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9A UNIT3教学设计
作者:娄平 发表时间:2015年05月20日 浏览量:19 分享到空间
《牛津初中英语》9A Unit 3 Teenage problems
Main task 教学案例
《牛津初中英语》教材中的Main task环节应该怎么教,一直是困扰英语教师的一个难题。有些教师把Main task部分上成了阅读课,只是教授一遍范文, 讲解其中的重点单词和短语的用法,而把写作布置成家庭作业。我上学期聆听了我校严磊老师所上的《牛津初中英语》9A Unit 3 Teenage problems Main task环节的一堂公开课后,感到受益匪浅。
严老师灵活运用教材,再构文本,为学生创设生动的任务型活动。引导学生体验、感悟、表达见解,通过师生合作、生生合作,最后圆满完成写作任务。整堂课使学生在完成一个个明确学习任务目标的过程中,充分发展了综合语言运用能力。
案例回放
一、教材分析
《牛津初中英语》教材按照“话题——功能——结构——任务”相结合的思路编排,以话题为主线,任务为主导,辅以功能和结构项目,有效培养学生综合运用语言的能力。每单元围绕一个贴近学生生活实际的话题展开,让学生通过体验、实践、参与、合作、交流和探究等方式学习和使用英语,实现目标任务,真正体现以学习者为中心的教学理念。Main task部分是每个单元的高潮部分,是对整个单元内容的汇总、综合与提升。简单地说是以写作的方式,要求学生综合运用本单元所学的知识和所获得的技能,完成特定任务,形成对一个单元的终极成果的展示,即“在学中用、在用中学、为用而学”。
严老师所授课内容是《牛津初中英语》9A Unit 3 Teenage problems Main task部分,严老师充分运用一系列“过程任务”(while tasks)串联成一节课来达成总任务(goal task),在交际过程中实施学生语言素材的输出。通过解决学生在成长过程中遇到的一个个实际问题来营造语言素材输出的真实而自然的情境,即以青少年成长的烦恼为主线展开活动,先谈论各自在学习生活中遇到的烦恼,继而分析其形成原因,找出解决途径,随后自然过渡到学习如何口头陈述,继而诉诸笔端,最后形成一篇优秀习作。
二、学情分析
本节课是严老师是借班上课(与我校的校际交流课)。严老师经课前简单了解,知道学生们英语水平两极分化严重,但普遍比较用功,各科作业量大,导致他们缺少足够的体育锻炼,睡眠更是严重不足。严老师在课前将全班学生按组内异质、组间同质的原则分成4个小组,另外在进行课堂导入时以“Do you have too much homework?”“What’s your feeling when you have to do your homework until midnight?”等来引起学生们的共鸣和参与热情。
三、教学目标
1. 通过对本节课的学习,使学生能明白在青少年时期可能遇到的各种烦恼及如何应对这些烦恼。
2. 在探究、分析及多次复述的基础上,使学生了解写一篇文章所需的框架结构,并能模仿写出英文写作提纲。
3. 使学生能根据写作提纲,联系自身实际情况完成写作任务。
4. 通过学习,使学生能正确认识并处理自身烦恼,学会关注自身情绪变化和情感体验。
四、教学重、难点
1. 对文章结构的整体把握。
2. 学生组织语言、运用语言的能力。
五、教学过程
StepⅠ Lead-in
Show the students the picture of the comedy, “Home with kids”(PPT). Ask them to talk about the problems the three kids have got. Conclude: In fact, many students all have this or that problem.
【点评】严老师通过放映一小段与话题有关的视频———电视喜剧片《家有儿女》的几个片段,巧妙地引入本课主题,这样导入不仅使学生自然而然地进入学习英语的状态,而且还营造出一个轻松欢快的课堂气氛,拉近了师生间的距离。
StepⅡ Task 1: talk about the problems.
1. Ask the students to talk about their own growing pains.
【点评】严老师要求学生联系生活实际谈谈自己成长过程中的烦恼,先组织小组讨论,然后综合小组讨论结果。同时将学生所谈内容,如:have a lot of homework,parents only care about the marks,quarrel with the best friend,don’t get enough sleep(板书1) 等纵向板书在黑板左侧,为接下来的提问作铺垫。
2. Ask: When you have such problems, for example, too much homework, how do you feel?
【点评】严老师据此引出:Some of these problems may be the causes of your stress.并在板书1上端总结:Causes of stress,逐步完成对教材中Part B即writing plan的呈现。此过程充分利用小组讨论,借助板书设计进行点拨,帮助学生打开记忆的阀门,激活学生的已有知识。
Step Ⅲ Task 2: talk about the solutions
1. Answer together: The problem of stress gets worse when ____.
a people keep their worries to themselves
b people relax and take a holiday
c friends try to help
【点评】严老师利用书中的习题来引导学生持有对待烦恼的正确态度,同时自然过渡到探讨如何解决烦恼的任务上来。
2. Then let’s talk about how to deal with the problems among us.
【点评】严老师给全班4个小组精心设计了不同的任务:PPT上跳出4个彩色字母A、B、C、D,每个字母后链接着一张含有3个任务的PPT,分别要求学生通过A / B栏配对、回答问题、看图找对策、选择等不同形式的小组合作探究出本课Part A所列问题的解决途径,改进了教材中Part A呈现方式单一(均为选择题)及题量小(6道小题)的不足。4名小组长任意选择1个字母所对应的任务纸给组员,任务纸上有相应的PPT内容。
小组合作完成各自的任务后,老师放映由4个字母(A、B、C、D)所代表的4张PPT上所呈现的任务,全班学生一起完成。这样,通过师生合作、生生合作,利用多媒体课件完成任务,培养了学生积极与他人合作、共同完成学习任务的品质,符合新课程理念。
Step Ⅳ Task 3: analyze and complete the writing plan.
1. Analyze the writing plan.
What should we think about before writing a letter to share our suggestions with our friends?
【点评】学生们发表各自的意见后,严老师便及时评价:Some of your suggestions are so good and useful. Maybe you can write a letter to share them with your friends.这样的评价既及时给予了反馈,又自然过渡到对writing plan的学习。随后,严老师放映课本Part B的writing plan,通过回答以下问题,帮助学生从整体上把握写作的框架结构。
How many parts are there in the writing plan?
What are they? Which part is the most important?
What should we write in the main body?
接着严老师对学生进行写作指导:We’d better write down at least two causes of stress and solutions in the main body. But there is only one example in our book.并顺势提出下一个要求:Use all the above information we have just talked about to finish Part B. 这样做遵循了由简单到复杂、由易到难的认知规律,激发了学生的学习热情。
2. Finish Part B.
【点评】严老师要求学生们将在StepⅡ与StepⅢ环节中讨论、合作、探究出的problems,causes,solutions加以整合,在完成课本任务的同时,培养了学生提炼、选取、处理信息的能力。
StepⅤ Task 4: finish Part C.
With the help of the writing plan, complete the second paragraph of Millie’s letter and name each part again.
【点评】帮助学生掌握有效的写作、阅读学习策略:在具体语言环境里再次复述文章结构,加强感性认识,进一步强化整体把握篇章结构的能力,这也有利于对阅读理解策略的渗透。
StepⅥ Task 5: write the letter.
1. Help Millie finish the whole letter: write down one paragraph as the main body, and another one as the conclusion of this letter.
【点评】StepⅤ及StepⅥ是实际操练部分,严老师要求学生们将之前所探讨的相关内容写在课前发放的作文纸上,同时给学生一些单词和短语提示,并提醒他们“Be careful with your handwriting. I’ll show it to all the students and teachers.” 以此激发学生的学习热情。学生写作时老师播放了两首优美的轻音乐,愉悦宁静的氛围更有利于任务的完成,同时引导孩子们发现美、鉴赏美,发展其审美能力。
2. Check the students’ work.
【点评】严老师先采取“组内互动任务”形式,小组成员间互评习作,然后每组推选一篇,用实物投影仪展示给全班学生,其他小组成员作点评,评选出最佳范文、最有创意范文、有典型意义范文等,实施多元评价。其间老师进行适时指导,提醒学生应首先评价习作中对文章结构的整体把握情况,再去评价组织语言、运用语言的能力。
Step Ⅶ Summary and Sublimation:
Summary: When we have problems, we should talk to or write to our parents, teachers and friends. We should write a writing plan first. It usually consists of three parts: introduction, main body and conclusion. And in the main body we should write two kinds of information: the causes of stress and how to deal with them.
【点评】小结———再次强化学生的整体解析能力。
Sublimation: If you want to be successful in Grade 9 and make great progress in your study, please get on well with your parents, get on well with your friends.
Just as the saying goes: If you wish, a bud will surely come out.
【点评】升华———进一步塑造学生的健康人格。
六、教学结果
经听课教师们观察,这堂课实际教学效果良好,大部分学生能够较好地完成写作任务。教学气氛活跃、融洽,课后很多学生热情洋溢地与严老师道别。
听后反思
严老师所上的整堂课从引入、主体教学到任务完成都密切关注学生的兴趣和生活体验;将总任务分解,由易到难,由浅入深,使教学呈阶梯式层层推进;各个任务的过渡自然得体,使学生始终通过完成任务学习语言、交流合作,享受成功的喜悦;特别是在与学生多次互动过程中有效地完成架构(scaffolding),实现轻松导学———点拨———任务———评价的教学策略。还有授课过程中严老师很注意对学生文化品位、人格养成的熏陶,准确把握教材,挖掘其深刻内涵,培养学生得心应手、融会贯通地使用教材、综合运用所学语言的能力,给听课教师留下十分深刻的印象。
我认为此堂课不足之处有两点:一是对StepⅤ及StepⅥ的实际操练部分未作必要的、更详细的写作指导,因此有些学生不知如何下笔。二是写作时如果把在StepⅢ中4个小组各自讨论的causes及 solutions充当素材来完成任务,则整个教学过程的脉络会更清晰,而且学生在写作文时的针对性会更强,更易于学生掌握本堂课所授内容。
9A Unit 3 Teenage problems
Main task 教学设计
StepⅠ Lead-in
Show the students the picture of the comedy, “Home with kids”(PPT). Ask them to talk about the problems the three kids have got. Conclude: In fact, many students all have this or that problem.
StepⅡ Task 1: talk about the problems.
1. Ask the students to talk about their own growing pains.
2. Ask: When you have such problems, for example, too much homework, how do you feel?
Step Ⅲ Task 2: talk about the solutions
1. Answer together: The problem of stress gets worse when ____.
a .people keep their worries to themselves
b. people relax and take a holiday
c. friends try to help
2. Then let’s talk about how to deal with the problems among us.
Step Ⅳ Task 3: analyze and complete the writing plan.
1. Analyze the writing plan.
What should we think about before writing a letter to share our suggestions with our friends?
2. Finish Part B.
StepⅤ Task 4: finish Part C.
With the help of the writing plan, complete the second paragraph of Millie’s letter and name each part again.
StepⅥ Task 5: write the letter.
1. Help Millie finish the whole letter: write down one paragraph as the main body, and another one as the conclusion of this letter.
2. Check the students’ work.
Step Ⅶ Summary and Sublimation:
Summary: When we have problems, we should talk to or write to our parents, teachers and friends. We should write a writing plan first. It usually consists of three parts: introduction, main body and conclusion. And in the main body we should write two kinds of information: the causes of stress and how to deal with them.
Sublimation: If you want to be successful in Grade 9 and make great progress in your study, please get on well with your parents, get on well with your friends.
Just as the saying goes: If you wish, a bud will surely come out.
Step Ⅷ Homework
Write a letter to your friend to tell him or her about the problems you have and how you deal with them.