英语课文教学的一种模式

1、英语课文教学的一种模式 参加省优质课评选活动后的体会般阳中学外语组 张剑铭自2004年秋高中新课改在我区实施以来，英语课文教学有诸多问题困扰着我们，例如，课文教学是注重阅读教学，还是注重语言点和语法的讲解？整体教学和分散教学，哪一种更合适？课文教学中如何有效地开展学生的活动和更好地进行师生互动等？2008年9月24至26日，由山东省教学研究室和山东省教育学会外语教学研究专业委员会主办的山东省第八届高中英语优质课评选活动在泰安一中举行。来自全省17个地市的40名选手参加了评选活动，本次展评活动在两个会场同时进行。来自各地市的听课教师达五百余人（我们般阳中学由王淑华老师、孙伟老师和我参加了听课活动

2、）。经过三天的激烈角逐，评委们公平公正地评选出一等奖12人，二等奖16人，三等奖12人。比赛结束后，评委对参评教师及展评课进行了点评，对此次评选活动给予高度评价，同时也指出了存在的问题和不足，并就高中英语阅读教学提出了科学合理的指导性建议。参评教师代表和听课教师代表也分别发了言。最后，山东省教育学会外语教学研究专业委员会会长、省教研室副主任、省高中英语教研员高洪德同志做了重要讲话。他充分肯定了此次展评活动对英语教学的激励作用和对教师专业成长的指导和引领作用。并就老师们针对目前教学实际提出的一些问题和困惑做出了明确的答复。结合当前山东省教育的新形势，高主任着重强调了英语教学应关注的几个方面：一是

3、关注课程的规范；二是关注课堂教学效率；三是关注日常练习和考试。高主任的讲话高屋建瓴，使我们明确了英语教学的方向，与会人员受益匪浅。此次评选活动展示了课程改革后我省外语教学的新变化和新的教学理念，对进一步深化我省高中英语教学改革，进一步提高教师的教学技能和专业素养起到了积极的推进作用。从听评的优质课中，我从下列几个方面得到了启示：1、整体教学和分散教学相结合，更有利于提高学生的能力。从总体上把握文章，理解文章的大意（the General Idea），有助于培养学生的归纳和快速获取信息的能力（Reading Speed）；从细节上把握文章，有助于训练学生的对知识的理解和实践能力(Reading

4、Comprehension)。2、创新课堂有利于激发学生的学习兴趣，教师在教学过程中要选取新颖的学习题材，设计灵活多变的教学方法。比如，在导入过程中播放汶川地震中小英雄林浩的视频和参加北京奥运会入场式的图片、结合神州七号发射成功的时事、联系三鹿奶粉事件的报道等。3、加强师生互动(Interaction)才能更好地提高学生学习的主动性和积极性。4、培养学生的自主探究（Self-work）和合作探究 (Co-work) 能力很重要。教师应设计各种活动，多让学生参与。5、要充分利用多种教学手段，发挥现代化多媒体(Multi-medium)的作用。本此讲课过程中共采用了三篇文章（HEROIC TEEN

5、AGER RECEIVES AWARD/I HAVE SEEN AMAZING THING/GETTING THE “SCOOP”）。我以第一篇文章为例，介绍一种应用较多的课文教学模式（或教学思路）：HEROIC TEENAGER RECEIVES AWARDSeventeen-year-old teenager, John Janson, was honoured at the Lifesaver Awards last night in Rivertown for carrying out lifesaving first aid on his neighbour after a shoc

6、king knife attack.John was presented with his award at a ceremony which recognized the bravery of ten people who had saved the life of another.John was studying in his room when he heard screaming. When he and his father rushed outside, a man ran from the scene. They discovered that Anne Slade, moth

7、er of three, had been stabbed repeatedly with a knife. She was lying in her front garden bleeding very heavily. Her hands had almost been cut off.It was Johns quick action and knowledge of first aid that saved Ms Slades life. He immediately asked a number of nearby people for bandages, but when nobo

8、dy could put their hands on any, his father got some tea towels and tape from their house. John used these to dress the most severe injuries to Ms Slade hands. He slowed the bleeding by applying pressure to the wounds until the police and ambulance arrived. “Im proud of what I did but I was just doi

9、ng what Id been taught,” John said.John had taken part in the Young Lifesaver Scheme at his high school. When congratulating John, Mr Alan Southerton, Director of the Young Lifesaver Scheme said, “There is no doubt that Johns quick thinking and the first aid skills he learned at school saved Ms Slad

10、es life. It shows that a knowledge of first aid can make a real difference.”Before receiving their awards last night, John and the nine other Life Slavers attended a special reception yesterday hosted by the Prime Minster.(课前，播放北京奥运会主题曲你和我，因为其中有中文也有英文，这样做，不仅烘托了英语课堂的气氛，而且也练习了英语听力。)Step 1 Lead-in（导入）.

11、Show a picture and play a video about Lin Hao who was brave enough at the risk of losing his life to save two other classmates in the terrible Wenchuan earthquake. His heroic deeds contributed to his attending the opening ceremony of the 2008 Beijing Olympic Games. Then come to the text Heroic Teena

12、ger Receives Award.Step 2 Study aims（学习目标）.1. To get a general idea and some details of the passage（把握文章大意和细节）. 2. Work in groups and develop ways of independent study with reading skills to grasp the passage structure（小组合作学习，训练阅读技巧、掌握文章结构和培养自主探究的能力）.3. Try to get a right attitude to study and learn

13、 several ways of saving others（端正学习态度和学会几种救人的方法）. Step 3 Fast reading/Extensive（泛读）.Have the students read the first part as quickly as they can and get the general idea（快速阅读，找出文章大意）.A question:Where do you think the passage comes from?Step 4 Intensive reading/Careful reading（精读）.Tasks:1. Parts divi

14、sion and the main idea of each part（分段和段意）.2. Topic sentence（主题句）. (Have the students read the text silently and find them out.)Where is the topic sentence in a paragraph（段落的主题句在哪里）?If you get the topic sentence and shorten it within limited words, youll get the main idea of the paragraph.3. Read th

15、e sentence and guess the underlined phrases（读句子猜划线部分词义）.John was presented with his award at a ceremony which recognized the bravery of ten people who had saved the life of another. John was presented with his award at a ceremony1). When Mr. Brown left the company, the director presented a gold watc

16、h to him.2). He was present at the ceremony.3). The present manager received a lot of presents. which recognized the bravery of ten people who had saved1. The moment he went out of the station I recognized him.2. The school recognized Toms outstanding work by giving him a prize.Step 5 Read Paragraph

17、 3 carefully and answer the question（仔细读第三段回答问题）.What tools did John get to save Ms Slade?Read the sentence again and translate it into Chinese（读句子翻译）.He immediately asked a number of nearby people for bandages, but when nobody could put their hands on any, his father got some tea towels and tape fr

18、om their house.Step 6 Act it out（表演）.Can you follow the example of John to dress（包扎）the injured arm of Ms. Slade?Have the students show how to do the first aid. (Activities.)Step 7 Read Paragraph 5 and answer the question（读第五段回答问题）.What made it possible for John to save Ms. Slade? (Discussion.)Step 8 Read Para. 6 and speak out your ideas（读第六段说出自己的观点）.An open question（开放性问题）: Why did the Prime Minister host a reception for the ten life savers?Step 9 Homework（作业）.Do