英语学科素养的课堂教学设计X - 上海市曹杨二中.docx

高中英语学科素质培育之教学设计的反思Planning for the perfect wedding 教学反思曹杨二中 韩珺 2014-2-12高中生学好英语不仅仅是能考好试，更重要的是要能够运用所学，表达自己的观点，进行沟通，了解文化，融入生活。这堂课设计初衷是设计一个情景，Amy也就是授课老师，要计划一个婚礼。将整篇课文的内容融入到此情景中，假设Amy看到了广告单子，确认这些广告是否复合需求，继而继续阅读文本，通过Scanning，确认每段文字的主要内容，然后再次仔细阅读，寻找具体细节，最后引导学生为Amy设计一个婚礼。学生通过此课，能对该话题有一定的认识，理解中外婚礼文化差异，熟悉和该话题有关的词汇，并能在最后通过几方面的设计，用所学的词汇，短语和内容设计一个婚礼，并通过presentation表达出来。该教学设计的目的就是让学生和老师能够充分参与，老师作为一个角色融入到了所学内容之中，让学生更能积极参与。通过各种活动，由浅入深的让学生分阶段的了解相关词汇，掌握表达所学词汇短语的表达，并能得到反复的练习。学生通过这堂课的学习，期望获得的是阅读技巧的掌握和进一步有意识的练习；是对相关主题的词汇短语表达的熟悉和合理运用；是对文化差异的初步认识和激发深层思考。作为阅读课的第一课时，为了培养学生的英语阅读素养，我试图不着痕迹的将阅读技巧融入学生的主动学习中。预测文章内容，通过段落开头进行Skimming，Scanning，通过上下文猜测词义，深层阅读，有一定的自己的理解。最终我通过教师自我角色扮演将文本阅读和阅读技巧培养融合到一起，有意识的激发学生的阅读兴趣，同时指导了学生的阅读技巧。由于学生的参与度高，教学非常愉快。在得到初步的知识基础之后，进行进一步的授课。通过反复，激发学生自主学习，引导学生学会了一些基本的表达和句型。在一切铺垫之后，就需要学生对所学英语进行主动的运用，这才是学英语的真正目的。我留给了学生足够的时间，进行话题的深入的理解和讨论。最终的呈现方式是自主设计一个中式或者西式的婚礼，并进行陈述。通过陈述，学生必须理解中西方文化的差异，必须理解婚礼的基本构成要素，必须对之前所学的进行语言的运用和组织，还必须有自己合理的思考。设计一堂课的基石，应该是对教学目的的深入研究。设计一堂课，教师要自己清楚为什么要教学生，想培养学生的什么素质。这样才能真正合理运用教材，合理设计课堂活动，激发学生潜力，促进学生发展该学科所必须培养的素质。附：Planning for the perfect wedding上海市曹杨二中 韩珺教学设计说明：一 教材分析：本文由两部分组成，一篇为摘自杂志的关于如何设计婚礼的文章，另一部分为与文章内容对应的六个广告。文章结构清晰，各段主题明确。文章特点：与文章主题相关词汇生词较多，多为名词，比较难读，但并非高频词。词汇教学要求多为认知词汇。广告部分文本特色鲜明，具有广告类应用文的特征。二学情分析：本次授课为借班上课。学生为区重点中学高三的物理班。通过了解得知学生能力比较普通，但个性活跃，男生居多。语言表达能力不是很强，但乐于参与。已经能比较熟练的运用一些基本阅读技巧来获取文章的基本信息，能运用猜测词义的方法来猜测词义，具有一定的背景知识，和一定的语言运用和表达能力。三 教师自身分析：教师自身个性比较活泼，善于和学生沟通交流。有一定的教学经验，比较适合活动式的教学方式。教学特色比较鲜明，教学方法比较灵活，对于多媒体的运用比较熟练。四. Teaching Plan. l Teaching aims：1. To get students to learn the general idea of the passage by skimming and scanning.2. To get students to be familiar with the related vocabulary and guide them to guess the meaning of the words by context. 3. To help students understand the features and functions of advertisements. 4. To guide students to learn how to design a wedding, and encourage students to express their own opinions with the learned vocabulary and structures. l Teaching procedure. Teachers activities Students activities Teaching aims I. pre-reading: 1. Show pictures of items and meanwhile play the music. 1. Match the music with the pictures. 2. Find out the difference between the western style and Chinese style. 1. Introduce the topic. 2. Provoke the students prior related knowledge 3. Let students have a brief picture of the related vocabulary. II. while-reading:Amy will get married next week. One day, shefinds some leaflets Advertisement reading. 1. Skimming: Find a common word which appears in every piece. 2. Scanning: Find the objects advertised. Amy finds an article attached to the leaflets Text reading: 1. Ask Ss to read the first paragraph, and predict what is going to be talked about. 2. Ask Ss to go through the following paragraphs to match the ads with the paragraphs. 3. Q1: What are the many choices when planning a perfect wedding? Q2: Whats your preference? Why? 1. Skim the advertisements very quickly and find the common word. 2. Find whats advertised in every advertisement, and write them down. 1. Read the first paragraph and predict the topic. 2. Match the ads with the paragraphs. 3. Pair work. Find the many choices in different paragraphs and check with the deskmate. 4. Exchange opinions with the deskmate. 1. Guide the students to use the reading strategy to find the information quickly. 2. Guide the students to use the title, and key words to find out the meanings of an advertisement. 1. Guide SS how to Predict the topic. 2. Guide the Ss to get the meaning of a paragraph with the help of the first sentence. 3. Find the specific information.4. Try to understand the deeper meaning. III. Post- reading. Group discussion: Suppose you are a wedding-plan company, help Amy to plan an ideal wedding. (consider Amys preference and give some original ideas.)Form a group of 4. Plan an ideal wedding, taking all aspects into account. Present the groups opinions. Everyone should talk. Encourage Ss to give their own opinions on h