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牛津英语Module1 Unit1 Project课例实践与探讨

作者:佚名   时间:  2014-05-06 08:52:40   浏览:  1219次

牛津英语Module1 Unit1 Project课例实践与探讨 根据普通高中《英语课程标准》(实验)的要求,普通高中学生在高中阶段将完成五个必修模块的学习,每个模块安排三个单元。每单元由Welcome to the unit, Reading, Word power, Grammar and usage, Task, Project,和 Self -assessment 七个版块构成。每个单元的Project引导学生进行探究性学习,把英语听、说、读、写的训练从课堂内拓展到课堂外。该版块首先提供与该单元话题有关的阅读材料,让学生从中受到启发,贯彻“在用中学,在学中用,学了就用”的原则,用英语去做一件事情“Do to learn”,创造性地完成学习任务,培养学生综合运用语言的能力。 教学课型: 模块1第二单元的话题是Growing pains。在Project ---- Writing an advice letter版块要求学生先阅读两封信(分别是父亲和儿子写给专栏作家的求助信),然后要求学生写回信,给父亲或儿子一些建议。所以,该版块的课型应该是阅读写作课,即把写作贯穿与阅读教学中,在训练学生阅读能力的同时培养学生的书面表达能力。 教学设计: (一) 总体思路 任务型教学强调学生在“做中学,用中学”。 任务型教学倡导教师要根据教学内容,创造性地设计各种任务活动。让学生学会用英语做事,在做事的过程中学习语言,并形成综合运用语言的能力。所以本课首先要处理好阅读环节。阅读教学模式多种多样,关键是要处理好阅读教学的三个阶段,即读前活动(Pre-reading),读中活动(While-reading)和读后活动(Post-reading)。读前活动主要是引入话题(Lead-in),激活背景知识;读中活动主要是让学生通过Skimming 和Scanning(第一单元中学过的阅读策略)等活动理解课文,获取必要的信息,完成回答问题等任务;读后活动主要是让学生结合所学语言知识,通过讨论、小组合作等活动完成任务。然后要引导学生利用上一环节完成写作。 (二)教学过程 Step I Lead-in 1. Talk about Home with kids (《家有儿女》)with students. Ask the students the following questions. Have you watched the TV series Home with kids? Do you like them? How many members are there in the family? What do you think of the mother and the father? 2. Tell the students to listen carefully and answer the following questions. There are many problems in some families, esp. problems between parents and their children. I guess you may experience some problems with you parents. How will you solve the problem? Who do you turn to for help? [设计目的] (家有儿女)是近年来在中国热播的家庭剧。由电视剧过渡到父母与孩子关系的话题,用此导入会激发学生对这一问题的共鸣,增强学生参与课堂学习活动的积极性和主动性。 Step Ⅱ Reading 1. Skimming Ask the students to skim the text and answer the questions: 1). what is the name of the column? 2). Why do the father and the son write the letters? 3). Who do they both write to? 2. Scanning Ask the students to read the two letters more carefully and try to find the answer to the following question: What are the father’s and the son’s problems? Their problems Father’s Son’s [设计目的] 这一环节主要是培养学生的阅读策略和获取信息的能力。在目前的高中英语阅读教学中运用最普遍的阅读策略是略读(Skimming)和寻读(Scanning)。略读可以快速捕捉文章大意,寻读可以查寻特定信息。 Step Ⅲ Group discussion We have known that the father and the son are very worried and are eager to solve their problems. Suppose you are Mr. Zhu, please give either the father or the son some advice. Ask the students to work in groups of four. Their problems Your suggestions Father’s Son’s [设计目的] 新课程倡导的探究性学习活动通常以小组的形式进行,为学生提供了有利于人际沟通和合作的良好空间。这个环节让学生分组讨论,给出父亲或儿子一些具体的建议,为下一步学习活动做铺垫。同时也有利于培养学生自主学习和合作学习的能力。 Step Ⅳ Dialogue Ask the students to work in pairs and try to make a dialogue between Mr. Zhu and the father or Mr. Zhu and the son.. [设计目的] 此环节是Reading和 discussion部分的延伸。要求学生用Reading部分已经找到的信息和discussion部分已经讨论的结果来完成对话。学生可以借助板书的信息提示很轻松地完成对话,增强他们学习英语的自信心。为了进一步体现“Do to learn”和“ Learn how to learn”的教学思想,我在进行总结时利用上节课学习的强调句型“It’s ﹢(our parents)被强调部分﹢that/who”进行强化训练。这样做既复习巩固了句型又潜移默化地对学生进行了情感教育。学生发言积极踊跃,课堂气氛达到高潮。比如: It was our parents who brought us to the world. It was our parents who created us. It is our parents who are willing to do everything for us. It is our parents who are always ready to help us grow up healthily. It is our parents who are always ready to do what they can to help us. It is our parents who know our needs better than anyone else. Step ⅤWriting Use what you have learnt in this class to write an advice letter to the father or the son. [设计目的] 层层深入,层层铺垫,写作就是水到渠成,顺理成章的事了。阅读获取相关信息,讨论和对话为书面表达奠定了基础,并提供了有利支持。加上父母和孩子关系的话题是学生所熟悉的,在写作时就会言之有物。 下面是学生习作之一。 Dear Liu Wei, Thanks for your attention to our magazine. After reading your letter, I know you are in trouble with your family. Don’t worry. I’d like to tell you something about myself when I was your age. Nowadays you meet the problems which are still common in the modern society. Here I want to give you some advice. First, you must respect your parents, not shout at them. We should remember that it was our parents who brought us to the world. Second, you can often talk to your parents to let them understand you better. Perhaps,communication is the key to solving problems. I hope it’s helpful to you. I’m looking forward to receiving your good news. Yours, Mr. Zhu Step ⅥHomework 1. Write an advice letter 2. Write a letter to your father and mother to express your love and thanks to them. [设计目的] 课后作业是课堂学习的补充和延伸,有利于巩固学生在课堂上所获得的知识技能,使课外作业和任务型课堂教学融为一体。 总之,从以上课例可知,利用每个模块的Project版块把写作贯穿与阅读教学中,从而提高学生综合运用语言的能力。
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