本文是2013年度常州市十二五规划备案课题《牛津高中英语教学整合行动研究》之成果。课题主持人为英语教研组王萍老师。 

附件：课题组成员徐美玲老师《课堂实录》

M11 U4  Task Writing a report about course choice

Teaching Plan

课题组核心成员     徐美玲

Teaching Aims:

1.  Based on the topic of the unit, practice students’ speaking skills .

2.  Guide students to write a composition according to what the students have learnt from the lesson, and practice their writing skills.

3. Encourage the students to dream high but be rooted in reality.

Teaching difficulties:

Based on the students’ practical necessity and their present level, the teacher integrates the given materials from Task (M11U4) and guide the students to take in necessary information and language knowledge, thus enabling the students to end up the class with a well-written composition.

Target Students: Senior 3 students

Type: Speaking & Writing Class

Time:45 mins

Teaching Procedures:

Step 1. Lead-in

Introduce the topic of the class with a poem Dreams by Langston Hughes:

Dreams

Hold fast to dreams

For if dreams die

Life is a broken-winged bird

That cannot fly.

Hold fast to dreams

For when dreams up

Life is a barren field

Frozen with snow.

Encourage the students to talk about their dreams of colleges.

Step 2. Guessing Game

1. List seven courses, Biochemistry, International Trade, Information Technology, Communications, Law, Physics and Politics, of the college on the blackboard. Ask the students to guess which of the seven courses are among the top 5 courses in the college ?

2.  Guide the students to consider what are key factors when it comes to an ideal course.

Step 3 Reading

1. A reading game

1)The teacher quotes the description of each course in advance and put them down to pieces of paper relatively.

2) Divide the students into groups of four. Each group will get a piece of paper prepared by the teacher. Read it and then add more related information to it after discussion with their partners.

3) Several groups will be asked to read the revised paragraph to the rest of the class. And they will guess what course you are talking about.

2. Reading for information

Ask the students to read the passage on P59, get relative information and fill in the following fills.

Step 4 Personal Files

Guide the students to form their person files in order to prepare for the following task.

Step 5 Writing

随着高考脚步的临近，高三考生们在积极应对考试的同时，也在积极规划自己的未来：进入什么样的大学、选择什么样的学习科目……根据这节课讨论过的内容，写一篇短文。你的短文需包括以下内容：

    1. 你所想选择的科目方向（可选一到两个科目）

    2. 分析你的现状（兴趣爱好、优缺点等）

3. 对未来大学生活或职业前景的畅想

Ask the students to write an outline of the above composition, based on what they’ve learnt in this class. (Encourage them to write down the main sentence patterns and important phrases you are going to use in your composition.

Para1:

Para2:

Para3:

Step 6 Sharing the work of students

反思：

这是以“说”和“写”为主的一堂课，因为课堂时间有限，“写”便被简化成为了写提纲。也正是因为时间有限，而牛津英语教材上Task板块的内容非常丰富，因此，教材的整合在这一节课上显得尤其重要。而本堂课的整合体现在以下几个方面：

一、教材的取舍。结合本节课的目标和重难点，教材中课文Hot Courses (P59)是作为学生课上信息输入的主要材料而进行原样保留的材料。而其他的材料则都被改编使用或直接被删除。

二、教材的改编。这主要体现在两个方面：1. 这本节课中要求学生对于自己的将来做一个personal file, 而这个个人档案实际改编自教材上的表格（P58）。根据需要，不仅表格的内容被修改，而且原来的听力形式也被改成了学生的讨论形式。2. 由于本节课的对象是高三学生，他们即将经历高考。因此，教材上最后要求写的关于Course options的报告也被修改成了高考的作文形式。

三、教材的增添。例如，在课堂的开始便引入了一首诗。这是由著名诗人Langston Hughes写的关于“梦想”的一首诗。这首诗是一种课堂的导入，但实际也是对于教材的一种丰富。