Learning about Language公开课教学设计模版

教学设计

Teaching Aims: 1. Train students’

reading skills through skimming and scanning. 2. Get students aware of the serious problem in agriculture. 3. Get students to know about Yuan Longping and his super hybrid rice, thus leading students to understand the importance of his research and what he has been doing for mankind. 4. By comparing the two persons, students learn to grasp the details and draw their conclusions. 5. Through discussion, students are aware of some practical problems in farming. 6. Get students to notice and learn some useful phrases. Teaching Important Points: Improve students’

reading ability and help them understand the passage better. Teaching Difficult Points: 1. How to find information with the help of some key words. 2. How to put what students have learned into practice. Teaching Methods: 1. Brainstorm before reading to cause students to think about the problem existing in farming and give their suggestions.

2. Skimming and scanning to understand the passage and find some facts. 3. Evaluation to help students to use what they’ve learned to make a comment. 4. Discussions in the form of group work to urge students to find information and draw a conclusion, and to express their own ideas. Teaching Aids: 1. a computer 2. a blackboard Teaching Procedures: Step 1. Lead-in Greet students and introduce myself and my hometown-Zhoushan and show students some interesting places of Zhoushan. (T: Zhoushan is an island city with many small islands. Let me take you to make a picture trip. …If you plan to pay a visit, you’ll enjoy yourselves, I’m sure.) Step 2. Brainstorm Let Students compare three groups of pictures and tell the problem teacher is worried about, then ask students for suggestions to solve the problem. (T: Great changes have taken place in my hometown, but now I get worried. There’s a problem. Have you noticed the problem? Can you

guess what I’m worried about?-More and more farmland has been used for buildings, but not for farming.) (T: We should produce more crops in the same fields. Maybe we can plant some special rice-super hybrid rice.) Question 1) Who’s famous for doing research in super hybrid rice in China? (Yuan Longping.) Ask students to look at the portrait of Yuan Longping and express their impression of him. Question 2) What’s your first impression of him? (He looks like a farmer.) Question 3) What causes you to think that he looks like a farmer? (His sunburnt face, arms and slim, strong body.) Question 4) What do you know about him? Students say something about Yuan Longping if they can. Step 3. Reading Activity 1 Get students to read the passage quickly and do “True or False”

exercise. 1. Dr Yuan’s kind of rice is the most suitable for China’s farmland. (T) 2. Dr Yuan would rather work than relax. (T) 3. Dr Yuan enjoys a simpler life than most rich and famous people. (T)

4. Last year Chinese farmers produced five times as much rice as they did in 1950. (F) (four times) 5. Yuan is now circulating his knowledge in developed countries. (F) (less developed) 6. Dr Yuan enjoys swimming and reading as well as playing the violin in his spare time. (F) (He no longer plays the violin now.) 7. Dr Yuan has dreams when he is asleep and also when he is awake. (T) Activity 2 Get students to read the passage again and know the facts about Dr Yuan Longping and his hybrid rice to complete the forms. facts about Yuan Longping birth in Beijing in 1930 education graduate from Southwest Agriculture College in 1953 personality regard himself as a farmer; care little about spending money on himself and being famous; hobby play the violin, play mah-jong, swim and read ideal(dream) export his rice to be grown all over the world facts about Yuan’s super hybrid rice capacity produce 1/3 more of the crop in the same fields; more than 60% of the rice in China from this hybrid strain application besides China, knowledge being circulated in India, Vietnam and other less developed countries to increase their rice harvest

contribution rice harvests being produced twice as large; 22% of people fed from just 7% of the farmland in China; the UN ridding the world of hunger future the rice being grown all over the world Step 4 Evaluation Question: What kind of person is Dr Yuan Longping in your mind? (Possible words to describe Dr. Yuan: intelligent, confident, unselfish, modest, energetic, determined, active, hard-working…) Step 5 Discussion Activity 1 Compare Dr Yuan Longping and Jane Goodall and find their similarities and differences. (Students have a discussion in groups of four and every member is offered a chance to express what he/she gets.) (Suggested answers: Similarities: 1. They spend their lifetime on their researches. 2. They make great contributions to mankind and the whole world. 3. They have their dreams and make great efforts to make them true. 4. They both lead a busy life. 5. They love their work with their pure love. 6. They’re selfless and seldom think of themselves. 7. During the work, they never give up but just keep on, so they’re determined. . . .

Differences: 1. They have been doing their researches in different fields. 2. They have different ways of working. 3. Their receiving education is different. 4. The difficulty in working is different for different sexes. 5. They two got different results of researches. 6. They hold their different dreams.) . . . Activity 2 Question: Do you think Dr Yuan’s dreams can come true? Why do you think so? Give your reasons. (Students discuss the topic in groups of four. After it, they choose a reporter to report their results.) Step 6 Homework Students are required to write a composition about a great or famous person with the help of some websites. http://www.3703.com/01celeb.htm http://www.4iq.com/peoplel.htm http://www.eyoou.com/Article/mrjj/Index.html 教学启示与反思

本节课(A Pioneer for All People)是涉及农业主题的阅读课，主要介绍水稻之父袁隆平及其科学成就-杂交水稻。

反思本课教学全过程，引发以下思考。

自我评价：

一．

教学模块的设计

在教学设计中，引入较自然，通过介绍自己的家乡以及借助图片让学生猜测家乡中存在的问题，引起学生想了解教师情况的欲望，并且自然地与本课的主题衔接。

同时，在group work 1中，将袁隆平与简.古多尔进行比较，去挖掘科学家的精神本质，也让学生复习Unit 1并培养了他们进行细节捕捉和归纳总结的能力。在group work 2 的设计中，以袁隆平的梦想为切入点，旨在让学生深层思考农业农耕的实质，发散学生的思维。

二．

学生合作学习的指导

在课堂中，我发现该班学生的合作意识与表达意识不强，特别明显的是，在问题讨论中和小组合作活动中，大部分学生无简单记录和整理讨论结果的做法。针对这一现象，我及时调整教学策略，一方面向全班学生发出明确指令，另一方面进行个别具体指导，同时参与到学生小组讨论中，真实地感受学生的所作所为、所思所想，随时掌控课堂中的各种情况变化，以便继续进行有效的指导，给学生以心理上的支撑，使学生获得心理上的安全和精神上的鼓舞，使学生的思维变得活跃起来并进入合作状态，这样确保了小组合作的顺利开展，使学生之间、师生之间得到了很好的沟通，为教学的实效性提供了保障。

不足之处的几点思考：

一．

平台的搭建

整个班级学生的英语水平参差不齐，总体上说，在教学细节处我需要为学生设置更多更好的平台，以符合高一学生学习的特点和认知水平。

教学模块和容量

本课的教学设计结构比较清晰，但教学容量显得单薄，不够丰满。模块的整个结构也比较传统化，其中教学设计中还应该再细化，更新颖。比

如在学生了解他获得了感动中国十大人物之一的称号后，可以设计一个模拟的记者招待会，让学生扮演角色，参与其中，这样不仅能使学生把学到的语言知识和信息在实践中得到很好的运用，同时又能培育学生的合作精神和发散性思维能力，使课堂教学更加出彩。

三．

多媒体课件

在观摩了众多参赛选手的课堂教学的课件后，相比之下，我的教学课件还需要不断丰富，在教学环节处理中，更多更新颖的课件设计能为课堂教学锦上添花，起到事半功倍的效果。

总之，通过本次课堂教学评比活动，使我更加深刻地认识到，教师在日常教学设计中要针对高中学生思维特点，遵循思维发展的规律。在教学内容、教学环节、教学方法上，合理分配布局、巧妙设计构思，留给学生更多的自主活动时间和空间，引发学生向思维的深层次发展，从而提高课堂教学的有效性。同时，根据真实的教学环境和学生状况，教师要不断提高教学应变能力，调整教学方法，充分调动学生的积极性，确保每一位学生都能有所收获。使我们的外语课堂充满活力和生机。

“A Pioneer For All People”的教学反思

台州一中

鲍荣

教学设计是本次课堂教学中我最满意的部分。

“热身”分三步：1，不同的中西方问候语体现中西方历史和文化的不同，引用一首古诗说明古代农业耕作的辛苦。2，在中国现代农业比传统农业有了很大进步的同时，我们却面临更严重的问题，通过图表来告诉学生人口迅速增加和耕地迅速减少的现状。3，在这样的形式下，美国学者提出了震惊中国乃至世界的“中

国威胁论”。就在这时，袁博士站出来告诉世人中国人有能力解决自己的粮食问题，还可以帮助全世界来解决这一问题。

课文的处理也分三步：1，段落大意的选择，让学生去掉课文中没有提到的话题，再选出每段的段落大意。2，每段落的详细阅读，通过提问形式来处理课文中出现的关于袁博士的信息。在课文的处理中，我紧抓袁博士是一位做出了不平凡贡献的平凡人这一线索，要求学生找出每一段中关于袁博士平凡和不平凡的句子，并通过图表形式加以比较，让学生更清楚地了解袁博士是一位过着平凡人生活，却干着不平凡事业的朴实和务实的农业科学家。为了不让课文的处理过于单调，我特意设计了几个小讨论来激发学生的听课热情和集中学生的注意力，从而让学生更大程度的参与课堂，比如让学生发表对袁博士大学毕业后去农村投身到农业研究的看法，并告诉大家从事农业也同样有着不可估量的前途。对成名和有钱后准备做什么进行一些讨论。所有的这些讨论都是让学生能有更多的思考而不是为了得出什么样的结论是正确还是错误的。3，对文章中新单词的操练，这一步也同样是课文的一个复述过程。在这个步骤里我安排了小组合作学***组竞赛这两个课堂组织形式，学生反应相当积极。教学设计在大会上得到了多位专家的肯定，特别激动！

讨论和巩固还是分三步：1，对课文标题《全人类的先锋》进行讨论，先让学生告诉我他们对标题的理解，然后给出自己的看法。2，讨论：什么样的好品质造就了这样一位全人类的先锋？在这些优良品质中，什么才是最重要的？通过这一讨论告诉学生袁博士博大的爱，他把爱献给了农民以及全人类，这是一个面的扩大，他把爱献给了农业研究，也同样献给了科学，这又是一个面的扩大。让学生们明白这个道理只有科学才能帮助全人类解决问题。“讨论”作为教学的一个环

节，不以单纯的感知为出发点，更不以直接告诉现成知识结论为出发点，而是通过创设讨论问题情境启发诱导，激发学生的学习兴趣和求知欲。3，课堂活动。为深化语言文化的学习和认识，培养流畅、变通、独特的思维和创新特质，把学习认知的内容与生活体验沟通、融合，塑造新的环境、新的事物、新的形象，我把课文内容作适当的延伸、拓展，大胆地把教室变成了演播室来采访袁博士。在“背后的故事”中让学生结合课文，向由学生扮演的袁博士进行采访。最后把学生的注意力拉回到课文最后一段出现的梦想这一主题上。并让他们思考他们的梦想和袁博士的梦想有没有不同，有什么样的不同。并告诉学生梦想对于生活来说重要，我们的梦想也应该象袁博士一样为祖国为人民，甚至为全人类。也只有这样才能做出不平凡的贡献。同时告诉学生，他们中有可能会出现象袁博士一样不平凡的人，但更多的将是平凡的人，然而只要他们坚持自己为人民、为祖国服务的伟大梦想，也同样能成为不平凡的人。

根据上面的讨论，作业就安排学生来设计自己的梦想。如何才能让自己的生活变得更加有意义，更加精彩？

应该说整节课的设计显得自然而流畅。但备课和上课又是不同的两件事。有很多的问题都在上课的过程中暴露无疑。

首先，学生的配合方面还存在些不到位，课堂气氛没有预料的好。教研员任老师和徐老师一直肯定我借班上课时调动课堂气氛和与学生互动方面的能力。但这次课堂教学我却没有发挥好，留下不少遗憾，我感觉自己本来可以做的更好！遗憾过后，通过仔细思考我总结出以下几方面原因：1，课堂上提供给学生思考和寻找问题答案的时间不够充分，总是“逼”着让学生给出正确答案，这样的教学不经意间给学生施加了太多的紧张和压力；2，语速过快，学生不适应，总以为自

己讲得已经很清楚了，但却不知道学生还是没有领会；3，学生没有充分预习课文，上课前一天与学生见面的时候才知道，该班英语老师没有布置任何的预习任务，就连单词都没有跟读过，说实话，这比上课都要紧张十倍。但对于阅读课来说，学生充分的预习是非常重要和必要的。

其次，课文部分段落处理速度过快，阅读课还是应该以课文的阅读和理解为主，在阅读教学过程中没有给学生充足的时间去阅读课文中的细节，而只是为了及时地完成自己事先设计的教学步骤。学生虽然对课文主线还是印象深刻，但对文章中出现的细节信息记忆就比较模糊了。每位参赛老师都希望能把课做得完美些，尽量不要让评委和听课老师发现有什么问题。于是为了讲究课堂的完整性，把所有的步骤都放到里面去了，这样一来就没有足够的时间可以用在课文的处理上了。

还有，我本人认为单词回顾和对课文内容复述这一步骤还是不错的，但夏老师却不是这样认为。我觉得夏老师的分析很有道理，单词的复习应该跳出课文。但我也有自己的看法。1，安排这一环节，我的目的是让学生在回顾所学知识的过程中去使用新单词，让更多的学生站起来大胆地说英语，从而激发他们学习英语的热情，哪怕是有些基础相对较弱的学生读了课文中的原句也是可以原谅的；其实这也是对课文复述。2，这一步骤也同样为下面的讨论做好了铺垫。夏老师的意思是最好能让学生脱离课文内容去使用这些词汇。其实，这是我最初的设计，但在自己学校试教的过程中发现这一要求难度过高，又好象操练单词似乎破坏课堂设计的整体性，换句话说，脱离了主题，所以就放弃了。阅读课的内容很多，真的很难做到面面俱到。有机会很想和夏老师做进一步交流。现在想想，完全可以把对单词的落实放在下一课时里，这样不就可以操练得更加熟练吗？

第一次参加全省性的教学比赛，用一首歌来套用我的心情，那就是《痛并快乐着》。从接到任务，开始选择内容，设计教学方案，到反复试教，体力上的辛苦暂且不说，更多的是一种精神压力，里面包含着学校领导、老师、学生和朋友们的殷切期望。痛苦的“煎熬”了半个多月，当得知获得一等奖在上台领奖的那一刹那，所有的辛苦和痛苦已被快乐和兴奋所取代，紧绷的弦也松懈下来了，心想终于可以好好睡一觉了。这次比赛给了我不少的启示和收获，虽然辛苦，但却发现了自己的进步，在今后的工作中，知道如何更好地组织课堂教学。怀念！

2007 浙江省高中课堂教学评比活动点评提纲

浙江省教育学会外语教学分会秘书长、浙江省英语特级教师

夏谷鸣

标题：

Reading for What and How to Read " Reading for what Reading for language –

Reading for words –

Reading for structure –

Reading for sense " Reading for reading –

Reading for technique –

Reading for strategy –

Reading for skill " Reading for culture –

Reading for information

–

Reading for thinking –

Reading for life " How to read Pre-class performance Understanding of the four factors " Understanding of students " Understanding of teachers " Understanding of materials " Understanding of milieu –

Classroom performance designing " Material choosing " Objective setting " Criteria setting " Process designing " In-class Performance –

Pre-reading performance " Stimulation of schemata –

While-reading performance " Up-down " Bottom-up Understanding of information

–

Post-reading performance " Questioning " Discussing " Debating Understanding of thinking " Post-reading performance –

Consolidation –

Expansion –

Development