英語課文教學的一種模式

1、英語課文教學的一種模式 參加省優(yōu)質(zhì)課評選活動后的體會般陽中學外語組 張劍銘自2004年秋高中新課改在我區(qū)實施以來，英語課文教學有諸多問題困擾著我們，例如，課文教學是注重閱讀教學，還是注重語言點和語法的講解？整體教學和分散教學，哪一種更合適？課文教學中如何有效地開展學生的活動和更好地進行師生互動等？2008年9月24至26日，由山東省教學研究室和山東省教育學會外語教學研究專業(yè)委員會主辦的山東省第八屆高中英語優(yōu)質(zhì)課評選活動在泰安一中舉行。來自全省17個地市的40名選手參加了評選活動，本次展評活動在兩個會場同時進行。來自各地市的聽課教師達五百余人（我們般陽中學由王淑華老師、孫偉老師和我參加了聽課活動

2、）。經(jīng)過三天的激烈角逐，評委們公平公正地評選出一等獎12人，二等獎16人，三等獎12人。比賽結(jié)束后，評委對參評教師及展評課進行了點評，對此次評選活動給予高度評價，同時也指出了存在的問題和不足，并就高中英語閱讀教學提出了科學合理的指導性建議。參評教師代表和聽課教師代表也分別發(fā)了言。最后，山東省教育學會外語教學研究專業(yè)委員會會長、省教研室副主任、省高中英語教研員高洪德同志做了重要講話。他充分肯定了此次展評活動對英語教學的激勵作用和對教師專業(yè)成長的指導和引領(lǐng)作用。并就老師們針對目前教學實際提出的一些問題和困惑做出了明確的答復。結(jié)合當前山東省教育的新形勢，高主任著重強調(diào)了英語教學應(yīng)關(guān)注的幾個方面：一是

3、關(guān)注課程的規(guī)范；二是關(guān)注課堂教學效率；三是關(guān)注日常練習和考試。高主任的講話高屋建瓴，使我們明確了英語教學的方向，與會人員受益匪淺。此次評選活動展示了課程改革后我省外語教學的新變化和新的教學理念，對進一步深化我省高中英語教學改革，進一步提高教師的教學技能和專業(yè)素養(yǎng)起到了積極的推進作用。從聽評的優(yōu)質(zhì)課中，我從下列幾個方面得到了啟示：1、整體教學和分散教學相結(jié)合，更有利于提高學生的能力。從總體上把握文章，理解文章的大意（the General Idea），有助于培養(yǎng)學生的歸納和快速獲取信息的能力（Reading Speed）；從細節(jié)上把握文章，有助于訓練學生的對知識的理解和實踐能力(Reading

4、Comprehension)。2、創(chuàng)新課堂有利于激發(fā)學生的學習興趣，教師在教學過程中要選取新穎的學習題材，設(shè)計靈活多變的教學方法。比如，在導入過程中播放汶川地震中小英雄林浩的視頻和參加北京奧運會入場式的圖片、結(jié)合神州七號發(fā)射成功的時事、聯(lián)系三鹿奶粉事件的報道等。3、加強師生互動(Interaction)才能更好地提高學生學習的主動性和積極性。4、培養(yǎng)學生的自主探究（Self-work）和合作探究 (Co-work) 能力很重要。教師應(yīng)設(shè)計各種活動，多讓學生參與。5、要充分利用多種教學手段，發(fā)揮現(xiàn)代化多媒體(Multi-medium)的作用。本此講課過程中共采用了三篇文章（HEROIC TEEN

5、AGER RECEIVES AWARD/I HAVE SEEN AMAZING THING/GETTING THE “SCOOP”）。我以第一篇文章為例，介紹一種應(yīng)用較多的課文教學模式（或教學思路）：HEROIC TEENAGER RECEIVES AWARDSeventeen-year-old teenager, John Janson, was honoured at the Lifesaver Awards last night in Rivertown for carrying out lifesaving first aid on his neighbour after a shoc

6、king knife attack.John was presented with his award at a ceremony which recognized the bravery of ten people who had saved the life of another.John was studying in his room when he heard screaming. When he and his father rushed outside, a man ran from the scene. They discovered that Anne Slade, moth

7、er of three, had been stabbed repeatedly with a knife. She was lying in her front garden bleeding very heavily. Her hands had almost been cut off.It was Johns quick action and knowledge of first aid that saved Ms Slades life. He immediately asked a number of nearby people for bandages, but when nobo

8、dy could put their hands on any, his father got some tea towels and tape from their house. John used these to dress the most severe injuries to Ms Slade hands. He slowed the bleeding by applying pressure to the wounds until the police and ambulance arrived. “Im proud of what I did but I was just doi

9、ng what Id been taught,” John said.John had taken part in the Young Lifesaver Scheme at his high school. When congratulating John, Mr Alan Southerton, Director of the Young Lifesaver Scheme said, “There is no doubt that Johns quick thinking and the first aid skills he learned at school saved Ms Slad

10、es life. It shows that a knowledge of first aid can make a real difference.”Before receiving their awards last night, John and the nine other Life Slavers attended a special reception yesterday hosted by the Prime Minster.(課前，播放北京奧運會主題曲你和我，因為其中有中文也有英文，這樣做，不僅烘托了英語課堂的氣氛，而且也練習了英語聽力。)Step 1 Lead-in（導入）.

11、Show a picture and play a video about Lin Hao who was brave enough at the risk of losing his life to save two other classmates in the terrible Wenchuan earthquake. His heroic deeds contributed to his attending the opening ceremony of the 2008 Beijing Olympic Games. Then come to the text Heroic Teena

12、ger Receives Award.Step 2 Study aims（學習目標）.1. To get a general idea and some details of the passage（把握文章大意和細節(jié)）. 2. Work in groups and develop ways of independent study with reading skills to grasp the passage structure（小組合作學習，訓練閱讀技巧、掌握文章結(jié)構(gòu)和培養(yǎng)自主探究的能力）.3. Try to get a right attitude to study and learn

13、 several ways of saving others（端正學習態(tài)度和學會幾種救人的方法）. Step 3 Fast reading/Extensive（泛讀）.Have the students read the first part as quickly as they can and get the general idea（快速閱讀，找出文章大意）.A question:Where do you think the passage comes from?Step 4 Intensive reading/Careful reading（精讀）.Tasks:1. Parts divi

14、sion and the main idea of each part（分段和段意）.2. Topic sentence（主題句）. (Have the students read the text silently and find them out.)Where is the topic sentence in a paragraph（段落的主題句在哪里）?If you get the topic sentence and shorten it within limited words, youll get the main idea of the paragraph.3. Read th

15、e sentence and guess the underlined phrases（讀句子猜劃線部分詞義）.John was presented with his award at a ceremony which recognized the bravery of ten people who had saved the life of another. John was presented with his award at a ceremony1). When Mr. Brown left the company, the director presented a gold watc

16、h to him.2). He was present at the ceremony.3). The present manager received a lot of presents. which recognized the bravery of ten people who had saved1. The moment he went out of the station I recognized him.2. The school recognized Toms outstanding work by giving him a prize.Step 5 Read Paragraph

17、 3 carefully and answer the question（仔細讀第三段回答問題）.What tools did John get to save Ms Slade?Read the sentence again and translate it into Chinese（讀句子翻譯）.He immediately asked a number of nearby people for bandages, but when nobody could put their hands on any, his father got some tea towels and tape fr

18、om their house.Step 6 Act it out（表演）.Can you follow the example of John to dress（包扎）the injured arm of Ms. Slade?Have the students show how to do the first aid. (Activities.)Step 7 Read Paragraph 5 and answer the question（讀第五段回答問題）.What made it possible for John to save Ms. Slade? (Discussion.)Step 8 Read Para. 6 and speak out your ideas（讀第六段說出自己的觀點）.An open question（開放性問題）: Why did the Prime Minister host a reception for the ten life savers?Step 9 Homework（作業(yè)）.Do