张洪涛Unit10AnExcitingSport

1、Unit 10 An Exciting Sport教学设计研究简介：我们研究的子课题是形成性评价在英语教学中的应用，此课题的研究着眼于学生的发展，着眼于学生知识与技能、过程与方法，情感态度价值观三位一体的发展。我们本着以人为本的发展观点，培养学生的学习兴趣、学习态度、学习策略和文化意识。在教学过程中，帮助学生学会自主学习，学会与人合作，培养创新意识等。评价是一种获取和处理用以确定学生水平和教学有效性的证据的方法，它包括了比一般期末书面考试更多种类的证据。对学生的学业成绩进行考核与评价，是教学工作中一个不可缺少的组成部分，是对教学结果的评价。如果没有评价活动的结果，整个教学活动将成为一个只有执行

2、而无反馈的过程，不利于学生学习责任心的培养和学习积极性的提高。在中学英语教学过程中，为了提高教学水平和学生运用英语的能力，我们充分重视了研究教学大纲，分析教材特点，改进教学方法，指导学生学习。如何在我们的英语课堂教学中对学生全面的评价和激发学生的学习动机，增强学习能力，提高自信心，调整学习策略，是本课题要研究的问题和最终目的。Unit 10 An Exciting Sport一教学内容分析本单元话题为“令人兴奋的运动”， 主要介绍了蹦极这一运动项目，以及用过去时陈述过去发生的事情，各项语言活动也都是围绕刺激的运动及英语中的一般过去时展开。本单元共分四课。Lesson 1通过话题Did you

3、watch exciting sports?引入运动这一话题，通过图片初步了解bungee jumping和snowboarding，并知道了Amy和李俊所观看的体育竞赛等练习学生的听说能力。Lesson 2 重点介绍蹦极这一极限运动。感染学生锻炼身体，强身健体。Lesson 3主要练习一般过去时态。让学生在合作与探索的气氛中获取知识，体验成功，激发学生学习英语的兴趣。Lesson 4培养学生搜集信息、处理信息的能力，让学生从日常生活中收集更多的日常活动词汇和短语。同时，训练学生用英语交际的能力，准确熟练的适用本单元交际用语和语法进行交际的能力。根据英语新课程标准关于总目标的具体描述，结合初二

4、学生实际和教材内容，我们将教学目标分为以下几个方面。1.知识目标（Knowledge） 词汇短语：bungee, snowboarding, contest, platform, mountain, exciting, cord, brave, helicopter, ground, famous, boring, dangerous, jump, close, dislike, airplane, hiking, Canada, helmet, pads. in the air, well done, bungee jumping, be famous for. 交际用语：What did

5、you do on Saturday?I watched an exciting sports contest.Did you watch anything interesting?Of course! I watched the snowboarding contest.It scared me. 语法(Grammar)：一般过去时态I watched an exciting sports contest.I watched the snowboarding contest. It scared me.2能力目标（Ability）(1) 训练学生用英语交际的能力，准确熟练的适用本单元交际用语

6、和语法进行交际的能力。(2) 培养学生搜集信息、处理信息的能力，让学生从日常生活中收集更多的日常活动词汇和短语。3. 情感目标Affect 让学生在合作与探索的气氛中获取知识，体验成功，通过形成性评价，激发学生学习英语的兴趣。二学情分析传统的评价方式重知识、轻能力；重结果，轻过程；重教师的教，忽视学生思维水平的发展，制约着新课程多元目标的实现，制约着基础教育的发展。学生基本处于被动地位，自尊心、自信心得不到很好的保护，主观能动性得不到很好的发挥。三实验研究教材是教师教学和学生学习的最为重要的物质载体，他决定着学生的学习方向，决定着学生能否主动的，自主的，生动活泼的学习。英语形成性评价关注学生英

7、语学习能力的培养、兴趣的保持，知识的灵活使用，以及学生在学习过程中反映出来的情感、态度和与同学之间的合作精神。形成性评价正是这样一种着眼于促进学生各方面发展的评价方式。我在开展初中英语形成性评价试验时，在本节课中对学生课堂活动评比、听读训练、学习反思等方面进行了试验与研究。（一）、课堂发言记录表激发学生开口及观察学生个性的工具由于性格、水平等多方面原因，有些学生上课不爱开口。为了在每一节课英语课上能充分发挥学生的潜能，激励学生大胆发言，敢于发表个人见解，乐于进行有创意的表演，我精心设计了“课堂发言记录表”，教师对学生在英语课上的发言情况进行记录，积极刺激学生互相竞争。如，在一节课中，学生每回答

8、一次可获得1分；按课本所学内容在全班面前进行表演，可获得1分；能根据所学内容，改编再创，并表演，可获得2分。每周一公布上一周的统计，取前十名同学，进行表彰。期末每人的得分作为口语成绩的一部分。“课堂发言登记表”有效地调动学生发言的积极性，帮助他们改掉学英语不爱开口的习惯，养成良好的课堂习惯，并使教师更好地掌握学生的课堂表现，及时地对学生进行辅导，有效地安排课堂教学。 课堂发言记录表姓名星期一二三四五总分江 涛 侯本权 （二）、评价“值日生报告”促进学生大量练习口语的途径值日生报告的内容从短小浅易逐渐过渡到题材广泛，有一定深度。报告的内容可以是学校生活、小故事、社会时事和自由谈话等。最初可以按照

9、如下程序进行“Im on duty today. Today is Monday. Its fine. We are all here.” 随着句型、词汇的增多，学生还可以按当天实际情况增添内容，教师则应给予必要的引导和鼓励。（1）每个学生课前自己准备小故事、笑话、谜语、新闻时事等。（2）每个学生对自己所选的材料提3-5个问题。（3）两人一组，先互相汇报（Daily report），并互相提问。（4）随意抽出 1-2 名学生在全班同学面前，作值日汇报，一般 2 分钟左右。这样每个学生一学期增加了几十次的口语表达机会。（5）评价采用教师评价和学生评价相结合的方式，并作好记载，期末时教师需给每个学

10、生一个综合成绩。“值日报告”评价表评 价 内 容A（好）B（较好）C（一般）1学生准备充分，态度积极 2用词用句准确、连贯，且达意 3表情表达自然、大方，有感情 4表演的内容自编，且有创意 5与上次比较，有较大进步 四 教学过程Step1. Warm-upT: Whos on duty today?S1: I am. Hello, everyone! Im on duty today. Today is Thursday. It is fine, and its time to play outside. Do you think so?Ss: Yes. / Good idea.S1: Wel

11、l, I think we can go to play after class. Now let me tell you something about the activity what I did last Sunday.S2: What did you do, please?S1: I went bungee jumping. First, I stood on a high platform and looked down at the ground. Next, I jumped off the platform. Then, I fell and fell toward the

12、ground. The ground got closer and closer. After that, The cord stopped me. It pulled me up. I went up and down in the air. I felt very excited. Finally, Bungee jumping becomes my favorite sport.S1: Do you know why I like it very much?T: Well done. I think you must be brave. Because only brave people

13、 can try that. Do you agree with me?Ss: Yes.（设计意图：通过值日生报告，激励学生大胆发言，敢于发表个人见解，乐于进行有创意的英语表达。通过这个环节的设置，训练学生用英语交际的能力，准确熟练的适用本单元交际用语和语法进行交际的能力。 ）Step2. On your ownMake sure to remind the students to pay careful attention to the verb form in the given sentence. If the sentence is written in the present ten

14、se, then their answer must be written in the present tense, the students answers must also be written in the past tense. Tell them to try to make their answers mirror the questions as much as possible. For example,T: What sport did you do last?S2: The sport I did last was snowboarding.After the stud

15、ents have filled in the answers and checked their answers with a partner, tell the students to practice their finished dialogue in their pairs out loud, taking turns.（设计意图： 通过研讨对话中的答案，培养学生搜集信息、处理信息的能力，让学生从日常生活中收集更多的日常活动词汇和短语。并及时给予合适的评价，激励学生的学习热情。）Step3. Pair workFirst have the students practice the

16、given example conversations in the text aloud with their partners. Then, tell the students to fill in the blanks with their own answers. Finally, tell each pair of students to make up a new conversation, encouraging them to use different vocabulary and change the order of the sentences given. If the

17、 students have trouble following this last suggestion, show them an example of a new dialogue on the board, using myself as an example.（设计意图：通过对话表演，让学生在合作与探索的气氛中获取知识，体验成功，通过形成性评价，激发学生学习英语的兴趣。）Step 4 Group work (discussing)Before dividing the class into groups of four, make sure that the students und

18、erstand what is depicted in each picture. Look at the pictures together and explain any image and/or phrase that the students are confused about.Read all the instructions for the entire exercise together with the students, to make sure that they understand the mechanics of the game. Since this game

19、is more complicated than those the students have had to complete in past lessons, I can break up the game into three stages and tell the students to report their progress to me at each of these check-points.T: When can we use goggles?T: When a helmet?T: And pads?T: Which other sports or activities u

20、se two or more of these things?Make sure that the question-and-answer session and the story paragraph about one group member are expressed in complete sentence form. Have the students write down their dialogue and story in order to present them in front of the class.T: What did you do last week?T: W

21、here did you ride?T: Who did you dive with?T: Did you wear a helmet just now?T: Could you tell us what you did last week?e.g. I rode my bike in the park last weekend. I rode with my coach. I wore a helmet. I didnt wear pads or goggles.If the students finish this exercise quickly, make it more diffic

22、ult by giving the students different ( more rare, obscure, specialized ) sports equipment terms to use for the group work game.（设计意图：通过活动，向学生介绍相关的异国风情与习俗。让学生积累有关异国风俗文化的知识，使学生对中外文化有粗略的了解，帮助学生开拓视野。）Step 5 Sum upDiscuss what we have learnt.（设计意图：教师对学生在英语课上的发言情况进行记录，积极刺激学生互相竞争。有效地调动学生发言积极性，帮助学生改掉学英语不爱开口的习惯，养成良好的课堂习惯。）五 实验反思：学生对外语学习的兴趣和态度，在学习过程中的参与意识和参与程度，在双人活动和小组活动中的合作精神，学习中对异国文化的理解和跨文化交际