A: Why?
B: Because…
点评：通过复习回顾、强化巩固了单词，在这一个活动中，教师注重了训练学生对单词的应用，教会学生如何用更加丰富的语言描述动物，表达喜好。建议这个任务的设计，与Revision中Task(A free talk about your favorite animal and the reasons)内容相似，设计的层次应该递进一步。
III. While-task (同步任务)
1. Task1: SB 2a（课本2a）
2) Change and correct
点评：小组间，小组成员之间，相互合作，共同促进。
3) Ask the groups to show.
2. Task2: SB.2b
1) Use the same way to solve 2b.
2) Follow to read the listening material
3. Task3: SB 3
1) Listen to the tape.
2) Read and understand
3) Talk about the important contents.
4) Read the new sentences on the screen:
What animals do you like?
What other animals do you like?
Because they’re friendly and clever.
5) Show
6) Read after the tape.
7) Read in groups.
8) Check
4. Task4: Make new conversations in groups
需用句型：
A: What animals do you like?
B: I like… They’re…
A: What other animals…?
B: I like…
A: Why?
B: Because…
点评：这个活动是本堂课的升华，任务的层次有所递进，表达的语言更加丰富，注重了口语应用，同时为下一步的教学活动做好准备。
IV. Post-task (任务提升)
1. Task1: Make a survey
Survey 4 partners about their favorite animals / subjects / movies / actors (演员) /month… and the reasons
Names
Favorite animals / subjects / movies / actors（演员）/months（月份）
Reasons(原因)
参考句型：What’s your favorite…? Why?
点评：合作共建，展示提升，这个任务通过学生之间的合作完成，在谈论动物话题的基础上有所拓展，通过合作交流，为下一步写作训练提供了素材。
2. Task 2: Speaking and writing
First give us the report about the survey, and then write a short article.
…favorite…is…, He / She likes it because…
点评：教学层次又递进一步，任务的难度又有所增加，由对话的口语应用练习，迁移到语篇的输出，达成了预定的能力目标，同时又为下一课时3a语篇的学习打好了基础。
V. Summary:
Ask one of the Ss what they have learnt.
VI. Homework
1. Grasp the new contents in section B 1-3.
2. Preview 3a-4 .
总评
1. 目标明确，重、难点把握准确，知识主线提炼精确。
2. 教学设计体现了“听说课”的教学模式，从复习热身、感知体验、强化巩固到语言应用，设计的思路清晰，步骤明确，体现了“层层递进”的教学原则。
3. 设计的流程遵循了学生的认知规律，由感知体验到语言应用，注重了知识获取，能力形成的学习过程。
4. 能够突出学生的主体地位，面向全体，每个学生有任务，且每个学生都有展示的机会。
5. 通过小组间的合作，引导学生进行自主、探究学习，敢于质疑，善于解惑，学会总结，大胆评价。
6. 教学效果良好，学生参与面广，参与机会多，参与的积极性高涨，兴趣浓，知识与能力、过程与方法、情感态度价值观得到了很好的落实。
读写课课堂教学实录
Unit 3 What were you doing when the UFO arrived? Section A （3a—4）
执教人单位：莒南县城关第一中学 执教人：杨剩余
Language Goals: 1. Talk about past events
2. Train the Ss to try to tell a story
New words：experience around strange follow amazing kid
Grammar： Revise the Past Progressive Tense
What was he doing when the UFO arrived？
He was sleeping late when it arrived.
Step 1 Free talk
1. Greetings:
T: Hello, boys and girls! Good afternoon! First please answer my questions, OK?
What are you doing now?
What were you doing at 8:00 yesterday?
What were you doing at around 10:00 yesterday?
2. Revise the Past Progressive Tense by asking the Ss to make up some sentences like:
A: What were you doing at around… yesterday?
B: I was …
First gave them two models, in pairs.
Step2 Group work
1. Read and try to recite the dialogue in Part 4.
2. Fill in the table first. Then interview two classmates.
3. Write down their interview dialogues, and then check in pairs.
4. Translate the sentences.
The kids are kidding their friends.
Kids won’t go to school.
Step3 New words
1. Read the new words and expressions.
experience imagine strange follow amazing
2. Check if the Ss can read the new words.
3. Chant (dancing and saying) like this:
Strange, strange, strange
The teacher is strange.
Follow me, follow me, follow me.
Please follow me to see.
Please follow me to how we’re dancing.
Experience, experience, experience.
We are having an unusual experience.
Amazing, amazing, amazing.
This class is amazing.
4. Get the Ss to write down these sentences.
This teacher is strange.
Please follow me to see how we are dancing.
We are having an unusual experience.
This class is amazing.
Please imagine your life in ten years.
Step4 3a
1. Read and number the pictures in the correct order.
2. Listen and repeat.
3. Read and underline important and difficult parts and discuss in groups.
4. Retell the story according to the pictures and key words.
Picture 1: at around ten, I walking down the street when land in front of me
Picture 2: alien get out, walk down Center Street
Picture 3: while it looking at the souvenirs, shop assistant call the police
Picture 4:
Before police arrive alien leave the shop.
Picture 5:
While alien be in the museum, I call the TV station.
5. Get the Ss to write down what they retell.
Step 4
Write a letter
Write a letter to your friend about this class according to your timetable (请参照你的时间表,就这节课写封信向你朋友描述一下,注意运用提供的关键词). Here are the key words.
Time
Activities
at around 5:00
interviewing my classmates
at around 5:10
dancing and studying the new words
at around 5:15
reading the e-mail
at around 5:20
writing a letter
at around 5:30
getting out of the classroom
Key words: amazing be surprised
Dear ,
I had an interesting English class today. I had a very unusual experience. When we came here,…
Step 5 Review
Go through the Bb and review the items learnt in this lesson.
Homework:
1. learn the new language items by heart.
2. Complete the letter neatly and correctly.
点评：
通过Greeting消除了陌生感，拉近师生间的距离。并且通过复习现在进行时自然地过渡到过去进行时态，同时处理了新单词around.
小组活动中，创设了情景，采用了生生互动的形式，因而让全体学生都能够参与到学习活动中。在听说训练中掌握复习、体验过去进行时态的用法，并且掌握了新短语at around 的用法。增加了课堂的参与度，提高了训练的密度和强度。
点评：
此一环节既是对上一教学环节的拓展，也为下面的课文教学以及最后的作文教学创造了条件，几个教学小步骤环环相扣：
1、背诵对话，培养学生瞬时记忆能力，同时为采访做准备； 2、学生填表格，运用刚刚背诵的对话结构在班内进行采访，在有意义的语境中运用了学过的过去进行时，该活动寓抽象的语法复习于生动真实的交际活动中。既培养了学生口头交际能力，又为写对话做了铺垫；3、学生写对话，及时把口头训练的成果落实到笔头表达。4、两个例句，让学生理解kid的用法，干脆利索，火候把握精确。
此一环节是本节课的重点，尽管生词不多，但既抽象又难读，如果不能突破，则下一步骤难以进行。教师进行的教学活动是：
1、领读，学生学习读音；2、同位检查互批互纠读音；3、chant深入解决单词读音，学习单词用法，形成读音→单词（词义）→短语→句子一条线，用生动形象的方法学习抽象的单词，既激发了学生的学习兴趣，又让学生从音、形、意上（特别是读音）掌握单词，同时为学习课文扫清语言障碍。
点评：
巩固了chant的内容，形成了小篇章，为学习课文打下了坚实的基础
点评：
速读，了解大意，培养学生的速读能力。
跟读，矫正学生的读音，培养学生大声诵读能力。
阅读并划出重难点，培养学生跳读能力、自学能力和小组合作学习的能力。鼓励学生发问，相互解答问题，精读课文，质疑解惑，为复述课文创造条件。
教师在授课的过程中一方面利用图片和关键词为学生复述课文提供了充足的辅助条件（脚手架原则得到了充分地体现）；另一方面又让学生逐幅图画进行复述，然后整体复述。体现了由易到难，层层推进的原则。在此教学活动中，教师一方面培养学生口头表达能力和篇章形成能力；另一方面也为进一步理解和运用过去进行时态提供了有力的保障。
点评：
本环节及时把学习的成果加以巩固，由于教师 精心做了充分的铺垫，做到了由易到难、水到渠成。
点评：
结合本课特点，学生运用所学词汇、短语、句型、语法作文，学生在真实的语言运用中，进一步巩固了本节课的学习成果。
点评：
回顾本节课的重难点。
总评：
纵观本节课，教师对教材的把握老道，教学目标定位准确；教学环节设计丝丝入扣、层层推进；听说读写训练全面、透彻；教师教学方式灵活多样，既活泼，又实用；教学活动设计面向全体学生，学生积极主动参与，主动发展。教师的教学风格已形成鲜明的特点：口头训练领先、读写及时跟进的原则贯穿始终。
建议：1、教师再多增加一些让学生展示的机会，以便进一步增强学生的自信心、提高其积极性，进而获得成就感；2、教师应进一步锤炼自己的课堂语言，从而使课堂教学可以更加流畅地进行。
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