指导青年教师教学的评课稿.docVIP

Title: Unit 9 Lesson 2-1 Name： Chang Feng Lesson Type: Reading Tools: Computer and paper Teaching aim: ①what type of the writing ②the main idea and details about the passage. ③ideas for each paragraph. Difficult /important points: 1．Supper Ss ask and answer questions. 2．The main idea and details about the passage. 3. Ideas for each paragraph. Teaching Steps: Step 1: Greeting Step 2: Revision Revise :Ss talk about “how we can stay healthy?” Step 3: Before reading T: Why should we stay healthy? Ss discuss and speak them out. Do you want to know more about it? Lead in –Lesson 2 Step 4: While-reading 1. Read the passage and answer the question. How many ways to stay healthy are there in this passage? 2. Read the passage, then tell the type of the writing. And get the students to talk about the main idea of the passage and each paragraph. 3.Read the passage and complete the exercises on P65. A. Choose the best answers B. Check T for true or F for false. C. Read the passage and finish Exercise C D. Finish exercises on the paper. Step 5: After-reading Make a survey Are you healthy? The name Eat breakfast Do exercise Eat fast food Homework: Make their reports carefully about classmates’ health 2. Read the passage fluently and copy the passage. Blackboard Design: Lesson 2 Before reading: While-reading: After-reading: Summary: 评课稿 –-------听常老师阅读课有感 今天听了常峰老师的一节课。常峰老师是一个年轻、富有朝气、个人素质很好的一位教师。这是一节阅读课的第一课时，我个人觉得常老师的课堂教学流程设计很好，思维连贯，过渡合理，自然。通过读前读中读后三个任务的设计把整节课的内容串连起来，很自然，也很合理。整节课上学生们在教师的引领下完成了本节课的教学任务。首先常老师通过头脑风暴的形式让学生讨论 “How can we stay health?” 引入复习。接着让学生讨论“Why should we stay health?”。两个问题的讨论为新课的阅读进行了语言上的铺垫 。第二个任务是通过对第一个课文的阅读进行语篇的分析，段落和文章中心的分析总结进一步理解课文。在此环节中，教师注重了对学生阅读技巧的指导与培养，注重语篇的分析又有助于学生写作的提高，很好的把阅读与写作相结合。第三个任务是通过设计一个调查表格去调查学生是否健康，这一部分的内容教师让学生进行小组活动，但是由于时间的原因课上没有及时的进行调查报告的环节，只能留作作业完成调查报告的书写是一个遗憾。 另外阅读课上缺少朗读的环节，我觉得