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Integrated skills时,主要是让在听力和阅读中,学生能够掌握联合国儿童基金会的一些知识,能用自己所学知识谈谈自己为慈善组织做贡献的想法。联合国儿童基金会是国际慈善机构中的一种,学生本身就没有太多的背景知识,空洞的讲授比较枯燥乏味,学生学起来也比较的吃力。所以在教学过程中,我尝试为学生创设各种情景,并加以气氛的渲染,在学生课堂上主动地去学知识,主动地张嘴说英语,在情感的熏陶下主动地提意见,真正地成为课堂这个“舞台”上唱戏的“主角”。
第一幕:问题导入
T:Boys and girls,look at our school,It’s beautiful,and our classroom is bright and clean,so Ithink you are lucky to sit here,Do you agree with me?
S:Yes!(学生们边回答边不约而同的点了点头)
T:Butsome children are not as lucky as you,look at the picture(在多媒体上展示了一幅大眼睛姑娘的照片,比较形象直观),she can’t go to school because her family is poor.So our government set up Spring Bud Project to help them, we know Spring Bud Project is a charity. Also,there are many international charities in the world.Ok!I give you some logoes of them ,tell me what charity it is!(由春蕾计划慢慢地引申到我们这单元学的国际慈善组织,通过图标让学生说出这些慈善组织的名字,过渡比较自然,学生也比较容易接受)
S:Oxfam; World Wide Fung for Nature; World Vision;ORBIS.
T:Yes
S:ORBIS uses a flying eye hospital to help people,Dr Ma works there as a volunteer doctor,(有了前面Reading 课文的铺垫,学生也自然地跟着说起来)
T:We can also say Dr Ma does Voluntarywork.(在复习的同时也带出了新词,为后面的学习扫清障碍。)
(学生跟读三遍)
T:Today we’ll learn another charity,first,I show you some pictures,then You can guess what chatity it is.(把几张世界大战与非洲小孩因战争而失去家园,没吃没喝,去工作的照片,再配以悲伤的音乐以幻灯的形式展示给学生,为学生们搭建一个背景舞台,让学生大胆的去猜测,)
S:UNICEF(形象直观的呈现,学生很容易的就说出来了)
T:Yes,very good.When is it set up? Do you know?You can find the answer on page86 A2.open your book and do it(对学生的表现及时作出评价,并以问题的形式导入下一个步骤,让他们带着问题去阅读,明确自己的目的)
S:It is set up in 1946.
为了加深他们的印象及为后面的环节做准备,让学生齐读,在对UNICEF有了一些基础了解之后,再让学生做听力及单词填空就比较简单了,这两个练习既是一种對所学知识的一种检测,也是一种巩固!
第二幕:组组竞赛
T:All of you did good jobs.Now, we have known something about UNICEF,Let’s have a competition between group1 and group2. The group which gets the most smiling faces is winner.(在阅读,听力,填空一系列的课文练习之后,为了检测学生对UNICEF 的掌握情况,及提高学生的竞争意识,我搭建了一个两组竞赛的“舞台”,利用小奖品来激起学生们的表现欲望,让学生做课堂的主人,任学生在课堂上表演,在竞赛的同时,巩固了所学的知识,也操练了英语口语。)
S1:UNICEF is an organization that help poor children.
S2:It provides food and clean water for children.
S3:It was set up in 1946 in Europe.
S4: UNICEF raises money by selling Christmas cards and organizing other fund—raising activities.
S5:It helps make the world a better place.
学生们的发言非常积极,课堂上的气氛也进入到了一个小高潮。呈现出了一幅“老师听戏,学生唱戏”的场面。
第三幕:学以致用
外语中的教就是为了“用”,在上面的步骤完成之后,在speak up中,先让他们熟读课文,熟练里面的句型,让学生两两表演,用自己的语言组织对话,既操练了句型,又从真正意义上,达到了以学生为主角的效果。 T:My friend Daniel and Kitty are talking about charities,listen to the tape,and tell me what is Daniel’s favourite charity?(让学生带着问题去听,从整体上感知这篇对话的内容)
S:UNICEF
T:open your book,here are three questions ,work in pairs .(同座位一问一答进行操练,进而熟悉对话的内容,为下面自己编对话打下一个基础)
T:From this dialogue,we know Kitty’s favourite charity is World Wide Fung for Nature,She donated money to it because animals are in danger.There are also some problems .(展示一些图片),dou you want to help them? Which one do you want to help? You can make a dialogue with your partner like this.(在电脑上显示一些提示的句型,以便让每个学生都有话可说)
布置好任务之后,让学生自由组合,操练句型,并加以自己的观点,再一次把时间留给学生,让学生做课堂的主角。下面是两位学生的对话:
S1:I used to spend my pocket money on food. What about you?
S2:I used to spend on cards.but now I save money for charities.
S1:What is your favourite charity?
S2:Save China’s Tigers,because many tigers are in danger.
S1:I want to donate money to ORBIS, because I Want to help blind people.
S2:That’s good.
第四幕:情感升華
有了一定的视觉和情感背景,很多学生提出了很多情真意切而又符合实际的意见,在情感上得到了升华。
第五幕:成果展示
最后让学生们以组的形式设计海报,用自己的行动去帮助在地震中的人们,最后张贴在黑板上展示。
反思:
只要我们能在平时教学实践中多积累、多总结,厚积薄发,相信每个单元的每个课题都会有自己的特色,学生也更容易接受枯燥的语言学习,这样才能真正体现在课堂上以人为本的学习理念。真正地让学生成为课堂这个“舞台”上唱戏的“主角”。
第一幕:问题导入
T:Boys and girls,look at our school,It’s beautiful,and our classroom is bright and clean,so Ithink you are lucky to sit here,Do you agree with me?
S:Yes!(学生们边回答边不约而同的点了点头)
T:Butsome children are not as lucky as you,look at the picture(在多媒体上展示了一幅大眼睛姑娘的照片,比较形象直观),she can’t go to school because her family is poor.So our government set up Spring Bud Project to help them, we know Spring Bud Project is a charity. Also,there are many international charities in the world.Ok!I give you some logoes of them ,tell me what charity it is!(由春蕾计划慢慢地引申到我们这单元学的国际慈善组织,通过图标让学生说出这些慈善组织的名字,过渡比较自然,学生也比较容易接受)
S:Oxfam; World Wide Fung for Nature; World Vision;ORBIS.
T:Yes
S:ORBIS uses a flying eye hospital to help people,Dr Ma works there as a volunteer doctor,(有了前面Reading 课文的铺垫,学生也自然地跟着说起来)
T:We can also say Dr Ma does Voluntarywork.(在复习的同时也带出了新词,为后面的学习扫清障碍。)
(学生跟读三遍)
T:Today we’ll learn another charity,first,I show you some pictures,then You can guess what chatity it is.(把几张世界大战与非洲小孩因战争而失去家园,没吃没喝,去工作的照片,再配以悲伤的音乐以幻灯的形式展示给学生,为学生们搭建一个背景舞台,让学生大胆的去猜测,)
S:UNICEF(形象直观的呈现,学生很容易的就说出来了)
T:Yes,very good.When is it set up? Do you know?You can find the answer on page86 A2.open your book and do it(对学生的表现及时作出评价,并以问题的形式导入下一个步骤,让他们带着问题去阅读,明确自己的目的)
S:It is set up in 1946.
为了加深他们的印象及为后面的环节做准备,让学生齐读,在对UNICEF有了一些基础了解之后,再让学生做听力及单词填空就比较简单了,这两个练习既是一种對所学知识的一种检测,也是一种巩固!
第二幕:组组竞赛
T:All of you did good jobs.Now, we have known something about UNICEF,Let’s have a competition between group1 and group2. The group which gets the most smiling faces is winner.(在阅读,听力,填空一系列的课文练习之后,为了检测学生对UNICEF 的掌握情况,及提高学生的竞争意识,我搭建了一个两组竞赛的“舞台”,利用小奖品来激起学生们的表现欲望,让学生做课堂的主人,任学生在课堂上表演,在竞赛的同时,巩固了所学的知识,也操练了英语口语。)
S1:UNICEF is an organization that help poor children.
S2:It provides food and clean water for children.
S3:It was set up in 1946 in Europe.
S4: UNICEF raises money by selling Christmas cards and organizing other fund—raising activities.
S5:It helps make the world a better place.
学生们的发言非常积极,课堂上的气氛也进入到了一个小高潮。呈现出了一幅“老师听戏,学生唱戏”的场面。
第三幕:学以致用
外语中的教就是为了“用”,在上面的步骤完成之后,在speak up中,先让他们熟读课文,熟练里面的句型,让学生两两表演,用自己的语言组织对话,既操练了句型,又从真正意义上,达到了以学生为主角的效果。 T:My friend Daniel and Kitty are talking about charities,listen to the tape,and tell me what is Daniel’s favourite charity?(让学生带着问题去听,从整体上感知这篇对话的内容)
S:UNICEF
T:open your book,here are three questions ,work in pairs .(同座位一问一答进行操练,进而熟悉对话的内容,为下面自己编对话打下一个基础)
T:From this dialogue,we know Kitty’s favourite charity is World Wide Fung for Nature,She donated money to it because animals are in danger.There are also some problems .(展示一些图片),dou you want to help them? Which one do you want to help? You can make a dialogue with your partner like this.(在电脑上显示一些提示的句型,以便让每个学生都有话可说)
布置好任务之后,让学生自由组合,操练句型,并加以自己的观点,再一次把时间留给学生,让学生做课堂的主角。下面是两位学生的对话:
S1:I used to spend my pocket money on food. What about you?
S2:I used to spend on cards.but now I save money for charities.
S1:What is your favourite charity?
S2:Save China’s Tigers,because many tigers are in danger.
S1:I want to donate money to ORBIS, because I Want to help blind people.
S2:That’s good.
第四幕:情感升華
有了一定的视觉和情感背景,很多学生提出了很多情真意切而又符合实际的意见,在情感上得到了升华。
第五幕:成果展示
最后让学生们以组的形式设计海报,用自己的行动去帮助在地震中的人们,最后张贴在黑板上展示。
反思:
只要我们能在平时教学实践中多积累、多总结,厚积薄发,相信每个单元的每个课题都会有自己的特色,学生也更容易接受枯燥的语言学习,这样才能真正体现在课堂上以人为本的学习理念。真正地让学生成为课堂这个“舞台”上唱戏的“主角”。