设计教师:深圳市红岭中学/廖春风
教学年级:初中一年级球
课题名称:Good Friends
教材版本:深圳市初中英语教材Junior English
授课时间:45分钟
一,教材分析及处理
Good Friends是深圳市初中英语教材Junior English第一册的Unit One内容。本单元所要学的 words, phrases and patterns比较贴近学生生活,文中充满了紧跟时代步伐的文句表达,容易引起学生共鸣,激发学习兴趣。
本节课授课内容是A&B2(第一课时)。根据语言习得规律,十三,四岁青少年旺盛的求知欲和表现欲以及学生们已有的语言技能出发,笔者把B2调整为第一课时,B1调整为第二课时。即:从学生已有的pattern “What food do you like” “What's your favorite food”过渡到“What do you like doing” “What's your favorite sport” “What's your hobby”；从学生已掌握的What are you going to do 过渡到Why are you going to do--- Because it's (they're) fun (dangerous。 exciting---)。 That's my hobby。/ They're my hobbies。在学生充分掌握了这些表达后,待到第二课时以文段(A letter)展现给学生,笔者认为是教师把更大的自由和学习的快乐交给学生,让学生在学习活动中自由翱翔,学生在这样的教学安排下学习语言,更能充分地展示其情感,态度和价值观,而这正是课堂三维教学中的重要内容。本案例主要想在这方面作点微探。
二,教学对象分析
本案例的教学对象是刚入读初中一年级的学生。他们经过学习深圳市小学英语Primary English八册后,词汇量达到718个,短语66个,句型53个。经过入学测试,我们基本可以得出如下结论:学生能够在图片,手势或图像的帮助下,听懂简单的话语和录音材料;能够听懂课堂活动中简单的提问或指令要求并做出适当反应;能够运用一些常用的日常会话进行简短对话;能够正确朗读没生词的百余字数的文章;能够模仿范例说,写句子;能够按要求用简单的英语做游戏。
三,教学目标
1、认知目标
掌握单词fish(v.), listen(v.), lake(n.), chess(n.), piano(n.), palace(n.), picnic(n.), hobby(n.), boring(adj.)
掌握短语Xili Lake, play the piano, Children's Palace, the shopping mall, have a picnic, listen to CDs, in the park, like doing something
掌握句型I'm going to fish。
What're your favorite hobbies？
I like listening to CDs and drawing。
I don't like running or painting。
They're fun。
It's boring。
日常交际用语How about you
2、能力目标
通过学习,使学生掌握询问对方意见的交际用语,并能运用其进行口,笔头练习。
通过学习,使学生能听懂与A&B2难易程度相当的听力材料,且能回答教师所提出的问题。
通过学习,使学生能仿照课文中的句型对自己,父母,朋友等进行兴趣爱好的描述和介绍。
3、情感态度目标
通过学习What're your favorite hobbies 句型,培养学生与他人沟通,学会合作的能力。
通过学习I like doing---;I don't like doing---句型,培养学生明辨是非的能力。
4、文化素养目标
通过对本节课的单词,短语,句型,交际用语的学习,培养学生获得理解和掌握如何描述人的兴趣爱好的表达能力,并通过描述,介绍这些与人沟通的方式,明确哪些爱好值得羡慕与推崇,哪些兴趣需要用意志力去培养或摒弃。
5、学习策略目标
能通过小组合作训练,小组对话训练,记者采访等学习方式,与同学,老师交流学习体验;能主动练习谈论自己的兴趣爱好并且课后能尝试完成调查亲朋好友,左邻右舍的兴趣爱好,达到完全掌握所学语言知识和技能。
四,教学策略
本节课借助多媒体,运用情景,听说,直观,活动等方法创设教学情景,用”导”,”引”方式去调动学生的积极参与,让学生合作,自主,探究学习,使学生在宽松,愉悦的氛围中达到学习目标。
五,教学过程
I、Leading-in
T: Hello, boys and girls。 Today I want you to know a new friend。 She is about forty years old。 She is not tall。 She is not short。 She has long hair。 She is wearing a beautiful red dress。 She likes fruit and vegetables。 She likes sports, too。 She is in the classroom。 Guess, who is it (通过自我画像,竟猜游戏把课堂气氛调动起来。)
Ss: It's you。 Ms Liao。(学生异口同声地猜出。)
T: Oh, very clever boys and girls。 I'm your new friend now。 Today we'll learn Unit One Good Friends。(教师板书课题)
II、Warming-up (Pre-task)。
Activity One
T: Ms Liao likes fruit and vegetables。 What food do you like Now work in pairs like the model。 Model:
A: Hello。 My name is Leon。 I like pears。 What do you like
B: Hello。 My name is Susan。 I like oranges。
(A to the class) I like pears。 She likes oranges。
T: Well, which pair would like to show us their work Oh, little boy, you two, please。
Boy: Hello。 My name is Woods。 I like meat。 What do you like
Girl: Hello。 My name is Arial。 I like chicken。
(Boy to us all) I like meat。 She likes chicken。
(同学们非常踊跃,有几个同学都站起来举手。有四列同学作了对话表演。)
Activity Two
T: You've done a perfect job。 Now do a survey。 Let me know “how many students like tomatoes” “How many students like potato chips Cakes Bananas Vegetables Fruit salad---” Look at the slide。 Work in groups。 One of your group members will be a reporter。 And he or she will ask you “Do you like tomatoes Do you like cakes What do you like What don't you like” etc。 While asking, she or he will take notes。 After asking all of you questions, he or she will give us a report。
(五分钟的小组活动--记者采访结束后,邀请了三个小记者做报道--展示结果) 例如:
S1: There are six students in our group。 All of us like potato chips。 Nobody likes tomatoes。
S2: There are seven students in our group。 Four students like ice-creams。 Two students like potato chips。 One student like(应该为likes) bananas。
S3: There are seven students in our group。 We all like ice-creams and potato chips。 No one like(应该为likes) vegetables。 But one like(应该为likes,两次口误。) cake(应该为cakes)。
小结:此环节的两个活动安排旨在让学生回味like something句型。鼓励自我推荐,作好角色对话的准备,为新课学习like doing something作一个充分的铺垫。
III、Presentation(While-task)
(为引入like doing something,出示乔丹,贝克汉姆,刘翔等明星照片,目的是使课堂推入另一个高潮。)
T: Look, who is it
S: Jordan。(有些大声地用中文说出口。)
T: What does he like doing
S: He likes play basketball。(有人喊He likes play golf now。)
T: (纠正,故意在playing处重读) Yes。 He likes playing basketball。 His hobby is playing basketball。 But now he likes playing golf。 (幻灯片上playing用highlight的方式标出。此时教师领学生读幻灯片上的句子He likes playing basketball。 His hobby is playing basketball。 But now he likes playing golf。三遍)
讲解: “Jordan likes playing basketball。” means “Jordan's favorite thing is playing basketball。” Or we can say “Jordan is fond of playing basketball。” “Jordan has a taste for playing basketball。” “Jordan's hobby is playing basketball。”
Now class, what do fat people usually like doing Do they like eating and drinking or do they like doing sports better
S: I think they like eating and drinking。
S: I think they like doing sport。
T: Oh! Good。 Why do you think they like doing sports
S: I think they are fat。 And they want to 减肥。(全班哄笑)
T: A perfect answer。 I agree with you。 Maybe they want to lose weight。(用中文再说一次减肥)
T: Mmm。 Sometimes I want to lose weight, too。 So I don't like eating too much meat。 And I don't like drinking Coke。 What don't you like doing
S: I don't like smoking。
S: I don't like playing table tennis。
(------,同学们很踊跃地站起来诉说自己的不爱。)
T: Oh, Ivy。 Why do you keep silent Do you like listening to music
(该女孩仍然不开口。我重复问,全班同学都静静地等待,此时我有点着急,正要转到另一个同学时,她非常小声地回答到: Yes, I like。)
T: (我迎着她的目光)Oh, you like listening to music。 Yes, you do。
T: Now look at the slide。 I'll show you one sentence。 You tell me another two or more ways。 OK First read the sentences on the slide, then work in pairs。
(幻灯片上展示一: e.g. My sister likes singing and dancing。原句
My sister doesn't like singing or dancing。
Does your sister like singing and dancing
What does your sister like doing )
(幻灯片展示二: e。g。 My sister likes singing and dancing。原句
My sister's favorite thing is singing and dancing。
My sister's hobby is singing and dancing。
My sister is fond of singing and dancing。
My sister has a taste for singing and dancing。
T: You've done a good job。 Now let's get into two groups。 Left group and right groups。 Left group will finish Task One Talk About Li Yundi。 Group Two will finish Task Two Talk About Beckham。 Now work in groups。
任务下达后,由于交待不清,多数同学不知所措。笔者只好再作演示。
(结果展示:Task One Talk About Li Yundi
Li Yundi likes playing the piano。 He doesn't like playing football。 Does he like playing the piano Yes。 His favorite thing is playing the piano。 Playing the piano is his hobby。 He is fond of playing the piano。
Task Two Talk About Beckham
Beckham likes playing football。 He doesn't like playing the piano。 Does he like playing football Yes。 His favorite thing is playing football。 Playing football is his hobby。 He is fond of playing football。)
小结:此环节设计是由like something自然过渡到like doing something,教师与学生互动的形式,亦问亦答地引入了短语的学习,达到识记目的。
IV、 Practice(Post-task)
Task One Talk About One's Likes and Plan
T: (Choose a boy from Group One) Ted, what do you like doing？
B: I like playing chess。
T: Why do you like playing chess？
B: Because I think it's interesting。
T: Are you going to play chess this afternoon？
B: Yes, I am。
T: What are you going to do this Sunday？
B: Of course I'm going to play chess。 How about you？
T: I'm going to see a film。
T: OK。 The students in Group One try to make up a dialogue like that。 Work in pairs。
与Ted重复一次该对话,然后引导学生看幻灯上的范例,要求第一大组学生以pair work形式完成。此任务是从B2到A的综合运用。任务的完成,既能体现学生新旧知识的能力融合,又能对学生情感态度目标进行检验。
Task Two Talk About One's Hobbies
T: (Choose a girl from Group Two) Arial, what's your hobby？
G: My hobby is drawing and singing。 (应为My hobbies are drawing and singing。)
T: Oh, your hobbies are drawing and singing。 Do you like swimming and running？
G: No, I don't like swimming and running。 (应为or)
T: Mm, you don't like swimming or running。 Why？
G: I think they are dangerous。 How about you？
T: My hobby is listening to music。
T: Well。 The students in Group Two make up a dialogue like that。 Work in pairs。
与Arial重复一次该对话,同时对她在讲述过程中出现的两处错误巧妙地给予了纠正。
Task Three Find out likes and dislikes
T: (Choose a boy from Group Three) Nicolas, do you like getting up early？
B: No, I don't like getting up early。
T: Do you like singing in the shower？
B: Yes, I like。 (应为I do。 或 I like singing in the shower。)
T: Oh, you do。 You like singing in the shower。
T: (Choose another boy from Group Three) Boy, do you like washing dishes？
B: No, I don't like。 (应为I don't。 或I don't like washing dishes。)
T: Ah, you don't。 You don't like washing dishes。 Do you like doing homework？
B: Yes, I like。 Oh, no, no, no。 Yes, I do。
T: Now, work in groups of four。 Look at the slide and finish the work。
Task Four Likes and Dislikes Questionnaire
T: Now Group Four。 Look at the slide。 Try to complete the sentences below with one of the following words。 When you have finished, work with a partner。 Talk about your likes and dislikes。 e.g.
A: I really like collecting stamps。 I love listening to pop music。 I quite like having a party。 I like walking in the rain。 I hate being on my own。 I don't really like wearing the school uniforms。 I don't like meeting new people。 How about you？
B: I love walking in the rain。 I don't really like the school uniforms。 I like playing chess。 I hate meeting new people。 I don't like collecting stamps。 I quite like listening to pop music。 I really like being on my own。 I hate having a party。
四个任务分配完后,各小组成员积极响应,热烈讨论,笔者一直在巡视并参与部分小组讨论。之后各小组选派代表展示其任务完成结果。同时通过小组自评,小组互评,教师进行点评和总评,最后确定表现最好的组是Group Four。全过程近15分钟。
小结:该环节的four tasks目的是让学生分组合作,探究,并自由发表自己的观点。这是让学生对所学有自己的主观体验及独特的感受和认识。
V、Assignments
Well, boys and girls。 You've done a pretty good job。 We've known how to express our likes and dislikes。 We've known how to tell others our hobbies。 So today's homework is: Do a survey What are your parents' hobbies What are your neighbors' hobbies Class is over。
作业目的:培养学生与他人沟通,学会合作的能力。
六,课后反思
笔者在这节课教学设计上,成功之处在于:通过让学生做Food Survey-Do you like--- ; Talk about one's likes and plan; Talk about one's hobbies; Find out likes and dislikes; likes and dislikes questionnaire任务,引导和帮助学生进行主动的,富有个性的学习,以弘扬学生的主体性为宗旨,以促进学生的可持续性发展为目的,从尊重学生的个人感受和独特见解出发,使学生整堂课的学习过程不仅仅有认知,它还扩展到情感,文化素养,学习策略等领域。从用love; like; don't really like; hate; really like; quite like; don't like 与walking in the rain; wearing the school uniforms; collecting stamps; meeting new people; being on my own; listening to pop music; having a party; playing chess连句练习可见一斑。整个教学过程从Pre-task activities到Post-task activities呈现的是师生交往,积极互动,共同发展的过程。
本节课重视学生的语言输入与输出,让学生在语言实践中丰富语言的积累,培养语感,发展语感。通过Talk about one's likes and plan; Talk about one's hobbies; Find out likes and dislikes的设计与完成,学生加深体验与领悟。笔者较注重发挥师生双方在教学中的主动性和创造性,让学生在师生互动的过程中进行语言学习。如教学过程中谈论到的What do you like doing Why do you like doing it Because it's dangerous\ exciting\ interesting; You like singing in the shower You don't like doing any housework You like going around the world 等。这种“动”不是学生无序的,无组织地乱说乱动,而是在老师的引导下,让学生带着自己的经验,情感参与其中,营造了一种平等,和谐,快乐的学习氛围。这些都能从教学的五个环节看出笔者的教学思想:一是课堂导入,通过自我画像,引入like something结构,为Presentation环节作铺垫。课堂一开始以Today I want you to know a new friend,加外貌的描叙,转入She likes fruit and vegetables。 She likes sports, too。 She is in the classroom。 Guess, who is it 把师生带入了互动状态。二是Pre-task环节设计,通过Make friends and tell your likes to your neighbor,让学生互动,尽快互相熟悉。接着,趁热打铁,让学生以group work形式(Do you like potato chips ---)交流信息,此时教师以helper角色巡视整个课堂。在生生互动,教师辅助的过程中,学生迅速搜索旧有知识,培养了学生初步处理信息的能力。三是While-task环节设计,通过对明星的兴趣爱好讨论(Jordan likes playing basketball。 Beckham likes playing football。 Li Yundi likes playing the piano。 His hobby is playing golf, etc。 ),很自然地由like something过渡到like doing something的学习。师生双方相互交流,相互沟通,相互启发,相互补充,最后达到共享,共进,共同发展。四是Post-task环节设计,通过给四个大组各一任务(Task One-Talk about one's likes and plan; Task Two-Talk about one's hobbies; Task Three-Find out likes and dislikes; Task Four-Likes and dislikes questionnaire),让学生分组合作,探究,并自由发表自己的观点,达到从B2到A的综合运用。此环节旨在尊重学生在学习过程中的个人体验,让学生在交流和讨论中作出自己的答案。任务的完成能充分激发学生的主动意识和进取精神。五是作业环节的设计,通过布置两个调查任务(Do surveys-What are your parents' hobbies What are your neighbors' hobbies ),把学生置于一种动态,开放,生动,多元的学习环境中去。作业的目的是培养学生与他人沟通,学会合作的能力。
笔者对本节课感到不满意的地方是:在Presentation演示,操练后的While-task(明星的兴趣爱好表达语的谈论Talk About Beckham-Beckham likes playing football。 \ Beckham's hobby is playing football。等)两个任务环节有点唐突。原因是没有给学生足够的铺垫时间,以致于任务下达后部分学生不知所措,只好重新叫了四个同学与我一起做示范,每个任务都向同学们再展示了一遍,耽误了时间。另外,整堂课突出听说,读写分量较轻。在往后的课堂中一定要有一个环节来检查学生的书面表达情况。
七,课例评析
这是一堂充满激情的语言学习课。整个教学鲜明地体现了新课程改革的理念,体现了英语课程标准的精神。整个教学流程由Pre-task, While-task, Post-task三大块组成,给人以非常严谨的感觉。教学中教师通过恰当的“导”--I want you to know a new friend。 She likes fruit and vegetables。 Guess, who is it ,“引”--Do you like cakes What do you like What's your hobby Jordan likes playing basketball。 Why do you like singing in the shower I like going around the world because I think it's exciting。较好地调动了学生的积极参与,使学生合作,自主,探究学习,在宽松,愉悦的氛围中达到学习目标。教学中教师充分发挥自己的特长,以其良好的语言素养,引导学生多方位地,认真地使用语言,不断揣摩,使学生从中感悟,得到熏陶,形成语感。一个简单的句型Sb. likes doing sth. One's hobby is doing sth.,该教师能带领学生从对食物的爱好(Do you like vegetables )谈到个人看法(I like walking in the rain because I think it's interesting。),个人习惯(I like singing in the shower),个人好恶(I hate meeting new people。 I don't really like wearing school uniforms。)。 从课堂情况看,学生的参与意识强,学生发言积极,气氛活跃。通过这堂课,我发现了学生学习的潜能,学生是学习的主体,只要充分调动学生的学习积极性,因势利导,教师是整堂课的组织者,引导者,参与者和评论的首席。另外,教师较好地把现代教学手段与传统的教学手段有机地结合在一起,进一步优化了教学过程,优化了教学的时间结构,顺利地完成了教学任务。
这堂课不足的地方有:在设计各项任务时,应该多提携学习能力稍次的学生(靠教师右手边角落的一组学生始终没有主动举过手,也没被上课的老师叫起来发过言)。在While-task环节上老师讲得偏多了点,这样显得学生练习偏少,有点冷场(主要是上课的老师在解释句法)。
总的看来,这是一堂成功的英语教学研究课。教师的教学观念新颖,语言亲和力强,充分尊重学生的主体地位,较好地体现了以人为本的教学思想,对我们落实新的英语课程标准,实施新课程改革有比较好的借鉴作用。
(评课人:徐斐儿 中学英语高级教师 深圳市福田区教研室英语教研员)