任务型语言教学案例分析
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任务型语言教学案例分析
案例分析:
课题:Junior English Book 1 Lesson55 Whose sweater is it?
(一)学情分析:
1.知识背景:有关衣服的名称sweater, coat, blouse, trousers etc.
2.学习需求:asking about the ownship
(二)教学目标:
1.知识与技能:listening, speaking, acting and reading
2.过程与方法:通过老师与学生,学生与学生,学生与老师之间不断地操练,让学生大胆地开口说英语、用英语,提高学生的口头表达能力。
3.情感态度与价值观:通过围绕丢失物品,在警察局的LOST AND FOUND OFFICE找到物品这一情境,培养学生互相帮助的好品质,并让学生感受到助人乃快乐之本。
(三)任务定位:
教学重点与难点分析:本课的重点是学习名词性物主代词,并对前一阶段所学的衣物进行适当的复习;难点是灵活运用所学的代词,并加以扩展。
(四)教学策略:
1.分析教法、学法:通过任务型教学,以有限的课堂为载体,给学生创设最生活化的情境,利用一切可利用的课程资源,使资源最大化,带领学生进入一个英语化世界,充分体现“在做中学,在用中学”的教学原则,充分激发学生学习英语的积极性,培养学生综合运用英语的能力。
2.情境形式:圣诞节快到了,朋友之间互送礼物(衣服),但后被小偷盗走,经过警察们的协助,在LOST AND FOUND OFFICE处拿回礼物。
3.课程资源:the text (JEFC, Lesson55), small blackboard, pictures of clothes
4.教学准备(教具、媒体、学生):pictures, small blackboard, the students in Class 1 Grade 1
(五)教学过程设计与过程调整、评析:
Step1.Pre-task
1.Warming-up exercises
Show the small blackboard while sing the song We wish you a Merry Christmas .Tell them the Christmas Day is coming. Friends will give presents with each other.
2.Play the guessing games
Let the students introduce their friends to the new teacher. Let the teacher guess their good friends.
过程调整与评析1:
这节课本身在圣诞节前夕,再加上是借班上课,唱圣诞歌可以拉进师生之间的关系,并让学生主动给老师作介绍,介绍他们各自的朋友,为后面创设情景作好铺垫。
Step2.While-task
1. Presentation 1
Now the teacher has a lot of friends there. Show the picture of Christmas Day and a box(many presents in it). Give the friends presents. Let the students choose what they like. Then ask them some questions:
What’s this in English? What colour is it?etc.
Revise the names of clothes (tie, glove, and scarf)
Then ask them : Whose blouse is this?
Students answer: It is my blouse. /It is mine. etc.
过程调整与评析2:
利用礼品盒,圣诞节送礼物,复习有关衣服的单词并加以扩展(tie,scarf,glove),自然引出物主代词,并引导到他们各自的单、复数。
Presentation 2
The teacher used the scarf she wearing. Cover it on her face and act a thief. And say: Last night there was a thief. She stole a lot of clothes.Now the policeman told them everything had found. Show the board
教师当堂发挥想象力,利用开课当天所戴围巾,摇身一变扮演成一小偷,创设另一个情境“圣诞礼物被盗,又被警察找到”,自然引出课文对话。
2. Listen to the tape. Then read it together.
过程调整与评析4:
合理利用课本上的资源,不盲目脱离书本,因为在农村中学,学生水平参次不齐,这个课程资源十分重要。
S step3.Post-task
1. Acting:
Give the students a lot of time. Let them act the dialogue .One is the policeman /policewoman. The other is the e the possessive pronouns.
过程调整与评析5:
给予学生任务,在一定情境下,锻炼学生的实际运用英语的能力,并且能把书本知识灵活运用。
2. Summary
(六)学生学习信息反馈: