)代思想家和文學(xué)家。

——錢理群

沒有偉大的人物出現(xiàn)的民族，是世界上最可憐的生物之群；有了偉大的人物，而不知擁護(hù)、愛戴、崇仰的國家，是沒有希望的奴隸之邦?！暨_(dá)夫

實(shí)現(xiàn)高品位的教學(xué)價(jià)值

杭州市上城區(qū)教育學(xué)院

吳丹青

好課如好文，順課堂之肌理亦能感教師之品格。饒美紅老師的《孔乙己》課堂教學(xué)體現(xiàn)了執(zhí)教者先進(jìn)的學(xué)生觀、教師觀和教材觀、閱讀觀。它給予我們的啟

示是多方面的，擇其一二而說之。

一、獨(dú)到而精準(zhǔn)的文本解讀切口

文本解讀的切口，最能顯現(xiàn)教師的個(gè)性與功力。饒老師將切口定在“孔乙己”這個(gè)人物的悲劇命運(yùn)的原因探尋上，引導(dǎo)學(xué)生認(rèn)識(shí)到導(dǎo)致“孔乙己”悲劇的除了其自身原因之外，還有來自于“看客”們的冷漠與殘酷。這看似劍走偏鋒的解讀，卻極好地剖析出魯迅作品的人文價(jià)值——對(duì)個(gè)體生命的最本質(zhì)的關(guān)懷，且更貼近于作者完成他的揭露并批判“一般社會(huì)對(duì)于苦人的涼薄”的寫作意圖。這樣獨(dú)特而精準(zhǔn)解讀的價(jià)值，還在于撇去了意識(shí)形態(tài)的條條框框，走出了長期以來照本宣科地把孔乙己講解成封建科舉制度犧牲品的狹隘。于是，學(xué)生們?cè)谄饰隹滓壹旱男蜗蠹捌渖娴纳鐣?huì)環(huán)境時(shí)，不僅“怒其不爭”，更是“哀其不幸”，從中也看到了一個(gè)弱勢群體在社會(huì)生活中的生存狀態(tài)，領(lǐng)悟到孔乙己不只是特定時(shí)代的產(chǎn)物，悲劇的背后具有普遍的意義。這樣的課堂自然就具備了高屋建瓴的氣勢，也

更好地實(shí)現(xiàn)了魯迅作品的教學(xué)價(jià)值。

二、真切而深刻的體驗(yàn)與感悟

知識(shí)的厚度是教師講析的第一要素，但決定課堂的成敗卻在于學(xué)生是否能夠獲得真切而深刻的體驗(yàn)與感悟。文學(xué)作品教學(xué)，切忌程式化的教條灌輸，需要直指心靈的體驗(yàn)學(xué)習(xí)方式。饒老師自然深諳其理。課堂伊始，以“孔乙己留在你腦海里最深刻的畫面或者說最深刻的語言、動(dòng)作是什么”這看似隨意實(shí)則為精心設(shè)計(jì)的提問，調(diào)動(dòng)出學(xué)生閱讀的原初體驗(yàn)，直觀形象地感悟孔乙己，為后邊的深入分析做鋪墊。而“假如時(shí)光倒流，讓我們回到孔乙己那個(gè)年代，你能在咸亨酒店眾多的酒客中，一眼就認(rèn)出哪個(gè)是孔乙己嗎？”這樣的情境引導(dǎo)學(xué)生走進(jìn)了小說中的場景——咸亨酒店，他們似乎就站在孔乙己的身旁，看著孔乙己站著喝酒，思考著能不能幫他脫下那件長衫。當(dāng)分析到人們看待孔乙己時(shí)說的話“誰曉得？許是死了”時(shí)，“什么樣的情境下有這樣的對(duì)話？我們分角色來朗讀，體會(huì)一下說話人的心情?！边@樣的學(xué)習(xí)活動(dòng)具有四兩撥千斤的教學(xué)價(jià)值。角色體驗(yàn)、朗讀品味、問題探究，于是學(xué)生獲得了真切而深刻的體驗(yàn)與感悟：一個(gè)被侮辱、被損害的“讀書人”,一個(gè)具有悲劇性格的邊緣人，一個(gè)貧賤而悲慘的多余人，一個(gè)遭社會(huì)涼薄的苦人，孔乙己這一人物形象越來越明晰。

三、大氣而開放的教學(xué)進(jìn)程

饒老師不僅引導(dǎo)學(xué)生在情境中品味語言，感悟形象，還帶領(lǐng)他們進(jìn)入理性的思辨境界。而真切的情感體驗(yàn)和深刻的理性認(rèn)知相輔相成，有著近乎于不著痕跡融合的教學(xué)效果。整堂課由初識(shí)孔乙己，據(jù)其細(xì)節(jié)識(shí)人物；到從其站著飲酒之形象，解其邊緣人特征；再到看客看待孔乙己，明其悲劇實(shí)質(zhì)；到最后孔乙己退場時(shí)的戲劇化造型，悟其乃遭社會(huì)涼薄的苦人。簡潔明晰的教學(xué)形式營造了開放大氣的思維空間，文本解讀內(nèi)涵豐富而又邏輯清晰，每個(gè)板塊的學(xué)習(xí)目標(biāo)明確而又利于生成，板塊間的過渡自然流暢，各個(gè)環(huán)節(jié)步步為營又層層深入。從交流自己的閱讀體驗(yàn)開始，一步步走向文本深處，學(xué)生的視界與文本視界、作者視界、教師視界以及其他專家讀者的視界交接、碰撞、交融，從而建構(gòu)知識(shí)、獲得智慧，拓寬視野，提升能力。從而實(shí)現(xiàn)文學(xué)作品高品位的教學(xué)價(jià)值。

第五篇：英語特級(jí)教師沈峰談怎樣備好一節(jié)課

英語特級(jí)教師沈峰談怎樣備好一節(jié)課

第一部分：更新觀念

A.新課程理念指導(dǎo)下備課的一般策略 B.傳統(tǒng)備課的主要問題

C.新課程理念下教師備課的基本要求 D.新課程理念指導(dǎo)下備課的一般策略 開放性教學(xué)策略 預(yù)設(shè)性備課策略

反思性備課策略: 1.尋找教學(xué)預(yù)設(shè)與教學(xué)效果的差異所在； 2.尋找自己的教學(xué)與他人評(píng)價(jià)的結(jié)合點(diǎn)； 3.尋找教學(xué)實(shí)際效果與重新設(shè)計(jì)的生長點(diǎn)；

4.尋找新設(shè)計(jì)的可行性與學(xué)生能力發(fā)展的融合點(diǎn)。第二部分：具體實(shí)施

A.把握和理解教材可以從以下幾個(gè)方面入手 1）教學(xué)目標(biāo)具體化； 2）重點(diǎn)和難點(diǎn)的定位； 3）學(xué)情分析； 4）教學(xué)策略分析； 5）教學(xué)過程的設(shè)計(jì)。B.備課的基本過程：

一、分析教材和學(xué)生(一)教材分析

1.學(xué)習(xí)《英語課程標(biāo)準(zhǔn)》,明確教學(xué)目的（總），領(lǐng)會(huì)教材編寫意圖； 2.分析教材的系統(tǒng)體系，明確各部分在整個(gè)教材中的地位與前后聯(lián)系； 3.分析教材的重點(diǎn)、難點(diǎn)及其內(nèi)容的組織結(jié)構(gòu);4.分析教材中涉及到的語言點(diǎn)在日常生活中所應(yīng)用的情境，根據(jù)學(xué)生的認(rèn)知特點(diǎn)及教學(xué)條件等靈活地處理教材。如何在教學(xué)中創(chuàng)造性地使用教材: 調(diào)整教學(xué)內(nèi)容的順序1）單元之間的調(diào)整 2）單元內(nèi)的調(diào)整 3）課內(nèi)調(diào)整

重新調(diào)整和組合教學(xué)內(nèi)容

更新教與學(xué)的方式，活化教學(xué)內(nèi)容

（二）學(xué)生需求與發(fā)展分析

¨ 學(xué)生的發(fā)展是英語課程的出發(fā)點(diǎn)和歸宿?！?英語課程在目標(biāo)設(shè)定、教學(xué)過程、課程評(píng)價(jià)和教學(xué)資源的開發(fā)等方面都突出以學(xué)生為主體的思想。

¨ 課程實(shí)施應(yīng)成為學(xué)生在教師指導(dǎo)下建構(gòu)知識(shí)、提高技能、磨礪意志、活躍思維、發(fā)展個(gè)性、發(fā)展心智和拓展視野的過程。

二、確定學(xué)生學(xué)習(xí)內(nèi)容（明確課型：詞句、閱讀、學(xué)科融合）

¨ “教師要善于結(jié)合實(shí)際教學(xué)需要，靈活地或有創(chuàng)造性的使用教材，對(duì)教材的內(nèi)容、編排順序、教學(xué)方法等方面進(jìn)行適當(dāng)?shù)娜∩岷驼{(diào)整” ¨

1、確定學(xué)生學(xué)習(xí)內(nèi)容 ¨ 依據(jù)教材

¨ 依據(jù)學(xué)生學(xué)習(xí)能力

¨

2、如何確定學(xué)生的學(xué)習(xí)內(nèi)容 ¨

¨

三、確定教學(xué)目標(biāo) ¨

1、教學(xué)目標(biāo)的表述。

不合適的教學(xué)目標(biāo) 《英語課程標(biāo)準(zhǔn)》中明確提出：基礎(chǔ)階段英語課程的總體目標(biāo)是培養(yǎng)學(xué)生的綜合語言運(yùn)用能力。

¨ 我們?cè)诖_定每一節(jié)課的教學(xué)目標(biāo)時(shí)，首先思考的是，通過本節(jié)課的學(xué)習(xí)，學(xué)生能做什么事，在目標(biāo)表示時(shí)用“能??”開頭。

2、確定教學(xué)目標(biāo)的方面：知識(shí)目標(biāo)、能力目標(biāo)、情感目標(biāo)、學(xué)習(xí)策略、文化意識(shí)

¨ 知識(shí)目標(biāo)：

¨ 表述為（供參考）：能夠正確聽懂、說出、認(rèn)讀以下單詞（句子）； 能夠初步唱出本課的歌謠等?！?能力目標(biāo)：

¨ 表述為（供參考）： ¨ 通過感知、理解與模仿，能夠在適當(dāng)?shù)那榫爸羞\(yùn)用本課涉及到的詞組正確描述“人們正在做什么”； ¨ 情感目標(biāo)：

¨ 表述為（供參考）：

¨ 能夠在課堂活動(dòng)的過程中學(xué)會(huì)思考如何更好地安排作息時(shí)間； ¨ 能夠了解中西方主要節(jié)日及其文化背景； ¨ 能夠激發(fā)學(xué)生熱愛父母的情感；

¨ 通過小組活動(dòng)，能夠培養(yǎng)與他人合作的意識(shí)，感知與他人合作的方法； ¨ 通過學(xué)習(xí)故事，能夠懂得做事時(shí)自己要有主見，要會(huì)合理安排自己放學(xué)后的時(shí)間等。

¨ 能夠用學(xué)過的語言描述動(dòng)物的外貌；

¨ 能夠詢問某人或回答自己的生日在何時(shí)等?！?/p>

3、確定教學(xué)目標(biāo)的依據(jù)

¨ 1）小學(xué)英語課程的總目標(biāo)；

¨ 2）教材中需要學(xué)生對(duì)規(guī)定知識(shí)學(xué)到怎樣的程度； ¨ 3）學(xué)生的年齡特點(diǎn)； ¨ 4）新舊知識(shí)的聯(lián)系；

¨ 5）學(xué)生能用所學(xué)語言做什么事（生活中的真實(shí)事情和課堂上的學(xué)習(xí)事情。）

¨ 關(guān)于教學(xué)目標(biāo)可以參考《課標(biāo)》中相關(guān)級(jí)別的目標(biāo)描述?！?/p>

¨

四、確定教學(xué)過程和設(shè)計(jì)教學(xué)方法（寫教案）

1、教學(xué)過程的定義：

以師生相互作用進(jìn)行的，以學(xué)生為主體，以教師為主導(dǎo)，以教科書為主要認(rèn)識(shí)對(duì)象的，實(shí)現(xiàn)教學(xué)、發(fā)展和教育三大功能 和諧統(tǒng)一特殊的認(rèn)識(shí)和實(shí)踐活動(dòng)過程。

2.實(shí)施教學(xué)過程的策略

1）營造氛圍、調(diào)動(dòng)情感、活躍思維、激活已有的知識(shí)和經(jīng)驗(yàn)。2）在有意義的情景下呈現(xiàn)新的語言學(xué)習(xí)內(nèi)容。（提供語言輸入、重視理解、建立新舊知識(shí)的聯(lián)系，為學(xué)生吸收和消化新知識(shí)作準(zhǔn)備）。3）進(jìn)行操練，但不是純粹的機(jī)械性操練。4）開展learning by doing sth。5）隱性學(xué)習(xí)和顯性學(xué)習(xí)相結(jié)合。

6）向?qū)W生的個(gè)人生活和經(jīng)驗(yàn)擴(kuò)展，舉一反三，發(fā)揮學(xué)生的創(chuàng)造性和想象力。

3、教學(xué)環(huán)節(jié)設(shè)計(jì)：

任務(wù)型語言教學(xué)過程為三大塊，1）語言材料的引入； 2）語言練習(xí)； 3）語言輸出。

英語教學(xué)過程應(yīng)大致包含以下環(huán)節(jié)：

1）準(zhǔn)備教學(xué)（Warming up，brain storm，recycling?.)； 2）呈現(xiàn)新的語言材料（Presentation）； 3）語言練習(xí)（Practice）

4）語言的實(shí)際應(yīng)用（Production）5）小結(jié)（Summary）

¨ 教學(xué)各環(huán)節(jié)的作用與設(shè)計(jì)

1)準(zhǔn)備教學(xué)（Warming up)： 設(shè)計(jì)目的：

設(shè)計(jì)形式： 2)呈現(xiàn)新的語言材料（Presentation）： 呈現(xiàn)時(shí)可采用以下形式：

? 看圖或課件的聽力活動(dòng)

? 帶著問題觀看課件，VCD,或DVD ? 玩偶表演活動(dòng)

? 畫簡筆畫 看圖講故事活動(dòng)

創(chuàng)設(shè)情景師生對(duì)話活動(dòng)?? 3)語言練習(xí)（Practice）：

? 新語言材料的練習(xí)可以分為兩個(gè)階段： ? 一是機(jī)械性練習(xí)，? 二是有意義的練習(xí)。設(shè)計(jì)目的：嘗試交際運(yùn)用新語言

? 設(shè)計(jì)形式：半控制的交際活動(dòng)或游戲

4)語言的實(shí)際應(yīng)用（Production）：

? 這是一個(gè)語言輸出的階段，展示成果的階段

? 在這個(gè)階段，學(xué)生要用他們所學(xué)的知識(shí)和技能來完成一個(gè)任務(wù)。? 這個(gè)階段的語言活動(dòng)通?？梢栽谛〗M或結(jié)對(duì)練習(xí)中完成。5）小結(jié)（Summary）

? 設(shè)計(jì)目的：總結(jié),評(píng)價(jià)學(xué)習(xí)效果

? 布置課堂延伸活動(dòng)

? 設(shè)計(jì)形式：chants , songs, games, tasks ? 小結(jié)是課堂活動(dòng)不可缺少的一個(gè)環(huán)節(jié)，小結(jié)的方式很多

? 在小結(jié)的時(shí)候教師要注意小結(jié)方式不要太生硬，最好是留有懸念 ? 在布置作業(yè)的時(shí)候，要注意把課內(nèi)的學(xué)習(xí)延伸到課外 ? 注意：活動(dòng)間的邏輯關(guān)系，過渡銜接。

¨

五、實(shí)施教學(xué)設(shè)計(jì)（上課）

1、按照備好的教案上課，不要隨意性太強(qiáng)。

2、根據(jù)課堂現(xiàn)場隨時(shí)調(diào)整教學(xué)設(shè)計(jì)。

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六、總結(jié)、反思教學(xué)過程

在總結(jié)、反思教學(xué)過程時(shí)依據(jù)的是：

1、教學(xué)目標(biāo)

2、課堂實(shí)際效果（看學(xué)生的反應(yīng)）關(guān)于備課 這一話題的小結(jié) 提示一：

備課是教師必須具備的基本功之一 備課是展示教師個(gè)性化創(chuàng)造過程的記錄

備課是教師教的行為和學(xué)生學(xué)的方式的點(diǎn)子庫 提示二：

備課不僅僅是課堂教學(xué)的準(zhǔn)備，它同時(shí)也是教師教學(xué)思想和教學(xué)軌跡的記錄，更是教師認(rèn)識(shí)自己，總結(jié)經(jīng)驗(yàn)，成長提高的重要資料。提示三 教學(xué)設(shè)計(jì)的變化： 課程目標(biāo)：由單一向三維轉(zhuǎn)變 過程設(shè)計(jì)：由封閉向開放轉(zhuǎn)變

內(nèi)容設(shè)計(jì)：由單一使用教材向課程資源的開發(fā)、利用和整合轉(zhuǎn)變

方法設(shè)計(jì)：由個(gè)人向個(gè)人與集體合作形式轉(zhuǎn)變（個(gè)人自備、集體交流、個(gè)人整理）

呈現(xiàn)形式：由靜態(tài)向動(dòng)靜結(jié)合轉(zhuǎn)變

注意點(diǎn)：

（一）教案設(shè)計(jì)中常見的問題

1、教學(xué)目標(biāo)不夠明確

2、教學(xué)難點(diǎn)把握不準(zhǔn)

3、活動(dòng)設(shè)計(jì)目標(biāo)性不強(qiáng)

4、活動(dòng)形式體現(xiàn)參與性不夠

5、活動(dòng)之間缺乏層次性

6、活動(dòng)設(shè)計(jì)程式化,缺乏創(chuàng)新意識(shí)

7、知識(shí)操練活動(dòng)量比例偏重

8、聽、說活動(dòng)多, 體現(xiàn)讀、寫活動(dòng)少

9、評(píng)價(jià)方案設(shè)計(jì)缺乏

（二）小學(xué)英語教案設(shè)計(jì)的原則：

1、以學(xué)生為主體的原則

2、體現(xiàn)學(xué)生學(xué)習(xí)過程的原則

3、體現(xiàn)認(rèn)知規(guī)律的原則

4、體現(xiàn)形成性評(píng)價(jià)的原則

（三）教學(xué)過程的設(shè)計(jì)應(yīng)體現(xiàn)：

巧：引入要獨(dú)具匠心，過渡要自然 活：教學(xué)方法要靈活，訓(xùn)練模式要多樣 實(shí)：教學(xué)目標(biāo)明確，過程要便于操作實(shí)施

（四）完整的教案設(shè)計(jì) Before class: 課前設(shè)計(jì)

隨著教師角色和學(xué)生學(xué)習(xí)方式的轉(zhuǎn)變，教案設(shè)計(jì)不再只是教學(xué)步驟的體現(xiàn)，而是教師教學(xué)研究的一個(gè)重要途徑。新課改要求教師從課程理念出發(fā)，在落實(shí)學(xué)生主體學(xué)習(xí)地位上下功夫，在培養(yǎng)學(xué)生學(xué)習(xí)能力上下功夫，在語言的運(yùn)用上下功夫。In class: 課中設(shè)計(jì)

課堂上會(huì)有很多突如其來的可變因數(shù)，學(xué)生的提問，發(fā)難等都會(huì)影響課前設(shè)計(jì)好的方案的實(shí)施，這也是對(duì)教師的一種挑戰(zhàn)。教師需要根據(jù)課堂實(shí)際情況，及時(shí)修正教案，靈活操作。這就是課堂中設(shè)計(jì)，也是教案的第二次設(shè)計(jì)和完善。After class: 課后設(shè)計(jì)

課后教師將課堂操作中對(duì)教案的臨時(shí)修改以及自己的感想等及時(shí)記錄下來，進(jìn)行分析、反思，不斷總結(jié)經(jīng)驗(yàn)和不足，逐漸形成自己的教學(xué)特色。這一過程中可能考慮到的因素有：自己的教學(xué)行為，學(xué)生的表現(xiàn)，教學(xué)的成功之處與不足等。