在英語課堂教學(xué)中滲透“兩綱”教育課例及說明

1、英語教學(xué)案例 滲透生命教育案例背景：落實(shí)“兩綱”教育，對于提升學(xué)生的全面素質(zhì)具有十分重要的意義。而通過課堂教學(xué)進(jìn)行有效的滲透是“兩綱”教育落到實(shí)處的一條重要途徑。這種教育更加潛移默化，更加持久而深刻。在上海市中小學(xué)生生命教育指導(dǎo)綱要中明確指出：上海市中小學(xué)實(shí)施生命教育的目標(biāo)是：要通過多種教育形式，對中小學(xué)生進(jìn)行生命與健康、生命與安全、生命與成長、生命與價(jià)值和生命與關(guān)懷的教育，使學(xué)生學(xué)習(xí)并掌握必要的生存技能，認(rèn)識、感悟生命的意義和價(jià)值，培養(yǎng)學(xué)生尊重生命、愛惜生命的態(tài)度，學(xué)會欣賞和熱愛自己的生命，進(jìn)而學(xué)會對他人生命的尊重、關(guān)懷和欣賞,樹立積極的人生觀。中小學(xué)生命教育要有機(jī)滲透在學(xué)校教育的各門學(xué)科、

2、各個(gè)環(huán)節(jié)、各個(gè)方面。教學(xué)時(shí)要注重實(shí)踐體驗(yàn)，教學(xué)活動(dòng)形式力求多樣化，為學(xué)生提供真切的活動(dòng)情景或場景。要充分利用現(xiàn)代信息技術(shù)和社區(qū)資源，注意把課內(nèi)的學(xué)習(xí)活動(dòng)與學(xué)生日常生活及行為習(xí)慣緊密聯(lián)系起來。為此，我根據(jù)本節(jié)課的教學(xué)內(nèi)容，將生命教育與學(xué)科知識教學(xué)做了一個(gè)有機(jī)的整合，使學(xué)生掌握知識的同時(shí)，接受一次潤物細(xì)無聲的生命教育。本節(jié)課是牛津英語8B，Chapter 3 的Speaking的教學(xué)，由 “Talk Time”和 “ Speak up”兩個(gè)部分組成。在“Talk Time”中, 要求學(xué)生掌握提出警告的幾種表達(dá)方法。例如： “Be careful! Take care! Look out! Watc

3、h out! Mind!” 在 “Speak up” 中，要求學(xué)生學(xué)會表示與現(xiàn)在事實(shí)相反的虛擬語氣的表達(dá)，例如： “If you were blind, you couldnt. If you lost the sense of smell, you couldnt”。于是我設(shè)定了以下三維目標(biāo)：1. Learn to use some ways of warning people and understand the subjunctive mood mentioned in “Speak up” 2. Develop students fluency and self-confidence

4、to improve their speaking ability. 3. Arouse Ss kindness to disabled people and develop Ss optimistic attitude towards life. 從知識，能力，情感三個(gè)維角度確立目標(biāo)，從而實(shí)現(xiàn)教育與教學(xué)的統(tǒng)一。教案設(shè)計(jì)：初中英語課堂教學(xué)設(shè)計(jì)課題牛津英語8B Chapter 3 (Speaking) （第 1 教時(shí)） 執(zhí)教者金惠紅教學(xué)目標(biāo)知識與技能1. Learn to use some ways of warning people and understand the subjunctive

5、 mood mentioned in “Speak up”.2. Develop students fluency and self-confidence to improve their speaking ability. 3. Arouse Ss kindness to disabled people and develop Ss optimistic attitude towards life.過程和方法情感與態(tài)度教學(xué)任務(wù)分析1. How to give warnings.2. Learn to use the structure: “If you were blind / deaf /

6、 in a wheelchair /lost your sense of smell, you couldnt”教學(xué)用具M(jìn)ulti-media (PowerPoint)教 學(xué) 過 程程序和內(nèi)容教師活動(dòng)學(xué)生活動(dòng)德育、情感目標(biāo)滲透I. Talk time1. Presentation of giving warningsT: (Show some pictures of dangerous Situations one by one) The car is coming, but the boy is still crossing the road. What will you say to hi

7、m?S: Dont cross the road.T: Yes, its dangerous. He should walk on the overpass.T: (Show the second picture) S: (Use “Dont do” to give warnings.)T: (Show the fourth picture) 生命體現(xiàn)在哪里？就在平凡的每一天?？墒呛芏嗳撕鲆曀拇嬖?，由于亂穿馬路釀成的悲劇有，由于玩耍場合不當(dāng)造成的傷害也有。通過呈現(xiàn)日常生活中一些常見的危險(xiǎn)情景，引起學(xué)生的注意，也引發(fā)同學(xué)們對身體本身的警示，讓他們在復(fù)習(xí)舊知的同時(shí)也引入了對寶貴生命的珍視。S:

8、Dont cross the road. The minibus is coming. T: Yes, and we can also say, “Be careful! or Take care!” (present the sentences and Ss read after the teacher with proper accent and intonation.)T: (Present “Look out! Watch out! Mind! in the same way.)危險(xiǎn)往往是在瞬間發(fā)生，要提醒自己和他人在面臨危險(xiǎn)時(shí)要及時(shí)迅速地作出反應(yīng)。所以教師通過領(lǐng)讀，把這類情境性警示語

9、言通過聲量、語調(diào)、節(jié)奏等強(qiáng)烈地傳遞給學(xué)生，在學(xué)生學(xué)習(xí)新知識的同時(shí)感受到對生命的關(guān)注和重視。2. Listen and tell the warningsT: These are some ways of warning people. Now, well listen to a conversation between Peter and Judy. After listening, tell me the warnings they use in the conversation.S: (Ss listen to the tape while looking at some given sc

10、ripts of the listening material on the screen)T: What are the warnings you hear in the conversation?S: (Ss speak out expressively)讓學(xué)生在幾個(gè)具體“警示”的情景中進(jìn)一步加深對”warnings”的表達(dá)與用法的理解，提醒同學(xué)們要關(guān)心關(guān)注好日常生活的每一天，因?yàn)槲ｋU(xiǎn)幾乎無處不在。讓同學(xué)們在學(xué)習(xí)、鞏固知識的同時(shí)加深了對生活的體驗(yàn)和理解，在完成知識學(xué)習(xí)的同時(shí)，生成了學(xué)生對做人做事的情感、態(tài)度和價(jià)值觀。3. The teacher makes a conclusionT: W

11、ell done! We can give warnings using (Show the ways of warnings one by one) We use “Take care! /Be careful!” when the danger is less immediate. We use “Look out! / Watch out!”讓學(xué)生了解其細(xì)微差別，為了在日常生活中更加準(zhǔn)確地運(yùn)用，同時(shí)也要打開學(xué)生思路，以便學(xué)生靈活運(yùn)用。 when the danger is more immediate. We can use “Mind!” more widely. For exampl

12、e. Jack (a student in the class ) has a dog, but his dog is very fierce. So when you visit him, you should S: Mind his dog!T: Very good! You are very tall, you want to go through a low doorway. You should mindS: Mind the door!S: Mind your head!T: Excellent. (Give Ss more examples)4. Learn to use the

13、 warningsT: Some students in our school are doing something dangerous. Lets give them warnings (Show a video and make a pause somewhere.)S: (Ss use the ways of giving warnings theyve just learned.)T: (Emphasis that these things are dangerous. Dont do anything like that.)校園安全一直是個(gè)需要強(qiáng)調(diào)的話題。教師通過錄像擷取校園中一些

14、比較危險(xiǎn)的鏡頭，讓同學(xué)們用所學(xué)的句型當(dāng)堂進(jìn)行運(yùn)用。由于聯(lián)系學(xué)生學(xué)習(xí)生活的實(shí)際，不僅學(xué)生的知識訓(xùn)練落到了實(shí)處，“兩綱”教育也有了活生生的載體，起到了事半功倍的教育效果。II. Speak up1. Presentation and practiceT: (Guide Ss to the topic of disabilities. Discuss what people with disabilities can do and what they cant do.)在學(xué)習(xí)虛擬語態(tài)前，選擇了殘疾人能做什么和不能做什么進(jìn)行討論，一方面為后面新句型的操練作了很好的教學(xué)上的準(zhǔn)備，更為學(xué)生關(guān)心殘疾人，珍愛

15、生命作好了教育上的鋪墊。 Warnings should be alwaysremembered in our mind, wheneverwe are on the way or at schoolSafety is first! We feel lucky wecan take care of ourselves. But tosome people with disabilities, theycant look after themselves verywell. Who are the people withdisabilities?S: Blind men / deaf peopl

16、e/ T: What cant they do?(1) Focus on the structure “If you were deaf / blind, you could / couldnt”T: (Emphasis the reality and then guide Ss to talk according to the structure.) People with disabilities cant do this, cant do that. They cant do so many things. I feel lucky that I am not blind. I am n

17、ot deaf. I am not in a wheelchair. But if I were blind/ deaf, what couldnt I do? And what could I do? (The structure is shown on the screen)S: If you were blind, you couldntIf you were deaf, you couldntIf you were in a wheelchair, you couldnt(then talk about “ could do ”)通過教師的表述以及師生間的問答讓同學(xué)們體驗(yàn)到做一個(gè)健全健

18、康的人是多么的幸運(yùn)和幸福。同時(shí)也引導(dǎo)學(xué)生一旦生活中遇到不幸，也要從積極的方面去思考，生命的頑強(qiáng)足可以創(chuàng)造出不凡的奇跡，人和人之間需要互相鼓勵(lì)和支持，使每個(gè)人都有勇氣和信心面對生活。張海迪就是一個(gè)偉大的榜樣。T: Thank you, boys and girls. Now I know if I were blind/ deaf, I couldnt do many things, but I still could do some things. I would not lose my confidence. At the same time, I would learn from othe

19、r disabled people.(2) Focus on thestructure “If youwere in awheelchair, youcouldnt, butyou could”T: (show the picture of Zhang Haidi)What do you know about her?S: Shes in a wheelchair. / She can write novels. / She can speak seven languagesT: Because of her illness at the age of five, she missed the

20、 chance to go to school. But she finished all courses in primary, secondary schools and university. She has a good knowledge of physics and literature. If I were her, I couldnt do as well as her. If you were her, could you do as well as her?S: T: She is in a wheelchair, but she is very successful. I

21、f you were in a wheelchair, what could you do? Lets talk like the model: A: If I were in a wheelchair, I couldnt. B: If you were in a wheelchair, you couldnt, but you could. (Divide Ss into two big groups, first talk in small groups then have a competition between twobig groups, the group which make

22、s more sentences wins )Talk like the Model:A: If I were in a wheelchair, I couldntB: If you were in a wheelchair, youcouldnt, but you couldThere is acompetition between Group A andGroup B.The group which makesmore sentences will win.在具體訓(xùn)練虛擬語態(tài)時(shí)，教師的教學(xué)邏輯安排從“能做什么和不能做什么”的訓(xùn)練到“不能做什么但能做什么“的訓(xùn)練上，教師不僅利用語氣、語調(diào)、重

23、讀等技巧進(jìn)行強(qiáng)調(diào)，更引導(dǎo)同學(xué)們對殘疾人自強(qiáng)不息精神的贊美，強(qiáng)調(diào) “能”，其實(shí)更強(qiáng)調(diào)的是生命的本能，人性的光輝和人類精神的偉大。實(shí)際教學(xué)中師生和生生間起到了很好的情感共鳴。(3) Focus on thestructure “If I lostthe sense ofsmell, Icouldnt”T: You did very well. Now I think you need relaxation. Lets enjoy some music. Close your eyes. Sit comfortably on your chairs. Put your arms down. Try

24、to smell. What can you smell?S: PerfumeT: Why can you smell?S: Because we have the sense of smell.T: If you lost the sense of smell, what couldnt you do?S: If I lost the sense of smell, I couldnt smell sweet-smelling flowers.S: 通過設(shè)計(jì)“噴灑香水”這一情景環(huán)節(jié)，讓學(xué)生體悟“嗅覺”的重要，再從“如果我失去嗅覺，我不能怎樣”進(jìn)行句型操練，學(xué)生很真實(shí)地用學(xué)過的句型描繪了“我能

25、”以及“我不能”的情形，既鞏固了句型和語言，更在真實(shí)的情景以及情景想像中受到了教益，要珍愛健全、健康的人生！2. ExtensiveexercisesGroup Activityand SubstitutePracticeT: Lets practise the sentence structure using other verbs instead of “l(fā)ost”. Some verbs are given to you. For example:(If , be a teacher /bird / the President / have $1,000,000 / only 24 ho

26、urs to live /one wish / live in . )1 句型的操練往往是從機(jī)械的模仿開始，而這樣的練習(xí)形式可能會形成一種思維定勢，框住學(xué)生的想象，因此進(jìn)行這樣的替換操練有助于拓寬學(xué)生的思維。2 這種句型的拓展練習(xí)，主題顯得輕松、幽默、更富有想象，目的是為了讓學(xué)生感受到語言帶給生活的樂趣，激發(fā)學(xué)生學(xué)習(xí)語言和運(yùn)用語言的興趣。3 通過小組活動(dòng)的方式促進(jìn)學(xué)生間的交流，增加了練習(xí)的機(jī)會。同時(shí)也將學(xué)習(xí)的時(shí)空延續(xù)到了課外。（學(xué)生課后仍然可以對這些問題進(jìn)行討論） 3. A summary of moralT: Boys and girls. Today we have learned the structure and talked about disabilities. Saying is easier than doing. So it is easy for us to talk about things that do not really happen to us. But I hope when something difficult or u