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牛津高中英语模块六Unit 2 , Task 板块教学设计


译林版《牛津高中英语》﹙必修模块六﹚ Unit2 What is happiness to you ? Task Write a website article to give advice 教学设计

牛津高中英语模块六 Unit 2 , Task 板块教学设计 牛津高中英语 Task 板块是一个要求学生在课堂内进行开放型任务型活动 的教学内容。 该板块以单元话题为主线,让学生在教学活动中用英语参与和完成 各种真实而有意义的与生活,学习,工作有关的活动。教师可设计一系列的课堂 活动步骤来完成一项具体的任务,学生在完成的过程中使用英语,培养听,说, 读,写的语言技能,提高综合语言运用能力。 一、教学内容分析:本单元的 Task 板块内容由三个任务组成。任务一要求 学生识别消极性的情绪语言, 通过阅读和有步骤的听力训练迅速抓住要点,找出 问题。任务二要求学生在找出问题后,通过小组讨论,相互合作等活动来处理问 题。任务三要求学生综合前两个任务的结果,完成一篇短文。三个任务的环环相

扣,科学训练了学生听说读写等各项语言运用能力,使得整个 Task 板块中任务 与任务之间的衔接水到渠成。 二、学生分析:我所任教班级为高二普通班,学生怕说,怕写。为了减轻课 堂压力,我把 Task 中的新词汇及学生不太熟悉的词组进行了罗列,形成 Task 词汇表;在听力材料播放之前,充分估计学生的问题,搭建一些较容易回答的过 渡平台,帮助学生更好得理解材料。 三、设计理念:采用任务型教学模式,充分培养学生听,说,读,写的语言 技能。 四、教学设计: 1、教学目标 ⑴ Make students find Ma Jie’s problems quickly while reading and listening. Train students’ ability to get information through listening and reading. ⑵ Help Ma Jie solve problems in pairwork , in groupwork.. Encourage students to learn to cooperate with each other. ⑶ Train students’ writing ability. ⑷ Improve the students’ cooperative abilities. Get the students to have positive attitudes to help others. 2、教学方法 Task-based teaching method. 3、教学重难点 How to obtain correct information during listening and reading ? How to give advice ? 4、教学辅助用具 A multimedia classroom . 5、教学过程 Step 1 Greetings 设计意图:通过问候,拉近师生距离。 Step 1 Lead-in Present some pictures on the screen and ask the students. ⑴What words do you think can describe the persons’ feelings in the pictures ? ⑵ Are these words negative or positive ? ⑶ What other negative emotional language can you think of ? Ask the students to give their answers and write on the Bb. Then ask them to read the skills building 1 to get more information. 设计意图:这样导入既能激发学生的好奇心,又能营造宽松活跃的课堂气 氛,同时又能让学生学会识别 negative emotional language。 Step 2 Identifying problems Ⅰ、Students read the letter from Ma Jie in Part A and underline the negative emotional language Ma Jie used to describe his problems.

﹙ Show answers on the screen﹚ Ⅱ、Students listen to the tape and find out more about Ma Jie’s problems. Complete the notes . At school Playing basketballs Wishes From coach often feels ⑴__________________ sometimes ⑵ _________;doesn’t ⑶ _______;thinking about ⑷_______; worried about ⑸____________ good at ⑹ ________and ⑺ __________;do both things well Ma Jie has a special ⑻ ______; should be ⑼ _________to give up other things in life; should ⑽ ________ on playing basketball. sports cannot replace a good (11)______; could get (12)____;no gurantee to have a future like (13)_______;more (14)______ to study hard; prepare for a job in the (15)_______ (16)________with both of them

From parents

Attitude

Ⅲ 、Ma Jie tells about some of the solutions he thought of and why these solutions did not work.. Listen to the tape and write down the reasons he gives to each possible solution. Possible solutions 1 try harder at everything 2 focus on school, play basketball at the weekend 3 study less 4 quit basketball Why this solution did not work ? _________________________________ ? ? ? ___________________________________ ____________________________________ ____________________________________

设计意图: 本环节为本板块的听力部分,也是一个信息输入部分。旨在培 养学生多渠道获取信息的能力, 同时也是培养学生独立思考,发现问题的能力的 有效途径。 Step 3 Discussing solutions Ⅰ、The teacher asks: What do you think of Ma Jie’s problem? ﹙The teacher adds : It’s a bit difficult to answer the question because it is a big question. How can we break it into smaller ones? Please refer to the skills building 2 .﹚ Have the students go over the guidelines and ask them to read the big questions and smaller questions given in this part as an example. ﹙The teacher shows some other big questions on the screen. The students break them into smaller ones.﹚ 设计意图: 这是由听到说的过渡。在学生已经充分了解 Ma Jie 的问题后, 提出此问题并不显得突兀。但此问题不够具体,大多学生感到难以回答。这也就

正好符合了教师的设计意图,引入 skills building 2。 Ⅱ、Have Ss work in pairs and try to divide the big question “What do you think of Ma Jie’s problem?” into smaller ones. Several students give smaller questions. Then continue: Students work in pairs, asking and answering. ﹙For the smaller questions,the students ask and answer in pairs.Several minutes later,several pairs present their conversations.﹚ 设计意图: 让学生两两合作进行充分的讨论, 让复杂难处理的问题变得简 单,可顺利进入下一步解决问题阶段。 Ⅲ、Imagine you are Ma Jie’s friend . After talking to Ma Jie, you decide to ask an older student from your school for advice. Role- play with a partner. ﹙You can use the two speech bubbles as guidlines﹚ A few pairs give their results. 设计意图: 此步骤采用两两合作形式鼓励学生学会合作,培养他们与人沟通 的能力。 Step 4 Giving advice The teacher shows guidelines on screen. ﹙These will help make the students’ advice clearer. ﹚ Guidelines avoid judging give examples be specific What to do use positive, helpful language do not say, 'It's wrong for you to mention a similar situation where your advice works Why people want help but not judgment of their previous behavior. people will know how to use your advice.

give the advice that can help people can be helped to solve people to solve their own their problems. problem.

设计意图:使用多媒体课件展示,学生一目了然。 Step5 Writing Ⅰ、The teacher shows guidelines on screen: ⑴ Ma Jie’s problems ⑵ The possible solutions Ma Jie has thought of and the reasons why they didn’t work. ⑶ The advice you gave to Ma Jie. ⑷ The advice his parents, teachers and coach gave him and why it works. ⑸ Your opinion about the best way to solve problems that students have. Have the students work in groups of four to discuss them and list what they should write in the article. Then the teacher divide the article into

four parts. Each member writes one part. Put the four parts together to form the article. 设计意图:前几个步骤所学的内容,为学生的写作构建了整体的框架,提供 了必要的写作点。在实质的写作阶段,采取个人写作和小组合作相结合,既能促 进独立思考,又能发挥集体智慧。 Ⅱ、Present their articles. The teacher asks sevsral groups to present their articles to the whole class.The other students can correct mistakes. 设计意图:当堂展示成果,利用实物投影当堂纠错,提高效率。 Step 6 Homework Hand out pieces of paper with letters on them. The students read the letter and try to reply to give her some advice. Dear Sir or Madam, I feel no one cares about me. My father and mother are always busy with working, so I often stay at home by myself. I feel very lonely. As my parents work so much, I hve to clean the house and do all the shopping by myself. I am only a little happier at school when I stay with my classmates and friends. I feel bored all the time and I feel sorry for myself. What should I do? I look forward to your advice . Yours Rose 设计意图: 此部分的写作训练要求学生独立给朋友写一封建议信。这样把 语言知识的巩固、阅读和写作技能的培养以及学习策略的运用有机地结合起来, 能够培养学生综合语言运用能力。

板书设计:

Unit 2 Negative languages

Task What do you think of Ma Jie’s problems?

Words:

Idioms:

课后反思:该堂课是我在学校上的一堂研讨课,反应教好。在该堂课中,我 采取了 Task-based Language Teaching, 以语言习得为理论基础,以完成具体 任务的欲望为动力, 以用语言做事为完成任务的过程,以展示任务的成果来体现 教学的成效。 现就本堂课教学特点,点评如下: 1、以展示图片导入新课,营造宽松活跃的课堂氛围。 2、教师打破自己高高在上的教授者和灌输者的角色,让学生通过合作,自 主地学习,建构自己的知识体系。突出本板块的要旨—“用语言来做事”。在教 学过程中,教师安排了几个子任务:两人合作把 big questions 变为 smaller questions, 然后 ask and answer in pairs;Role play;个人独立写作和小组 合作相结合,完成最终任务-Write a website article to give advice,并进行 成果展示。 3、短文写作练习是语言输出的一个有效途径,经过一系列任务的完成,趁 热打铁,布置课后练习—Write a letter to give advice.旨在达到英语教学的 最终目的,培养和提高学生运用英语的能力。


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