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教研活动,下周,我来说课,一定提前做好准备! 先来网上搜搜看: 回复人:freedom 回复时间:2008-10-31 19:33
引言:在英语教学中落实新课程标准,就是贯彻执行国家教育部关于课程改革的决定。新课程标准的三维教学观,具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养,培养学生综合运用语言的能力。开展课堂探究是培养学生综合语言运用能力的最佳手段。所以在我的教学设计里,每一个教学活动中都有情景创设,学生探究,学生处理问题和巩固训练等环节。
一、教学内容分析
(一)知识背景及新课程、新教材
本单元围绕考古这一主题开展听、说、读、写多种教学活动。旅游作为当今社会人们最感兴趣的话题在英语学习占有非常重要的位置。名胜古迹是旅游的重点内容之一,名胜古迹中的许多发现都来自于考古工作。所以Archaeology也是一个非常贴近生活、具有时代性、可挖掘性的教学主题。
本单元所选的语言素材涉及中外名胜,有利于学生了解外国文化,增强世界意识。正如新课程标准中的教学建议所提:学习考古有利于“拓展学生的文化视野,发展他们跨文化交际的意识和能力”;在利用现代教育技术观看历史教育片的过程中,“拓宽了学生学习和运用英语的渠道”;同时本单元的教学对教师本身历史文化修养、广阔的知识面等方面有非常高的要求,体现了师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的“与时俱进”的理念和思想。
(二)教学重点难点
1.利用已有知识谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化娱乐、生产工具等,为以后阅读英国的《巨石王》和中华文明的起源奠定基础。
2.调动学生的积极性,组织他们利用表达好奇功能结构谈论他们所感兴趣话题。
3.听力是这一课的难点。听力材料介绍是古代法国人用来射箭的一种武器。材料长,对武器的结构的解释比较复杂。但是学生听过材料后能够顺利地完成课本上的练习。这里不要求学生理解细节,只要能完成练习就行。 二、三维教学目标 (一)知识技能
1.学会谈论古代人的生产、生活; 2.学会表达对什么东西的好奇,如:
• I wonder what/ who… I really want to know… • I’m curious to… I’d love to know… • I wonder if/whether… What I’d really like to find out is…
• I’m curious about… I’d like to know more about…
3.学习一些与考古有关单词、短语和句式,如:archaeology及其派生词,curiosity, bronze, dynasty,
decoration, artifact, unearth, spear, pot等。 (二)情感态度
1.让学生了解本单元的总体学习目标,以便激发学习学习积极性。
2.从谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化娱乐、生产工具等入手使学生到中国具有悠久的历史、灿烂的文化,增强学生的民族自豪感,爱国主义情操。增强学生学好英语自信心。
3.通过开展小组活动,指导学生积极与人合作,相互学习,相互帮助,培养其团队精神。 (三)学习策略
1.认知策略:通过-ology, -ological, -ologist等词根的学习,掌握archaeology,
archaeologist, archae- ological等词,同时掌握同类词的学习方法。
2.调控策略:通过听力让学生了解到听力有时很难,不可求全责备。可以材料调整听力要求。有的要听懂细节,有的甚至要推断隐含内容,但有的只需要掌握大意。
3.交际策略:通过谈论古代人的饮食起居、文化娱乐、生产工具和谈论兴趣等真实交际活动提高用英语交际的能力。同时让学生了解表情、动作等非语言手段提高交际效果。
4.资源策略:让学生了解博物馆、名胜古迹和书籍资料一样是学习的重要途径。
(四)文化意识
1.了解英语国家对文化遗产保护的态度。 2.了解西方国家部分古代用具。
3.通过中外古代文化对比,加深对中国文化的理解。 三、具体教学步骤 (一) 导入(Lead-in)
这一步骤的重点在于激发学生对考古学的兴趣,因为一般学生认为考古没什么有趣的。
活动方式:师生互动。教师盯着天花板的一处看30秒钟。引起全班同学一起去看。然后问:What do you see?
学生自然会回答:Nothing.然后再问Do you know what I was looking at? 学生自然会回答:No, I
don’t. 然后告诉学生老师根本没有看什么,只是做一个动作而已。再问Why did you look at there after me?学生答不上。老师告诉学生That is because of curiosity.再问What is the word curiosity from?
学生学过curious,所以能答上来。老师再讲:根据心理学的观点,每个人都具有对新鲜事物认识的兴趣,这叫做Curiosity。然后给出一个新词:
Archaeology(板书课题)并指出This is a new word for you. You may want to know
it.老师再问Do you think it is a course or a science?部分学生会答Yes.接着问Why do
you think it is a science?学生会说出他们学过以-ology结尾的词。这时便可以打出幻灯片,再进行以下活动: 汉语意义名词形容词……学家 技术technology 生物学biology 心理学psychology
人类学anthropology 细菌学bacteriology Physiology Sociology zoology
1.组织学生推出Physiology,zoology和sociology和汉语意义;
2.组织学生推出technological, technologist; 3.组织学生推出其它词的-ological和ologist的形变; 总结:学习构词法知识对于扩大词汇量有非常重大的意义。 最后指出今天所学内容是Archaeology.再问What are the goals in learning the unit? (二)单元学习目标(Goals)
请一个学生解释本单元学习目标(Goals),然后和全班一起关上书回忆本单元的四个学习目标。
(三)预备(Warming up)
活动形式:分组评论。谈论课本上的四幅图画。先指出中华民族有着悠久的历史和灿烂的文化。每年都有许多西方人到中国来旅游。如果你想为他们提供帮助,就得学会用英语谈论中国古代人的饮食起居、文化娱乐、生产工具等。然后用What
did they eat? Where did they live? What did their homes look like?
What kind of tools did they use? What objects have we found from
their age? What kind of entertainment did they have? 谈论古代人的饮食起居、文化娱乐、生产工具。 (四)听力(listening)
教学形式:师生互动。播放磁带让学生听第一遍,提问材料的大意。播放第二遍,让学生完成课后练习。做听力训练之前的准备工作是非常重要的。
总结:今天的听力材料较难,但是同学们能很好回答课后问题这就够了,不一定要了解那些细节,不可求全责备。根据不同制订不同学习目标是有效学习重要环节。 (五)对话(speaking) 活动形式:组对练习。 1.发出指令,提出要求; 2.学习会话范例; 3.给对话所用句式; 4.学生组对谈论兴趣与建议。 四、教学时间分配
教育心理学指出新知识的学习需要一个接受的过程。本课时的主要任务为本单元的学习做好预备工作。所以要用较多的时间让学生接受考古这一新的概念。 导入部分用8分钟; 目标部分用3分钟; 预备部分用5分钟; 听力部分用12分钟; 会话部分用10分钟;
最后用两分钟总结本课内容和布置作业。 五、课堂板书设计
将黑板划为左右两块,左边板书教学步骤,右边板书生词和短语。
回复人:freedom 回复时间:2008-10-31 19:37
高中英语说课案例
作者: 湖南常德市桃源八中 管明骏 一、Introduction(导言)
英语说课是英语教学中的重要一环,也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段,能从理论上指导教师贯彻教学大纲,真正做到教与学相结合,将 教材、大纲、教师、学生、课堂融为有机整体,对不断提高教师教学能力和教研能力,有着突出的作用。 二、说课的基本原则
1. 遵循教学大纲要求,明确说课内容。把握说课与上课的区别与联系,正确理解教材、教案说课、上课之间的层进关系,走出说
课即是“说教案”的误区。
2. 以教师为主导,学生为主体,体现先进的教学理念。 3. 详略得当,重点突出,体现说课的完整性。 4. 与教案相结合,体现其可操作性。 三、说课的基本程序
1. 说教材:科学分析教材,明确重点难点、教学目标和要求以及教材在单元中的地位和作用。
2. 说学生:谈谈学生的知识与能力结构,明确说课内容的难易程度。
3. 说教法:谈谈本节课要实施的教学手段、方法以及教具的使用。
4. 说学法:谈谈学习方法的运用以及将要实现的目标。 5. 说教学程序:说为什么要设计该程序?目的、意图何在?结果如何?
6. 说板书设计:谈谈板书设计的根据和理由,力求体现说板书设计的程序性、概括性和艺术性。 四、注重说课信息和反馈与总结
说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息,力求不断改进和提高。 五、附SB 2B U16 Lesson 63说课稿 Unit 16 Lesson 63
Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2). It is made up of four parts.
Part 1 My understanding of this lesson The analysis of the teaching material:
This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea
and save the sea and the life of the sea. Teaching aims:
1. Knowledge aim: Understand the main idea of the text. 2. Ability aim: Retell the text in their own words. 3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. Key points / Teaching important points: How to understand the text better. Teaching difficult points:
1. Use your own words to retell the text.
2. Discuss the pollution of the sea and how to save the sea.
Something about the Ss:
1. The Ss have known something about the sea and sea life through the Internet and other ways. 2. They are lack of vocabulary.
3. They don’t often use English to express themselves and communicate with others.
4. Some Ss are not active in the class because they are afraid of making mistakes.
Part 2 My teaching theories, methods and aids Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language. Teaching method:
Double activities teaching method
Question-and-answer activity teaching method Watch-and-listen activity Free discussion method
Pair work or individual work method Teaching aids: 1. a projector 2. a tape recorder
3. multimedia 4. the blackboard
Part 3. Teaching steps / procedures
I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability. The entire steps are:
Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 Greetings
Greet the whole class as usual. Step 2. Revision
1. Ask students some questions to revise the last lesson(show them on the screen).
a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight)
b. What is coral? Why are corals not found in deep water? c. Why is the Dead Sea called the Dead Sea?
2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.
Step 3. Lead-in and preparation for reading
Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.
Purpose: Arouse the students’ interest of study. Bring in new subject: Life in the oceans. Step 4. Fast reading
Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:
1. Why can living things live in such oceans around the Antarctica?
2. What does the whale feed on?
3. What is the difference between the sperm whale and other whales?
Method: Read the text individually, use question—and—answer activity.
Purpose: Improve the students’ reading ability. Understand the general idea of each paragraph. Step 5. Listening(book closed)
1. Listen to the tape then do an exercise(wb page 90, part 1)
2. True or false exercise.(on the screen)
Train the Ss’ listening ability and prepare for later exercises.
Step 6. Intensive reading
Read the passage carefully again and answer some detailed questions on the screen.
1. How much does a whale eat at a time? 2. Do all the whales feed on small fish? 3. How deep can a sperm whale dive?
It is also called depth reading or study reading. It means reading for detailed information.
Purpose: Further understand the text (Train further reading ability) to find out some different sentences and details of the text.
Step 7. Preparation for details of the text on the screen 1. ...its heart slows to half its normal speed. slow-v. to become / make slower. 2. ...using sound wave
Present participle used as adverbial. 3. provide sth. for sb. provide sb. with sth. 4. at a time: each time 5. grow to a length of...
Purpose: Train the Ss’ ability of understanding and
using laguage.
Step 8. Consolidation
1. Find out the topic sentences.
2. Retell the passage according to the topic sentences. Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily. Step 9. Discussion
Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?
Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger!
I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.
Step 10. Homework
Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.
Part 4. Blackboard design Unit 16 Lesson 63 Topic Sentences:
1. Some living things can live in Antarctica.(what) 2. The whale feeds on small fish.(what) 3. The sperm whale feeds on squid.(difference) Discussion:
1. The whales are in danger. What’s your opinion about it?
2. The sea is being polluted. What should we do? In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.
In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.
I want to make the design inductive, instructive and artistic.
回复人:freedom 回复时间:2008-10-31 19:45
《英语》(新标准)(高中阶段)必修3M4教学设计与专家点评 2007-07-13 17:02:56
New Standard English SH 3 Module 4Sandstorms in Asia Reading and Vocabulary 教学设计与专家点评
教学设计:广东省韶关市田家炳中学 谭华琼
点评:国家《英语课程标准》研制专家核心组成员 刘兆义
【编者按】本文是外研社《英语》(新标准)教材培训者、广东省韶关市田家炳中学谭华琼老师所做的教学设计说课稿,在观看该课的实际课堂教学之后,国家《英语课程标准》研制专家核心组成员、教育部基础教育英语教材审定专家组成员、全国著名特级英语教师刘兆义老师进行了详尽深入的分析点评。 本节课将采用课标所提倡的“任务型教学”,侧重于提高学生用英语获取信息、处理信息、分析问题和解决问题的能力,同时培养学生自我完成任务的能力和策略,我将联系信息能力及多元智能来谈谈我Module 4 Reading and Vocabulary 的教学设计。
一、教材简析与教材处理
Module 4 Reading and Vocabulary 是篇文章,介绍亚洲沙尘暴的情况,同时引入与沙尘暴及环保有关的词汇,是典型的信息输入载体。根据课程目标对于信息能力的阐述及克拉申(Krashen)的输入假说:“写是输出的过程,是在前面多方式、多渠道的足够可理解输入的情况下,而达到的自然输出”,我尝试把传统的阅读课与写作课相结合起来,以训练阅读微技能为主、听说能力为辅,最终以写作为途径,解决一个实际问题,把本节课的中心任务定为Write a news report on sandstorm。
二、教学目标
理论依据:《高中英语课程标准》 (一)语言知识目标 1、词汇
与沙尘暴有关:disaster, dune, citizen, dust, desertification,forecast, strength, cycle, mask 与环保有关: process, mass, campaign 2、句子
To have been caught in a sandstorm was a terrible experience.
There was nothing to be done.
To be cycling in a sandstorm is frightening. (二)阅读技能与信息能力目标
能从文章中获取主要信息并摘录要点;能理解文章主旨、作者意图;能提取、筛选和重组文章中的信息;能利用上下文猜测新词汇
(三)多元能力发展目标
培养和发展学生的语言智能,逻辑-数学智能,视觉-空间智能, 身体-运动智能,人际关系智能,自我认识智能,自然观察智能等
(四)学习策略目标
在阅读、英语互动、完成任务过程中进行有效自我调控;通过各种途径获取相关信息,辨别并运用有效资源 (五)文化意识与情感态度目标
了解亚洲沙尘暴的状况;增强环保意识
三、教学重点与难点
重点:了解沙尘暴;阅读微技能训练
难点:运用所学词汇和短评,围绕主题进行讨论及写作
四、教学方法
根据高中英语课程标准、“整体语言教学”的理论和实践,以及当前教学改革,课程改革的先进理念,为达成上述教学目标,运用任务型教学途径,促使学生以意义为中心,尽力调动各种语言和非语言资源,完成任务;开展自主性学习的小组活动,使合作、探究与独立思考相结合,最大程度地优化学生的学习方式,提高课堂学习效果;课堂教学设计采取“P—T—P”自主学习立体模式(Pre-task-Task-cycle-Post-task)。
五、教学设计与教学反思 Ss=students
总任务: Task: Write a news report on sandstorm Pre-task:
Pre-class: Collect information about sandstorm. While-class:
1.Brainstorm: Get Ss to come up with as many words as possible while looking at the picture. (感知、理解部分新词汇)
2.Watch and write: Watch a video about a sandstorm sweeping across a city, then fill in the blanks with words just learned. (即时运用、内化部分新词汇)设计反思:这是任务前阶段,目的是激趣与引入,使学生认识本节课总任务,同时也是为完成总任务扫清认知障碍的阶段;通过激活已有信息,使学生具备摄入新信息的心理定势。观察图片及录像这些形象化辅助教学手段把教学内容视觉化,有助于记忆与理解,同时也最大程度地调动了学生的学习兴趣,目的是培养学生自然观察智能及视觉─空间智能。
Task-cycle: (4 steps) Step 1: Prediction
If you are to write the article named “Sandstorms in Asia”, how many parts will you include in it? What will you
write in each part? (分析、预测能力; 刺激学习动机)
Step 2: Reading: 1. Fast-reading:
A: Fill in the diagram with one proper word. (以图形方式把握全文;信息分类)
B: Word-guessing contest.
C: Match the words with the definitions. (分化障碍;用英语思维与表达;激趣) 2. Detailed-reading:
A:Decide if the sentences are true or false. Decide which paragraph they each belong to. (了解重点细节;寻找相关信息;学会归纳段落大意)
B:Fill in the form. (阅读微技能:理解细节并做文字摘录;口头重述)
设计反思:这是任务环阶段(信息输入),学生为完成任务而进行的听说读的综合训练
通过略读、详读的方式,培养各种阅读微技能。在对信息进行分类、理解和重组的过程中,提高其逻辑数理智能, 语言智能则在师生、生生的语言交流过程得以提高。 Step 3: Live report
3 Ss are journalists. Group One are all citizens. Group Two are all weather experts.
Journalists ask citizens and experts questions about sandstorm. (在“做”中学,在“学”中用;为写作添素材) 设计反思:这是口头输出的过程。采访情景的设置,使“学以致用”。这一活动使学生能实践语言知识,讲与练也许也能达到考试优秀的效果,但是语言的实践与讲练结合,才能使知识及学生的才能有可持续性的发展。资料显示,在整个学习过程中,只有10%的知识是从读中学到的,20%的知识是从听中学到的,而70%的知识是从读、看和说的协同中学到的,而90%的知识是通过一边肢体动作、一边说学到的。学生在采访的过程中,需要与同学讨论,在纠错的过程中,产生批评与自我批评,从而开发其自我认识智能、人际交往智能及语言智能;同时,采访其实也是以对学生学习的小检测。
Step 4: Discuss and write
1. Suppose you are the chairman of the Green Movement, what measures will you
take to fight against the sandstorms? (利用已知信息构想和创设新信息)
2. Fill in the blanks with one proper word, so as to help Mr Li, the reporter, to finish
his report on the sandstorm in Beijing.
3. If you are to continue the news report, what will you write in it? (运用所学知识; 提供写作范文)
设计反思:这是本节课的任务后阶段,开放性答案的使用,培养学生的想象能力。写作不是课文简单的重复,而是能力的扩展、知识的再生与运用。整节课输入的过程帮助学生构建了写作信息框架, 从而达到自然有效输出。
Post-task:
Present what has been finished by groups. (任务的展示与交流)六、教学评价
本节课主要是通过以下途径进行评价: 1、阅读格式卡
Title____________________ Module _________ Date___________ General idea: Words & Phrases: US:
US=useful sentence
2、形成性评价
(1)通过同伴的观察,对小组成员的听说读写及在参与语言活动的过程的表现进行语言性的综合评价。同伴评价实际上是合作性学习的一种形式。
(2)教师贯穿整节课的对学生的即时鼓劲与表扬,是极有效的评价。
3、写作评价
家庭作业是写一篇关于沙尘暴的报告。
课程标准强调激励、反馈与调整。通过有效评价,使学生在英语课程的学习过程中不断体验进步与成功、认识自我、建立自信、调整学习策略,促进学生综合语言能力的发展。评价也能使教师获得英语教学的反馈信息,对自己的教学行为进行反思和适当调整。专家点评:
这节课给人的整体印象是:功底扎实,教有特色。 教学特色具体表现在下面几个方面:
一、教学目的明确
Sandstorms in Asia 是一篇阅读文章。阅读是语言输入(input)的重要途径。谭老师充分利用课文作为语言信息输入载体,侧重培养学生获取信息、处理信息,理解作者用文字表达思想的能力。同时,引导学生学习语言知识,掌握与沙尘暴有关的词汇,句子结构,从而为语言输出(output)做好准备。这正符合应用语言学家克拉申(Krashen)的第二语言习得理论。
二、教学环节紧凑
为达到教学目的,谭老师采用课程标准所倡导的“任务型教学”途径,遵循pre-task; task-cycle; post-task的任务模式,在各任务阶段都有明确的目的以及为实现目的采取的方式和策略,例如,在pre-task时,通过呈现图片的形式进行brainstorm,要求学生感知、理解一些与沙尘暴相关的词汇,不仅激活了学生已有的信息,而且自然地引入了话题。Task-cycle 主要围绕阅读与表达进行,培养学生用英语思维与表达的能力,设计了live report的口头表达与交流信息的任务和discuss and writing的写作任务,从而达到 post-task的展示与交流的自然输出。遵循输入-内化-输出的语言学习模式,各阶段环环相扣,安排紧凑。
三、教学步骤清晰
在处理阅读材料时,谭老师既采用了传统的课文整体教学法,又有所创新。在阅读前让学生进行prediction来预测文章的结构,为整体把握文章内容做准备,同时也为写作构建框架。在reading部分,要求学生首先进行fast reading, 整体把握文章结构和主题,然后进行detailed reading, 并要求学生作正误判断,其
实所给的statements均为main idea of each paragraph..在jigsaw reading 时,利用学生掌握的key words 及存在的information gap,要求学生retell the main part of the passage.既检测了学生的理解,也为学生运用语言交际作好准备。四、注重学法指导 在阅读课中教学生阅读方法,训练阅读技巧,是培养和提高学生阅读理解能力的有效途径。谭老师这节课注重了阅读微技能的培养,引导学生进行预测(predicting);略读(skimming);扫读(scanning);猜读(guessing);悟读(realizing),体现了高中英语课程标准对学生阅读技能培养的要求。
由于这节课设计的内容较多,学生后面的live report部分显得有点仓促,没有充分的展示的机会,留下了一点点遗憾。 总的来说,谭老师整体上把握了高中英语课程标准所倡导的以学生为本的教学理念,采用了任务型语言教学途径,注重学生自主学习,合作学习,探究学习的能力培养。教师自身素质好,语音优美,语调自然,语言流畅,充满激情,富有感染力。教学过程中,始终对学生充满热情和鼓励,充分展示了一位优秀的年轻英语教师的教学风采。
总的说来,这节课可以用三个字概括为:新、活、实。
新,体现在: 教学设计新颖
谭老师尝试把传统的口语课与写作课结合起来教学,设计时围绕一个主要任务:write a message of environmental protection on website, 要求学生在前面大量关于环保的信息和语言输入的基础上,能运用语言完成real life task, 达到语言自然输出的目的。为此设计一个以口语交际为主的interview,和一个为写作构建素材的jigsaw writing。这一设计体现了高中英语课程标准倡导的培养学生用英语进行思维和表达能力的要求。
活,体现在: 一是处理教材灵活
为完成写作课与口语课进行整合,首先对口语的五个话题的进行了整合,将其中的三个话题通过口语交际的方式完成,在词汇、词组及句子层面为写作打好基础;通过其余两个话题渗透大量有关的写作信息,供学生处理及重组,以顺利完成写作任务。这样处理,为学生构建写作素材提供了大量的scaffolding. Scaffolding is
one of the main principles of TBLT approach,which means providing supports for students. 回顾一下教学片断:
在设计Task I: Interview时,教师通过多媒体画面呈现有关环境方面的词汇,接着提供简单句,再要求学生how to make the sentence better, 鼓励学生学会用复合句和连接词,然后要求学生以小组形式合作讨论,交流写作信息,理清思路,激发写作动机。这一过程遵循由词到句到组织语言,优化语言,到规划篇章结构的重过程的写作模式(process-oriented approach), 不仅克服了学生害怕写作的焦虑心理,而且为学生运用语言完成任务提供了帮助,提高学生用英语表达思想的能力。
二是课堂气氛活跃
在设计任务时充分考虑学生的实际情况,由浅到深,由易到难,由已知到未知,循序渐进地深化教学内容,展开以教师为主导,以学生为主体的师生双边活动。课堂气氛活跃,学生参与面广,既有小组活动,又有分组采访。活动过程中学生精神饱满,充分展示了自己的个性和创新能力。
实,体现在课堂教学的实效性
课堂教学既要生动活泼,又要有实效性,尤其是高中英语教学,更不能只追求场面的热闹。这节课课堂容量大,信息面广,学生不仅学习了词汇,句子结构,写作框架,篇章结构,而且较好地将听、说、读、写等语言技能融于教学的各环节中,真正达到综合运用语言的目的。
目前我国学生英语写作中普遍存在的母语负迁移的现象,主要是由于语言输入不足,学生头脑中所储备的语言信息极为有限,常用词汇、句型及固定表达积累太少,以至不得不用汉语的思维、英语的词汇、依靠愈发编造句子,这既造成汉语式英语的出现,又由于脑中翻译的过程降低了表达速度,而写作和表达教学又是目前中学英语教学中所欠缺的。针对的这种现状,这节重过程的写作课无疑具有极好的导向作用。
刘兆义:全国著名英语特级教师、国家《英语课程标准》研
制专家核心组成员、教育部基础教育英语教材审定专家组成员、外研社《英语》(新标准)培训专家。
回复人:freedom 回复时间:2008-10-31 19:52
一.教学目标
理论依据:《新课程标准》(实验稿)
根据《新课程标准》(实验稿)关于总目标的定位及其实现途径和目标具体描述,结合高一学生实际和教材内容,我们把本单元的教学目标 定为: 1) 语言知识:
单词:理解、内化、运用以下生词:seismograph; iceberg; King Tut; // roar; fright; crack; // bookworm; couch potato; workaholic;// Buddha; agent等,扫除听读障碍,重点掌握一些传神动词:advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle等。
词组:get on one’s feet; tree after tree 语法:复习和运用定语从句用于描述人、物及事件。 2) 语言技能:
听:听懂一个关于不幸经历的小故事,抓住时间、地点、人物、发生的事件
说:能用得体语言描述人、物、事件,并且有一定的逻辑。 读:Scanning, skimming, careful reading, generalization; inference等阅读微技能训练。
写: 能运用First, Next, Then, Finally简要且富有逻辑地描写自己的一次难忘经历。
3) 学习策略:学生一定程度形成自主学习,有效交际、信息处理、英语思维能力。
4) 情感态度:学生能在多种英语学习情景中分享自己的幸与不幸,体验用英语交流的成功与喜悦,以及培养合作精神、互助精神。
二.教学重点和难点:
重点:1. 课文中出现的重要动词,如:advance, seize,
sweep, swallow, strike, struggle, drag, flow, shake, 及词组 get on one’s feet, pull oneself, tree after tree etc. 2. 用关系代词who, that, whom, whose等引导的定语从句 . 3. 用副词 first, next, then, finally 来描述一场难忘的经历.
难点: 能用得体的英语表达自己,描述过去的难忘经历。 三. 教学方法
根据我们几年来二语习得论、“整体语言教学”的理论和实践,以及当前教学改革,课程改革等先进理念,为达成上述教学目标 ,运用任务型教学途径,我们英语课堂设计采取“P---T---P”自主学习立体模式:(Pre-task----Task-cycle----Post-task)。 四. 教学安排
根据学生学习英语的特点和规律,学习阶段的侧重点以及高一学生的发展,我们把本单元划分为6课时:听力、口语、阅读(2课时)、语言(0.5课时)、写作、评价(0.5课时)。下面请看我们的课堂教学设计。
Period I warming up and listening Ⅰ、教材内容及教学目标
本课处于本单元的第一课时,主要训练和提高学生‘听’的技能,它的掌握有利于以下几课的‘说’、‘读’和‘写’的技能训练,并作了一个很好的铺垫.本课的听力材料由两部分组成,主要讲述Hank Stram在地震前所做、地震中所见、所闻和所感的令人难忘的经历。通过完成练习,学生能抓住所听语段中的关键词、理解话语之间的逻辑关系、听懂故事、理解其中主要人物和事件以及他们之间的关系等。而且学生能掌握较好的听力方法,如积极预测、注意抓关键词、善于跳跃难点、学会做笔记等等。通过本课学习学生能复习定语从句以及学会正确使用指人或物的关系代词. Ⅱ、教学设计 A. Warming up :
Task 1 Matching competition (group work) Column A Column B
1、 Fu Jian Province a、a cartoon maker 2、 San Francisco b、the electric lamp 3、 Alexander Bell c、the first telephone 4、 Thomas Edison d、earthquake 5、 Albert Einstein e、typhoon
6、 Walt Disney f、the Theory of Relativity Question: Why do you think so ?
Task2: Looking at the following pictures, find out the answers to the questions:
1) Do you know who or what they are ? 2) What made them unforgettable?
3) Can you describe each picture using one sentence( with the help of the words under the picture) Task 3: Let the students describe each picture with Attributive Clause.
eg: Zhang Heng is the man who made the earliest seismograph in 132. B. Pre-listening
Task1: Before listening , let the Ss guess the possible answers to the following questions according to the situation: (group work)
1) When did the earthquake happen?
2) Where was the man driving when it happen? 3) What was he going to do? Listening(Part 1):
Task 2: Listening to the tape to get the correct answers to the above questions.(for the first time)
Task 3: Listening to the tape to put the following into the right order.
( ) 1. I stopped the car and at the same time the road fell onto the cars in front of me.
( ) 2. I was hungry so I started to eat one. ( ) 3. I saw the cars in front of me start to move from side to side.
( ) 4. I had finished work and then gone to the Post Office.
( ) 5. I slowed down ,then my car started to shake. ( ) 6. I stopped off at a shop in order to get some fresh fruit.
( ) 7. I drove even slower, then the road above started to fall down.
Task 4: Letting the Ss listen to the tape again, then try to retell the story simply, using their own words. Task 5 : Discussion (Group work) What would happen to Hank Stram finally? Listening (Part 2)
Task1: Listening to the second part to choose the best choices(for the first time)
1. Which part of his body hurt badly?( C ) A. The bottom parts of his legs B. The bottom parts of his hands. C. The bottom parts of his legs and feet. 2. What could he hear below him?( B )
A. Nothing B. Shouts and noise C. The noise of cars 3. How long had he been in the car?( A) A.14 hours B. 40 hours C.4 hours
Task 2: Listening to the tape again to write the words in the spaces.
1. I ________ myself in the dark. 2. Then I remembered what______.
3. It was clear to me now that I ______ in an earthquake. 4. Then I ________ people________ towards me. 5. A team of people______ to see if anyone _____ under the broken road.
C. Post-listening: Task 3: Discussion
What made him survive in such a terrible accident? Period 2 Speaking Ⅰ、教材内容及教学目标
本课着重培养学生‘说’的技能, 通过复习、学生自我介绍、解说图片、自编对话等手段来巩固定语从句中指人的关系代词who or whose 的用法,达到能有条理地描述个人体验和表达个人的见解和想象、能传递信息并就熟悉的话题表达看法、能用英语进行语言实践活动。它的掌握是一个很好的过渡阶段―――进入‘读’和‘写’的技能训练.
Ⅱ、教学设计
Pre-task: 活跃学生用英语交流的思维, 通过复习引出本课
的重点---定语从句中指人的关系代词who or whose 的用法 。 Activity 1. Revision
Task: Talking about Hank Stram and his unforgettable experience.
Ask some Ss some questions about Hank Stram and his unforgettable experience first, then write down two sentences on the Bb:
1. A man whose name was Hank Stram was caught in the earthquake on October 17th , 1989 in San Francisco. 2. Hank Stram was a lucky man who was rescued after he had been in his car for 14 hours.
Purpose: 1、活跃学生用英语交流的思维。
2、通过复习引出本课的重点---定语从句中指人的关系代词who or whose 的用法 。
Activity 2 Chain Games (Group work) Task: Introduction Guess
As the Ss don’t know each other very well in the same class when learning this unit, let one of the group introduce others in his group to let the other groups to guess, the introduction must be a sentence, using the Attributive Clause—who or whose
(Game Rule: Each introduction will only be guessed once ,if no one get the answer, the introducer should declare the student’s name.)
Purpose: 1、用游戏的形式能刺激学生用英语进行语言实践活动。
2、活跃课堂气氛,真正发挥学生的主体作用。 Task-cycle: 通过看图说话,学会正确使用定语从句。 Activity 1. Describing the pictures ( group work) Task1: Describing the pictures in the book----Pictrue1、Picture5、 Picture6、 Picture3 ( group leaders report, using who or whose)
Task 2: Describing some pictures about the natural disasters, such as Fire、Earthquake、Typhoon and Flood. ( In task 1, after the student finish talking about Picture 3---- Betty’s parents have been married for more than
25 years who live in New York, their hobby is watching TV. The teacher ask the Ss : “Do you want to know what they like to watch best?” Then present the pictures about the natural disasters. )
Purpose: 1、培养学生积极用英语进行交流和沟通,发挥合作精神。
2、培养学生看图说话的能力,从而提高‘说’的技能。 Activity 2. Creating dialogues (pair work)
Task: Each pair choose two of the pictures and create their own dialogues.
(using at least one Attributive Clause)
Purpose: 1、培养学生善于利用各种机会用英语进行真实交际。
2、增强学生的自信心,丰富想象力和独到的见解。 3、了解英语国家与中国的生活方式的不同。 Activity 3. Enjoying the video
This video is about the most terrible disaster this year----SARS, some doctors are treating patients, struggling against SARS)
Task 1: To enjoy the video, finding out something that moved you deeply.
Purpose: 1、能传递信息并就熟悉的话题表达看法 2、能有条理地表达个人的见解和想象, 从而提高‘说’的技能.
Task 2: Interviewing--- group work( suppose one is the doctor, the others are going to interview him) Purpose: 1、能用英语进行语言实践活动。
2、能用恰当的方式在特定场合中表达观点,从而使‘说’的技能的训练进一步提升。
Post-task: 评价学生课堂表现,学生表演对话 Activity : Act out dialogues Period 3 &4 Reading Ⅰ、教材内容
这是新教材高一上第4单元的阅读课型。本课围绕难忘的经历这一主题,描写洪水来临时的凶猛及Jeff与Flora在这次经历中的体验。本课词汇量大,尤其在描写发洪水时,文章运用大量的动词
及一些原汁原味的表达。另外文章中还出现许多定语从句,定语从句是本单元的语法重点。根据新课程标准及高一学生的知识、语言能力水平,我们制定以下教学目标 : Ⅱ、教学目标 :
1、理解和掌握一些新词汇如:roar、mass、fright、rack、boom、advance、seize、destroy、sweep、swallow、drag、struggle、flow、strike,etc.
2、 理解定语从句,如:
1) Before she could move, she heard a great noise, which grew to a terrible roar.
2) She looked at Jeff who waved his arms.
3) There she saw big mass of water that was quickly advancing towards her.
4) Flora, whose beautiful hair and dress were all cold and wet, started crying.
尤其是whose引导的定语从句及间隔性定语从句。 3、学生在一定程度上提高阅读微技能和用英语思维、推理、判断的能力。
4、能用First、Next、Then、Finally来口头陈述事件。 Ⅲ、 教学设计 A. Warming up:
Task 1:Talking about natural disasters
1. What natural disasters did you talk about yesterday? Do you know some others?
2. Have you ever experienced one of these disasters? Can you describe what it was like and how you felt? B. Pre-reading
Task 2: Looking and guessing: 1. What can you see in the picture? 2. What happened to them finally?
3. What words will you use to describe this disaster? C. Fast reading
Questions:1.What natural disaster did Flora and Jeff suffered? (Flood)
2. What rescued them? (Chimney) D. Careful reading
Task 3: Dividing the whole passage according to the change of the places. Para 1:In the garden
Para2:On the way to the house Para3:Inside the house Task 4: Imagination
Question 1:What was the house like? ( B ) A、a flat B、a house with two floors Question 2:What words support your idea? Task 5 :Reading for the second time and finish the following diagram places flood reaction feelings
Task 6 Imaging the end of the story
E. Practice for understanding and word study F. Consolidation
Task 7、Retelling the story according to the diagram: Post reading Task : Discussion.
1、 Will the disaster change Flora and Jeff’s life? How? Expanded reading: The Day That Changed My Generation Read the material and do some exercises. Homework: 写阅读笔记 阅读格式卡 Date: Unit ( ) Lesson( ) General idea: Contents:
Comment: 板书设计
Unit 4 Unforgettable experiences places flood reaction feeling first
in the garden roar, advance wave, shout run surprised puzzled next
on the way to the house sweep, swallow, flow seize, drag , go down, open,
pull ,look into, hold, struggle frightened then
inside the house strike move up destroy climb, cry hopeful Finally:
F V I F S E I Z E M OFYKHNGYOJ HIDRAGDPTX YFENKICUBS TSSIEBFLOW ASTRUGGLEA KERRABNVQL
JZOFIHYNPL BXYZOKCGTO ADVANCEFIW F V I F S E I Z E M OFYKHNGYOJ HIDRAGDPTX YFENKICUBS TSSIEBFLOW ASTRUGGLEA KERRABNVQL JZOFIHYNPL BXYZOKCGTO ADVANCEFIW
F V I F S E I Z E M OFYKHNGYOJ HIDRAGDPTX YFENKICUBS TSSIEBFLOW ASTRUGGLEA KERRABNVQL JZOFIHYNPL BXYZOKCGTO ADVANCEFIW
Period 5 Language study & Grammar(half period) I、教学设计 Task 1. Word puzzle
I. Find out ten words that describe the flood and fighting against the flood in the puzzle. One of them has been found out.
Task 2. Words in different situations
Word study about “advance” and “strike” (individual work)
Judge the different meanings of “advance” or “strike” in the following sentences:
1.The hunter advanced toward the bear carefully. 2.A month has passed but the project has not advanced.
3.He worked so well that his boss advanced him to a higher position.
4.The date of the meeting was advanced from June 10 to June 3.
5.The boy struck the pig with a stick. 6.The workers were striking for higher pay. 7.Typhoon Swan struck Hainan, killing 20 people. 8.On New Year’s Eve, we waited for the clock to strike. Task 3. Finish the exercises in the text. Task 4. Talking about people and things, using Attributive Clause
First, let students find out some words about things quickly like clock, homework, coat, chocolate, bag, flood, fire, etc from the exercise of word study and describe them as the following example: (pair work)
A clock is a machine that/which tells time.
Second, let students find out some words about persons quickly such as teacher,
parents, doctor, mother, child, soldier and thief and describe them like this: (pair work)
A teacher is a person who/that teaches you how to learn. Third, finish Exercise 2 of Grammar orally. (individual work)
Task 5 . Expanded reading
1.Read the following passage about fire and find out the Attributive Clauses in it and try to understand the use of the relative pronouns. (individual work) 2. Reading comprehension
Task 6. Finish Exercise 1 of Grammar. (individual work) Homework
Preview the next reading material and find out the Attributive Clauses with who, whom, that, which, whose, where and the linking words and and but.
Period 6 Writing & assessment(1.5 periods)
Ⅰ、教学内容与教学目标
学生通过学习一篇四川之行的游记范文,能根据写作步骤提示,用First, Next, Then, Finally组织材料写一篇自己亲身游记(unforgettable trip),并能写出一两个含定语从句的句子。 根据克拉申(krashen)的输入假说:“写是输出的过程,是在前面多方式、多渠道的足够可理解输入的情况下,而达到的自然输出。根据我们前面提出的P----T----P自主学习立体模式,我作如下设计。
Ⅱ、教学设计
Pre-task:激发背景知识,明确写作要求,主题目的、写作步骤
Activity 1. remind of the unforgettable experiences In our daily, many things are unforgettable. They are worth writing down. For example, (显示画面)a disaster; a war; a match; a speech; a film; a famous person; a talk with somebody; a trip; etc.
(目的:承上启下,激发写作情境) Activity 2. travel around our country.
For me, going on a trip is really unforgettable because it is exciting and there are a lot to see in our motherland. Look at the pictures and guess where it is.
Beijing; *The Great Wall; *Mount Huangshan *Mountain Emei; *Hainang Seaside; etc. (Or local places of interests.) (目的:为阅读做准备;欣赏美丽河山,激发写作欲望;) Activity 3. A trip to Sichuan
During the first week of May, the three boys went on a holiday to Sichuan. Read and find what made the writer unforgettable. (Buddha in Leshan; Monkeys on Mount Emei.) Read again and answer the following questions: 1. Why did they choose to go to Leshan and Emei? 2. How did they get to the top of the mountains? 3. What did they do before the trip?(First, Next ) 4. What did they see and do on Leshan? 5. What did they see and do on Mount Emei?
Pair work: Retell the trip to Sichuan, with the help of the following:
During the first week of May I went on a holiday to Sichuan. First….Next…. The next day…Leshan The next morning …Emei Finally…
(目的:可理解的输入为写作做语言上的准备)
Task-cycle: M-M-C practice ① mechanical practice (学生活动:朗读;找词;找句型)
Find the sentence with the following meaning: 1) 我找出一些成都附近名胜的照片。
2) 我接着打电话给一旅行社,我在报纸上发现它的号码。
3) 我们带了几瓶水,一些苹果和橘子,装入我的包里。 4) 我们先去乐山,在那里我们一直爬到山顶看佛像。 ② meaningful practice
(学生活动:模仿性造句;仿写作文)
围绕Unforgettable trip主题用which; whose; where等造句。
③ communicative practice
(学生活动:回答问题;连句成文;润色)
1. First, students quickly write down 20 short sentences about their trip, with the help of questions in the text. 2. Next, students try to put the sentences in order, using “First, Next, Then, Finally”
3. Then, students write the story, using linking words and relative pronouns.
Post-task:作文展示、交流评价(同伴评价,课堂集体评价,教师评价)
同伴评价实际上是合作形学习的一种形式,其重要理论基础就是考卡夫(Kafka, K)最早提出的“群体动力理论”(group dynamics)。
四、 教学评价
通过评价,使学生在英语课程的学习过程中不断体验进步与成功、认识自我、建立自信、调整学习策略,促进学生综合语言支用能力的发展。评价也能使教师获得英语教学的反馈信息,对自己的教学行为进行反思和适当调整。为此,本单元的评价包括以下几项:
1、 把阅读格式卡存入学生学习档案夹: 阅读格式卡 Date:
Unit ( ) Lesson( ) General idea: Contents: Comment: 2、 形成性评价 3、 单元终结性评价 Ⅰ. Multiple choice
1. — A ship makes me unforgettable after I saw a famous movie.
— Do you mean the ship, Titanic, ______ sank after hitting an iceberg?
A. who B. which C. whose D. where 2. — Do you know Zhang Heng?
— Is he the man _______ made the earliest seismograph in 132?
A. who B. he C. whose D. which
3. Flora, _______ garden was swallowed by the flood, was crying.
A. who B. that C. whose D. where
4. On the top of Leshan, there is a really big Buddha, in front ________ Wei Bin took photos of us. A. its B. on which C. from which D. of which
5. — Three young school boys were ______ by the water when swimming on a hot afternoon! — What a bad accident!
A. swallowed B. swept C. got D. caught
6. The lamplight ______ out through the heavy fog, which gave travelers a light of hope.
A. struggled B. dragged C. turned D. found
7. On October 17th, 1989 a strong earthquake _____ San Francisco and killed over 100 people.
A. advanced B. took place C. struck D. seized 8. Look, the baby lion, which was just born two days ago, is trying to ______ its feet.
A. get on B. get onto C. get up D. get in 9. Trees ______ badly during the terrible storm. A. pulled B. shook C. destroyed D. flowed
10. Tree after tree was ______ by the water, which must have been three metres.
A. cut up B. cut down C. cut off D. cut in Ⅱ. Cloze test
What an unforgettable day! At the moment Flora was so surprised at the big _11_ of water which was advancing quickly towards her in her garden that she couldn’t move. Jeff rushed to seize her arm and they ran together to the house. _12 they got to the house, the waves _13_ them down twice. Jeff pulled Flora up with a lot of difficulty, _14_ onto a tree that grew against the wall. The water, _15_ was cold as ice and flowed faster than a river, was above her knees. They looked into each other’s faces, _16_.
The chance of being rescued was slim. They opened the door to the hall and got the chance to climb _17_ to the second floor. The water moved up like a sea. Flora started crying. The house would fall down!
They had to find the 18_ because it would stand. Jeff looked out of the window. Tree after tree _19_. The garden was completely destroyed, swept away by the wild water. A terrible noise went through the house. Before the whole house went down in the _20_, they saw the chimney.
11. A. group B. collection C. mass D. crowd 12. A. Before B. After C. Until D. Once 13. A. cut B. swept C. pulled D. went
14. A. cracking B. flowing C. holding D. catching 15. A. which B. it C. that D. where
16. A. frightened B. surprised C. relieved(松口气) D. excited
17. A. downstairs B. upstairs C. above D. under
18. A. tree B. hall C. tower D. chimney
19. A. swept away B. swallowed C. went down D. pulled down
20. A. storm B. flood C. earthquake D. fire Ⅲ. Translation. Put the Chinese into English to complete the following sentences.
21. The climate ___________________________(全球的科学家们在担心的) is becoming warmer and warmer.
22. We feel as if the earth were in the greenhouse ______________________(由玻璃做成的).
23. The scientist ___________________________(他的研究是关于温室气体的) is doing an experiment. 24. We find it hard to find an interesting place__________________________(那里天气不 会太热的) in Africa.
25. People ______________________(生活在沙漠地区的)lead a hard life.
26. Pollution, _______________________(给人类带来重大灾难的), is said to be one of the main causes of global warming. Key:
21. (that/which) scientists all over the world are worrying about
22. that/which is made of glass
23. whose research is about greenhouse gases 24. where it is not too hot 25. who live in the desert
26. which brings man terrible disasters 4、 单元测试学生自我评定表 单元名称 Unit _______ 失分 错解题号 错解原因 仍存疑点 对策
5、 任务型活动:配图说明。找出记一次外出游玩的系列照片,制成小册,配以英语说明 回复人:freedom 回复时间:2008-10-31 19:55
作者:章虹
一、教材分析
当今世界趋势倾向多元化,而其突出地表现在个人的创造思维和群体间的合作精神。为此,在中学阶段培养学生的合作意识,创造思维就显得尤其重要。本单元的中心话题是“成功的关键”内容涉及个性特征、个人品质、团队精神、成功之路、社会行为和社会关系等,语言技能和语言知识都是围绕这一中心话题设计的。通过本单元教学,学生了解了走向成功的诸多要素,明白团队精神在集体活动中发挥的重要作用。
1、Warming up 部分通过对一系列问题的讨论来确定自己属于哪一种人,具有怎样的品德和个性。目的是让学生学会谈论社会行为和社会关系。
2、Listening部分通过对三个问题的小组讨论来了解学生业余时间的安排。让学生通过对兼职工作的讨论初步了解团队精神。 3、Speaking部分首先向我们阐述了具有诚实,负责、可信 4、Reading部分是一篇关于团队工作的文章。通过阅读,让学生理解团队精神的重要性,知道一个团队应如何良好运转。 5、Language practice部分设计了系列练习,让学生在练习中巩固本单元所学习的重要单词和短语。
6、Integrating skills 部分讲述了李永红奋斗的经历,是让学生在阅读中理解成功的真正含义并让学生意识到每个人的成功之路是不同的,每个人都应选择适合自己的成功之路。
7、Writing部分是对李永红现象的反思。要求学生以书信的形式就李永红的选择发表看法。写一篇书信。 二、 教学重点和难点 (一)重点
1、词汇:重点单词和短语: reputation compromise contradictory ambitious congratulate hands-on stick with through thick and thin pull out of in reality keep an/one’s eye on take…into account as a whole once again live up to 这些品德给我们带来的益处,接着通过三个情境来对学生进行检测。
2、Make the students be free to talk about social behaviors
3、Understand the reading passage and can talk more about teamwork.
4、Improve the students’ reading and writing skills. (二)难点
1、How to make the students express their ideas freely, and let students solve some problems in daily life. 2. Help students improve their listening memory ability.
3. How to understand the reading passage better and grasp its main idea.
4. Master some new words and phrases, and know how to write a letter about success. 三.、教学目标 (一)语言知识
1. 话题:Talking about social behavior and social relations.
2. 功能:Expressing decisions and opinions. 3. 词汇:(见教学重点) (二)语言技能
1. 说:要求学生根据三个情景复习表达意图和决定的句型,进行讨论。
2. 读:要求学生理清文章的脉络和主要观点,继续训练各种阅读技能。
3. 写:通过本单元的学习,要求学生用书信的形式,表达对人生选择和成功的看法。 (三)情感目标
1. 通过阅读Teamwork这篇文章,帮助学生树立合作意识。 2. 通过学习和讨论何谓成功的话题,帮助学生形成对成功的科学看法,从而树立正确的人生观、价值观和世界观。
三、教材重组
本单元教学设计创新之处
①始终坚持任务目标→导说领先→活动或讨论→反馈或笔头
落实→环环相扣,逐步铺垫。
②增减或改编了部分教材,讲练结合,当堂巩固,达到知识到能力的正向迁移。
③设计合作学习和小组讨论的方式来提高学生合作学习意识和能力。 Reading
Teaching methods:
1. Skimming and Scanning methods 2. Individual, pair work or group work 3. Discussion. Teaching procedures:
Step1. Greetings and lead-in
T: I’m sure all of you know the story about Three Buddist Monks, right?
T: Now. let’s see the story. Screen:
一个和尚 一只蚂蚁……
三幅画 两个和尚 挑水 三幅画 几只蚂蚁…… 三个和尚 很多只蚂蚁……
T:What’s the problem with the three monks? How do the ants work?
S:The monks had no water to drink, while ants carried a lot of rice/food to their caves.
T: So from these two groups of pictures, what have you learnt?
S: Cooperation is very important. In other words, teamwork is very important. Step2 Pre-reading
T: Now can you give me some examples about situations in our daily life where we must co-operate to accomplish some particular tasks.
(Show pictures on the screen at the same time) talk about sports games. Ask the Ss to discuss them with partners according to the following question:
What are the requirements for a sports team to function well?
Several minutes later, ask some students to answer the questions.
T: What is the most important thing do you think for a team to win a match?
T: Very good! I also think co-operation in a team is very important.
Step 3 Scanning
Get the students to comprehend the passage quickly and accurately. Then choose the right answers according to the passage.
Show the following questions on the screen. 1. In sports games, a player _______.
A. often changes his role B. has a clear role C. feels that players with different abilities make different contributions to the team.
D. accepts the same expectations and responsibilities as the other players
2. The author takes for example to show how a team can work well._______
A. the sports team B. the project team C. the rugby team D. a dynamic team
3. What is the main idea of Paragraph 7?_________ A. How a project team is different from a rugby team. B. How a project team works.
C. In a project team, people who have different abilities and personalities have different roles into team. D. How the tasks of the group are divided depends on personalities and abilities of the individuals in the group. Several minutes later, check the answers with the whole class.
Suggested answers: 1. B 2.A 3. C Step 4 Skimming
T: Now we are going to read the passage again and answer a few detailed questions on the screen.
1. Why are people sometimes made up a team to finish a job?
2. What is coach’s job in a sports team?
3. Why is working in groups at school an opportunity to learn about teamwork?
4. What does the task division for the group depend on in a team?
5. What will the lack of recognition of differences in human functioning lead to?
A few minutes later, check the answers with the whole class.
Ⅱ. Show the following form on the screen. Ask the students to divide the text into several parts and try to summarize the main idea of each part. A few minutes later, ask several students to give their answers. Suggested answers: Parts Main idea
Part 1( Paras.1-2) What is a team. Part 1( Paras.3-4) Sports team.
Part 3(.5) Working in groups at school is an opportunity to learn about teamwork.
Part 4( Paras.6-7) Project team.
Part 5( Paras.8-10) How to make teams function well. Step 5 Post-reading
Ask the students to read the text again and finish the exercises in Post-reading. Step6 Summary
The passage is mainly about the importance of teamwork. It tells us that teamwork is necessary and important because some work in our life cannot be accomplished by someone alone. Working in teams at school is a preparation for our future. To make the team function well, all team members should help, respect and support each other and be clear about their roles. On the other hand, it is important to know every member’s strengths and shortcomings, because different personalities and abilities can fit different requirements in the society and can help us avoid embarrassing other team members. In this way, we can make the best of working with team members.
Step 8 Homework
Look on your class as a team, and write a passage to show how to make teamwork function well to make your class strong and make great progress.
回复人:freedom 回复时间:2008-10-31 19:57
一. 总述
课题:运动与奥林匹克(高一上册第八单元)
内容:热身,听力,口语
课型:听说课
二. 说教材
1. 教材的地位和作用
本单元教材在本册书中有极其重要的地位,在学生整体的知识结构中也有着不可或缺的作品:早在建国初期,体育英语显示了他重要的作用(乒乓外交);在现在,经济发展和SARS的入侵,人人在未来,北京举办2008奥运会,(志愿者)。
2. 教材重点的确立
重点为-----热身 热身一向是容易被忽略的部分,但我却有着不同的观点①引入本单元知识,带学生进入一个丰富多彩的体育世界。②介绍有关体育的基础知识,激发学生对体育的兴趣方面也起着重要的作用。从而提高学生对本单元知识学习的兴趣③引入大量本单元有关体育的新单词,为后面听说读写个方面奠定良好的基础(配课件图——根基最重要)总之,是要通过以激活学生已有的相关背景知识,补充必要和新的背景知识,以启发学生对话题的思考,同时,还为学生归纳和总结已有的语言知识,并为其预测,了解和讨论话题做了铺垫。
注重体育锻炼,身体健康成为人们茶余饭后的重要话题(全民健身);
3. 教材难点的确立
难点为----听力
听力历来都是英语学习者很难突破的瓶颈 原因:发音部位和技巧的不同;历史文化背景的不同;词汇量的限制;练习机会较少
本课:体育赛事新闻 原因:语速较快;个人兴趣影响(背景知识的限制)
4. 通过本课教材要达到的教学目标(与新课标结合
文化意识:了解体育和奥运的基本文化知识
语言知识:掌握有关体育方面的大量单词及短语
能力策略:能从复杂的听力材料中快速的获取有效信息;灵活运用所学知识加强口语表达能力
情感态度:加强学生对体育知识以及体育锻炼的兴趣;通过介绍2008北京奥运的知识,培养其爱国主义情感
二. 说教学
1. 学法的指导
以“我”为心,注重能力,积极参与,总结分析
以“我”为心:在学习中不要以教师为中心,要使学生真正成为学习的主体。在日常生活中练习英语的机会较少,课堂教学就成了向学生提供可理解性语言输入的一个重要渠道,如果在这唯一的渠道中还只以教师为中心,放弃了自己的学习机会,则无法达到良好的学习效果。
注重能力:让学生注重能力的提高,而不仅仅是知识的记忆。目前很多英语课上教师讲得过多,学生练的太少;学生也没有从思想
上认识到,英语应该是一门实践课,是一种“技能”的培养,而不是“知识”的获取。我们应该尽可能使学生的注意力转移到信息和沟通上,而不是使用语言的形式上。
积极参与:充分调动学生参与课堂活动的积极性,并尽可能多的为学生创造独立思考的机会。在教师的指引下,多设置课堂活动,让学生在活动中知道,外语是自己学会的,练会的,而不是老师交会的。
总结分析:培养学生在丰富多彩的课堂活动后,学会自己总结所得到东西,使其自己悟出其中的道理,并总结学习方法。是与新课标所提到的学生自我评价体系相结合的过程。着重评价学生的综合语言运用能力,以及在学习过程中表现出的情感,态度和价值观。作为教师应该帮助学生设立自我评价的平台,尽力将评价体系具体和量化。(话题:国际奥运委员会要来我校参观,会询问你一些关于我国的全民健身和申办奥运的情况。)
2. 教学方法的选择及运用
①情景教学法:由我国特级教师李吉林创造。指导教师在教学过程中为学生创造一个具体,生动,形象的学习环境,以激发学生的兴趣,产生一定的内心情感体验,促进对知识的理解,记忆,并受到思想情感的陶冶。
②愉快教学法:是教师在教学过程中充分利用学生的好奇,疑问,求美,成就的心理特点,从教材的实际和学生的知识水平出发。列举趣味性的事例,提出引人入胜的问题,以激发学生的兴趣,求知欲望,提高学习效率。以兴趣为突破口,化难为易。
③暗示教学法:又称启发式外语教学法。首先,要求教师要善于设置诱发学生学习潜力的外部环境,激发学生的动机。其次,适当的采用音乐,电影等艺术途径,特别是发挥声调,节奏,音乐的刺激与感染作用,加强教学的情感效果
自己使用:自己综合,补充完善-----两点一线,四个方面
3.配合课件说明两点一线,四个方面的具体运用(重点的突破和难点的化解,以及学生活动的组织)
总原则:两点一线,四个方面
⑴ 两点:将课本的知识点与师生的兴趣点紧密结合
第一层面:着重使课本的知识点和学生的兴趣点结合起来。所有智力方面的工作都要依赖兴趣。只有充分调动学生的兴趣,才能培养学生自觉,主动学习英语的习惯。作为教师应该运用灵活的教学手段和方法,用兴趣的火花去点燃学生智慧的火焰。
第二层面:教师自己兴趣调动。言教不如身教,只有自己投入到教材中去,才能感染更多的学生。对与那些本身对体育感兴趣的学生,知趣相投,更容易投入到课堂中来。(体育生)对于那些本身对体育不太感兴趣的学生,要发挥教师本人和教学环境的感染力,去吸引他们投入到其中来。总之,教师全身心投入教材,是建立良好师生关系的必要条件,是调动学生学习兴趣的重要前提,也是教师传授知识的桥梁和润滑剂。
下面是结合课件展示我是如何集体将课堂内容的三个部分与兴趣点想结合的。
本课的知识第一部分为热身训练,这也是本节课的重点所在。我采取的是利用兴趣来突破重点。具体的方法是“两个游戏,解决难题”。
首先是让学生通过第一个游戏来进行自我测评即设计一些有关体育方面的选择,判断正误,以及问答题,每答对一道题就会得到相应的分数,然后根据最后的总分来判断自己对体育的了解到底有多少。从而让学生大量的了解有关体育和奥运的知识,当然在选题方面要简单并与学生的兴趣息息相关,比如北京申办奥运等。每道题都涉
及到了一些本单元的新单词,在答题的过程中学生就掌握了相关单词,并激发了他们对体育和奥运的兴趣。通过第一个游戏我也基本的了解了班里每个学生对体育的兴趣水平(感染力),更加有利与用自己的兴趣去感染学生。
由于本单元的单词很多都是体育项目的名称,学生在记忆时有一定的困难,因此我设计了第二个游戏,以学生一些耳熟能详的体育明星为突破口,由此让学生记忆他们所从事的体育项目。这样就解决了一些新单词的引入问题。
通过两个游戏我即完成了热身部分的教学任务,也完成了对教学重点的突破。
本课的第二部分时听力,这一部分主要是提高学生在听力过程中捕捉有效信息的能力,由此能听懂体育新闻及体育赛事的比赛结果。
听力是英语学习中比较枯燥的部分,但也是本节课的难点,在课堂上是学生最容易忽视的部分。我依旧是通过调动学生兴趣的方法来解决这一难题的。具体的措施有两点:①加强对每段听力背景知识的介绍,寻找听力内容与学生兴趣的结合点。例如在听NBA比赛之前,我先让学生自己介绍他们喜欢的球队。在这一部分学生有很多话可说,但用英语表达就显的颇为牵强了,于是我介绍了一些知名球队的英语表达法并介绍了一些有关篮球的专业术语(盖帽,扣蓝等),从而提升了他们对NBA的兴趣,并扩展了知识和单词量,也在无形之中将本段听力的背景知识介绍给了学生。②加强听力技巧上的指导。让学生区别有效信息和干扰信息,尽力捕捉有效信息,例如听体育赛事的新闻要注重球队名称,比分输赢等。从而减少学生在听力过程中的盲目性。
通过听力背景知识的趣味性介绍和听力技巧上的指导,使学生在轻松愉快的气氛中,完成了听力部分的学习,并化解了本课的难点。
第三部分是口语练习。这一部分主要使学生能用所学的单词和句型通顺介绍自己喜爱的运动明星和运动。重点是让学生有话可
说,有话能说。
有话可说主要是让学生找到自己感兴趣的话题。于是我以NBA明星迈克尔•乔丹为例,让学生能在自己最熟悉,最喜爱的明星身上找到共同话题,做到有话可说。但有话能说是对学生语言驾御能力的考验,在这一部分我是在学生零星的发言基础上,总结出对乔丹的介绍,并突出了其中的重点单词和句型,让学生在后面的发言中可以有所借鉴,使他们有话能说。
总之,在本课内容的各个部分我都加强了学生兴趣点与课本知识点的结合,以兴趣为突破口来带动学生情绪,突破教学难点。并使学生整堂课都能被所学知识吸引,激发其对英语学习的兴趣,并且学生活动的组织也是始终贯穿在其中的,突出了课堂的主体是学生。
⑵ 一线:就是让体育和奥运的主线始终贯穿与课堂之上,听说读写都以运动和奥运为主轴。做到由景生情,以情带义(解释)。这样即突出了教材的连贯性,也创造了层层递进的条件,使学生对此方面的知识更系统,更完整,此外还有利于培养学生热爱运动和积极从事体育锻炼的热情。
⑶ 四个方面:听,说,读,写
从个体来看: 听、说、读、写是语言学习不可缺少的四个方面,每一个各体在教学的过程中都必须涉及到。所以在本课之中,我尽力使学生在四个方面都有所练习,但由于本课是一节听说课,那么在四个方面要有侧重,以听说为主,读写为辅。
听和说已经在前面有所介绍,以下主要介绍我是如何将读和写两个方面溶入我的课堂中的。阅读主要是体现在阅读听力的背景知识以及说话练习的示范性总结中。而写的方面我则布置成为了作业,让学生写一篇自己喜爱的运动明星的介绍。这既是对课堂所学知识的延伸,也弥补了课堂时间上的不足,可以让每个学生都能充分的得到练习。
从整体来看:听,说,读,写四个方面有是一个有机的整体,是相互关联,相互影响的。每一个部分都不可能是单独存在的,必将
会涉及到其它的几个方面。在教学的过程中要突出更方面知识的连带性,使学生全面的提高语言水平,断不可只见树木,不见森林。
这就是我整体的说课过程,其中还有很多的缺点和不足,希望大家给与批评指正。谢谢!
三.说课件
1.课件制作原则:充分准备,合理选材,巧妙呈现,精心制作,正确把握
充分准备::
合理选材:选取材料应符合学生的年龄特点和知识特点
巧妙呈现:多媒体的运用使呈现部分达到最佳效果
精心制作:力求课件灵活多变,流畅自然,雅而不俗,赏心悦目
2.正确把握:正确把握多媒体在课堂中的运用,切记华而不实,反客为主
课件制作构想:辅助为先,两个体现
辅助为先:课堂教学内容的辅助
两个体现:1.体现“一线“
1. 体现三部分内容的自然过渡
课件主要是对课堂知识的辅助讲解,但我在制作过程中努力使其体现我教材处理的原则。首先,使体现“一线”。用颜色和装饰体现运动和奥运的主线。在颜色方面选择了与五环旗相应的颜色,并用奥运和五环的图标作为装饰,充分体现课堂主线。其次,用自然的课件顺序,使教材的三部分内容自然衔接,顺利过渡。
回复人:freedom 回复时间:2008-10-31 20:02
一. 教材内容分析
本单元的中心话题是“电影”,本课是第三课时,是一篇传记体的短文,介绍当前好莱坞最有影响的导演艺术家—史蒂芬 斯皮尔伯格的创作生涯和一些作品。同一般传记一样,本文也是按照人物的生平时间展开:前两段记述了史蒂芬 斯皮尔伯格的早期创作尝试和生平,之后几大段介绍了他的事业和美满的家庭。学生从中可以进一步了解著名导演,也能体验一些影评的模式。 二.教学重点难点
(1).关系副词引导的定语从句和介词+关系代词引导的定语从句
(2)掌握相关的词汇和短语
(3)文章段落结构的分析并概括各段的段落大意. (4)如何提高学生的阅读能力。
(5)对影视界名人及电影的评价(comments)如何写影评(review)。 三.教学目标 (一)知识技能
1. 掌握一些课文中涉及的词汇和短语:
如:academy, adult, industry, cruelty, marry, research, creature, owe…to…, take off, scene, blockbuster, director, script, studio, follow-ups等 2. 学习掌握一些重点句子:
如:This was a film in which … real actors… P31 Instead of …
This was the moment when …took off. P31
When asked about the secret about …he owes…to…P32 After that it still took …before… P32
3. 学习、掌握关系副词when,where.,why 引导的定语从句及介词+关系代词引导的定语从句。
4. 通过本课训练使学生能够提高他们的阅读理解能力,通过一些重点词汇及短语掌握文章大意。 (二)情感态度
1. 通过学习课文,培养学生了解、尊重异国文化,体现国际合作精神。
2. 通过开展小组活动,指导学生积极与人合作,相互学习,相互帮助,培养其团队精神。 (三)文化意识
1. 通过学习,了解国际著名导演史蒂芬 斯皮尔伯格。 2. 通过学习,了解世界著名影视文化,培养世界意识。 3. 通过中外影视文化对比,加深对中国影视文化的理解。 四.教具准备:
录音机,电脑,屏幕及图片。 五. 教学方法: 1.任务型教学法
学生学习本文时,我设计了一些任务,通过感知,体验,参与合作等方式,使学生的主动地位得到充分体现。如:要求学生阅读文章,回答问题,填写表格等。2.多媒体教学法
这一单元以影视为主题,利用多媒体展示影片相关图片,帮助学生用自己的话概括主要内容,提高课堂教学效率,增强学生学习兴趣.
六、教学步骤 Step one:Revision
1. check the words and expressions.
2. ask the students to explain the following words in English.
graduate work as play a role in Step two: Pre-reading
此部分的关键在于让学生了解如何制作电影,尤其是通过了解电影的制作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out). 活动形式
1.师生互动:教师提问If you want to make a film, who do you need to invite?通过此问题引出电影制作过程中所需的各种角色,如photographer, actor/actress, editor, director等等 2.小组活动:
1)教师可设置这样的讨论题:What part would you like to play in making a film?根据选择分组,让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论,学生
不难发现,在电影的制作过程中,导演起了非常关键的作用。 2)根据所选的各种角色交叉分组,发挥各自的作用。 a. What would the scene be like and what happens in it? b. Who are the main actors in that scene and what do they do?
c. Write a short dialogue and act it out Step three: while--reading
本篇阅读材料是人物传记,介绍了著名导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习,旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。 活动形式:
1.小组活动(lead-in)
分别给出和斯皮尔伯格所执导的电影的几幅图片,引起学生的兴趣,让学生分组讨论,预测文章的主题.
T: now, please discuss the pictures in groups then guess what is the text about?
A few minutes later, the teacher ask several students to report their answers. 2.个人活动(Listening)
让学生听录音一遍,然后找出课文中所提及的五部影片的名字。
T: Who knows the names of the five films? S:The five films are: Jaws, ET , Jurassic Park ,Schindler’s list, and Saving PrivateRyan. T: You are correct. 3.个人活动(Skimming)
A.快速阅读课文,按时间主线制作一个Steven Spielberg 的要事记
The teacher shows the years on the screen. 1946, 1968, 1959, 1975, 1982, 1993
T : let’s check the answer. I would like this group to answer these questions.
Sa: in 1946 Steven Spielberg was born in America. Sb: in 1968 Steven Spielberg made his first real film. Sc: in 1959 Steven Spielberg won a prize for a short
film.
Sd: in 1975 Steven Spielberg he made one of his first films Jaws
Se: in 1982 Steven Spielberg made the film ET which was about creatures that come to the earth.
Sf: in 1993 he made the film Jurassic Park B.快速阅读课文的Para3—5 , 查找出有关这5部电影内容和主题的信息,并核对与自己猜想是否相符。 films
Information of the film
Jaws(1975)
About a big shark that attacks and eat swimmers
Et (1982)
About a little creature comes from outer space
Jurassic (1993)
About an island where a very rich man keeps dinosaurs.
Schindler’s list(1993)
About The cruelty of war/a German who saves Jewish people from being killed in the war.
Saving private ryan(1998)
About the cruelty of war/an American leads his team to search for a soldier named Ryan.
3.个人活动( Scanning)
阅读并查找有关Spielberg的信息: When and where was he born? When did he start making films?
What did he use to make films at first? and later?
What was his dream? What did he study?
When and with what did his career take off? What does Spielberg owe his success to?
Step four: Post-reading
该部分可分成两块,其中第二块内容可以提前到阅读中去完成,也可在读后总结,当学生读完影片内容时,可以根据自己的理解写出五部影片的内容是什么(写尝试应用定语从句,体验定语从句的结构)。第一块(Questions)中第1,3,5三个问题比较难,从文中直接找不到答案,也是学生理解上需要升华的部分。可以通过分组,让学生讨论来理解这几个问题。让学生领会以下几点:1)、英语作为工具的重要性 2)、不懈努力、持之以恒 3)、成功需要家人的支持,合作、互助精神。
T: let’s turn to page 32, part 1.work in pairs and answer the five questions:
1. Why did Spielberg study English instead of the film? 2. Why were the people who saw the film Jaws were afraid to swim in the sea?
3. How important is his family to Spielberg’s career? 4. What was Spielberg’s dream?
5. What have you learn from reading about?
Step four: Homework
1.Preview the reading Not One Less on page34 2. Make sentences with the following words: (1)career (2)role (3) owe (4) award (5)accept
七、教学评价
根据《国家英语新课程标准》对外语教学评价的原则,对学生的评价应坚持形成性评价和终结性评价并重的原则,既关注结果(教学过程中忘记考试),更关注过程。在英语教学过程中更多地关注学生英语学习的过程、关注形成性评价,应重视形成性评价对学生英
语学习的交流,对学生的书面作业、口头回答、演讲、朗诵等课外学习行为和学生的学习能力、学习态度、参与程度、合作精神等做出评价。形成性评价包括学生相互评价和学生自我评价等方式,应对学生的认知、情感、技能等方面给予综合评价,以帮助学生树立自信心、培养学生的学习能力和帮助学生确定合理的学习目标和使用恰当的学习策略。
形成性评价应采取多种评价方式,包括口头的、书面的、表格形式的,还可以建立学生个人学习档案。
高一英语film说课稿
回复人:freedom 回复时间:2008-10-31 20:04
一、教材分析; 1、教材简析:
高一英语第十五单元的话题是“play”戏剧, 整个单元的设计围绕“戏剧”展开听、说、读、写多种教学活动,内容涉及“编故事表演”、“读剧本”、“如何写剧本”等,让学生初步熟悉戏剧, 学会剧本的欣赏、写作和表演。我上的这节课本单元的第三节阅读训练课,是由法国19世纪后半期优秀的批判现实主义作家莫泊桑的短篇小说《项链》改编的短剧。通过本单元的学习,既要让学生接触、了解戏剧的一些特点,又要让学生通过语言实践活动来体验语言,而提升自己综合语言运用的能力。
2、教学目标:(知识目标、能力目标、德育目标) 知识目标:(1)学习、掌握有关戏剧的体裁,熟悉和体验故 事发生的典型环境和剧中人物的典型语言。 (2)在认知、理解剧情的基础上,学会欣赏戏剧。
能力目标:(1)发展学生听、说、读、写的基本技能,提高阅读技巧,培养综合语言运用的能力;(2)能利用上下文猜测词义,同时能根据上下文线索预测故事情节的发展;(3)能根据所读材料运用适当语言进行表演。
德育目标:通过本文激发学生对人生和命运的感悟,整体提高人文素质。
确立教学目标的依据:
根据新课标要求,通过听、说、读、写四项基本语言技能的训练,使学生形成综合语言运用能力,激发学生的学习兴趣,为真实
语言交际打基础。此外,每一门课程都应该尽可能结合学科特点,把培养学生的情感融化到日常教育教学中。 3、重点与难点:
(1)重点:1.了解戏剧的文体特点并以此指导阅读;训练skimming, scanning, careful reading等阅读微技能;3.对戏剧深层次的理解及戏剧的欣赏,认识及分析主人公的人物特征及人物性格。
(2)难点: 1。阅读技能的训练;2.对戏剧的欣赏及课本剧的表演。
4.教学辅助工具:
(1) 收音机; (2)多媒体 (3)项链 二、教学流程: 1、新课导入
由前面两节课编故事及表演引出戏剧和学生们所喜欢的不同戏剧类型(funny plays,serious plays or sad plays),然后通过brainstorm让学生以个人活动的方式列举出中外著名的剧作家,再通过多媒体让学生把作家、作品、国籍进行连线,以此引人法国作家莫泊桑及短剧《项链》。这样通过师生互动,激活主题,激发了学生的学习兴趣,对后面进行本文的阅读做了铺垫和准备。 2、新课的讲解
(1)不同层次的阅读技能训练;
首先是Speed reading,a. skimming,让学生进行跳跃式阅读,找出本剧中三个场景涉及的人物、时间、地点、旁白及人物之间的关系,使学生较全面地了解英语戏剧体裁。b. skanning,快速默读全文,了解课文大意,为下一步找出细节作好铺垫,教师要求学生(work in pairs)给每一场景取一个标题, 以此培养他们找寻文章或段落的主题句和概括大意的技能。
然后是careful reading ,a. 扫 读 :用多媒体展示针对每个场景提出的2-3个问题,,学生通过扫读来获取细节信息。在通读全文梳理文章,理解主题基础上,学生熟悉了故事内容,才能学会如何欣赏戏剧, 提高他们的鉴赏能力。b .朗读:让学生跟读录音,掌握正确的语音语调,从整体上把握课文结构并从中得到自己的感受。这也为下一步学生分角色朗读做好铺垫,通过分角色有感情的朗读,学生能够做到全身心的参与,学习积极性也得以充分发挥。 学生通过以上活动,从基本框架到细节信息把握住了这篇戏剧。
接下来的环节是通过多媒体展示的几幅图片让学生复述课文,这既是理解基础上的表达,也是对理解的检验。它可以训练学生的各种思维能力,培养学生各种语用能力,是激发学生创造性思维的有效教学方法。复述课文是培养学生用英语连贯表达的一种有效的训练手段,而且加深了学生对课文的理解,从而促进他们的口语交际能力和书面表达能力的发展。
(2)、在情境中激思,培养创新思维:
在课文教学时,我采用多种思维训练法,培养学生的创新思维。根据教材的语言材料,巧设疑问,鼓励学生从不同方面,不同角度进行思维。
在careful reading的扫读中,每个场景的2-3个问题之后给学生提出一些预测和发散性思维的问题,作一些开发创造性思维的四人一组的小组讨论,如:“Pierre为什么会接受邀请“Mathilde会借什么样的项链?“你丢失了项链,你会怎么去处理?”,学生表现出极大的兴趣和参与热情。这激发了学生的好奇心,这样既可提高口语表达能力,又可提高学生的想像能力。所以教师在课堂上巧妙地适时设问,是对学生进行多种思维的训练,学生的思维创造性也因此得到充分发挥。
其次课文复述完之后,给学生提出更为深层次的问题:“What do you think of Pierre、Jeanne and Mathilde? Why do you think so? ”,分析主人公尤其是Mathilde的人物特征,培养学生分析能力。《项链》这篇文章一直以来被理解为批判资产阶级虚荣心,我则鼓励学生阐述各自不同的观点及理由,学生认为她虚荣之外,还很傻,同时她也很诚实,很勇毅等。让学生对此问题的各抒己见,学生批判性地看问题体现了新教材的精神。其中我从诚实谈到到 “诚信”,让学生谈谈自己对诚信的看法。通过课堂对学生进行人生观、价值观、世界观的熏陶,整体提高人文素质,而学生用英语表达这种思想感情,也是对语言运用能力的培养。 3、板书展示: Unit 15 The Necklace
Guy de Maupassant Mathilde: a young lady
(1850-1893) Pierre: A government worker, Mathilde’s husband
Ball of Fat / My Uncle Jules Jeanne: A young lady; Mathilde’s Good friend 4、作业的布置:
(1)用戏剧的体裁续写本文-第四幕场景,以“Mathilde得知真相后”为题要求学生进行课文续写,训练培养学生的创造性思维能力。目的以此调动学生的积极性,使学生处于积极思维的状态之中,丰富学生想象力,全方位、多角度培养学生运用英语的能力。 (1) 用英语排练这篇短剧,包括自己续写的结局: 三.教学反馈与反思:
1. 时间未能合理安排,给学生活动,思考,交流和表达的时间不够充分;
2. 引导学生对戏剧的欣赏做的不够;
3. 对学生续写的精彩的场景没有列出一本作品展示。 由于缺少经验,在说课过程中难免会出现不足,敬请各位老师不吝赐教。
回复人:freedom 回复时间:2008-10-31 20:06
一、教材分析:
所授内容高二英语上册第一单元第二课,课文主要介绍了迪斯尼以及他所创造的著名卡通人物米老鼠。文章文字运用准确,语言流畅、优美,有利于提高学生的口笔头表达能力。 二、教学目标
a 知识目标:掌握下列单词及短语:
cartoon take along in the hope of lose heart day after day unsuccessful character
b 能力目标:提高学生各方面的能力,加强学生语感方面训练,使学生能灵活运用所学英语进行口语表达。
c 德育目标:教育学生学习迪斯尼锲而不舍的精神,使 学生具有良好的心理素质,形成好的学习习惯。 d 重点、难点
重点:全面透彻理解整篇文章;学会新的语言表达方式。
难点:运用所学语言表达方式根据所提供素材进行口头作文训练。 三、说教法
首先, 以课文为中心,以情景引路,以理解和运用为目的。力求做到情景领先,意含其间,以情激听,以景促解。使学生形成一种渴求掌握知识的内在需要和强大动力。从而使学生加深对语言
材料的理解,轻松获得外语语感和增强记忆力。
其次,采取导学法、点拨法,始终实行启发诱导。采取教师为主导,学生为主体,训练为主线的基本方法。旨在充分调动学生的主动性和创造性,培养自学能力。 四、说学法
爱因斯坦说过,兴趣是最好的老师。在利用现代化的教学手段,创造出令学生感兴趣的情景后,抓住学生求新、好奇的心理特点,教师适当引导,使学生积极主动的去学习新知识,最大限度的调动学生参与到整个教学活动中。从而提高学生分析问题、解决问题、语言运用诸方面能力的发展。
其次,学习知识的最佳途径是由自己去发现。老师的责任是指导学生如何去发现。教是为了不教,激发学生乐学和会学,提高创新能力。 五、教学程序
1、用动画片头导入。 目的是运用小电影式的开场,激发学生浓厚的兴趣,为学习课文做准备。
2、背景介绍。 画面出现三张迪斯尼青年、中年和老年的照片配英语旁白。引导学生猜出照片上的人物迪斯尼,然后让学生谈谈他们所了解的迪斯尼。
3、展示数张迪斯尼电影中的画面,制造悬念,让学生猜电影名。使学生在唯美的享受中,兴致勃勃,情趣盎然地急于了解迪斯尼,从而对课文产生强烈的求知欲。
4、快速阅读,根据课文填写迪斯尼概况。目的是获取有关课文的信息,初步了解课文概况。
5、放映有关课文内容的卡通片、图片、音乐及英语配音。 目的是激发学生兴趣。使学生在享受画面的同时锻炼听力。使学生在脱离汉语干扰的情况下,直接用英语去理解画面。使学生真正用英语思维去理解课文。
6、作正误判断题。目的是加深学生对课文的理解。 7、讲解语言点(包括情景演示)。 目的是使学生掌握重点词组及其用法。
8、课堂练习。在屏幕上打出五个单选题。目的是及时巩固所学知识。
9、根据画面及文字提示,用英语讲故事。为学生提供两套有文字提示的画面《白雪公主》 和 《灰姑娘》。学生可根据自己的兴趣选择一个。目的是训练学生口头作文和口语表达能力。
10、巩固练习。动词填空。目的是及时反馈,巩固。 11、布置作业,根据上述巩固练习,让学生复述课文。 TEACHING PLAN 汤丽娜 I Teaching purpose
1. Grasp the following words and expressions: cartoon take along in the hope of lose heart day after day unsuccessful character 2.Grasp the story:
A something about Walt Disney’s life B the birth of Mickey Mouse II Emphasis and Difficulty:
Emphasis: have a good idea about the text and the new expressions
Difficulty: English oral composition practice III Teaching and learning methods:
Elicitation;watch and answer; explain and practice; conclusion
IV Teaching procedures: Step I Presentation
I think you must be interested in the opening. And you are familiar with Walt Disney’s movies. But do you know some further information about Walt? What was his early life like? How did he succeed? How did he create his first cartoon character Mickey Mouse? Today we’ll learn about it. Next please guess who the three man on the screen are.
Step II Show three photos of Disney ( young, middle-aged and old) and let the students guess who they are. Do you know what family he came from? Please listen carefully and tell me what his father and mother were.-----alide (旁白):
Now, can you tell me something about Walt Disney as far as you know?
Step III Show some pictures of Disney movies and let the Ss guess the name of the movies. Finally give them the answers. Now, class.Disney and his film company produced many cartoons for the children. I’ll show you some .You guess at
them and tell me the answers, OK?
Next, show other names of Disney’s cartoons on the screen for the Ss to see ,both in English and Chinese. Step IV Read the text quickly and then write notes about Walt Disney’s life so that Ss can have a better understanding about Walt Disney and his work, cartoon characters and success. Then show them the answers on the screen. Born: ______________________________________ Died : ______________________________________ Wish: _______________________________________ Work: _______________________________________ Cartoon characters: _____________________________ Became well-known: ____________________________ Step V Cartoon watching and questions
Now class.You’ll be watching some wonderful cartoons and pictures together with some English and music about the text. After watching them, you’ll do some “True” or “False” questions.
True or False questions according to the text: ( ) 1. Walt Disney wanted to be a film-maker when he was still young
( ) 2. He went to a newspaper office to look for a job. He was refused because he was too young.
( ) 3. When he failed to get a job from the newspaper office, his friends laughed at him.
( ) 4. When he was drawing in the garage, he saw a mouse and then he played with it in the car.
( )5. Mickey Mouse was just the one he saw in the garage. Step VI Language points
1. lose heart vi. 灰心,丧气; lose one’s heart to …. vt. 爱上
Though he failed to pass the exam, he didn’t lose heart. We won’t lose heart even though we fail.
I lost my heart to the little girl at the first sight of her.
2. in the hope of = in hopes of =hoping that =hoping to
Many children went abroad th the hope of receiving further education.
He went to Shenzhen in hopes of finding a nice job. He went to Shenzhen , hoping to find a nice job. 3.day after day 一天又一天,强调重复性 day by day 一天天,强调有变化
(Here I use too cartoons to show the difference between them)
The little girl waters the flowers day after day. The tree grows day by day.
We can also say month by month month after month year by year year after year Step VII Multiple choice
( ) 1.She said that we shouldn’t _____ in time of difficulties.
A lose hearts B lose our hearts C lose heart D lose the heart
( ) 2.She _____to me with this pen I had once presented her with.
A was used to write B used to writing C used to write D used to be written
( ) 3.My uncle wrote me a letter last week_____hard. A encouraging me to study B encouraging me studying C to encourage me study D to encourage me studying ( )4._____the girl came and looked after the old woman. A Day after day B A day after a day C Days after days D One day after one day
( )5.He wrote her a letter ____getting back her love. A in hope of B in the hope of C in hopes D hoping of Step VIII Story telling. Ss choose either of them 1.《Snow White and the seven dwarfs》 pictures shown on the screen
Key words: Snow White witch( 巫婆) poisonous Seven Dwarfs magic mirror lose heart in the hope of
2. 《Cinderella 》 pictures shown on the screen Key words: Cinderalla( 灰姑娘) crystal shoes ( 水晶鞋)
stepmother
Stepsisters pumpkin ( 南瓜) envy (嫉妒) cruel lose heart in the hope of
Step IX Consolidation of the text
Fill in the blanks with the right verb forms When Walt Disney was a young man, he wanted very much to be an artist. One day he ____along some of his pictures and _____to a newspaper office in the hope of _____ a job there. But they were not _____in his pictures. His friends tried to ______ him. Disney didn’t _____ heart. He ______to draw lots of pictures. His family was poor and he used to _____ in the family garage and _____ pictures there. One day a mouse ______ into the garage and ______ on the floor. Disney ______drawing and ______ the mouse. The mouse _____ towards him, so he ______ it a piece of bread. Then the mouse came and _____ on his table. Day after day the mouse _____ back and was ______ more bread. In this way over several days the artist and his mouse ______ good friends.
Step X Homework
Try to retell the story according to the consolidation of the text above-mentioned.
回复人:freedom 回复时间:2008-10-31 20:09
一、教材分析
主题公园作为人类文明的一大体现,作为当今社会人们主要休闲、娱乐方式之一,是一个非常贴近生活、具有时代性、可深度挖掘的教学主题。本单元以主题公园为背景,围绕a world of fun 这一主题开展听、说、读、写多种教学活动。单元语言素材涉及过山车、蹦极运动、自由落体车、赛车等娱乐方式及各类主题公园的不同特色,具有很强的时代气息,贴近学生生活,有利于学生了解生活、运动与休闲,了解中外文化,增强世界意识,有利于培养积极的生活态度。
本单元的Warming up部分以图片形式引入本单元的话题之一:amusement parks;并通过师生或生生自由问答,让学生了解并
交流个体各类活动方面的体验、喜好及理由,从而引出话题amusement parks 和theme parks,为听力部分和阅读部分作必要的铺垫。
Listening提供一个会议事例:在我市建一个主题公园的招标大会上,Fun Fun Productions and Merry Rides Limited两个不同特色公司的代表人发表演说表达各自优势以争取承建权。在听音之前需要作恰当的导入,听时做课文1、2部分,听后再作小组讨论:选择哪一家公司作为承建商及给出相应的理由。这一话题具有社会性,时代性特点,在课堂上可以激发学生模拟真实语境进行创造性对话活动。
Speaking紧紧围绕“问路与指路”话题: 课内提供一张公园平面图,学生根据出发点和目的地的联系进行有意义的对话实践。Post-speaking内容扩展至生活实际情况。
Reading是一篇介绍主题公园的说明文。它包括主题公园的定义、特点,同时介绍了the World Park of China, the Ocean Park of Hong Kong, Disneyland in California三个不同的主题公园,引导学生了解和比较主题公园的不同主题,激发学生联想主题公园的未来发展。Post-reading部分鼓励学生自行设计主题公园活动,鼓励学生积极想象、培养创新能力。
文章结构思路如下:
1)What is a theme park? →
2)Know about 3 great theme parks:
The World park ---People can have fun and experience sth different.
The Ocean Park in Hong Kong ---People come for thrills and entertainment and know more about the idea behind the park.
Disneyland in California ---The theme is the world of
Walt Disney and his characters. →
3)New theme parks are being built.
篇章结构图示:
What is a theme park?
Examples:
Three parks What do people
Themes, attractions experience and learn?
Theme parks in the future
课文线索内容复述如下:
When you come to a wonderful theme park, you are sure to enjoy yourself. You can find a collection of rides, exhibitions and other attractions. They are based on a common theme. On one hand , people can have fun, thrills and entertainment. On the other, theme parks are designed to teach people something. Those who come for thrills will also know more about a certain subject, such as life in the ocean, the discovery of the ancient world, and life in the future. What’s more, you may imagine much new things if you think you cannot get enough of scary rides and exciting adventures. Then there
will be new designs, and new theme parks will be coming.
德育渗透:
* All work and no play makes Jack a dull boy.
工作而无娱乐使人愚钝。
* Never should a man stay in a closed-door room. You should explore the universe to see how men are coping with the events of changing.
任何人都不应闭关自守,而应面向世界,以探索人们怎样对付日新月异的事态发展。
* Never go to the forest if you are afraid of the wolf. (Lenin)
大胆的探索和体验源自你的勇气。(列宁)
Language study要求学生掌握和运用相应的词汇;了解分词的意义,学习掌握现在分词作状语的用法,区别运用分词的进行式作状语与完成式作状语结构。
Integrating skills阅读部分在主题公园的基础上以rides为主题内容,介绍了几种不同的rides, 要求读后以课文为基础,鼓励学生创造、想象, 以小组活动形式设计并描述the scarest and most exciting ride in the word。
学生在本单元的学习过程中,除了增长语言知识、提高语言技能外,更要拓展文化视野,发展跨文化交际的意识和能力;并且结合个人经验充分体验他人在个别主题活动方面的感受,加强合作意识、陶冶情操,提高自身素养。
二、教学目标
知识技能:掌握并会运用有关词汇、句型和现在分词短语作状语的用法。
情感态度:结合个人经验充分体验他人在个别主题活动方面的感受,倡导创新意识的培养、加强合作意识、陶冶情操。增强世界意识,培养积极的生活态度
学习策略:通过小组活动等,指导学生积极与人合作、相互学习、相互帮助,培养合作能力、团队精神。利用图书馆、网络等辅助学习,在学习、讨论、反思和探索实践中逐步形成策略。
文化意识:拓展文化视野,发展跨文化交际的意识和能力。
三、教学重点、难点
1. 重点:
话题: Talking about amusement parks.
功能: Ways of giving directions.
Designing new things.
词汇: theme create attract attractions lead to have sth. in common
thrills and entertainment be based on more advanced step into experience sth. risk injury give sb. a thrill scream one’s
way… race against imagination design live to ride
表达用语: Excuse me. Am I going in the right direction?
Excuse me. Does this road lead to …?
Got it. Thank you.
句型: There is the Fun Fun Park, where we will have rides and entertainment.
What reason does he give for choosing his park?
Entering one of the attractions at Universal Studios is like steeping into the world of your favourite film.
It seemed like people just cannot get enough of scary rides and exciting adventures.
You can feel what it is like to live in space…
语法: The –ing form used as an adverbial.
eg. Many people come to the theme parks looking for thrills and entertainment.
Visitors leave knowing more about the idea behind the park.
Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland.
2. 难点:
a.动词-ing结构作状语的运用。
b.针对事物特点描述的写作。
写作技巧(如何描写事物?Tips P70)
关键:抓住事物特征
Ask ourselves questions as follows:
What is it?
What is the use of it?
What does it look like?
How large is it?
What does it sound / feel / smell / taste like?
How does it work?
What do people do to it?
What do people think of it?
Why do some people love it?
What is your opinion towards it?
四、课时安排
Period 1 Warming up and Listening
Period 2 Reading
Period 3 Speaking
Period 4 Integrating Skills
Period 5 Language Study
五、教学计划
Period 1 Warming-up & Listening Goals:
1. Talk about amusement parks and our experiences.
2. Learn to express likes and dislikes about the amusing activities.
3. Be able to listen for information and understanding.
Teaching Procedures:
Step 1 Warming-up
Task 1 Talk about the topic and the word FUN
Students talk about fun things use Adjs to describe fun things
Question 1. What is fun? (snowing, sailing, hiking, rafting---)
2.What do fun things have in common?
Cooking is fun because it is challenging ( interesting, relaxing---).
3. Where can we have fun? ( cinemas, amusement parks, theme parks---
Fun is everywhere if we can enjoy it.)
Task 2 Talk about our own experiences
Questions: 1. Have you ever been to an amusement park? What did you see?
2. Have you ever tried sitting in a roller coaster?
3. How did you feel?
4. Do you like it? Why?
Task 3 Watch pictures and talk about likes and dislikes
1. Look at the pictures and name the activites
Question: Do you like these activities? Why / Why not?
2. Do an interview to find others’ ideas (make up a dialogue).
The dialogue can be like this:
Student A: Hello, .... Have you ever been to an amusement park?
Student B: Oh, yes. I have tried…
Student A: Do you like it?
Student B: Sure. I like it because it’s really exciting and …
Step2 Listening
Pre-listening Talk about the theme of the theme parks
A theme park must have a special theme.
Questions: If you are to build a theme park, what theme will you have? Why?
While-listening: Listen and finish the exercises 1 and 2
Post-listening: 1. Fill in the following form.
Which of the parks do you think is better?
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