教学案例 诸葛亮中学 李岚.docx

任务驱动型单词教学的案例 诸葛亮中学 李岚教学内容： Go for it （ 8 年级上 ) Unit 2 Whats the matter？ 第一节课有关身体部位单词 学生分析：班级的学生共 63 人，其中男生 33 人，女生 30 人。学生小学学过三年英语 , 英语底子不错 , 对英语兴趣很高。本单元有关身体部位的单词他们在小学已经接触过 5 个。 教师分析 ：我这学期新接手这个班级，刚开学的第二周，学生我不熟悉，而且初一我没有教过，这套教材还是第一次接触。在这种情况下，我上了第一周的功课后发现这套教材这么大的词汇量用我以前的方法去教学行不通。一节课四十分钟教好生词基本上就没有时间去做其他活动了，于是我想改变一下方法。在仔细研读过英语课程标准后我想试一试“任务驱动型”单词教学。 教材分析 : 本单元主要围绕健康状况讨论学习并掌握用英语表达人体器官，日常生活中人们常见疾病、健康问题以及如何提出合理建议的各种表达法，如何用英语谈论疾病，如何描述健康状况。语法学习情态动词 should 、 shouldnt 提出意见或建议和询问健康状况。 本节课主要涉及人体部位英语表达，各种疾病和句型 Whats the matter? I have a 教学准备 : 上周五我布置了一个任务，让学生回去准备一些身体各部位的英文名称，各种常见疾病表达法，最好小组合作准备，下周一要他们向全班同学介绍身体各部位的英文名称和各种常见疾病表达法。 1 ：学生通过上网，查字典等手段，查资料寻找身体各部位的英文名称，各种常见疾病表达法。 2 ：教师课前制作多媒体课件。教学过程： T: Morning class. Ss: Morning, Miss Wu. T: Well, class. Lets watch the video and sing the “Shoulder, knees and toes” song together, OK? Ss: OK! （学生愉快地跟唱歌曲，虽然歌词中有一些没有学过的生词，但在唱歌的时候他们注意力放在了唱上，没有学生因为碰到生词而停下来，反而是唱了两遍之后那些生词基本上会比较准确地唱出来了） T: A beautiful song! Whats this song about? Ss: Body. / Shoulder and knees. / Toes. T: Its about parts of our body. Do you know some other words about our bodies? Ss: Yes. T: Good! Now Ill give you 2 minutes. You can work in groups of four to write down as many words about our bodies as you can, then try to introduce these words to the class. Lets go! （学生认真地在讨论，交流他们上周末准备的单词和图画等等）Two minutes later （接下来的汇报让我一阵阵惊喜，也让我一次次震惊） T: Have you finished? Which group wants to present? OK, this group. Group 1: （第一组学生中有一个被称为班级小画家的，他们来到讲台上后，这个会画画的学生在黑板上一边画一个漫画人物，其他三个学生一边轮流介绍身体个部位的单词） S1: Hello, everybody. Now please look at the blackboard. This is a beautiful woman. Her face is round. She has two bright eyes and a nice nose. Her mouth is small. Her eyebrows are beautiful. She has long hair and two lovely ears. S2: Her neck is a little long and her shoulder is not wide. She is pretty thin. No, we should say she is pretty slim. Slim means 苗条 in Chinese. （全班同学都笑了） These are her arms and two small hands. Now she is wearing a colorful T-shirt. S3: Her legs are long and her feet are not very big. Now look at this picture. I think she is very beautiful. Do you think so? Who is this woman? Can you guess? Ss: Miss Wu. （看着黑板上酷似我的漫画，我也忍不住笑了） T: Thank you so much. But I think this woman is much more beautiful than me. Which group is the next? Group 2: （这组学生中有一个女孩子芭蕾舞跳地很好，他们小组上来之后这个女孩一边做一些舞蹈动作，其他三个学生一边指着她的身体轮流介绍身体各个部位的单词） S1: Hello, boys and girls. Now please watch a beautiful ballet. This is a popular dancer. Her hair is long and black. Her neck is long, too. This is her face. These are her eyebrows and eyes. This is her nose and this is her mouth. These are her ears. （在这个学生说的同时这个女生配合她做着各种头部的舞蹈动作） S2: Her arms are long and thin. Her hands are small and beautiful. Her fingers are very long. She is thin. Look, this is her back. ( 在这个学生说的同时这个女生配合她做着各种身体和手部的舞蹈动作 ) S3: Her legs are very long. And her knees and toes are sometimes hurt. So you see, its not easy to dance. But she loves dancing very much. Her dream is to become a famous dancer. I believe her dream will come true. Thank you. ( 在这个学生说的同时这个女生配合她做着各种腿部和脚的舞蹈动作，在这个学生说最后几句话的时候这个女生跳了一小段很漂亮的芭蕾，赢得了热烈的掌声 ) Group 3: （这组全部是男生，坐在教室的最后，他们都很喜爱运动，有两个是校篮球队的。他们用了几张他们的偶像 - 姚明的图象来介绍身体各个部位的单词，一个学生拿着图片，其他三个学生轮流介绍身体各个部位的单词） S1: Hi! Please look at this picture. Who is this handsome and strong boy? Of course, he is the greatest basketball player- Yao Ming. S2, S3, S4: Yeh! S1: Now, look. This is his head and hair. This is his face. Look at the forehead, eyebrow, eyelash, eyes, nose, mouth, ears, cheek and chin. S2: This is his neck, shoulder, arms, elbows, hands, fingers. S3: Oh, please look here. This is his stomach, back, waist, legs, knees and feet. But we cant see his toes now, because he is wearing a pair of sports shoes. They are Nike shoes. Very expensive. Are you his fans? If you are, Ill give you these pictures. Who is his fan? Hands up please. （为了得到那些图画几乎全班同学都举手了，气氛非常热烈） T: Well done, boys and girls! Now please look at this picture and write down the words. （打出潘长江的漫画，让学生写下本单元要求掌握的单词，当堂上交。） Now, please read these words after me. （让学生跟读一遍，这样有利于那些中等和学习有困难学生更准确得发音和记忆） 老师的教学效果与分析： 课后我对学生写下的单词进行批改， 96% 的学生完全正确！那 4% 的学生也写对了三分之二！这个结果大大出乎我的意料。在那么短短的几分钟里面，在我基本上做个“看客”的情况下，学生居然掌握了大量的生词，比我平时辛辛苦苦引出，再反复操练效果要好出许多。尤其是最后一组学生，英语基础不是很好，平时上英语课基本上不主动举手参与，今天竟说出了最多的单词，而且还说了一些我一直认为他们不可能会的句子！这让我不能不有所思考。我们的反思： 根据现代外语教学理论，外语学习的首要任务是 “ 学 ” 而不是 “ 教 ” 。科德（ Corder,1981 ）曾经说过，有效的语言教学不应违背自然过程，而应适应自然过程；不应阻碍学习，而应有助于学习并促进学习；不能令学生去适应教师和教材，而应让教师和教材去适应学生。作为外语教师，我们知道，英语不同于其他基础学科，它是一门实践课，其语言技能是需要通过学生个人的时间才能培养和提高的。因此，我们的教学效果在很大程度上取决于学生的主观能动性和参与性。认知理论认为，英语学习的过程也就是新旧语言知识不断结合的过程，也是语言能力从理论知识转化为自动应用的过程。而这种结合和转化都必须通过学生自身活动才能得以实现。 根据以上理论，反思这堂课的单词教学，为什么老师一放手学生的表现竟如此之好？其实我们大多数时间都忽视了学生的学习潜力？我们应该给学生时间，给学生空间，给学生舞台，让他们充分地自我表现和自我发展。凡是能通过活动