初中英语分层化作业设计

初中英语分层化作业设计
Our school is an ordinary r high school with a poor quality of students。

Most of the students come from other places and have XXX to help their children with their XXX r high school。

students feel us and interested in English。

but as the difficulty and amount of knowledge increase。

some students begin to XXX increase of written tests。

the enthusiasm for learning English is not as strong as before。

and n begins to appear。

with some students unable to keep up with the pace。

In the long-term teaching XXX "one-size-fits-all"。

some students are often neglected and do not receive XXX the joy of success。

gradually losing interest and confidence in learning English。

and even hating it。

On the other hand。

some students who are good at English often win the praise of teachers and the envy of their classmates。

and their enthusiasm for learning increases day by day。

leading to an XXX with poor grades have a lack of interest in learning。

and they often do their homework carelessly。

plagiarize。

or even fail to complete it。

I have had the XXX。

If we cannot teach each student according to their individual needs
and adopt a one-size-fits-all teaching method。

it will XXX where "good students are not satisfied" and "poor students cannot cope"。

This n will make these "poor students" lose more confidence and
fall XXX for students at different levels can they be XXX。

the degree of XXX。

and the fact that students at different levels are assigned the same difficulty level of homework。

More than two thousand years ago。

XXX。

mastery level。

and existing level of knowledge。

XXX assigning main in-class and out-of-class XXX"Layered" XXX of students at different levels。

such as classroom performance。

mastery level。

and existing level of knowledge。

different homework suitable for different types of students are designed to help and encourage students at different levels to XXX good learning results。

High-achieving students can consolidate their basic knowledge while constantly expanding it。

XXX-achieving students XXX set by the curriculum.
The "XXX that every student has two levels: the current level and the potential level。

The area een them is called the "Zone of Proximal Development" or "XXX"。

Teaching should start from
the individual differences een these two levels。

transform the "Zone of Proximal Development" into the "Current Development
Level"。

continuously create higher levels of the "Zone of Proximal Development"。

and explore their "Potential Level" in order to promote students' XXX.
Based on the results of the English placement test。

I divided the students into three levels: A。

B。

and C。

A-level students are those who have good grades and study habits。

while C-level students have XXX。

The rest are B-level students。

Using A-level students' homework as a benchmark。

XXX difficult ns for B-level students and use XXX to make up for their homework load。

For students struggling with their studies。

I XXX difficult ns and use easy。

basic ns to make up for their homework load。

Regardless
of the level of the students。

basic exercises are essential。

and the total amount of homework for each level should be roughly equal。

There are three types of ns: the first type is for all students
and mainly covers the basic knowledge that should be mastered in this lesson。

the second type of XXX difficult and aims at the students' "Zone of Proximal Development"。

the third type of n builds on the second type and aims to develop divergent thinking。

n awareness。

and XXX。

and encourages advanced learning。

The same n can have different requirements for each level。

For example。

when assigning English ns and n topics。

C-level students are only required to XXX to what they have learned from the article。

B-level students are XXX。

A-level students are required to go beyond the textbook。

connect with reality。

XXX。

The level of each student can be adjusted according to their XXX.
In the past。

when assigning homework。

I used to say。

"Turn to page X and do ns X to Y today," regardless of the students' learning progress。

This XXX and student development。

Now that I assign different layered homeworkXXX students XXX basic knowledge。

XXX。

B-level students can make significant progress while ensuring that their basic knowledge is solid and
XXX bottom line set by the curriculum。

XXX for students of different levels.
XXX of language knowledge and the n of language XXX。

nal English homework has always been reading。

copying。

memorizing。

and reciting。

A-level students find it easy and not challenging。

while C-level students XXX difficulty levels for
different students。

with minimum requirements for each level。

For example。

after learning a text or dialogue。

A-level students are required to memorize the entire text。

B-level students can first imitate and then memorize short passages。

XXX。

and only required to memorize important phrases and sentences。

and read the text fluently。

I encourage A-level students who have the ns to listen to English songs。

watch English movies。

etc。

to cultivate their interest in learning English。

I encourage A-level students to adapt the dialogues in the text into their own articles using the knowledge they have learned。

B-level students are required to write the text from memory。

and C-level students are required to fill in the blanks。

A and B-level students can use the n they have XXX。

C-level students can also understand the basic meaning of the article。

improve their confidence。

and hope to further their studies。

If it is a summary of the article。

it is suitable for A and B-level students to complete。

C-level students can do detailed ns about the article or true or false type ns.
In the specific process of learning a text。

the knowledge points are required to be mastered by all students。

However。

in
the design of the ns。

I will vary from person to person。

I assign XXX to A-level students。

and require them to XXX。

or let them write a weekly journal to make their writing content have real meaning。

I assign B-level students to write an essay closely related to the content or theme of the text they have learned。

XXX。

and encouraging them to imitate and apply。

so that they can complete it within the specified time。

For C-level students。

I assign n tasks。

but this n task must be the same or similar to the content。

theme。

sentence structure。

and phrases in the text。

If the "n" writing task can be XXX。

XXX.
For example。

in the first semester of sixth grade。

when teaching "Family and Friends"。

C-level students are required to answer: "How many people are there in your family。

Do you like your family。

Why?" and they are required to XXX。

B-level students write a paragraph to introduce their family。

A-level students perform a short play with XXX.
For the same reading。

I let C-level students do True or False。

let B-level students answer simple ns。

and let A-level students do
cloze tests。

For example。

after teaching Unit 4 "Staying Healthy" in the second XXX。

I assigned a short reading.
我要求A层学生根据阅读内容撰写一篇关于如何保持健康的文章。

对于B层学生，他们需要填空来完成文章。

C层学生则需要判断文章中的陈述是否正确。

在设计听说课的内容时，我注重分层教学的特点。

例如，在研究“家庭”这一课程时，我先让学生听写课文中的形容词，然后要求A层学生补充其他形容词并造出例句，并将其板书在黑板上。

接下来，我要求B层学生根据情况替换内容并表述出来。

最后，我会让学生听写一段预先准备好的描述家庭的文字，并进行两人对话。

对于C层学生来说，如果他们能够直接朗读我刚刚听写的内容，那么他们就已经达到了目标。

对于其他程度较好的学生，我要求他们使用不同的句型来表达。

书面表达一直都是学生头痛的部分。

我会提供范文给C
层学生，并让他们根据某些内容进行替换。

我鼓励他们使用简单的句子。

对于B层学生，我要求他们写出时态和语态正确的句子。

对于A层学生，我要求他们在准确表达的基础上，使文章更加优美，句型更加灵活多样。

在作业的提供上，我可以为学生提供作业“套餐”，允许他们自主选择，减少统一性，增加选择性和弹性。

根据学生的实际情况，我将作业分为基础作业、选择作业和额外作业。

对于反映教材基本要求的基础型题，我视为基础作业，要求每个学生都要完成。

我会根据学生的不同程度，将题目进行一些变化，视为选择作业，让学生根据自己的需要进行选择。

我还会设计一些难度较大、灵活型的题，视为额外作业，不强求学生完成，但要求A层学生尽量完成，让学生有更大的选择空间。

对于
C层学生，由于他们的基础知识较差，思路较慢，因此我设置
的每一个问题难度都比较小，阶梯式上升，最终让他们掌握这类问题。

对于A层学生，由于他们的基础知识较扎实，思维
较敏捷，因此我设置的问题难度更大，要求他们举一反三，总结以前学过的类似问题。

XXX认为，教师应该为每个学生挑选适合他们的问题，
不催促学生，不追求解题数量，让每个学生都能成功。

所布置的作业应遵循以下原则：对于低层次学生，要从低起点开始，补齐台阶，多加鼓励；对于中层次学生，要有变化、有综合，主动前行，促进发展。

例如，在词汇练中，对于“success”这个
词，对于C层学生，我只要求他们掌握词性和词义；对于B
层学生，他们还需要了解其形容词“successful”和动词“succeed”；对于A层学生，我会设计一些拓展和短语运用的练，让他们掌握“XXX.”和“fail to do”等词汇。

这些不同层次的
联系有不同的起点和难度，对各层次的学生都有针对性和挑战性，既有统一要求又有区别对待，各层次的学生都能够达到“培优辅差”的目的。

分层设计英语家庭作业可以促进英语研究的巩固。

首先，需要认真分析学生对英语家庭作业的态度，特别是那些常常不做作业的学生，以便进行准确的分层设计。

分层设计通常是根据学生的水平和掌握情况进行的，但有时也可以考虑学生的课堂表现，如发言次数或被表扬次数。

这种分层设计可以激发学生的研究兴趣，鼓励学生努力研究。

实践证明，“分层设计作业”是一种适合当前实际情况的教学模式，即使学困生也能接受和完成老师所布置的分层类作业。

这种模式为每个学生创造了良好的研究机会，有利于各类学生的充分发展，进而提高教学质量。

然而，英语作业分层设计也存在局限性。

例如，教师很难把握各层次学生作业难度，这给老师具体设置作业提出了很大挑战。

此外，课外作业分层对英
语教师自身素质提出更高的要求，需要老师更有耐心，对自身的素质要求更高，需要花费更多的备课时间和批改作业时间。

因此，需要同事间的精诚合作来解决这些问题。