学情分析
该阶段的大部分学生已经具备良好的学习习惯，对英语的学习有一定的兴趣。但是仍存在很多问题。
首先,学生学习缺乏主动性、积极性和持久性。每个学生都希望自己成绩好，可大多数学生懒惰成性，不愿多动脑、动手、动口，没有持之以恒、锲而不舍的学习精神。
其次，仍有部分学生学英语只盲目地学“课本”,课外阅读极少，甚至没有，积累太少，不能见多识广，忽视了语言学习中文化的重要性。
再次，在课堂中的小组活动中，有一部分学生参与度与积极性不高，缺乏合作与交流意识。
效果分析
本课整体采用了任务型教学方法，采取听前、听中、听后的步骤，分别设置任务，学生在听后通过小组对话进行合作学习，对反义疑问句有了初步感知，对闲聊有了较深刻的理解，并能在不同场合下与人展开简单的闲聊。现将具体阶段设计及效果分析如下：
首先在课前打招呼阶段，运用反义疑问句的形式，与学生进行简单交流，让学生初步感知反义疑问句。然后引入本课的话题：small talk.在听之前，以“Have you ever talked with people you don’t know?”为引线，展开free talk.引导学生说出一些常见的地点或语境以及话题，并且简单提及中西方文化的差异，激活学生的思维图式。让学生按照1a的要求，列出其他适合与陌生人闲聊的语境。
然后进入到本课的第一次听力输入，也就是1b的听力活动。在1b活动中设置了两个听力任务，第一个是让学生听，然后根据听到的内容排序。在此任务中，绝大部分学生可以正确的完成任务。第二个任务是让学生听并填空，填空之后让学生推测对话发生的地点以及对话谈论的话题。该任务的设置旨在训练学生利用关键词理解听力原文的能力。听完之后，在大屏幕上展示对话部分出现的四个反义疑问句，让学生听并跟读，注意语音语调。然后让学生观察这四个句子，并对反义疑问句稍作介绍。在第一次的听力输入后，学生能简单处理信息并进行模仿性的口语输出。因此，在1b听力活动之后设计了pairwork, 并给出可能用到的句型和例子，为绝大部分同学扫清练习障碍。然后通过给出带有情景的图片让学生练习，检验学生是否真正能运用所输入的信息进行语言输出。通过小组练习检测得知，学生的学习效果非常不错。
接下来是2a听力活动，这也是本课中的第二次听力输入，是对第一次听力内容的拓展。要求学生能够听懂并对信息进行处理。在完成听力任务后，让学生听并模仿语音语调。在第二次的听力输入后，让学生进行控制性的口语输出，提供特定的情境，让学生分组编排各自的small talk并以表演的形式呈现出来。在该环节，同学们有些放不开，因而影响了练习的效果。
综上，通过本课的学习，大部分学生基本上实现了学习目标，但也有部分学生对于闲聊的话题稍显迷茫，需多加练习。
在成长中反思，在反思中进步
本次录课课题是鲁教版初中英语八年级下册《Unit 2: It’s a nice day, isn’t it?》。课后，学校观摩老师们对我的课程设计、教学过程及教学效果进行了点评，并且就以后的英语教学提出了切实可行的建议，让我受益匪浅。座谈之后，我进行了深刻反思，现将课后反思总结如下：
一：深入钻研教材，明确教学目标。
作为一名刚踏入教师行列的新教师，对于教材的把握有时候会存在偏差，对于教学目标的设计也不够明确具体，缺乏可操作性，甚至仅仅是流于形式，并没有真正对教学起到指导作用，课程的设计也会缺乏与目标的照应。因此，在以后的教学中应在深入钻研教材的基础上，确立更明晰的教学目标，明确学生的学习目标，让学生清楚的知道通过一节课的学习应该掌握哪些内容，比如单词、短语、句子，以及要达到的能力水平。
二：立足学生实际，设计教学活动。
学生是学习的主体，公开课不是一场漂亮的作秀，而是真正从学生的实际情况出发，紧紧围绕学习目标，展开各种活动，以学生达成学习目标作为出发点和归宿。在本课的教学过程中，学生口语输出的时间被打了折扣，只有一小部分学生在课上得到了练习的机会，而且很多学生并没有能够很流畅的进行输出，这也说明之前看似充分输入并不全是有效的输入。因此，教学活动的设计应该遵循由易到难、循序渐进的原则，从最简单的诵读、模仿开始，不断重复，不断强化，在熟练的基础上逐步过渡到能自如的运用所学句型进行自主练习。
例如，在本课中，1b活动之后的练习部分，我分别给出了问句和答句，让学生根据问句选择合适的答语进行对话，但在实际的操作过程中，部分学生依然感到茫然不知所措，而且缺乏积极性，练习的热情不够高涨。紧接着下面的根据语境来进行口语输出的练习也受到了阻碍，没有达到预期的效果。因此，在以后的教学中应该注意训练任务设置的递进性，不仅仅是训练形式的递进性，还包括数量上的递进性，例如，可以从一人一句开始，简单的一问一答，然后慢慢叠加，就像滚雪球一样，最后，自然而然的就能连成段落。
另外，通过本课，我更深刻的认识到任何一门语言的学习都是从感知、模仿开始的，在这一点上，我们可以把母语的学习迁移到外语的学习中来，更多的给学生创设英语语言情境，让学生学会用英语去思维，形成语言意识，而不是根据规则去指导自己该怎样说话。在这个阶段，模仿操练尤为重要。说到模仿，我们绝大多数人都知道让学生跟录音模仿，可我们却忽视了对学生模仿效果的检测。因此，在以后的跟读模仿训练后，要检测学生在没有录音的情况下语音语调是否恰当。
三：优化学习习惯，构建高效课堂。
学生学习效果的好坏有赖于学习习惯的良好与否，而学生良好学习习惯的养成又离不开教师的引导。因此，教师在培养学生形成良好学习习惯的过程中应该做到有耐心、有恒心、有信心。比如，引导学生养成良好的跟读模仿习惯，听到录音，自动开启模仿模式，并把这种模式渗透到平时的语言运用中。教育学生养成课前预习、课后复习的习惯，提高课堂听课效率，巩固课上学习结果。这不仅有助于现阶段学生学习，也为学生的终身学习奠定基础。
作为新鲜的血液，我一直致力于打造时尚课堂，注重情感教育，搜集学生感兴趣的话题，应用到平时的课堂教学中，并且重视文化的渗透，让学生了解外国人的真实生活，享受英语学习的过程。
通过这次录课活动，有幸得到前辈们指导，心怀无限感激，我定会在成长中反思，在反思中进步！
Unit 2 It’s a nice day, isn’t it?
Section A 1a-2c
济宁市北湖中学
2015-3-18
Unit 2 It’s a nice day, isn’t it?（Section A 1a-2c）
Ⅰ.Teaching objectives
Knowledge objectives
Master the following sentence structures:
A: It’s a nice day, isn’t it?
B: Yes, it is. I really love hot weather.
A: You love violin music, don’t you?
B: Yes, I do.
A: It looks like rain, doesn’t it?
B: Yes, it does. And I forget my umbrella.
A: Do you think it will stop by noon?
B: I hope so.
Master the following words:
by, noon, bus, train, weather, rain, umbrella, party
Ability objectives
Learn to understand the meaning of Tag Questions.
Learn to make small talk.
Enotion objectives
Learn to care about people by making small talk with strangers.
Ⅱ.Teaching points and difficulties
Teaching points
Learn to make small talk.
Teaching difficulties
The use of Tag Questions.
Ⅲ.Teaching Methods
Task-based approach
Ⅳ.Teaching aids
Multimedia, recorder
Ⅴ.Teaching procedures
Step one: Greetings
T: Good morning, boys and girls! S: Good morning, Miss He.
T: How are you today? S: Fine.
T: It’s a nice day, isn’t it? S: Yes, it is.
T: It’s spring now, isn’t it? S: Yes, it is.
T: You love spring, don’t you? S: Yes, I do.
…….
T: As we know each other, so it’s easy for us to start a talk. If you don’t know me,and I don’t know you, will you talk with me? In our country, our parents always tell us: “Don’t talk to people you don’t know.” However, in some foreign countries, parents teach their children how to talk with strangers. And we call this kind of talk “small talk.”
Step two:Before listening
T: Have you ever talked with people you don’t know?
S: Yes.
T: Where would you talk to people you don’t know?
S: on a bus, at a bus stop, at a party,in a park,…
T: What do you usually talk about?(weather? Sports?movie?)
Different countries have different cultures. In our country, when we meet each other,we usually ask: “Hey, did you have your lunch/dinner?”, and sometimes we ask people’s age. But in foreign countries, it’s not polite to ask people’s age. Then, what do they usually talk about?
S:……
T: Now let’s listen and see where and what they usually talk.
Step three: While listening
1. Listen and number the pictures in the order you hear them.
2. Check the answers.
3. Listen again and fill in the blanks. Use the key words to guess where and what they talk.
4. Pair work. Ss work in pairs to make small talk with Tag Questions.
5. Listen and imitate the Tag Questions.
6.T: Make small talk with people you don’t know sometimes can be very successful, both of you feel enjoyable and you want to talk more with each other. And also sometimes can be unsuccessful, for example, you are not interested in what he says, so you just don’t want to go on talking with him. You want to stop the talk by giving him a very short answer or just keeping silent. Listen to the three conversations. Are they examples of successful or unsuccessful conversations.
7. Check the answers
8. Listen to conversation 3 again. Put the sentences and questions in order.
9. Check the answers by asking two pairs of Ss to read their conversations.
10. Listen and imitate.
Step four: After listening
Group work: Ss work in groups to role play a small talk.(some topics will be given)
Step five: Summary
Use the mind map to sum up what we have learnt.
Step six: Homework.
1. Listen and imitate.
2. Level A: Collect tag questions about weather, traffic, pop stars,etc. Level B: imagine you are at a party. Write small talk conversations and practice them with your partner.
Blackboard Design:
Unit 2 It’s a nice day, isn’t it?
课件26张PPT。Unit 2 It's a nice day, isn't it?Slide By: Cherry 通过本课的学习，学生能做到以下几点：
知识方面：
初步感受反义疑问句的用法。
技能方面：
能听懂在不同场合展开的闲聊的对话；
能使用反义疑问句有礼貌的与陌生人展开闲聊。
情感方面：
通过学习与陌生人聊天来了解、关心别人，增强社会交际能力。学习目标where?
(situations)Small talkWhat?
(topics)Small talkListen1b. listen and number the pictures above in the order you hear them.Listen again, pay attention to the key words in each conversation.
Guess where and what they talk.
You can take notes while listening.Listen at a concertmusic, starA: He's really good, ________?
B: He sure is.I come to all his concerts.isn't he outside a cinemamovie,weatherA: This line is moving slowly,_______ ?
B: Yes,_____. We have been here for 20 minutes.isn't itit is at a train stationtrain
A: The train is late, ________?
B: No, today is Sunday. The trains only run twice an hour on Sunday.isn't it at a partyself-introductionA: You're Tim's cousin, ___________?
B: Yes, I am.aren't youHe's really good, isn't he?This line is moving slowly, isn’t it?The train is late, isn’t it?You're Tim's cousin, aren't you?He's really good, isn't he?This line is moving slowly, isn’t it?The train is late, isn’t it?You're Tim's cousin, aren't you?He's really good, isn't he?This line is moving slowly, isn’t it?The train is late, isn’t it?You're Tim's cousin, aren't you?He's really good, isn't he?This line is moving slowly, isn’t it?The train is late, isn’t it?You're Tim's cousin, aren't you?He's really good, isn't he?This line is moving slowly, isn’t it?The train is late, isn’t it?You're Tim's cousin, aren't you?It's really cold today, isn't it?
It looks like rain,doesn't it?
You are a student, aren't you?
You love violin music, don't you?Yes, it is. I hope the bus comes soon.
Yes, it is. I forgot my umbrella.
Yes, I am. I study in Beihu Junior School.
Yes, I do. I stareted to play the violin when I was 3 years old.pair worke.g. A: It's really cold today, isn't it?
B: Yes, it is. I hope the bus comes soon.pair workorsuccessful ?unsuccessful ?Both people need to ask questions.Listen2b. Listen to conversation 3 again. Put the sentences and questions in order.Listenlisten and imitateA: It always rains on the weekend, doesn’t it?
B: Yes, It rains every Saturday! Do you think
it’ll stop by noon?
A: I hope so. I want to go swimming.
B: Oh? Where do you swim?
A: At Franklin Lake. Do you ever go there?
Let's make small talk!2c. Imagine you are at a bus stop,Make your small talk and role-play.You can choose the topics in the box.Group workweather
sports stars
movies
famous musicians
hobbies
school life
......small talkWhere? (situations)on a bus, at a party, in a park...What? (topics)weather,
favourite things,
TV shows,
sports
......age,
money,
family problems
......How?(structures)A: The train is always late,
isn't it?
B: Yes, it is.
A: It looks like rain,
doesn't it?
B: Yes, it does.
A: Do you like movies?
......1. Listen and imitate.
2. Level A: Collect tag questions about weather, traffic, pop stars,etc.
Level B: Imagine you are at a party. Write small talk conversations and practice them with your partner.
HomeworkThank you!教材分析
本次录课内容为八年级下册第二单元第一课时Section A 1a-2c部分，本单元的话题是闲聊。这是一节听说课，通过本课的学习，旨在让学生初步感受反义疑问句的用法，能听懂在不同场合展开的闲聊，能使用反义疑问句有礼貌的与陌生人展开闲聊。
本课的学习重点是了解small talk, 难点是能听懂不同语境下的闲聊并能运用本节课的目标语言进行简单的交流。
观评记录
何菊红老师：
1. free talk轻松导入新课，引起学生兴趣，符合教学生活化要求。
2.老师发音标准，口语流利，对于学生听力及口语的练习都有帮助。3.善于启发引导，让学生去思考问题、寻求答案。
4.本课为听说课，很好的把握住了课标要求，学习目标的设置具体明确，并且听的很充分。
5.练习方式有些单一，缺乏激励机制，因而学生缺乏积极性。
刘芳老师：
1. 充分利用教学资源，将听力材料剪接，有效的提高了课堂效率。
2. 注重学生对听力材料的跟读模仿，培养学生良好的学习习惯，值得赞赏。并且对学生模仿的效果进行了检测。
3.考虑到了训练的递进性，由一开始的控制性输出到替换性的练习，再到开放性的练习，层层推进。
4.小组合作学习在本课中起到了良好的效果，学生积极参与讨论与练习，开阔思维，启发学生自主思考问题能力。
宗冬梅老师：
1.老师有较强的文化意识，注重在课堂中文化的渗透。
2.缺少对学生的评价机制，可在练习中分组竞赛，这有利于增强同学们的积极性。
评测练习
Ⅰ. Fill in the blanks.
1. It looks like ______（下雨），I think.
2. This is my ________（雨伞）. Please give it to me.
3. We have lunch at ______.
Ⅱ. Choose the right answer.
1. I think it will be sunny tomorrow.
I hope _____. I want to go hiking.
A. not B. real C. really D. so
2. I hope the bus ______ soon.
A. to come B.coming C.will come D. came
3. The weather is nice,_______?
A. is it? B. isn’t it? C.aren’t they D.are they
Ⅲ. Complete the tag questions.
1.The train is always late,____________?
2.You love violin music,___________?
3.The No.15 bus stops here,____________?
4.You are Ben’s sister,__________?
5.He’s really good,_________?
6.He can sing,_________?
Keys:
Ⅰ.1.rain 2.umbrella 3.noon
Ⅱ.1-3 DCB
Ⅲ.1.isn’t it 2.don’t you 3.doesn’t it 4.aren’t you 5.isn’t he 6.can’t he
课标分析
根据义务教育英语课程标准（2011年版），学生在义务教育八年级应完成四级目标。在本阶段，课标总体要求学生有明确的学习需要和目标，对英语学习表现出较强的自信心。能在所设日常交际情景中听懂小对话和小故事。能用简单的语言描述自己或他人的经历，能表达简单的观点。同时，能在学习和日常交往中注意到中外文化的异同。
紧扣课标要求，立足本课内容，现设定教学目标如下：
1.知识方面：
初步感受反义疑问句的用法。
2.技能方面：
能听懂在不同场合展开的闲聊的对话；
能使用反义疑问句有礼貌的与陌生人展开闲聊。
3.情感方面：
通过学习与陌生人聊天来了解、关心别人，增强社会交际能力。
