5．教学活动设计（含师生对话设计）

教学步骤

教师活动

Warming up(Enjoy a  music)

Play a music called“秋日私语”for the students, then have a free talk:

①Are you familiar with the music？

②Do you know the name of it is?

③In English it is translated into…?

④what season does “autumn whisper” tell?

So together with the music, let’s go on our trip through the four seasons.

 Ok, today we’ll learn a poem about seasons of a year. Are you ready to learn it?

First, open your book to page82.

Pre-reading

(fast reading)

1. Read through the poem, try to find out the tone of the poem, and what do you feel about the poem?

2. Ask some questions:

①After reading the poem, do you feel sad? Do you feel excited or other feelings? What do you feel about the poem?

②Do you feel stressed?

③Do you feel cheerful?

④Do you feel hopeful?

Good, so after reading the poem, I feel cheerful, relaxed and hopeful.

3. Deal with some new words.

① For the first reading, I think there’re some new words that stop you from understanding the poem, now pick them out.

(e.g. pile. There’re some books on the desk, and put them together, we can say it a pile of books. And everyday you have a pile of homework to do, right? Of course, I have a pile of  homework to correct…)

Pre-reading

(lead in)

1. Before we go into each part of this poem. I would like you to read a Chinese poem, I’ll show you. Have you ever heard about this poem? Have you ever learnt it?

春江晚景

（宋）苏轼

竹外桃花三两枝，

春江水暖鸭先知。

蒌蒿满地芦芽短，

正是河豚欲上时。

2. After you read the poem emotionally, I think some pictures came into your mind. What kinds of pictures can you have?

3. A good poem always have beautiful pictures in your mind. So we can see it, hear it, and feel it.

While-reading

(detailed-reading)

一、About para.1-winter

1. let’s go into out English poem. Let’s see it, hear it and feel it..

① First of all, tell me what the season is in the first poem, say it together.

② What can you see or feel in winter? Use your imagination, think about your winter days.

2. listen to the poem

① What can you feel from the first para.?

② What do the birds do? Why?

③ Do we people hope to have a warm and sunny day in winter?

④ Can we fly to the south?

3. Read the poem together.

① Discuss in groups, try to find out the answer. Can you guess the writer’s feelings?

二、About para.2-spring[来源:学_科_网]

1. If the winter comes, will spring be far away?

Now spring is coming, here’s the spring.

① Do you like spring? Why?

② What do you like to in spring？

③ What does the writer want to do?

2. Read by yourself, and try to find out the key word..

① What does each line talk about?

② What’s the weather like in this paragraph?

③ What do people usually do?

④What animals are mentioned?

3. That’s the writer’s spring, we have warm weather, lovely animals and people, all kinds of activities. So what’s your feeling after you read about it? Discuss in groups.

I think there’s a saying:

The year’s at the spring, and day’s at the morn.

        ——Robert Browning

① What does morn mean?

②What does it mean in Chinese?

So we should treasure our time and make full use of our time, especially spring and morning.

三、About para.3-summer

1. In spring light, here comes summer night. I think summer has a lot of good memories to you all, including me.

Can you share your good summer memories with all of us?

(E.g.: In summer, I can stay at home, I don’t have to get up early to go to the school, any other good memories? You can talk about it with your partners, and tell me your answer. I mean: good memories.)

2. How is the writer’s summer memory? Read by yourself and try to find the key word again

3. What mentioned in his sweet memories?

4. Now I would like you to be the writer, can you add some more in this picture?

5. If I were the writer, I would add a picture with a bed on it, because I can have a good rest.

If you’re the writer, what other things can you think of?

四、About para.4-autumn

1. They are good memories. But good memories always fly away quickly. And we have to say goodbye.

① What season is coming?

② Tell me your own autumn, what can you see, hear, feel? 

2. Read the last paragraph by yourself.

① What are mentioned in the writer’s autumn?

② What can you see and feel in autumn?

③ What colour can you see in autumn?

④ What are the farmers busy doing in autumn?

⑤_x0001_  What changes can people see or feel in autumn?

3. Read the last two lines in the poem again and try to tell the writer’s real feeling between the lines.(discuss in groups)

五、About personification

So till now we have went through the four seasons and feel the changes of the seasons. I’d like you to read the poem by heart, and tell which line or which part do you like best and why?

① Can bees and flowers play like all the children?

六、About the rhymes

1. After listening and reading, can you feel the difference between the poem and other types of English articles? Read the Chinese poem again, and find out what is special about it. Pay attention to the last two words.

Rhyme-知，枝，时

2. Read and feel the rhymes.

Do you think there’re rhymes in it, tell me…

① What rhymes with what?

② What kind of rhymes does it have?

A. aabb B. abab

C. abba D. aaab

3. Read the poem aloud by yourself, try to feel the rhymes of the poem.

I think poems just like music, and it has pleasant rhymes.

诗歌是富有音乐感的韵律和有趣的思想的结合。

Post-reading

（competition time）

Now it’s our competition time, I’d like you to read the poem in a group. You can choose the best part

 to read, and I’ll choose the best part voice.

Read it correctly, clearly, loudly and emotionally.

Conclusion

So today we go through the seasons, and I think you put your heart into this poem, and feel the beauty of it, no matter what season it is, I wish you each season filled with beauty and love.

Homework

1. 采取多种形式诵读本篇诗歌；

2. 完成《初中英语读本》8A P102-103 阅读1 上面的练习。

牛津初中英语8A上Unit 7 Reading 教学反思

每一次开课都是反思自我的机会，每一次开课都是提升自我的契机，每一次开课都是经验的积累，每一次开课都必有收获的。

【教学反思】

第一次试上： 

1．Pre-task

在猜动物名称的环节，运用的方法是给出英文描述，让学生猜出名称，教师感觉自己说的很多，简单没有新意，无法一下吸引学生的注意力。在进行单词教学时，一部分是利用图片来教授单词，另一部分是单词和词义匹配，方式较好，学生比较容易接受，印象也比较深刻，但其中一部分要精简，其他方位词只要会读即可，不要花很大的力气去讲解。

2．While-task

设计课堂环节的时候，基于考虑到学生学习的循序渐进性，所以设计的活动尽量由浅入深，由问问题→True or false→找每段大意→完成图表，完成整个信息输入到输出的过程。但在问题的环节，一开始设计的三个问题(过于复杂，学生难于一下找到答案。尤其是第一问和第二问中的Why? 对于第一遍阅读来说太难。

3．Post-task

阅读文章学完之后，对于本课题的谈论既能练习学生的表达能力，又能从不同的角度看待人与动物的关系，从而达到思想境界的提升。但由于话题的局限，一些话题要讲的内容并不多，如设计标语，只要简单一句话就可以了。总的说来，学生表达非常不错，延伸出的内容很广泛，有很多超越了教师事先的考虑，但缺乏画龙点睛式的总结。

4．The whole class

整堂课教学设计充分体现了任务型活动的特征，学生通过不同的活动形式共享资源，互助合作，从做中学，在学中用。它不同于一般的课堂练习，而是侧重于对学生自我完成任务的能力和策略的培养，重视学习者在完成任务过程中的参与和在交流活动中所获得的经验，学生在宽松的环境中实现自主学习和自我评价。但教师在上课的时候准备不充分，对学生估计不足，在中间课文处理上草草过场，急于完成任务，以至于最后反而多出时间。遗憾是没有把思想教育贯穿于教学环节中，以后要牢记无论有怎样繁重的学习任务，时刻不要忘了对孩子思想的净化，对美的爱护与追求。

第二次试上

经过第一次尝试，我更明白了布置的语言任务要贴近生活，设计学生感兴趣的话题，开发符合学生实际的教学资源，让学生在近乎真实的交际活动中，通过完成生活中具体任务来练习目标语，这样就能引起学生的共鸣，学习的效果就能提高。之前的课堂设计说教的味道太浓，而离学生的实际趣味相去远了些，并发现课堂时间分配的不合理，因此作了以下改动。 1．Pre-task

在复习单词的时候，采用根据图片猜动物名称，并把图片遮掉，每次出现一小块，让学生竞猜，并且同时问学生为什么这么猜，依据是什么，由此达到让学生描述的目的。学生一开始就达到一个小高潮，很快把自己融入到课堂氛围中，保证了之后的教学任务顺利完成。

在教授新单词的时候，更多地用操练来代替讲解，为下面的课文阅读作好了充分的铺垫。 2．While-task

在听读的第一遍，改用比较简单的问题，让学生一下子就能找到答案，从而真正做到由浅入深，让学生在学习的过程中享受到成功的乐趣。但发现原有的为每段找标题的环节过于拖沓，并且没有太多意思，取不到应有的效果，经过考虑把文章分成三大部分，改为段落大意排序。 3．Post-task

在学生交流讨论结果的基础上，加入总结 并就标语达成全班共识。

第三次正式上

教学过程中的成功之处：

1． 借助于多媒体信息资源，加大了信息输入量，各个任务显得更有趣味性，从而增强了学生的学习兴趣和主体意识，有比较明显的教学效果。

2． 教师设计的教学任务在体现真实性的同时，更具有趣味性，可操作性，交际性，科学性和可拓展性。学生的听、说、读、写四项基本技能都得到了训练。任务的排列前后相连，层层深入，形成由初级任务到高级任务和由高级任务涵盖初级任务的循环。

3． 在课堂教学同时，不忘思想教育，建议学生从自身做起爱护动物，保护湿地，达到思想境界的升华。

4． 注重学生情感，创造民主、和谐的教学气氛。 学生只有对自己、对英语及其文化有积极的情感态度，才能保持英语学习的动力并取得成绩。

5． 因为本课是阅读课，在信息输入的同时，也对学生进行阅读技能的指点，如能长期坚持，学生的阅读能力会不断得到提高。 教学过程中的不足之处：

1． 教师对学生的回答进行评价的时候，语言过于贫乏，缺乏感染力，应该考虑有针对性，体现个性的评语。

2． 完成各个任务的同时也受到任务的限制，学生的自主性没有得到最大程度的体现，显得课堂热闹但没有深度，回答踊跃但思维缺乏创造性。

经过三次上课的磨练，我对基于任务驱动的课堂教学探索有了更大的兴趣。 今后，我会继续努力，设计语言任务将坚持贯彻“真实性”和“交际性”原则，激发学生从内心深处真正行动起来，实现 “Learning by doing”，让学生真正成为课堂的主宰者。