Using Language (Reading, Speaking and Writing)教学设计(新课标版高一英语必修四教案教学设计) |
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人教版高一册模块四第二单元 Using Language (Reading, Speaking and Writing)教学设计 浙江省温州第四中学 徐长才 Using Language (Reading, Speaking and Writing)语言运用部分是新课标人教版各单元中的重点教学内容,它承载着本单元语言输出教学的重要任务,是对本单元阅读、词汇、语法等各项内容学后的一个运用和检验。因此,授课教师应对这一块教学内容进行科学合理的设计,以全面完成本单元的教学任务。 一、设计思想 1. 以建构主义理论为基础 建构主义理论主张在问题情境下进行学习,要求学生不要盲目或被动地接受和记忆教师传授的知识或课本知识,而是要主动地进行自我探索,将学习过程变成积极参与建构知识的高水平的思维过程(朱文英,2007)。教师要尊重学生已有的知识和经验,并帮助他们将新环境提供的信息整合或重组到自己原有认知结构中,激活学生的思维、启发他们观察、发现、思考、归纳、总结,鼓励他们提出自己的问题和观点。教师在教学Using Language这一部分时,应科学妥当地设置话题情境,激活学生已有的知识,以便使之在新的语言环境中得到拓展和运用,从而构建新的知识。 2. 以任务型教学方法为依托 新课程标准倡导任务型语言教学,它是以具体的任务为学习动力或动机,以完成任务的过程为学习的过程,以展示任务成果的方式(而不是以测试的分数)来体现教学的成就。学生有了具体的动机就能自主地学习,并且主动地用所学语言去做事情,在做事情过程中自然地使用所学语言,在使用所学语言做事情过程中发展语言能力。Using Language这部分的教学就是要求教师设置学生感兴趣的任务,让任务贴近学生的实际生活,符合学生的认知水平,学生完成教师所设任务的同时能够运用本单元所学的语言知识来发展其语言能力。 根据以上教学理论,设计本节课时要体现教师为主导,学生为主体的教学思想,努力创设问题情境,营造轻松愉快的教学气氛,对学生进行充分的语言输入,重点突出对学生语言能力的培养,为学生的语言输出创造良好的语言环境。 二、教材分析 本节课教学内容Using Language(Reading, Speaking and Writing)是本单元的最后一个课时,要求学生以有机农业和绿色食品为话题,复习巩固如何用英语提出忠告和建议,以及用英语制作海报和广告。它是学生在学完前面各项内容后的提升阶段,是对师生落实前面各项内容的一个检验。该部分由Reading, Speaking and Writing三部分组成。其中Reading,和Speaking 都是为Writing作铺垫的,即Reading for writing , Speaking for writing. 《学科教学指导意见》指出,教师可以围绕Reading, Speaking and Writing中相关材料指导学生进行听、说、写的尝试,并指导学生就相关材料进行比较,提出自己的观点和建议。根据新课标的要求,在写作教学之前,教师应作好铺垫,激活灵感,激发兴趣,明确目的和读者对象,讨论主题,搜集素材,语言准备,写提纲等等,从而为接下来重点教学环节打下基础。本节课主要围绕学习设计英语海报和广告展开。值得一提的是在操练Speaking部分时,对功能项目的训练应有所侧重。比如:I’d prefer….because…, This is good value because… It’s a great pity that… If I have a choice I’d choose…because…等属于高一阶段应有所侧重的功能项目。而 I don’t like …because… , You need to … It’s better to …等是初中阶段就应该熟练掌握的功能项目,可以不作为重点来训练。 这个阶段的高一学生思维正处于活跃的阶段,具有较为丰富的想象力。经过初中三年的学习和磨练,再经过模块一至模块三的学习训练,具备了一定的语言表达能力。本节课中,他们经过两篇关于农业方面文章的阅读,积累了相关的词汇与句式表达,从而为本节课的写作打下了一定的基础。然而,本节课有三个主要环节即阅读、对话和写作。在这三个环节中,学生运用功能项目时,可能只会机械呆板地套用,缺乏灵活性,而且不能把握对话的要点。写作内容是设计英语海报,学生有可能对英语海报的格式及语言表达方面把握不准,导致表达规范性不够和重点不突出的倾向。因此,授课教师在教学设计时应引起足够的重视。另外,基于本节课课型的特点,学生在对话操练前会采用同伴互助即pair work 的方式进行操练,写作过程中会采用讨论和合作探究完成海报的设计。 四、教学目标 1. 语言知识:巩固Using language 这一块所学过的单词,比如:organic, fertilizer, chemical, fertile, supply, mineral, pest, whatever, refer to, nutrition等并学习新词 certain。 2. 语言技能:学会用英语提出忠告和建议,比如,描述某有一农产品的优点与缺点;学会用英语制作海报,从而提高英语写作能力。 3. 情感态度:了解农民的生活,尊重农民的劳动;学会辨别有害食品与绿色食品。 4. 学习策略:合作探究,同伴互助。 5. 文化意识:引发学生对食品的质量与发展农业的思考。 五、教学重点与难点 1. 组织学生用英语说服顾客购买老王的绿色食品,培养学生口头表达能力,为学生的写作作好铺垫; 2. 指导学生用英语制作海报,提高英语写作能力; 六、教学策略与手段 1. 以任务型教学作为课堂教学设计之理念,采用情境教学法、交际教学法、讨论法等教学方法。从一定程度上说,人们使用语言是为了完成各种各样的任务,而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言,实现目标,感受成功。 2.在教学中突出交际性,注重读写的实用性;同时进行情感与策略调整,以形成积极的学习态度,促进语言实际运用能力的提高;教师还要重视各环节过渡时的教学用语,达到承上启下的作用。 3.坚持“教师为主导,学生为主体,任务为基础”的教学原则,在课堂的不同环节,教师应自觉扮演“设计者、研究者、组织者、促进者和协调者”的角色。 4. 贯彻“教中学,学中用”的策略,真正使学生学以致用。 5.采用多媒体课件展示教学内容,激发学生的学习兴趣,营造良好的课堂氛围。 七、课前准备 学生课前应作好预习准备工作。比如,复习和巩固Using Language部分的单词;要弄清绿色食品,有机肥,农家肥的指向,如何用课本上所给的功能项目向对方提建议和忠告等。教师要认真领会新课标精神,充分分析教材,确定重难点,把握学生的学情,理清教学思路,准备好教学课件和教学素材以及课堂上要用的画笔及纸张,另外要确定好学生的合作小组以及明确组内分工。本节课宜在具有多媒体平台和实物投影仪的教室里进行。 八、教学过程 Step1. Lead-in Show the students some pictures of green food and junk food and ask them some questions as follows: 1. Which food do you prefer to eat, why? 2. Which of those do you think are green foods and what will you think of when we mention the green food? 设计说明:通过观看图片激发兴趣,回答问题启动学生绿色食品的意识,打开对绿色食品相关话题比如说农场之类等,激活其农业方面的相关思维。 Step2. Reading 教师让学生阅读下面一篇短文,完成文后的任务。 What is green food? Green food, which is healthy and safe for people’s health, refers to the food growing with natural rather than chemical fertilizers. The fertilizer that “green” farmer use is natural waste form animals. They believe that putting this in their fields, which are away from industrial areas and dirty water supplies makes the soil richer in minerals and more fertile. Besides, they can keep the air, the soil and water as well as the food supply free from chemicals. As everyone knows, green food is usually more expensive to grow than other food which is not safe so that many people would rather buy ordinary food at a much lower price without caring about their health. This means green food doesn’t sell well in China, which worries“green”farmers. Questions: 1. What does the writer mainly want to tell us? He wants to tell us something of green food such as the advantages and the disadvantages of it. 2. What are the advantages and the disadvantages of the green food according to the passage? Advantages: a. healthy and safe for people’s health b. grown with natural fertilizers c. away from industrial areas and dirty water supplies d. free from chemicals Disadvantages: a. more expensive than other food which is not safe b. green food doesn’t sell well 3. What is Lao Wang’s trouble? He doesn’t know how to let people in cities know how special his green melons are and may not be able to sell them out before they go bad. 设计说明:通过阅读,进行语言输入,训练学生阅读技巧如抓主旨大意和细节的能力。弄清绿色食品的利弊和理出老王的烦心事,为顺利过渡到下一个环节作好铺垫。(另外这篇文章是笔者在原有教材基础上,进行了重整以更加适合学生的认知水平,课本上的阅读文章短而浅显) Step3. Discussion Activity: Work in pairs and discuss which of Lao Wang’s watermelons would you prefer to buy, your opinions must be based upon the above advantages of green food, using the following expressions, especially the underlined ones. I would rather… I don’t like…because… I’d prefer… because… It’s a great pity that… Should I we …? It’s better to … This is good value because… If I have a choice I’d choose…because… What is the advantage of …? You need to… 设计说明:通过讨论,开启学生思维,为进入到对话环节做准备, 巩固和运用本单元的功能项目并且有所侧重。 Step4. Dialogue production Activity: Work in pairs to help Lao Wang solve his problem. One acts as a customer, the other acts as Lao Wang, who is trying to persuade his customers to buy his watermelons, again using the above expressions. Some pairs will be invited to act your dialogues out. 设计说明:这个环节体现了任务型教学的理念,即学中用,用中学。让学生在具体语境中得体地运用本单元的功能项目,也为下一步写作作好铺垫。 Step5. Pre-writing What other ways can you think of to help Lao Wang sell his products well? Yes, make a poster or an advertisement. Let’s begin. Show two posters of which one is well designed and the other is ordinarily designed to the students in order to tell the differences between them and decide which is better. Then draw their attention to the better one. The format of a poster should be known to the students. Also the students should be guided to be able to use attractive heading, beautiful pictures and persuasive words, creative design and direct reasons to form their poster. 以下是两则海报示例及对学生进行海报制作的指导: Sample 1 sample 2 Reference: 1. The structure of a poster: Sample 1 sample 2 ▲Main heading ▲Part 1 Explain what you sell ▲Part 2 Reasons to buy (in shortened sentences) ▲Part 3 Impressive slogans An attractive picture ▲ Main heading ▲Part 1 Impressive slogans ▲ Part 2 Reasons to buy (in shortened sentences) ▲ Part 3 Explain what you sell An attractive picture 2. Useful words and expressions: Healthy and safe; free of chemical fertilizer; rich in nutrition; high in ; grown away from; be certain to ; natural fertilizer; Follow your desire! This is one step on the road to a …world! It’s best choice ! just do it! 设计说明:展示两副海报,通过比较,让学生判断其优劣,然后引导学生研究有特色的那副海报,其结构、标题、图片、语言表达等,从而培养学生的鉴赏力,同时给学生提供范本和可能用到的词句供他们运用和模仿。在这一环节里,教师尤其要引导学生品味海报里的语言表达,给出足够的时间让他们讨论和酝酿自己的语句。 Step6. While-writing Activity: Work in groups of 4 and design your best posters for Lao Wang to sell one of his green fruits. Each of the four should be assigned a concrete job such as deciding the heading, drawing the beautiful pictures and using the most attractive words and expressions. 设计说明:这个环节是本节课的重要环节之一,经过前面几个环节的层层铺垫和语言输入,来达到语言的有效输出。要求学生把学到的语言知识运用到做事中来,体现学以致用的原则;在手段上采用小组合作分工的方式,激发学生的合作意识,共同探究共同分享,感受成功和快乐。 Step7. Post-writing Give the assessment of the works to the class and then ask some groups to show their works on the screen. Have comparisons of the presented works and then the teacher gives the exact and scientific evaluations. Assessment Self(自评) Peer (同伴互评) Content (5) Does the poster have a clear structure(结构)? (2) Does your poster include persuasive reasons?(2) Do you draw any pictures?(1) Grammar(2) Do you use tense correctly?(1) Is your spelling correct?(1) Language (3) Do you use any good expressions learnt from this class?(1) Do you use attractive and brief sentences?(2) Total marks (10) 设计说明:(1) 引导学生进行自我评价和互评,它不仅符合新课程所倡导的合作、交流和探究的学习理念,而且有益于学生认识自我,树立自信;有助于学生反思和调控自己的学习过程,从而促进综合语言运用能力的不断发展。 (2)教师一要给学生提供评价表,以便对自己的作品作出正确的评价;二要运用鼓励和激励性的语言给予综合评价,做到科学准确,简洁明了,对学生有示范性的作用。 Step8. Summary In this class we have made it clear what green food is and we have offered our help to Lao Wang to solve his problem by persuading customers to buy his products and making a poster for him. I really appreciate your job. Well done! I hope green food will be always on your dinner table and you will be always healthy with green food. 设计说明:重点环节结束时总结话题可以帮助学生加深对本节课内容的理解,让学生回味本节课的活动,进一步理清思路,结束本单元的学习。 九、板书设计 Unit2. Working the land Using Language: Reading, Speaking and Writing Advantages: a. healthy and safe for people’s health b. grown with natural fertilizers c. away from industrial areas and dirty water supplies d. free from chemicals Disadvantages: a. more expensive than other food which is not safe b. green food doesn’t sell well Useful expressions: I would rather… I don’t like…because… I’d prefer… because… It’s a great pity that… Should I we …? It’s better to … This is good value because… If I have a choice I’d choose…because… What is the advantage of …? You need to… 十、作业设计 1. Please improve your poster and upload to the web : www.albaba.com . 设计说明:学生在课堂上学到的知识和获得的能力,一旦被运用到实际生活中去,会给他们带来无穷的乐趣和极大的成就感,这将会激励学生更加发奋学习,取得更大的成功。 问题研讨 本节课一直围绕绿色食品和老王的农产品销售这条线展开,应该说作到了层层递进,环环相扣,过渡紧凑,但课后还是觉得有些缺憾。 1. 本课的重点是写,通过写前的各种铺垫,实现语言的有效输出。但是学生的海报设计不论是版面还是语言表达仍不尽人意,有些简单。尤其是海报上语言表述依然幼稚平淡,似乎初中学生也能写出这样的句子。这是否与教材本身的要求有关? 2.学生在对话这个环节里,思路仍然没有打开,仅局限于简单的一来一往的三两个来回,语言简单不能深入话题,语言能力并未得到很大的拓展。 3.如何拓宽学生思维,使之能深入话题,从而提升学生的语言能力,仍然是今后口头表达与写作教学的努力方向。 参考资料 陈琳 王啬 程晓堂等:《英语课程标准解读》,北京师范大学出版社2002年版,第105页。 广东省教育厅教研室: 《英语优秀教学设计与案例》,广东高等教育出版社2005年版,第141 浙江省教育厅:《浙江省普通高中新课程实验学科教学指导意见》,浙江教育出版社2006年版,第49-51页。 朱文英:《建构主义理论指导下的综合技能教学探索》,《中小学外语教学》2007年第4期 (本文在撰写过程中引用了2007年温州市高中优质课比赛部分选手的材料,在此本人向这些选手表示诚挚的谢意。) 本文经整理发表在2007年12期《中小学外语教学》28-32页上,欢迎同仁们指正。 |
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