曾思偉老師推薦的教學(xué)設(shè)計模式.doc

曾思偉老師推薦的教學(xué)設(shè)計模式現(xiàn)在我們備課，大部分老師都會采取以下的兩種的備課模式：1）表格式：這種備課模式，比較直觀和簡單，讓看的人一目了然，條理比較清晰。個人認(rèn)為比較適合用于公開課，或者已經(jīng)具備一個具體的課例影象在別人的腦海里時，根據(jù)這個教案可以進(jìn)一步使人了解教學(xué)的具體過程和意圖。但是，如果只是看教案而缺乏具體的課例，可能有些地方不能夠完整和較好地體現(xiàn)設(shè)計者的意圖，所以相對來說不夠完善和詳盡。2）敘述式：這種備課模式，相對上一種模式，特點就是比較詳盡的對整節(jié)課的過程和具體做法、步驟以及意圖，以“步步為營”的形式進(jìn)行說明。雖然沒有課例進(jìn)行展示和回憶，但是在讀完教案后，在腦海里可以想象出真實上課時的情景（因為在教案中，設(shè)計者甚至已經(jīng)插入了教師的課堂用語），所以可以讓讀者能真正讀懂執(zhí)筆者的設(shè)計目的。所以，個人認(rèn)為這種模式比較適合用于教學(xué)研討中。說的不好，請拍磚此外，可以嘗試在教案中加入以下一些元素：以下是兩個案例：表格式：廣州版小學(xué)英語口語課本第二冊Unit Four Lets try 體育東路小學(xué)曾思偉教學(xué)內(nèi)容分析：本節(jié)課是Unit Four 的Lets Try，學(xué)生在前面的內(nèi)容中已經(jīng)理解和學(xué)習(xí)了有關(guān)in, on, under, behind四個介詞的用法，對一些家具的單詞已經(jīng)掌握。本節(jié)課主要是讓學(xué)生理解，并結(jié)合所學(xué)內(nèi)容去學(xué)習(xí)“Where is it?”這個新句子，能在不同的情境中學(xué)會如何表述。教學(xué)對象分析：由于本班學(xué)生并非自己所教的班級，所以與學(xué)生的配合和溝通可能會出現(xiàn)一定的問題。但是全體學(xué)生都已經(jīng)具備一定的口語基礎(chǔ)，并初步形成了一定的英語學(xué)習(xí)習(xí)慣。在教學(xué)過程中，教師通過給予學(xué)生大量的信息輸入，讓學(xué)生在不同的情景中理解、感知新語言知識，并讓他們主動開口說、練語言。教學(xué)策略： 1、通過運用大量的情景、媒體和活動等教學(xué)方式讓學(xué)生主動獲取信息。2、結(jié)合課堂活動和游戲，加強學(xué)生對新知識的記憶。3、進(jìn)行大量的信息輸入，并在活動中引導(dǎo)學(xué)生主動地進(jìn)行英語的輸出。Language Focuses:Where is it? Its in/on/under/behind theTeaching Objectives：1、Enable the pupils to understand the sentences and say correctly:“Where is it? ”“Its in/on/under/behind the” 2、Enable the pupils to try to tell the storyTeaching Procedures:StepsTeachers ActivitiesStudents ActivitiesPurposesPreparation1. Greeting2. Sing a song:“A picture of me”3.Review the Prep. “in, on, under, behind” by TPR 4. Play a game:Find out the furniture(Present the furniture by CAI, a bed, a closet, a chair, a toilet, a sofa and a picture will move everywhere on the TV, then make the children find them out and say out the word of the furniture.)4. Try to say the sentence and express: “Its in/on/under/behind the ” and answer the question: “Where is it?”(Make a situation by CAI, then try to repeat the question “Where is it?” and make the children try to express.)1. Greeting2. Sing a song together and warm up3. Try to do and say with the teacher to review the Prep.4. Review the words of the furniture and try to say out the word4. Try to answer the question “Where is it?” and express.1. To cheer and warm up2. Create a atmosphere of learning English3. To review the Prep.4. Review the word of the furniture4.Practise and review the sentence in the situation and try to present “Where is it?” for the first time.Presentation1. Sing the “ABC” song for creating the situation(The teacher cant find the letter “D”, then try to find it out everywhere. The teacher will create the true situation for “Where is it?”, and make the children listen again and again.)2. Create the second situation: “Where is my apple?” by CAI.(The letters “ABCD” will turn to be a big apple, then a big mouse will steal the apple, and the teacher will try to find out the apple.)3. Try to catch the mouse for the first time by CAI.(The mouse will run everywhere, then the teacher will try to catch it again and again, then input “Where is it?” again and again.)1. Listen to the teacher for repeating “Where is it?” in this situation, and try to catch the meaning.2. Listen to the teacher for repeating the sentence. Get to know the meaning of “Where is it?” in another situation.3. Just listen and watch the teacher catching the mouse. 1. Create a true situation and make a lot of input for the children.2. Go on making a lot of input to help the children to understand the meaning and the situation.3. Go on making enough input for the children to understand the meaning and the situation.PracticeTo catch the mouse by CAI with the children together.Try to tell the story with the teacher together.Have an output after a lot of input.ConsolidationRetell the story by themselves(Ask one child to act out, and the other children to retell the story together.)Tell the story together.To cultivate their ability of listening, speaking, and acting after a lot of input教學(xué)反思：1、聽和說的能力是在一定的語言環(huán)境中形成的，教師應(yīng)努力為學(xué)生創(chuàng)造一個良好的語言環(huán)境進(jìn)行聽說訓(xùn)練。本節(jié)課采用了多樣的教學(xué)手段，創(chuàng)設(shè)生動活潑的語言情景，營造輕松愉快的課堂氣氛，使每一個學(xué)生都敢于和樂于開口說英語，并努力為他們提供說英語的機(jī)會。2、本節(jié)課在所學(xué)的語言基礎(chǔ)上，創(chuàng)設(shè)了幾個不同環(huán)境下的真實教學(xué)情景，開展具有交際特征的語言實踐活動。它雖不是完全自然的交際性活動，但與機(jī)械的語言操練相比，更貼近生活、真實自然。在這種準(zhǔn)交際性的活動中學(xué)習(xí)英語，學(xué)生更容易理解語言的意義，掌握語言技能，幫助他們盡快地在真實的交際活動中使用英語這一交際工具。 3、本節(jié)課在大量接觸真實語言的基礎(chǔ)上，要求學(xué)生進(jìn)行真實的交流，靠大量重復(fù)模仿，強化記憶，養(yǎng)成習(xí)慣。從視聽說入手，注重聽說訓(xùn)練，著重培養(yǎng)學(xué)生初步的語感，由淺入深、由易到難、循序漸進(jìn)、不斷復(fù)現(xiàn)。 本課教學(xué)特色：（彭雪紅點評）一、“Meaning goes first”。根據(jù)低年段兒童學(xué)習(xí)外語的特征，盡量以“Meaning goes first”為指導(dǎo)思想。通過創(chuàng)設(shè)多個不同的情景來呈現(xiàn)新知識，幫助學(xué)生理解、感知語言知識的意義，利用生動的情景很好地幫助學(xué)生準(zhǔn)確理解知識的內(nèi)容。并且在情景中，為學(xué)生提供足夠的語言輸入，讓學(xué)生可以聽到老師不斷在重復(fù)語言，讓他們有足夠的時間去感知。學(xué)生的任務(wù)是聽、看和理解，而生動有趣的情景帶給學(xué)生的是輕松，愉悅的心境，消除了要學(xué)生馬上進(jìn)行嘗試語言輸出的壓力。二、“Storytelling teaching method”。教師可以把教學(xué)內(nèi)容稍做改動，以適合兒童的形式呈現(xiàn)語言，例如可以用故事的形式串講呈現(xiàn)，不但可以豐富教學(xué)內(nèi)容，而且還可以創(chuàng)設(shè)出較真實的語言情景，增添了課堂教學(xué)的趣味性，很好地吸引兒童的學(xué)習(xí)興趣，實現(xiàn)了低段英語口語教學(xué)的興趣培養(yǎng)為主要目的教學(xué)目標(biāo)。同時也可以利用故事教學(xué)中自然重復(fù)語言知識的特點，讓學(xué)生很好地理解與學(xué)習(xí)新知識。三、“Variety of activities”。根據(jù)學(xué)生的年齡特點，可以設(shè)計大量的形式各異，輕松活潑的活動。如采取TPR，chant，guessing game等方法進(jìn)行學(xué)習(xí)，此外還可以采用CAI課件游戲來進(jìn)行意義的語言操練。在實際的教學(xué)中，只要老師有技巧地采用和處理活動內(nèi)容，真正地做到讓學(xué)生“Meaning goes first”，就能讓學(xué)生學(xué)得輕松愉快，扎實地掌握語言的學(xué)習(xí)目標(biāo)，很好地穩(wěn)住學(xué)生的無意識注意學(xué)習(xí)，同時有效地管理了原本較難管理的低年段課堂教學(xué)。敘述式：作者：廣東省順德市大良實驗小學(xué) 田湘軍 一、授課內(nèi)容Id like an apple. Jim:Would you like a pear, Mike?Mike:No, thanks. Id like an apple.Jim:OK. Here you are.Mike:Thanks. Jim:What about you, Nancy?Nancy:Id like an orange.Jim:Look! Heres a big orange for you.Nancy:Thank you very much.Jim:You are welcome! 二、教學(xué)目標(biāo)1、語言知識目標(biāo)1）Words-復(fù)習(xí)鞏固與水果有關(guān)的單詞；2）Sentences-熟練掌握下列句子，并能熟練運用。a.Would you like a pear? Yes, please./ No, thanks.b.Id like an apple.c.What about you?d.Heres a big orange for you.3)Function-掌握向他人提供物品時的具體表達(dá)方法。2、情感、文化目標(biāo)1)在教學(xué)過程中培養(yǎng)學(xué)生學(xué)習(xí)興趣，幫助他們樹立信心。2）使學(xué)生在學(xué)習(xí)過程中能夠注意并理解他人情感。3）體會婉拒他人的禮貌的表達(dá)方法，并在實際生活中運用。三、重難點1、充分了解并掌握下列句子。Would you like ? Yes, please. No, thanks.Id like What about ?Heres a/an for somebody.2、了解英語語言文化習(xí)慣。當(dāng)對方向你提供某種物品或幫助時，如何進(jìn)行委婉地拒絕。No, thanks.四、教學(xué)輔助手段1、水果、飲料和食物等物品的實物和圖片；2、一個用于游戲的小布袋；3、多媒體教學(xué)課件-Flash版五、教學(xué)過程 Warming-up1.Draw a picture of the teacher with fruits. - Apple in the mouth.2.Sing English songs.a)An apple a day. b)Bingo.c)Head, shoulders, knees and toes.d)Teddy bear.e)1-2-3-4-5.3.Lets play a game. Simon says.Simon says: Touch your head. Touch your nose. Snap your fingers. Clap your hands. Wave your arms. Shake your body. Stand up. Turn around. Come to the front. Touch the floor. Show me your apple/orange/banana.Preparation1.Class begins. Good morning, boys and girls. Sit down, please.2.Greetingsa)Im Mr. Tian. Whats your name, please? Nice to meet you.b)Look at the pictures. Here are the boys. And here are the girls. This is a hill. Just now you did a very good job. So you can get a tree.Presentation1.Id like an apple.a.I have two trees here, an apple tree and a pear tree. What would you like, an apple tree or a pear tree? An apple tree. OK. Id like an apple tree. Id like an apple. ( Put Id like an apple. On the whiteboard. Show the topic.)b.Read the topic twice. 2.Would you like ? Yes, please.a.Show some fruits and ask them how to read these things in English. (Look. I have many fruits here. Whats this in English? Its a pear. -Put a tree on the hill. Whats this in English? Its an orange. Thats right. Put a tree on the hill again. )(Put apple, orange, bananas-實物 onto the whiteboard.) b.Put a pear in a bag and ask a pupil come to the front. Touch and guess: Whats in the bag? A pear. Thats right. Hey, would you like a pear, ? Yes. If you want to say yes, please say: Yes, please. Would you like a pear ? Yes, please. Excellent. Heres a pear for you. Here you are. Thank you. Youre welcome. Bye. Go back to your seat.(Put the sentence Would you like ? Yes, please. on the whiteboard.Reading practice. (Would you like, would you like, would you like a pear? Yes, please. Yes, please. Yes, please. Here you are. Here you are. Here you are. Thank you. Thank you. Thank you. Thank you. Thank you.) 3.Would you like ? No, thanks.a.Put a bad apple in the bag and ask a pupil to come to the front. Touch and guess: Hey. Whats in the bag? Touch and guess. A banana. Yes, youre right. Would you like an apple? No, thanks. What would you like? Id like Heres an orange for you. Here you are. Thanks. Youre welcome.(Put Would you like ? No, thanks. on the whiteboard. )Reading practice. Would you like, would you like, would you like an apple? No, thanks. No thanks. Id like an orange.Continue the game one more time.b.Practice in groups with the objects or pictures on their desks.c.Act it out. 4.What about ?a)The teacher asks a pupil: Id like an apple. What would you like? Would you like a banana? Yes, please. Heres a banana for you. Here you are. Thank you. Youre welcome. Point to another pupil. Hey, what about you? What would you like? Id like Very good. Then put What about ? on the whiteboard.b)Reading practice. What about, what about, what about you? IIId like a banana.c)Continue the question. Id like a pear. What about you?d)Let pupils practice with the pictures on their desks.e)Chain game. Id like an apple. What about you? 5.Show the movie.a)Now look at the screen. Whos this man? Its Mr. Tian. Yes. Whos this girl? Is this Lin Xinru? Is this Wangfei? Is this Snowwhite. Yes, this is Snowwhite. Shes at home. And look! The seven dwarfs are working there. Now lets see whats happening.b)Give the task(questions)-What would the dwarfs like, a pear, an apple or an orange?c)Show the movie for the second time.d)The teacher asks pupils the question.What would the dwarfs like, a pear, an apple or an orange?An apple and an orange. Thats right. Consolidation1.Reading practicea)In chorus after the tapeb)In chorus after the teacherc)Read in chorus by themselves.d)Lets chant. (Would you like, would you like, would you like a pear? Enough reading practice of the chant. Act the chant.)2.Practice in groups. (Show pictures of fruits, food and drinks. Let pupils practice in groups. )3.Act with the pictures on their desks. Developmenta.Boys and girls, now its time to do our information s