任务型教学活动设计的几点技巧(精).doc

任务型教学活动设计的几点技巧Unit 7 A letter to a penfriend (B&C) 教学案例分析南京白下区光华东街小学 郭雯一 教学片断Part B: Look, read and learn:T: Today, Im very happy. Because I received a postcard from my new friend. (出示明信片) 贴图， readHe says: Dear Jessie. I would like to be your friend. I know youre an English teacher, right? I like reading English books. I like Liu Tao very much. Would you please tell me more about Liu Tao? Thank you. Yours, Dannie. T: My friend Dannie likes Liu Tao very much. He wants to know Liu Taos details. How can I contact him? How can I tell him?There are some ways to contact him. Can you help me choose the best way?(幻灯): (1) use a computer to write an e-mail (2) use some writing paper (贴图, read) to write a letter (3) use a fax machine (贴图，read) to write a fax (4) use a postcard (5) use a telephone to call him学生小组讨论，汇报认为最好的方式。Thank you. (1) Im not good at writing an e-mail.(2) Its much cheaper. But I have no fax machine.(3) I have no postcard.(4) Too expensive. I dont have enough money. So I want to write a letter to my friend.What do I need?S: You need an envelope (贴图，read), some write paper, some stamps, some glue(贴图，read), and a pen. 教师出示实物出示幻灯：Yes, thank you. Who can read it?学生看图片，读出写信需要的物品。3. Part C: Look and sayT: Do you know Liu Tao? Yes, hes a lovely boy. Do you like him? I like him, too. Do you want to know more about Liu Tao? If you play this game, well, Ill tell you. (幻灯):Liu Tao needs these things. Can you guess what for? （教读 What for? ） What does Liu Tao need? (Discuss with your partners)学生汇报T: Lets listen. Whos right? (图 1-5)Who can dub for this picture? （图6）Youre clever. Please make dialogues with your partners. Choose a picture and make a dialogue. (学生看板书的句型，选图做对话)4. 拓展:(1) T: So, can you guess Liu Taos hobbies?S: He likes writing postcards, drawing pictures, making kites, collecting stamps. T: Good. Lets see Liu Taos list.Liu Tao (Who can introduce Liu Tao?) Age: 12City: NanjingFamily: dad, mumSchool: Jinling primary SchoolHobbies: Do you want to be Liu Taos friends? If you study English hard, Liu Tao will be your good friend.（2）make a chant:出示一张足球图片，请学生完成chant. Can I have a football?What for? What for?I want to _Sure, sure, here you are.出示更多的图片，请学生挑选其中两个，写在纸上。全班汇报。拍手读chant. (3) Friend Club教师请学生一起拍手读chant:Can I have a card ?What for? What for?I want to find a friend.Sure, sure, here you are.T: How to use a card to find a friend? Let me show you. （幻灯）：friend wanted Write your details on a card, and put it on the wallpaper of your school.(把你的详细资料写在卡上，贴在学校的墙报上。) Choose a card. Try to contact him/her. Let him/her be your friend.（选一张卡，试着联系他/她，成为你的朋友。）Some stars also want to find some friends. Look!揭开Jay 和 刘翔等明星的信息卡 （friend club）You can choose one. Let him or her be your friend. 每组一名同学上台Im happy to see that you all find a friend. You have nothing to contact your friend. I know Mrs. Kay has all the things. Can you ask her?Practice in pairs汇报表演： I wish you would be good friends.二 以任务型教学对案例进行分析：1，活动要以学生的生活经验和兴趣为出发点，内容和方式要尽量真实；设计的活动应当是真实的，或者接近现实生活，同时在内容选择上要充分考虑学生的认知和情感需求，把内容和情感有机地结合起来。只有当学生感到活动的内容与他们的需求和身心发展一致时，才可能积极参加教师所设计的活动，且教学内容才最容易内化。在教学环节里，我先出示了一份明信片，并读出上面的内容，使学生对如何跟朋友联系产生兴趣，并有了强烈的意愿。在这样比较真实有意义的场景里，有了这样较为真实的任务，学生们探讨起联系的方式，也显得积极，有兴致。2，在任务学习过程中，更多的是学生自我展示的过程。目前，学校普遍具有班额大，学生多的特点，教师在有限的课堂40分钟内难以让每个学生都得到足够的“说”的机会。小组活动(group work或pair work )则解决了这一难题。这种活动形式要求学生24人一组，围绕教师所给的话题进行语言活动，或操练语言知识，或发表个人见解，或通过讨论获得某个问题的答案。这种活动不仅可以有效的加大学生语言的实践量，还能够培养学生在群体中与他人合作的能力。在本篇案例中，教师出示了几种可以与朋友联系的方式，请学生小组讨论，选出认为好的联系方式，在小组中，学生可以畅所欲言，而且难度比较低，任务完成的比较迅速，有充分的展示自己的时间和空间。同时，也巩固和复习了联系方式中的关键知识点。3，任务中要遵循循序渐进性的原则。课堂教学中所设计的任务应由简到繁，由易到难，前后相连，环环相扣，形成由初级任务（封闭性任务，使学生感知语言，为进行交际活动奠定基础）到中级任务（半开放任务，使学生按照要求进行创造）到高级任务（开放任务，使学生独立地使用语言进行交际），并由多个小型任务构成“任务链”。教师在设计这一系列任务链时，要充分考虑学生的原有水平和实际情况，注意为他们铺路搭桥，使他们能够“跳一跳，摘到果子。” 享受到完成任务所带来的愉悦感受。本篇案例的大任务是如何与他人互通信息。为完成这个大任务，也一步步设计了不同的，循序渐进的小任务。如，一开始的小任务是讨论与朋友联系的方式，学生在小组讨论与之后的汇报中，较好的完成了这个不算难的任务。之后的一个任务是说出写信需要准备的用具，需要学生自己总结，这样，任务在前一个基础上稍难了，教师也需要充分鼓励，调动学生的积极性。在准备功夫做充分之后，教师开始引导的到最难的任务，即如何准备必要的用具，选出一种联系方式，与朋友联系。设计任务时要提供给学生明确、真