月日上午 馮展極 初中英語(yǔ)課堂教學(xué)問(wèn)題診斷與對(duì)策

1、月日上午 馮展極 初中英語(yǔ)課堂教學(xué)問(wèn)題診斷與對(duì)策英語(yǔ)教學(xué)策略與藝術(shù)談初中英語(yǔ)教學(xué)問(wèn)題診斷與解決對(duì)策中學(xué)英語(yǔ)教學(xué)現(xiàn)場(chǎng)寫(xiě)真:*把教材看成是“圣旨”，教材有什么教什么，存在“本本主義”思想，不會(huì)處理教材。*在確立教學(xué)目標(biāo)時(shí)過(guò)于偏重于語(yǔ)言知識(shí)的傳授與強(qiáng)化，忽略了語(yǔ)言能力訓(xùn)練和學(xué)生其他方面的發(fā)展，如學(xué)習(xí)過(guò)程中的方法與策略、情感態(tài)度等。*教學(xué)過(guò)程為了追求表面的熱鬧和觀賞性顯得繁瑣和程式化，缺乏實(shí)效性。*采用教學(xué)形式比較單一，沒(méi)有真正確立學(xué)生的主體地位，課堂填鴨式教學(xué)，枯燥乏味。*忽略學(xué)生的個(gè)體差異，教學(xué)效率低下。*教學(xué)評(píng)價(jià)受“升學(xué)”的影響而比較功利和單一，把考試的結(jié)果看成是英語(yǔ)教學(xué)的唯一追求，忽略了英語(yǔ)學(xué)

2、習(xí)的過(guò)程以及對(duì)學(xué)生發(fā)展?jié)撃艿娜嫣岣摺＝鉀Q策略？解決策略:全面提高教學(xué)能力：1、教學(xué)目標(biāo)整合化2、教學(xué)過(guò)程科學(xué)化3、教材處理個(gè)性化4、教學(xué)方式互動(dòng)化5、教學(xué)評(píng)價(jià)發(fā)展性 一、教學(xué)過(guò)程科學(xué)化請(qǐng)問(wèn)： 你通常用什么樣的教學(xué)步驟組織英語(yǔ)課堂？ 英語(yǔ)課堂教學(xué)有哪些基本程序？ 實(shí)施過(guò)程動(dòng)機(jī)激發(fā)階段 感知階段 理性認(rèn)知階段 鞏固階段 運(yùn)用階段 檢查評(píng)定信息加工理論的簡(jiǎn)單模式： 輸入 加工儲(chǔ)存 輸出學(xué)習(xí)英語(yǔ)的過(guò)程： 模仿接受加工改造創(chuàng)造表達(dá)語(yǔ)言強(qiáng)化說(shuō)：（Pavlove) (Skinner) S(刺激）-R（反應(yīng)） 刺激反應(yīng)強(qiáng)化 興趣-情景-活動(dòng)教學(xué)模式：引發(fā)興趣啟動(dòng)感情巧妙導(dǎo)入激勵(lì)興趣情景活動(dòng)升華興趣模擬交際發(fā)

3、展興趣Warming up PresentationPracticeproductionSituation ActivitiesInterest ( A straight arrows lesson procedure)EngageStudy ActivateOther lesson structures 5 3 stage model Other lesson structures 6Pre-while-post-英語(yǔ)教學(xué)設(shè)計(jì)方案：1、提煉英語(yǔ)語(yǔ)言教學(xué)材料特征2、分析學(xué)生的英語(yǔ)學(xué)習(xí)狀況3、貫徹新課標(biāo)五項(xiàng)教學(xué)目標(biāo)4、設(shè)計(jì)課堂教與學(xué)系列活動(dòng)體裁特點(diǎn)：對(duì)話、短文故事、新聞報(bào)道、電子書(shū)信 語(yǔ)篇結(jié)構(gòu)：

4、語(yǔ)篇、結(jié)構(gòu)、語(yǔ)境語(yǔ)言特征：語(yǔ)言知識(shí)的使用，功能句子的用法語(yǔ)言教學(xué)材料的提煉P1語(yǔ)言材料:Paul： Excuse me, Is there a hotel in the neighborhood?Nancy: Yes, there is. Just go straight and turn left. Its down Bridge Street on the right, Its next to a supermarket.Paul: Thank you very much.Nancy: You are welcome.1、新目標(biāo)七年級(jí)Unit 1 Section A 3A(第三頁(yè)）語(yǔ)言教學(xué)

5、材料的提煉P32、新目標(biāo)七年級(jí)Unit 1 Section B 3A語(yǔ)言材料： Welcome to the garden district Turn left off the busy first Avenue and enjoy the citys Quiet streets and small parks. Take a walk through the park on Center Avenue. Across from the park is an old hotel. Next to the hotel is a small house with an interesting ga

6、rden. This is the beginning of the garden tour. 語(yǔ)言教學(xué)材料的提煉3、新目標(biāo)七年級(jí)Unit 3 Section B 3A (第29頁(yè)）語(yǔ)言材料： How Do Kids Spend the Weekend?Last week, we asked ten students an No.3 Middle School what they did over the weekend. Two most kids, the weekend was a mixture of fun and work. Ten kids did homework or stu

7、died. On Saturday afternoon, five kids went shopping, and three went to the library. Two kids also played computer games, On Saturday evening, seven kids watched a movie or stayed at home and watched TV. On Sunday, two kids visited friends, nine kids cleaned there rooms, and five played sports. 語(yǔ)言教學(xué)

8、材料的提煉語(yǔ)言材料：新標(biāo)準(zhǔn)七年級(jí) Chinese, American, English My name is Beibei. I go to school in England, and its an English school. I have a friend called Sally. She is in my class. Our teacher says that we are both the same. Out bags match. We open and close out books at the same time. We eat the same food at lun

9、chtime. We sit down at our desks and stand up in class at the same time. We are not the same in one way, though Sally is from America, and shes American, and Im from China, so Im Chinese. Our teacher is from England, and shes English. Sally says that our classroom is the same as an American one, wit

10、h the same desks, chairs and blackboard, and even the same books and bags. 語(yǔ)言教學(xué)材料的提煉P13 分析學(xué)生的學(xué)習(xí)狀況（學(xué)生的前期知識(shí)、潛在的學(xué)習(xí)困難）英語(yǔ)教學(xué)過(guò)程的三大環(huán)節(jié)：1、學(xué)前（Pre-learning)2、學(xué)中（While-learning)3、學(xué)后（Post-learning)Pre-learning的目的1、交流目標(biāo)2、激發(fā)學(xué)生的學(xué)習(xí)興趣3、激活學(xué)生已有知識(shí)、經(jīng)驗(yàn)4、創(chuàng)設(shè)良好、有意義的語(yǔ)境5、在語(yǔ)境中呈現(xiàn)必要的語(yǔ)言知識(shí)While-learning的目的1、讀、聽(tīng)等方式的語(yǔ)言輸入活動(dòng)2、信息的提取、加工、整

11、理及重組3、構(gòu)建新知能做某事Task-based Post-learning的目的1、鞏固知識(shí)、技能2、對(duì)新舊知識(shí)進(jìn)行整合、形成新能力3、深層理解和討論所學(xué)內(nèi)容4、表達(dá)自己的簡(jiǎn)介、體現(xiàn)創(chuàng)造性思維5、反思學(xué)習(xí)過(guò)程、歸納、總結(jié)學(xué)習(xí)效果新標(biāo)準(zhǔn)英語(yǔ)課型解讀 ModuleWords and expressions Unit 1 Listening Speaking Unit 2Reading Writing Unit 3GrammarUnit 4Exercises or a test詞匯課聽(tīng)說(shuō)課讀寫(xiě)課語(yǔ)法課鞏固反饋課英語(yǔ)單元教學(xué)三大課型劃分單元三大類課型教學(xué)特征Input- based lessons

12、輸入性課型圖片、小詩(shī)、改寫(xiě)對(duì)話、短文故事 Intake- based lessons 理解性課型詞匯、語(yǔ)法、語(yǔ)音歸納練習(xí) Output- based lessons 活用性課型模擬實(shí)際對(duì)話、文章、語(yǔ)言活用性練習(xí) 初步理解語(yǔ)言現(xiàn)象 理解語(yǔ)言意義 6：4逐步熟練運(yùn)用語(yǔ)言 模擬語(yǔ)言運(yùn)用 3：7深入理解語(yǔ)言規(guī)律 歸納語(yǔ)言知識(shí) 4：6聽(tīng)說(shuō)輸入課型讀寫(xiě)輸入課型知識(shí)鞏固課型聽(tīng)說(shuō)活用課型讀寫(xiě)活用課型綜合拓展課型p18五大目標(biāo)對(duì)話（例：?jiǎn)柭罚?dǎo)游說(shuō)明（例2）知識(shí)英語(yǔ)口頭對(duì)話篇章結(jié)構(gòu)、時(shí)態(tài)、語(yǔ)法、詞匯項(xiàng)目書(shū)面說(shuō)明文篇章結(jié)構(gòu)、時(shí)態(tài)、語(yǔ)法、詞匯項(xiàng)目技能聽(tīng)的技能：主要信息獲取等說(shuō)的技能：?jiǎn)柭分嘎繁磉_(dá)方式閱讀的技能：細(xì)節(jié)

13、信息獲取等寫(xiě)的技能：模仿寫(xiě)作介紹學(xué)校等策略語(yǔ)言語(yǔ)調(diào)重讀模仿學(xué)習(xí)策略形容詞、名詞等詞匯學(xué)習(xí)策略情感文化禮貌、樂(lè)于助人熱愛(ài)城市、歷史、道德風(fēng)土人情文化中外問(wèn)路方式、文化對(duì)比對(duì)某一地區(qū)新舊、中外文化對(duì)比貫徹新課標(biāo)的五項(xiàng)教學(xué)目標(biāo) P11案例分析1、教學(xué)材料分析：（1） 體裁特點(diǎn)：書(shū)面材料，介紹（2）語(yǔ)篇結(jié)構(gòu)特點(diǎn)：描述式三段式思路（3）其他語(yǔ)言特征：動(dòng)詞使用現(xiàn)在時(shí)，重復(fù)出現(xiàn)same, 人稱 代詞，專有名詞和形容詞，詞組。2、五項(xiàng)教學(xué)目標(biāo)設(shè)定（1）語(yǔ)言知識(shí)目標(biāo)：重點(diǎn)為連貫敘述動(dòng)作，難點(diǎn)是人稱代詞 ，專 有名詞和形容詞，常用詞組（2）語(yǔ)言技能目標(biāo)：“聽(tīng)、說(shuō)、讀、寫(xiě)”既是學(xué)習(xí)的內(nèi)容，又是學(xué) 習(xí)的手段 p13案

14、例分析 聽(tīng)：聽(tīng)懂大意，升降調(diào)和重讀，連讀等 說(shuō)：分層次，連貫口頭表述自己和同學(xué)，老師等情況 讀：讀懂全文，分清結(jié)構(gòu)和層次 寫(xiě)：模仿材料語(yǔ)篇結(jié)構(gòu)，介紹自己和同學(xué)、老師的情況（3）情感態(tài)度目標(biāo)：觀察發(fā)現(xiàn)身邊同學(xué)相同和不同的學(xué)習(xí)行為或習(xí)慣，引導(dǎo)學(xué) 生之間互相學(xué)習(xí)。（4） 學(xué)習(xí)策略目標(biāo)：學(xué)習(xí)該材料的語(yǔ)言特點(diǎn)，建立以下相關(guān)聯(lián)系認(rèn)知：觀察各 類詞的聯(lián)想規(guī)律，如人稱代詞I my, we our,Sally she, our teacher she, 專有名 詞和形容詞 America-American, England-English, China-Chinese; 交際：引 導(dǎo)學(xué)生口頭和書(shū)面模仿語(yǔ)篇特點(diǎn)，

15、在實(shí)際中運(yùn)用。（5） 文化意識(shí)目標(biāo)：結(jié)合語(yǔ)言材料目標(biāo)，進(jìn)行中美英三國(guó)跨文化對(duì)比，拓展認(rèn) 識(shí)中外文化中隊(duì)教師稱呼，學(xué)校教室布置、課堂規(guī)則等方面的對(duì)比。p133、課堂教學(xué)設(shè)計(jì) (1) 設(shè)置語(yǔ)境，語(yǔ)言輸入Task1：假設(shè)學(xué)校開(kāi)放日，有來(lái)賓參觀，向來(lái)賓介紹學(xué)校、班級(jí)、老師的情 況。引出關(guān)鍵形容詞same的含義。也可從圖片中引出中、英、沒(méi)三個(gè) 專有名詞和形容詞。（2）點(diǎn)撥語(yǔ)言特征，促進(jìn)語(yǔ)言理解Task2: 聽(tīng)或閱讀材料，回答Who is American ,Sally or the teacher? 再讀或聽(tīng)，回答具體問(wèn)題： How are Sally and Beibei the same in th

16、e classrooms? How are Sally and Beibei different in the classrooms?Task 3:引導(dǎo)學(xué)生觀察語(yǔ)言材料的體裁特點(diǎn)、語(yǔ)篇結(jié)構(gòu)特點(diǎn) 主要語(yǔ)言特征，介紹描述問(wèn)題，動(dòng)詞時(shí)態(tài)。段落特點(diǎn)等Task 4: 布置填空、配對(duì)、正誤等單項(xiàng)聯(lián)系，幫助學(xué)生掌握主要詞類：形容 詞、人稱代詞、名詞、動(dòng)詞詞組的用法。Task5：學(xué)生模仿語(yǔ)篇結(jié)構(gòu)，模仿說(shuō)或者介紹自己身邊人的一兩件相同或不 同的事，如我的爺爺奶奶，爸爸媽媽，好朋友，同學(xué)等。p13 設(shè)計(jì)教學(xué)系列活動(dòng) 教什么？怎么教？ GrammarTell me / I listen, I forget.Show

17、 me / I see, I remember.Involve me / I do, I understand. What ? How?Focus:Yesterday eveningWhat to presentMPF1. What it means. meaning 2. What it sounds like. pronunciation3. What it looks like. spelling and form4. How and when it is used. function / useWhat to present Meaning? No situation No conte

18、xtNo context No meaning situation meaning contextHow to presentSituation? PICTURES AND PHOTOS 1. USE VISUAL AIDS B/B DRAWING OVERHEAD PROJECTOR REAL OBJECTS 2. USE ACTIONS 3. USE QUESTIONS AND ANSWERS 4. USE STORIES 5. USE TAPE RECORDER 6. USE SONGS 7. USE GAMESHave / has been doing Functional words

19、: Should If Example:Should You should You should wear a suitStage 1 DiscussionStage 2 (1) Introduction (2) Picture Stage 3 (1)Build up the situation (2)Ask questions (3)Test the understanding (4)Presentation You should wear a suitTeaching procedure:Stage 1 DiscussionSpend a few minutes on a class di

20、scussion about unemployment in China and other countries. How people go about finding work, the stages of applying for a job leading to tips for a successful interview. Stage 2 IntroductionThe teacher says she has a friend, Jason who is going for an interview tomorrow for a job at the bank. She elic

21、its from the students how Jason should appear when he goes for the interview (appropriate clothes, shaved, hair combed etc).Stage 3 Build up the situationThe teacher says she saw Jason earlier. She emphasizes that Jason is her friend and she really wants him to get this job but is not confident beca

22、use the interviewer is likely to expect interviewees to be dressed in a certain way.Ask questionsPointing to Jasons casual clothes the teacher asks if the students think it would be a good idea for Jason to go to the interview dressed in this way. Having established that it wouldnt. Test the underst

23、anding Still pointing to Jasons clothes, the teacher says what did I say to Jason when I saw him? If possible, the teacher could also have a picture of someone wearing a suit to make the contrast with Jasons clothes and to make it clearer to the students what she is thinking.Form Youshould shouldnt

24、wear a suitpolish your shoescomb your hairshavewear those clothes江蘇省將于2005年暑后開(kāi)始對(duì)高中課標(biāo)在全省范圍內(nèi)進(jìn)行實(shí)驗(yàn)。新課程已經(jīng)走進(jìn)校園，走進(jìn)師生的生活。以實(shí)行新課程標(biāo)準(zhǔn)為標(biāo)志的基礎(chǔ)教育課程改革正在實(shí)踐中不斷深化。截至目前，全國(guó)所有小學(xué)和初中學(xué)生已全部使用新課程。21個(gè)省份在開(kāi)展普通高中課程改革。 基礎(chǔ)教育課程改革形勢(shì) 語(yǔ)篇：Reading What How 江蘇省將于2005年暑后開(kāi)始對(duì)高中課標(biāo)在全省范圍內(nèi)進(jìn)行實(shí)驗(yàn)。新課程已經(jīng)走進(jìn)校園，走進(jìn)師生的生活。以實(shí)行新課程標(biāo)準(zhǔn)為標(biāo)志的基礎(chǔ)教育課程改革正在實(shí)踐中不斷深化。截至目前，

25、全國(guó)所有小學(xué)和初中學(xué)生已全部使用新課程。21個(gè)省份在開(kāi)展普通高中課程改革。 基礎(chǔ)教育課程改革形勢(shì)整體法語(yǔ)篇教學(xué)的概念：語(yǔ)篇教學(xué)的定義可以從“形式和功能”兩個(gè)角度來(lái)看。從結(jié)構(gòu)方面看，語(yǔ)篇是大于句子的語(yǔ)言單位（Discourse is a unit of language above the sentence) 從功能方面看，語(yǔ)篇是使用中的語(yǔ)言（Discourse is language in use). 從語(yǔ)言使用的角度看，在交際過(guò)程中，語(yǔ)言的意義是根據(jù)語(yǔ)境（context）來(lái)確定的。江蘇省將于2005年暑后開(kāi)始對(duì)高中課標(biāo)在全省范圍內(nèi)進(jìn)行實(shí)驗(yàn)。新課程已經(jīng)走進(jìn)校園，走進(jìn)師生的生活。以實(shí)行新課程標(biāo)準(zhǔn)

26、為標(biāo)志的基礎(chǔ)教育課程改革正在實(shí)踐中不斷深化。截至目前，全國(guó)所有小學(xué)和初中學(xué)生已全部使用新課程。21個(gè)省份在開(kāi)展普通高中課程改革。 基礎(chǔ)教育課程改革形勢(shì)整體法選擇整體理論中的語(yǔ)篇教學(xué)法原則來(lái)指導(dǎo)初級(jí)階段閱讀課的教學(xué)。整體理論認(rèn)為我們通過(guò)感官知覺(jué)所獲得的都是客觀世界的整個(gè)的“形、式樣”，即格式塔（ gestalt ）。這一理論運(yùn)用于語(yǔ)言教學(xué)，即語(yǔ)言是一個(gè)整體，這個(gè)整體不僅僅是各部分相加的總和，而是大于這個(gè)總和。語(yǔ)言各部分（語(yǔ)音、詞匯、語(yǔ)法）本身沒(méi)有意義，是整體（即語(yǔ)篇 discourse ）給各個(gè)部分賦予了意義。語(yǔ)言不應(yīng)當(dāng)被分解成語(yǔ)音、詞匯、語(yǔ)法；語(yǔ)言技能也不應(yīng)被分解為聽(tīng)、說(shuō)、讀、寫(xiě)。因此，語(yǔ)言教

27、學(xué)應(yīng)從整體入手再轉(zhuǎn)向部分。同樣，聽(tīng)、說(shuō)、讀、寫(xiě)技能的培養(yǎng)應(yīng)在相互聯(lián)系的基礎(chǔ)上有所側(cè)重，而不應(yīng)孤立地培養(yǎng)某一方面的技能。江蘇省將于2005年暑后開(kāi)始對(duì)高中課標(biāo)在全省范圍內(nèi)進(jìn)行實(shí)驗(yàn)。新課程已經(jīng)走進(jìn)校園，走進(jìn)師生的生活。以實(shí)行新課程標(biāo)準(zhǔn)為標(biāo)志的基礎(chǔ)教育課程改革正在實(shí)踐中不斷深化。截至目前，全國(guó)所有小學(xué)和初中學(xué)生已全部使用新課程。21個(gè)省份在開(kāi)展普通高中課程改革。 基礎(chǔ)教育課程改革形勢(shì)整體教學(xué)課型的特點(diǎn)1、學(xué)生整體:以學(xué)生為中心原則 以學(xué)生為中心就是兼顧學(xué)生共性和個(gè)性的發(fā)展，考慮學(xué)生的需求、動(dòng)機(jī)、目的、興趣、差異等因素。教師應(yīng)仔細(xì)觀察學(xué)生的各種表現(xiàn)，盡可能發(fā)現(xiàn)問(wèn)題，然后采取相應(yīng)的措施，使不同程度的學(xué)生

28、都能夠獲取一定的進(jìn)步，有效地促進(jìn)學(xué)生的學(xué)習(xí)。 2、教材整體 把語(yǔ)言作為一個(gè)整體， 不把語(yǔ)音、詞匯、語(yǔ)法分開(kāi)來(lái)教， 也不把聽(tīng)、說(shuō)、讀、寫(xiě)分開(kāi)培養(yǎng)。教學(xué)重點(diǎn)是有意義的整體語(yǔ)言活動(dòng)，學(xué)習(xí)活動(dòng)應(yīng)該從整體到部分。每節(jié)課都應(yīng)包括聽(tīng)、說(shuō)、讀、寫(xiě)四項(xiàng)技能 3、理解整體：部分相加之和小于整體功能 結(jié)構(gòu)抓線索：段落，層次 功能抓線索：關(guān)鍵詞，問(wèn)題 情節(jié)抓線索：邏輯推理，故事發(fā)展 感知過(guò)程抓線索：”讀書(shū)不求甚解” 江蘇省將于2005年暑后開(kāi)始對(duì)高中課標(biāo)在全省范圍內(nèi)進(jìn)行實(shí)驗(yàn)。新課程已經(jīng)走進(jìn)校園，走進(jìn)師生的生活。以實(shí)行新課程標(biāo)準(zhǔn)為標(biāo)志的基礎(chǔ)教育課程改革正在實(shí)踐中不斷深化。截至目前，全國(guó)所有小學(xué)和初中學(xué)生已全部使用新課程

29、。21個(gè)省份在開(kāi)展普通高中課程改革。 基礎(chǔ)教育課程改革形勢(shì)整體教學(xué)課型的模式語(yǔ)篇整體教學(xué)語(yǔ)篇往往由許多句子構(gòu)成，它是一個(gè)大語(yǔ)言單位，也是語(yǔ)言的最高單位。 語(yǔ)篇整體教學(xué)必須按 “整體部分整體”模式進(jìn)行，從“整體”開(kāi)始，以“整體”結(jié)束。以閱讀教學(xué)為例，整體教學(xué)法認(rèn)為閱讀的過(guò)程是讀者先前獲得的經(jīng)驗(yàn)和文字符號(hào)相互交流的過(guò)程。閱讀不是識(shí)別詞并取得詞的意義，而是從語(yǔ)篇中構(gòu)建意義。它并不要求學(xué)生對(duì)課文中所有的詞作精確的解碼，回答字面上的理解問(wèn)題，而是綜合自己的知識(shí)來(lái)構(gòu)建語(yǔ)篇的意義。所以，它有一套“三段式”的閱讀教學(xué)法。第一，讓學(xué)生從文章題目和故事的開(kāi)頭提出初步假設(shè)，猜測(cè)故事的內(nèi)容和可能會(huì)發(fā)生的情節(jié)。第二，運(yùn)

30、用先前的知識(shí)和經(jīng)驗(yàn)來(lái)構(gòu)思和推理，驗(yàn)證開(kāi)頭的假設(shè)是否成立，先前的猜測(cè)是否正確。第三，在深入理解的過(guò)程中，不斷修正自己的假設(shè)。這是非常理性的學(xué)習(xí)。這一模式不僅適合于閱讀理解教學(xué)，也適合于讀、說(shuō)、寫(xiě)結(jié)合的語(yǔ)篇教學(xué)。 江蘇省將于2005年暑后開(kāi)始對(duì)高中課標(biāo)在全省范圍內(nèi)進(jìn)行實(shí)驗(yàn)。新課程已經(jīng)走進(jìn)校園，走進(jìn)師生的生活。以實(shí)行新課程標(biāo)準(zhǔn)為標(biāo)志的基礎(chǔ)教育課程改革正在實(shí)踐中不斷深化。截至目前，全國(guó)所有小學(xué)和初中學(xué)生已全部使用新課程。21個(gè)省份在開(kāi)展普通高中課程改革。 基礎(chǔ)教育課程改革形勢(shì)整體教學(xué)課型的模式 1、一分為三，三步三整體模式 一步：通讀或泛讀 二步：慢讀或精讀 三步：快讀或復(fù)讀 2、“合分合”或“景問(wèn)用

31、” 3、“整分整用” 4、“預(yù)習(xí)閱讀講練討論”課文教學(xué)的方法分解法： 化整為零，先分后總情景法通過(guò)情景，讓學(xué)生理解文章所表達(dá)的內(nèi)容，然后在情景中學(xué)習(xí)運(yùn)用的教學(xué)方法。一段文字講一個(gè)故事，敘述一件事情，描寫(xiě)一種現(xiàn)象終究會(huì)有一個(gè)話題，無(wú)論是談?wù)撊嘶蚴挛锞稍O(shè)情景學(xué)習(xí)。I like singingLucy: I like singing . Do you like singing?Kate: Yes, I do. Do you like it, Lily?Lily: No, I dont. But I drawing. How about you, Mike?Mike: I dont like dra

32、wing. I like reading. Look, I have a new story book.Lily: Can I read it?Mike: Sure, Here you are I like singing LucyKate LilyMikewant to readsingingdrawingdancingreading語(yǔ)篇整體教學(xué)法Reading Material: EarthquakeI was doing some shopping when it started. At first I felt a slight of shaking through my body.

33、Then I heard a loud noise like a thunder. People in the shopping center looked at each other in fear. Some people screamed because they were very frightened. Then the real noise came like bombs entered the ground. The earth started to shake. People ran in all directions. They did not know where to g

34、o. Some people ran out of the shopping center. I tried my best to run out to the street, too. People were running wildly while pieces of glasses and bricks were falling down. Then the walls began to come down, too. Finally the noise and shaking ended.I calmed down and asked myself “Did I really surv

35、ive?” I could not believe it was over. It was dark around me. I could not see anything at all and I did not know if anyone was around me. I did not even know where I was. “Im trapped” I said to myself. A moment of fear went through my mind, but I told myself to calm downsince I was still alive. I sh

36、outed for help. I thought somebody could hear me. But no one came for a very long time. I told myself that I must stay alive.I had a packet of chocolate but I knew I must noteat it up at all. I was trying to find my way out when I suddenly heard a noise above me. I screamed:“Help! Please help! Im he

37、re!” The noise stoppedand I was afraid. Then I heard a shout from excitedpeople. They were in a hurry to move away thebricks and stones. At last I saw the bright daylight and I was safe.江蘇省將于2005年暑后開(kāi)始對(duì)高中課標(biāo)在全省范圍內(nèi)進(jìn)行實(shí)驗(yàn)。新課程已經(jīng)走進(jìn)校園，走進(jìn)師生的生活。以實(shí)行新課程標(biāo)準(zhǔn)為標(biāo)志的基礎(chǔ)教育課程改革正在實(shí)踐中不斷深化。截至目前，全國(guó)所有小學(xué)和初中學(xué)生已全部使用新課程。21個(gè)省份在開(kāi)展普通高

38、中課程改革。 基礎(chǔ)教育課程改革形勢(shì)THE STUPID TURTLE Once there was a turtle who was dying of hunger and thirst. His lake was dry so he had no food or water. His friends, the egrets, wanted to carry him to another lake. But how can we do that? they asked. I know a way, said the turtle. He told two of them to find a l

39、ong stick. Now, he said, each of you hold one endof the stick in your beak. I will hold onto the middle of the stick. So the egrets took the stick and flew high into the sky carrying the turtle. They flew on and on. Suddenly, they heard a cry from the people down below. Look how clever the egrets ar

40、e! Theyre carrying the turtle through the sky! The turtle felt hurt to hear the people say it was the egrets who were so clever. He had to let the people know that he was the clever one. So he began to shout as loud as he could, I. But as soon as he opened his mouth, of course, he fell headfirst to

41、the ground.Before Reading (Previewing) Ask: Do-you have a pet? What is it? Does anyone have a pet turtle? What can a turtle do? What cant a turtle do? Encourage students to answer. Write their answers on the board. For example, A turtle can swim. A turtle cant fly. A turtle can walk slowly. A turtle

42、 cant run. A turtle can eat leaves. A turtle cant eat meat. A turtle can drink water A turtle cant carry a stick. A turtle can_ A turtle cant_Let half of the class read the sentences of what a turtle can do. The other half read what a turtle cant do. 2. Students look at the picture, Ask yes or no qu

43、estions. Is the turtle swimming? Is the turtle climbing a big log? Are there two white birds? Do they have a long stick in their beaks or mouths? Are they going to hit the turtle with the stick? Do you think they will help the turtle? Do you think a turtle is a stupid animal? 3.Students read the tit

44、le. Introduce the story, e.g. Its about a turtle and two egrets and what the turtle and the birds do During Reading 1. a. Read the story as your students follow the text. b. Ask: Are there any words you dont understand? Then write them on the board, e.g. hunger, thirst, egrets, beak, suddenly, cleve

45、r, carry, of course, headfirst, stick. 2. a. Use the picture to teach some vocabulary words: Point to the egrets. Point to their beaks. Point to the stick. b. Use actions to demonstrate hunger, thirst, clever, headfirst, carry. c. Make sentences to illustrate the rest of the words. 3. Have students

46、scan for each vocabulary word in the text and repeat it after you. (scanning) During Reading4. Tell the story and choose three students to role-play as the turtle and the egrets and a group of five students to be the people. Stop at several different points and ask the class to tell whats going to happen next for the actors to act out. (predicting) 5. Write the main id