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【摘 要】任务型教学是20世纪80年代外语教学研究者经过大量的研究和实践提出的一个具有重要影响的语言教学模式。该模式是20年来交际教学思想的一种发展形态,它把语言运用的基本理念转化为具有实践意义的课堂教学方式。
最近,我上了一节新授课,课题是牛津7Aunit6 Reading 第一课时。教学对象是上峰中学初一(2)班40名学生。为了体现新课程理念,我对新教材进行了适当的调整加工,取得了教好的教学效果。以下是教学步骤和设计意图。
【关键词】任务型教学模式;Reading
Teaching procedures:
Step1 Leading-in
Daily reportThe student on duty gives a report called “How to spend your pocket money?”
【设计意图】有针对性地选择这一题目,通过学生之间的问答,为下文作铺垫。
Step2 Pre-readingBrainstorm
Look and say:Show three pictures to students one by one ( children in poor areas in China,Project Hope,Su Mingjuan--- a girl from a poor area ) Talk about the following questions with the students:
1.What do you think of them?
2.Do they have pocket money?
3.Do they have enough money to go to school?
4.Do they have money to buy stationery?
5.Do they need help?
6.What can we do for them?
7.What did the Class1,Grade7 students do last Friday?
Then revise what we have learnt last lesson. Show another picture of a fashion show to talk about the fashion show and the clothes. Learn some new words and phrases in this lesson.
【设计意图】通过多媒体依次出示三张图片,结合值日报告中关于零花钱的使用,看到贫困地区同龄孩子的现状,再谈到希望工程和社会各界对他们的帮助,马上就激发了学生的兴趣,更激发了学生要帮助他们的愿望。这样,很自然的就导入了新课,并且在讨论图片的过程中学习了本课的生词和短语。
Step3 During-reading
Mini-task Look for the information
1)Listen to the tape again while the students are looking at their books. Look for the following information:
What did Simon wear?
What did Daniel wear?
What did Sandy wear?
What did Amy wear?
2)Then show four pictures of the students at the fashion show. Ask students to describe their clothes.
【设计意图】要求学生进一步细读文章,找到相关信息,先看书回答问题,再利用图片复述课文细节,对文章作进一步了解和记忆,这样由易到难,循序渐进,符合学生的认知规律。事实也证明:学生不光问题回答得好,利用图片复述得也很全面,很正确。最后,在对图片记忆的基础上,通过帮助Kitty的练习,起到了加深巩固的作用.
3)Mini-task 3‘True’ or ‘False’:
1.The Class1,Grade7 students gave a fashion show last Saturday.
2.Simon wore clothes from the 1990s.
3.Young people did not wear trainers in the 1990s.
4.Young people like to wear jeans.
5.Sandy wore a purple blouse and a black skirt.
6.Amy wore a pair of blue jeans and a blue silk scarf.
7.Sandy wore her hair in a 1990s style.
8.The students raised money for Project Hope.
【设计意图】在完成Mini-task1和Mini-task2的基础上,学生对整篇课文有了初步的了解。设置Mini-task 3 ‘True’ or ‘False’,让学生进一步掌握文章细节,也为完成下一任务打下基础。
Mini-task 4Read and complete the passages:
Last Friday, the Class1,Grade7 students _____a fashion show. They wanted to ______money for Project Hope. They all _____clothes from different _____ in the 20th______.
Simon wore a _____ of white trousers, a ____ shirt and a yellow and red _____.
Daniel _____ smart and modern. He wore blue and yellow ______ clothes and a pair of ______ trainers.
Sandy wore a black skirt, long red ____ and a red blouse. She also wore her hair in a 1990s_____.
Amy looked_____! She wore a yellow silk blouse with a blue silk____ and a pair of _____ jeans at the show!
What did Millie do? Yes, she gave an interesting ______ on ‘ The ____ of a Trainer’. Trainers are usually very___________. So young people in the 1990s liked ________ trainers.
Everyone ____ fun at the fashion show and the students _____ lots of money for Project Hope.
【设计意图】此项任务是复述课文。将原文进行加工简化后,学生通过填词的形式复述课文,既巩固了前三个任务中所学的知识,又复习了生词。学生表现积极,复述的完全正确。
Step4Homework
Read the article and try to retell the story.
Discussion: What can we do for Project Hope?
二、案例分析
1.从看、听、说入手,提供给学生真实的语言信息、语言情景,使学生在一种自然、真实的情景中体会和学习语言。
2.所设计的任务由简到繁、由易到难,前后相连、层层深入,形成由初级任务到高级任务,再由高级任务涵盖初级任务的循环,数个微型任务构成“任务链”。
3.学生自始至终通过完成具体的任务来学习语言,为了特定的学习目的去实施特定的语言行动,并通过完成特定的任务来获取和积累相应的学习经验,享受成功的喜悦,从而提高学生的学习兴趣和学习积极性。
4.在教学的过程中,寓德于教。
5.体现了以学生为中心和以人为本的教育理念。
6.反思。
最近,我上了一节新授课,课题是牛津7Aunit6 Reading 第一课时。教学对象是上峰中学初一(2)班40名学生。为了体现新课程理念,我对新教材进行了适当的调整加工,取得了教好的教学效果。以下是教学步骤和设计意图。
【关键词】任务型教学模式;Reading
Teaching procedures:
Step1 Leading-in
Daily reportThe student on duty gives a report called “How to spend your pocket money?”
【设计意图】有针对性地选择这一题目,通过学生之间的问答,为下文作铺垫。
Step2 Pre-readingBrainstorm
Look and say:Show three pictures to students one by one ( children in poor areas in China,Project Hope,Su Mingjuan--- a girl from a poor area ) Talk about the following questions with the students:
1.What do you think of them?
2.Do they have pocket money?
3.Do they have enough money to go to school?
4.Do they have money to buy stationery?
5.Do they need help?
6.What can we do for them?
7.What did the Class1,Grade7 students do last Friday?
Then revise what we have learnt last lesson. Show another picture of a fashion show to talk about the fashion show and the clothes. Learn some new words and phrases in this lesson.
【设计意图】通过多媒体依次出示三张图片,结合值日报告中关于零花钱的使用,看到贫困地区同龄孩子的现状,再谈到希望工程和社会各界对他们的帮助,马上就激发了学生的兴趣,更激发了学生要帮助他们的愿望。这样,很自然的就导入了新课,并且在讨论图片的过程中学习了本课的生词和短语。
Step3 During-reading
Mini-task Look for the information
1)Listen to the tape again while the students are looking at their books. Look for the following information:
What did Simon wear?
What did Daniel wear?
What did Sandy wear?
What did Amy wear?
2)Then show four pictures of the students at the fashion show. Ask students to describe their clothes.
【设计意图】要求学生进一步细读文章,找到相关信息,先看书回答问题,再利用图片复述课文细节,对文章作进一步了解和记忆,这样由易到难,循序渐进,符合学生的认知规律。事实也证明:学生不光问题回答得好,利用图片复述得也很全面,很正确。最后,在对图片记忆的基础上,通过帮助Kitty的练习,起到了加深巩固的作用.
3)Mini-task 3‘True’ or ‘False’:
1.The Class1,Grade7 students gave a fashion show last Saturday.
2.Simon wore clothes from the 1990s.
3.Young people did not wear trainers in the 1990s.
4.Young people like to wear jeans.
5.Sandy wore a purple blouse and a black skirt.
6.Amy wore a pair of blue jeans and a blue silk scarf.
7.Sandy wore her hair in a 1990s style.
8.The students raised money for Project Hope.
【设计意图】在完成Mini-task1和Mini-task2的基础上,学生对整篇课文有了初步的了解。设置Mini-task 3 ‘True’ or ‘False’,让学生进一步掌握文章细节,也为完成下一任务打下基础。
Mini-task 4Read and complete the passages:
Last Friday, the Class1,Grade7 students _____a fashion show. They wanted to ______money for Project Hope. They all _____clothes from different _____ in the 20th______.
Simon wore a _____ of white trousers, a ____ shirt and a yellow and red _____.
Daniel _____ smart and modern. He wore blue and yellow ______ clothes and a pair of ______ trainers.
Sandy wore a black skirt, long red ____ and a red blouse. She also wore her hair in a 1990s_____.
Amy looked_____! She wore a yellow silk blouse with a blue silk____ and a pair of _____ jeans at the show!
What did Millie do? Yes, she gave an interesting ______ on ‘ The ____ of a Trainer’. Trainers are usually very___________. So young people in the 1990s liked ________ trainers.
Everyone ____ fun at the fashion show and the students _____ lots of money for Project Hope.
【设计意图】此项任务是复述课文。将原文进行加工简化后,学生通过填词的形式复述课文,既巩固了前三个任务中所学的知识,又复习了生词。学生表现积极,复述的完全正确。
Step4Homework
Read the article and try to retell the story.
Discussion: What can we do for Project Hope?
二、案例分析
1.从看、听、说入手,提供给学生真实的语言信息、语言情景,使学生在一种自然、真实的情景中体会和学习语言。
2.所设计的任务由简到繁、由易到难,前后相连、层层深入,形成由初级任务到高级任务,再由高级任务涵盖初级任务的循环,数个微型任务构成“任务链”。
3.学生自始至终通过完成具体的任务来学习语言,为了特定的学习目的去实施特定的语言行动,并通过完成特定的任务来获取和积累相应的学习经验,享受成功的喜悦,从而提高学生的学习兴趣和学习积极性。
4.在教学的过程中,寓德于教。
5.体现了以学生为中心和以人为本的教育理念。
6.反思。