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M2U2-Making a travel leaflet课文教学


2013-2014 学年度上学期江苏徐州一中英语课改案例二--等奖高 中英语自主、 合作、 探究学习的教学实践—以 M2U2-Making a travel leaflet 课文教学为例 徐州一中 英语 谢妍
摘要:课堂是英语学习的主阵地。新课程改革中,英语内容丰富多彩,本应是妙趣 横生。而目前,我们的英语学习却未能灵活体现其多姿多彩的课堂模式。英语学 习要走出应试教育

的误区,教师必须调动、发挥学生学习的积极性,参与到学生的 学习活动中,使教学向着师生“互动交流,共同发展”靠拢,让学生充分自主的参与 并享受课堂时光。 关键词:自主探究;活动展示 一、前言 自主探究式教学,是指在教师的启发引导下,以学生独立自主学习和合作讨论 为前提,以现行教材为基本探究内容 , 以学生周围世界和生活实际为参照对象 ,教 师为学生提供充分自由表达、质疑、探究、讨论问题的机会,让学生通过个人、 小组合作等多种解难释疑尝试活动,并通过活动成果展示,理解并获取知识,将所 学知识得以有效果的应用。 《牛津高中英语》Project 是课堂教学的延伸和拓展, 属于探究式学习,要求让学生充分参与课堂各个环节,与同学分工合作、自由表 达以及成果展现,真正让学生参与课堂和享受课堂。 二、学生分析 高中英语新标准倡导的“以学生为中心”的教学理念,让学生成 为课堂的主体的教学模式,通过学生自主、合作、探究学习。高中英语教学要在 培养学生的语言技能、语言知识、情感态度、学习策略和文化意识素养等方面培 养学生的综合能力。尤其高一的学生在高中时期打基础的阶段,在听、说、读、 写等方面要得到全面的训练和拓展。因此,在调动学生学习的积极性,激发学生 学习英语的兴趣方面, 教师应通过丰富的教学资源、有效的教学手段和多样的教 学模式来帮助和激发学生英语学习的潜力。 三、教材分析 牛津高中英语每单元板块的设计都围绕一个话题展开, 各个板块组织和安排

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了听、说、读、写的活动,引导学生积极尝试, 主动实践,进行探究性学习。 Project 是其中一个重要的板块,它引导学生进行开放性探究学习活动, 把英语 听、说、读、写的训练从课堂内拓展到课堂外,Project 有 A、B 两个部分,A 部 分是阅读材料,为 B 部分提供范例,或者引发课题内容, B 部分是 Project 本身, 设计有四个步骤: Planning: 在老师指导下确定课题;组内分工; Preparing: 查找资料、收集信息、调查、讨论 ; Producing: 拿出初稿,对其进行加工、完善; Presenting: 展示各个小组的成果 。 Project 要求学生在老师的指导下,通过小组协作,调查访谈,信息检索, 交流 汇报等形式的活动, 利用课外时间完成他们自己选定的课题,既有利于发展学生 的语言能力,也有利于开发学生的非语言能力,通过活动,旨在培养综合运用语 言能力,提高他们的综合素质。它要求在完成前五个任务(Welcome to the unit , Reading, Word power , Grammar and usage,Task)的基础上,进一步整合单元 材料,通过更多的与单元主题有关的活动,在完成一定的信息输入的基础上,通 过自主学习,完成任务。 三、设计理念 Step 1 Lead-in 在简单回顾本单元所习得的内容后,利用 PPT 中的图片和摘自课文的原句 自然地向学生介绍本课的主题,Shangri-la。同时,也使学生对如何表述风景的 句型有先入为主的印象。 Step 2 Reading and analyzing 详细确切的阅读指导能让学生把注意力更多地集中到文章的结构上, 这使学生对 在自己动手操作的项目活动中应如何分工、分工的具体内容应是什么、已查阅信 息中哪些是有效信息、哪些是可删除信息等问题有更直观、更明确的理解。 Step 3 Sentences drills 运用模仿式的造句和操练, 使学生能尽可能正确地表达在接下来的项目活动中所 需运用的句子。减低项目任务的难度,增加学习的成就感,提高学习的积极性。 Step 4 Group-work time 这个学生互动环节是项目活动中最重要的部分, 它不仅能最大程度地使学生投入
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到听、说、写的能力训练中,而且能培养学生的团队协作能力,因为学生需要在 集体活动中,通过与同组同学交换意见、达成一致、互通有无、互相帮助,实际 运用前几个教学步骤中所习得的知识, 将之前从网络或书本中查阅到的信息进行 归类、删减、重组,才能呈现出最好的旅游宣传单。 Step 5 Homework 通过学生间的互评与讨论, 学生的自我评价和评价他人能力能得到提高,最重要 的是,在互评过程中,学生必须对旅游宣传单的构成、其中句型结构的表达、固 定词组的用法,甚至个别难词的拼写有正确的认识。经过这一环节,知识必然得 到强化与内化,自我学习能力必然得到提高,教学效果也必然得到加强。 四、教后反思 1 教学设计的发展性: 在新课程背景下,学生的角色发生了根本的变化,应由原来的被动听讲, 死记硬 背变为主动参与; 自主学习;通过小组讨论、分工合作、调查采访、信息检索、交 流汇报等形式的活动,用英语去做事,最后呈现学习成果,创造性地完成学习任 务,培养综合运用语言的能力,所以 project 的教学设计应充分体现新课程的理 念,以人为本,以学生为中心,把学生放在学习主人的位置,并鼓励和倡导学生 积极参与,主动思维,大胆实践。同时教学模式也发生了变化,project 的设计要 充分体现“以学生为中心”代替“以教师为中心为”, 变“以课本为中心”为“以活动为 中心”,变“以课堂为中心”为“以任务为中心”。 2.教学步骤的合理性: 正确处理好 reading 与 project 之间的关系.合理分配时间:是能否顺利完成 project 的关键,reading 和 project 是两个基本组成部分,前者为后者的铺垫,后 者为前者活动思维的结果,千万不能在 reading 上耗时较多,从而造成对后部分匆 匆过场, 也不能对忽视前部分的语言输入,这样也势必影响后者的输出 3.激发学生的能动性:让学生自主搜寻各自感兴趣的项目,自己着手设计,充 分的集思广益,发挥自己主观能动性。 4 .Project 板块是要求学生通过“做” 学习英语(do to learn) ,获得英语运用能力。所以在设计时,通过学生先实 践感知, 后让学生归纳总结完成 project 的各个步骤, 可能更能体现学生的主观能 动性,效果可能会更好,这有待以后实践改进。
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M2 U2--Wish you were here
Project: Making a travel leaflet

1.Learning goals:
By the end of this lesson, my students will be able to: a. Know how to enjoy and describe the beauty of a place and learn to have a better understanding of the city we live in. b. Improve their speaking and writing skills through appreciation and cooperation. c. Use what they have practiced to finish the project and learn how to assess a travel leaflet. d. Teaching important and difficult points: a. Learn to make a ideal travel leaflet by individual work and teamwork. b. Some students feel too shy of expressing themselves in English to get involved in the oral presentation. c. Some students don’t have adequate vocabulary to express their ideas clearly. 1. Finish the task of making a travel leaflet to train the students’ speaking ability. 2. Reading, talking and writing to improve students’ integrating skills. 3. Individual and group work to make every student take an active part in class. 4. Discussion to help the students cooperate.

3.Teaching Aids:
1. The multimedia 2. The blackboard

Teaching procedures:
Step 1 Warm-up and lead-in:
1. Music is a universal language, and pop songs are more of my students’ super love. As a result, I expect to get them warmed up and get their attention focused on the tones and the dream place it describe in the song. Meanwhile, I play the music, leaving some blanks for students to find and complete. Shangri-La Only as a child I know - Steelheart Shaky walls and lookout holes I close my eyes A dirty floor our own lil hideaway And dream of a place I used to go Yeah I dream away A perfect world So far away
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Take me there Sometimes it hurts so bad _________________. I can taste the tears of the memories... And I'll meet you there All the times when I'm alone __________________. I think of all that's come and gone Sometimes I hear Oh and how I miss the days All the voices from those single years Through all the laughter and the tears Sometimes I see That was shed through all the years Ever since there used to be In my hands they slip away 2. After the students figure out the place it describes---Shangri-La, show the title on the board. And raise a question—What does the name Shangri-La mean? to lead students to read the 3rd paragraph for needed information.

Step 2

Reading for information

Reading for information is a tradition and, to be exact, is a necessary purpose for most readers, which is helpful in their better understanding of reading materials. Therefore, in this process, I expect to help them read strategically and skillfully, and four questions are raised here layer by layer accordingly: 1. What does Shangri-La mean in English? Heaven on earth Arcadia (Greek) 2. Where does the word Shangri-La come from? The lost horizon James Hilton 3. What was Shangri-La like in Hilton’s heart? A beautiful kingdom 4. Why did ZhongDian officially win the name? A perfect match for…

Step 3

Reading for appreciation

It is commonly accepted that this leaflet is very beautifully written, especially for its depiction of the pretty natural scenery and his charming glamour. So here I hope to guide my students to really appreciate the beauty of its language, to feel the exactness of its language and to follow the writing style it demonstrates. a. Raise a question to guide students to reorganize the information they need to better understand the reading material. Do you think Zhongdian is a perfect match for Shangri-La? Why? Three rivers join together here → reflect on; shine like...against...

Steep mountains reach to the sky → are covered with; tower over; form a picture...leave you at loss for words Fields of long grass cover the earth → Wander on...
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forests are home to… People discover how to stay young → Live in perfect harmony with nature; far away from the noise and worry… b. far away from the noise and worry… this sentence remind readers easily of the famous Chinese poem by Tao Yuanming Returning to My Farm. Exposing students to the comparison of taste in different backgrounds will help them learn to build up a tie between reading and prior knowledge. Returning to My Farm In people's haunt I build my cot; Of wheel's and hoof's noise I hear not. ... I pick fenceside asters at will; Carefree I see the southern hill. The mountain air's fresh day and night; Together birds go home in flight. What revelation at this view? Words fail if I try to tell you. 结庐在人境,而无车马喧。 。 。 。 。 。 。 采菊东篱下,悠然见南山。 山气日夕佳,飞鸟相与还。 此中有真意,欲辨已忘言。

c. In this stage, my students have had a good understanding of this article, here I’d try to develop their ability to reprocess the reading material according to different goal. So here I’d design a task. Task 1 Pair work Suppose you are a staff in the Shangri-La Tourist Company, your company has got a plan to shoot a Tourism Promotion Video, decide what to include and shoot in your video. Give you reasons.
Read for appreciation

Make inviting and impressive description
Snow mountains
Villages

Grasslands & forests

Lakes

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Step 4

Reading for self-checking

As we all know, normally we wouldn’t read everything paragraph by paragraph, but scan the material or skip some unnecessary information for us, or read less important parts later. In this part, I expect my students learn how to make it. Which of the following are Not discussed about Shangri-la ? history location scenery transport weather Students should figure it out easily, location, transport, and weather are not discussed. And then give students a chance to find out the useful information they believe. Where is Shangri-La located? How to get there? By land: By air: Best times to go?

Step 5

Reading for Critical thinking

Generally, It is believed that all of the reading materials in textbooks should be perfect and should be learned and followed, but have the idea to tell students readers should think critically and be a thinker and challenger while reading. Do you think this travel leaflet deserves a good sample? Why?(open question) Your advice of improvement? (open question) What makes a good travel leaflet? (open question) ? Brief speech; clear information ( informative…) ? Tidy arrangement ( neat…) ? Visual attraction ( using images, be colorful ….) ? Vivid description ( attractive language) ? ... In this process, students will learn to think independently and critically, and thereby their minds are inspired and their skills improved.

Step 5

Reading for comparison

Shangri-La is honored as Heaven on earth, SooChow, the city we’re living in also enjoys the reputation Paradise in Heaven; Soochow and Hangchow on earth.
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Can you find out what similarities they have?
Read for comparison Paradise in Heaven; Soochow and Hangchow on earth.

Shangri-La

Soochow
Heaven on earth

What about the unique features our city has?

Step 6

Reading for creating

Task 2 Work in groups of four according to the specific assignment they agree to to make an inviting leaflet for Suzhou to attract more tourists according to your planning and preparing!
Assignment Task 2 for today Work in groups of four to make an inviting leaflet for Suzhou to attract more tourists according to your planning and preparing!

Step 7 Homework
Finish and polish up your travel leaflet to win the tourists’ hearts.

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travel leaflet | making travel plans | making the news 课文 | travel journal 课文 | making the grade课文 | travel language课文 | m2u2 project | m2u2 reading |