曾思偉老師推薦的教學(xué)設(shè)計(jì)模式.doc

曾思偉老師推薦的教學(xué)設(shè)計(jì)模式現(xiàn)在我們備課，大部分老師都會(huì)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(jiǎn)單，讓看的人一目了然，條理比較清晰。個(gè)人認(rèn)為比較適合用于公開(kāi)課，或者已經(jīng)具備一個(gè)具體的課例影象在別人的腦海里時(shí)，根據(jù)這個(gè)教案可以進(jìn)一步使人了解教學(xué)的具體過(guò)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(jì)者的意圖，所以相對(duì)來(lái)說(shuō)不夠完善和詳盡。2）敘述式：這種備課模式，相對(duì)上一種模式，特點(diǎn)就是比較詳盡的對(duì)整節(jié)課的過(guò)程和具體做法、步驟以及意圖，以“步步為營(yíng)”的形式進(jìn)行說(shuō)明。雖然沒(méi)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(shí)上課時(shí)的情景（因?yàn)樵诮贪钢?，設(shè)計(jì)者甚至已經(jīng)插入了教師的課堂用語(yǔ)），所以可以讓讀者能真正讀懂執(zhí)筆者的設(shè)計(jì)目的。所以，個(gè)人認(rèn)為這種模式比較適合用于教學(xué)研討中。說(shuō)的不好，請(qǐng)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(gè)案例：表格式：廣州版小學(xué)英語(yǔ)口語(yǔ)課本第二冊(cè)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(gè)介詞的用法，對(duì)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(gè)新句子，能在不同的情境中學(xué)會(huì)如何表述。教學(xué)對(duì)象分析：由于本班學(xué)生并非自己所教的班級(jí)，所以與學(xué)生的配合和溝通可能會(huì)出現(xiàn)一定的問(wèn)題。但是全體學(xué)生都已經(jīng)具備一定的口語(yǔ)基礎(chǔ)，并初步形成了一定的英語(yǔ)學(xué)習(xí)習(xí)慣。在教學(xué)過(guò)程中，教師通過(guò)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(yǔ)言知識(shí)，并讓他們主動(dòng)開(kāi)口說(shuō)、練語(yǔ)言。教學(xué)策略： 1、通過(guò)運(yùn)用大量的情景、媒體和活動(dòng)等教學(xué)方式讓學(xué)生主動(dòng)獲取信息。2、結(jié)合課堂活動(dòng)和游戲，加強(qiáng)學(xué)生對(duì)新知識(shí)的記憶。3、進(jìn)行大量的信息輸入，并在活動(dòng)中引導(dǎo)學(xué)生主動(dòng)地進(jìn)行英語(yǔ)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(tīng)和說(shuō)的能力是在一定的語(yǔ)言環(huán)境中形成的，教師應(yīng)努力為學(xué)生創(chuàng)造一個(gè)良好的語(yǔ)言環(huán)境進(jìn)行聽(tīng)說(shuō)訓(xùn)練。本節(jié)課采用了多樣的教學(xué)手段，創(chuàng)設(shè)生動(dòng)活潑的語(yǔ)言情景，營(yíng)造輕松愉快的課堂氣氛，使每一個(gè)學(xué)生都敢于和樂(lè)于開(kāi)口說(shuō)英語(yǔ)，并努力為他們提供說(shuō)英語(yǔ)的機(jī)會(huì)。2、本節(jié)課在所學(xué)的語(yǔ)言基礎(chǔ)上，創(chuàng)設(shè)了幾個(gè)不同環(huán)境下的真實(shí)教學(xué)情景，開(kāi)展具有交際特征的語(yǔ)言實(shí)踐活動(dòng)。它雖不是完全自然的交際性活動(dòng)，但與機(jī)械的語(yǔ)言操練相比，更貼近生活、真實(shí)自然。在這種準(zhǔn)交際性的活動(dòng)中學(xué)習(xí)英語(yǔ)，學(xué)生更容易理解語(yǔ)言的意義，掌握語(yǔ)言技能，幫助他們盡快地在真實(shí)的交際活動(dòng)中使用英語(yǔ)這一交際工具。 3、本節(jié)課在大量接觸真實(shí)語(yǔ)言的基礎(chǔ)上，要求學(xué)生進(jìn)行真實(shí)的交流，靠大量重復(fù)模仿，強(qiáng)化記憶，養(yǎng)成習(xí)慣。從視聽(tīng)說(shuō)入手，注重聽(tīng)說(shuō)訓(xùn)練，著重培養(yǎng)學(xué)生初步的語(yǔ)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(diǎn)評(píng)）一、“Meaning goes first”。根據(jù)低年段兒童學(xué)習(xí)外語(yǔ)的特征，盡量以“Meaning goes first”為指導(dǎo)思想。通過(guò)創(chuàng)設(shè)多個(gè)不同的情景來(lái)呈現(xiàn)新知識(shí)，幫助學(xué)生理解、感知語(yǔ)言知識(shí)的意義，利用生動(dòng)的情景很好地幫助學(xué)生準(zhǔn)確理解知識(shí)的內(nèi)容。并且在情景中，為學(xué)生提供足夠的語(yǔ)言輸入，讓學(xué)生可以聽(tīng)到老師不斷在重復(fù)語(yǔ)言，讓他們有足夠的時(shí)間去感知。學(xué)生的任務(wù)是聽(tīng)、看和理解，而生動(dòng)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(yǔ)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(dòng)，以適合兒童的形式呈現(xiàn)語(yǔ)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(shí)的語(yǔ)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(shí)現(xiàn)了低段英語(yǔ)口語(yǔ)教學(xué)的興趣培養(yǎng)為主要目的教學(xué)目標(biāo)。同時(shí)也可以利用故事教學(xué)中自然重復(fù)語(yǔ)言知識(shí)的特點(diǎn)，讓學(xué)生很好地理解與學(xué)習(xí)新知識(shí)。三、“Variety of activities”。根據(jù)學(xué)生的年齡特點(diǎn)，可以設(shè)計(jì)大量的形式各異，輕松活潑的活動(dòng)。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(lái)進(jìn)行意義的語(yǔ)言操練。在實(shí)際的教學(xué)中，只要老師有技巧地采用和處理活動(dòng)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(shí)地掌握語(yǔ)言的學(xué)習(xí)目標(biāo)，很好地穩(wěn)住學(xué)生的無(wú)意識(shí)注意學(xué)習(xí)，同時(shí)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(shí)驗(yàn)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(yǔ)言知識(shí)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(yùn)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(shí)的具體表達(dá)方法。2、情感、文化目標(biāo)1)在教學(xué)過(guò)程中培養(yǎng)學(xué)生學(xué)習(xí)興趣，幫助他們樹(shù)立信心。2）使學(xué)生在學(xué)習(xí)過(guò)程中能夠注意并理解他人情感。3）體會(huì)婉拒他人的禮貌的表達(dá)方法，并在實(shí)際生活中運(yùn)用。三、重難點(diǎn)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(yǔ)語(yǔ)言文化習(xí)慣。當(dāng)對(duì)方向你提供某種物品或幫助時(shí)，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(shí)物和圖片；2、一個(gè)用于游戲的小布袋；3、多媒體教學(xué)課件-Flash版五、教學(xué)過(guò)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(shí)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