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1、新课标理念下的高中英语课例分析德清县教育局教研室陈琛琛1 1一、词汇教学 词汇是语言的三大要素（语音、词汇、语法）之一，是语言的基本材料。语言学家威尔金斯（Wilkins）说: “ Without grammar very little can be conveyed; without vocabulary nothing can be conveyed.”英语教学大纲中的词汇量及词汇的选择历来是我国英语教师最为关注的问题之一，词汇量的多少也往往是衡量教学难度的主要指标之一。同时，在历次外语教学改革中，词汇量和词汇教学均为研究的重要课题。2 2词汇教学的偏见：认为强调技能的培养、强调学习过程的
2、教学途径（如任务型语言教学）就不需要教授词了。任务型教学的倡导者并没有反对语法和词汇教学，而只是倡导在使用中学习，在完成任务中学习。任务型语言教学的一个基本做法是让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，通过完成任务（如填表）等多种形式的活动，在真实和接近真实的情况中学会词汇的意义，掌握词汇的用法。3 3词汇等语言形式的教学与语言实践之间的关系是辩证的，学生通过用语言做事的方式来掌握语言。在活动中，需要教师对于整个活动过程进行有效的引导。即使是第一天学习英语的学习，也可以通过到公共场所、到商店找英文标识的方式学习词汇。学习的过程就是一个完成任务的过程。在“用语言做事用语言做
3、事”的过程中，学生可以通过亲身体验和感受的方式较为牢固地掌握词汇。让学生自主学习，在学习活动中、在使用语言的过程中形成语言能力，掌握语言知识，在交流中运用所学习的词汇。4 4新课标词汇选择的原则：、使用频度（Frequency of use）、使用范围（Coverage）、适用范围（Range）、实用性（Availability）、易学性（Learnability）、使用机会（Opportunity）、兴趣点（Centers of interest）5 5对于词汇量要求的依据：、学习者掌握单词才能进行较好的交流。、根据其他国家和地区的教学大纲对词汇量的规定，基本把高中毕业的词汇量要求定在词之间
4、。、按我国历史和现实发展的要求，在我国，由于城乡环境的不同，根据学习年限和课时提供的教学空间，采用取中偏下的做法，将高中八级的单词量定在左右。6 6课堂上词汇教学应遵循的原则：、尽可能在一定的语境中教授词汇。、要灵活把握词汇掌握程度；不要期望学生一下子把单词的所有用法都掌握，对单词的音、形、义的掌握也要灵活处理。、要尽可能给学生创造使用所学词汇的机会、对词汇的复习和考查要采取灵活多样的方式，尽可能提供相对完整的语境。7 7词汇是第二语言习得的基础，词汇教学的目的在于把词汇变成有意义的刺激，使之与一定的概念联系起来，并帮助学生建立起自己的词汇学习策略。词汇教学主要解决“教什么词汇、教到什么程度、
5、用什么方法教”这三个问题。8 8词汇教学课例：Body language教学过程：1、Pre-task1）从漫画入手，引出body language的话题。T:Look at the cartoon, do you know why people dont want to talk to Harry?S1:Because he is ugly-looking.S2:Because he looks angry and doesnt smile.S3:Maybe his clothes are not the type that people like.T:Very good!How about
6、 the way he stands?（学生沉默）T:If you come across a person like Harry shown in the picture ,do you feel like talking with him? 9 9Ss: No.T: Why not?S4: The way he stands means that he is not ready to talk with anyone and I think he will be rude and cold to others.T: Brilliant! So we can draw the conclus
7、ion that sometimes the way people sit or stand and the expressions on their faces can tell us something about them,even if they do not say anything. They use their body to show their feelings or emotions. We call this “body language”(板书： body language)老师在黑板上画简笔画，学生用自己的话描绘图中的人开心、悲哀、暴怒等来激发学生的兴趣并调动他们的思
8、维，以此引出有关facial expression的词汇。10102、教师请学生到前面来根据要求表演下面的动作。1)hanging ones head down to look ashamed2)placing hands in povkets to look causal or indifferent3)pacing up and down to look restless or worried4)looking aggressive5)tapping foot to look impatient6)placing hands on hips to look angry or bossy通过
9、以上的热身活动引出本课的中心：1.Body language is either the way you sit, walk, or stand,or the gestures and expressions on ones face or in ones eyes.2.Communication is more than listening and speaking11112、Whiletask1）老师讲解Skimming部分的意思和要求，给学生3分钟时间小组讨论其后的4个问题，让学生了解文章的概要。2)在幻灯片中展示下列各组单词和短语ALook upPick upHoldupGet dow
10、n toGo awayGlance atBSenior employeeCustomerMiddle-aged ladyColleagueFax machinePart-time jobTravel company1212CGivea good impressionWithout hesitationWhats upGet a chance to do sth.Feel welcome3）教授词汇：步骤一：教授A栏中的短语动时可采用一方面让学生在课文的上下文中猜词义，一方面复习以前学过的其他不同的搭配，或者通过补充一些近义的词组辩异的处理方法，如：look up-look at, look f
11、or, look through, look downGlance at-stare at, glare atDCommunicateImproveSigh1313步骤二：B栏中的词用英语解释和图片展示的方式，如：What is a colleague / middle-aged lady?A colleague is someone you work with.A middle-aged lady is a lady who is no longer young but not yet old.步骤三：C栏中的词组主要通过学生理解后自己用这些词组来造句，如：My new colleague
12、gives me a good impression by greeting me cheerfully.Debbie got a chance to work in a travel company during the summer holidays.步骤四：D栏中Improve 和 communicate都是常用动词，要讲解他们的用法、其它词性和搭配。 14144）“单词故事”以小组为单位任意挑选前面学的练习中出现的4-6个词或词组，组成一段对话或一个小故事，尽量使对话或故事生动有意义如： I am a university student.I wanted to find a part
13、-time job last summer holidays. As I was looking up the advertisements in newspapers, I noticed that a travel company was looking for a secretary, who can use computers and the fax machine. I thought I would be the right person for this job, so I wrote a letter to the company without hesitation. In
14、order to give them a good impression, I typed the letter instead of writing it by hand. Three days later, I was asked to go and talk with a senior employee of the company. In the end, they didnt take me. “Bad luck!” I sighed.15153、Post-task1、趣味游戏：给出解释及首字母，让学生填上相应的单词。H -You may feel this at middayP -
15、No one wants to feel thisS -You may feel this at 11 p.m.I -You feel this when you read a good bookF -You may feel this alone at nightB -You may feel this if you have nothing to doL -You may feel this for your family 等等2、即兴发言用12个句子来解释你将用什么来表述以上所列的情绪和感觉用以下结构If / When I am , I will.In time of , I will.
16、1616Assignment:1、准备一个口头表达：举例表述为什么Body language 在我们日常生活中是重要的。2、课外的小组活动：以小组的形式准备一个哑剧小品，并用英语进行表述。End1717课例分析:1、导入部分-以活动激发兴趣，引出主题 通过创设情景激发学生的思考，从而引出他们已有的与本单元有密切关联的词汇。2、展开部分-以课文为载体，分类学习词汇 切入课文后，教师通过对新词有目的的分类，降低了学生在学习过程中的难度。3、巩固部分-以“单词故事”的兴趣点，巩固新知，用编故事和对话的形式对内化了的语言素材进行输出，既检查了学生对词汇的掌握程度，又培养了学生的语言组织能力和想像力。1
17、818 该部分体现的是课堂上的预设与生成，预设的越多，课堂生成的也越多，这对于教师是一个很好的学习机会，众多的学生思维是任何一个个体的教师难以匹配的。4、拓展部分-以活动促发展，总结提炼主题 活动通过趣味游戏为学生提供更多的与主题相关的语言素材，为下一个活动做铺垫。游戏中有些生词，这给学有余力的学生拓展了语言的素材，谈论的话题紧密相连的，起到了首尾呼应的效果。1919 二、阅读教学阅读教学新课标中关于阅读技能的教学建议：教学目的：培养阅读策略；培养语感；特别强 调培养学生在阅读过程中获取信息、 1 处理信息的能力。基本技能：1、略读 (skimming) 2、找读 (scanning) 3、预
18、测下文 4、理解大意 5、分清文章中的事实和观点 20206、猜测词义7、推理判断8、了解重点细节9、理解文章结构10、理解图表信息11、理解指代关系12、理解逻辑关系13、理解作者意图14、评价阅读内容2121主要教学活动举例：读前读前活动活动阅读活动阅读活动读后读后活动活动1 1、明确目的、明确目的2 2、熟悉话题、熟悉话题3 3、预测内容、预测内容4 4、预测词汇、预测词汇5 5、激发兴趣和、激发兴趣和 欲望欲望6 6、布置任务、布置任务1 1、略读、略读、略读、略读2 2、找读、找读、找读、找读3 3、根据所读内容、根据所读内容、根据所读内容、根据所读内容画图、标图、连线、画图、标图、
19、连线、画图、标图、连线、画图、标图、连线、填表、排序、补全填表、排序、补全填表、排序、补全填表、排序、补全信息信息信息信息4 4、为课文选择或、为课文选择或、为课文选择或、为课文选择或添加标题添加标题添加标题添加标题5 5、根据所读内容、根据所读内容、根据所读内容、根据所读内容制做图表制做图表制做图表制做图表6 6、边读边操作、边读边操作、边读边操作、边读边操作7 7、判断真伪、判断真伪、判断真伪、判断真伪1 1、转述所读内、转述所读内容容2 2、根据所读内、根据所读内容进行角色扮演容进行角色扮演3 3、讨论、讨论4 4、改写、改写5 5、续尾、续尾6 6、写摘要、写摘要2222材料选择：贴近
20、学生生活和语言水平；题材广泛，体裁多样；具有思想性、趣味性、知识性、挑战性和时代性。教师角色：鼓励、启发、引导、帮助、监控、参与、 反馈与评价2323阅读理解的层次可分为：1、Read the lines 字面阅读2、Read between the lines 推理阅读3、Read beyond the lines 形象阅读各教学步骤的侧重点：1、读前活动，引出话题，唤起阅读兴趣2、阅读活动，训练阅读技能3、读后活动，鼓励学生联系生活实际2424常用的教学方法：1、阅读与其他教学活动结合，如读写结合、读听结合2、大量阅读，培养学生通过阅读学会阅读3、快速阅读，鼓励持久的默读以促进阅读的流畅关
21、键：1、帮助学生形成有效阅读策略，克服不良阅读习惯， 提高自主阅读的能力。2、在阅读材料的讲解过程中，培养学生的跨文化意识。 2525阅读教学课例模块1 Unit 5 Nelson Mandela-a modern hero教学过程1通过一段演讲录音、一幅漫画和一段音乐分别引出三个著名人物：马丁路德金，爱因斯坦和迈克杰克逊，并边演示边提出问题，让学生回答。1)放“I have a dream”演讲录音，提以下问题：Who gave this famous speech?What contribution did he give in history?2)展示一幅美女和火炉的漫画，让学生说说画的
22、涵义并引出爱因斯坦。3)由杰克逊的歌引出这名歌手。你觉得他是名人还是伟人？为什么？26262让学生说出他们所知道的伟人和名人的错别字以及他们的故事。在这个过程中，教师可以通过不断展示历史上中外伟人和名人的图片并且播放有关的音乐来调动学生的情绪，带领学生进入特别的氛围从而达到预期目的，曼德拉的图片穿插其中，这时可以提出以下问题：Are these men important in history? Are they all great? Why?完成问题的讨论，让学生明白真正伟大的人是指那些对于人类历史作出巨大贡献的人，是推动历史向前发展的人。3引出本文主人公曼德拉，说明他就是这样一个伟人，这样
23、顺利进入课文的阅读。2727II:While-readingSkim the text and answer the following questions.1）What is the name of the writer?2）When did he first meet Mandela?3）When did he go to school?4) How did he feel when he met and talked to Mandela?5) Could black people vote at that time?6) Who decided the place where they
24、 lived?7) Does Elisa like violence?这部分的阅读是浅层次阅读浅层次阅读，通过学生的浏览阅读，对课文的故事梗概有个大致的了解，因为设置的问题比较浅显，学生回答起来不会有太大困难。28282.Scan the text and tell whether the statements are true or false.1）Elisa met Nelson Mandela at school.2）Nelson Mandela was a black lawyer.3）Elisa was unable to read or write because he was l
25、azy.4）Nelson Mandela helped him keep his job.5）Elisa was happy blowing up government buildings.6）Nelson Mandela believed that black people were being treated as well as white people in South Africa.7）Nelson Mandela thought violence was a good way to help black people.8)The government were happy with
26、 Nelson Mandela and the ANC.这部分阅读属于中等层次的阅读中等层次的阅读，学生对于每个陈述句需做必要的辨别以区分正误。在辨别过程中，学生加深对课文的理解，如第3句，Elisa不识字，不是因为懒，而是因为穷，没有机会上学，从而使学生对于南非黑人当时的生活状况有更深的了解。29293.Further understanding of the text.1）In Elisa eye, what kind of person was Mandela?2）What would Elisa always keep in mind?3）How was black peoples s
27、ituation at that time?4）According to Mandela, what did black people have to do?5）What did Elisa do in 1963?6）What was his feeling about his action? Why?这部分是本课阅读的最高层次最高层次：学生通过课文所提供的材料以及自己对于课文的理解，说出自己的看法，如，第一个问题就需要学生在已知的材料中提炼出曼德拉到底是个什么样的人，学生在这一环节中需要运用课文中的素材和已有的语言知识来表述。这部分的内容有一定的难度，教师需给予学生必要的帮助。3030III
28、.Post-readingSuppose you are a reporter, you will have an interview with Nelson Mandela. Have a discussion about the interview in groups and then give the presentation between a reporter and Nelson Mandela. Your interview may cover the following:Birth ?Education ?Family ?Experience ?Struggle for lib
29、erty ?Wish ?Step 1 Group work ?Step 2 Class Presentation ?在小组活动过程中，教师要巡视，并给予学生必要的指导和帮助。3131Assignment:让学生查阅有关书籍或网上寻找有关的信息，写一篇有关曼德拉的小故事，下节课介绍给全班同学。End.3232课例分析：课例分析：1导入新颖，激发兴趣。 学生的情绪是需要培养的。本课的题材比较严肃，运用图片、音乐和演讲录音导入，让学生得到视觉和听觉刺激，容易激发学生的兴趣，为下一步骤做铺垫。2依据规律，合理安排。 本文虽短，但是头绪比较多，笔者在安排过程中，按照课文内容先进行仔细梳理，继而安排了三步
30、阅读。3适度拓展，开发思维。 阅读后的“采访曼德拉”活动设计可谓是本课的升华部分，设计的目的是让伟人走进我们的生活。这一环节，是让学生各显其能，大显身手的时候，也是学生思维最为活跃最出彩的地方，特别是小组讨论，集中了集体的智慧。教师在小组活动前，给学生“Birth, Education”等采访的话题作为参考，同时又留给学生思维发散的空间，这样既保证了所要求的内容，同时也让学生的想象力得到充分的展示。3333 三、语法教学三、语法教学 学习一门外语，如不清楚该语言的内部规则，势必影响学习者准确地运用语言来传情达意。这里所说的语言内部规则即语法。自提出语言的交际功能以来，语法教学一度受到强势交际理
31、论的排斥，语法作为语言内部结构规律的总结，是语言交际的基础，也是语言交流准确性的保证。大多数研究结果表明，在适当的学习阶段，以适当的方式学习语法，对于掌握语言是有益的。根据中国学生的实际情况，学语法能增强学生理解、分析能力，使语言输入更易理解，有助于提高语言表达的质和量。对于大多数英语学习者而言，要真正掌握英语，就必须掌握基本英语语法。3434为了提高语法教学的效果，可根据不同的教学对象和教学内容采用不同的教学方法，如： 、归纳法 、演绎法 、情境交际法 、任务型语法教学法 、图画、表格方式的语法教学 、比较法3535在进行语法教学时，应帮助学生掌握或形成如下的学习策略：1）在理解的基础上学习
32、语法结构；2）在语言材料积累的基础上积极主动地比较归纳总结语法规则；3）从运用时所犯的错误中进行学习和自我修正；4）在交际和运用中学习、巩固和掌握语法知识。3636新课标中语法项目表说明：（1）标号的项目，七级要求理解，八级要求掌握。（2）高中阶段的语法教学，应从语言运用的角度出发，把语言的形式、意义和用法有机地结合起来。要引导学生在语境中了解和掌握语法的表意功能。1名词（）可数名词及其单复数（）不可数名词（）专有名词（）名词所有格37372代词（）人称代词（）物主代词（）反身代词（）指示代词（）不定代词（）疑问代词3数词（）基数词（）序数词38384.介词和介词短语5连词6形容词（比较级和最
33、高级）7副词（比较级和最高级）8冠词9动词（）动词的基本形式（）系动词（）及物动词和不及物动词（）助动词（）情态动词393910时态（）一般现在时（）一般过去时（）一般将来时（）现在进行时（）过去进行时（）过去将来时（）将来进行时（）现在完成时（）过去完成时（）现在完成进行时404011被动语态12非谓语动词（）动词不定式 （）动词的-ing形式（）动词的-ed形式13构词法（）合成法 （）派生法（）转化法 （）缩写和简写14句子种类（）陈述句 （）疑问句（）祈使句 （）感叹句414115句子成分主语、谓语、表语、宾语、定语、状语、补语16简单句的基本句型17主谓一致18并列复合句19主从复合
34、句宾语从句、状语从句、定语从句、主语从句、表语从句20间接引语21省略22倒装23强调24虚拟语气4242语法教学课例（一）模块1 Unit 4 who, which, that引导的定语从句阅读一篇定语从句的介绍短文，并以配对合作形式完成一系列学习定语从句的任务。让学生完成研究型学习。The attributive Clause, which is one of the utmost essential sentence structures in the language, is now being taught at senior high schools. The students w
35、ho study this grammatical phenomenon must pay close attention to the following:The Attributive Clause that we use in the sentences usually act as a modifier. Its a certain part of the sentence, which describes, explains or reasons another word or phrase like an adjective. The word or the phrase whic
36、h the clause modifies is called the Precedent（先行词）. The attributive clause that is used in the sentence usually begins with a Relative Pronoun（简称R.P.，关系词），namely which, who and that. They have two major functions which are:1. referring to the precedent and2. acting as essential part in the clause.Fo
37、r example, in the sentence “Those students who understand the structure and the usage of the Attributive Clause will be able to express themselves freely and nicely”, the precedent is “those students” and the relative pronoun is the word “who” which acts as the “subject” in the clause.4343阅读完毕，老师问“W
38、hat is the passage about?”学生回答：“Attributive Clause!”要求学生进行第二遍阅读，并布置任务发给每个学生一份问卷，要求阅读后完成这份问卷。问卷内容如下：Tasks for the Attributive Clause:1.Please find out how many attributive clauses are used in the article and underline them.2.Fill in the table underneath according to the requirements:Nothe PrecedentTh
39、e Relative PronounFunction of the R.P. 1234444三个问题：Conclusion:1.What is the Attributive Clause?2.What are the Relative Pronouns used in it? Is there any difference between them?3.What functions do the Relative Pronouns have?）布置给学生一些以定语从句为句子结构的翻译题作为思考和训练，请学生们独立思考并完成。可以考虑选自历年高考题。）以小组为单位制作一张有关“定语从句”的介绍
40、海报，如下图，并且张贴出来，激发学生的兴趣，培养独立思考、动手操作的能力。4545The Attributive ClauseDEFINITION:A clause which describes, explains or reasons another word or phrase known as the precedent.FUNCTIONS OF RELATIVE PRONOUNS:1.They stand for the precedents;2.They are used as subjects as well as objects in the clause.DIFFERENCE
41、S BETWEEN RELATIVE PRONOUNS. Whichthings and matters That Whopersons4646课例分析：本课例的特色之处就在于改变了由教师一言堂解释语法规则的课堂教学模式，通过师生对一篇有关定语从句文章的阅读、讨论，帮助学生在不知不觉中发现归纳定语从句这一语法结构的句法作用、意义和关系代词的基本用法，培养了学生自主学习的能力。教学建议：学生有差异性，不同层次的学生对研究型学习模式有不同的反应，在教学中，应注意到教学过程的分层原则，可在学习了定语从句和关系代词的基本用法后，增加一些机械性或半机械性的语言操练，如：用定语从句连接两个句子、补全句子等
42、，为学习能力较弱的学生搭建台阶。4747语法教学课例（二）内容：动词不定式作主语；学习运用It isadjfor sb.to do sth结构I导入（Lead-in）Step 1： Look at the pictures and talk about the one you like.（由于这一单元课文涉及的是头发护理和发型的选择，所以先请学生看一些照片，是David Beckham各个时期的发型照片，要求他们选择自己喜欢的发型。）T：These are the pictures of David Beckham in different hair styles. Please select
43、 the style you prefer.当学生看着这些图片时，班级中发出一片议论声。很明显，学生的兴趣被调动起来了。4848Step 2 通过师生对话，来引出不定式作主语的句子结构。T：Which hairstyle do you prefer?S：long hair.T：Why?S：Because it is quite cool.T：Then you mean：To wear long hair is quite cool. Do you understand what I said?S：Yes.（同时老师板书以上的句子，引出动词不定式作主语的课题。）4949Step 3 提出问题，启
44、发学生找出句中在结构上的区别。T：Whats the subject of this sentence, can you tell me?S：To wear long hair.T：Well done. Infinitive, or to do sth. can serve as a subject in a sentence.（展示这一结构To do +v. or It + v. + to do ）T：So how to rewrite the sentence “To wear long hair is cool?”S：It is cool to wear long hair.T：Yes.
45、 The pattern is “It is + adj. + to do sth.”（教师板书这一结构。 5050II通过比较发现it is + adj.+ for sb. to do sth.T：Will you choose to wear your hair long?S：Absolutely not.T：Why?S：As a student, it is not suitable for a boy to wear long hair.T：I agree. So, in his opinion, to wear long hair is not suitable. Lets comp
46、are the two sentences on the board, and we may find we have to put them into different context so as to make them more specific in meaning. Who can do me the favor?S：To wear long hair is quite cool for Beckham.T：Good. She put “for Beckham”behind the sentence, which helps to make the meaning specific
47、. Try to put the sentence in a better order. Who will have a try?S：It is cool for Beckham to wear long hair.T：Yes, perfect.（板书It is cool for Beckham to wear long hair.）5151Then, how to deal with the other sentence?S：It is not suitable for a student to wear long hair.T：Great! Now what new structure c
48、an you find from the two sentences?S：It is + adj. + for sb. to do sth.T：Yes, thats it. Thank you.（展出这一结构：It is +adj. + for sb. to do sth.）在老师与学生的对话中，很自然地帮助学生理解了今天要学的语法结构。 5252IIIPracticeHave the students make sentences with the following information, using the sentence structure“To do sth. is adj.”,
49、 “It is +adj. + to do sth.”and “It is +adj. + for sb. + to do sth.”Remind the students to make sure that their sentence makes sense.a Chinese student important give up smokinga classroom difficult choose good friendsa kid essential have patienceanybody impossible love childrenparents necessary watch
50、 fish swimminga teacher natural have plenty of lightmy father interesting learn English well5353Example：To watch fish swimming is interesting. It is interesting to watch fish swimming. It is interesting for a kid to watch fish swimming.1. Have the students talk with their partner for one or two minu
51、tes.2. Ask students to give their sentences one by one.S1：To learn English well is difficult. It is difficult to learn English well. It is difficult for a Chinese student to learn English well.S2：To have patience is necessary. It is necessary to have patience. It is necessary for a teacher to have p
52、atience.S3：To give up smoking is difficult. It is difficult to give up smoking. It is difficult for my father to give up smoking.S4：To choose good friends is important. It is important to choose good friends. It is difficult for everybody to choose good friends.T：Well done.5454IVMore practice通过对话活动提
53、练以上的句型结构。T：Now lets do pair work to find out something about your partners hobby and why he/she enjoys it. Please use the above two structures in your dialogue. You may follow the pattern：（多媒体展示，同时老师与一个学生进行下面对话作为示范。）T：Do you like playing football?S：Not really.T：Why?S：To play football is tiring.T：I s
54、ee. It is tiring for you to play football.（给学生几分钟的时间结对活动，再在班级中流。）5555下面是一些假设的学生的活动。S1：What do you usually do in your spare time?S2：I like to play video games.S1：How do you find it?S2：To play video games is quite exciting.S1：I see. It is exciting for you to play video games.S1：I failed in the maths t
55、est again! How about you?S2：I did quite well.S1：Oh, how I envy you! Can you give me some advice?S2：To do more maths exercises is helpful.S1：You mean it is helpful for me to do more maths exercises.S2：Exactly.S1：Thank you. I will try it.5656课例分析：本课的教学内容是动词不定式作主语，它不同于名词作主语，所以教师通过对话、例句、归结结构、比较、演变和操练等手段
56、帮助学生掌握这一语言点。本课设计的优点：一、通过热门的话题引入，学生对球星贝克汉姆的发型相当感兴趣，这使课堂气氛活跃，而话题结合了学生对他人和对自己的观点，给了很好表达想法的机会。二、教师没有直接生硬地给出句型，而是通过对话提炼出例句，再从例句中让学生找到结构，给了学生自我发现学习的机会，而不是简单地照搬模式，这样学生所学到的知识才是形象而立体的，不是一个死板的公式，因而这样印象会更为深刻。5757三、课堂操练不是空洞的造句，而是提供各种词汇，学生结合教师的要求以及自己的理解，将所学的语法知识轻松自然地运用到实际中去，这样显得比较自然。不足之处：一、在引入部分，应当更充分地结合课文内容，更充分
57、地运用学生已经掌握的语言材料。二、在推进的过程中没有给予足够的分步操练，从to do sth. is adj. 结构直接跳到It is + adj. + for sb. + to do sth.结构，没有给学生充分掌握前一结构的时间和练习，因而导致在后面操练过程中学生可能会出现较多的错误。5858教学再设计教学再设计导入部分（Lead-in）从谈论课文的内容着手，引进本课学习主题。T：In this chapter, we have learned an article about how to choose the right hairstyle and how to keep your h
58、air in good condition. Id like to ask you some questions about it. First, why does Connie suggest Pam, an associable girl, to have a short hairstyle?S：It is easy for her to manage.T：Yes. City air is polluted and dirty, and what does the article recommend us to do to protect our hair?S：It would be wi
59、se for you to shampoo your hair frequently.经过这样的引入，学生运用课文中已出现的东西，这样再引出要学的句型，就不显得唐突了。5959四、听力教学听力教学听力理解在英语学习和交际中占有重要地位，而由于课时有限，许多专门的听力课被上成了听力测试课，这种纯粹的听录音和对答案的练习使课堂气氛压抑，学生反映冷漠。有效地利用课文材料进行听的训练，以传授技能为主，融讲解和检测与一体，以听为中心并有效地与其他技能相结合，才能有效地提高听力教学的效果。6060听力教学课例内容：模块1 Unit 5 Nelson Mandela - A Modern heroIPre-
60、listening1What do you know about Nelson Mandela?教师请学生就他们所知道的有关Nelson Mandela的情况简单谈谈，教师也可根据情况作简要介绍。2Look at the topic of the chapter and the title of the passage, and try to predict the relationship between Nelson Mandela and Elias.教师让学生看单元标题Nelson MandelaA Modern Hero和文章标题Elias story，让学生猜测Nelson Man
61、dela与Elias的关系。学生彼此的答案越是不同，他们听的欲望就越强烈。61613Find the words or expressions in the box that have meanings similar to the following explanations.教师引导学生处理关键词及词组，要求学生将右边矩形内的词和词组填在下列意义相同的解释旁边。money paid for going to school school feesperiodbe unhappy be worried about advisedestroy sth. by explosion blow upc
62、ontinueagree to take acceptschool feeslose ones job be out of workgoldgo on continue be worried abouta length of time period be out of worka yellow metal for making a ring goldaccepttell somebody what to do advise as a matter of factin fact as a matter of fact be put in prisonbe taken to prison be p
63、ut in prison blow up通过听前活动，帮助学生激活已有的有关背景知识，扫清可能引起他们理解障碍的词汇，为他们顺利地完成听的任务做好准备。6262IIWhile-listeningTask 1：教师要求学生合上书本，听整篇课文，给下面语段补上空缺字。Elias was a poor black worker in South Africa. Nelson Mandela was the owner of a law firm to advise poor black people on their problems. Elias was worried about losing
64、his job because he didnt have a passbook which he had to have. Mandela told him what to do. Elias could never forget how kind Mandela was. Later when Mandela organized the ANC Youth League, Elias joined. In 1963, Elias helped Nelson Mandela blow up some government buildings. They both had a dream, t
65、hat is, to make black and white people equal.该语段是教师根据课文内容写的课文大意，主要围绕有关Nelson Mandela和Elias之间的有关事件展开，学生所需填的词均属关键词。通过填关键词这项活动，学生可基本弄清文章的主要内容，搞清Nelson Mandela和Elias之间的基本关系。6363Task 2：教师要求学生听课文一至三段，回答一些细节问题。听前要求：学生仔细读问句，带着任务有目的地去获取所需要的信息。听后，进行师生回答。T：When did Elias meet Mandela?S：In 1952.T：What did Mande
66、la do then?S：He was a lawyer advising poor black people on their problems.T：Why couldnt Elias continue his studies?S：Because his family could not continue to pay the school fees and the bus fare.T：Why did Elias ask Mandela for help?S：Because he had no passbook and was worried about being out of work
67、.T：How did Mandela help Elias?S：Mandela told him how to get the correct papers so he could stay in Johannesburg.T：What organization did Elias join?S：He joined the ANC ( African National Congress) Youth League.6464Task 3教师要求学生听课文的第四自然段，判断以下哪些事件是该段落中所提到的。（在文中提到的事件旁打勾）The places where they were sent to
68、 live were the poorest areas in South Africa.Black people had no citizenship.Buying and selling slaves is allowed.The parts of the town where black people lived were places decided by white people.Black people could not choose who rules them.Black people are forced to leave school.Black people could
69、 not get jobs they wanted.6565Task 4教师要求学生听课文的第五自然段，根据课文填写空格。As a matter of fact, I do not like violence but in 1963 I helped him blow up some government buildings. It was very dangerous because if I was caught I could be put in prison for years. But I was happy to help because I knew it was to real
70、ize our dream of making black and white people equal.学生通过完成该部分的三项任务，可熟悉课文的细节内容。Task 5教师要求学生跟读，注意语音、语调以及重音等。6666IIIPostlistening听后活动说的训练：Task 5：Work in pairs according to the following situation. Several years later, Elias and Nelson Mandela met in “Robben Island”，a prison from which no one escaped.
71、When they first met each other, they recalled many lovely old days. They greeted each other and talked a lot. Make a dialogue. S1 is Nelson Mandela and S2 is Elias.教师设计背景，假设学生是Elias和Nelson，进行对话。通过听的练习，学生对课文内容有了一定了解，便可在听的基础上围绕听的材料进行说的训练以巩固听的效果。在要求学生对话前，教师可帮助学生回顾课文中提到的发生在Elias和Mandela之间的事件。Nelson Mand
72、ela told Elias how to get the correct papers so he could stay in Johannesburg.Elias joined the ANC Youth League organized by Nelson Mandela.Elias helped Nelson Mandela blow up some government buildings.They both had a dream, that is, to make black and white people equal.6767课例分析：课例分析：1听前说的活动激发学生兴趣和欲
73、望合理的听前活动可使学生了解话题，从而产生兴趣。本材料是出自一个普通南非公民Elias之手，主要写Elias通过与Nelson Mandela的交往，了解了Mandela的为人，另外文章中也凸显了Mandela的政治思想。应该说，对于Nelson Mandela这个南非黑人运动领袖、南非前总统，学生是具备了一定的背景知识的。这也使第一个听前活动教师请学生就他们所知道的有关Nelson Mandela的情况简单谈谈得以开展有了基础。通过第二项活动让学生猜他们之间的关系，将学生的注意力引入文章的主题。通过听前活动，同学间可交流信息，产生了对该主题的兴趣，也有了进一步了解材料内容的欲望。68682听
74、后围绕听的材料说，巩固听的效果。听力教学的主要任务是帮助学生提高语言信息的接受和理解能力，而理解和表达是交际的两个方面，它们之间的作用是相辅相成的。在听力训练课上既要突出重点听的能力的提高，又要将听与说结合起来，克服以及听力教学的单一性。况且某个学生在说的时候，其他学生便是在听 6969五、口语教学口语教学新课标口语技能的教学要求教学目的：提高说的准确性、得体性、流利性和连贯性，增强语感。基本技能：引出主题；维持交谈；插话；转移话题；话轮转换；引起注意；澄清意思；请求澄清；表示倾听和理解；预示和结束谈话；利用语音、语调表达意思。主要教学活动举例：说前活动说前活动 说话活动说话活动 说后活动说后
75、活动 明确目的；明确目的； 激发兴趣；激发兴趣； 熟悉话题和语境；熟悉话题和语境； 语言准备；语言准备； 分配角色和任务。分配角色和任务。 描述人物和事件；描述人物和事件； 报告过程和结果；报告过程和结果； 角色扮演；角色扮演； 交换信息；交换信息； 讨论；讨论； 演讲；演讲； 辩论。辩论。 汇报结果；汇报结果； 讲评；讲评； 书面表达活动。书面表达活动。 7070材料选择：与学生水平相当；贴近学生生活；话题具体，目的明确；有利于学生参与、合作；具有趣味性和真实性；有利于口语交际和表达。教师角色：示范、鼓励、引导、帮助、监控、评价。7171口语教学课例口语教学课例内容：模块2 Unit 4 W
76、ildlife Protection IPre-task1在教师的引导和帮助下，完成以下表格。这个部分是对课文的回顾和小结，梳理了课文的脉络，初步弄清课文所要讲述的内容。Living placeLiving placeCurrent situationCurrent situationWhat does Daisy know What does Daisy know aboutaboutAntelopeAntelope TibetTibetBe killed for woolBe killed for woolIt is endangered.It is endangered.(“In (“I
77、n three years we may all be three years we may all be gone.”)gone.”)ElephantElephantZimbabweZimbabweRestrict the huntRestrict the huntThe government made a The government made a wise decision.wise decision.MonkeyMonkeyRain forestRain forestLive happily with other Live happily with other creaturescre
78、aturesAnimals help to live Animals help to live together.together.(No rain forest, (No rain forest, no animals and no drugs.)no animals and no drugs.)7272IIWhile-task1Questions and answers about the text：1)Are there many endangered animals in the world?2) Could you name some of the endangered animal
79、s?针对从antelope的情况学到的，世界上现在有很多濒危动物。请学生举例说说他们知道有哪些濒危动物（比如：藏羚羊，熊猫，华南虎，鲸鱼，狼，鳄鱼等）。此环节可让学生自主查阅词典学生的回答是学生的回答是“单词单词”的形式的形式。73732What is the cause? 师生共同归纳这些动物濒临灭绝的原因。1) Bad environment-熊猫2) Lack of food-熊猫，狼3) Killing (by human beings)-鲸鱼，华南虎，鳄鱼， 藏羚羊4) Prejudice (ugly-looking)-鳄鱼，狼这个部分能调动同学们的积极性，利用生活中的知识来回答。学
80、生的回答是学生的回答是“句子句子”的形式的形式。如：The environment is getting worse and worse.They cant find the food they need. Many people want to kill them for money. 74743Activity：Role play. 要求学生运用已有的知识和丰富的想象力，来演示这些动物，向人们介绍“自己”的生存状况。介绍应涵盖以下问题的回答。Where do you live? What do you look like?What do you eat? Why are you endan
81、gered?How do human treat you? Why do they do so?What positive aspects do you have? Should you be killed or protected?给予学生发言的提纲,引导学生联句成段。学生的回答是学生的回答是“段落段落”的形式。的形式。先进行Pair work，然后在班级交流。经过学生的Role play，老师可以引导学生得出结论。Conclusion：The wildlife should be protected.75754Further discussion：How did you come to t
82、he conclusion “The wildlife should be protected”?1)启发学生从前面的表格，猴子的生活状况，以及猴子说的“No rain forest, no animals and no drugs”得出结论。2) Story telling：教师讲述一个故事，请学生归纳结论。 Many years ago, there were no rabbits in Australia. So the governors of Australia imported some rabbits and made them live on the plain which w
83、as full of grass. They thought the rabbits could live happily on the plain. But later they found the number of the rabbits was decreasing, because there also lived a large number of enemies of the rabbitswolves.So the governors organized people to kill the wolves. It was effective. When the wolves w
84、ere all killed, the number of the rabbits increased amazingly. The rabbits were now the host of the plain. But there appeared another problemsince there were no enemies, the rabbits grew too fast and the number of them became so large that there would be no grass for them to eat. So some of them wer
85、e dying of hunger while other stronger ones came to the farmers field to eat their vegetables.So the government had to import some wolvesnot so many, but of the proper number.Later on, the plain was recovered. The rabbits and wolves lived together on the plain in a proper number.结论：We should keep th
86、e balance of nature.Every creature is a part of the food chain. We cant destroy the order of the food chain.76763) Group work： “一种动物灭绝，最终会导致什么灭绝?”例： the extinction the over breed small animals die big animals die due Of Huanan Tiger of small animals due to lack of food to the death of small animals
87、death of the forest big animals attack human and domestic animals air pollution loss of water & soil floods occur Human is victim, who lost food and living environment. The extinction of human being finally comes. 7777Theextinction ofwildlifewillleadtothe extinction of human beings.学生通过以上三点认识到:我们必须保
88、护野生动植物，保持生态平衡，让食物链健康地循环往复下去。老师先要学生共同完成对第一种濒危动物的分析（如上所学），然后让学生自己讨论。这一部分的讨论可以有多种形式的展示，因此学生对此的兴趣应该比较浓厚，课堂讨论的气氛会比较热烈。并且，每个人在小组中都会有发言的机会，因此每个人的口语都能得到锻炼。5Group work：Measures to protect the wildlife.这个部分针对前面表格的三个“What does Daisy know about”的结论分别一一进行解析。理清了课文的脉络，并以不同的“说”的形式，使不同水平的学生都能得到口语的锻炼。而Role play等的游戏则创
89、设了情景，激活了学生的思维，有效地活跃了课堂的气氛。7878IIIConsolidationTask：Class discussion “Clone”由于人们已经认识到了保持生态平衡的重要性，许多措施已经在付诸实施。而有一些国家的科研人员由于科技的发达，希望能借助于先进的科学水平，将一些即将灭绝的动植物进行克隆，以达到丰富物种的目的。这样做究竟好不好？全班学生分成两部分，进行辩论。（希望在辩论中能强调生态平衡的观点）As we all know, some of the animals, such as dinosaurs, were extinct because of the enviro
90、nmental problems, and many others are facing the danger of extinction. So some of the scientists want to use the genetic technology and clone technology to “reproduce” the animals so that we can have more species in the world. What do you think of it?Lets have a discussion.(Emphasize the importance
91、of the balance of nature.)7979IVHomework要求学生准备一个向全球青少年做的演讲，号召大家行动起来，保护野生动植物。演讲的内容包括以下部分：1) The purpose of the lecture.2) The reasons of protecting the wildlife.3) the suggested ways to protect the wildlife.4) Ending (your hope, your attitude, etc.)8080课例分析：本课的教学主要在阅读的基础上着重培养学生的说的能力。本课设计的主要特点在于教师能按照循
92、序渐进的原则，针对学生的认知能力，由浅入深，有利于培养学生说的能力。对学生说的要求按照“词句段落”的进程，逐步提高。IPre-task课文的题目是How Daisy Learned To Help Wildlife，其实课文主要讲的有三点：1）一些濒临灭绝的动物的现状；2）有关方面为保护野生动物而采取的措施；3）动物之间互相依存的关系。学生在学习的时候未必能发现这三点的相互联系，因此，在本课的开头作一下复习和分析是很有必要的。这也为接下来的内容作好铺垫。8181IVWhile-task本课的要求是阅读与说的能力培养，因此在读懂课文的基础上，着重培养学生说的能力。由于不是母语，因此很难要求学生一
93、上来就滔滔不绝。因此需要慢慢引导。整个的第二部分从简单到复杂，从单词的列举（濒临来绝的动物）到句子的回答（灭绝的原因），又从有引导的一组句子连结成段落（动物的生存状况介绍）到自由发挥的段落讲述，让学生每个人都积极参与进去，积极主动地学习。IIIConsolidation这一部分将课文的内容升华，也将“说”的形式提到很高的高度。学生必须有广博的知识，清晰的思路，明确的观点，更重要的是，即兴思考和应对的能力。并且由于是用英语进行辩论，学生必须学会英语口语真正正确的使用方法THINKINENGLISH。此外，所辩论的话题也正是现在国际上很有争议的话题。学生可以结合当前的实际，发表自己的看法。8282
94、六、写作教学六、写作教学新课标写作技能的要求教学目的：表述事实、观点、情感、想象力，交流信息，培养规范的写作习惯。基本技能：整理思路；组织素材；规划文章结构；列出提纲；起草文章；组织语言；遣词造句；修改文章；正确使用标点符号和字母大小写。主要教学活动举例：8383写前活动写时活动写后活动激活灵感；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；阅读范文；写提纲。写初稿；规划文章结构；填空；看图作文；图文转换；仿写；连句成文。自我修改；相互修改；个人或小组面批；检查语言、文法、逻辑、用词、润色；制作板报，墙报。材料选择：与学生水平相当；贴近学生生活；话题具体，目的明确；有趣味性和真实
95、性。教师角色：指导、启发、示范、商讨、鼓励、讲评。84841写是人们日常交际的一种言语活动，它是思想转变成语言文字符号的过程。写的活动是为以后交际性的自由的写奠定基础，其最终目的是作者能够自由地表达自己的思想内容。写既是英语教学的目的，又是英语教学的手段。写并不是一种独立的能力，写的技能训练需结合其他技能训练一起进行，这样才更能显示语言的交际本质。写作训练课不等于单纯的写。写前的准备，写中的组织，写后的修改与评价都具有同样的重要性。2写作能力不是一蹴而就，写作技能的培养必须因势利导，层层落实。俗话“授人以鱼，不如授人以渔。”因而，写作课的设计应强调和重视写作全过程的指导。8585从Pre-wr
96、iting, While-writing至Post-writing诠释了写作训练的全过程：Pre-writing-While-writing-Post-writing 整理思路 起草文章 润色加工 拓展内容组织素材组织语言修改成文合作定稿构建框架的过程 丰富内容的过程 最终成文的过程在此过程中，让学生以小组为单位互相传阅，补充信息，丰富内容，并且互相讨论，润以加工。学生说说写写，在相对轻松的环境下，最大限度地发挥了想象力，同时也培养了学生规范的写作习惯，以确保每个学生学有所得。8686写作教学案例写作教学案例内容：Body languageI.Pre-writing: Brainstormin
97、g教师引导学生回忆所学课文。T：Can you name the three elements to form a paragraph? What are they?Ss: They are “topic sentences, supporting sentences, and concluding sentences.”T: Where can we find the three sentences?Ss: Topic sentences are usually found at the beginning of a paragraph, followed by supporting sen
98、tences and at the end of the paragraph we can see concluding sentences. 要求学生按要求将阅读文章意义分段。8787老师通过以下几个提问归纳说理文的写作框架及原则。问题提出：1、Whats the writers purpose of writing the paragraph?2、How does the writer support his viewpoint?3、Do the supporting points represent the views held by people who are concerned?4
99、、Has the writer employed proper cohesive ties to make the writing more coherent?5、Is the topic of persuasion restated and emphasized in the conclusion? Topic sentences titlea persuasive paragraph Supporting sentences viewpoint Concluding sentences restatement8888II.Practice作文题目：Body language is esse
100、ntial in communication要求：1) 时间10分钟 2) 5-8个句子 3) 使用两个以上连贯词Step 1 Group work:讨论写作的主要内容，并完成一篇小作文。学生可以参考利用课文中的内容，同时通过讨论发表自己的观点来说明问题，整理出各小组的论据，在此基础上完成文章。在小组讨论过程中，教师巡回参与讨论，给予必要的指导。Step 2 Class discussion小组交流，简要说明各自的论据。8989新课标指出：作文必须体现以下几个方面：1、个性化-表达个人观点；2、注重内容-力求内容有趣和有效；3、交际化-学会根据读者对象写作；4、表达形式多样化-能运用多种句子结构、不同的话题、文体等。 9090课例分析：写作不是一个简单的拿起笔就写的事情，而是一个思维的过程，我们必须重视写作的过程，不能只是布置一个题目然后把作文收上来就行了。1、精心设计导入，突出写前活动。2、设计合理话题，有利学生表达。写作教学应该是一个有梯度的连贯系列过程，即任务任务激活激活交流交流再现再现重现重现创作创作。以教材为载体，以任务型设计为手段，从教材出发，设计与语言结构、学生认知水平一致的话题，让学生有话可说，有话能说，有话想说，从而更加激发他们的写作欲望，同时也培养了学生的创新精神和实践能力。9191
