网站首页 学校概况 我校动态 信息公开 教育科研 教师园地 学生园地 学校教育 德育之窗
你现在的位置是: 首页 教师园地 教师作品
教学设计Book3 Unit3 The Million Pound Bank Note
来源:本站 作者:王碧婷 发表时间:2015-10-26 12:00:00 点击次数:


Course type: vocabulary

Students: Class 2, Senior 1

The analysis of teaching materials

This lesson is set to have students learn some key words and expressions that are related to drama adapted from Book3 Unit3 The Million Pound Bank Note. The vocabulary is presented in the real context or by showing them the rules of word-formation, making students easily understand the form, meaning and use of them. Meanwhile, enable students to know about Mark Twain and some of his famous works, preparing them for the Reading lesson.

The analysis of students learning situation

  The target students from Class 2, which is a regular class, have mastered some basic rules of word-formation and to some extent, they have already got used to English learning and formed a learning habit. This lesson aims to have students learn the vocabulary related to drama which is adapted from Mark Twains novel. Out of curiosity and interest, they are keen to find out what happened to Henry, so they became more active. However, students should be led not only to the development of the play, but to the charming taste of English play. Above all, vocabulary learning should be emphasized before hand.

Teaching aims

1. Knowledge objectives: enable students to understand the meaning and the use of some key words and expressions.

2. Ability objectives:

①have students reading ability trained by reading Mark Twains story as well as the story of his novels.

②have students the ability of using the key words and expressions trained and improved by creating a story on their own.

3. Emotional objectives: cultivate students interest in vocabulary learning and help them take part in learning activities actively.

Teaching important points

1. To understand the meaning and the use of the key words and expressions.

Key words: author, unbelievable, novel, novelist, patient, patience, adventure.

Key phrases: bring up, stare at, take a chance, account for, by accident, on the contrary.

2. To know about Mark Twain and some of his famous works.

Teaching difficult points

How to use the words and expressions, such as patient, bring up, take a chance, account for.

Teaching aids

A blackboard and multimedia

Teaching procedures

Step1.Greetings

Step2. Be an active learner

     Learn some words related to a Play/Drama.

     Reasons: make sure that students know about what topic they are going to learn and what part they are going to play and prepare them for later learning.

Step3. Be a patient reader

     Read a short passage about Mark Twain on Page17 and fill in the blanks.

     Present them some famous works of Mark Twain.

 

   

Reasons: enable students to know basic information about the author Mark Twain and arouse students curiosity and interest in knowing about his famous works.

Step4. Be a keen reader

     Read “My Story with the Book” and match the new phrases with the expressions that have the same meaning.

 

Reasons: have students ability of guessing the meaning of the words trained and enable them to understand the words in real context.

Step5. Have a quick check

Reasons: have the form and meaning of the key words and expressions checked and prepare students for the next task.

Step6. Be a good doer

     Complete the story about Tom Sawyer with the new words and expressions.

Reasons: have students ability of using the key words and expressions trained.

Step7. Be a novel writer

    Write a story of The Adventures of Henry in using at least four of the given words and expressions.

Reasons: arouse students interest in creating stories on their own and checked whether they can use the key words and expressions appropriately.

Step8. Homework

1. Finish your story and share it with your partner.

2. Preview the reading passage on Page 17, and find out what really happened to Henry.

Reasons: associate students with the extract of Mark Twains play The Million Pound Band Note. Meanwhile, enable students to deeply understand Mark Twains talent for writing.

Blackboard-writing

key words       word-building                                 expressions

stage          1. belief n. – believe v. – unbelievable a.   bring up

scene          2.novel n.- novelist n.                         stare at

narrator       3. patient a. – patience n.                     take a chance (to)

audience       4. adventure n. – adventurous a.               account for

author                                                         by accident

                                                              on the contrary


教学反思

众所周知,词汇是组成语言的最基本材料。英国语言家David Wilkins说过:“Without grammar very little can be conveyed;without vocabulary nothing can be conveyed.

”由此可见,学生不掌握一定的词汇量,就无法顺利进行听、说、读、写、译,就无法进行英语交流。词汇之于英语学习就如同砖石泥土之于房屋, 是基础,亦是根本。

本节词汇课笔者遵循《英语课程标准》在语言知识部分对词汇教学的具体目标为指导,设计了这节词汇课。

一、 教学过程反思

1. 设定学习角色

传统的词汇教学中,大多是老师先呈现,再练习,最后展示成果。学习过程枯燥,学习方法单一。本节词汇课中,笔者保留了传统课型中的精华部分,所设计的其中五个学习环节为学生设定了学习角色(Be an active learner; Be a patient reader; Be a keen reader; Be a good doer; Be a novel writer )。学生明确了自己的学习角色即明确了学习任务,此设计旨在激发学生学习积极性,也使得教学形式变得多样化,摒弃了传统教学中单一的“呈现”、“练习”,再“呈现”,再“练习”的机械学习。

2. 重视语音学习

语音是学生接受一个词的最初印象,如果读不出音就记不住形,无音无形就更谈不上义。因此,要牢记一个单词首先应把音念准,要念准单词就必须认真听,然后反复模仿。有了正确的发音,也才有正确的拼写。因此,笔者在教授如scene, narrator这类组合并不常见或是音节较多的词汇时,为学生带读多遍,使学生在反复模仿朗读的基础上熟记其形其义。

3. 融合构词法教学

  英语词汇量庞大,浩如烟海,但有其内在规律可寻。如果能掌握基本的构词方法,就能很容易地突破记忆单词的难关。词根、前缀和后缀是构成单词的三个元素,这三者是扩大词汇量的三把钥匙。单词的核心是词根,单词的附件是词缀。词根在词中起着重要的作用。一个词根领导统辖一群单词,在这一群单词中,每一个单词的基本含义都以这个词根的基本意义为基础,一个词根的意义决定了一群单词的意义。如笔者在教授形容词unbelievable时,指导学生复习名词belief-动词believe。

4. 创设情境教学

词汇教学不只是单词教学,单词只有组成句子和话语之后,才能实现其交际功能。要确定词义和用法,必须有具体的情景和语境。本节课以“读一个故事”、“品一个故事”、“补全一个故事”和“创作一个故事”为主线,寓情境于词汇教学中,扩大词汇的交流功能。在前两个故事中感知重点词汇, 如adventure, patient, bring up, stare at, take a chance, by accident等,使学生对这些核心词汇获得尽可能多的接触(exposure)。利用第三个故事The Adventures of Tom Sawyer,让学生用所学词汇的适当形式填空或翻译,补全这个故事,旨在检测语言运用,提高语言技能。最后,让学生创作第四个故事The Adventures of Henry,检测学生本节课对重点词汇的掌握情况。开放性任务的设置,激发学生的想象力和创作热情,并且为接下来的Reading课做铺垫,继而使学生体会到作为一个小说家—马克·吐温先生的创作才华。这样的设计, 使学生在阅读中体会学习词汇的乐趣, 分享的喜悦, 并在运用习得词汇的过程中品味创作的快乐。

5. 精简板书设计

板书是整节课学生要习得的知识的精华所在。本节课是一节词汇课, 自然黑板上留下的印记就是本节课所教授的重点词汇。Book 3 Unit 3的重点单词不止板书上去的那些词汇,但是笔者认为一节词汇课的教学目标的确定,既不能委曲求全,也不能好高骛远。因此,笔者在备课时,精选了本单元的一些与单元话题相关度高的重点词汇,并把这些词汇分成三个模块(key words; word-building; phrases), 简洁明确,一目了然。

   综上所述,本节词汇课以学生为主体,老师为指引者,培养了学生说、读、写三种语言运用能力;从词汇教学的三个维度(form、meaning、use)引导学生学习本节课的重点词汇。

二、 学生学习效果反馈

学生是学习的主体,学生对所学知识的掌握情况是课堂教学是否有效的直接反映,所以笔者在课后对高一(2)班共48名学生的听课效果进行了问卷调查(表1)。

学生听课效果反馈表(表1)

学生姓名


1.你喜欢本节课的上课方式吗?

A.喜欢

B.一般

C.不喜欢

2.你认为这节课的难度如何?

A.适中

B.一般

C.太难

3.你对本节课重点词汇的掌握情况满意吗?

A.满意

B.一般

C.不满意

4.你对本节课上自己的表现满意吗?

A.满意

B.一般

C.不满意

统计结果如下(表2)

学生听课效果反馈统计结果(表2)

问题序号

选A率

选B率

选C率

1

93.75%

 6.25%

 0%

2

91.67%

 6.25%

 2.08%

3

93.75%

 4.17%

 2.08%

4

95.83% 

 2.08%

 2.08%

   通过表2可以了解到:

1.学生对以多种学习词汇形式相结合的教学方法认可度很高,并且通过笔者的课堂观察,大部分学生听课注意力很集中,对这样的词汇学习表现出浓厚的学习兴趣。

   2. 大多数学生可以接受本节课的难度。对于学习层次为中上等的学生来说,这节课的难度适中;对于学习层次相对低一些的学生来说,Be a keen reader和Be a novel writer这两个任务相对难一些,但是他们仍然可以理解故事,可以运用简单的句型完成最后故事创作。可以说,这样的课堂教学设计可以满足不同层次学生的求知欲望,让每位学生有所学,有所得,有所乐。

   以下呈现两篇学生习作。前者是一位语言运用能力相对较好的学生的作品;后者是学习程度中等的学生习作(由下划线标注的词汇为本节课重点词汇)。

  ① Henry, a poor American businessman, was in London at this time. He liked acting and he wanted to be an actor, but he had no money to go to a school for training. He always stared at the students who were lucky enough to go to the acting school.

One day, he found an old man lying on the road with blood on his leg by accident.

Without hesitation, he took the old man to hospital and left. Before long, the old man found him and wanted to thank him. He promised Henry to offer him money so that he could go to the school. He thought it was so unbelievable. Finally he became a famous actor overnight and made his dream come true.

② Henry, a poor American businessman, was in London at this time. When he was walking on the street, something unbelievable happened. By accident a car rushed out towards Henry. Luckily, a pretty girl got him out of danger. But the girls leg was hurt. Henry was so upset that he took her to hospital at once. Since then, he has been looking after her and always stared at her. Later he realized he had fallen in love with the girl, who was an actress. Finally, they got married and lived happily ever after.

  由两篇习作可以看出,学生可以比较恰当运用本节课所学重点词汇,语言较流畅,故事情节也符合逻辑。当然,笔者在批阅的时候对学生的习作中句子的时态做了相应的订正,普通班学生经常会犯类似的错误,如 a car rush out这个句子中谓语rush没有变为过去式。今后的教学中,笔者会进一步改进教学策略,帮助学生尽快树立英语语言运用意识, 避免学生再发生这样此类错误。

专家点评

本节课的课型是词汇课。词汇课授课的重点在于从form、meaning、use三个维度去引导学生习得本节课的重点词汇。碧婷老师首先利用图片,采用brainstorming的形式,构建词汇语义场,激活学生的背景图示,为接下来的词汇学习(form)做好铺垫。然后,老师设置了填写了“马克吐温小档案”的任务,除了训练学生的scanning阅读sub-skill外,还给学生提供了在语境中习得词汇的机会。之后,老师通过“My Story with the Book”活动,与学会分享老师的读书经历,创造性地将本课的重点词汇融合到新的语境中,既合乎情理又再次聚焦本课重点词汇,paraphrase的形式更易于加深学生对重点词汇在广度及深度上的习得(meaning)。之后,老师再次将词汇提炼(form),并再次创设新的语境突出学生在use维度上的习得并为接下来的writing做好铺垫。writing任务的设置采用了图文结合的方式,给出例句,要求学生根据《百万英镑》中“亨利”的图片,结合所给出的词汇进行作文。这样的安排既有利于检查学生对本课重点词汇的习得情况,同时也为学生创设一个发挥自己想象力、猜测力的半开放式情境,关注学生思维及思考能力的发展。尤为难能可贵的是,老师使用的“Be a good reader/doer”等充满暗示性的话语,可以更好的激励孩子们学习英语的兴趣及热情。总之,我个人认为本节课较好的实现教学目标,突出词汇螺旋式习得的特点,重难点处理得当,教学环节环环相扣,是一节高效的优质课。

                                   (评课教师: 刘守君工作室研修成员--李鹏)