教案撰写与案例展示
1.英语教案撰写(案例1)
严格意义上,英语教师应该具备使用英语撰写完整教案的能力。 教案撰写的过程,也是打磨教学细节的过程。 对于参与教师资格面试的考生,以及初入职的新手教师,在课堂教学中表现出的语无伦次、表述不清楚,常常是准备不充分的表现。 在教学中,知道“应该做什么”,到“实际能做什么”,是有距离的。 而缩小这个距离的策略就是备教案、熟悉教案。 俗语说,好记性不如烂笔头,教案撰写,不仅加深印象,同时有助于教师梳理思路,熟悉正确的英语课堂用语表达、熟悉教学内容。 对于新手教师来说,一份清晰、完整、具有逻辑性的英语教案,不仅是教学实施的参考,也是帮助教师不断提升自己课堂英语表达的有效工具。
教案案例1:陈述性的教案格式(英语版本)
(教案来源: 《牛津“友邻”少儿英语中国版》Lesson 3 Unit 15 Level 4)
Unit Title:Good News, Bad News
Topic: Three Wishes
Teaching Content:
Type of Lesson: Reading
Genre of the Text: A narrative story
Level of Students: Students in Grades 4—5
Time Duration:40 minutes
(This lesson plan was originally from “Family and Friends”, Lesson 3, Unit 15, Level 4.)
Teaching Objectives
1.Language Knowledge Objectives
By the end of this lesson, students are able to:
•learn how to pronounce and use the new words from the story: fisherman, speak, silly,surprised, sausage, delicious, wish for, pull.
2.Language Skill Objectives
By the end of this lesson, students are able to:
•identify people’s wishes;
•talk about their wishes;
•read and understand a traditional story with its plot;
•summarize the story based on key words and sentences.
3.Socio-cultural Awareness Objectives
By the end of this lesson, students are able to:
•learn some background knowledge of this classical story: British people love to write about lives by the sea as an island nation;
•understand that people should learn how to appreciate what they have already got instead of being greedy and ungrateful.
4.Reading Strategies
By the end of the lesson, students are able to:
•understand the story using both the text and the picture information;
•identify the main story line based on the three wishes;
•guess the meanings of the new words based on the context;
•identify who made each of the three wishes;
•evaluate the fisherman and his wife’s behaviors;
•think critically what they would do if they had the opportunity to make three wishes.
Teaching Methods and Strategies
Communicative language teaching method
The situational teaching method
Integrative-skill-based strategy:a reading lesson involving picture viewing,listening,speaking and reading skills.
Teaching Aids
Story: Three Wishes; audio material of the story; PPT design showing the story pictures.
Teaching Processes
1.Lead in.
(1)The teacher draws a stick man with a fishing rod, and tries to elicit the word fisherman, or models the word if necessary.
(2)The teacher asks questions to prepare the class for the story.
①What does a fisherman do?
②Where does he usually fish?
(3)The teacher tell students to open the textbook and find the story. The teacher shows the story pictures on the PPT, and asks students who the woman is.
2.The teacher describes the pictures (viewing and understanding the pictures based on students’existing knowledge).
(1)The teacher asks students to look at the pictures and answer the questions:
①Where is the man?
②What’s his job?
③What is in his net?
④What’s he eating?
⑤What’s his wife doing?
(2)The teacher elicits new vocabulary from the answers to the above questions, and writes the words on the board and asks students to practise using the words in different contexts.
3.Listen and read the story.
(1)The teacher asks students to guess what a wish is.
(2)The teacher asks students to listen to the story for the first time and find out the people who can make wishes.
(3)The teacher asks students to read the story on their own and find out what the three wishes are and who makes them.
(4)Students listen to the story again, and answer (write down some key words on the board):
①Did the fisherman usually catch a lot of fish?
②Who gave the fisherman three wishes?
③What was the fisherman’s first wish?
④Was his wife happy?
⑤Did they eat the sausages?
(5)Pair work: discussion.
①Did the fisherman use his three wishes well?
②What words would you use to describe the fisherman’s wife?
4.The teacher asks students if they know any other stories taking place by the sea, and introduces some background information of the story.
5.Students read the story again and underline the new words in the text, and review the meanings of these words together.
6. The teacher uses the key words or sentences on the board to guide the students to retell the story.
Homework
1.Students underline the dialogues in the text, and practise reading with the right tone and intonation.
2.Students think about how to revise the story into a play, adding more dialogues to the three roles in the story, the fisherman, his wife and the fish.
案例1 展示了一堂小学英语阅读课教学的教案。 采用的教学材料来源于一个西方经典的寓言故事《三个愿望》。 教案的完整性体现在教学内容的丰富和教学活动的层次性上,并涵盖教案应具备的所有教学要素。
教学活动的设计体现了设计者开展阅读课教学所依据的教学理念:以故事的发展主线为依托,进行故事主题意义的挖掘。 教师通过大量的设问,鼓励学生与图片、文本的互动,提取相关信息,并在相关信息之间建立联系,最后能够对故事进行评价,挑战学生的批判性思维:
Did the fisherman use his three wishes well?
What words would you use to describe the fisherman’s wife?
为了实现教学目标,教案中基于交际教学,设置了一连串依次递进的阅读指引问题,展开教学(请参考图6.1 中的阅读问题设置框架):
图6.1 阅读问题的设置
这些问题的提出,有效地推动了主题意义的解读,同时也展示了教师循序渐进引导学生进行思考的过程:导入问题的提出,引发关于故事主题的思考;文本信息的挖掘,帮助学生借助图片理解故事内容;复述和评价性问题,旨在调动学生整合信息的能力,以及批判性思考的能力。 在主题意义探究的过程中,通过师生互动与生生互动,学生的语言能力得以运用和锻炼,与阅读策略的培养有机融合:
•To understand the story using both the text and the picture information;
•To identify the main story line based on the three wishes;
•To guess the meanings of the new words based on the context;
•To identify who made each of the three wishes;
•To evaluate the fisherman and his wife’s behaviors.
在这个案例中,交际教学的功能非常明显。 考生在考前是否能用英语准确有效地写出具有层级递进性的导读问题,会直接影响阅读教学的开展。
2.中英文结合的教案撰写(案例2、案例3)
在日常教学中,教师们更习惯按照自己的方式来撰写教案,其中,中英文结合的教案撰写比较普遍。 有时候,教案的阅读对象不局限于教师本人,中文撰写的内容更便于来自不同学科背景的读者理解和学习。 但作为具有自己学科特点的英语教学教案,什么时候应该用英语进行表述,还是有据可依的,如:
(1)话题/主题的英语表述;
(2)语言目标中的英语单词、句型呈现;
(3)英语教学材料的展示;
(4)不同教学环节中的课堂教学用语。
以上四点内容中,“课堂教学用语”的范围最广,既包括常规的课堂指令、交际教学的话题内容,也涵盖课堂教师使用的提问策略。 每个问题的提出,教师都应该仔细斟酌,判断问题指向的教学目标。 考生和新手教师最容易出现的失误是问题表述的语法错误。 因此,在撰写教案和平时教学中,教师规范的语言表达的训练,是非常有必要的。 案例2 展示的是中英文结合的教案,在此仍然以陈述性的撰写格式为例。
教案案例2: 陈述性的教案格式(中英文结合)
(教案来源: 《牛津“友邻”少儿英语中国版》 Lesson 1 Unit 15 Level 1)
主题:Let’s Play Ball! (沙滩上的活动)
教学内容:
课型要求: 词汇课
学段要求:小学二、三年级
时间:40 分钟
一、教学目标
(一)语言目标
•学生能辨识和沙滩有关的物品;
•学生能理解简短的故事;
•学生能掌握故事的主题词汇:sandcastle, beach, crab, the sea, boat, shell,能准确地发音,理解意思。
(二)思维目标
•学生能口、眼结合,借助图片,理解词汇意义;
•学生能手、口、眼结合,完成歌谣的跟读与指读。
(三)学习策略
•在出现表达困难的时候,学生能借助图片、手势、肢体语言进行辅助。
二、教具与教学准备
故事音频、故事挂图、教学单词卡片。
三、教学方法与教学策略
1.TPR 教学活动;
2.看、听、说和阅读的综合训练;
3.多种教学活动的展开。
四、教学步骤
1.预热活动。
(1)教师带领全体学生唱课本第104 页“I Can Do Anything!”这首英文歌曲,以此激发学生的学习兴趣。
(2)教师让学生回忆上一个故事,让他们说说故事内容。
(3)教师和学生谈论有关沙滩的事,教师提问:
Do you ever go to the beach with your family?
What do you do there?
What can you see?
Do you like the beach?
2.词汇导入。
(1)教师展示词汇图片,问学生:What’s this?
(2)教师变换图片的顺序,重复相同的教学步骤。
3.词汇听读练习(借助词汇图片)。
活动指令: Listen, point and repeat.
(1)教师让学生注意看各种沙滩物品的图片,播放录音的第一部分(Listen and point), 让学生一边听,一边指正确的图片。
(2)教师播放录音的第二部分(Listen and repeat), 让学生跟读。
(3)教师播放完整录音,让学生一边听,一边指着正确的图片,并跟读词汇。
(4)师生互动:教师把教学卡片张贴在教室六个不同的地方,再次播放录音,让学生听到词汇时指向正确的教学卡片。
音频文本:
Listen and point
Sandcastle, beach, crab, the sea, boat, shell.
Beach, boat, crab, sandcastle, the sea, shell.
Listen and repeat
Sandcastle, beach, crab, the sea, boat, shell.
4.歌谣听读练习(词汇的练习与巩固)。
活动指令: Listen and chant.
(1)教师播放录音,让学生听一遍歌谣。
(2)教师再次播放录音,让学生跟读歌谣。
(3)如有需要教师可重复播放录音,也可让学生在跟读的时候手指向正确的教学卡片。
音频文本:
Sandcastle, sandcastle, sandcastle,
Beach, beach, beach.
Crab, crab, crab,
The sea, the sea, the sea.
Boat, boat, boat,
Shell, shell, shell.
5.听读故事、回答问题、运用词汇。
活动指令: Listen and read the little story.
(1)教师借助故事挂图进行故事教学。 教师提问:
Where are the family?
Who can you see?
(2)教师问学生在各张图片中看到什么。 教师引导性地提问:
What’s happening? (图1)
What is Billy playing with? (图2)
What do the family make together? (图3 和图4)
(3)教师播放录音,让学生一边听,一边看故事挂图。 教师随着录音指着对应的对话框。
教师提问,帮助学生理解故事内容,如:
What does Tim want to do?
What does Billy want to do?
What happens to the sandcastle?
What do the family do next?
6.认读故事文本、巩固词汇。
(1)教师让学生打开课本,再次播放录音,让学生一边听,一边跟着默读故事。
(2)教师让学生在故事中找到并指出练习1 里的词汇。
五、课后作业
(1)学生抄写课堂上学习的主题单词。
(2)学生在家跟读故事。
(3)学生尝试复述故事内容。
案例2 充分地体现了低段英语教学的特点:以听读为主,借助图片和身体动作(指读)理解故事。整个教案,紧紧围绕词汇教学开展丰富的教学活动,既考虑到学生多元智能的需求,又在教学环节的设计中,展示了词汇教学在层次上的递进,突出该课型教学的重点:
词汇的导入(看图认识单词)→词汇的练习(跟读单词)→词汇的运用(运用所学单词回答问题)→词汇的巩固(从文本中认读单词并抄写)。
其中,词汇的运用与巩固通过多样化的语言活动交替进行,如:
图6.2 词汇活动的递进路径
教案案例3: 表格式的教案格式(中英文结合)
续表
续表
案例3 是本书采用的常规教案格式。 表格式的教案,文字表述简洁、明确,教学步骤层次清晰,便于设计者与读者全面把握教案的整体结构。 表格中不同的分类,也有利于展示教学的不同要素及其之间的相互联系。 在这些互为依赖的关系中,围绕教学目标展开活动构成教学的基本原则。 本教案中,没有明确标注课型,这是因为小学中段的教学重点,在逐渐由“听说”过渡到“阅读”。 在强调综合能力培养的英语课堂里,课型的界限已经被弱化。 因此,根据教师授课把握的重点,本课既可以通过更多的互动问答突出“听说课”的特点,也可以增加故事阅读策略的培养,彰显“阅读课”的特点。 在实际的教学中,教师需要通过清晰的“教学目标”的表述,调整教学的重难点内容。 这就是说,同样的教学内容,教学具有一定的灵活度。 因此,教师的教学设计意图尤显重要。 表格中的“教学设计意图”一栏,其意义就在于帮助教师梳理教学思路,紧扣教学目标展开教学。