在英语课堂教学中渗透“两纲”教育课例及说明

1、英语教学案例 渗透生命教育案例背景：落实“两纲”教育，对于提升学生的全面素质具有十分重要的意义。而通过课堂教学进行有效的渗透是“两纲”教育落到实处的一条重要途径。这种教育更加潜移默化，更加持久而深刻。在上海市中小学生生命教育指导纲要中明确指出：上海市中小学实施生命教育的目标是：要通过多种教育形式，对中小学生进行生命与健康、生命与安全、生命与成长、生命与价值和生命与关怀的教育，使学生学习并掌握必要的生存技能，认识、感悟生命的意义和价值，培养学生尊重生命、爱惜生命的态度，学会欣赏和热爱自己的生命，进而学会对他人生命的尊重、关怀和欣赏,树立积极的人生观。中小学生命教育要有机渗透在学校教育的各门学科、

2、各个环节、各个方面。教学时要注重实践体验，教学活动形式力求多样化，为学生提供真切的活动情景或场景。要充分利用现代信息技术和社区资源，注意把课内的学习活动与学生日常生活及行为习惯紧密联系起来。为此，我根据本节课的教学内容，将生命教育与学科知识教学做了一个有机的整合，使学生掌握知识的同时，接受一次润物细无声的生命教育。本节课是牛津英语8B，Chapter 3 的Speaking的教学，由 “Talk Time”和 “ Speak up”两个部分组成。在“Talk Time”中, 要求学生掌握提出警告的几种表达方法。例如： “Be careful! Take care! Look out! Watc

3、h out! Mind!” 在 “Speak up” 中，要求学生学会表示与现在事实相反的虚拟语气的表达，例如： “If you were blind, you couldnt. If you lost the sense of smell, you couldnt”。于是我设定了以下三维目标：1. Learn to use some ways of warning people and understand the subjunctive mood mentioned in “Speak up” 2. Develop students fluency and self-confidence

4、to improve their speaking ability. 3. Arouse Ss kindness to disabled people and develop Ss optimistic attitude towards life. 从知识，能力，情感三个维角度确立目标，从而实现教育与教学的统一。教案设计：初中英语课堂教学设计课题牛津英语8B Chapter 3 (Speaking) （第 1 教时） 执教者金惠红教学目标知识与技能1. Learn to use some ways of warning people and understand the subjunctive

5、 mood mentioned in “Speak up”.2. Develop students fluency and self-confidence to improve their speaking ability. 3. Arouse Ss kindness to disabled people and develop Ss optimistic attitude towards life.过程和方法情感与态度教学任务分析1. How to give warnings.2. Learn to use the structure: “If you were blind / deaf /

6、 in a wheelchair /lost your sense of smell, you couldnt”教学用具Multi-media (PowerPoint)教 学 过 程程序和内容教师活动学生活动德育、情感目标渗透I. Talk time1. Presentation of giving warningsT: (Show some pictures of dangerous Situations one by one) The car is coming, but the boy is still crossing the road. What will you say to hi

7、m?S: Dont cross the road.T: Yes, its dangerous. He should walk on the overpass.T: (Show the second picture) S: (Use “Dont do” to give warnings.)T: (Show the fourth picture) 生命体现在哪里？就在平凡的每一天。可是很多人忽视它的存在，由于乱穿马路酿成的悲剧有，由于玩耍场合不当造成的伤害也有。通过呈现日常生活中一些常见的危险情景，引起学生的注意，也引发同学们对身体本身的警示，让他们在复习旧知的同时也引入了对宝贵生命的珍视。S:

8、Dont cross the road. The minibus is coming. T: Yes, and we can also say, “Be careful! or Take care!” (present the sentences and Ss read after the teacher with proper accent and intonation.)T: (Present “Look out! Watch out! Mind! in the same way.)危险往往是在瞬间发生，要提醒自己和他人在面临危险时要及时迅速地作出反应。所以教师通过领读，把这类情境性警示语

9、言通过声量、语调、节奏等强烈地传递给学生，在学生学习新知识的同时感受到对生命的关注和重视。2. Listen and tell the warningsT: These are some ways of warning people. Now, well listen to a conversation between Peter and Judy. After listening, tell me the warnings they use in the conversation.S: (Ss listen to the tape while looking at some given sc

10、ripts of the listening material on the screen)T: What are the warnings you hear in the conversation?S: (Ss speak out expressively)让学生在几个具体“警示”的情景中进一步加深对”warnings”的表达与用法的理解，提醒同学们要关心关注好日常生活的每一天，因为危险几乎无处不在。让同学们在学习、巩固知识的同时加深了对生活的体验和理解，在完成知识学习的同时，生成了学生对做人做事的情感、态度和价值观。3. The teacher makes a conclusionT: W

11、ell done! We can give warnings using (Show the ways of warnings one by one) We use “Take care! /Be careful!” when the danger is less immediate. We use “Look out! / Watch out!”让学生了解其细微差别，为了在日常生活中更加准确地运用，同时也要打开学生思路，以便学生灵活运用。 when the danger is more immediate. We can use “Mind!” more widely. For exampl

12、e. Jack (a student in the class ) has a dog, but his dog is very fierce. So when you visit him, you should S: Mind his dog!T: Very good! You are very tall, you want to go through a low doorway. You should mindS: Mind the door!S: Mind your head!T: Excellent. (Give Ss more examples)4. Learn to use the

13、 warningsT: Some students in our school are doing something dangerous. Lets give them warnings (Show a video and make a pause somewhere.)S: (Ss use the ways of giving warnings theyve just learned.)T: (Emphasis that these things are dangerous. Dont do anything like that.)校园安全一直是个需要强调的话题。教师通过录像撷取校园中一些

14、比较危险的镜头，让同学们用所学的句型当堂进行运用。由于联系学生学习生活的实际，不仅学生的知识训练落到了实处，“两纲”教育也有了活生生的载体，起到了事半功倍的教育效果。II. Speak up1. Presentation and practiceT: (Guide Ss to the topic of disabilities. Discuss what people with disabilities can do and what they cant do.)在学习虚拟语态前，选择了残疾人能做什么和不能做什么进行讨论，一方面为后面新句型的操练作了很好的教学上的准备，更为学生关心残疾人，珍爱

15、生命作好了教育上的铺垫。 Warnings should be alwaysremembered in our mind, wheneverwe are on the way or at schoolSafety is first! We feel lucky wecan take care of ourselves. But tosome people with disabilities, theycant look after themselves verywell. Who are the people withdisabilities?S: Blind men / deaf peopl

16、e/ T: What cant they do?(1) Focus on the structure “If you were deaf / blind, you could / couldnt”T: (Emphasis the reality and then guide Ss to talk according to the structure.) People with disabilities cant do this, cant do that. They cant do so many things. I feel lucky that I am not blind. I am n

17、ot deaf. I am not in a wheelchair. But if I were blind/ deaf, what couldnt I do? And what could I do? (The structure is shown on the screen)S: If you were blind, you couldntIf you were deaf, you couldntIf you were in a wheelchair, you couldnt(then talk about “ could do ”)通过教师的表述以及师生间的问答让同学们体验到做一个健全健

18、康的人是多么的幸运和幸福。同时也引导学生一旦生活中遇到不幸，也要从积极的方面去思考，生命的顽强足可以创造出不凡的奇迹，人和人之间需要互相鼓励和支持，使每个人都有勇气和信心面对生活。张海迪就是一个伟大的榜样。T: Thank you, boys and girls. Now I know if I were blind/ deaf, I couldnt do many things, but I still could do some things. I would not lose my confidence. At the same time, I would learn from othe

19、r disabled people.(2) Focus on thestructure “If youwere in awheelchair, youcouldnt, butyou could”T: (show the picture of Zhang Haidi)What do you know about her?S: Shes in a wheelchair. / She can write novels. / She can speak seven languagesT: Because of her illness at the age of five, she missed the

20、 chance to go to school. But she finished all courses in primary, secondary schools and university. She has a good knowledge of physics and literature. If I were her, I couldnt do as well as her. If you were her, could you do as well as her?S: T: She is in a wheelchair, but she is very successful. I

21、f you were in a wheelchair, what could you do? Lets talk like the model: A: If I were in a wheelchair, I couldnt. B: If you were in a wheelchair, you couldnt, but you could. (Divide Ss into two big groups, first talk in small groups then have a competition between twobig groups, the group which make

22、s more sentences wins )Talk like the Model:A: If I were in a wheelchair, I couldntB: If you were in a wheelchair, youcouldnt, but you couldThere is acompetition between Group A andGroup B.The group which makesmore sentences will win.在具体训练虚拟语态时，教师的教学逻辑安排从“能做什么和不能做什么”的训练到“不能做什么但能做什么“的训练上，教师不仅利用语气、语调、重

23、读等技巧进行强调，更引导同学们对残疾人自强不息精神的赞美，强调 “能”，其实更强调的是生命的本能，人性的光辉和人类精神的伟大。实际教学中师生和生生间起到了很好的情感共鸣。(3) Focus on thestructure “If I lostthe sense ofsmell, Icouldnt”T: You did very well. Now I think you need relaxation. Lets enjoy some music. Close your eyes. Sit comfortably on your chairs. Put your arms down. Try

24、to smell. What can you smell?S: PerfumeT: Why can you smell?S: Because we have the sense of smell.T: If you lost the sense of smell, what couldnt you do?S: If I lost the sense of smell, I couldnt smell sweet-smelling flowers.S: 通过设计“喷洒香水”这一情景环节，让学生体悟“嗅觉”的重要，再从“如果我失去嗅觉，我不能怎样”进行句型操练，学生很真实地用学过的句型描绘了“我能

25、”以及“我不能”的情形，既巩固了句型和语言，更在真实的情景以及情景想像中受到了教益，要珍爱健全、健康的人生！2. ExtensiveexercisesGroup Activityand SubstitutePracticeT: Lets practise the sentence structure using other verbs instead of “lost”. Some verbs are given to you. For example:(If , be a teacher /bird / the President / have $1,000,000 / only 24 ho

26、urs to live /one wish / live in . )1 句型的操练往往是从机械的模仿开始，而这样的练习形式可能会形成一种思维定势，框住学生的想象，因此进行这样的替换操练有助于拓宽学生的思维。2 这种句型的拓展练习，主题显得轻松、幽默、更富有想象，目的是为了让学生感受到语言带给生活的乐趣，激发学生学习语言和运用语言的兴趣。3 通过小组活动的方式促进学生间的交流，增加了练习的机会。同时也将学习的时空延续到了课外。（学生课后仍然可以对这些问题进行讨论） 3. A summary of moralT: Boys and girls. Today we have learned the structure and talked about disabilities. Saying is easier than doing. So it is easy for us to talk about things that do not really happen to us. But I hope when something difficult or u