课程现代外语教学论

1、课程：现代外语教学论案例教学之一：A Task-based Language Teaching Model撰写人：丰玉芳A Teaching sample: A Task-based Language Teaching ModelUnit 4 Turning off TV: A Quiet Hour1. Teaching objectives1) Get students to come up with and describe the advantages and disadvantages of TV. 2) Improve students reading skills-skimming

2、 and scanning.3) Develop students communicative competence by using the expressions in the text and the grammatical item of subjunctive mood.4) Develop students writing ability by assigning them a composition entitled “Advantages and Disadvantages of Television” and directing them to conduct an inte

3、rview on the topic of Leisure-time Activities after class.2. Teaching hours: 6 hours3. Teaching procedures:1) Pre-readingTask 1: Ask students to preview the whole unit on their own before class.Ask students to work in groups to collect any information about TV before class.(its invention, its develo

4、pment, its popularity, its impact, its future) and report to the whole class.From the information collected, we can safely concluded that since its birth, television has been developing very rapidly and influencing our daily life.Task 2: Brainstorming: Ask students to come up with words or expressio

5、ns related to television.(channel, antenna, entertainment, educational program, relax, distraction, disturb. )Task 3: Divide the whole class into half and get one half to work in groups to come up with the advantage of watching TV and the other half to think about its disadvantages. (The teacher goe

6、s around and is ready to help.)Choose a member from each group to form a team of positive and negative side to debate on the topic: Is TV a plus or minus?The teacher sums up the debate and draw students attention to the related words and expressions.The teacher plays two recordings about television

7、for students to get more information and familiarize themselves with the words and expressions.2) While-readingFrom the debate and discussion we know that television has been playing a very important role in our daily life and that the modern world without a television is unimaginable, but every coi

8、n has its two sides. There are many problems arising from spending too much time in front of TV. The author of the text raises his voice against TV and urges TV viewers to turn off TV to enjoy a precious quiet hour. Lead the students to understand and analyze the text.Task 1: Skimming: Ask the stude

9、nts to work in pairs and skim the text to fill in the following table.PartLinesMain Idea11-3The author proposes that every evening, for 60 to 90 minutes, all television broadcasting in the U.S. be prohibited by law.24-28The author mentions some problems caused by watching too much TV and suggests so

10、me activities to fill the time when turning off TV.329-42People could have more fun if they turned off TV for one or two hours every day as they did in the past.Task 2: Scanning: ask students to work in pairs and decide whether the five statements are true or false.(1) The author proposes stopping b

11、roadcasting evening news in the United States each evening. (2) According to the author, turning off TV might produce a real family hour and solve all the family and social problems.(3) According to the author, good books are more entertaining than TV.(4) If we turned off TV for an hour, we could ta

12、ke a ride together. (5) The idea of an hour without TV is radical because life without TV lacks a lot of fun.Task 3: Further understanding: Ask students to read the text in detail and think about the following questions on their own and then discuss in groups for the answers.(1) What might we do wit

13、hin the quiet hour?(2) According to the author, what problems can be caused by failure to communication?(3) What other activities could families pursue besides such conversation?(4) What does the author suggest as an alternative to silent reading?(5) What good effects, according to the author, might

14、 be produced on TV programs if his suggestion were accepted?(6) What good effects, according to the author, might be produced on TV programs if his suggestion were accepted?(7) What do you think of the authors suggestion?3) Post-readingTask 1: Language FocusThe teacher picks up two sentences from th

15、e text and explains the usage of subjunctive mood. (1. Lets take a serious, reasonable look at what the results might be if such a proposal were accepted. 2. With the distraction of TV, they might sit around together after dinner and actually talk to one another.)Ask students to work in groups to fi

16、nd and analyze such sentences using subjunctive mood in the first four paragraphs.Ask students to make a dialogue with whatever situations imaginable in pairs practicing subjunctive mood.Task 2: RetellingThe teacher picks out some key words and expressions from the text and draws students attention

17、to their usages and collocations.Ask students to work in groups retelling stories using the key words and expressions.4) Check and AssessmentTask 1: a spot dictation of the summary of the text.Task 2: a mini-paper of multiple choice concerning the language points of the unit5) Project WorkTask 1: As

18、k students to interview one or two classmates after class about their favourite TV programs, their leisure activities and the reasons as well. Write down the transcripts and report to the classTask 2: Ask students to write after class a composition entitled the Advantages and Disadvantages of TV and

19、 hand in at the end of this unit. 课程：现代外语教学论案例教学之二：An Interactive Language Teaching Model撰写人：丰玉芳A Teaching sample: English Autonomous Learning Instructional ModelUnit 13 InsuranceLearning purpose:Text A: 1. Having a general idea about insurance and the reasons why American are unwilling to discuss i

20、nsurance and the reasons why they should learn more about insurance 2. Mastering language points in this text 3. Finishing the exercise afterText B: Having a general idea about what is money and what are its functionsGrammar: the basic usage of “article”Teaching aims: 1. Guide the students to come t

21、o understand the concept of insurance and the kindness of insurance;2. Guide the students to know the reasons why insurance is boring;3. Guide the students to know the reasons why learning more about insurance is necessary.Key points of teaching1. Language points and some complex sentences in the te

22、xt 2. Finishing the exercise afterDifficulties in teaching1. Analysis of structure of sentence 2. Understanding the meaning of several sentence3. The usage of articleTeaching assistance With multimedia aidTeaching procedureBefore beginning the class, students in the class has been divided into 8 gro

23、ups, with each group having 5 to 6 students. In the following statements, letter T represents teacher, while S represents students.1. Creating question scene and stimulating learning motivationT: I think most of us are familiar with the word “insurance”, and some of us also know some kindness of ins

24、urance, who can tell me the meaning of insurance? (Creating questions and triggering students thinking)S: I think insurance is just like a trade, I buy a paper of insurance policy and insurance company offers some related service for us.T: Yes, this student has answered a part of the concept of insu

25、rance, he told us what he thought insurance is, but this is just the form of insurance, as to the real meaning of insurance, and I believe few of us can answer it accurately. Further, who can tell us several categories of insurance? (Creating questions and triggering students thinking)S: Life insura

26、nce, health insurance and employment insurance.T: Very good, and the category of insurance is wide, for example, accident insurance, automobile insurance and so on, and these insurance is close to our life, thus it is necessary for us to have some knowledge of them.(stimulating students learning mot

27、ivation)However, in our daily life, we treat insurance agents as salespeople, they always disturb us and can not really be our friends, right? Maybe most of us never try to pursue the concept of what is insurance, and never explore the reasons why we dislike insurance agent, just because of their be

28、haviors. After learning the text, I think we can find the answers we need, this text is not just a text, it is close to our real life, as a social person, knowing more about insurance. OK, now next we can skim the content of this context. (Leading in the text and stimulating students learning motiva

29、tion)2. Help students set the study goals and teach students the strategies of autonomous learning when students are learning by themselves.T: While skimming the text, you should pay attention to the information which can answer the questions above and when meeting a long sentence, you should make c

30、lear its structure at first and then its easier for you to understand its meaning, However, if you still can not understand the meaning by following these methods, please underline the sentences. When coming across new words and phrases, you can refer to the vocabulary list. Our learning materials h

31、ave offered much useful information for our understanding; you should make good use of them. On the basis of comprehension, try to finish the reading comprehension in the exercises for the text. (Help students set the goals for learning and tell them the learning strategies).about 20 minutes later,

32、observe that most students have finished what is required. 3. Self-examination and discussion togetherT: OK, I see most of you have finished what is required, and I believe through the cooperation between people in a group, you can answer most of my questions. Ok, first question, after reading the t

33、ext, can you give a definition to insurance?S1: I dont think its easy to give a definition to insurance, it is so complex that nobody but a few professionals can know exactly what insurance is.T: Very good. Do you agree with him?S: (All) Yes.T: The next question. Can you tell us three reasons why Am

34、ericans are unwilling to discuss insurance?S: The first is . The second is . The third is .T: Very good. (And some other questions that comes from the text which students can find the answer in the text)If students can answer all the questions by discussing with each other, then the teaching goals h

35、ave been achieved. If not, the teacher should make some explanation. For example: in checking the answer of the reading comprehension, there may be some questions students can not solve only by discussing with his classmates.S: Why can the “coverage” in Line 2 be replaced by “insurance”? I can not s

36、ee any relationship between the two words.T: First, we must make clear the meaning of “coverage”, and it has three meanings in the vocabulary list, the first meaning is just the noun of cover, the second meaning is the range of insurance or the category of insurance and the last meaning is the range

37、 of report. According to our text “ This particular agent wanted to discuss my automobile coverage, but the next agent to call might be interested in my life insurance program.” from the topic of this text and the context of the sentence, it is not difficult for us to guess the meaning of “coverage”

38、 even if we dont know the meaning of it. Moreover, the other three items “shelter” “protection” “problem” can not be made sense.S: Why is the item “problem” not suitable? An insurance agent can also call to know the problem of car. T: Thats true, but all these sentences should be coherent, you can s

39、ee after the sentence, it says the next agent to call might be interested in my life insurance, we can deduce that the last agent call to discuss automobile insurance, got it?S: Yes.If through the teachers explanation, students still cant understand it, the teacher should try to find the reason and

40、make explanations again. If the result is the same, that is say, the knowledge is beyond students proximal knowledge, then it can be left behind. 4. Knowledge of strategies and practiceAfter finishing the exercises after the textT: Most of us do well in the exercise, but we should pay attention to s

41、ome grammar phenomenon, for example, the second item in the vocabulary exercise, there are three words “safe” “ unsafe” “safety”, it is easy for us to choose the proper form to fill in the blank, however, we should also notice the class of these words, and at the same time, we ought to know the pref

42、ix “un-”, it is a negative prefix, we have learned many similar words, for example, “unable” “unfit” “unequal” and so on. (In this process, students can consolidate their knowledge by doing exercises, and the teacher should also tell them how to master the knowledge better at the same time)5. Study

43、effect and evaluationAfter finishing all the teaching aims, the teacher should spend some time making communication with the students so as to know their opinions of autonomous learning and make improvement in the next timeT: Ok, we have finished all the items in the unit, many of us may have some i

44、deas on autonomous learning now, and we can make an exchange.S1: I think this form of learning is freer than the traditional learning; it is good for our thinking.S2: Through this form of learning, we can understand the content better, and we master many learning skills and strategies as well.课程：现代外

45、语教学论案例教学之三：英语阅读教学案例分析撰写人：丰玉芳教材版本：人教版高中英语必修 一、教学对象为高中三年级学生。高中三年级学生的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此需要特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。二、这一课是本单元第一个课时。由于这课出现的生

46、词比较多，在课前教他们读了一下。在备这一课时，发现它的有关宇宙的知识很专业，起初比较担心，但是得知高一的学生地理课上已经学习了相应的部分知识，有了一定的知识储备，这样在处理的时候就注意到详略的问题，我觉得在今后也必须对学生的知识结构有所把握，这样才会更好地抓住要点和难点。三、本课为阅读课型，主要介绍有关太空知识和人类起源。通过阅读使学生了解宇宙的形成，和人类的形成。课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲述有点抽象，需要足够的图片，方便理解并形成感性认识。本课目的要使学生了解宇宙形成和人类起源，培养环境保护意识。四、教学内容大致分为以下几个方面：1看图片引入宇宙形成这一话

47、题。2从网上下载一些宇宙空间图并展示给学生看，弄清楚星际空间的划分，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。（一些生词用板书）3学生阅读课文后完成精读练习。4两人围绕人类起源进行讨论。5语言学习-难句解释。6小结文章，一是找关键线索，二是写作手法。7小组讨论，包括复述课文，加深对文章的理解，以及学生总结自己通过本课学习学到了什么（达到教学目标-形成保护环境意识）。五、教学策略环环相扣，设计紧凑。先利用录音和图片引起兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握细节，知道宇宙形成的过程，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后自己去小结上完这节课的收获，使他

48、们的掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用英语口语判断别人给出的依据，并给出自己的观点。采用多媒体教学，用一些有关宇宙的精美图片，引起学生对即将阅读的文章的兴趣，减少陌生感。六、教学过程1Warming-up（引入）教师用 PowerPoint分别展示宇宙空间，并不需要学生详细记录细节，因为不是听力课，只是了解宇宙的形成和分布。 然后问问题：2Reading（使学生了解宇宙形成、人类起源）1）让学生解释文章的title2）为了让学生知道宇宙是什么样子，帮助理解文章，教师展示多张图片3）阅读后学生回答问题（大部分学生能找到答案）4）在了解细节的基础上，再次阅读(ski

49、mming)。全班分5个小组，分配任务给每一个组，文章共有5段，每组概括一个段落的大意，而且要求使用不超过3个单词来概括，既降低了难度又提高了学生归纳能力。3Difficult points（难点）因为只是阅读课，语言点不作详解，是为下个课时作准备，分别找出 4句难句，让学生进行解释，一一说明属于什么从句（分别有宾从、状从、定从、主从）（从句是学生的薄弱环节），为学生扫除阅读障碍。4Summing-up（总结）学生掌握每段大意后，从总体上把握文章结构和特点：1）找出宇宙形成的线索2）分析写作手法（时间顺序及都用了一般过去时描述已发生的事情）：让学生将来进行写作训练描述某事经过时，可以模仿这篇文

50、章的手法5Group-work (Task) 4人小组学生此时已非常熟悉文章内容及结构，进入用英语进行交际环节1）复述课文，教师给出一段文字，中间有不少空格，学生根据课文内容填写空格（Fill in the blanks）。2）谈谈自己从中的收获（What can you learn from the text?）学生都能说出要保护环境（完成本课教学目标）。至于怎样保护，因时间关系留待下个课时再讨论。6布置作业：复习课文及写一篇如何保护环境的文章。七、课后反思教学成功之处是引导学生一步一步从阅读文章表层意思，到探讨深层意思，使学生明白宇宙起源和人类起源。例如，先带着问题读课文，回答问题，接着概

51、括段意，然后分析句子，（这是表层理解），最后总结全文，通过字面理解使学生达成共识保护环境，升华到深层理解。引入部分达到预期效果，没有用书本上的例子，而自己准备了录音和图片作为引入，时间短且能引起学生兴趣及渴望了解更多的求知欲。不足之处是在阅读后回答问题部分，设计问题大多是wh-问题，因此对阅读能力稍差的学生没有完全照顾到。复述对于能力稍差点的学生难度大了些。2000多个英语单词及一定数量的词组和习惯用语。词汇复习就是要学生把所学过的词汇系统地归纳整理，牢固地掌握运用。把所学过的词汇按读音、构词、习惯用法、语法特点以及同义词、反义词、近义词一起串联起来，从不同的角度归纳整理，建立一个相互联系的“

52、知识场”。 课程：现代外语教学论案例教学之四：2008年全国高考英语I卷阅读理解试题教学性分析案例撰写人：丰玉芳2008年全国高考英语I卷阅读理解试题教学性分析案例A    Last week my youngest son and I visited my father at his new home in Tucson, Arizona. He moved there a few years ago, and I was eager to see his new place and meet his friends.    My

53、earliest memories of my father are a tall, handsome, successful man devoted to his work and his family, but uncomfortable with his children. As a child I loved him. He seemed unhappy with me unless I got straight As and unhappy with my boyfriends if their fathers were not as “successful” as he was.

54、Whenever I went out with him on weekends, I used to struggle to think up things to say, feeling on guard.    On the first day of my visit, we went out with one of my fathers friends for lunch at an outdoor café. We talked along that afternoon, did some shopping, ate on the street

55、 table, and laughed over my sons funny facial expressions. Gone was my fathers critical (挑剔的) air and strict rules. Who was this person I knew as my father, who seemed so friendly and interesting to be around? What had held him back before?    The next day dad pulled out his childhood

56、 pictures and told me quite a few stories about his own childhood. Although our times together became easier over the years, I never felt closer to him at that moment. After so many years, Im at last seeing another side of my father. And in so doing, Im delighted with my new friend. My dad, in his n

57、ew home in Arizona, is back to me from where he was.56. Why did the author feel bitter about her father as a young adult?A. He was silent most of the time.B. He was too proud of himself.C. He did not love his children.D. He expected too much of her.57. When the author went out with her father on wee

58、kend, she would feel         .A. nervous   B. sorry   C. tired    D. safe58. What does the author think of her father after her visit to Tucson?A. More critical          B. More talkati

59、veC. Gentle and friendly     D. Strict and hard-working59. The underlined words “my new friend” in the last paragraph refer to          .A. the authors son                   B. the authors fatherC. the friend of the authors f