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pairwork ”在课堂教学中的运用

“pairwork ”在英语课堂教学中的运用“pairwork”，即：“对子活动”，也叫“伙伴活动”，是新教材的一个教学步骤。

众所周知，这种方法充分调动了学生的积极性，有利于学生交际能力的培养。

但“pairwork”运用起来并不那么简单，下面就我多年来的有效实践谈谈自己的一些做法及看法：一、合理、有效地使用“pairwork”１．谈话小组应合理搭配。

学生的外语水平客观上存在着差异，有的教师主张把后进生和优等生坐在一起，以便组织好谈话，我认为这样优等生会独占交谈时间，后进生会更自卑，更不敢开口。

我主张“优中差”搭配，后进生和较差的学生（或中等生）在一组就不会挫伤积极性。

不过，教师应在旁边多加指导。

２．“pairwork”可以随时变换。

“pairwork”可以是同桌（left ａｎｄ right），也可以是前后（front and back），还可以是自由搭配（find a partner），即挑战对话（ｃｈａｌｅｎｇｅｃａｌ），这是一种激发学生积极性的好方法。

学生都有争强好胜心理，我平时就让他们选好了挑战对手，那么上英语课就有这么一个好机会让他们去较量，老师点一名学生起来，让他自由选择（ｆｒｅｅｃａｌ）一名（很可能就是他的对手）起来和他对话，对不来的为“败将”，学生很感兴趣。

３．“pairwork”可以扩展、延伸。

“pairwork”进行了一定时间以后，可以选择一些对子在课堂上和别的对子进行交流，以弥补相互的不足。

４．分层次进行“pairwork”。

考虑到学生兴趣爱好与水平的不同，有时教师应该多出几个话题让学生自由选择，这样学生谈话的兴趣就更浓了。

５．“pairwork”要注意发挥学生创造性思维。

大多数教师总是在碰到对话（ｄｉａｌｏｇｕｅ）时才用“pairwork”进行机械的角色扮演（ａｃｔ），我们完全可以把“pairwork”运用到别的教学目标上，如找文章主题句、线索，复述课文，看图写话，连词成句等。

“Pair work ” 学生交际能力

“Pair work”是一种提高学生交际能力的有用的方法邵芳（兰州石化职业技术学院外语系，甘肃兰州730060）摘要：“Pair work”是一种提高学生交际能力的教学方法，对学生的英语学习很有帮助，它不仅能够训练学生运用语言交流的能力，而且还能够锻炼他们读和写的能力。

关键词：Pair work ; 交际能力；教学方法近些年来，培养学生交际能力的教学思想已被我国外语界所接受，新的英语教学资料已使用了好多年了，根据新的教学资料，英语教学的主要目的是训练学生的语言交际能力，要求学生在老师的指导下，把英语看作是一种交际的工具。

传统的教学方法和新的教学方法之间存在许多差异。

因此，这种传统教法已不再被新的教学体系所接纳。

鉴于此，越来越多的英语教师和教育工作者都置身于教育改革中，而且许多新的教学方法如雨后春笋般的涌现出来。

大家知道，目前在我们国家一个班有许多学生，结果，班级人数过大给课堂教学带来了许多问题。

一些学生不喜欢回答老师提出的问题，久而久之，他（她）们就失去了学习英语的兴趣。

最终他们就赶不上其它同学。

所以有些老师报怨说他们的学生太笨不值得教，日复一日地，他们就失去了学习英语的兴趣。

事实上，这种观点是错误的。

再加上传统的教学是：教师担任主要角色，而学生则是完完全全的听众。

这种传统的教法使教师常常让学生在课堂上集体朗读课文或一起回答问题，这严重制约了学生个人能力的发展。

所以，曾有人把教师形象地描述为“with a piece of chalk and one mouth, talks from the beginningto the end.”学生则处于被动地像是机器，而现在，随着英语教材的改革，许多新的教学方法出现在课堂上，在诸多的教法中，我认为“pair work”(配对活动) 是比较好的一种课堂教学方法。

课堂教学以学生为中心，学生是活动的主体。

学生加入到课堂活动中是必要的。

而学生的活动必须建立在他们的兴趣上。

Individual work,pair work 和 group work在英语课堂中的使用

Individual work，pair work 和 group work在英语课堂中的使用发表时间：2013-04-01T09:25:17.217Z 来源：《考试与评价》教师版2012年第12期供稿作者：张丹[导读] 英语新课程标准改革以后，课堂教学大多使用任务型教学，主要以学生活动为主，教师的讲解、引导为辅。

张丹邳州市明德实验学校英语新课程标准改革以后，课堂教学大多使用任务型教学，主要以学生活动为主，教师的讲解、引导为辅。

这其中使用最多的就是individual work, pair work 和group work。

以下是牛津译林版8A Unit 1 Vocabulary 课时的教学案例，分析这三种学生活动形式在课堂教学中的应用。

教学目标1. 掌握描述人的外貌的形容词 good-looking, thin, handsome, square...2. 掌握常用于描述女孩的词：slim, lovely, pretty, beautiful...常用于描述男孩的词：handsome, strong...3. 能够使用这些词去恰当地描述人。

教学过程Step 1 Leading-inShow an information form of Betty, Max and May. Ask students to retell the passages according to the form.这是一个individual work.教师要求每个学生根据上节课学习内容，运用掌握的词汇，短语，句型，用自己的语言组织成一段小文章，口头表达出来。

这不但检查了学生对于基础知识的掌握，还测试了他们灵活运用知识的能力。

能力强的学生可以适当拓展，能力弱的学生抓住基础。

每个人视自己的情况自己活动，训练自己独立思考的能力。

准备结束后让学生展示成果。

例如，一个学生的表达如下：Betty is slim and she has short hair. She is generous and she always share her things with others. She is helpful and she is willing to help people in need. Max is tall. He wears glasses. He have a good sense of humour. He often makes us laugh. We all think he is funny. May is shorter than I. She is small. She has straight shoulder-length hair. She is a honest girl. She can keep secret. She is kind and she is a true friend. She never says a bad word about anyone. 在这个表达中出现了几处错误。

小学英语_Unit4Myhome教学设计学情分析教材分析课后反思

PEP 小学英语四年级上册Unit 4 My home教学内容This is my living room. It has a smallsofa and a green table. It has a big TVand a blue fridge.The plant is near thesofa, and the phone is on the table. Thekeys are on the TV and the glasses areon the fridge. I can watch TV in it. Ilike my living room very much.教学分析一、教学目标1.知识目标：（1）能够理解、掌握描述房间的四个基本步骤: Beginning --Things (房间内的大陈设)--Positions（房间内大陈设和大陈设间的位置关系）--Activities（在房间内的活动）--Ending。

（2）能够根据语言支架，完整有序地描述家中物品的摆放和陈设。

2. 能力目标：（1）能够对如何描述房间有了比较清晰、全面的认识。

（2）能够根据教师的引导，进行完整、有序地口语表达，并在表达时关注语言的逻辑顺序和句式结构。

3. 情感态度、学习策略目标：（1）通过本课的学习，培养和保持学生的英语学习兴趣。

（2）引导学生注重合作学习，培养合作、沟通、交流的意识和能力。

（3）培养学生爱自己的家、爱自己的家人的情感。

二、教学重难点分析1. 教学重点为根据描述房间的步骤，有序地、完整地描述房间中物品的摆放和陈设。

2. 难点为关于房间大陈设与小陈设之间位置关系的描述，即The...is/are..., and the...is/are...是本节课的难点。

三、课前准备CAI，Word cards教学过程What room is it? What’s in the rooms?扣，不仅复习了本单元的重点单词、句型，还激发了学生的学习兴趣，创建和谐快乐的课堂氛围。

英语课堂中的Pairwork和Groupwork

英语课堂中的Pairwork和Groupwork
Groupwork是指让3-5名学生组成小组进行合作学习。

这种方法的优势在于可以提供一个互动、合作的学习环境，使学生能够相互交流、分享经验和知识，扩大他们的视野。

在Groupwork中，学生可以一起讨论问题、解决问题，分享个人观点和经验，相互倾听和尊重对方的意见。

这种互动和合作的学习方式可以激发学生的思维，促使他们积极参与，提高他们的创造力和解决问题的能力。

Groupwork还可以培养学生的领导能力和团队协作精神，让学生学会与他人合作，共同完成任务。

美国21世纪“5C”外语学习标准对外语教学的启示

美国21世纪“5C”外语学习标准对外语教学的启示作者上海市上海中学王鹤芳为了提高美国学生的外语能力以适应经济全球化的需要，美国政府制订了国家级课程标准--(Standards for Foreign Language Learning in the 21st Century，1996年初版，1999年再版。

以下简称《标准》)。

该《标准》将美国21世纪的外语学习目标归纳为5个以字母C开头的单词，即：Communication(语言交流)，Cultures(文化沟通)，Connections (相关知识)，Comparisons (比较能力) 和Communities (社团活动)，也是《标准》的核心内容。

《标准》的出台不仅推动了美国外语教育的改革，而且对我国现阶段的外语教育改革，特别是对我们的英语课堂教育有着巨大的借鉴和启示作用。

一、“5C”外语学习标准的基本内容1．Communication：要求学生的外语交际能力应达到参与对话、提供和获得信息、表达情感、交流思想的水平。

能读懂、听懂和翻译各种话题的书面语和口语；能与听众和读者就广泛的话题交流信息、观念和思想。

2．Cultures：能获得和了解目的语文化的知识。

了解该文化的实际与所反映的观念之间的关系，理解该文化的表现形式与所表达的观念之间的关系。

3．Connections：外语学习应与其他学科相联系以获得相关信息和知识。

学生能通过外语及其文化获得信息与知识，并通过现有信息找出明显的观点。

4．Comparisons：培养对所学语言和文化本质的洞察力。

通过比较目的语与本国语言能理解语言的本质，通过比较目的语文化和本国文化能理解文化的概念与内涵。

5．Communities：能用外语参与国内外的多文化社团活动。

学生在校内外均能使用外语，把学习外语当作乐趣和充实自我的手段，使学生成为终身的外语学习者。

上述“5C”标准是一个比较完整的体系，它们之间的关系好像是一个“5连环”，相互依赖、相互促进、相互结合、相互渗透、相互支持，不能把它们割裂开来。

Pairwork和Groupwork是英语学习的好形式

段对话让学生机械地操练, 而是引导学生就他们各自熟悉的各种活动, 积极地相互问答, 相互交流。正因为他们能够无拘无束地表达各自的观点, 所谈论的又是各自熟知的
其三, 死抠教材, 课外延伸阅读少。从理论上讲, 考生对西方名著《堂吉诃德》的内容应该是比较熟悉的, 但事实上学生把教材当作圣经, 而对于一些课外读物却很少涉猎。这种现象在中学是非常普遍的。
制约国内英语教学效果的瓶颈是缺少语言环境, 这已成为英语教学工作者的共识。在教学实践中, 老师、学生苦于没有语言环境, 没有更多的机会进行足够的语言实践活动, 达不到培养技能、发展能力的目的。随着教材改革和教学改革的不断深入, 现今各种版本的教材都设置了越来越多的 Pairwork 和Groupwork。几乎每堂课的每个话题之后都有 Pairwork和 Groupwork可供学生合作、交流、互动。这无疑给合作学习提供了很好的操作平台, 从而改变了学生被动接受语言知识的学习方式 , 使学生在学中用 , 用中学, 学了就用, 不会用再学, 学用结合, 探究创新, 促使他们形成积极的学习动机和学习态度、良好的学习习惯和交际策略, 培养合作、创新精神和实践能力。细究其中原因, 大致有如下几个方面。
三、对历史教学的建议历史教学必须重视基本功的训练 , 要反对押题、猜题。历史学科以史实多而著称, 过去强调“备多分”, 现在有些历史教师又过分突出能力的培养, 或热衷于猜题、押题, 而忽视对学生进行基本功的训练。有些教师估计综合题会考世界近现代史的内容, 因此, 在复习迎考中, 他们对世界史进行粗线条的专题复习 , 做大量的材料题以应付历史主观题对世界近代史内容的考核; 而中国古代史则按照教材上的每个考点进行地毯式的复习, 以准备填空题型。但试卷把世界史与中国史考核方式稍微调整, 历史教师、考生均叫苦不迭。试卷给中学历史教师提了个醒, 在复习过程中, 不要主观臆断 , 而是要扎扎实实

英语课堂中的Pairwork和Groupwork

科技风2019年10月科教论坛DOW10.19392/ki.1671-7341.201929038英语课堂中的Pairwork和Groupwork周顒上海电机学院外国语学院上海200240摘要:英语教师应当以教学內容为主导，结合学生的生活经验和兴趣爱好，设计出既能引发学生兴趣和主动参与的欲望，又有助于语言技能的发展、有助于语言交际应变能力提高的Pairwork和Groupwork。

关键词：英语课堂;Pairwork;Groupwork-Pai w ork"和-Groupwork"是指为完成特定的任务，学生以小组的形式(两个学生组成的一对一小组，或若干个学生组成的互助小组)展开的语言交际活动。

Pairwork和Groupwork既能为每个学生创造均等的学习机会，又能让学生彼此之间互相帮助、团结合作;既能迫使学生努力去理解消化教师新授的知识，又给学生提供了表现自我、发展个性的机会。

而且,更重要的是，这个方法如果使用得当，能够缓解中国学生学习外语没有语言环境、没有语言实践机会的困境，从而切实提高学生的英语语言应用能力。

因此,Pairwork和Groupwork是目前英语课堂中使用较为广泛的语言操练活动模式。

笔者结合自身的教学实践和文献资料研究，认为语言教师在英语课堂中开展Paioork和Groupwork活动时，应当从以下几个方面来综合把握，从而使小组活动在英语课堂上发挥最大效益。

1合理搭配小组成员英语课堂上开展Groupwork，首先要将学生分成若干小组。

学习小组成员的分配是否合理，直接影响Groupwork的有效性。

教师可以在日常教学的观察下，综合考虑学生的语言能力、学习动力、学习态度等方面的差异，隐性地将学生分为三个层次。

第一层次,英语基础扎实、学习能力强、有自己的学习策略为优等。

第二层次，英语基础一般,学习比较自觉，对提高英语成绩和英语运用能力有一定的追求，这部分学生为中等。

全新版大学英语第二版第一册-pair-work问题标准答案-UNIT-

全新版大学英语第二版第一册-pair-work问题答案-UNIT-————————————————————————————————作者：————————————————————————————————日期：1.How did Baker use to feel about English courses?He used to be utterly bored by English courses.2.When did he begin to think it possible for him to become a writer?When he was in the third year in high school.3.What did Baker hear about Mr. Fleagle? What was his own impression of his new English teacher?He heard that Mr. Fleagle was dull, formal, rigid, and hopelessly out of date, and unable to inspire. He thought he was excessively prime and proper.4.Why did he put off the writing assignment till the last minute?Because he expected the topics would be dull.5.Why was the topic that held his attention?The Art of Eating Spaghetti.6.Why did he want to write about that topic?Because this topic brought back vivid memories of a night in Belleville when he and his family members learned how to eat spaghetti.7.What did he think Mr. Fleagle would do if he were to if he were to write the essay the way he wanted? Why?He thought he would violate all the rules of formal composition he’d learned in school, and Mr. Fleagle would surely give it a failing grade.8.What was Baker prepared for when he found all the papers were given back but his?He was preparing himself for a command to report to Mr. Fleagle immediately after school for discipline.9.What was Mr. Fleagle’s announcement?He announced that he wanted to read an essay to the class.10.Whose essay was Mr. Fleagle reading to the class? How did the class respond?Mr. Fleagle was reading Mr. Baker’s essay to the class. The class listened attentively, and then the entire class was laughing with open-hearted enjoyment.11.Why did Baker feel so delighted?Because both Mr. Fleagle and his classmates appreciated his essay very much.12.What did Mr. Fleagle mean by saying “it’s of the very essence of the essay”?Probably he meant that the way Baker’s essay was composed was exactly the way essays should be written or that the essence of a good essay is that it can move readers.1.What was the cab driver doing when the author wanted to take the taxi?He was reading a letter.2.Did the cab driver have a cold?No.3.Whom did the driver talk about with the author?The driver talked about his friend with the author.4.How long had the driver and Ed been friends?They had been friends since childhood.5.What did the driver and Ed use to do when they were kids?They attended the same primary and high school, and always went to school together.6.How often did they see each other over the past 25 or 30 years? Why?They hadn’t seen each other more than once or twice a year because the driver moved away from the old neighborhood.7. What had happened to old Ed by the time the story took place?Old Ed was dead.8.Why did the driver repeat that he should have kept in touch?Because he was very regretful.9.What did the author mean by saying the first sentence in the letter reminded him of himself?He thought he himself also neglected keeping up correspondence with his friends.10.Why did the driver say he began the letter with “Old Friend”?Because they had been good friends over the years. They were old now, and there weren’t many people at their age still alive.11.How did the driver feel about Old Ed’s friendship with him?The driver felt that their friendship over the years had been very important to him, more important than he could say because he was not good at expressing his feelings.12.What did the author decide to do when he arrived at the hotel? Why?He decided to write a letter at once he didn’t want to make the same mistake as the driver did.1.What is the attitude of some people towards the changes brought about by science and technology?They’d like to stop such changes and go back to what they see as a purer and simpler age.2.What was life like before science and technology began to change our way of life?Life was nasty, brutish, and short.3.What would happen if all government money for research were cut off?The force of competition would still bring about advances in technology.4.Is it possible to prevent science and technology from further development? Why or why not?It’s impossible to prevent science and technology from further developm ent. Because the force of competition will bring about technological advances, and one cannot stop inquiring minds from thinking about basic science.5.What does the author think we should do about science and technology?We should try to ensure that the changes they make are in the right direction.6.Why is it necessary for the public to have a basic understanding of science?The public having a basic understanding of science can make informed decisions and not leave them in the hands of experts.7.How does the public feel about science?It is in two minds about science. It has come to expect the steady increase in the standard of living that new developments in science and technology have brought to continue, but it also distrusts science because it doesn’t understand it.8.What does the author think of equations as a way of expressing scientific ideas?They are a brief and accurate way of describing mathematical ideas, but they frighten most people.9.How is science taught in schools?It is often presented in a dry and uninteresting manner.10.What limited role can books and magazines play in popularizing scientific ideas?They can help put across new development, but even the most successful popular book is read only by a small proportion of the population.11.What is the responsibility of TV science programme producers?To educate the public, not just entertain it.12.What does the author think of the future of human civilization?It will not destroy itself.1.Where did Tony come from?From a rocky farm in Italy.2.How did Mr. Crawford get to know Tony?Tony came to his driveway to offer to mow his lawn.3.Why did Mr. Crawford feel unhappy after he talked with Tony?The Depression Days were difficult, but he felt bad turning away a person who had come to him for help.4.What happened over the next few days?Mr. Crawford was busy at the factory, and Tony went on working in his garden.5.How did Tony get6 his job at the factory?He asked Mr. Crawford for it.6. How did Tony become a skilled worker later? And how did Mr. and Mrs. Crawford feel about it?He was a good worker, and then took a pay cut to become an apprentice. Finally he learned a trade. Mr. And Mrs. Crawford thought it to be a satisfactory ending.7.Why did Tony come to see Mr. Crawford again a year or two later? Was Mr. Crawford of help this time? How?Tony wanted to buy a house. Mr. Crawford helped him get a bank loan.8.How did Tony feel about selling his house? Why did he feel that way?He felt happy, because he earned $8,000 and bought a farm.9.Did Tony do a good job of running his farm? Give examples.Yes. He sponsored his childhood friend to move to America. The latter thought he was a millionaire.10.What was Tony’s lifelong dream?Owning a farm.11.How did he make his dream come true?By such values and principles as vision, determination, self-control, optimism, self-respect and integrity.12.Why did Mr. Crawford compare Tony with the greatest American industrialists? Because they reached success by the same route and by the same values and principles.UNIT 51.When did Phil die? Why does the author repeat the time of his death?Phil died at 3 A.M one Sunday morning. The repetition of the precise time of his death helps set the sardonic (讥讽的) tone of the essay.2. What did the obituary say about Phil’s death? What did Phil’s friends and acquaintances think was the real cause of his death?It said Phil died of a coronary thrombosis. They thought he had worked himself to death.3.How full was Phil’s working schedule? Did all the other employees put in as much time and work as he did?He worked six days a week, five of them until eight or nine at night. No, they didn’t.4.How come Phil became overweight?He always ate egg salad sandwiches at his desk, and it is implied he took no exercise other than a monthly golf game (and even that was just as an opportunity to do business).5.What did he wear to the office on Saturdays? Why?He wore a sports jacket to the office instead of a suit, because it was the weekend.6.What position did Phil hold in the company? How did the people working for him feel about him?He was one of six vice-presidents. They liked him most of the time.7.What did Helen mean by “Missing him all these years”?She meant that she had been missing her husband long before he died because he spent little time at home.8.Why were the neighbors embarrassed when Phil’s eldest son asked them what his father was like?Because they knew little about his father.9.Did his daughter feel close to him? How do you know?No. whenever she was alone with her father, they had nothing to say to each other.10.What is the significance of Phil’s youngest son’s statement, “My father and I only board here”? What does it convey about Phil’s relationship with his family?The statement is intended to show forcefully how Phil concentrated far too much on his business to the neglect of his family life and his duty to his wife and children.11.What did the company president say about Phil at the funeral? What did he do as soon as Phil’s funeral was over?He said at the funeral that Phil had meant much to the company and would be missed and would be hard to replace. He began to make inquires about Phil’s replacement as soon as his funeral was over.12.What impact does the final paragraph have? How does this reinforce the author’s point? By telling us what the company president said at the funeral and what he did soon after the funeral the author lays bare the great absurdity (荒谬) of contemporary American corporate life: the pursuit of business success is valued well above anything else, even human lives.UNIT 61.What was John Blanchard doing at Grand Central Station?He was waiting for Miss Maynell.2.How had Blanchard and Miss Maynell come to know each other?Blanchard happened to see the notes penciled in the margin of the book he borrowed from a Florida library. He was so attracted by them that he tried hard to locate her address and finally succeeded in corresponding with her.3.What had kept Blanchard from meeting her?His service in the army in World War II had kept him from meeting her.4.How long had they written to each other previous to their first meeting?Twelve months.5.Why did Miss Maynell refuse to send Blanchard a photograph?She thought that if he really loved her, what she looked like wouldn’t matter.6.How would Blanchard recognize Miss Maynell at their first meeting?She would recognize her by the red rose she’d be wearing on her lapel.7.Why did Blanchard follow the girl without first trying to see if she was wearing a rose? He was attracted by her beauty.8.What did “Miss Mayness” look like? How did Blanchard feel toward his “valentine”? “Miss Maynell” was a middle-aged lady, plain-looking and heavy. Blanchard was in a dilemma, greeted with mixed feelings: to go on to love her or to run after the pretty young woman.9.Why didn’t Blanchard turn away from “Miss Maynell”?Because he thought he must keep his word, that is, never betray her in terms of love or friendship.10.What had Blanchard planned to do when he first met Miss Maynell?He had planned to take her to dinner.11.How come the middle-aged woman was wearing the rose?The real Miss Maynell begged her to wear the rose on her coat to test Blanchard.12.What did Miss Maynell want to find out through the test?She wanted to find out through the test whether he really loved her regardless of her appearance.。

七年级英语导学案

【展示课导学】（时段：2课时）备课人：七年级英语组（一）学习内容：Unit3 Topic1 Does he speak Chinese ? Section A 听说课（二）学习目标：1.我能听说下列重点单词could , tell, sure, some, with ,problem, well, often.2.我要学会礼貌询问他人姓名和表达请求。

（三）重点：礼貌询问，表达请求，寻求帮助。

难点：实义动词“like”,“want”,“speak”的一般现在时第一人称、第二人称的用法以及人称代词主格和宾格的用法Self-study & Self-exploration Cooperation&Exploration Show&Improvement Conclusion& Summarization自学指导内容·学法展前充电展示方案内容·形式′随堂笔记成果记录·知识生成·同步演练本课学习策略：注意倾听主动开口Step1：导学1复习外貌导入，教师自然导入句型-Could you please do sth. ?-Sure , …/ Of couse , … / No problem ...2 Practice the key sentences:Could you tell me your name?Could you help me with it?Do you like Chinese?I want to find a pen pal.Step2:独学听录音1.学科代表带大家读新单词两遍2看图片猜测对话内容，快速浏览1b, .播放1a课文录音a）听1a两遍，完成1b,小组检测核对答案第三遍：跟读，模仿语音语调Step3: 互学. 群学.预展1小组起立，小组长教读1a对话，对于不理解和不会读的句子，小组讨论学习。

有争议时可向老师寻求帮助.小组就抽取到的展示任务积极讨论，充分做好展示准备工作。

Pairwork和groupwork在英语教学中的重要性

Pair work和group work在英语教学中的重要性摘要：新课程凸显出全新的课程理念，作为教学一线教师，我们要在新理念指导下重构教学实践，在学中找乐趣，在玩中学知识，重交际，重实用的交际法在外语教学中也就越来越受到重视，交际法中有许多很好的组织课堂教学的形式，其中最典型的要数pair work和group work。

通过在教学中的实践和体会，我对pair work和group work这两种形式简单的做出一些分析，指出它们的实际含义以及区别，剖析它们在教学中的优点，以及在应用中值得需要注意的一些问题，同时对解决这些问题的方法进行探讨。

关键词：pair work 、group work、优点、问题、探讨《义务教育英语课程标准（2011年版）》明确指出：“义务教育阶段英语课程的总体目标是通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。

”人们在教学中越来越重视英语的交际功能，Pair work和group work因其能实际、有效的培养人们用英语交流的能力而被广泛应用于语言教学中。

一、Pair work和group work的定义与区别。

1、 Pair work和group work的定义Pair work，即在组织课堂教学时将学生分成对，结成对的两位学生在教师的指导下根据某一场景演练或交谈，完成一定的语言交际训练。

这种形式不仅可以用来训练说的能力，还可以进行读和写的训练。

group work，指将学生分成三人到八人不等分成若干小组，组的大小视班级大小以及所训练的内容而定。

一般情况下是就所给的题目进行讨论。

2、Pair work和group work的区别。

Pair work常用于那些需要更多控制性练习的低年级学生中。

比如句型练习和对话练习。

在 Pair work中学生可以获得较多的练习机会，与group work 相比，pair work 更省时，易控制，教师可以有更多的时间进行解答、举例。

英语课堂中的Pairwork和Groupwork

英语课堂中的Pairwork和Groupwork1. 引言1.1 英语课堂中的Pairwork和GroupworkOn the other hand, Groupwork involves students working together in small groups to accomplish a common goal. Groupwork promotes teamwork, cooperation, andproblem-solving skills among students. It also encourages peer teaching and learning, as students can exchange ideas, support each other, and learn from different perspectives within the group.2. 正文2.1 Pairwork的定义Pairwork is a teaching method in the English classroom where students work in pairs to complete tasks, practice language skills, or engage in discussions. It involves two students working together, usually with a specific goal or objective in mind. Pairwork is commonly used in language learning because it allows students to interact with a partner, practice speaking and listening skills, and receive immediate feedback from their peer.In pairwork activities, students are often assigned roles such as speaker and listener, questioner and responder, or leader and follower. This helps to create a structured environment where both students have an active role in the conversation or task. Pairwork can be implemented in various ways, such as role plays, information gap activities, problem-solving tasks, or peer editing exercises.Overall, pairwork is a valuable tool for language learning as it promotes collaboration, communication, and engagement among students. It provides opportunities for students to practice language skills in a more interactive and meaningful way compared to traditional teacher-centered activities. Pairwork also helps to build confidence, encourage peer interaction, and foster a supportive learning environment in the classroom.2.2 Pairwork的优势，作者，日期等。

初中课堂pairwork 的有效设计与建议

92课堂内外初中课堂pairwork 的有效设计与建议孙　丹（温州外国语学校，浙江温州 325000）摘要：Pairwork 作为初中英语课堂的重要教学方式，它的有效设计是促进学生口语能力发展的关键。

本文通过对新标准英语教材的分析，课堂pairwork 的设计原则以及笔者在课堂教学实践中对pairwork 的精心设计与实践感受，体现pairwork 的有效设计的重要性。

关键词：pairwork；教材分析；pairwork 的精心设计与实践感受一、问题的提出2011版课标提出，“义务教育阶段英语课程的总体目标是通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养”。

教师在教学中越来越重视英语教学的交际功能。

而课堂通过足够的有效的pairwork 训练是提高学生语言交际能力的有效方式。

在新标准英语设计模块Unit1的课堂pairwork 中遇到了一些疑问。

例如：1.教材Unit1的小听力文本不足以对文中出现的长文本听力形成足够的铺垫作用； 2. 长文本听力中出现较多句型，加大了教师设计对话的难度。

笔者根据自己日常教学实践和几次市级公开课的启示，就精细设计学生pairwork 谈谈体会和反思。

二、新标准教材pairwork 的设计原则任何一种教材都不可能完全满足某一特定学生群体的需要，笔者认为在使用新标准教材过程中，教师应遵循如下原则来设计课堂pairwork。

1. 研读课标、联系实际：教师可以根据课标精神对文本进行取舍和调整来确定课堂的听说目标，不必完全拘泥于教材。

2、通读教材、挖掘重点：仔细通读教材，精确把握教材显性的重难点，深入理解教材中隐性的文化背景。

3.把握学情、尊重差异：浙江省初中英语学科教学建议指出教师应了解分析学情，了解学生已有知识水平、阅读能力和表达能力，了解学生学习本课内容所需的前期知识和学习方法，合理确定每节课的教学起点。

三、精细设计新标准教材pairwork 的积极尝试Krashen 的第二语言习得理论核心和出发点就是语言的习得，他认为习得是一种无意识地、自然而然地学习第二语言的过程。

英语课堂教学中的pairwork和groupwork及其组织策略.

并就 pairwork 和 groupwork 活动之前、活动期间和活动之后如何有效地组织活动进行了详细的叙述 , 提出了一些组织活动的技巧和策略。

关键词: pairwork; groupwork ;策略现在语言教学的一个显著特征是以学生为中心,倡导个别化的活动方式,即以少数较少的小组为单位进行活动,尽量让学生自主学习。

当前基础教育课程改革也告诉我们,教学是教师的教与学生的学的统一,这种统一的实质是交往、互动,没有交往、互动就没有真正意义上的教学。

教学中的互动角色是多样化的,有师生互动,生生互动,个体与群体的互动。

相对于现实的大班集体授课制而言,依据英语课堂教学特点而定,英语课堂教学的 pairwork 和 groupwork 是实施互动教学首选的教学方式。

有效地组织好 pairwork 和 groupwork ,会使英语课堂教学产生活力,会促使更多的学生参与教学活动,会使课堂教学达到较好的效果。

pairwork中文翻译

Pairwork一、什么是Pairwork？1.1 定义Pairwork是一种教育教学方式，它强调学生之间的合作与协作。

通过将学生分成小组，让他们共同解决问题、讨论课程内容或完成项目，Pairwork能够提高学生的参与度和学习效果。

1.2 特点与优势•相互合作：Pairwork鼓励学生之间的互相合作与交流，促进他们的学习与发展。

•共同解决问题：学生可以共同解决问题，提供不同角度的思考和解决方案。

•学习自主性：Pairwork鼓励学生主动参与，提高他们的自主学习能力。

•个人批判性思维：学生在Pairwork中可以发展批判性思维，从不同角度思考问题并评价解决方案的有效性。

•提高交流技巧：学生通过Pairwork可以提高他们的交流技巧，包括倾听、表达以及解决冲突的能力。

二、Pairwork的适用场景2.1 语言学习Pairwork在语言学习中有着广泛的应用。

通过语言合作活动，学生可以在语言环境中更好地运用所学知识，提高口语表达和听力理解能力。

2.2 问题解决与创新在问题解决和创新的过程中，Pairwork可以激发学生的创造力和想象力。

学生可以合作思考问题，分享不同的观点和解决方案，从而达到更好的解决问题的效果。

2.3 项目完成Pairwork在团队项目中有很好的应用。

学生可以分组合作，共同完成项目的不同阶段，提高工作效率和项目成果质量。

2.4 社区服务Pairwork还可以在社区服务活动中发挥作用。

学生可以合作组织和执行社区项目，通过合作互助的方式为社区做出贡献。

三、设计与实施Pairwork活动3.1 确定目标和任务在设计Pairwork活动时，首先需要明确活动的目标和任务。

明确的目标可以帮助学生更好地理解任务的要求，并将注意力集中在解决问题或完成任务上。

3.2 组建小组根据活动的性质和任务的要求，可以选择不同的小组形式，如随机分组、合作伙伴选择等。

确保每个小组成员能够互相合作，并能够充分发挥各自的特长。

“Pair work”在英语课堂教学中的运用

“Pair work”在英语课堂教学中的运用“Pair work”即是结对活动。

“Pair work”在英语课堂教学活动中，它可活跃课堂气氛，能鼓励学生相互合作，充分发挥学生的主观能动性，培养学生创造性运用能力，是（新目标）教材的一个不可缺少的教学方式。

在英语课堂教学中如何恰当运用“Pair work”，下面就我多年来的有效实践，谈谈自己在“Pair work”活动中的一些做法及应注意的几个问题。

一﹑合理有效地使用“Pair work”1﹑谈话小组应合理搭配谈话小组的搭配，应根据学生的英语水平，优中差来搭配。

教师在安排座位时，考虑到优等生可带后进生，让后进生和优等生同桌，但是在结对活动中，优等生会占居领先，而后进生会因自卑而开不了口。

这样会让优等生不耐烦，导致结对活动终止，挫伤积极性。

作为老师，应在小组中有意地把差距缩短——中等生与后进生或后进生与差生之间进行操练，教师可在旁边多加指导。

2﹑“Pair work”可随时变换为了方便组织交谈，“Pair work”可以是左右学生之间进行（left and right ），也可以是前后学生之间进行（front and back），还可以让学生自行挑选搭档（find a partner）。

学生都有争强好胜的心理，在学习上有相互竞争的意识。

老师点一名学生起来，让他自由选择一名起来和他对话（很可能就是他的对手）。

通过“Pair work”活动，他们可以比高低，这样就激发了学生学习英语的积极性。

3﹑分层次进行“Pair work”考虑到学生的兴趣爱好与水平不同，教师应多出几个话题让学生自由选择，这样学生谈话的兴趣就更浓了。

4﹑“Pair work”可以扩展﹑延伸“Pair work”进行一段时间以后，可以选择一些对子在课堂上和别的对子进行交流，以弥补相互的不足。

5﹑“Pair work”要注意发挥学生创造性思维“Pair work”活动可根据不同的教学目标变换形式。

Pairwork和Groupwprk是英语学习的好形式

Pairwork和Groupwprk是英语学习的好形式制约国内英语教学效果的瓶颈是缺少语言环境,这已成为英语教学工作者的共识。

在教学实践中,老师、学生苦于没有语言环境,没有更多的机会进行足够的语言实践活动,达不到培养技能、发展能力的目的。

随着教材改革和教学改革的不断深入,现今各种版本的教材都设置了越来越多的Pairwork和Group-work。

几乎每堂课的每个话题之后都有Pairwork和Groupwork可供学生合作、交流、互动。

这无疑给合作学习提供了很好的操作平台,从而改变了学生被动接受语言知识的学习方式,使学生在学中用,用中学,学了就用,不会用再学,学用结合,探究创新,促使他们形成积极的学习动机和学习态度、良好的学习习惯和交际策略,培养合作、创新精神和实践能力。

细究其中原因,大致有如下几个方面。

“兴趣是最好的老师。

”只有对所学的东西感兴趣,才能推动学生克服一切困难,积极主动学习。

在每个话题的Pairwork和Groupwork活动中,老师不是简单地给出几个句子或几段对话让学生机械地操练,而是引导学生就他们各自熟悉的各种活动,积极地相互问答,相互交流。

正因为他们能够无拘无束地表达各自的观点,所谈论的又是各自熟知的内容,所以,其情境更贴近他们的生活,内容更生动有趣。

学生参与活动时,兴趣更浓厚,热情高涨,十分投入。

如果能够真正做到学用结合,自主创新,学生也就更容易掌握语言知识,形成语言技能。

这是其一。

在学习语言的过程中,学生是不愿意充当旁观者或单纯的模仿者的,他们需要有自己的舞台。

只有通过各种形式的人际交往和信息互动,他们才会主动参与,并在不知不觉中掌握语言技能。

特别是在一些农村中学,班额大,条件差,信息闭塞,授课多以教师为中心,学生很少有互动的机会,即使有活动也多是全班性的,或以小组为单位的集体表演、齐声朗读等简单的活动。

这类活动真正参与的往往只是少数学生,大多数学生都是滥竽充数,根本不积极参与。

7.Pair work

谨记：不要把学生变成没有头脑的鹦鹉，少量的领读是有用的，但重要的是要变换领读的方式，进行有意义的练习。
What are you doing?
I am speaking.
Students say words and sentences on their own.
Students think.
Pair work
结对活动
Students need experience of class, group, pair and individual work so we need to make sure we give students the opportunity to learn in all four ways.
Teaching Oral Skills
If students speak English in class, they will
be good at speaking English
learn English well
输入
输出
input
- reading - listening
output
- speaking - writing
流利度：
使用: 现实生活自然使用语言 – 语音, 重读语言交流技巧靠表演交流 - 自愿的纠错是自我反思的一面镜子 - 将新旧语言相结合 - 注意单词的意思 - 目标: 交流 -
Cooperation in pairs 小组合作 Purpose: 目的 Complete a written task 完成写作任务
• Remember: Don’t turn students into mindless parrots! Drilling is useful in short doses but it’s important to vary the drills and follow them with meaningful practice.

浅谈Pair Work在英语课堂教学中的运用

浅谈Pair Work在英语课堂教学中的运用近些年来，随着各种新教材的涌现和使用，以及多媒体等辅助教学手段的步入课堂，教师们在教学理念上也发生了很大的改变。

过去，在英语课上，教师以单方面的知识传授为主，学生只是担任一个被动接受者的角色。

而今，人们开始重视教学环节中，学生的重要性，提出了“以学生为主体”的指导思想。

在英语教学中，也越来越多的提及“pair-work”和“group-work”这样的组织形式。

“pair work”即“对子活动”，是英语课堂教学中常用的一种活动形式。

它不仅可以活跃课堂气氛，调动学生的学习积极性，更有利于对学生进行语言训练，提高学生的英语交际能力。

下面我将结合自己实习过程中遇到的问题及总结的一些心得体会来谈谈“pair work”在英语课堂中的运用，不足之处还请专家不吝指正。

1小组合作学习国内外发展现状1.1 国内发展现状小组合作学习是新理念下的课堂教学新模式，我国教师尚处在探索阶段。

通过课堂观察发现，有些教师对这一学习方式研究不深、理解不透，主要存在以下几种误区：1.1.1 蜻蜓点水型布置学生围绕学习内容自主学习，两三分钟后便匆匆收场。

这样的合作学习，多数学生得不到锻炼，自我实现的需要得不到满足。

1.1.2 袖手旁观型布置合作学习任务后，要么忙于看教案，要么在一旁等待，要么象征性地到学生中巡视。

1.1.3 变相灌输型为了让合作学习中的交流更顺利，有些教师利用巡视的机会，将自己所希望的结论有意识地暗示给学生。

表面上看，学生积极主动、讨论充分，其实质却剥夺了学生自主探究的权利，使小组合作学习应有的作用难以发挥。

1.1.4 形式单一型课堂讨论是小组合作学习中运用最多的形式。

但是，这种形式在操作上往往会遇到各种困难。

例如，讨论时一些优秀生会抢先把自己的意见说出来，其他学生则失去独立思考、发表意见的机会，达不到促进全体学生发展的效果。

1.1.5 无果而终型小组合作学习结束后，便匆匆进入新的教学环节，既没有让学生展示合作学习成果，也没有对学习活动加以总结反馈。

pair work

（1）互通信息。

活动后，根据活动的内容教师可以进行组际交流，展示活动成果。

教师可以请一两组学生进行展示，如表演对话、宣读作文、谈论观点汇报各组情况等，必要时还可接受同学提问。

或者进行竞争，根据活动内容，组与组之间进行竞赛，如快抢答、观点辩论，形成组内成员合作、组间竞争的局面，培养学生的团队合作精神。

（2）纠正错误。

活动期间教师一般不纠错，但活动之后，教师必须对学生在活动中出现的错误进行讲解，也可将典型错误写在黑板上让学生纠正，提高学生使用英语的准确度。

但要注意，纠正尽量不要涉及到具体学生，不要伤学生的自尊心。

（3）总结归纳。

活动之后教师可以对活动进行简短的总结归纳，如谈谈活动目的的达成度和学生活动的效果，回顾语音训练的要点，表扬活动出色的学生和小组，提出活动的不足之处等，让学生树立信心，做好下次pair work的活动。

总之，pair work打破了传统教学沉闷的课堂气氛，极大程度地提高了课堂的效率。

它是一种有用而且有效的英语课堂教学组织形式，将传统的教学改造成平等民主的教学、沟通合作的教学、互动创新的教学，会使英语课堂教学产生活力，促使更多的学生参与教学活动，为顺利达到教学目的铺平道路。

参考文献：浅谈小组合作活动在英语课堂中的运用长安中心小学胡柳摘要：《英语课程标准（实验稿）》倡导“自主、合作、探究”的学习方式。

合作学习活动能创设一种互动、轻松、愉快、和谐的学习氛围，使学生更积极参与到课堂中来。

在近年的观摩课及自己的教学中，我对其也作了一些分析和尝试。

本文对英语课堂中如何开展小组合作活动进行了探讨。

培养兴趣、创设情境、倾听和评价有助于小组活动的开展。

本文以期通过有效的小组学习，培养学生健康的人格，提升学生的学习能力。

关键词：小组合作活动，兴趣，情境，倾听，评价。

一、前言随着新课程的改革潮流，合作学习理论在英语教学中越来越显示其独特优势。

它在改善课堂教学氛围，尤其是在突破传统的课堂教学模式和增强学生小组合作学习方面，进行了大量的尝试，效果相当明显。