全国英语教学设计一等奖.docx
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全国英语教学设计一等奖.docx
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全国英语教学设计一等奖
LessonPlanforAroundOurSchool
杭州外国语学校谢慧萍
TeachingMaterial
P26,Reading,Unit3AroundOurSchool,
CambridgeEnglishforSchoolsStudents’BookOne(SeeAttachmentI)
TeachingObject
Class7(A)JuniorTwo,HangzhouForeignLanguagesSchool
TeachingAims
Criteria
Notes
1.Themaintask(Outcome)
ThestudentswillbeabletowritealettertoAnneandpostitontheblog,whereAnnewillbeabletoread.
这是本节课主要任务,其它活动都是为此做准备的。
2.LanguageFocus
(1)Thestudentswillbeabletousethefollowingwordsandpatternproperlyingivensituationsortheirdailylife:
flat;café;inthenorth/south/east/westof…
(2)Thestudentswillbeabletodescribethedifferentlocationsofthebuildingsintheirschool,whichisaboardingschool,andactivitiesconcerned.
本单元主题是Aroundourschool,所以学校的方位和附近环境描述是学习重点。
语言要点就是根据这个定位,并结合学生实际解读、提取的。
3.LanguageSkills
Thestudentswillbeabletofindtheplaces(inthejigsawpuzzle)accordingtotheletter.
这个很生活化的活动可训练搜寻有效信息的阅读技能。
4.LearningStrategies
(1)Thestudentswillbeabletoguessandreasonthepresumptionbytheinformationcollectedfromthereadingoftheletter.(认知策略)
(2)Thestudentswillbeencouragedingroupstowritebackaletterabouttheirschoolscaffoldedwithpatternsfromthetext.(情感策略)
学习策略是在学习活动中得到体验的。
因此根据学生学习能力的特点,把推测能力(认知策略)和合作能力(情感策略)的培养分别结合到阅读和写作活动之中。
5.Affection
Thestudentswillbeabletofocustheirattentionontheclassroominstructionandperformance.
初二阶段应该培养学生的学习意志,从单纯的兴趣过渡到有意识学习。
6.Culture
Thestudentswillbeabletoawaretheprecautionstheymightneedtotakewhilewritingtoapenpalattheverybeginning.
方位和环境描述、书信写作是语言层面内容,背后是文化知识和意识。
所以在课堂活动中,要引导学生关注此类内容和活动。
Difficulties
Thestudentsmightfinditshortoftimetoconstructaletterwithagoodlogicorderandinwell-organizedlanguage.
初二写作训练刚刚起步,是难点。
解决办法有三个:
教师适当提供支架、组织小组合作学习和足够时间。
TeachingAids
Blackboard,Chalk,Computer,OverheadProjector,
Visualizer,JigsawPuzzles,letterpaper,atreasurechest
Setting
Thestudentssitinfour-membergroupsarounddesks.
这样的设计有利于学生的合作学习
Procedures&Activities
TeachingProcedures&Activities
LearningProcedures&Activities
Notes
I.Pre-taskphase:
totalkabouttheblog
TheteacherisgoingtoplaythesongBigBigWorldandopenthewebsiteBBWtointroducethemtheblogandthetheme“BigBigWorld”.
—Shallwesingasongtogether?
—Doweliveinabigbigworld?
Howbigisthisworld?
ButIsayitisasmallworldafterall.Why?
Internet,emails,msnmaketheworldsmall.Hereisablog.It’sourblog.Wecanseeeachotheronholidayoverthisblog.
⑴ThestudentsaregoingtolistentoandsingalongwiththeEnglishsongBigBigWorld.
⑵Theyaregoingtohaveaninteractionwiththeteacher,answeringsomequestions.
⑶Theyaregoingtobeencou-ragedtotalkaboutanyblogtheyknow.
⑷Theyreadtheblogtogethertowarmthemselvesupforthefollowingactivities.
教师建立一个博客BBWorld,为课后教学构建平台,并以博客主题歌给学生热身,培养学习情感。
活动形式以师生活动为主。
II.Task–introduction&Task–acknowledgement
Theteacherisgoingtoinformthestudentswhattheyaregoingtodointhislessonandwhattheirfinaloutcomewillbe.
—AgirlnamedAnnevisitedtheblogandsheleftaletter.Areyouinterestedinwritingherback?
—Intoday’sclasswearegoingtoreadherletterandwriteheraletterback.
Thestudentsaregoingtobeinformedwhattheyaregoingtodointhislessonandwhattheirfinaloutcomewillbe.Atthesametimetheyaregoingtobeencouragedtosizeupthetasks,aswellasthemselves.
告知学生本节课的主要任务体现了师生民主平等,也有利于学生自主规划、主动参与活动。
活动以教师讲解为主。
III.Pre-readingtask:
topredictthepossiblecontentofAnne’sletter
Theteacherisgoingtohelpthestudentsformtheschematabyadiscussionofthefollowingquestionbetweetpartners.
—Beforeweopentheletter,canyoupredictwhatshemightwriteinherletter?
TheteacherwirtesthefollowingtwopatternsontheBbifnecessarytosetupascaffoldbeforethepairwork:
Shewilltellus…
Shewantstoknow…
andtakesdownthepossibleguessesandalsothequestionsontheblackboardafterthepairwork.
1.ThestudentsaregoingtopredictthepossiblecontentofAnne’sletter.
2.Thestudentsaregoingtoworkinpairs.EachpairwilleithergiveasentencetopredictwhatshemightwriteinherletterorwillthinkofaquestionAnnemayask.
3.Somepairsofstudentsaregoingtotellwhattheypredict.
读前活动重点在于构建学生阅读图式,为下步阅读活动做好铺垫。
在这个过程中,训练学生预测能力。
在语言方面,如果学生有困难,教师提供一个“支架”。
活动以自主和pair互动为主。
IV.While-readingtask:
toreadforinformationneeded
1.TheteacherdesignssomequestionstohelpthestudentspickoutthethingsAnnetalkedaboutandquestionssheraisedalready,andtoencouragethemtoreasonsomepresumption.
—WhatdidAnnewriteinherletter?
—Whatdidsheaskinherletter?
—Whatarethethingsshedoesn’ttalkabout?
Whynot?
—Isthisafirstletterornot?
—Whatarethequestionsyouthinkispolitetoaskinyourreplyletter?
2.Theteacherwillgoaroundtheclasstoobserve,helpandmonitorwhilethestudentsworkinpairsoringroups.
Forreference:
Tips&Warningsforafirstletter:
● Remembernottosharetoomuchtoosoon.Waituntilsomeoneknowsyoubeforeyouairyourfamilyproblemsandsecrets.
● Usecarefuljudgmentwhendecidinghowmuchinformationtosharewithastranger.Alwaysbecautiouswhenitcomestorevealingpersonalinformation.
Thestudentsaregoingtoreadtheletterforinformationneeded.
1.Throughthetextreadingandtheirpredictioncomparing,in-divivually,thestudentsaregoing,toreadAnne’sletterandtopickoutthethingsthatshetalkedaboutinherletterandquestionssheraisedalready.Thentheyaregoingtohaveaclassinteractiontocollectwhatthyepick.
2.TheyaregoingtohaveadiscussioninpairsoringroupsaboutwhatAnnedidn’trefertoherletterandthentohaveaclassinteractiontocollecttheirideas.
3.TheyaregoingtohaveafurtherdiscussioninpairsoringroupsaboutwhetherAnne’sletteristhefirstletterornotaccordingtowhattheyfindshedidn’twrite.
4.Theyaregoingtoworkingroupstoawaretheprecautionstheymightneedtotakewhilewritingtoapenpalattheverybeginning.
阅读本身是个信息输入的过程,应该是学生自主活动。
教师的主要任务是搭建支架(如设计问题)提高学生阅读的效率,提供足够时间让学生自主阅读,设计话题诱发小组合作学习,同时教师提供必要的资源。
因此这阶段活动主要以学生自主、合作为主,教师的责任以调控、评价、帮助等为主。
学生的阅读活动从自己的预测(图式)与文本的互动开始,获取主要信息(Anne告知的和询问的),并通过学生间互动(小组合作),深入解读信息背后的文化知识(tips&warningsforafirstletter)。
V.Post-readingtasks
Taskone:
ajigsawpuzzle
读后活动的主要目的是操练语言、拓展话题。
为此,这里设计了三个任务,贯穿两条主线:
语言和话题。
任务一主要通过完成jigsawpuzzle,让学生体验方位的表达。
这一活动建立在文本理解的基础上,既要训练学生的scanning能力,又要引导他们关注有关语言的表达。
活动以学生合作互动为主。
Theteacherisgoingtohelpthestudentscompletethejigsawpuzzle.
1.Theteacherisgoingtogivethemthejigsawpuzzleandtoorganizethegroupwork.
2.Theteacherwillgoaroundtheclasstoobservetheirgroupwork,andhelpthemifnecessary.
3.Theteacherwillmakesomecommentabouttheirwork.
Thepossibleanswerstothepuzzle:
⑴istheTeacher’sHouse
⑵istheschool
⑶isthepark
⑷istheswimmingpool
Thestudentsaregoingtocompletethejigsawpuzzleaccordingtotheinformationfromthereadingtext.
1.Theyaregoingtotoscanfortheinformationneededandtoworkingroupstocompletethejigsawpuzzle.Theyaregoingtogivethereasonwhytheyputeachpieceintheparticularplace.
2.Somegroupswillbechosentopresenthowtheyworkoutthepuzzleandwhytheyputthepieceintheplacebeforethewholeclass,withthehelpoftheoverheadprojectorandthecomputer.
Tasktwo:
atreasurehuntinggame
任务二是一个寻宝游戏。
在游戏前,教师要搭建一个“支架”,提供一些图片、地图和相关情景,并通过师生互动,帮助学生正确理解、操练、使用有关词语,为游戏活动的有效开展打好基础。
在寻宝游戏活动中,学生一方面要思考、猜测,另一方面要积极使用语言表达自己的思考和猜测。
这个任务主题已经脱离了文本,但训练的还是文本中语言,因此是属于半控制型活动。
这样的拓展有利于学生运用相同语言,表达更广的类似主题。
活动以学生小组合作为主,教师适当参与一些互动。
Theteacherisgoingtoorganizeatreasurehuntinggame.
1.Theteacherisgoingtopresentsomepicturesandmapsasascaffoldtohelpthestudentslearnthenewlanguagepoints,like“flat”,“cafe”and“inthe…of…”.Theteacherwillhelpthestudentswiththepronunciationifnecessary.
2.Theteacherisgoingtoorganizeatresurehuntinggame,
⑴tellingthemhowtowork:
—Workinatreasurehuntinggroup!
Discussingroupswherethetreasureis?
Whomightfindit?
Why?
(2)givinganexampleasascaffoldfortheirlanguageifnecessary:
—Ithinkthetreasureisinthesouthofthetown.Itmightbeintheswimmingpool.Iwillfindit,becauseIgoswimmingthereeveryday.
(3)presentingafinishedjigsawpuzzleonPPT:
—Jigsawpuzzleishelpfulintreasurehunting.Annehashiddensometreasuresomewhereonthismap.
(4)preparingaboxofchocolatewithalargepieceofpaper“Writeandtellmeaboutyourtownandschool.”,aswellasfourcandiesforthewinners.
Forreference:
Thebigtreasureishiddeninthecafé.
Theplacesare“café,flat,swimmingpool,museum,factories,library”
Theotherplaceswillhaveanencour-agingsentenceandfourcandiesforthegroup.
Thestudentsaregoingtohuntfortreasure.
1.Beforethegame,theyaregoingtolearnsomelanguagepointsandtopractisedscribingsomemapswiththem.
2.Theyaregoingtoworkingroupstohuntfortreasureinthejigsawpuzzletheyhavefinished.Andtheywillbeencouragedtousethelanguagepointstheyhavepractised.
3.Somegroupswillbechosentopresentbeforethewholeclasswiththehelpoftheoverheadprojectorandthecomputer.Ifpossible,teamworkisencouraged,thatis,onestudentreportswhileanotherpointsouttheplacewheretheythinkthetreasureishidden.
Taskthree(maintask):
introductionofourschool
任务三要求通过写信形式介绍学生自己学校的设施布局。
这是一个“follow-in”活动,其主题内容进一步拓展,让学生有更多的自主、合作的空
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