中心校初中英语教研活动案例.doc

任务促高效，教研出成果 鲁沙尔镇大源学校英语组一、教研活动背景在英语新课程理念的指导下，为了进一步研究和探讨英语课堂教学的有效性，并配合我中心校任务型教学展示活动，由鲁沙尔镇大源学校张春英老师做了一节Rainy days make me sad的阅读课，学校全体英语组教师参加了此次活动。二、活动目的针对英语新授课中阅读理解课教学效率不高的问题，研究初中阶段英语任务型阅读教学课的教学方法，着重研讨课堂教学三维目标的确立及课堂活动任务对于教学目标的有效落实。通过听课、说课、评课这样的观摩活动，让教师亲身感受课堂教学改革的过程，了解其操作方法，努力提高英语课堂教学效率。三、 活动安排： 活动时间：2013年4月 18日活动地点：九（3）教室做课人：张春英主持人：马丽慧参加人员：中心校教研员、耿生平（教务主任）、赵洪文（教务副主任）全体英语教师 活动组织：赵先祖四、活动方式及程序：备课-说课-讲课-评课1）上课教师说课、讲课。2）集体听课。3）教研组听课教师集体评课。五、观课点分配：赵先祖、马丽慧-教 法 王 菊、赵秀章-学法指导 张启秀-教学过程 马 慧-教学效果六、集体备课中的焦点及分析和改进：主要学习运用make 的用法，谈论事物对人的影响。要求掌握 “loud music makes me tense. loud music always make me want dance 等句型。学会运用这些句型表达对事物的感受和观点。在本节课知识点的基础上进行拓展、提升。分析与改进：一、Section A（1）1a-1c 在这部分学习新的词汇，引出本单元的新目标语言的用法，并提供听、说训练。部分通过两个饭店的图片比较，询问愿意去哪一个饭店，从而引出本单元的话题，讨论对饭店的感受。 通过听力填词练习，进一步训练新目标语言的表达。（2）2a-2c 及 grammar focus 在这一部分给学生提供更多的听、说训练，进一步复习巩固新目标语言。2a 是一个听力，给图片标序号的练习。图片能很快激活学生头脑中的语言信息。2b 将进一步听到的信息落实到具体的语言表达上来强化对新目标语言的学习。2c 则整合2a 和 2b 的语言信息，训练学生的口语表达能力。 下的语法聚焦则呈现了本单元的主要目标语言。（3）3a-4 这部分通过阅读“饭店科学”的短文，进一步学习新的词汇和巩固新目标语言，同时训练学生的阅读能力和写作技能。 是一个阅读回答问题的联系活动，难度较大，但它训练学生在阅读理解的基础上进行归纳、整理，并转化成自己的语言输出能力，有利于提高学生的阅读能力和写作能力。 则是运用阅读 中的短文获得的信息进行口语交际的活动，培养学生的口语技能。而4是一个拓展练习，通过调查的方式谈论对更多事物的感受，进一步复习巩固目标语言。二、Section B（1）1a-2c 这一部分学习谈论对各种生活用品的感受，学习新的词汇和语言表达。1a 通过匹配练习，学习更多的新词汇，并为下一步的学习作准备。1b 引出表达观点的语言表达。2a是一个听力练习，学习表达对产品的观点，训练学生选择性获取信息的能力。2b继续进行听力训练，复习巩固已学知识。2c通过口语训练，练习表达对事物的观点。（2）3a-4 通过学习对广告的感受的短文，培养学生的阅读能力和写作能力。3a通过阅读有关对广告的感受的短文，学习新的词汇和学习对事物发表看法的方法。3b则要求运用2a.2b 中的信息学习发表对广告的看法，培养写作能力。3c 要求模仿 1a 中的 slogans 来学写新的slogans。而4中要求运用图片信息提示进行口语练习，发表对事物的看法。三、Self check在这一部分检测对本单元所学的词汇知识的掌握情况，并训练学生的阅读能力。第1部分是一个用动词的正确形式填空的练习，训练学生正确理解词义和句意的能力，检测学生对词汇的掌握情况。第二部分是一个任务型阅读题，要求学生通过阅读获取相关信息能力。“ just for fun ”的卡通图片十分有趣，巧妙地呈现了本单元的新目标语言。四、Reading.在这部分通过阅读学习新的词汇和语言表达，并加强阅读能力的训练。(1)section1通过设计三种收到不同物的不同人的情境，要求学生表达感受，为下一步的学习作准备。(2) section2通过阅读课文，培养学生的阅读能力。(3)section 3通过阅读获取课文的详细信息，完成设计的任务七、说课及教案： 本单元以Feelings为话题, 从颜色、天气、音乐、广告、产品等方面谈论了外界事物如何影响人的心情。要求学生掌握某物或某事给人带来的感觉、看法或影响等的表达方式。共设计了四个部分的内容：Section A 该部分有4个模块：第一模块围绕Which restaurant would you like to go to?这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕How does music or movie affect you? 进行听力（2a-2b）、口语训练（2c）；第三模块继续围绕How do colors in the restaurant affect you?这一话题展开训练，训练形式为阅读和问题体验（3a）和小组活动（3b）；第四模块仍就How do things affect you?这一话题以调查的形式展开讨论(4)。Section B该部分有4个模块：第一模块围绕产品广告对人们的影响这一话题以“配对”（1a）与“列举”（1b）两种形式展开训练；第二模块继续围绕How do things affect you? 进行听力（2a-2b）、口语对话训练（2c）；第三模块围绕“Advertising”这一话题展开阅读（3a-3b）和写作（3c）训练；第四模块围绕How posters affect you?这一话题以口语训练形式展开小组活动(4)。Self check该部分有2个模块：第一模块对所学词汇进行填空训练(1)；二模块就一篇diary展开阅读和写作训练(2)。Reading该部分共设置了5项任务：第一项任务要求学生写出并讨论自己对三种礼物的感受(1a-1b)；第二项任务要求学生运用所供策略进行阅读训练(Section 2)；第三项任务利用完成句子、写作等练习形式进一步加深学生对阅读内容的理解(Section 3)；第四项任务要求学生运用合理的想象，讨论不同场景下如何选择不同的礼物以及这些礼物对人们的影响(Section 4)；第五项任务要求学生描述自己在收到某种礼物时的感受(If you have time)。Learning objectives 教学目标FocusListen and talk about how things, such as music, weather, color， ads and so on, affect youListen, describe and talk about personalitiesExpress feelingsWrite a diaryLanguageFocus 功能句式 Talk about how things affect you1. how music affects you (P102-103) Loud music makes me tense.Loud music makes me want to dance.Loud music makes me happy.2. how colors in the restaurant affect you (P104)The color red makes people hungry. Red also makes customers eat faster.3. how ads affect you. (P106)Talk about personalities(P102-104)1. Id rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while Im eating. 2. How do you feel about pollution? 词汇： 1 重点词汇：scientific, pink, hard, serve, shiny, list, truth, schoolbag, purple, purse, thought2. 认读词汇：lagoon, therefore, lighting, fair, campaign, endangered, slogan, mysterious, skin, product, lookout, beauty, stardust, advertising, aim, specifically, instance, confuse, mislead, lead, home-made, guilty, taste, count 3词组： keep out, pros and cons, aim at, for instance, to start with语法: make sb. do sth. make sb. / sth. + adj.StrategyFocus 1. Matching 2. PersonalizingCulture Focus Different attitudes toward giving and receiving.教材重组和课时分配:Period 1 (Section A: 1a, 1b, 1c, 2a, 2b, 2c; Grammar) Listening and GrammarPeriod 2 (Section A: 3a, 3b, 4; Section B: 1a, 1b, 2a, 2b, 2c, 3c, 4; Self check: 1) PracticePeriod 3 (Section B: 3a, 3b, 3c, 4; Self check 2) Integrating skillsPeriod 4 (Reading： Section 1-Section 4)Reading Teaching plans for each period Period 1 Listening and GrammarLanguage goals 语言目标:1. Words & expressions 生词和短语：lagoon, tense 2. Key sentences 重点句子：Loud music makes me tense. Loud music makes me want to dance.That movie made me sad.Ability goals能力目标:Enable the students to talk about how things affect them.Emotion & attitude goals情感和态度目标:Enable the students to understand the effect of things upon them. Strategy goals 策略目标:Personalizing.Culture awareness goals 文化意识目标:Different music makes people feel differently. Teaching important points教学重点:The usage of make.Teaching procedures and ways教学过程与方式:Step I Lead-in (1a: P102)T: Most of us like music. A piece of soft music makes us feel relaxed, a loud music may make us feel boring and an exciting one makes us happy and excited. If you and your friends are at a restaurant with loud music on, you can hardly hear what your friends are saying, how would the music make you feel? Now look at the picture on page 102. There are two restaurants in the picture. In one of the restaurants, loud music is playing; while in the other, we can only find a quiet and comfortable environment. Which restaurant do you like better? Would you feel the same as the two girls do in the picture? S1: Id like to go to the Blue Lagoon because I dont like loud music. It makes me angry. This loud music may drive the guests away. S2: Id like to go to the Blue Lagoon too because I like quiet music just like the girl in the picture does. It makes me feel at ease.S3: Id like to go to Rockin Restaurant. I like loud music. It makes me feel excited. This loud music makes me want to dance. S4: Id like to go to Rockin Restaurant too. I think loud music makes me feel energetic. This loud music makes me feel encouraged. T: So, the things in the restaurant may affect the people eating there. In fact, it is our own feelings that work, but not the things around us affect us. However, different things may have different effects upon us. Step II Listening (1b: P102) Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises. T: Next well hear a dialogue between Amy and Tina. Now listen and find out how the music in the two restaurants affect them. Play the recording and check the answers. Step III Speaking (1c: P102)Ask the students to talk about how music affects them. T: For Tina and Amy, different kinds of music affect them differently. Now work in pairs and talk about how the two restaurants would affect you if you were there. Sample dialogue 1: S1: Id rather go to the Blue Lagoon Restaurant because I like quiet music. S2: Me too! Loud music makes me mad. S1: I agree! Loud music makes me feel bored. Sample dialogue 2: S1: Id rather go to the Rockin Restaurant because I like loud music. S2: Me too! Quiet music makes me dizzy. S1: I agree! Quiet music makes me feel relaxed. Step IV Practice (2a, 2b, 2c: P103)Task 1: Listening Ask the students to read the pictures first. T: Its true that things around us affect us greatly. For example, examinations may make you feel nervous. Summer vacations make you feel relaxed and happy. English lessons make some feel bored. Now look at the pictures in 2a on page 103. Who are in the pictures?Ss: Tina and Amy. T: What is happening in each picture? Now talk about how things affect them. S1: The two women in Picture 1 are having meals. They look very happy.S2: The people in Picture 2 are crying. They are watching something. S3: In the third picture they look unhappy. They are listening to music. S4: In the fourth picture, the girl at the bus stop looks very angry. She is looking at her watch. Maybe she is waiting for someone. T: Now listen to the recording and find out what Tina and John said about how different things affect them. Play the recording. Ask the students to number the pictures in 2a and check the things Tina and John said. Check the answers then. Task 2: Speaking T: Now suppose you are Tina and John. Work in pairs, make dialogues after the model and then act them out. Sample dialogue 1: S1: Did you have a good time with Amy last night?S2: Well . yes and no. She was really boring last night. S1: But why?S2: She kept on asking me what she could do if she failed the entrance exam. That made me angry. Sample dialogue 2: S1: Did you have fun with Amy last night?S2: Well . yes. We had a good dinner in a very cosy restaurant. And the music made me happy. Sample dialogue 3: S1: Did you have a good time with Amy last night?S2: Well . yes and no. The dinner in the restaurant near the cinema was very good. But the film made me cry. Step V Grammar Focus (P103)Task 1: Ask the students to read the following sentences first. Then help them write out the sentence patterns.1.That makes my eyes ache. You have made me feel safe. You may take a horse to the water, but you cant make him drink.What makes you change so quickly?make + 宾语 + v. 2. Praise makes good men better and bad men worse. Trying to comfort her only made things worse.But we wont make it too formal.Well, sit down and make yourself comfortable. He makes me angry. Itll make me so happy if youll accept it.This made the street as light as day. make + 宾语 + adj.3. All work and no play makes Jack a dull boy.He had a lot of interests which made him a best friend.She made herself the center of the meeting. Make that a rule.He made her his girlfriend.make + 宾语 + n.4. What made them so frightened?This has made them interested in physics. You should make your views known. You must make yourself heard.I did not make myself understood by you. make + 宾语 + p.p.Task 2: Show the following pictures and ask the students to make sentences.八、教研活动内容的分析和反思1.教学三维目标设计及分析。（1）教学目标：1）综合复习make的各种句型和用法；2）理解personalizing what you learn 的阅读技巧；3）了解各地不同的接受礼物的艺术（2）教学目标分析： 本课时是Unit13的阅读课，通过谈论接受礼物这一内容来巩固Section A及Section B所学语言知识。阅读材料贴近生活实际。张老师的教学三维目标指向性明确，找准本课知识的关键点，正确把握教材的难点和重点，并通过具体的三项任务使学生明确自己在本课该干什么，干到什么程度。尤其值得一提的是，她通过自己收集的世界各地不同的接受礼物的图片及资料，确立了本课的情感目标，在英语课堂中不失时机的对学生进行一定的生活习惯的教育，贴近学生的生活，比较容易为学生所接受。2. 任务设计及分析 （1)张老师的这节课围绕着既定的教学目标设计了三项大任务: 任务一：阅读前通过多媒体课件出示各地接受礼物的场景，学生对阅读材料有了整体感知，接着布置任务：What is the art of giving gifts? What do people give gifts? What do you usually do when you get a gift? 然后小组讨论，展示交流成果。 任务二：阅读中了解阅读技巧“personalizing what you learn,然后学生带着导学问题阅读课文，从而通过个人自学完成阅读任务。 任务三：阅读后分组讨论，用自己的语言概括每段文字的大意，并用欣赏的观点评价各地收礼艺术。（2）任务分析：1）任务的设计贴近学生的生活，形式活泼，能激发学生的学习兴趣；任务型教学往往要求教师以学生的兴趣和生活经验为出发点，内容和方式真实，旨在培养学生在真实生活中运用语言的能力，让学生在教学活动中参与和完成任务。应该说张老师的这节课较好的落实了这一点。2）就任务设计的层次性而言，我们一致认为这种层次性包含两种意义上的层次，即注重学生间的层次差异，任务的设计尽量面对全体学生；任务与任务之间的层次性。在这一点上，张老师注意了三项任务间的层次，从简单的知识问答信息差任务，即通过师生间的问答，使学生在获得信息的过程中，自觉运用语言去完成交际任务解决问题型任务，也就是学生根据课堂中学到的营养知识和自身已有的知识能力，用英语解决现实生活问题，这三项任务环环相扣，对学生的要求层层深入。但在第二项活动中强调了面对全体学生，而把问题设计的过于简单了，毕竟，这已是高年级的英语课了。3）任务的设计功能性较强，这充分体现在第三项任务的落实上。这是最难得的一项拓展性任务，因此，在设计任务时张老师既注重了语言和知识的输入和输出，也注意了语言形式和语言功能的结合，使学生在掌握语言形式的同时，培养其自我把握语言的功能。4）就任务的有效性来说，张老师所设计的几项任务都基本能围绕和体现她所既定的教学目标，但个别细节方面仍值得进一步深入研究。如前面提到的几幅图片，虽然它能在一定程度上体现本课的情感目标，但这几幅照片有流于形式之嫌，张老师并没有充分加以利用，有可有可无之感。九、评课：赵先祖：1、情景导入，充分调动起学生兴趣。良好的开头对一堂课的成功与否，起着关键的作用。本堂课一开始，教师就用爱迪导入新课，使学生的注意力在最短的时间里，被激活。接着教师利用图片引出新词教学，自然有效。2、关注教学方法，体现了一个活字。张教师的教学方法灵活，新单词呈现形式多样。应该说整堂课中，张教师在引入新词时，都是比较新颖而又自然，而且具有生活化的。张教师还注意利用实物，图片，身体语言，表情动作等作为教学资源，创设讲解，操练和运用英语的情景。张老师能贯彻以学生为中心的原则，关注教学过程，尽可能发挥学生的主体作用，让学生真实的去感受知识，体验知识，积极参与，努力实践，在活动中学会用语言表达交流，较好的体现了从不懂到懂，从不会到会，从不熟练到熟练的过程。马丽慧：1、教学活动的设计丰富多彩，有效，训练方式多样，有全班活动，师生互动，小组活动，双人活动，个人活动等，在活动中突破难点，在活动中发展能力。张教师为了巩固本课的内容，精心设计了多个活动：有歌曲，游戏，内容非常丰富不但使单词、句型的操练面广，练习次数多，而且还调动了每一个学生的参与热情。将热闹的形式与有效的语言实践有机结合。 激发学生学习英语的兴趣和始终保持良好的学习情绪。 2、本课主要采用任务型教学 张老师依据课程的总体目标并结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用3使用多媒体课件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。 王 菊：1、学习方法的指导 培养学生观察力，想象力，记