Learning about Language优秀教案说课稿

Teaching PlanCloze Test

完形填空专项训练

武汉市第十四中学

张郑平

Part 1 Teaching Design and Strategies

1.

Designing thoughts 设计思想

According to the second language acquisition and new teaching standards, I design this cloze test training session with the core concept of “Focusing on the discourse”

as well as “prediction”. Meanwhile, co-operative learning and discussion will be highly involved in the lesson, which is aimed at cultivating students’ critical thinking and autonomous learning habits.

2.Analysis of the textbook 教材分析

The three cloze texts are all selected from the college entrance examination，each text needs the application of multiple skills. All the blanks in these cloze texts highly emphasizes the analysis of the discourse instead of phrases or word chunks. Therefore, to work out the answer, students should master the skills to grasp the plot the text and skills to identify the logical links between sentences.

3.Teaching Aims 教学目标

1.

Inspire students to summarize the skills for cloze test and help them to form the correct studying habits. 2.

Introduce new approaches: prediction and analyzing context, using paraphrase, reference,

etc. 3.

Highlight the logical links among different clues, lead students to regard a text as a coherent discourse.

4.Focus and difficulties 重难点

Focus：Locate the clues, make a prediction, use paraphrase to adjust one’s prediciton.

Difficulties：Understand the development of the plot, figure out the connection between sentences. 5.About the learning background 学情分析

Having spent half of year reviewing words, phrases and sentence patterns, students can grasp the meaning of most sentences. Yet there is still a far cry from achieving high level accuracy in cloze test. A major reason lies in the fact that students ignore the coherence among sentences, which means they fail to hold a bigger picture. Whereas in a cloze test, each blank is built on the background

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information provided in the discourse. Thus, emphasizing the prediction, focusing on the clues for each blank is the priority of this lesson.

6. Teaching strategies 教学方法

Task-based Language Teaching Methods: provide tasks such as listening, prediction, making corrections etc to engage students, and arouse students’ enthusiasm in learning

Discussion: Offer time for students to check answers and discuss the solution to correct mistakes in Task 2.

Co-operative Learning: While Discussion, students need to work in groups to compare answers and help each other to better understand the text.

7.Teaching Resources 教学资源

3 viedos, easinote5 program, electronic whiteboard

Part II

Teaching Procedure

教学过程实录

Step 1

Lead-in

Time: 3 min

Teacher：Good morning everyone, I am really glad to have you all here. Seeing the title on the screen, I bet you can already guess today is about cloze tests. But don’t feel nervous about such a task. In fact, the key to cloze test exits acutually exists in our life.

Teacher: Here are 2 movies clips, between them there is a pause, think about what did Olaf, the snowman say?

学生活动预设：Watch the two movie clips.

Teacher: Now, we need a volunteer to move the choice to the blank. And check the answers on the screen.

学生活动预设：Go to the front and finish the interactive task.

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Teacher: The technique we used in working out the answer can also be used in cloze test as well. Let’s discover the new approach in the following micro-lesson.

设计意图: 在屏幕进行互动答题，并由电脑自动检测答案。激发学生去思考语境，进行预测。有利于导入课程主题。

Step 2 Watch and Learn

Time: 4 min

Teacher：We have worked on a whole lot of cloze tests, in order to be accurate, what skills do you use to figure out the answer?.

学生活动预设：We can read between lines, judge the phrases, use grammatical knowledge……

Teacher: These skills are all helpful. Yet today we are to discover one more, powerful skill.

Let’s us watch a video and see what is the new approach.

学生活动预设：The new approach is using prediction Teacher: It’s time to apply the approach to practice.

设计意图:

通过观看一段美国高考 SAT 中讲解预测技巧的微课，既练习到听力，学到做完型填空的技巧。学生现场总结视频内容，习得新知识，为随后的现场练习做好准备。

Step 3 Read and Predict

Time:4 min

Teacher：Go through the text 1, find clues for each blank then write down words which is fit for the blank..

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Teacher: We will have 2 students to write their words on the blackboard, and they need to tell us the clues.

学生活动预设：2 students go to the front and write down answers for the 12 blanks. Teacher: Now, we can check the answers, some predictions are correct. But some of your predictions haven’t appeared the ABCD choices. But we can use paraphrase to select similar choices.

学生活动预设：As for blank 36,38,39,45, we can choose words which are most close to our preictions.

Teacher: Apart from these easy blanks. The blanks such as 40,42,44 are quite difficult. Let’s analyze the context together.

学生活动预设：

Student1：As for 40，we can know the answer from the sentence behind the blanks, “Mom tried to convince me ”indicates mom must haven known or noticed my uneasiness. (Technique：plot/scene)

Student 2: As for 40，Mom later explained what’s the real beauty, since she is revealing the

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reality, so she is trying to be frank with me. Thus, we can choose honest which is similar to frank. (Technique：word recurrence, paraphrase)

Student 3: The sentence in front of the blank is the clue, the word “it” refers to the gappy teeth, because the gap is already important to the author, thus the gap is her difference, is part of herself, therefore, our prediction can be replaced by another word, identity, which means who you are.( Technique：reference, paraphrase)

Teacher: These students are good at analyzing the context or discourse, and we should learn soe specific techniques from them, such using paraphrase, pay attention to the recurrence of words in the text, try to picture the plot, connect different clues, etc.

(老师将学生使用的，自己补充的语篇分析技巧板书于黑板上)

设计意图：

1.引导学生意识到完型填空是一篇逻辑严谨的文章，每一个空的答案都会在上下文中有暗示，所谓“有暗示才选，没暗示不选。”在没有选项的情况下，学生会更集中注意去关注，语篇的含义；避免被选项牵制注意力，忽视语篇的整体含义。

2.让学生利用刚刚从视频中学习到的 Prediction 技巧去完成 2012 年湖南卷的完型填空题。让学生去感受只要文章的情节把握准了，不少空的答案就可以预测准确或预测接近。

3.

学生在分析困难选项中结合细节线索，用近义词替换原来的 prediction，这本来就是一些语篇分析的技巧。然后老师，对这些技巧进行总结升华，加深学生对完型填空技巧的认识。

Step 4 Discuss and Analyze

Time: 8 min

Teacher：Check answers of task 2, and you can discuss the answers within groups. Emphasize

the skills on analyzing context.

Teacher：Invite several students to analyze the most difficult answers.

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设计意图：Task 2 是前一天的作业，在学习完新的完型填空技巧后，可以运用语境分析的技巧反思之前做题的错误。通过合作讨论，激发学生主动学习的积极性，观察学生纠错分析的过程，及时落实语境分析的技巧。鼓励学生主动总结，培养正确的学习方法。

Step5 Discussion and Games

Time：12 min

Teacher：Discuss with your groupmates, and figue out answers for the 11 blanks. They are blank 38，39，40，41，42，46，47，52，53，54，55. Later we’ll check the answers in a game.

学生活动预设：Discuss and participate in the game.

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Teacher: Both of the students have done an excellent job, they are really calm. Now let’s analyze the difficult points in these blanks.

学生活动预设：Students will go to the front and make notes on the screen and share their analyses with the class.

设计意图：

1.

通过完成 2016 浙江卷的完型填空，进行及时训练，巩固语篇分析和预测的技巧。

2.

双人 PK 游戏的加入，极大的提高了学生学习的兴趣，并让全体同学一起关注大屏幕，分析每道题的对错。

3.

学生在白板上自己讲题，给了学生展示的机会，也鼓励学生应用知识，相互帮助。

Step5 Summary

Time： 2 min

Teacher： summarize the content with the students by using the mind map.

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设计意图：

1.

利用思维导图让学生掌握本课的知识框架。

2.

思维导图的附件，有助于学生回忆相应的例子。

Blackboard Design 板书设计

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教学评价与反思

武汉市第十四中学

高中英语

张郑平

《普通高中英语新课程标准》提出现阶段高中英语教学应促进学生英语学科核心素养的发展，日常的英语教学中就需要重视学生的语言能力、文化意识、思维品质、学习能力等学科核心素养。英语的课堂不应该是语言知识的讲解背诵，更要结合语篇培养学生的综合能力。所以在高三二轮复习的时候，基于完型填空这个难点，我设计了这堂重视语篇分析和文章情节预测的专项训练课。本课的特点有：

一、

利用触屏进行互动答题

在导入环节利用触屏互动答题，随机屏幕自动检验答案。这样的小活动就是鼓励学生去分析关注语篇。为随后进一步探索原因埋下铺垫。

二、

利用美国高考 SAT 微课引入 prediction 技巧

学生常常只关注空格的前后单词，而忽视了整个语篇。在 SAT 考试中，

prediction 也用于做 sentence completion，强调根据线索，把握前后情节，预测整个空实际需表达的内涵。微课让学生快速习得本堂课的第一个技巧，非常高效。

三、

利用白板，给学生充分的讲题机会

高三备考学生特别需要自信。虽然完型填空是一个难题，但是总有一些空是学生可以完成的，给他们在全班面前讲题的机会，既是一个语篇分析的好机会，也让全班一起在白板上看到了清晰的思路。四、

在没有选项的情况下进行预测

完型填空的第一题，首先只给出文本，不提供任何选项，让学生进行推测，然后结合学生的演板，指出 prediction 的正确率高的时候可以接近 50%。强化这个技巧的有效性。

五、

通过游戏，调动所有人思考的积极性

一场双人 PK 游戏，把所有同学的注意力都吸引到白板上，激发学生全神贯注于每一道题，快速思考正确答案。随后结合白板演示进行重点题目的点拨、突破，让学生更直观地理解这些技巧。

六、

引入思维导图

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通过思维导图，纲举目张，让学生对专题知识有清晰的脉络，引导他们去总结提炼知识。这也是学习能力上的引导。

但在本堂课因为是一堂校内研讨课，学生因为在报告厅上课，又面对着新的老师略有一些紧张。课堂活动中没有给更多的同学发言、演示的机会，以后在教学中需要在此方面进一步提高。

在核心素养中，特别强调培养学生的思维品质和学习能力，在这一堂完型填空的专项训练课中。通过视频导入，教师点拨，学习活动，学生演示，趣味活动，帮助学生高效掌握了在语篇阅读中的有效思维方式，这是对思维能力的一种培养。另外，引导学生在听力中总结技巧，与同学讨论辨析纠错，自己在探究中感知总结技巧。这也是学习能力的培养。

通过本课的实践，我发现教育教学的信息化是完全可以辅助于核心素养的培养的，教育的目的本来也就是为了培养能适应于 21 世纪社会要求，能够终身学习的青少年。有意识的利用一些科技手段，可以让学生对英语学习感兴趣，让课堂活动形式多样，让学习更高效，最重要的是学生在互动的活动中有更高频率的参与，美国教育家苏娜丹戴克说:“告诉我,我会忘记；做给我看,我会记住；让我参加,我就会完全理解。”以后的高中英语课堂可以结合信息化技术手段，让教育变得更有趣让学生更容易理解。

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