“工具性和人文性”两者在教学设计中的体现和运用

答题（一）：
“工具性和人文性”两者在教学设计中的体现和运用
我对“英语课程的工具性和人文性”做出的解读是这样理解的：
义务教育阶段的英语课程具有工具性和人文性双重性质。

就工具性而言 英语课程承担培养学生基本英语素养和发展学生思维能力的任务 即学生通过英语课程掌握基本的英语语言知识 发展基本的英语听说读写技能 初步形成用英语与他人交流的能力 进一步促进思维能力的发展 为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。

就人文性而言 英语课程承担着提高学生综合人文素养的任务 即学生通过英语课程能够开阔视野 丰富生活经历 形成跨文化意识 增强爱国主义精神 发展创新能力 形成良好的品格和正确的人生观与价值观。

工具性和人文性统一的英语课程有利于为学生的终身发展奠定基础。

从《课标》中的这一段话可以看出 关于课程性质具有工具性和人文性这一双重性质的提法 实际上就是素质教育理念在语言课程 尤其是外语课程中的具体落实 它是“又红又专”和“德智体美全面发展”的理念的与时俱进的深化和提高。

要把对于学生成长有重要影响和作用的学习内容“整合”到英语教学中来。

我们现用的教材以及教师的课堂教学中 都包括许多有助于培养学生优良素质、正确的人生观和价值观的优秀内容。

而许多学生 也在教材和教师的引导下 自觉地将外语学习与自身素质的培养结合起来。

事实证明 外语课程的人文性这一理念 已经在逐渐形成为外语教学过程中的可行的、有效的行为 也使教师的教学观念和教学方式以及学生的学习观念和方式发生了很大变化。

从而起到了优化学生素质和提高学生外语水平的双重目的。

下面就我的教学设计 分析下“工具性和人文性”在在其中的体现
Unit 1 How often do you exercise?
I.Teaching article(课题): Unit One
II. Teaching aims and demands(教学目的和要求):
What do you usually do on weekends?
I sometimes go to the beach.
How often do you eat vegetables?
Every day.
Most of the students do homework every day.
III. Teaching importance and diffcult(教学重难点): Talk about how often you do things. 培养学生基本英语素养和发展学生思维能力的任务
IV. Teaching ways(教学方法): Revision, Learning, Practice and Reading. (发展基本的英语听说读写技能)
V. Teaching tools(教学工具): Tape-recorder and Lattern.
VI. Teaching time(教学时间): Six periods
VII. Teaching procedure(教学过程):
The first period
I. Teaching Aims and Demands
1. Knowledge objects
Name of activities. Aderbs of frequency. What do you usually do on weekends? I often go to the movies.
2. Ability objects
Writing skill. Listening skill. Communicative competence
3. Moral object
Keep a diary every day in English.
II. Teaching Key Points
Watching TV, reading, shoping Skateboarding, exercising
III. Teaching Difficulties
Always, usually, often, sometimes
Hardly, ever, never
What does she do on weekends?
She often goes to the movies.
IV. Teaching Methods
Discover method. Listening and writing methods Pairwork.
V. Teaching Aids
A tape recorder. Large monthly calendar showing the days of the week. A projector
VI. Teaching Procedures
Step 1 Greet the class
T: I’ll introduce myself first. I’ll be your English teacher this term. Do you like English? I hope we’ll get along very well. I’m not only your teacher, but can be your friends. We’ll be happy together. Now let’s begin. This class we’ll learn Unit1. How often do you exercise? Please open books at page1. (初步形成用英语与他人交流的能力 进一步促进思维能力的发展) Step 2 Section A 1a
First look at the picture. Ask a few students to say what they see in the thought bubbles. Each though bubble shows something a person does on weekends. Then match activity. Ask students to repeat each one.体现学生的基本素养
One girl is shopping. Another girl is reading. This boy is watching TV. These girls are skateboarding
Point out the sample answer. Then ask students to list all the activities in the thought bubbles If they don’t know to write the activities, use bilingual dictionaries.培养学生的发展思维Then ask the students who finishes first to write the answers on the board. Check the answers on the board and ask students to correct their own activities.
Step 3
Display a large calendar that shows the days of the week. Tell students Saturday and Sunday are the weekend. Ask students to repeat Weekend.发展学生的听说的能力
Then show three new words. How often 多久一次Hardly adv. 几乎不 几乎没有Ever adv 曾 曾经
Step 4 1c Pairwork形成用英语与他人交流的能力
First ask two students to read the sample in speech bubbles. What do you usually do on weekends? I often go to the movies. Now work with a partner. Make your own conversations about the people in the picture. For example.
Step 5 Summary丰富生活经历 形成跨文化意识 增强爱国主义精神 发展创新能力
This class we’ve learnt some names of activities: watching TV, reading, skateboarding, exercising, shopping. And we also leant some adverbs of frequency: always, usually, often, sometimes, hardly,
ever, never.
Step 6 Homework形成良好的品格和正确的人生观与价值观
Now homework: keep a weekend dairy showing what you do on weekend. You can write down they do from the time you get up until you go to sleep.
Step 7 Blackboard Design
答题（二）：
Unit6 I like music that I can dance to
Ⅰ. Analysis of the Teaching Material（单元分析）
1. Status and Function
In this unit, students learn to express, preferences with the relative clause.Mostly they will talk about music. Music is a very popular topic among the students. It will arouse the children’s great interest. That will be very helpful to practice using the target language.
2. Teaching Aims and Demands
(1) Knowledge Object
In this unit, students-learn to express preferences using target language with the relative clause.
(2)Ability Object
To train the students’ listening, speaking and writing skills using target language with relative clause.
(3)Moral Object
Music is a kind of language that can be understood by the people all over the world.
3. Teaching Key Point
To help the students learn and grasp the key vocabulary words and target language.
4. Teaching Difficult Points
To train students’ listening, speaking, reading and writing skills. To train students’ communicative competence
Ⅱ. Language Function
Express preferences
Ⅲ. Target Language
What kind of music do you like?
I like music that I can sing along with. What about you?/I prefer music that has great lyrics./I love singers who write their own music.
Ⅳ.structure
Relative clauses with that and who. Ⅵ. Learning Strategies
1. Listening for specific information
2.Transforming information
Ⅶ. Teaching Time。