Listening and vocabulary优质课教案整理

War and Peace 教学设计及反思

一.学生分析

作为外语学校高二年级的学生, 他们已基本上在英语这一学科都拥有浓厚的学习兴趣和高涨的学习热情, 养成了良好的学习习惯, 也打下了比较坚实的基础, 掌握了较为全面的语法知识，具备了较高的语言交际能力, 特别在听, 说, 读方面表现比较突出，但是在“写”这方面显得有点被动，看起来每次的写作任务都是应付式完成，就算不是敷衍了事，也是词语和句式单调，内容平淡，缺乏想象和创新，与他们应有的语言能力和年龄特点不相符。我认为这跟一个普遍存在的现象有关，那就是如今绝大多数学生都懒于动手疏于笔墨。因此，我尝试通过“Creative writing(创造性写作)”的活动来激发学生对写作的兴趣，训练其写作的技巧，丰富其写作内容和想象以及创新，培养其良好的写作习惯，从而最终达到提高写作水平的目标。

二.教材分析

本单元的中心话题是War and Peace, 教学内容包括“Famous quotations about wars and their interpretation”, “passages about the D-Day Landings”, “reading and listening materials about the Blitz”, “a film review of ‘Saving Private Ryan’”以及

“a supplementary passage on the UN peacekeeping scheme”。学习任务是giving a presentation on your opinion about war。语法项目是

“虚拟语气”；语言功能是“talking about memories”；学习方式是

“group work”。本教学设计为本单元最后一课时。学生通过对整个单元的学习，掌握了一定数量与战争相关的词汇和表达方式，对战争这一话题增加了了解并促进和提高了相关的表达。在这样的前提下，通过精心设计的活动，鼓励和促成学生在

“战争”方面“从词到句再到段和篇”的书面输出。

三.教学设计原则

1 符合新课标”多维目标明确”的要求,体现新课标

“以学生为教学主体,面向全体学生,兼顾个体差异，注重学生有效参与”的精神。

2注重学生学习方法的培养和思维方式的训练，强调“教学相长”。

3本教学设计着重于教学过程中的“外显

(Output)”，即学生自然真实地把获得的知识，技能和情感转化应用于实际交际活动，解决实际问题的过程。在整个教学设计过程中，本着“以学生为主体，老师为主导”的原则，充分体现以学生为中心和不放弃任何一个学生的理念，所设计的每个环节都意在充分调动每个学生的主观能动性并必须在学生的积极参与下才能完成。老师在教学过程当中只充当策划者(planner)和监督员(supervisor)的角色。

4旨在创设交际情景，激发学生对写作（包括词，句，篇）的兴趣，培养学生的想象力和创新意识，改善学生写作过程中对词，句的选择运用，进而提高写作水平，并让学生体会探索的艰辛，合作的愉快，和成功的喜悦。

四.教学目标

1．语言知识目标

(Knowledge objectives)

单词及短语：复习，巩固和运用于战争相关的词汇，如：invade, conflict, troop, army, navy, air force, commander, hero, heroism, campaign, conquer, cruel, private, destruction, sacrifice, etc. 2．语言技能目标

(Ability objectives) 运用既有的词汇、句式和语法知识（特别是虚拟语气），按照老师的指示和要求，从词到句再到语篇，一步一步地、创造性地、从不同的侧面描述战争，特别是战争的丑恶，进而描述和平的美好。

3．情感态度目标

(Moral objectives)

通过“谈战争，写战争”，表达世界人民对和平的渴求，

激励同学们为世界和平而努力的决心，并具体到日常生活中要努力寻求“人与人之间，人与社会之间以及人与自然之间”的和谐。

4．学习策略目标

(Strategy objectives) 帮助学生逐步形成自主学习和合作学习的学习方式，并在此过程中提高信息的有效交流和处理能力。

五.教学策略

1．教学方法：Instructional approach, communicative approach, situational approach and cooperative approach 2．教学手段和材料：pictures related to wars, forms for creative writing, video clips from “Saving Private Ryan”

3．教室布置：Have dozens of pictures related to wars from newspapers and magazines pinned on the walls in the classroom, so as to create an atmosphere which can arouse students’

awareness of the topic concerned and activate students’

relevant vocabulary. 4．预期效果：Each student will feel willing and inspired to write down whatever about “WARS”

in a creative way, and also feel free to compare and communicate their viewpoints and ideas with group members. 5．评价手段：1) Prompt in-class assessment: including assessment and comment from the teacher and group members or classmates.

2) After-class assessment: collect the “Creative Writing Form”after class and grade them.

六.教学过程

Step 1 Leading-in and setting task (4 minutes)

Tell students that I am glad to see they look energetic, and then ask them if they had a nice sleep and some delicious breakfast before they come to class. Further, ask them if they take our stable and peaceful life for granted or whether they have ever thought about what it is that ensures our peaceful and enjoyable life or whether they have ever imagine what it would be like if a war broke out and involved us. By doing so, the students’ “sense of crisis” will be aroused. Mention that the students union in our school is to hold an anti-war campaign in the memory of “12.8 Event”. In this campaign, each class is expected to prepare some anti-war slogans and an anti-war speech to deliver in a ceremony. Emphasize that as peace-lovers, we should take active part in this activity and should promptly set out to prepare for it. Step 2 Activating vocabulary (3minutes)

Ask students what words come to their mind at the mere mention of “wars” and tell them to write down as many words or phrases as possible within 3 minutes in the form delivered to them. Step 3 Forming sentences (5 minutes)

Instruct the students to form as many 5-word sentences as they can think of

based on the words they have written down in step 2. They must keep writing for 2 minutes. In the mean time, the teacher should walk around to make sure that each student does not stop writing within time limit. Then tell the students to compare their sentences with their group members and choose the best 5 sentences in their group. Example: Bombs destroyed buildings. Step 4. Transforming and expanding sentences (8 minutes)

Instruct the students to work together to transform their 5 3-word sentences into negative sentences or passive voice sentences but keep the meaning. Example: Bombs did not spare buildings. Or Building were destroyed by bombs.

Then instruct the students to still work in groups to expand their sentences into 5-word ( or more) sentences, still without changing the meaning. Example: Bombs mercilessly destroyed grand buildings. Step 5 Developing passages. (10 minutes) Instruct the students to work in groups to co-relate the sentences they have written down to develop a 10-sentence passage. And read it out to the class. Step 6 Writing and guessing activity (7 minutes)

Encourage the students to walk around the classroom and look at the pictures pinned on the wall. Instruct them to imagine that they were anything, say, the person, or the gun, or the building, or even the plant, in the picture, and write a sentence in “Subjunctive mood” to express your idea or feeling about the scene in the picture. (4minutes) Then read the sentence out to the class and see who can guess which picture he /she write about. There might be different versions about one picture, so the teacher should lead students to realize that there are different perspectives to view a single matter. Step 7 Summing up (2 minutes) 1. There is more than one way to express one meaning. 2. There is more than one perspective to view a matter. 3. There is a lot of fun in writing. 4. There are a lot we can do to prevent wars and maintain peace. Step 8 Applying language in practical use--homework (1 minute) 1. Instruct the students to work in groups to work out some slogans and design some posters or banners for the anti-war campaign. 2. Require each student prepare a 2-minute speech for the anti-war campaign.

七.教学反思

成功之处：

1本教学设计灵活性强，应用可能性大，只要稍做修改就适合各项句式、语法训练，任何话题作文练习，并适用于各种水平的学生。

2本教学设计任务目标明确，教学指令清晰，所以学生能准确理

解老师的意图并按要求完成每项教学任务。

3本教学设计的活动形式新颖，内容丰富，层次多样，

富有趣味性和挑战性，

激发了学生的积极参与，并使每个学生都有兴趣写，有内容写，有能力写，从而很好地达到了既定的教学目标。

4用图片来设定情景，并通过“猜测活动”形成信息沟，为语言真实而有效的交际提供了可能和条件。

5以独立学习（自主学习）和小组讨论（合作学习）的课堂教学模式，确保了学生在独立思考和沟通合作两方面能力的训练和提高。

6准确的评价和即使的总结有利于帮助学生更明确课堂教学目标，以检测自己在这写方面是否有所收获，为成功感到愉悦，并把不足及时改进，最大限度地提高课堂学习效率。

7适当适时的情感教育有助于学生意识到“居安思危”的重要性，并激励学生决心为争取世界和平甚至宇宙和平而奋斗。

8本教学设计其中一个值得一提的亮点是“语言的实际运用”----制作“反战”标语，横幅，海报和发表反战演讲。要完成这一环节的任务，

学生必须具备相当的综合文化知识和较高的动手设计能力，而且他们必须事先通过网络或其它媒介探究学习世界各地的反战活动宣传，

最后结合时代背景实际和自己对战争的理解，运用掌握的语言能力，尝试创作自己的反战宣传。这一环节是对学生的综合素质的提高和检查。

不足之处：

1小组学习时应该把个人的任务和角色更明确更细化，体现不同个体的特点。

2时间安排有点仓促，

以至个别环节有“走过场”之嫌。

3教学设计的理论水平有待进一步提高。