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Color Adds Life

  发表日期:2006年2月16日      作者:张姬红       【编辑录入: 】      宽屏显示

                           Color Adds Life

Aims:

I. Knowledge: Students know about the power of colors in their daily life.

II. Skill:       1.Students are able to share their attitude toward colors.

2. Students are able to choose a proper color to solve some simple problems.

3. Students can practice their reading abilities, such as skimming and scanning.

4. Students can guess the meaning of new vocabulary from the context.

III. Affect: Students can enjoy their creativity and fun of playing with colors to change their hometown and love their hometown better.

Teaching steps:

I. Warming-up: Good morning, everyone. How are you? Are you happy? Today I am very happy. Two reasons: First, before I came, one of our teachers told me that your school is one of the best in Ninghai. I’m very glad to have the chance to come to the best school and meet so many good students. Second, here are the teachers and experts on English from Ninghai, it’s also a great chance for me to learn from them.

Getting to know each other:

1. Students guess about the teacher with the photos shown:

You know why I came here. And I’m going to show you some pictures. You can know more about me with their help. (show the information on the screen ) What do you know about me?

        family name, English name, birthday date, email address, son, hometown, school, least favourite color, etc.

2. Teacher predict the students’ personality with the help of their least favourite color:

You know quite a lot about me. Now it’s my turn to know you. To tell you a secret, I am a superwoman. If you can tell me your least favourite color, I can tell you what kind of person you are, how you do something in your daily life, and what you want. Do you believe it? Wait and see.

Here are 8 colors, pick out your least favorite color, I can show you. By the way, if I am right, you should clap your hands as loudly as you can. If I’m almost right, you  clap your hands, but not as loudly as I am right. If I am wrong, please don’t clap your hands.( 5 students can have the chance).

Now you can believe that I am a superwoman. Follow me, you will know more about the power of colors.

I am sorry, It seemed that I boasted just now. I should study more about colors to be a superwoman.

II. Pre-task:

1. Brainstorming:

  When we talk about colors, different people may think of different things. What do you  think of when you hear colors?( Examples: some people may think of natural beauty, the colorful flowers, the green grass, the blue sky. While others may think of the traffic lights, because the red, green and yellow lights are very important to them.)

2. The teacher assigns the task:

Colors are around us everywhere, if we can make full use of the colors, our life can be more colorful and enjoyable. Here are four tasks.( 4 students read the tasks ) Group one, task one…. You will work with your deskmate, try to solve the problem. And I hope you can agree with your deskmate. If you can’t, that’s ok, you can tell us your different ideas.

Task 1. You will buy a 40-year-old mother a coat as a birthday present. What color will you choose for her? Why?

Task 2. When you get tired after a day’s study, what color things do you want to look at? Why?

Task 3. You want to decorate your library at school, what color will you paint the walls, desks, chairs, and so on? Why?

Task 4. Your parents want to buy a car, what color would you like them to buy? Why?

III. Task cycle:

1. Students work in pairs and do the task, the teacher can give them any help.

2. Students report in pairs.

3. Authentic material:

  You have (good)reasons for your choice. Now let’s read a passage, perhaps you will find a better way to solve these problems.

     Skim reading:

Read as fast as you can. Which of these problems are used as examples in this passage?

If you know the answer, stand up at once and tell us the answer. This will be a competition between boys and girls. Ready? Start.

     Scan reading:(second round of competition)

Questions:

What color things does the passage suggest us to look at when we are tired after a day’s study?

Why should we look at these things?

What color should we paint the library?

Why should we paint it that color?

True or false statements (third round of competition)

(1). Colors are only colors, they will never mislead you.

(2). The red box seems heavier than the white one, though they weigh the same.

(3). Students can read for a longer time if they read information in blue text.

     Vocabulary:

1.       relax           A. quiet and calm

2.       peaceful        B. not usual

3.       special         C. to measure how heavy sb./sth. is

4.       experiment      D. not often

5.       weigh          E. make a change in sb./sth.

6.       affect         F. not usual

7.       smart          G. to rest while doing sth. Enjoyable, especially after work

8.       seldom         H. a scientific test that is done to study what happens

G-A-F-H-C-E-B-D

     Four students read the passage, then the whole class read the last part.

Who can read best in each group, let’s invite them to read for us.

Colors will mislead us sometimes, can you tell us other examples?

IV. Post task:

   Colors are very important in our life. They are like this magic wand. Here it will show you the power of colors as well. Let’s enjoy.

   Are the colors of the things on Mars the same as those on earth?

   Is it easy for you to remember?

   If you want Ninghai to be more beautiful and attractive, what color will you decorate the buses, taxis, buildings and the others in Ninghai.

Work in groups of four, draw a picture of Ninghai, color it. One student in your group will show us, and tell us why your group choose those colors.

V. End

1. How do you feel in this English class? ( use idioms to end )

    Are you feeling blue or in the pink?

  2. Homework:

    I hope that you can get more fun doing the homework..

  3. Be in the pink every day, will you? Try! Thank you!

 

 

 

 

 

 

 

 

 

 

 

 

 

自评

由于是首次接触上课的学生,我在warming-up中设计了师生互动的两个活动:第一,学生从教师提供的信息中初步了解教师。这样能充分利用学生对新教师的好奇心,将他们的注意力集中到课堂中来。第二,教师通过学生最不喜欢的颜色来猜测他们的个性。通过这两个活动,师生融合得较快,利于课堂教学的开展。

四个小组对分配给他们的任务完成得非常出色。他们能结合自己的经验真实地表达自己的看法,其中有对父母的爱及对科学的了解和大胆的猜测。

最后升华主题的任务“让自己的家乡更有魅力”。学生的画虽然简单,却能体现他们对颜色的理解和运用,能表现他们的爱乡热情。

因为对学生的具体水平没有概念,在完成pre-task,引入课文后,我设置的任务要求偏高。另外,学生对阅读的技巧skimmingscanning不熟悉,所以在男女同学竞赛中出现了一边倒的现象,男生几乎没人举手,而女生也只是集中在两名学生。如果这里的阅读任务改为较常见的问题或正误判断句的话,并能在多媒体呈现,那么能大大降低难度。

 

评课

从新的课程理念和课改要求来看张老师的 Color Adds Life

                                宁波外国语学校  王小维

近年来国内外外语教学研究正向着一系列的转变发展,从以单一的学科教学为目标向以全人教育为目标的转变,以升学教育向终身教育的转变;从重语言知识的传授向语言知识与语言技能并重的转变;从以教师为中心的教学模式向以学生为中心的教学模式的转变;从单一的针对语言知识掌握程度的知识性测试向关注学生综合语言运用能力的多样评价方式的转变;从简单的黑板粉笔向多媒体教育技术的转变;从教什么到如何教的转变,学什么向如何学的转变。

克林盾格曾说过:教学的本质是一系列的沟通。所有的学科教学都是一种有组织的社会性沟通现象,都是语言教学。没有沟通语言的学科教学是不存在的。课堂教学是一种沟通与合作,是沟通文化的创造过程。由此可见,教师的工作是一个创作,一是从教材到教案的创作,二是从教案到实际教学过程的创作。一个好的教案不仅要关心教学内容的选取和编排,还要关注学生的认知和学习过程。一堂好课,不应该是简单地按照教材照本宣科,而是应该根据课堂变化进行发挥和调整。这是一个再创作的过程。

第一,教学目标的确立

基础教育阶段英语课程的任务是:激发和培养学生学习英语的兴趣,使学生树立自信心;养成良好的学习习惯和形成有效的学习策略,发展自主学习的能力和合作精神;使学生掌握一定的英语基础知识和听、说、读、写技能,形成一定的综合语言运用能力;培养学生的观察、记忆、思维、想象能力和创新精神;帮助学生了解世界和中西方文化的差异,拓展视野,培养爱国主义精神,形成健康的人生观,为他们的终身学习和发展打下良好的基础。

基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。综合语言能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。语言知识和语言技能是综合语言运用能力的基础,文化意识是得体运用语言的保证,情感态度是影响学生学习和发展的重要因素,学习策略是提高学习效率,发展自主学习能力的保证。这五个因素共同促进综合语言运用能力的形成。

第二、教学方案的设计

新课标倡导任务型的教学模式,让学生在教师的指导下,通过感知、体验、实践、参与和合作等方式,实现任务的目标,感受成功。在学习过程中进行情感和策略调整,以形成积极的学习态度,促进语言实际运用能力的提高。

张老师的这一节阅读课采用了以应用为动力,以应用为目的,以应用为核心的教学途径,设计了pre-task(前任务),task -cycle(任务环),和post task(后任务)等一系列活动锻炼学生的综合语言运用能力。

第三、教学方式的变革

新课标要求教师善于与学生共同创造学习环境,为学生提供讨论、质疑、合作、交流的机会,帮助学生完善学习策略。

学习策略是指学生为了有效地学习和发展而采取的各种行动和步骤,英语学习策略包括认知策略、调控策略、交际策略和资源策略等。

本节课是一节阅读课,张老师采取了积极有效的措施着重培养学生以下的学习策略:

认知策略:通过SkimmingScanning 等学习策略来把握文章的主要思想;通过matching game 来猜测文中生词的词意;通过课文朗读,来培养学生的朗读能力和英语语感;通过True or False 练习,来加深学生对课文的理解并同时锻炼学生的听力。

交际策略:通过pair-work,两个同学要解决老师布置的任务,并尽最大可能说服对方,以取得一致的意见;通过陈述,把本小组心目中的美丽的城市介绍给全班同学;通过师生、生生间的互动,提高本节课的课堂效益。

资源策略:学生通过张老师所提供的文字或图片信息猜测张老师的个人信息;通过观看描述火星上事物颜色、诗歌的动画,小组集体创作自己的作品。

第四,教学智慧的运用

一位教育家曾说过:所谓教学智慧,缺乏它,教师无论怎样研究教育理论,永远不会成为实际工作上的好教师。

张老师的教学智慧在本节课中得到了充分的验证。一是准确把握TBL的指导思想,并尽情将TBL的策略运用于本节课的教学;二是将教育学、心理学的理论付诸于教学中。从自我介绍这一环节开始,就紧紧抓住学生的心理,拉近与学生的距离。三是课堂活动的设计环环紧扣,步步深入,逐节提高。教学活动设计从生活——课本——生活。四是教学基本功扎实,无论是英语口语的准确流畅,还是教学指令的简洁、到位,还是教学设备的熟练操作,都是教学智慧的最好体现。

 

 

 


 
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