課程現(xiàn)代外語教學(xué)論

1、課程：現(xiàn)代外語教學(xué)論案例教學(xué)之一：A Task-based Language Teaching Model撰寫人：豐玉芳A Teaching sample: A Task-based Language Teaching ModelUnit 4 Turning off TV: A Quiet Hour1. Teaching objectives1) Get students to come up with and describe the advantages and disadvantages of TV. 2) Improve students reading skills-skimming

2、 and scanning.3) Develop students communicative competence by using the expressions in the text and the grammatical item of subjunctive mood.4) Develop students writing ability by assigning them a composition entitled “Advantages and Disadvantages of Television” and directing them to conduct an inte

3、rview on the topic of Leisure-time Activities after class.2. Teaching hours: 6 hours3. Teaching procedures:1) Pre-readingTask 1: Ask students to preview the whole unit on their own before class.Ask students to work in groups to collect any information about TV before class.(its invention, its develo

4、pment, its popularity, its impact, its future) and report to the whole class.From the information collected, we can safely concluded that since its birth, television has been developing very rapidly and influencing our daily life.Task 2: Brainstorming: Ask students to come up with words or expressio

5、ns related to television.(channel, antenna, entertainment, educational program, relax, distraction, disturb. )Task 3: Divide the whole class into half and get one half to work in groups to come up with the advantage of watching TV and the other half to think about its disadvantages. (The teacher goe

6、s around and is ready to help.)Choose a member from each group to form a team of positive and negative side to debate on the topic: Is TV a plus or minus?The teacher sums up the debate and draw students attention to the related words and expressions.The teacher plays two recordings about television

7、for students to get more information and familiarize themselves with the words and expressions.2) While-readingFrom the debate and discussion we know that television has been playing a very important role in our daily life and that the modern world without a television is unimaginable, but every coi

8、n has its two sides. There are many problems arising from spending too much time in front of TV. The author of the text raises his voice against TV and urges TV viewers to turn off TV to enjoy a precious quiet hour. Lead the students to understand and analyze the text.Task 1: Skimming: Ask the stude

9、nts to work in pairs and skim the text to fill in the following table.PartLinesMain Idea11-3The author proposes that every evening, for 60 to 90 minutes, all television broadcasting in the U.S. be prohibited by law.24-28The author mentions some problems caused by watching too much TV and suggests so

10、me activities to fill the time when turning off TV.329-42People could have more fun if they turned off TV for one or two hours every day as they did in the past.Task 2: Scanning: ask students to work in pairs and decide whether the five statements are true or false.(1) The author proposes stopping b

11、roadcasting evening news in the United States each evening. (2) According to the author, turning off TV might produce a real family hour and solve all the family and social problems.(3) According to the author, good books are more entertaining than TV.(4) If we turned off TV for an hour, we could ta

12、ke a ride together. (5) The idea of an hour without TV is radical because life without TV lacks a lot of fun.Task 3: Further understanding: Ask students to read the text in detail and think about the following questions on their own and then discuss in groups for the answers.(1) What might we do wit

13、hin the quiet hour?(2) According to the author, what problems can be caused by failure to communication?(3) What other activities could families pursue besides such conversation?(4) What does the author suggest as an alternative to silent reading?(5) What good effects, according to the author, might

14、 be produced on TV programs if his suggestion were accepted?(6) What good effects, according to the author, might be produced on TV programs if his suggestion were accepted?(7) What do you think of the authors suggestion?3) Post-readingTask 1: Language FocusThe teacher picks up two sentences from th

15、e text and explains the usage of subjunctive mood. (1. Lets take a serious, reasonable look at what the results might be if such a proposal were accepted. 2. With the distraction of TV, they might sit around together after dinner and actually talk to one another.)Ask students to work in groups to fi

16、nd and analyze such sentences using subjunctive mood in the first four paragraphs.Ask students to make a dialogue with whatever situations imaginable in pairs practicing subjunctive mood.Task 2: RetellingThe teacher picks out some key words and expressions from the text and draws students attention

17、to their usages and collocations.Ask students to work in groups retelling stories using the key words and expressions.4) Check and AssessmentTask 1: a spot dictation of the summary of the text.Task 2: a mini-paper of multiple choice concerning the language points of the unit5) Project WorkTask 1: As

18、k students to interview one or two classmates after class about their favourite TV programs, their leisure activities and the reasons as well. Write down the transcripts and report to the classTask 2: Ask students to write after class a composition entitled the Advantages and Disadvantages of TV and

19、 hand in at the end of this unit. 課程：現(xiàn)代外語教學(xué)論案例教學(xué)之二：An Interactive Language Teaching Model撰寫人：豐玉芳A Teaching sample: English Autonomous Learning Instructional ModelUnit 13 InsuranceLearning purpose:Text A: 1. Having a general idea about insurance and the reasons why American are unwilling to discuss i

20、nsurance and the reasons why they should learn more about insurance 2. Mastering language points in this text 3. Finishing the exercise afterText B: Having a general idea about what is money and what are its functionsGrammar: the basic usage of “article”Teaching aims: 1. Guide the students to come t

21、o understand the concept of insurance and the kindness of insurance;2. Guide the students to know the reasons why insurance is boring;3. Guide the students to know the reasons why learning more about insurance is necessary.Key points of teaching1. Language points and some complex sentences in the te

22、xt 2. Finishing the exercise afterDifficulties in teaching1. Analysis of structure of sentence 2. Understanding the meaning of several sentence3. The usage of articleTeaching assistance With multimedia aidTeaching procedureBefore beginning the class, students in the class has been divided into 8 gro

23、ups, with each group having 5 to 6 students. In the following statements, letter T represents teacher, while S represents students.1. Creating question scene and stimulating learning motivationT: I think most of us are familiar with the word “insurance”, and some of us also know some kindness of ins

24、urance, who can tell me the meaning of insurance? (Creating questions and triggering students thinking)S: I think insurance is just like a trade, I buy a paper of insurance policy and insurance company offers some related service for us.T: Yes, this student has answered a part of the concept of insu

25、rance, he told us what he thought insurance is, but this is just the form of insurance, as to the real meaning of insurance, and I believe few of us can answer it accurately. Further, who can tell us several categories of insurance? (Creating questions and triggering students thinking)S: Life insura

26、nce, health insurance and employment insurance.T: Very good, and the category of insurance is wide, for example, accident insurance, automobile insurance and so on, and these insurance is close to our life, thus it is necessary for us to have some knowledge of them.(stimulating students learning mot

27、ivation)However, in our daily life, we treat insurance agents as salespeople, they always disturb us and can not really be our friends, right? Maybe most of us never try to pursue the concept of what is insurance, and never explore the reasons why we dislike insurance agent, just because of their be

28、haviors. After learning the text, I think we can find the answers we need, this text is not just a text, it is close to our real life, as a social person, knowing more about insurance. OK, now next we can skim the content of this context. (Leading in the text and stimulating students learning motiva

29、tion)2. Help students set the study goals and teach students the strategies of autonomous learning when students are learning by themselves.T: While skimming the text, you should pay attention to the information which can answer the questions above and when meeting a long sentence, you should make c

30、lear its structure at first and then its easier for you to understand its meaning, However, if you still can not understand the meaning by following these methods, please underline the sentences. When coming across new words and phrases, you can refer to the vocabulary list. Our learning materials h

31、ave offered much useful information for our understanding; you should make good use of them. On the basis of comprehension, try to finish the reading comprehension in the exercises for the text. (Help students set the goals for learning and tell them the learning strategies).about 20 minutes later,

32、observe that most students have finished what is required. 3. Self-examination and discussion togetherT: OK, I see most of you have finished what is required, and I believe through the cooperation between people in a group, you can answer most of my questions. Ok, first question, after reading the t

33、ext, can you give a definition to insurance?S1: I dont think its easy to give a definition to insurance, it is so complex that nobody but a few professionals can know exactly what insurance is.T: Very good. Do you agree with him?S: (All) Yes.T: The next question. Can you tell us three reasons why Am

34、ericans are unwilling to discuss insurance?S: The first is . The second is . The third is .T: Very good. (And some other questions that comes from the text which students can find the answer in the text)If students can answer all the questions by discussing with each other, then the teaching goals h

35、ave been achieved. If not, the teacher should make some explanation. For example: in checking the answer of the reading comprehension, there may be some questions students can not solve only by discussing with his classmates.S: Why can the “coverage” in Line 2 be replaced by “insurance”? I can not s

36、ee any relationship between the two words.T: First, we must make clear the meaning of “coverage”, and it has three meanings in the vocabulary list, the first meaning is just the noun of cover, the second meaning is the range of insurance or the category of insurance and the last meaning is the range

37、 of report. According to our text “ This particular agent wanted to discuss my automobile coverage, but the next agent to call might be interested in my life insurance program.” from the topic of this text and the context of the sentence, it is not difficult for us to guess the meaning of “coverage”

38、 even if we dont know the meaning of it. Moreover, the other three items “shelter” “protection” “problem” can not be made sense.S: Why is the item “problem” not suitable? An insurance agent can also call to know the problem of car. T: Thats true, but all these sentences should be coherent, you can s

39、ee after the sentence, it says the next agent to call might be interested in my life insurance, we can deduce that the last agent call to discuss automobile insurance, got it?S: Yes.If through the teachers explanation, students still cant understand it, the teacher should try to find the reason and

40、make explanations again. If the result is the same, that is say, the knowledge is beyond students proximal knowledge, then it can be left behind. 4. Knowledge of strategies and practiceAfter finishing the exercises after the textT: Most of us do well in the exercise, but we should pay attention to s

41、ome grammar phenomenon, for example, the second item in the vocabulary exercise, there are three words “safe” “ unsafe” “safety”, it is easy for us to choose the proper form to fill in the blank, however, we should also notice the class of these words, and at the same time, we ought to know the pref

42、ix “un-”, it is a negative prefix, we have learned many similar words, for example, “unable” “unfit” “unequal” and so on. (In this process, students can consolidate their knowledge by doing exercises, and the teacher should also tell them how to master the knowledge better at the same time)5. Study

43、effect and evaluationAfter finishing all the teaching aims, the teacher should spend some time making communication with the students so as to know their opinions of autonomous learning and make improvement in the next timeT: Ok, we have finished all the items in the unit, many of us may have some i

44、deas on autonomous learning now, and we can make an exchange.S1: I think this form of learning is freer than the traditional learning; it is good for our thinking.S2: Through this form of learning, we can understand the content better, and we master many learning skills and strategies as well.課程：現(xiàn)代外

45、語教學(xué)論案例教學(xué)之三：英語閱讀教學(xué)案例分析撰寫人：豐玉芳教材版本：人教版高中英語必修 一、教學(xué)對象為高中三年級學(xué)生。高中三年級學(xué)生的認知能力比初中階段有了進一步的發(fā)展，漸漸形成用英語獲取信息、處理信息、分析問題和解決問題的能力，因此需要特別注重提高學(xué)生用英語進行思維和表達的能力。他們學(xué)習(xí)英語方法由死記硬背轉(zhuǎn)型向理解型并應(yīng)用到交際上，他們有自己的學(xué)習(xí)技能和策略，學(xué)會把語言學(xué)習(xí)與現(xiàn)實生活和興趣聯(lián)系起來。通過任務(wù)型課堂活動和學(xué)習(xí)，學(xué)生的學(xué)習(xí)自主性得到加強，不再認為英語的課堂學(xué)習(xí)很枯燥，主動參與到活動中去，成為課堂的主體，同時也加強了與他人交流合作的能力。二、這一課是本單元第一個課時。由于這課出現(xiàn)的生

46、詞比較多，在課前教他們讀了一下。在備這一課時，發(fā)現(xiàn)它的有關(guān)宇宙的知識很專業(yè)，起初比較擔(dān)心，但是得知高一的學(xué)生地理課上已經(jīng)學(xué)習(xí)了相應(yīng)的部分知識，有了一定的知識儲備，這樣在處理的時候就注意到詳略的問題，我覺得在今后也必須對學(xué)生的知識結(jié)構(gòu)有所把握，這樣才會更好地抓住要點和難點。三、本課為閱讀課型，主要介紹有關(guān)太空知識和人類起源。通過閱讀使學(xué)生了解宇宙的形成，和人類的形成。課文內(nèi)容用不同的形式來讓學(xué)生自己歸納，提高閱讀技能。由于這課講述有點抽象，需要足夠的圖片，方便理解并形成感性認識。本課目的要使學(xué)生了解宇宙形成和人類起源，培養(yǎng)環(huán)境保護意識。四、教學(xué)內(nèi)容大致分為以下幾個方面：1看圖片引入宇宙形成這一話

47、題。2從網(wǎng)上下載一些宇宙空間圖并展示給學(xué)生看，弄清楚星際空間的劃分，給學(xué)生以感官上的刺激，而且有利于幫助學(xué)生對文章的理解。（一些生詞用板書）3學(xué)生閱讀課文后完成精讀練習(xí)。4兩人圍繞人類起源進行討論。5語言學(xué)習(xí)-難句解釋。6小結(jié)文章，一是找關(guān)鍵線索，二是寫作手法。7小組討論，包括復(fù)述課文，加深對文章的理解，以及學(xué)生總結(jié)自己通過本課學(xué)習(xí)學(xué)到了什么（達到教學(xué)目標-形成保護環(huán)境意識）。五、教學(xué)策略環(huán)環(huán)相扣，設(shè)計緊湊。先利用錄音和圖片引起興趣，然后帶著問題有目的地閱讀文章，通過回答問題掌握細節(jié)，知道宇宙形成的過程，再從整體上把握它的結(jié)構(gòu)、特色，學(xué)習(xí)用英語歸納以及復(fù)述，最后自己去小結(jié)上完這節(jié)課的收獲，使他

48、們的掌握閱讀技巧的同時也增加了見識。在小組討論過程中，學(xué)會用英語口語判斷別人給出的依據(jù)，并給出自己的觀點。采用多媒體教學(xué)，用一些有關(guān)宇宙的精美圖片，引起學(xué)生對即將閱讀的文章的興趣，減少陌生感。六、教學(xué)過程1Warming-up（引入）教師用 PowerPoint分別展示宇宙空間，并不需要學(xué)生詳細記錄細節(jié)，因為不是聽力課，只是了解宇宙的形成和分布。 然后問問題：2Reading（使學(xué)生了解宇宙形成、人類起源）1）讓學(xué)生解釋文章的title2）為了讓學(xué)生知道宇宙是什么樣子，幫助理解文章，教師展示多張圖片3）閱讀后學(xué)生回答問題（大部分學(xué)生能找到答案）4）在了解細節(jié)的基礎(chǔ)上，再次閱讀(ski

49、mming)。全班分5個小組，分配任務(wù)給每一個組，文章共有5段，每組概括一個段落的大意，而且要求使用不超過3個單詞來概括，既降低了難度又提高了學(xué)生歸納能力。3Difficult points（難點）因為只是閱讀課，語言點不作詳解，是為下個課時作準備，分別找出 4句難句，讓學(xué)生進行解釋，一一說明屬于什么從句（分別有賓從、狀從、定從、主從）（從句是學(xué)生的薄弱環(huán)節(jié)），為學(xué)生掃除閱讀障礙。4Summing-up（總結(jié)）學(xué)生掌握每段大意后，從總體上把握文章結(jié)構(gòu)和特點：1）找出宇宙形成的線索2）分析寫作手法（時間順序及都用了一般過去時描述已發(fā)生的事情）：讓學(xué)生將來進行寫作訓(xùn)練描述某事經(jīng)過時，可以模仿這篇文

50、章的手法5Group-work (Task) 4人小組學(xué)生此時已非常熟悉文章內(nèi)容及結(jié)構(gòu)，進入用英語進行交際環(huán)節(jié)1）復(fù)述課文，教師給出一段文字，中間有不少空格，學(xué)生根據(jù)課文內(nèi)容填寫空格（Fill in the blanks）。2）談?wù)勛约簭闹械氖斋@（What can you learn from the text?）學(xué)生都能說出要保護環(huán)境（完成本課教學(xué)目標）。至于怎樣保護，因時間關(guān)系留待下個課時再討論。6布置作業(yè)：復(fù)習(xí)課文及寫一篇如何保護環(huán)境的文章。七、課后反思教學(xué)成功之處是引導(dǎo)學(xué)生一步一步從閱讀文章表層意思，到探討深層意思，使學(xué)生明白宇宙起源和人類起源。例如，先帶著問題讀課文，回答問題，接著概

51、括段意，然后分析句子，（這是表層理解），最后總結(jié)全文，通過字面理解使學(xué)生達成共識保護環(huán)境，升華到深層理解。引入部分達到預(yù)期效果，沒有用書本上的例子，而自己準備了錄音和圖片作為引入，時間短且能引起學(xué)生興趣及渴望了解更多的求知欲。不足之處是在閱讀后回答問題部分，設(shè)計問題大多是wh-問題，因此對閱讀能力稍差的學(xué)生沒有完全照顧到。復(fù)述對于能力稍差點的學(xué)生難度大了些。2000多個英語單詞及一定數(shù)量的詞組和習(xí)慣用語。詞匯復(fù)習(xí)就是要學(xué)生把所學(xué)過的詞匯系統(tǒng)地歸納整理，牢固地掌握運用。把所學(xué)過的詞匯按讀音、構(gòu)詞、習(xí)慣用法、語法特點以及同義詞、反義詞、近義詞一起串聯(lián)起來，從不同的角度歸納整理，建立一個相互聯(lián)系的“

52、知識場”。 課程：現(xiàn)代外語教學(xué)論案例教學(xué)之四：2008年全國高考英語I卷閱讀理解試題教學(xué)性分析案例撰寫人：豐玉芳2008年全國高考英語I卷閱讀理解試題教學(xué)性分析案例A    Last week my youngest son and I visited my father at his new home in Tucson, Arizona. He moved there a few years ago, and I was eager to see his new place and meet his friends.    My

53、earliest memories of my father are a tall, handsome, successful man devoted to his work and his family, but uncomfortable with his children. As a child I loved him. He seemed unhappy with me unless I got straight As and unhappy with my boyfriends if their fathers were not as “successful” as he was.

54、Whenever I went out with him on weekends, I used to struggle to think up things to say, feeling on guard.    On the first day of my visit, we went out with one of my fathers friends for lunch at an outdoor café. We talked along that afternoon, did some shopping, ate on the street

55、 table, and laughed over my sons funny facial expressions. Gone was my fathers critical (挑剔的) air and strict rules. Who was this person I knew as my father, who seemed so friendly and interesting to be around? What had held him back before?    The next day dad pulled out his childhood

56、 pictures and told me quite a few stories about his own childhood. Although our times together became easier over the years, I never felt closer to him at that moment. After so many years, Im at last seeing another side of my father. And in so doing, Im delighted with my new friend. My dad, in his n

57、ew home in Arizona, is back to me from where he was.56. Why did the author feel bitter about her father as a young adult?A. He was silent most of the time.B. He was too proud of himself.C. He did not love his children.D. He expected too much of her.57. When the author went out with her father on wee

58、kend, she would feel         .A. nervous   B. sorry   C. tired    D. safe58. What does the author think of her father after her visit to Tucson?A. More critical          B. More talkati

59、veC. Gentle and friendly     D. Strict and hard-working59. The underlined words “my new friend” in the last paragraph refer to          .A. the authors son                   B. the authors fatherC. the friend of the authors f