教学案例 (28)

1、案例1： Book 1 Module 2 Reading and vocabulary Sep. 16. 2004 （高一新生）Step 1a. Listen to the 1st para. of the text and then the teacher explains 1) a bit, a little not a bit, not a little a bit of + n, a little of + n 2) because since as for b. Listen to the 2nd para. of the text and then the teacher expl

2、ains 3) correct, incorrect exact, exactly4) as a result of / because of as a result / so c. The teacher read some new expressions and the students give Chinese 5) a few / few a little / little6) keep doing / keep on doing (hate, enjoy, finish, practice, avoid, admit) + doing7) appreciate + n / pron.

3、 / doing 8) sooner or later9) with + n + doing make sb doingd. Listen to the 3rd para. of the text and then the teacher explains 10) has /have been doing11) be popular with / among12) energy / energetic13) fall ill ( behind, asleep, alive, afraid, alone, awake, aware)14) handsome, pretty, beautiful1

4、5) tell jokes / story16) respect oneself self-respectStep 2 a. Asking the students to look at the pictures and tell their impressions andanswer questions before the text. b. Asking them to do EX. 2 on P 13 ( Put words in the blanks.) c. Read the words again d. Checking the answers. 教师在这节课采用的是分段讲解的教学

5、方法，主要以教师讲解分析词汇短语为主，录音是分段放，没有任务要求。这节课上得支离破碎。教学目标和教学内容出现严重偏差。这位教师的关注点自始至终都孤立在词汇、短语上，尽管教师对这些词汇、短语非常熟悉，很多是初中内容。整节课没有涉及到一点有关课文整体内容的理解，也没有关注过这个模块的话题内容及学习任务（Setting Criteria for a good teacher），更没有引导学生学习运用那些能完成Setting Criteria for a good teacher的词汇和表达方法。尽管教材在内容和活动设计方面的意图非常明确，但教师根本没有关注也没有搞清标准或教材的教学目标和教学要求。

6、听说读写技能只涉及到了“听”，而且“听”的非常肤浅，没有反映出通过听获取信息的任务要求。忽略了本模块要求学生学会表达preference的功能项目。 课文中描述教师及表达个人倾向的精彩语句如下：Mrs Li: My first impression of Mrs Li was that she was nervous and shy. the class really likes working with her. She avoids making you feel stupid! I think maybe she goes a bit too slowly for the faster

7、students but for me its wonderful! I feel Im going to make progress with her.Mrs Chen: When she asks you to do something, you do it immediately! Most of us really appreciate her because her teaching is so well organized and clear. She explains exactly what is happening and as a result my work is imp

8、roving.Mr Wu: Hes been teaching us for two weeks and hes already very popular. Hes got so much energy; this is one class you do not fall asleep in. Hes really amusing and tells jokes when he thinks were getting bored. 以话题为主线的教学设计 话题：Carnival Introduction Step 1. Talk about Holidays and Festivals in

9、China briefly New Year Womens Day, Arbor Day Labor Day, Chinese Youth Day Childrens Day Army Day Teachers Day National DayStep 2. Traditional Chinese Festivalsdate, celebration and culture e.g. The Spring Festival is the Lunar New Year or it occurs on the first day of the first moon. People set fire

10、 crackers, eat boiled dumplings, get lucky money from elders, wear new clothes, visit relatives and so onNameDateCelebrationThe Spring FestivalLunar New YearSet fire crackers, eat boiled dumplings, lucky money from elders, wear new clothes, visit relativesLantern FestivalThe 15th day of the 1st luna

11、r monthHang out different shapes of lanterns, eat sticky rice ballsTomb SweepingFestival The 5th day of the 4th lunar monthIn memory of the dead or heroes, go outingDragon Boat FestivalThe 5th of the 5th lunar monthIn memory of the great poet , Quyuan, eat sticky rice dumplingMid-Autumn DayThe 15th

12、of the 8th lunar monthStay in the open air, appreciat-ing the moon and eating fresh fruit and moon cakesStep 3. Traditional western festivalsdate, celebration and cultureFestival DateCelebrationCarnivalAfter Christmas before Easter, and lasts a monthMasks, costumes, dress up, vibrant procession, the

13、 worlds biggest street party with fantastic atmosphereHalloweenOctober 31st Time for people to have fun. Scary clothes like a witch or a ghost, masks, children ask for sweets at each door, pumpkin lamp at doorThanks giving dayThe 4th Thursday in NovemberTurkey, pumpkin pie, fruit, families get toget

14、her and have a big dinnerChristmasDecember 25thA legal and religious holiday, people give each other presents, decorate Christmas treeStep 4. Do Exercise1, 3 and 4 on P.31. Some more information about food, costume, ceremony and peoples attitude towards festivals.Step 5. Debate on the topic with the

15、 Expressions belowI love it. Its ok. I really like it. I dont think much of it. I quite like it. I dislike it. I hate it.Which festivals do you like better, Chinese Festivals or Western Festivals?Especially Carnival and Spring Festival, which one is more important?Conclusion: We cant say which festi

16、val is better or not. We also cant use good or bad to evaluate the festivals around the world because we can have fun with various festivals. Festivals around the world can not only broaden our horizon but also can help us understand the cultures and customs of every country. Different festivals let

17、 us enjoy different life and forget our daily dull life.Step 6 Group work If you have a chance to decide a new festival or holiday, please create one and give your reason. 1.Nature Day: Protect environment and wildlife.2.Peace Day: No fighting and conflicts.No war in the name of freedom and democrac

18、y3.Relaxation Day: Without housework and pressure, just relax yourself but dont break the law.4.Students Day: Without homework, papers or orders of parents and teachers5.Family Day: Family members get together and lead an easy life without contradiction between each other.Step 7. Summary Festivals a

19、t home and abroad.Homework : Journal My favourite festival教师对这节课的设计突破了教材范围，以节日为话题极大地拓展了教学内容，为整个单元的学习做好背景知识、文化内容的铺垫，尽管这节课的容量大，信息丰富，但在安排上疏密有度，主次有别。而且给了学生很大的参与空间，从组织学生谈论中国的节假日和传统文化，然后过渡到西方传统节日的文化，调动学生已有的旧知识，配合话题的展开。通过辩论、小组讨论产生新节日以及课后写作培养学生的创新意识及批判性思维，既极大地丰富了教学内容，又拓展了学生的文化视野、国际意识。案例2 人教版高一必修2 Unit 1 Rea

20、ding 2004年12月21日Step 1 1) Ask about 3 students to read the text assigned the day before.2) Teach them to read the new words.3) Read the passages together.4) Answer the first question in pre -reading.(虚拟语气)Give three examples of the subjunctive mood and then conclude the formStep 2 Reading, Explainin

21、g, analyzing and translating the text sentence by sentence ( Only completed the first two paragraphs, about 220words)1） 虚拟语气 2）do with / deal with 3）in search of / look for 4) cant have done 5) gift / present 6) a ton of coal is / two tons of coal are 7) Child as he is, he knows a lot 8) heat the fo

22、od 9) Ill go to his party if (I am) invited / When (he was ) asked how to solve the problem, he answered no. 10) be made of / be made up of / be made into Step 3 1) Read the first paragraph together word by word2) Asking the students to read the first paragraph by themselves.第一步,教师先叫三个学生读课文，然后教读新单词，

23、再叫全体学生齐读课文。之后让学生回答读前问题，因为问题用到了虚拟语气，教师给了三个虚拟语气的例句，然后总结出结构式。第二步,教师逐句讲解分析词汇、短语的用法， 第三步，先要求学生集体读第一段课文，然后要求学生自己再读一遍。 教师这节课的安排意图非常明确，以教师为主，对语言知识点和语法内容进行串讲。学生的主要任务是做笔记或偶尔应和一下教师的讲解。教师没有对课文的整体理解进行处理，也没有对学生进行阅读指导，课文词汇量近500，这节课完成了两个自然段，大约220词。而本单元涉及情感、意图和态度的功能项目 Asking for opinions and giving opinions 在这节课里没有任

24、何安排设计，整节课没给学生任何自主学习和参与训练的机会。案例2 Unit5 Book 4 Theme parks Listening and speaking 2005年6月19日Step 1 Brief introduction of the tasks assigned to the students days before. Asking the teachers present to be judges for the following activityStep 2 Demonstration with aid of computer, projector, maps or pict

25、ure by different groups of theme parks that the students created or designed Group One (7 students) Name of their project: Super Natural HotelActivity: Showing the class around the Super Natural HotelStudent A: Operating the computer (showing designs of different parts of the park with music) Studen

26、t B: Introducing the whole project Student C: Showing the guests around the restaurant as a guide.Student D: Showing the guests around the supermarket as a guide. Student E: Taking the guests to meet ET.Student F & G: Doing advertisementGroup Two ( 3 girls)Name of their project: Cartoon ParkActi

27、vity: Visiting Cartoon ParkStudent A: Showing pieces of cartoon movies:Lion King Snow White Mickys Pocket Monsters land Finding Nemo （Ratfield Darmen)Student B & C: Introducing each place showing on screen. Group Three ( 3 girls)Name of their project: Capital of ParadiseActivity: Describing what

28、 youre going to see or meet in the Capital of ParadiseStep 3 Listening and then talking about parks in the city. 1). Asking the students some questions about parks in the city.2). Listening (Introduction of a park in city with video pictures on screen.)3). Some true or false exercises about the list

29、ening.Step 4 Speaking ( Asking the way and giving directions)1). Collect expressions of asking the way and giving directions from the students.2). Ask the students to prepare dialogues for a role-play. 3). Role-play Step 5 Conclusion 第一步，教师简短介绍任务-要求各小组呈现他们设计的主题公园并请听课教师当裁判。第二步，三个小组分别呈现他们的作品。 “生态公园”组七

30、名成员，分别承担电脑操作、导游、广告的任务。“动画公园”组三名成员，分别播放、介绍公园设计。 “天堂之都”组三名成员，分别展示、介绍天堂之景。第三步，听的活动。教师先提问几个关于城市公园的问题，再播放一段用英语介绍景点的录像片，然后在屏幕上放映判断正误的练习，检查听力效果。第四步，说的活动 （问路、指路）。教师要求学生说出问路、指路的表达形式，然后要求学生编对话，最后上台表演。这节课是为“全国高中课改中心城市协作会”准备的一节研讨课，单元话题是“主题公园”，功能项目是“问路、指路”，活动设计以听、说为主，先要求学生展示以小组为单位设计的“主题公园”，然后教师巧妙地将会议代表到这个地方需要了解城

31、市、公园的信息与教材内容结合起来，以"听” 的形式介绍公园，以“说”的形式问路指路。 这节课多半的时间是给学生的。学生的作品以小组为单位集体呈现，每人一项任务或一个角色，学生的表达流畅自然，内容生动丰富，有效地表达了情感、意图和态度。展现着学生的创作智慧和语言才能及合作的优势。这位教师创造性地使用教材，最大限度地开发了学生的思维意识、调动了学生的参与热情，鼓励着他们的创造力，学生所表现出的语言素质和语言能力反映出了教师一贯的教学特点和教学效果。重视文化意识，关注情感态度，创设交际环境，提供交流空间，注重语言知识和技能获得的有效性，尊重学生设计和参与活动的自主性。非常自如流畅地完成了教

32、学任务。以话题为核心的教材设计思想及教材结构为了实现培养学生综合语言运用能力和跨文化交际意识的课程目标，高中英语实验教材都以话题为核心设计教学活动、编写教学内容。通过话题体现教材重要指导思想，达到落实文化意识渗透、情感态度形成、学习策略建立的英语课程目标。 教材以话题为核心，以结构和功能项目为主线，组织和安排听、说、读、写的活动，所有活动、任务、问题都与单元主题有关，围绕重点话题信息，拓展知识范围、提供综合运用语言的空间、开展听说读写活动、发展综合语言运用能力。话题是单元教学目标与教学内容的核心。话题是每个单元学习内容和学习任务的概括。看到话题题目便知道这个单元要学习什么内容了。以高中英语课程

33、改革某实验教材一个单元为例：话题：The qualities of a great person 单元教学目标与教学内容。热身：What kind of person are you? 通过回答生活中的一些实际问题，使学生能运用自己已有的知识和经验思考单元的中心话题。读前：How can we tell if an important person is a great person? （Some information about six important but also great persons） 通过六位已知的伟人，了解话题“伟人品质”的更多信息，读前问题不仅与单元主题有关，而且与

34、阅读内容紧密联系阅读：Elias story about Nelson Mandela课文载有单元有关主题的重要信息，还呈现大部分的词汇和主要语法结构。理解：Details of the story故事细节。从字里行间分析出作者的观点、态度、主旨、意图、判断文体特征。语言运用： Listening More reading Writing 围绕中心话题的听说读写的综合性练习，提供许多有关单元主题的语言材料，扩充有关话题的跨文化交际的信息，拓宽学生视野，提供综合运用语言的空间。练习册:听: William Tyndale who first translated Bible into Engli

35、sh 从威廉的听力材料中获取有关信息说: Great person Albert Einstein Qian Xuesen Abraham Lincoln Marie Curie 谈论更多的伟人单词和习语运用: Charles Babbage，通过查尔斯的故事学习词汇和习语读的任务: Bill Gates, a genius on computer 读比尔·盖茨的故事，梳理有关他的个人信息。 说的任务: Qualities needed to make a great person 谈论伟人所具备的品质写的任务: Person you admire (Personal informa

36、tion, achievements, good qualities)运用在这个单元所学到的描述个人奋斗经历及表示品格、品质的知识描写一个你崇拜的人。项目：你身边是否有同样高尚的人？你学到了什么？你会做哪种人？这个单元的教学内容与活动设计紧紧围绕话题The qualities of a great person而展开。教材通过听说读写的不同活动与任务，让学生不断熟悉、深入了解与话题内容相关的词汇和表达，接触更多的有关个人经历和成就的语言材料，特别强调和突出了“伟人品格”的主题。让学生领悟这些追求理想、追求真理的伟人的“品格”精髓，品味 “伟人”内涵，学习做人的道理。掌握描述人物思想境界、精神品

37、格的语言形式，在听、说、读、写中传递信息交流功能，发展语言技能。再以A Lesson in a lab 为例，顾名思义，通过话题可以预测，这个单元的学习内容、学习任务与实验室有关。从实验室可以联想到以下内容：科学课，实验室器皿与化学元素，数字、计量，实验操作方法、顺序，实验描述与报告，实验室制度等。以下是这个单元的教学目标与教学内容：Topic: A Lesson in a labTask: Preparing a report on a scientific experimentWords: numbers, decimals, fractions, facilities in a lab,

38、 names of elements，procedure in a scientific experiment Grammar: Degrees of comparison Function: Using sequence / Duration, Comparative, Material, Measurement, Learning strategy: Observation, finding from mistakes，learning English by doing,Solving problems with logical method like judging and concluding. Culture awareness: General science / Science teaching in Canada.Reading: Understanding a scientific experimentListening: Finding the main part of an experimentWriting: Describing a simple scientific experiment Speaking: Talking about numbers教师在课程改革中的心态、行动随着新课程的推广和实施，我国将逐步实行国家基本要求指