開創自主學習新空間

教學設計說明：

新一輪課程改革以“一個為本、四個調整”為核心。它強調“以學生的發展為本”、“調整課堂教學目標、突出創新精神和實踐能力”、“調整課堂教學中的師生關系”、“調整課堂教學方式和學習方式”、“調整課堂教學內容的呈現方式”，這些基本理念是我進行課堂教學設計的出發點和基本原則。本節課要落實學生聽、說、讀、寫、思考等方面技能的綜合訓練，并加以鞏固和提高，所以課堂上我引導學生通過自主探究、合作表演的學習方式，掌握語言知識，提高語言的運用能力，積累豐富的情感體驗。

課堂實錄：

Step 1：Daily greetings

Step2：Revision and presentation．(復習與介紹。)

師：I have some more information about BillGates，do you want to know? (抓住他們的好奇心。)

生：Yes．(Thestudents answer to-gether．)

師：Look at thewide screen，read thepassage and 6U in theblanks with proper ar-tides．(這是本課教材中的第二部分，把它提到前面。目的是：一是練習冠詞的使用；二是解決本課中的詞匯，例如：miHions of ，TB，disease，decide，giveaway，billion，unluckY等等，可將本課化難為易。理解詞匯之后，有便于學生更好地了解Bill Gates這個偉大人物，為以后概述此人物打下基礎。) (The students complete the sentences asreading．)

師：Pay attention to the usages of the articles．

生1：When we talk about something for the firsttime，we usually use“a”or“an”，when we talk aboutthemagain，weshoulduse“the'’．

師：Welldone．Thankyou．Thereare some newwordsin thepassage，canyoufindthem?

師：“Disease”meansillness，“TB”isabaddis-ease in lung，“million”means a thousand thousand，“billion”means athousandmillion，“gwe away”meansgive something to other people，“decide to do some-thing'’means make up one's mind to do something.(The teacher explains．The purpose is to 1et students un-derstand Bill Gates farther and deal with the new wordsin this lesson．)師：These days we have been learning the famousperson—Bill Gates，now who can say something abouthim?(Showing the photos on the screen．)

生：Bill Gates was very clever when he was young.His favourite subjects at school were science and maths．When he was 13 years old， Bill started to play withcomputers． He spent lots Oftime doing unusual thingswith it At Harvard，he developed the BASIC languageforthe first microcomputer．He developed software forpersonal computers．He improved thesoftware to make it easier for people to use computers．Bill enjoys readingvery much．(鍛煉學生的口語表達能力，還有概述文章的能力。)

師：Say something about your favourite person inyour mind．(提醒學生要學以致用。)

生：Intuoduce Yao Ming to everyone．(The materialis...)

師：All of you have many favourite persons in youheart，among them are your parents．I think we aU loveour parents，we have somes pecial days for them．Do youknow what they are?(導出父親節，母親節。)

生1：Mother’s Day and Father’s Day．

師：When is Mother’s Day?

生2：The second Sunday of／in May．

師：What about Father’s Day?

生3：The third Sunday of June．

師：Have you spent these Special days with yOurparents?

生：Yes. (Some of the students answer.)

師: What do you do for them?

生: Cook a delicious meal， buy them a gift， sendthem a card or some flowers.

師: Now let's see what Kate and Jim's plan is fortheir father. (導入新課)

Step 3: Deal with the new lesson. (講授新課。)

A:

師: I have some material here. First listen， andthen repeat it. (引出本課的每一部分有關于父親節

生: Repeat the dialogue one by one. (鍛煉學生的聽力。)

師: May I ask you some questions? ( 想了解學生在短時間內對短文的理解能力)

生: OK.

生: What were Kate and Jim talking about?

生:1 :They were talking about what to give theirfather on Father's Day.

師: What did they plan to buy for their father first?

生: 2: A football T-shirt.

師: What kind of football T-shirt?

生3: Liverpool.

師: What did they want to buy later?

生: 4: A book.

師: Do you think it's a good idea?

生4: 5: Yes， I think so.

生4: 6:I'm not sure iftheir father will like it. (學生很好，我很滿意)

B:

師: Read the dialogue in roles - Kate and Jim.(The others listen and find out the mistakes they madewhen they are reading.) (可調動學生的積極性，讓學生找錯，可集中他們的注意力。)

C:

師: I'll divide you into six groups， discuss the lan-guage focus. Try to use them. Prepare for it. (Six placesof interest appear on the screen.)

師: There are some beautiful places here - TheGreat Wall， Tian'an men Square， The White KingTown， The Temple of Heav-en， Beihai Park， The PalaceMuseum， where do you wantto go?

(Group One choose thefirst picture.) (增強趣味性，匯量。)

師: Oh， pleased， can yousay something about it.

生: “Pleased” can befollowed with at， with， to andthat.

2: I'm pleased with theresult. I'm pleased to meetyou here. (Make up somesentences.)

師: Do you know thespeech of this word?

生: Adjective.

師: Its verb form?

生: Please.

師: Wonderful， thank you. (讓學生回憶此詞用法，說出常見短語，并舉例說明。)

( Group Two choose the second picture. )

師: Oh， sure， do you know the usage of the word?“Sure is usually followed with to， of， that. Look at this.I'm sure (that)...I'm sure if/what to do...Rewrite thesesentences.”

師: Pay attention to the second sentence， we canrewrite it in two ways.

1: I'm not sure what to buy him.

生: 2: I'm not sure what I shall buy him.

師: It's the same as the third sentence. (掌握本課中的重點名型確定不確定I'm sure... / I'm not sure... )

(Group Three choose the third picture. It's a photoafa son and his father.)

師: Tell me how to say \"，“父親節?！?/p>

1:Father's Day.

師: Let's know moreabout western festivals.(擴大詞匯量，了解西方國家的風俗文化。)

生: New Year'sDay - January 1st.

生:2: St. Valen-tine's Day - February14th.

生3: Easter - itusually comes in March or April.

生: April Fools' Day - April 1st.

生5: Mother's Day - the second Sunday in May.

生6: Father's Day - the third Sunday in June.

生: Labor Day - the first Monday in September

生: HaUowmas - November 1st.

生8: Christmas Day - December 25th.

生9: Thanksgiving - the fourth Thursday inNovember.

師: Will you please sing a song for Father?

生10: Sing a song.

(真情流露，感受生活，讓兩種語言融入一體，體現情感價值，讓我們跳動的心奏出同樣的音符，達到共鳴，升華本節課。)

師: Let's enjoy the music - “Father”.

師: I think all of us have lost ourselves in the mov-ing music， we must love our hard-working parents.

(契機對學生滲透德育教育。)

(Group Four choose the fifth picture.)

師: Wow， million 1，000，000 read it.

生1: One million

師: Couldyou make asentence usingmillions of?.

生2:There are mil-lions of stars inthe sky.

師: Youare very clever.Read this，2，000，000，000.

生3: Twobillion.

師: Do you know the population of China?

生4: One billion， three hundred million.

師: Excellent， thank you. (這組是對生詞 million的理解，掌握它的有關短語 two million， millions of等。)

(Group Five choose the fourth picture.)

師: Change the two sentences into Chinese.

生5:如果下周五天氣好，我們將召開運動會，我不知道他是否會來。

師: Wonderful， if is usually used in the complexsentence.

(Group Six only choose the last picture.)

師: Oh， plan， say something about it， please.

生4: We can use it as a noun， e.g. work out a plan，we can also use it as a verb， e.g. plan to do something.

師: Do you know this phrase， five-year plan?

師: Great， dan you tell me the past tense of plan?

生: Planned. (介紹 plan一詞，掌握短語 make aplan， work out a plan， plan to do 等。)

(分組整理知識點，可調動學生的積極性、主動性，增強趣味性，體現學生的主體地位，讓學生在研究、合作中體驗成功的樂趣，給學生鋪上一塊沁人的脾的芳草地，蘊育生機和活力的沃土。)

Step 4: Imagine an end for the dialogue. (為對話設計一個結尾。)

師： Let's guess what will happen after they see theirmother. Make a new dialogue， Kate， Jim and theirmother. Try your best， I'm sure you will do very well.Discuss， please.Group 1:

Jim and Kate: Hi， Mum. Why don't you have arest?

Kate: Let me help you. Next Sunday it's Father's Day. We plan to get Dad a nice present. I want to buy abook.

Jim: I think a football T-shirt is better， isn't it?

Mum: Jim， I think a book is better. Your fatherlikes books about computer technology.

Kate: What's the time， Jim?

Jim: Well， it's 9:20.

Kate:Why don't we go to the bookshop rightnow?

dim: OK， let's go. Bye， Mum.

Mum: Oh， wait a moment. I'll go with you.Group 2:

Mum: What are you talking about?

Kate: Oh， Mum. Father's Day is coming， and wewant to buy something for Dad.

Jim: But we don't know what to buy. We aresure Mum must know what Dad likes.

Mum:Pm very happy that you have grown up.Your father is a basketball fan. I think he will be happyifyou buy a basketball ticket for him.

Jim: Oh， we will buy a basketball. But Mum，please don't tell Dad our present， we will give him asurprise.

Mum: All right.

Kate: Let's go to buy it.

Mum: Don't forget to take enough money.

Jim and Kate: OK. Bye， Mum.

Step 5: Enjoy the film and talk freely. (根據影片內容，自由談論。)

師: Watch the video and talk about it. You'd bet-ter use

\"I'm sure，

I'mnot sure...\" (提高學生隨機運用英語的能力，以及應變以有力，加大加深課堂的容量。)

Group 1:

生1: What's wrongwith you， dear.

生2: I'm worried about Lily. I'm sure you mustknow she is having an important exam. I'm not sure ifshe can pass the exam.

生1: Don't worry about her[ She is working hardthese days. I'm sure she can pass the exam.

生2: I hope so.

生3: What are you talking about?

生1: Nothing. Let's go on eating.

Group 2: ( F-父親 M-母親 G-女孩)

F: I'll go to the washroom.

G: Mum， I want to tell you something

M: Oh， dear. What is it?

G: Tomorrow is Father's Day， I want to give him apresent.

M: That's a good idea.

G: But， but I don't know what to buy him.

M: I think he will like everything you give him.

G: What about a book written by Bill Gates?

M: Good idea. I quite agree with you.

G: Thanks， Mum.

F: What are you talking about?

G: Nothing.

M: Ah， it's a secret.

生1: This class we learned some phrases: plan todo， work out a plan， I'm sure ... I'm not sure if / whatto do... decide to do.

生2：Millions Of， give away，and some words if，disease and so on．

生3：Write on the blackboard：

1．I’m sure(that)…

I'mnotsureif／what to do．．．

2．millions Of

3．gwe away

4．work out aplan plan to do

5．decide to do

6．if

Step6T：Play a guessingg ame．(猜詞、短語游戲。)

(鞏固重點詞匯，練習學生的快速反應能力，增強趣味性，鼓勵學生敢于挑戰、敢于競爭，為將來面對社會、面對世界打下堅實的基礎。)

師：There are two important universities on thewide screen，Bering University and Tsinghua Universi-ty．Which university do you want to go?

師：Girls a group，boys a group．There are agroupof words in every university．One student explains thewords，the otherguesses．

(There are seven words in each picture．)

Bill Gates／Father's Day／plan／snow／black／English／kill disease／bridge／Miss Zhang／Harvard／rich／biology／dance

Step7：Homework

Write acomposition：Work out aplan for Father'sDay·About60words．

教學評析：

英語課程的學習既是學生通過英語學習和實踐活動逐步掌握英語知識和技能、提高英語實際運用能力的過程；又是學生磨礪意志、陶冶情操、拓展視野、豐富生活經歷、開發思維能力、發展個性和提高人文素養的過程。

張老師在這節教學設計中，做到了面向全體學生，以人為本，以學生的發展為本，注意能力培養和學生綜合素質的提高，關注學生的情感。她能把課本的知識引向學生的實際生活，如：你最喜歡的人是誰?由此引出本課的話題——“父親節為父親買什么樣的禮物”。學生們圍繞這一話題展開了討論、想像。同時教師還播放了一首名為“父親”的歌曲，讓他們感受父親的情懷，歌詞深深撞擊學生的心靈，對學生進行了一次有效的愛的教育。設計中還采用了各種活動途徑，來激發學生學習英語的興趣。教師沒有像以往的教學那樣，把語言點、語法項目提出來重點講，而是把知識分成六個版塊，讓學生自主地選擇。給學生的學習空間較大，注重學生學習方式的改變。由個體學習轉向合作學習；由接受學習轉向探究學習；教師由教學內容的傳授者，轉變為學生能力的培養者。使學生在學習的過程中發展綜合語言的運用能力，增強實踐能力和創新精神。

教學設計的核心內容是三維教學目標的確立，教學目標是教學預期的效果。張老師的教學目標定位準確、具體，可操作性強，目標的確定適合學生的發展，層次鮮明，有梯度，關注到了不同層次學生的發展需求。設計者還把文化目標也列入到教學目標之中，讓學生了解中西方文化的差異，符合《英語課程標準》的要求。語言與文化密不可分，語言有著豐富的文化內涵；英語學習中有許多跨文化交際的因素，這些因素在很大程度上影響學生對英語的學習和使用。對英語文化背景的了解與理解有利于加深對歐美文化的認識，有利于提高學生的人文素養，傳授文化知識，培養文化意識和世界意識，是教師在英語教學設計中的一個重要任務。

教學設計的基礎是課程資源的挖掘和運用。張老師首先對教材進行了處理，對教材的順序進行了調整，利用媒體適當地增補了一些教學內容，引用了原聲電影，選材精當，使處理后的教材更適應于教師教和學生學，擺脫了“教教材”進入了“用教材教”的境界；其次是教師充分挖掘和利用多樣化的課程資源。如：學生的生活，情感體驗，教師還有效地利用教學過程中師生互動，生生互動，激發、碰撞、生成的知識、觀點、思維等發展性資源，如：給對話續寫結尾。

此教學設計的特點是：環環相扣，銜接巧妙、自然，選材適當，設計合理。體現了教師對新課程理念的理解與實踐。在這節課中，張老師打破了傳統的教學方法，真正成為了學生學習的引領者、幫助者，讓學生在課堂上主動參與，親自實踐，從而愉悅地發展了學生自主學習的能力。

責任編輯／張 燁