《牛津高中英语教学整合行动研究》研究阶段反思 

 

 （1）开课反思          

课题组成员：佘姝娜

     这次聚焦课堂的课题为Module1 Unit3 Project Starting a new school club，讲的是为学校创立一个新的社团，本文提出了两个不同社团的简介，但怎样让语篇不成为段落的的机械重合，让他们有兴趣的主动融入课堂，怎么在充分挖掘文本的基础之上让平平的课堂变的更加的充实生动就成为了我所要思考的问题。从开始备课，到试讲，再到最后成功的完成，我觉得受益匪浅。

       一、导入与结尾与时俱进，紧扣主题

      导入是整个课堂的开始，怎样在一开始就让学生眼前一亮，让学生很明显的感受到今天所学所讲的方向和主题，成为了好的导入所要完成的任务。因此在文章开头怎样让学生提起兴趣，并对全文的主题进行重点放大，我想到了前段时间的一部非常优秀的电影：怪兽大学，里面一个的怪兽Mike也正在积极的为自己挑选合适的社团。

为了做到前后呼应，在这节课的活动部分，我又以这个电影中的怪兽Mike为例子，让学生们自己创立一个社团，并在活动中把全文的重点内容进行再现。

二、吃透表面，挖掘文本

    本篇文章的难度并不是很大，那么怎么样在帮助学生整体了解文章字面意思含义的同时更深一步的明白社团和合作的意义，我做了一些探索尝试。

在文本处理上，使用了M1Unit1 reading里的阅读策略，让学生加深对skimming和scanning这一阅读基本策略的理解和灵活使用。活动中，我启发他们了解合作精神的重要性，热爱学校和学校多彩的校园活动。达到一个文本含义的挖掘与提升。

三．练习形式多样，给学生以展示的平台

练习上，我采用了选择问答等方式进行梳理文章的表面意思。

在活动中，我设计了同桌讨论和小组展示，让学生练习实际生活，在有趣的氛围中再现重点，全面了解课文。

在整个过程中，我深切的感受到我是幸运的，因为得到了同组同事的悉心帮助。一次好课不仅仅是对自己工作的肯定和能力的提升，更是我组经验丰富的前辈同事们智慧的体现，身处在如此融洽，学术氛围如此浓郁的集体里面也是我得以成长与进步的及其重要的因素。课堂中与学生的默契配合与热烈互动也让我十分感激，学生的智慧，能力和课上所迸发出来的亮点让我在课堂上更加有动力与激情。教与学互相影响，在四十五分钟里，我们互相挖掘，互为催化剂，让课堂变得充实，快乐，有效。当然，每节课过后，都会让我认识到，作为一名老师，作为给学生以知识的授业者在今后的教学中要进一步提升自己的基本功，更加充分的去挖掘教材，让学生积极主动的乐于学习，也在提炼精华的同时引导学生善于学习，能够在学有所得的同时学以致用。 

 

 （2）M5U2 Project 教学反思

本节课的教学内容是project writing a report. 本节课的教学目标是让学生写一篇保护天目湖的报告，并且提高学生保护天目湖的意识。通过本单元前面的学习，学生已经具备了基本的阅读能力，如寻找中心句，概括段落大意，就所阅读材料发表自己的意见。本课主要关于保护长江的报告，所以本课设定的目标结合了学生实际，让学生写一篇关于保护天目湖的报告。首先通过展示天目湖的照片引起学生的兴趣，然后告知学生天目湖现在已经遭到污染，引起学生的共鸣。然后通过阅读课文，让学生概括每一段段落大意，并且理出文章结构。让学生自己找出报告的结构，并且明白每一个部分该包涵哪些信息。本课只要运用过程写作指导法，在过程中指导学生写作内容，并且给予学生有用的句型和短语。本课的重点是在于训练学生的写作能力。

英语写作难，难在学生无从下笔，不知从何选择词汇，不知如何选择句型。本课的设计注重了读写的结合。在设计阅读任务的时候，考虑到了学生写作的要求，为后面的写作做了铺垫。这样学生阅读的目的性较强，写作的时候不至于无从下手。在语言输入和输出的过程中，学生主动地学习语言和运用语言，读和写的能力交替进行，有利于培养学生的综合语言能力。在读写的同时，注意突出主题，让学生围绕主题，而且设计任务难度适中，大多数学生都可以完成，都看以看到成果，体验成功，有利于刺激学生写作的积极性。小组讨论使学生学会交流，团结协作，在学习中不断增强自己的学习能力。同时同伴互评帮助学生认识到修改作文是写作过程中得必要步骤，使学生形成修改作文的习惯。

我在教学设计的过程中感到困惑，感到较难的一点是课堂监控。在大班教学的过程中，很难做到兼顾所有的人。虽然实行小组讨论有利于调动学生的积极性，培养学生的合作精神，但对于个别学生还是很难兼顾，整体感觉有些地方做得不够精致。另外，一节课的时间有所限制，有些知识点语言点的落实有点仓促，学生写的过程还不够，希望在条件成熟的时候，能够开设专门的写作课。 

 

（3）Unit2 sporting events- Reading

  The Olympic Games

Objectives:

1. Students are expected to learn how to read a speech.
2. Students are expected learn some knowledge about the Olympic events, the history, the development of the Olympic Games and some famous athletes.
3. Studnets are expected to learn how compound words are formed and the basic information rules are, thus enlarging their vocabulary.
4. Students are expected to learn from these famous athletes and shape their character in order to succeed.

 

Teaching procedure:

Step1Lead-in

(1)Teacher: At first, I’ d test your knowledge on the Olympics. Say something about the 2008 Olympics and the 2012 Olympics.

S1: The 2008 Olympics were held in Beijing, China.

S2: The 2012 Olympics were held in London, Britain.

(2)Teacher: How about the 2016 Olympics?

S3: It will be held in Rio de Janeiro, Brazil.

(3)Teacher: Great. Let’s watch the advertising video for it. Can you recognize the events in the video?

S4:Judo , golf , beach volleyball, swimming, tennis , fencing, gymnastics, horsemanship, and canoe.

S5: Cycling, volleyball and marathon.

(4)Teacher: There are more events in the Olympics (presenting pictures and ask students to recognize them)

Teacher:Olympic events are often grouped into different categories. Put each Olympic event above into the correct category. Finish the exercise on Page 27.

(5)Teacher: Do you know about the origin of modern Olympics? Let’s read a speech by Mr Johnson to find out more about the Olympics.

Step 2: Reading

(1) Teacher: Please read the reading strategy on P23 to find out the definition and features of a good speech.

S6: A speech is a formal talk that a person gives to an audience.

S7: A good speech tells an interesting story, use quotations or present statistics. Questions are also helpful.

(2) Teacher: Let’s read the speech and answer the following questions.

  What was Pierre de Coubertin’s hope when he brought the Olympic Games back to life?

  What does the speaker wish for at the end of the speech?

   What is the speech about?

S8: He hoped that the Olympics would make it possible for people of all countries to live side by side in peace.

S9: He wishes the Olympic Movement a successful future

S10:The history and significance of the Olympic Games

(3) Teacher: If you are required to come up with a structure, how many parts are there?

S: Four.

Teacher: Would you please fill in the blanks.

S: Topic.

S: History, and significance.

S: Stars and contributions.

S: Conclusion.

(4)Teacher: Choose the right answer to show the structure.

S: A.

(5)Teacher: Read the second part and please retell the history of the Olympics by using the given information.

S: The Olympics is made up of the ancient Olympic Games and the contemporary Olympics.The former began in the year 776 and were held at Olympia in Greece. Only Greek men and single women could take part in it……

(6)Teacher: We owe the contemporary Olympics to a person. Who was he?

S:Pierre de Coubertin

(7)Teacher: What was his contribution and dream?

S: He brought the Olympics back to life and his dream was that the Olympics would make it possible for people of all countries to live side by side in peace.

(8)T:A lot of people are helping him to realize his dream, some of them are well-known athletes. Read partIII, and find out them.

S: They are Ali, Jordan, Xu Haifeng, Deng Yaping, Liu Xiang and Zhang Ning.

(9)T: Can you think of any words to describe them?

S1: Hard –working

S2:Well-trained

…

(10)T: According to the formation of these compound adjectives, there are several types.

adj+n.+-ed

adj+v-ing

adv.+v-ing

n.+adj.

…..

(11)T: There are different ways to form compound nous as well.

n.+n.

n.+v-ing

(12)T: Could you think of more examples?

S1:….

(13)T:Now, read the third part and finish the article below If possible,use compound words.

   Some ___________ athletes made Olympic history. One of the examples is Muhammad Ali who came to public attention during Rome Olympics.He won the gold medal for USA under his birth name Cassius Clay and later became the __________at the opening ceremony. Michael jordan was the highest scorer for playing basketball. He won the gold meda at the _______ Los Angeles Olympics and second Olympic gold meday as a member of the _________ “Dream Team”. Chinese athletes also made important ________ to the Olympics. In 1984, china returned to the games after 32 years’          . Xu Haifeng won the first gold medal at the Los Angeles Olympics for his _________(深爱的)  motherland.Deng Yaping, who won four gold medals is perhaps the           female table tennis player the world has ever seen. Liu Xiang          people all over Asia when he became the first Asian to win the gold medal in the men’s _________ hurdles. At the 2008 Olympics, although she was 33, Zhang Ning was __________(有决心的) and hung on to win the gold medal in the final match.

Step III: Summary

T : Fill in the blanks with proper words according to the text.

 

Topic	The history and (1)______________of the Olympics
(2)_________of the games	The ancient games began in 776 BC in Greece (3) ___________ the modern ones in 1896 in Athens.
(4)________ between the ancient and modern games	Only men were allowed to compete while today athletes across the world can take part (5)___________language they speak. The ancient games were held at the (6)__________ place, but countries and people can live (7) _____________together in the modern ones.
Some well-known athletes and their(8) ____________	Muhammad Ali won the gold medal in 1960 and His first World Heavyweight Championship in 1964 Michael Jordan won the gold at the 1984 and 1992 Olympics. Chinese athletes have also played an important (9) ____________in the Olympic Games.
Conclusion	The Olympics will have a successful future to (10) _________his glorious past.

 

Step IV: Discussion

(1)T: Discuss in groups 

 What fine qualities do you think these athletes have in common?

S1:They work very hard to achieve their aims.

S2: They have passion/love for both sports and their countries.

S3: They are not satisfied with the present and they struggle for better.

(2)T: Which of the following proverbs best suits the athletes mentioned in this passage?

1.  Life is made up of little things.
2.  It’s never too old to learn.
3.  Where there is a will, there is a way.
4.  Look before you leap, see before you go

对本节课的思考：新课程要求教师“用教材教”而不是“教教材”。这就要求教师要依据课程标准规范的课程目标，对教材作深入的分析和研究，既要根据教材内容和教材的特点，对教材进行单元之间、模块之间的归纳分类和总结，同时结合教师自己课堂教学的实际需要对教材从不同角度、依据不同的要求及要完成的任务和达到的目的，进行重组、整合、拓展，优化教学资源，提高教学效益。本节英语阅读课把单元内的wordpower板块和reading进行合理整合，通过合理的教学环节把信息和信息连接起来，体现了新课程的理念，体现了以主题为单位整合拓展教材资源的教学思路。笔者认为：教材在英语教学中起着重要作用，教材是英语课程实施的重要组成部分，但在新课程理念下的开放式英语教学中，我们所使用的课本应不只是教学的全部内容，教材应该是可变的、发展的和开放的。英语课堂可以通盘考虑相关主题的教学，找出它们之间的联系，从训练目标的有序性、连续性去把握，以学生英语运用能力呈螺旋式上升为依据进行整合教学。甚至，在进行教学时，还可以不局限于本学期的教学内容，把下学期的或下一学年的与现在的教学内容有紧密联系的内容整合在一起进行教授，在下一学期或下一学年的时候可以把这些教过的知识当作知识的再现，并在再现的基础上加以拓展运用，以此来提高学生的语言学习和运用能力。

通过对教材的多角度、多方位地整合与拓展，适时填教材中的“空白”，加大了课堂上语言的输入量，节约了教学时间，学生从中可以发展自主学习的能力，形成有效地学习英语的策略，教师从中提高了对教材中重难点把握的精准度提高了教师的教学创新能力，有助于教师形成特有的教学风格。
教师对课堂教学资源的整合与拓展，丰富了课程内涵扩展了课程外延；能使教学融入生活、走向开放；使教师蜕变教学方式更新；使“教材”变“学材”。因此教师积极整合、拓展教学资源，提高对教学资源的有效利用，意义重大。 

 

（4）TASK教学 课后反思

王绪平

本节课大刀阔斧对task部分进行了删减整合，围绕该部分教学的核心要求进行了加工处理，效果明显，唤起了学生对课型的热情，也顺利实现了本节课的预设内容。反思有如下几点：

1. 不局限于文本，才能因材施教

牛津版的教材task部分存在的客观问题是信息零碎，不利于课堂教学的开展；同时大量信息忽略了学生的年级段教学的实际需求。这就要求教师在备课时充分考虑文本信息的取舍，围绕该部分的教学要求，对无用信息进行删减，同时结合年级段的要求增加实际可用的东西而达到教学的目标。“因材施教”的原则需要教师在处理本部分内容时特别要考虑到学生的认知、兴趣点、发展点的所在。只有如此，task部分才能处理的有效、合理，为学生所接受，并促进学生的实际发展需求。

1. 文本应为教学实际服务，而不是牵着教师的鼻子走

教师在教材处理中，不应该为教材至上，task部分的特点是具备充分信息，但是没必要事无巨细，每点都必要涉及。教师的主观能动性应该得以充分发挥运用，考虑到学生现阶段实际需要什么。如本节课的教学，是面对即将毕业的高三学生，所以学会写一封高质量的书信，体现语言的输入和运用，提高学生的高质量的英语写作能力是第一位的。而形式上的活动（讨论、辩论）等就显得非特别重要。

1. 加工处理应考虑学生实际，力求高效

本节课的导入运用的一个知识背景是学生即将毕业进入大学后的选择问题，以这样一个背景导入，首先可以引起学生写作的积极性和热情，在下面的环节中自然能够做到高效投入、专注。而文本中的一些涉及true or false的问题根本就不是高三学生需要关注的内容重点，所以直接略过。也正是体现详略得当，以学生的实际需求为出发点，这样学生在最后presentation 部分才显得更加充分，也才能够有时间在课堂上写出高质量的作文。

文本资源的整合是个命题，需要我在以后的教学中，更多给与关注和思考，考虑实际可行的方法，采纳更加有效的教学方式，我想，定能获得精彩。

 

（4）教学反思

奚玲玲

本节课，我抓住一条主线为我的总体目标，即提高学生的句子表达能力和长句子写作能力。本节课结束时，我已完成教学目标。

本节课以一个游戏作为开头，让学生在规定时间内记忆由简单到难的句子，让学生了解长句子的基本构成方式，并感受长句子的重要性。之后，主要通过五大方面展开。第一方面即避免语法错误。在这一部分，就学生常见的语法部分进行练习，分别有画蛇添足，缺胳膊少腿，中文式英语等。第二方面为学会使用高级词汇及表达方式。第三部分为使用较好的句型，希望学生学会使用with结构，各类从句，倒装，强调等表达方式。第四部分为使用不同句型来表达句子。在此基础上，还要求学生注意衔接词的使用。

在学习以上技巧的基础上，为了达到寓教于乐，我又设计一个游戏让学生活学活用。在这一游戏中，我让学生把一个简单的句子通过添加成分把它变长，并往后传，让最后一位学生复述出最后的长句子。学生参与积极，反映良好，基本实现教学目标。

最后，我回归到上回的考试作文，让学生在本节课所学的基础上修改作文，效果较明显。

本节课下来，各位教师反映教学流畅，教学目标明确。并且，本人口语水平有了明显提高，希望今后能更上一层楼。 

 

（5）Module 5 Unit 3 Project Having a debate

Teaching aims:

1. To help students know something about GM food
2. To help students have a debate on GM food

 

Teaching procedures:

Step 1 Lead-in

Give students some pictures about GM food to arouse the students’ interest in the subject. (1’)

 

Step 2 Reading 1

1. Para. 1: What can we learn from this paragraph? (2’)

GM technology is a new technology and it is a controversial subject.

1. Give students a general introduction to a debate. (5’)
2. Para. 2: What are the two ways in which a plant or an animal can be genetically modified?  (Ask students to translate the sentences into Chinese.) (3’)
3. Para. 3: What’s the main idea of this paragraph? (benefits) (2’)
4. Para. 4-5: What questions about GM food are raised? (whether it is safe for human beings and the environment) (2’)
5. Para. 6: What’s the conclusion of the passage? (1’)

 

Step 2 Reading 2

Divide the students into two groups, representing two sides, and give them different reading materials. Give them ten minutes to read and make sure they understand each point. (11’)

 

Step 3 Having a debate

1. Review the steps of a debate and remind students of some points that should be paid attention to. (1’)
2. Show time (12’)

 

教学反思

本节课的目标任务很明确：希望学生能就中国是否应该增加转基因食品的产量这一话题进行辩论。因此教学步骤也不繁复，通过图片导入转基因食品，同时引起学生对这一话题的兴趣；然后通过文章第一段的阅读知道这是一个有争议的话题，从而引出辩论这一任务形式；在正式阅读前大致介绍一下辩论，让学生了解辩论的好处，作为激发学习动机的重要步骤；正式阅读分为两步，课文阅读和课外阅读，最终的目的都是帮助学生积累足够的信息来完成辩论；最后是辩论的展示。

本节课的问题出在选题上，这一话题比较专业，学生在没有上过任何相关内容，也没有经过任何辩论培训的情况下，要在一节课内熟悉话题、熟悉词汇并成功辩论是几乎不可能完成的任务。可以提前让学生自己搜索一些相关材料，对话题有预热，然后用这节课时间来处理相关文字材料，课后让学生根据课上的指导来精心准备，最后再用另一节课的部分时间来让学生充分展示他们的辩论成果。 

 

                                                                                                                                                   （6）课程整合教学实录

                                                                                                                                                                    贺惠芬

 

整合内容：M8U1  Reading, Word Power, Grammar部分的一篇阅读文章

整合思路：将与Reading内容相关度较高的内容整合在一起，让学生对英国文学及狄更斯的文学作品有个初步的了解, 并希望学生通过本课能了解到阅读文学作品的意义，激发他们阅读文学作品的兴趣。

整合步骤：1）以小说的要素引入狄更斯的作品《远大前程》，并通过阅读查找小说的要素所具体对应的内容来了解小说的背景、人物、情节和主题。

2）从作品本身引入作者狄更斯的相关内容。并引导学生去看狄更斯的另一部作品《雾都孤儿》（书P9）

3）通过比较这两部作品的相似点引导学生去思考作者与作品的关系。

4）从狄更斯的作品这一话题引入到更大的主题：经典文学。询问学生对经典文学的作品，并通过阅读文章第一部分的内容了解人们对经典文学的态度和作者的态度。并强调经典文学在当今的意义。

5）鼓励学生去阅读经典文学，即使不喜欢阅读经典文学，也可以欣赏其它种类的文学作品。然后介绍Word power部分提到的各种文学作品分类，简单介绍。

6）通过P7的分类练习让学生对文学作品的分类更为熟悉并可以同时让学生了解到更多的大家和作品。

 

教学实录：

Step 1: About Great Expectations

T: Good morning, class. Today’s we’re going to read about Great Expectations, a very famous novel in literary world. Who is the author?

S: Dickens.

T: What’s the story about?

S: (silence)

T: It’s all right. After today’s lesson, you’re sure to have a clear idea of its story. Let’s come to the next question first. When we read and appreciate a novel, what elements should we focus on?

S: Background.

T: Right, or we can call it setting, which refers to time and place of the story. Anything else?

S: Character, beginning, ending, climax, plot

T: Yes, we usually combine these four and call it ‘the development of a novel’. And anything to add?

S: theme.

T: Very good. ( Write down these main elements on the blackboard) Now I’d like you to read the passage on page 3 ( Great Expectations) very quickly and find out its theme, setting, characters, and plot.

(Students read the passage)

T: Ok, finished? What’s the setting?

S: England in the early 1800s.

T: Characters?

S: …

T: Who’s Pip? What’s the relation between Pip and Joe? What happens between Pip and the criminal? Why does he go to London? What happens to him later? (Ask these questions one after another. Students give very clear answers)

T: What do you think will happen between Pip and Estella?

S: They will stay together.

T: Maybe. I won’t tell you the ending. You have to find it out through the movie we are going to watch tonight. Then, why does the author mention a criminal at the beginning of the novel but he isn’t mentioned at all? Can you guess?

S: Maybe he’s the stranger.

T: Maybe. I don’t know. You are to find the answer by yourself. And, do you think Estella is only a rich lady?

S: The criminal’s daughter?

T: (smiles) Maybe again. That’s all about the plot of the story. Let’s talk about the theme next.

S: What’s a true gentleman?

T: What’s a true gentleman?

S: A gentleman is somebody who is kind and good to his friends.

T: So far we’ve talked a lot about the novel itself. But if we want to understand a novel more comprehensively, we’d better read about its author. Who is Dickens? Could you please quickly read the short paragraph on page 2 ‘ Charles Dickens: England’s greatest writer’?

S: (read)

T: What’s his nationality?

S: English.

T: What’s people’s evaluation about his achievement?

S: By his death, one of England’s greatest writers is lost to the world.

T: What are his other well-known works?

S: Oliver Twist, David Copperfield.

T: Have you ever read these two novels?

S: We heard of that but are not clear about the story.

T: Open your books to page 9 and read another story of his: Oliver Twist. Again, try to find out its setting, characters, theme and plot.

( Students read the passage and answer the questions.)

T: Can you find anything in common between the two novels?

S1: They are both set in England in the 18^thcentury.

S2: The main characters are both boys with poor backgrounds.

S3: They both experience a lot of problems and there are many twists in the novels.

T: Now if we think about Dickens’ own background, maybe we can conclude that …

S: (no answer)

T: The authors usually create works related to his own experiences or backgrounds and the stories will be more touching. You agree?

S: Yes.

T: Now we’ve read two novels of Dickens’, and let’s talk about classic literature in a deeper sense. Personally, do you like reading classic literature?

S: Some say ‘yes’ and most students say ‘no’.

T: Why?

S1: Classic literature is too long and I’m not patient enough to finish one.

S2: There are two many characters and the plot is too complicated.

S3: By reading classic literature, we can know something about human nature.

…

T: You may keep your own opinions. But what is people’s general attitude towards classic literature? And what’s the author’s attitude? Please read the first part on page 2 and find out the answers.

S: (read)

T: What is people’s attitude? And why?

S: …

T: What’s the author’s attitude?

S: Positive.

T: How does he prove that classic literature is well-worth appreciating and is still relevant today?

S: They can be found in bookshops and they are adapted for films.

T: So, we can say classics are the antiques of the literary world. Try to read one or more literary works and you may benefit from them. If you really don’t like reading classic literature, you can still learn to appreciate literature since literature is not merely limited to classics. For the rest of the class, let’s shift our focus to categories of literature. How many kinds of literature do you know?

S: Novel, poems.

T: It’s not quite like that. Generally we classify literature into two categories: fiction and nonfiction. ( definition)

( T asks students to open their books to page 6—word power—to find out the specific information and learn about different types of fiction and nonfiction.)

T: Now, you’re clear about the classification of literature? Let’s move to part D on page 7 and put these four works into different groups.

Students get all the answers right but they are not able to make a correct connection with the translated Chinese version. All of them mistake ‘Sense and sensibility” for “傲慢与偏见”(Pride and Prejudice’.

T: At the end of this lesson, I still hope that you may spare some time to read some literary works in your spare time, which will broaden your horizons and help you better understand human nature. That’s all for today. Thank you. 

 

（7）高中英语教学案例

  刘莹

 

1. 教学内容：

译林版《牛津高中英语》（必修模块3）Unit 3 Back to the Past

Reading    Lost Civilizations

 

1. 教学课型：阅读课（45分钟）

 

1. 教材分析
2. 教材处理：

本课是译林版《牛津高中英语》必修模块3第3单元阅读课的内容，《牛津高中英语》必修教材的阅读分为课前问题、阅读、阅读策略和巩固练习四大部分，笔者根据自己对教材的理解，紧扣单元主题，整合本单元word power和task部分的内容和要求，设计导入、阅读、读后活动和作业四个教学步骤，旨在通过这些活动帮助学生掌握阅读策略和阅读技巧，提高学生的阅读理解能力以及口语和书面表达能力。

 

• 教学目标
  • 知识能力目标
• 培养学生运用阅读策略获取信息的能力
• 引导学生通过阅读课文和参与各种学习活动提高口头表达能力和读写能力
• 引导学生掌握课文中描写文明古迹的相关句型和词汇，写一篇介绍或如何保护历史文化遗产的文章。
  • 情感目标

  加强人文素养教育，培养学生自主、合作和探究的精神。

 

• 教学重点和难点
  • 培养学生的阅读策略，使其掌握阅读日记类文体时获取关键信息的能力。
  • 掌握与课文有关的词汇，并把这些词汇运用到口头和书面表达中。
  • 运用所学词汇和句型表达思想以及评价历史。

 

1. 教学设计
   • 总体思路

本节阅读课重在培养学生阅读理解能力以及运用英语进行口头和书面表达的能力。在阅读教学中，教师应把对学生阅读策略和阅读技能的培养放在第一位。教师还应引导学生在书面表达中运用在阅读课中所学的语言知识和写作技巧。同时，对学生进行人文素质教育，培养学生自主、合作和探究的精神。

为了激发学生的求知欲，拉近师生之间的距离，课堂导入部分笔者首先与学生分享自己的旅行经历，让学生观看笔者在旅行时拍摄的黄山、泰山、敦煌、九寨沟、长城、安徽民居等照片，然后进行头脑风暴，请学生说出他们知道的联合国世界遗产，学生们踊跃发言，课堂气氛活跃，完成本单元word power的内容和task部分describing pictures的技能要求；阅读部分旨在培养学生掌握阅读日记类文体的策略，即寻找日期、地点、事实、个人感受和观点；读后活动通过学生分组讨论培养自主、合作和探究的精神；作业部分旨在培养学生的书面表达能力。

在教学过程中，笔者始终关注全体学生的共同发展与提高，注意调动学生的学习积极性和主动参与的热情，注重教师与学生的情感交流，鼓励和引导学生积极发言。同时，注意快读和精读相结合、细节理解与深层理解相结合、阅读训练与深层思维相结合，并将读与写自然衔接起来。

 

• 教学过程

 

Step 1 Lead-in

1. Share the traveling experiences with the students by showing and describing different pictures.

(the journey to the west of China, Mogao Caves, a historical monument, a World Heritage Site

the journey to Jiuzhaigou, Mount Huang, Mount Tai, the Great Wall. Ancient Villages in South Anhui)

1. Brainstorm

Ask the students to name as many NESCO world heritages as they can.

( the Great Wall, the Summer Palace, the Temple of Heaven, the Thirteen Tombs of the Ming Dynasty, the Confucius Temple, the Silk Road, Royal Gardens of Suzhou and so on

 

[设计说明]

这样的导入既能激发学生的求知欲和好奇心，又能营造宽松和活跃的课堂气氛，为下一步阅读策略的教学做了很好的铺垫。同时嵌入了本单元word power部分的内容和task当中describing pictures的技能要求。

 

Step 2 Reading Comprehension

1. Tell the students “ Today we’re going to read diary entries.” Ask “ Why do we keep a diary?” ( To record what we do every day.) Let students have a quick look at the text and ask them to find out what Ann did every day.

Answers:

Day 1: Her planning for this cultural expedition

Day 2: She went to a lecture about Pompeii.

Day 3: Her visit to the ancient city of Pompeii.

Day 10: She arrived in Loulan.

Day 11: Her visit to the ancient city of Loulan.

 

[设计说明]

迅速阅读获取文段的主旨大意是一项阅读的基本技能，本环节的教学设计目的在于让学生通过阅读概括文章的主旨大意。

 

1. Tell the students “ Since these are diary entries recording one’s travels, they are different from the ones we keep usually. While reading, you should look for dates and place names. Also you will find facts and historical information.”

Ask the students to read the passage again and complete the following chart. The aim is to check students’ ability to read and identify details.

 

 

Pompeii(Italy)

8^thcentury BC: founded

89 BC: taken over by the Romans

AD 79: buried

18^thcentury: discovered

1860: dug

Signs of civilization: stepping stones; houses with mosaic floors; wall paintings

 

Loulan (China )

2,000years ago: existing

AD 200 to AD 500: covered by sandstorms

100 years ago: discovered

Signs of civilization: the remains of buildings;

treasures; an ancient water system

 

Similarity: Both of them became lost civilizations about 2,000 years ago.

 

[设计说明]

如何阅读日记是本课阅读文章之后介绍的阅读策略。在阅读中，笔者将重点训练学生掌握这一策略，阅读日记时注意获取下列相关信息：时间、地点、具体事实、个人感受和观点，同时与上一环节相比，这也是学生精读文章、获取信息的一个过程。

 

1. Consolidation

Students’ Activity: Suppose you are a guide and showing the tourists around the city of Pompeii or Loulan. Please give a brief introduction to either of the two cities.

 

[设计说明]

本活动的目的是让学生通过做导游介绍这两处文化遗址的口语活动，进一步加强对课文的理解和巩固，同时锻炼学生的口语表达能力，完成本单元task 中的技能要求。

 

Step 3 Post-reading activities

1. Organize students into groups of four. Ask them to give a talk about one UNESCO world heritage they are familiar with. This activity can help students deepen their understanding of the diary and develop their speaking ability as well.

A list of useful expressions should be given to the students to help them carry out their task. The teacher can refer to the example on students’ book page 53.

[设计说明]

通过“giving a talk”这一口语活动，呼应本课的导入环节，加深学生对课文的理解，实现task的技能要求。“小组合作”这一方式也能培养学生的合作意识，学生的自由提问也为他们提供了想象和自由发挥的空间。

1. Discussion

1)  Do you think it is important to protect cultural heritage?

Why or Why not?

(Yes. In my opinion, it is very important to protect cultural heritage, because we can learn a lot from the history, the economy, the politics and the living style of the past.

No. The present matters more than the past. As we know, preserving old buildings and archaeological sites costs lots of money. On the other hand, lots of people in poor countries have no food and no house The money could be better spent on feeding, clothing and housing poor people all around the world.

 

[设计说明]

本活动属于深层思维训练，旨在通过辩论培养学生的思辨能力和用英语表达的能力。在阅读课中教师要注意将阅读技能训练与深层思维训练相结合。

 

2) Do you have any suggestions on how to protect it?

 

(Suggested answer: firmer laws; substantial measures; rescue and protect cultural relics; the importance should be introduced to the young generation as early as possible)

E---elements:  emotion: strong feelings (affection / love)

             effort

           efficiency: the quality of doing sth. well with no waste of time or money (without hesitation)

 

             example

Know about the history and learn from the past (1) It is a pity that most of them no longer exist. (2) learn to avoid making similar mistakes.

 

[设计说明]

本活动旨在树立学生爱护历史文化，保护名胜古迹的意识。小组交流讨论的过程也为同伴互助、相互学习提供了可能。教师提出的4个E很受学生欢迎，他们又学会了一些精彩的表达。

 

Step 4 Homework

 

The Grand Canal goes through our hometown, the city of Changzhou. It is an ancient civilization as well as an ancient construction. Please write a passage about the Grand Canal in about 150 words, using the following notes.

 

the longest canal in the world; covers a distance of nearly 1,800 km

from Beijing to Hangzhou

join 5 rivers including the Yellow River and the Yangtze River

in AD 605, Emperor Yang Guang of the Sui Dysnasty ordered the canal to be dug

3.6 million people worked on it and in less than a year, over half of them lost their lives

make the journey from the north to the south more direct

today, the Grand Canal still plays an important role in transport

 

[设计说明]

本活动旨在培养学生的书面表达能力。在本节课上学生既学习了语言知识，又掌握了具体细节，获得了语言储备，为语言的输出做好了铺垫，此时进行写作顺理成章，水到渠成。通过写作活动还可以提高学生热爱家乡、保护祖国历史文化遗产的意识，同时也锻炼了教师开发课程资源的能力。

 

1. 教学反思

    教学的成功之处是引导学生一步接一步从阅读文章、把握主旨，到获取细节，进而探讨深层含义，使学生在这一过程中掌握了日记这种文体的阅读策略，并升华到深层理解。在思想上树立了爱家乡、爱祖国、热爱人类的共同遗产——历史文化古迹的意识。导入部分通过欣赏教师旅行时拍摄的照片，加深了师生之间的情感交流并激发了学生的学习热情，效果很好。在导入和读后口语活动等环节中贯彻了课程资源整合的想法，将本单元word power部分的内容和task部分的技能要求贯穿进去，既不显得突兀，又能有效提高课堂效率。 

 

 

经济学家钱李伟的观点又是什么呢？随后学生进行“钱李伟”部分的“Detailed Reading”，并同样完成上述两项任务。

“读后”环节，在阅读完双方观点后，学生可以就本次辩论的话题自由发表自己的想法，畅所欲言。

本课时的最后笔者带领学生结合作为线索的三条“Reading strategy”，一起回顾了文章的结构、流程安排及主要观点，并且结合学生实际，一起讨论面对如此严重的环境问题，作为学生，如何在日常生活中从身边做起。

本课的教授基本实现了教学目标，整合利用Reading strategy创设教学线索，整个课堂都处在师生互动的状态中，活跃的课堂气氛，自然能激发学生的兴趣和求知欲，促进学生积极地参与语言活动，获得更多的学习机会。

 

四、新课程理念下的高中英语教材整合的反思

一课堂的成败不仅仅是体现一个老师的自身素质，更重要的是要体现这个老师的教学理念。为此，教材整合实际是对老师更新教学理念和培养创新能力的充分体现。在课中，如果教师要进行合理的教材的整合，设计适合学生和贴切生活的场景，就需要充分的课后准备和查阅大量的资料，同时要设置合理的教学程序和学生容易接受的教学方法，这无疑是对老师教学创新能力的最好检验。

笔者认为在新课程理念下对现行高中英语教材整合应该注意以下问题：

1. 把握好教材的重难点，准确确定教材要实现的功能，适当的整合，切勿盲目的套用与教材重难点无关的课外资源。

2．教材的任务已经很重，整合教学内容后，要注意不要增加了学生的学习负担，补充有关内容时要敢于大胆舍取。

3. 教材整合不能离开课程教学规律。据专家们所说：语言学习的基本认知过程是一个感悟语言、体验语言、识记语言、内化语言，然后再灵活运用的过程。因此，在整合中尽量贴近学生的实际水平。

 

  

（10）M3U1task开课反思

——关于教材内部材料整合以及课内外材料的尝试和思考

诸炼

开课背景：

在高一的第一次市教研活动中，听了三中一位老师对于task的处理，觉得非常不错，当时用四个美进行了总结：导入美（用莫言和李安的获奖作为导入）、裁剪美（对教材的详略处理）、课件美（精心制作的课件）、学生美（师生积极互动）。但是听了市里面各所学校的评课之后和我们备课组的内部讨论之后，我们一致觉得这节课还有修改和提升的空间和可能，于是和沈轶老师主动请缨，想对于教材内部资料的整合和课内外材料整合做一种尝试和探索，正好也契合我们组的今年的研究课题，算是抛砖引玉吧！

备课和试上过程：

 

第一次备课：一开始觉得其实是特别简单的一件事情，主要觉得这个课的一个主要缺点是容量太小，没有读的导入（原来的老师删除了对故事进行排序这个步骤），其实这个还是非常必要的，第一，task的读的技能培训目标还是举足重轻的；第二：对于编故事者而言，想象力固然重要，但逻辑能力也是不可或缺的。书上的排序非常不错，但是为了契合我的导入（李安的获奖），我决定用少年派作为读的输入和逻辑能力的培养，于是买了少年派的书，周末读了读，花了两个小时写了约500字左右的少年派的英文简述，当时自己感觉非常好，并且下了少年派的电影，准备用其中派童年的故事进行导入，提升学生的排序的兴趣。后来对听力部分的任务也进行了修改，觉得原来的听力过于简单，并且因为没有让学生进行记录，学生在最后编故事的时候对于这一部分的呈现不是非常好，于是进行了修改。

 

第一次上课：第二天上课还是比较匆忙的，是草本，非常感谢沈老师和高老师和黎老师愿意倾听这样的草本并且提出了中肯的建议和意见。除了优点之外，主要存在以下几个问题：第一：莫言和李安需要同时存在吗？劲酒虽好，但不能贪杯呀。材料都好，但要有取舍呀。第二：播放了派小时候的故事，非常生动，但目的是什么？只是为了引起学生兴趣的话那么三分钟的代价有点得不偿失。并且学生在拿到学案，看到我编的故事简介时，因为太长和一些句式过于复杂，体现出明显的抗拒心理，没有能够达到读的输入和逻辑能力的培养的目的。

第三：课堂的起承转合有些生硬，指令不够清晰。第四：在布置学生任务的时候过于笼统，学生最后的呈现也比较一般。

 

第二次备课：有点挫败，体会到理想的丰满和现实的骨感的差距，因为操作过程的不当和衔接不够合理，没有能够达到预设的效果，其实有点沮丧。于是进行了算是比较大刀阔斧的改变，第一：这次对于派的概括的文字进行了缩写，大致在350左右。第二：决定忍痛删去播放电影的片段。第三：对于其中的一个听力任务进行了删除。第四：对于一些重要指令进行了强化。

 

第二次上课：这次其实有一点点忐忑，但幸好是在自己的另一个班，所以对于学生还是比较有数的，所以课堂的自我表现还是比较自信的。这次上完课之后，全组的同事都给予了我帮助和建议，主要暴露出四个问题：第一：少年派的概括350字的长度还是令人产生抗拒感；第二：起承转合还是不够自然，特别是对于学生逻辑性和故事的基本要求的处理僵硬地放在听力之后，还是很突兀；第三：对于仅剩的一个听力材料的处理还是不能为学生在进行写的任务的时候做很好的信息输入的准备，学生遗忘率较高。第四：能不能使升华更加自然？

 

第二次备课：此次备课主要着力于解决这四个问题，如何解决？第一，保留利用一个关于李安的问题，让学生猜测人名的导入，但是对于少年派的概括要再次进行精简。第二：对于故事的三点基本认识（故事的五个W要素、三个组成部分、想象力与逻辑性并存）利用一个常识测试来完成，测试结束之后再分别完善故事的开头，主题和结尾部分，这样这节课会比较连贯。第三：利用填词练习的形式对听力材料让学生在学案上有迹可循，为写作做铺垫。第四：今天讲述的是别人的故事，希望各位同学在以后的生活中活出自己的精彩，创造出属于自己的故事。

 

正式上课和收获：

讨论后，我对课件和学案进行了幅度不小的修改，心中有点忐忑，更是期待。因为是自己任班主任的班级，所以默契度相对于之前更高一些。开课结束之后，各位同事又对我给予了真诚的帮助和指导，大家都比较善良，所以说了很多优点，在此在此感谢一下各位！整理了以下，主要有以下几点优点：1.使用李安作为导入与讲故事的主题和任务比较契合2.少年派的使用比较自然并且最终比较符合高一学生的阅读水平3.对于教材的整合详略还是比较得当的4.学生的表现令人眼前一亮，最终的故事呈现也非常精彩。不足主要有以下几点：1.在结束了对于讲故事的基本要求，进入听力环节时还是缺乏铺垫，此处还是应该向学生明确一下，今天我们要讲一个sandy 去博物馆的经历，可能学生在做听力的时候准备会更加充分。2.学生呈现的故事非常精彩，但是书写比较脏、乱，在做指导时应该强调一下书写。沈老师还给了一个特别赞的建议：少年派的结尾也是一个surprise，可以作为写作指导的一个例子。

 

回顾和反思：

对于task的整合，见仁见智，但无论如何删减或者增加，都必须要为最终的教学目的服务。其次，看似有时无章，但是教材内部都存在一个内部的逻辑性，这点在备课过程中汇愈来愈发现到。第三，整合的思路可能老师自身觉得逻辑顺畅，但如何让听者（包括听课老师和学生）理解自己的意图并且很好地跟上节奏？有两点必须做到：首先，指令要非常清晰。其次：教案的设计和使用能够为课堂增色不少。第四,众人拾柴火焰高，感谢组内这么优良的互助互评的教研氛围，在备课和评课过程中给了我宝贵的建议和意见！