M5U2Task教学实践报告.doc

M5U2 TaskDesigning a poster教学实践报告指导思想：牛津高中英语Task板块，是强调课堂教学中师生交往，共同发展的互动过程。它将所要学习的新知识隐含在一个或几个任务之中，学生通过对任务进行分析、讨论、明确其大体涉及哪些知识，并找出哪些是旧知识，哪些是新知识，在老师的指导、帮助下找出解决问题的方法。互动、愉悦、高效是课堂价值回归的需求，是英语学科在基础教育中的价值定位，符合学生身心发展规律。互动教学从一开始就注重鼓励学生学习交流，并做到“以学生为中心，以活动为中心”，教师的职责就是给学生提供“互动”的机会。互动教学以师生合作、讨论、互助的方式进行。途径是一种以人为本的，能体现语言价值的、先进的、有效的教学途径。课堂互动的重点应该放在互动模式上，即采用同桌互学、小组讨论、大组辩论、自由发言等形式，营造“生生”、“师生”间自由平等的氛围，通过学生之间的互相提问、互相帮助，让学生学会思考、解决问题、发展思维，从而实现学习的目的。该板块的核心思想是理解、实践、感悟和提升。设计思路：因为本课为Task板块，所以对学生的听说读写综合能力有很大的考验，同时考验学生的综合素质，尤其是全球意识和研究能力。首先，以听力的方式引导学生走进沙漠世界，感受沙漠的无情和人类的力量，通过学习，培养学生的世界胸怀意识和担当意识。虽然只有听说文章，但内容丰富，信息大，涵括多方面的知识，重视学生的听说能力和材料提炼能力。因此，我在教学设计中有如下想法：其一是学生查阅资料后相互讨论总结与沙漠相关词汇。其二是通过头脑风暴引出学生对“desertification”这一话题的兴趣，拓展他们的视野。其三是通过讨论、展示等活动锻炼学生听、说能力。其四，设计海报着重提高动脑思考、动手设计能力。在整个教学环节里，我处处精心设计，触发学生灵感，引发学生思考，带领学生走进一个充满神秘但又冲击心胸的世界。一、实践过程1.Task板块要求学生展开想象，发挥才能，运用所学的语言知识和语言技能，根据本单元的话题，小组合作、师生互动，完成一个poster。此板块既检测学生学习掌握情况，更重要的是学生根据自己对主题的理解，产生头脑风暴，对诞生符合自己理解的“产品”，非常具有现实意义。但也存在操作性问题，如如何进行信息的输入，怎样在课堂上与学生做到情感交流达到情感的共鸣。因此，在对教材细致钻研和对学生情况认真分析之后，我精心设计了本节课。通过任务型教学和自主探究式学习的糅合，完成了教和学的双边活动，通过让学生根据所学信息和知识储备完成一份poster。2.Skills building 1In this part, students will learn how to draw conclusions from listening to something .Explain to students that in order to draw conclusions, they need to think about the situation and the information they have and then try to decide what it means .1） Ask the students to read the guidelines and the dialogues in skills building on Page 32 , Ask them to draw conclusions from what is said in the dialogues and you can create more dialogues and ask students to draw some conclusions.2）Ask students to read the instructions in Part A . Then play the recording once and ask students to draw a conclusion about what kind of natural disaster occurred in each situation. Ask them why they have drawn this conclusion. Then play the recording once more and check the answers as a class.3）Tell the students to listen to the tape and complete Part B . Ask them to choose which of the conclusions are logical and to state their reasons.Step 1 Brain-stormPreview the reading material and surf the net to find enough related information.Step 2 Lead-inCollect the information Ss have found and at the same time ask the Ss to exchange the information about desertification.Answer the following questions What is desertification？ Where does it happen?How are people affected by it?Why does it happen?Step3 Listening to a lecture 教师设计了如下任务： Task 1: Draw different conclusions according to the information given by the listening materials.Task II. Have a good discussion about desertification.Task III. Fill in the blanks as possible as students can.Skills building 2: Reading for information 1 Ask students to read the guidelines on Page 34. 2 Organize students into groups of six and tell them to discuss the reasons why they might want to read the materials mentioned in Part A.Ask students to read the newspaper article in Part B and answer the four questions listed below it.Step 4 Reading a scientific article 1 Help students to review what they have learnt about desertification in Step 1 on Page 33. Encourage them to list the things they know about desertification.2 Ask students to read the scientific article about desertification. Make sure that they understand the article.3 Organize students into groups of four and tell them to study the scientific article together.4 Ask students to list their solutions on Page 35. Skills building 3 Presenting your point of view1 Ask students to read the guidelines in this part. Make sure that they understand each point.2 Ask students to read the instructions for Pat A on Page 36 and help them give explanation for their decisions. Ask several groups to explain their decisions to the class.Step 5 Consolidation and discussionAnswer the questionWhat can we do to fight against desertification?Step 6 Designing a poster1 organize students into small groups , and ask them to read the viewpoints from some experts on desertification in Part A on Page 37. They need to discuss which viewpoint they agree with and which one they will focus on.2. Ask different groups to consider the questions in Part B and ask them to present their answers to the class.3. Tell students that a good poster includes good content and a good layout. Ask students to read the instructions on Part C on Page 37.4. Ask each group to create their own poster. Remind them to refer back to Step1 and Skills building 4 Promote students awareness of protecting the environment and cultivate their innovation. Step 7 WritingAsk students to read the article in part A on Page 105 in Workbook and then let the students write an article about the way to reduce desertification.二、收获与体会作为英语教师，非常喜欢这种课型，因为它很实用，具有很强的现实意义，尤为可贵的是，能把德育教育-如世界胸怀意识和公民素质通过一个简单的课件、一份相互合作的海报，一节师生互动的课堂融入其中，值得。我们是小班化教学，所以师生互动、多维度评价方面做得比较和。但部分学生，尤其是男生学习习惯不太理想，不肯动手，还有部分极少部分同学过于“功利主义”，他们认为与高考语法联系不大的知识或活动都不重要，甚而觉得我们这种做法在浪费时间。但相对而言，女生，特别是英语基础好的同学对这种课型一直抱着喜欢的态度，而且能主动、自觉地投入教学过程。就知识结构而言，学生阅读能力和听的能力经过训练后大大提高，非常有效。但学生写作能力和说的能力就打了折扣，目前也没找到合适的培养模式。另外，学生的知识储备和问题关注焦点存在问题，换句话说，如果不能改革现有的课堂模式和评价方式，很有可能，如此好的教学内容将成为鸡肋。三、教学问题和建议问题：1、课时容量较大，学