第三届全国英语教师教学设计大赛获奖作品——初中教案 毛筠.docx

北京一零一中学 毛筠 第二届全国英语教师教学设计大赛海淀区颐和园路11号 100091教学基本信息课题Unit 1 How do you study for a test? Section B 2a2b, 3a学科英语学段：九年级上册年级初二年级相关 领域注重学生语言习得的过程，新课标初中英语阅读与写作联动教学法的课堂 实践教材书名：新目标英语 Go for it!出版社：人民教育出版社出版日期：2005年6月教学设计者的基本信息姓名1单位联系方式指部浦6上5理仑霰据北京一零一中学（颐和园路11号100091）笔者自03年9月以来，根据新课标初中英语教学的要求和现状，一直在探索与总 结归纳一种将阅读与写作有机结合起来的联动教学方法。这种教学法的核心是：先对学生 进行阅读理解的教学，并将其作为写作的基础，在阅读理解的基础上，马上进行同步的 写作教学。同时，以写作教学的结果（学生写作的文章），作为阅读理解教学效果的检 验，从而到达阅读教学与写作教学的联动，促进学生英语综合能力的提高。读写联动教学法的主要理论依据有：多元智能理论、建构主义、过程写作和人本主 义。其中人本主义是强调发挥学生主观能动性的快乐学习；建构主义强调学生在学习中 的主体地位；多元智能强调尊重学习者的个体差异和充分利用优势智能的迁移，特别是 将阅读理解中的成果直接迁移到写作教学中，作为写作的基础，从而大大地提高了写作 教学的起点水平；过程写作强调写作学习应当成为一种有意图、有意义的学习活动，强 调写作学习是一个渐进的过程，侧重点应在注重篇章结构、语法、词汇同时，加强对写 作内容及写作过程的关注。相对于大学的阅读与写作联动教学而言，初中阶段必须考虑 学生的智能的开展特征，因此尊重学生学习的主体地位，诱导学生多项智能的开展，引 导学生优势智能的迁移是高效完成阅读与写作联动教学法的前提和根本目的。基于这种理论有以下成绩：主要成绩：在此思路指导下设计的新目标英语七年级（下）第6单元示范课， 获2004年全国第七届主体教育学术研讨会“求索杯”课堂教学一等奖。主要论著：07年1月，撰写的论文“初中英语阅读与写作联动教学法初探”，获北京市第四届基础教育英语教与学展示活动优秀论文评选一等奖。05年10月在北京市基础 教育课程教材改革实验工作中成绩突出，获表彰证书。在此期间，由电力出版社出版了初 一初二词汇小伴侣（新目标版和外研社版共四本，笔者仟主编）教师活动学生活动设置意图Lead in 2'Ask students to watch a flash.（参见附歌词）Watch and sing.Stimulate students9 interests in the topic-learning English can be fun by presenting a flash.Brainstorming 2'Ask students what things are difficult for them in learning.Thinkandanswer.Get students to think about the question and get ready for the class.Listening 2a92b18Pre-listening: Ask students to describe the picture in 2a.Read the challenges and solutions.Think, read and describe.Get students to be familiar with what they're going to listen.While Listening:1st Listening: Ask students to listen and check the learning challenges Paul talks about. Then check the answer together.2nd Listening:1. Ask students to listen and match the challenges in 2a with the solutions.Then check the answer in pairs.2. Ask students to get the main idea.First listen and do the listening exercises, then checktheanswer in pairs.1. Provide practice in understanding the target language in spoken conversation.2. Get students to practice the listening strategies for getting the specific information and general idea.3. Provide guided oral practice using the target language.Post Listening:1. Ask students to read after the speaker.2. Ask students to underline the sentences about showing problems and circle the sentences about giving advice.Readthe 1Underline and 2. circlethesentences.Get students to imitate the dialogue, pronunciation and intonation.Get students to know the sentence structures of showing problems and giving advice.Oral Practice 81. Ask one student to show his problems in learning English, and the other students in class give him some advice.2. Ask students to practice the target language in pairs. One student shows the problems and the other gives advice.3. Ask students to act out. Elicit and give helpful feedback on their performances by pointing out what are good and what, if anything could be improved.Showtheirproblemsandgive advice, studc1 . Provide real situation for oral practice, using the target language.2 .Provide a better chance for thents to exchange ideas on howto learn English well.3 .Help and learn from one another.北京一零一中学毛卷第二届全国英语教师教学设计大赛教学过程北京一零一中学毛卷第二届全国英语教师教学设计大赛教学过程海淀区颐和园路11号 19110北京一零一中学 毛筠 第三届全国英语教师教学设计大赛海淀区颐和园路11号 10009111Reading 3a 10While Reading:1st reading: Ask students to read and tell the purpose of writing this passage.2nd reading: Ask students to read and find out the writer's problems in learning English last year and his solutions.Read, think and answerthequestions1. Provide reading using the target language.2. Get students to practice the reading strategies for getting the specific information and general idea.Post Reading:1. Ask students to think about the result of the writer's solutions and add an ending to the reading passage.2. Ask students to think about what they can learn from the writer.1. Writetheending.2. Answer what they can learn from the writer.Get students to practice the reading and writing strategies.Additional Reading 5Ask students to read a passage about how to give their English a boost. Ask students to.1. get the writer's purpose of writing this passage.2. find out how many suggestions of learning English have been mentioned.3. think about which suggestion impressed them most and the reasons.4. underline the beautiful sentences they think they can use in their writing passage when they are asked o give advice on how to learn English well.Read, think andanswer.1 . Provide reading practice to help students get more ideas about giving advice on how to learn English.2 .Get students to practice the reading strategies to get the specific information and general idea.3 .Provide oral practice to help students to think and voice their pinions on how they can learn English well.Writing Task 8'1. Ask students to read a reply to a problem letter.2. Ask students to write a reply to give some advice, using the target language.3. Ask students to correct the writing passage in pairs.4. Ask students to read the writing passage.5. Elicit and give helpful feedback on their performances by pointing out what are good and what, if anything could be improved.Read, think and write.Provide reading and writing practice, using the target language to get the students to involve in the “real world” practice actively.HomeworkAsk the students to design a poster with their partners on how to learn English well then put it up on the school bulletin board.Make a poster.Provide a chance for the students to exchange ideas and find out better ways to learn English together.北京一零一中学毛卷第二届全国英语教师教学设计大赛海淀区颐和园路11号 100091板书设计板书设计Unit 1 How do you study for a test?Showing Problems:Giving advice:Cm having trouble (in) doingI can ft get . right.I forget ./ just don 9t understand . The only other problem is thatListening can help.Why don 't you . ?You can .You should . . What about. ?A/hynot . ?First of all, Also, I couldn Another thingYou fd better . / advise you to do I think you shouldI have some difficulty (in) doingI find it hard to do .Ending:Beginning:Body:学习效果评价设计评价方式1、学生互评：学生相互批改，或以小组的形式分组讨论、批改，当堂选出各小组的典 型样例，进行分析讲评，好，好在哪儿?缺乏，应如何加以改进?这种反应方式是：（1）由 于这种反应是面对面的，学生能及时表达出自己在文章中所需要的表达的意义，而且教 师可以当面向学生指出文章中的问题；这种反应清晰明了，使学生在收到反应信息后 有充分的余地对作文进行修改和充实；学生在这一过程中得到的一条更重要的反应是, 他们现存的问题在于意义的表达，而并非表达意义本身（我们以往的做法与此恰恰相反）, 2、批改学生作文。我认为每篇作文都要进行批改，由此教师可以及时得到有关读写训 练效果的反应信息，了解学生对阅读材料中各个方面的消化、吸收程度。同时，教师可 以根据学生作业中暴露出的问题，如错误的单词、语法现象等，及时调整教学方法，制 定出进一步教学的工作重点。在批改过程中，教师还必须在每篇文章中，找出精彩之处， 使学生每天都能够受到表扬。对于程度较差的学生，更是要认真批改。教师要注意收集、 整理学生作文中的经典语句和学生范文，为课堂讲评准备材料。这样的作业评价活动能 不断向学生提供反应，让学生在进一步的学习中更具针对性，有的放矢，从而使读写同 步训练的教学方式发挥出更大效应。3.课堂讲评。课堂讲评是以表扬激励为主的、同学之间互相学习、共同进步的过程。 在课堂写作教学中，我要及时收集、掌握学生的作文情况，并对学生的作文做出及时的 评价，从而使教、学双方得到阅读与写作联动教学中的第一手反应信息。4、向相关报社杂志推荐。对于学生中的优秀作文，我积极向相关报社杂志推荐，一方 面更加激励学生的学习热情，另一方面，促进其他学生的竞争劲头，带动全体学生的学 习兴趣。已发表学生习作20余篇。止匕外，学生的习作编入海淀区口语话题50套，在区 内交流。12北京一零一中学毛筠第一届全国英语教师教学设计大赛海淀区颐和园路11号 100091作文评价量规：学Th姓名：总分:评价内容5 4' 3' 2' V文章思路清晰、内容完整、结构清晰目标语言使用正确、句式丰富、用词恰当语法正确、语言拓展本教学设计与以往或其他教学设计相比的特点 本教学设计所用的读写联动教学法主要优点：一、阅读与写作互相促进，良好开展。一方面学生写作的文章结构好，符合英语写作习惯；另一方面，学生的阅读理解能 力也同步明显提图。二、课堂学习效率提高。由于将阅读与写作练习同步实施，由原来分别教学在时间上的大串联，改为阅读与 写作时间上的小串联大并联，使得学生课堂学习的效率大大提高。同时，单位时间内知 识刺激强度增大，学生掌握得更加牢固。三、极大地提高了学生英语学习的兴趣。由于阅读与写作的内容是英语教学中的重点与难点，学生一旦找到了有效的学习方 法，知识掌握的内容多、记得牢，克服了学习英语的畏难情绪，学习的信心随之大增， 兴趣也大大增加。四、教学内容与进度易于控制，大小班均可实施。与单纯的阅读与写作不同，对于教师来说，可以从原来阅读与写作的总时间内，设 计教学的内容与进度，整个教学可以做到紧张而不忙乱，有条不紊。对于不同的班级来 说，不仅适合于小班，程度齐的学生，同样适合于大班，不同程度的学生。对于学生来 说，每天都可以通过这种教学，看到自己的进步。13北京一零一中学 毛 筠 第二届全国英语教师教学设计大赛 海淀区颐和园路11号 100091教学反思本节课我主要想探讨新课标下如何注重学生的学习过程并进行有效的句型教学。根据新课标初中英语听说、阅读与写作教学的现状，为了进一步提高教学的针对性 和效果，我在英语教学中开始摸索将听说、阅读与写作教学作为一个整体来考虑，将阅 读与写作教学中行之有效的各种方法进行优化组合，形成听说、阅读与写作联动的教学 方法。新概念英语的作者认为：“不写没有读过的语言，不读没有说过的语言，不说没 有听过的话。”我所实验的联动教学法的核心内容是：以听说为基础，以阅读材料为指导, 并将它们作为写作的基础。同时，还能将写作教学的效果-学生习作，作为对学生学习效 果的一种检验，从而到达听说教学、阅读教学与写作教学的联动，促进学生英语综合能力 的提iWj。本节课我以激发学生兴趣为前提，鼓励学生大胆地使用英语；创设各种情景，使学 生在掌握最基本的知识的同时，注意拓宽知识面，关注全体学生的学习情况，给他们自 主学习和在真实的情景中，直接交流的自我开展空间；鼓励学生通过体验、实践等方式， 开展听、说、读、写的综合能力；加强了对学生学习策略的指导，让他们在学习和使用 的过程中逐步学会如何运用所学语言；关注学生情感，保护他们的自尊心和积极性，努 力创造宽松民主、和谐的教学气氛。一、本课的亮点分析1、教学目标设计突出了一个“明”字，即明确具体。符合新课程标准的要求，以 人的开展为本。教学目标不但考虑了语言知识学习技能的培养，而且也考虑到了文化和 情感教育。2、教学过程设计突出了一个“清”字，即层次清楚。教学结构严谨、环环相扣， 过渡自然，时间分配合理，密度适中，效率高。教学过程的主线非常清晰，明线是听（语言 输入）一说（语言输出）；读（语言输入）一写（语言输出）教学过程呈螺旋式上升，有 梯度和一定厚度；暗线是（语言知识的学习和运用）词一句一文，重视语言学习的过程 与运用。3、PPT和flash的制作针对性强，能比拟直观的启发学生思考，节约了课堂时间， 提高了学习效率，加大了课堂密度。4、话题补充阅读的扩展及给学生印发的材料，为学生写作进行了直观的语言铺垫。二、存在的问题1、本节课中，老师对学生的评价及学生间的互评相对缺乏。我将继续努力学习， 积极进取，积极参与课程改革，在课改中不断学习，不断探索，不断实践，不断反思， 愿与新课程共同成长！2、新课标初中英语阅读与写作联动教学法，是作者在初中三年英语教学中逐步摸 索、总结而成的。虽然取得了较好的教学效果，也肯定存在一些需要改进和提高的地方。特 别是这种教学方法是在我全面接触、学习许多教育理论之前开始摸索的，因此教学方法 在某些方面的系统性和理论性显得有些先天缺乏。3、由于作为个体的教师无法进行更大规模的教改实验，因此无法组织不同班级的 比照实验，使阅读与写作教学法使用效果的准确性评估有所降低。三、需要进一步的探索与实践由于英语阅读与写作联动教学法的初步成功，所以我准备在此基础上，有目的探索， 将听、说的内容有机地整合到现在的教学法中，并根据当前阅读与写作教学实施过程中 评价机制的缺乏，对初中英语教学的听说读写进行全程评价方法的研究与实施，以到达14北京一零一中学 毛筠第三届全国英语教师教学设计大赛海淀区颐和园路11号 100091完善新的教学方法的目的。我想这些初步的尝试只是万里长征的第一步，而激励学生学习的潜能，引导学生走 上自主学习之路，才是教学的目的。在此期间，老师不仅要教育学生主动探求，更要欣 赏学生的创造成果，鼓励学生之间相互学习，让学生体验主体参与学习的愉快，引导学 生在学习过程中，进行自我评价、互相评价，激励学生争取更好地表现自我，充分开展 自己的才能和潜力。15北京一零一中学毛筠第三届全国英语教师教学设计大赛海淀区颐和园路11号 100091幻灯片:16北京一零一中学毛卷第二届全国英语教师教学设计大赛海淀区颐和园路11号 100091or a test?How do you sUNIT1Section B 2a,2b,3a版本二新目标Go for it!九年级上册人民教育出版社北京一零一中Everybody is talking with you and me in English. Everybody is singing with you and me in English. We are happy to be together.And we are happy to see another show!Come on! Let's go together you and me!Learn the words, q口d spctRnces, and rcnuprwcticnq, too.You can talk to me today and / can talk to you.Listening 2a,2b1. Before listening:Look at the picture in 2a.What can you see in the picture?What are they talkkig aboft?d. 3While listening:1st Listening: Listen and check the learning challenges Paul talks about.Challenges*1. J can t get the pronunciation right. forget a lot of new words2. 一"_ can t always understand when people talk to me can't understand the words in magazines3. " don't get much writing practice2nd Listening:(1) Listen and match the challenges in 2a with the solutions.(2) Check the answer in pairs.SolutionsYou can always write the new words in your notebook and study them a( home.You should find a pen pal.Listening can help.Whv don 't von ioin an English hneuaee duh to nractice soeakine English?hat's the passage mainly about?17第三届全国英语教师教学设计大蹇北京一零一中学毛筠2nd Reading:What were the writer's problems?Reading 3a1st Reading:What's the passage mainly about?3. Post Listening:(1) Read the dialogue after the speaker and imitate the pronunciation and intonation.(2) Then underline the sentences about showing problems and :circle)the sentences about giving advice.On Your Own:1. One student shows the problem in learning English and the other students give advice.A: / canrt/find it hard to .What should / do?B: You'd better/ You should.A: Thank you. I'll have a try.(That's a good idea. /That might really help.)海淀区颐和园路11号 1000912. Pair Work:One student shows theproblem;The other gives advice.3. Post Listening:(1) Read the dialogue after the speaker and imitate the pronunciation and intonation.(2) Then underline the sentences about showing problems and Circle the sentences about giving advice.Do you think your partner's advice will work Maybe you can have a try.Problems:* First of all, it wasn "t easy for himAlso, he was afraid to speak in c because He couldn9t always make .* Another thing that he found very difficult was English grammar.* And how did he solve the problems?Solutions:* He realized that it doesn Jt matter .Then he . watch English-language TV.So he decided to take .Then he started to write .Post Reading:What's the result of his ways of learningEnglish?Can you add an ending?2. What can you learn from the writer?The writer didn ft give up.18北京一零一中学毛卷第三届全国英语教师教学设计大赛海淀区颐和园路11号 100091Additional ReadingWriting task:Method will teach you to win time.方法可教会你赢得时间Write a letter to Hopeless. Ask your partner to read your letter to see if the suggestions will help Hopeless. Read the letter.1. What's the writer's purpose of writing this passage?2. How many ways of learning English are talked about? What are they?3. What sentences impressed you most?Underline them.Whoever you are, wherever you live, your English can improve. And with regular study and practice, it will.Dear Expert,I am a boy in Junior 2. / am good at math, but my English is really poor. You know, I have learned English for more than 2 years. But I still can rt understand what the teacher says in class. I Just want to sleep in class. Also I am afraid of talking with my classmates in English. What's more? I can't read fast. The final exam is drawing near. I'm stressed out and I have a lot of headaches. What should / do? Can you help me? Perhaps boys can learn English well. Do you think / can catch up with others?Yours,Homework:Design a poster with your partner onGive me 10In this wonderful world,There are many things to do,Making good friendsWill open doors for you.When you meet a friend,Here's what to say,Let's talk in English,10 minutes every day,Give me 10.板书设计Unit 1 How do you study for a test?Showing Problems.Giving advice:I'm having trouble (in) doingI can't get. right.I forget.I just don't understand.Listening can help. Why don't you.?You can.You should.The only other problem is that. What about.?I have some difficulty (in) doing.I find it hard to do.19Why not.?You'd better.I advise you to do.I think you should.Beginning:Body:First of all. Also,I couldn't.Another thing .Ending.北京一零一中学 毛筠第二届全国英语教师教学设计大赛海淀区颐和园路11号 100091教学背景分析教学内容：Unit 1 How do you study for a test? Section B 2a2b, 3a【学情分析】学习风格与特点：我的教学对象-北京一零一中学初二实验班。他们英语起点较高，接受能力非常强； 具有良好的学习习惯；有强烈的用英语表达的欲望；喜欢课堂环节紧凑、有序；喜欢合 作学习。但是也有一小局部学生学习很努力，但是效果与付出不成正比，通过初步诊断，显 然是学习方法不当，学习信心有所缺乏。作为初二年级第二学期学生，在开学第二周， 老师和学生一起探讨学习英语的困难和方法，有着实际意义。学生比拟习惯我所采用的 注重语言习得的过程，以学生为主体，以教师为指导的教学模式。突出听读领先，读写 联动的教学模式。【教材分析】由人教社出版的新目标初中英语教材编写特点是每个单元分为Section A和 Section B两局部。Section A局部是基本的语言内容，Section B局部是知识的扩展和综 合的语言运用。每个单元还附有Self Check局部，学生用来自我检测本单元所学的语言 知识。【单元分析】本单元的主要话题(Section A)是谈论英语学习方法，涉及了学生较为熟悉的自己学 习英语的经历。例如学生