現(xiàn)代英語技能教學(xué)實(shí)踐_英語翻譯與文化交融

一、現(xiàn)代英語聽力教學(xué)實(shí)踐

（一） “視聽說結(jié)合”聽力教學(xué)實(shí)踐

教學(xué)任務(wù)：大學(xué)英語《新編實(shí)用英語視聽說教程》Book Three Unit 6

教學(xué)目的：通過短片觀看和聽，了解中國(guó)和英國(guó)銀行服務(wù)系統(tǒng)的差異，并結(jié)合課文探討HOBS的特點(diǎn)。

教學(xué)形式：個(gè)人（角色扮演）、小組、全班

教學(xué)流程：Step1：Lead in

（1）Present some new words and explain them by giving examples.

①Picture the scene

e.g. Picture the scene： the battery on your mobile phone has run out.You can’t make any calls for help and no one can contact you.You are all alone.

②Present cheque

e.g. The draft is purchased by the payer and sent to the payee， who presents it to his bank for payment. That bank presents it to the payer’s bank for reimbursement.

③At one’s finger tips. To have something at one’s finger tips.

e.g. Thanks to an excellent filing system， he has all the figures a this finger tips.

④Net position凈資產(chǎn)

e.g. As the fund this year，70 more than a very small difference between the rate of return，making the net position is very fierce battle.

⑤Fit into符合，融入

e.g. Many foreigners ride bicycles in China to fit into society better.

e.g. We’ve had people contacting us to ask us how we could fit into their country.

⑥Sterling英鎊

British money；especially the pound sterling as the basic monetary unit of the UK

⑦BACS（Bankers Automated Clearing Services）銀行自動(dòng)清算服務(wù)

⑧CHAPS（Clearing House Automated Payment System）倫敦票據(jù)交換自動(dòng)支付系統(tǒng)

⑨Standing order（a rule of order permanently in force）長(zhǎng)期訂貨單

⑩Direct debits

e.g.money deducted directly from the accounts.

（2）Prediction.

Step2：Watching and listening

（1）Watch two episodes of Merchants Bank sand Ever Bright Banks.

（2）Talk about the services that bank sin China provide for the general public with partner sand make a list in 5 minutes.

（3）Listen to Eleanor Stevens，an HSBC bank branch manager，describing the bank that she manages.

（4）Watch an episode of HSB. Can ask students to explain the HSBC’s role in the community. And ask students to compare the banking services between China and Britain.

（5）Ask students to match the banking words with the illustrations.

Step3：Reading and Speaking

（1）Ask students to read the text loudly and divide the whole text into three parts.

Part One：Two Scenes

Part Two：Introduction to HOBSC Home and Office Banking System.

Part Three：The six features of HOBS

（2）Ask students to write down the six features of HOBS according to each description.

①the key to financial control

②the key to convenience

③the key to cost-effectiveness

④the key to security

⑤the key to flexibility

⑥the key to priority payments

（3）Read the text again and decide if the following statements are true or false.

①You can only use HOBS during normal banking hours.（F）

②HOBS can not provide information about accounts in dollars.（F）

③The telephone charges for using HOBS are the same all over the UK.（T）

（4）Pair work. Ask students to read some problems they may face. Ask them to discuss in pairs what they would do in each situation.

①Your boss gave you a highly confidential report to read over the weekend. Now you can not find it and you think you may have left it on the train.

②You have spent the last month preparing are port for head office. You have just learned that your boss has taken all the credit for the work.

③You have been sent to negotiate an important new contract for your firm. During the negotiations your counterpart maker sit clear that he expects a personal cash distribution from you if your company is to win the contract.

（5）Role play. Ask students to play roles. One plays the part of banking staff and the other plays the part of customer who needs help in foreign exchange/cashing a check/with drawing money.

Step4：Homework

（1）Vocabulary. Complete the cross word using words from the ext.

（2） Blank Filling. Ask students to fill in the blanks with the words in the box.

分析：該聽力教學(xué)實(shí)踐綜合運(yùn)用視聽結(jié)合、聽說結(jié)合、聽讀結(jié)合等教學(xué)方法，有助于培養(yǎng)學(xué)生的綜合聽力能力。此外，積極引導(dǎo)學(xué)生通過多種形式參與課堂教學(xué)活動(dòng)，如個(gè)人角色扮演、小組活動(dòng)、全班參與等，使不同層次的學(xué)生在不同語言任務(wù)中都有所收獲。

（二） “聽力策略培養(yǎng)”聽力教學(xué)實(shí)踐

教學(xué)任務(wù)：聽一篇關(guān)于Michael Jackson的短文，對(duì)其生平事跡有一個(gè)大致的了解。

教學(xué)目的：通過實(shí)施多種聽力教學(xué)策略，如預(yù)測(cè)、泛聽、精聽和聽寫等，培養(yǎng)學(xué)生的聽力技巧，并提高學(xué)生的聽力理解能力。

教學(xué)形式：全班教學(xué)流程：

Step：While-listening

1.Listen to the text and choose one title from the following.

（1）The Pop Singer

（2）The Pop Song

（3）Michael Jackson

Michael Jackson is one of Americans most successful singers. He’s also well-known for his dancing.

He started singing in 1965. He made his first record in 1970. Nobody knows how many record he has sold all over the world. One of his records sold seventeen and a half million copies. Michael was born in 1959. He has four brothers. The five of the mused to sing in a group called “The Jackson Five”. They started singing in public in 1965. In 1970 the group made their first record， it was called I want you back. It was very successful. In America it was Number 1 and in Britain it was Number 2. They had three more hits in the same year.

In 1978， Michael acted in his first film. The first record which he made on his own sold eight million copies in the world. This was the beginning of his success.

Michael doesn’t go out much. He is too well-known. He lives in a large house and keeps lots of animals. He never eats meat.

2.listen again and put the following sentences in the order in which they are mentioned.

（ ）A．In 1978 Michael acted in his first film.

（ ）B．Michael was born in 1959.

（ ）C．He started singing in 1965.

（ ）D．The five brothers started singing in public in 1965.

（ ）E．He made his first record in1970.

（ ）F．In 1970 the group made their first record.

Step3：Post-listening

3.Listen carefully and write the words in the space.

（1）Michael Jackson is one of America’s.

（2）Nobody knows how many records all over the world .

（3）In 1970 the group made their first record，it was called.

（4）He lives in a large house .

4.Write a summary of the text in a few sentences.

分析：在練習(xí)聽力理解技能時(shí)，教師要盡可能給學(xué)生提供多種多樣的練習(xí)形式。在本次教學(xué)實(shí)踐活動(dòng)中，教師就有意識(shí)地使用不同的聽力教學(xué)策略，以此來培養(yǎng)學(xué)生的聽力法，提高學(xué)生的聽力水平。

（三） “合作探究式”聽力教學(xué)實(shí)踐

教學(xué)任務(wù)：以京劇為主題，介紹相關(guān)的基本知識(shí)，包括京劇的起源、道具、音樂、角色和虛擬性等主要內(nèi)容。

1.教學(xué)目的：

（1）學(xué)會(huì)與京劇相關(guān)的詞匯表達(dá)。

（2）通過predicting和listening for understanding等聽力技能的訓(xùn)練，提高學(xué)生泛聽和精聽的能力。

2.教學(xué)形式：小組合作、小組討論教學(xué)流程：

Step1：An introduction to the topic-Beijing Opera

這一環(huán)節(jié)主要涉及以下四個(gè)步驟：

（1）提問學(xué)生有關(guān)京劇的看法。

（2）運(yùn)用圖片介紹京劇大師梅蘭芳。

（3）欣賞梅蘭芳表演的《霸王別姬》（Fare well My Concubine）的其中一個(gè)精彩片段。

（4）觀看短片之后，引導(dǎo)學(xué)生回答如下問題。

Who are the hero and heroine in video?

Step2：Preparation before listening

這一環(huán)節(jié)包括以下幾個(gè)活動(dòng)：

3.活動(dòng)1：討論有關(guān)京劇的基本知識(shí)

（1）給學(xué)生提供一些京劇表演所使用的道具的圖片，讓學(xué)生根據(jù)圖片指認(rèn)道具。

（2）根據(jù)Exercise 1 and Exercise 2組織小組競(jìng)賽，內(nèi)容主要涉及京劇起源、服裝、角色、樂器和舞臺(tái)虛擬性。具體操作步驟如下：

①Divide the whole class into two groups.

②State the rules：students should answer the questions in complete sentences.

③Each student can answer two questions at most.

④Allow students to have enough time to prepare for the work.

⑤Encourage students to work together for the answers.

⑥Have the two groups take turns to answer the questions.

⑦Announce the final result of the game.

4.活動(dòng)2：學(xué)習(xí)新單詞

（1）結(jié)合語境、圖片提示以及英語釋義逐個(gè)講解新單詞。

①mask：something that covers one’s face

②costume：the clothes worn in a play or a film

③acrobatics：movements of one’s body in a skillful way

④treasure：something with special value

⑤combine：mix two or more things

詞組提示：combine work with pleasure

⑥r(nóng)epresent：be a symbol

句子情景提示：The dove represents peace.

（2）要求學(xué)生在有限的時(shí)間內(nèi)背誦單詞。

（3）要求學(xué)生根據(jù)圖片復(fù)述單詞。

5.Step3：Listening activities

（1）引導(dǎo)學(xué)生注意聽前預(yù)測(cè)的策略，即通過預(yù)覽問題預(yù)測(cè)聽力材料的內(nèi)容。

（2）根據(jù)Exercise4中的問題，幫助學(xué)生找出關(guān)鍵信息：What skills、Where、Why loud music and Why brightly colored costumes。

（3）改編教材中的聽力題目，給學(xué)生展示另一種形式的聽力任務(wù)，如下所示。

①What skills…acting ，singing，dancing .

② Where…on stages，in，streets，tea houses or temple courtyards.

③ Why…Because at the beginning，Beijing Opera was performed mostly.

④ Why…Because with bright color，their costumes are and the crowd can…

（4）聽第一遍錄音，要求學(xué)生掌握文章大意。

（5）聽第二遍錄音，要求學(xué)生找出關(guān)鍵信息，并將其記錄下來。

（6）處理上述聽力練習(xí)，要求學(xué)生回答問題。

6.Step4：Reading while listening

（1）提問有關(guān)閱讀材料的問題。

①What do you think the people in these pictures are doing?

②How many people can you see in the picture?

③How many people do they represent on the stage of Beijing Opera?

（2）安排學(xué)生聽Exercise5部分的采訪。

（3）利用圖片解釋閱讀材料的內(nèi)容。

①Though we can see a real city，we know that people are in a city from the virtual city wall.

②Moving with a peddle in the hands stands for boating.

③Having two flags on each side of a person represents being in a carriage.

We can only see seven people on the stage， but they represent an army of thousands.

（4）處理以下問題，進(jìn)一步解釋聽力閱讀材料的例子。

①What does the stage look like in Beijing Opera?

②What kind of role do symbols play in Beijing Opera?

Answer：Symbols play a very important role in Beijing Opera.

7.Step5：Discussion in groups

（1）對(duì)比京劇的國(guó)際地位和國(guó)內(nèi)年輕一代對(duì)京劇的冷淡態(tài)度。

①Beijing Opera has been invited to performed in many countries such as America， Britain，Italy and Japan.

②Many countries have stamps of Beijing Opera，such as Singapore and Korea.

③Foreigners show their interest in Beijing Opera；they even learn to perform it.

（2）給學(xué)生提供三個(gè)討論話題。

①Beijing Opera doesn’t seem to be popular with young people in China. What will its future be like? How important is Beijing Opera? What can be done to protect it?

②Compare Beijing Opera with popular music.

③Do you like Beijing Opera? Why or why not?

（3）將學(xué)生分成幾個(gè)小組，選擇上述任一話題進(jìn)行討論。

（4）給學(xué)生提供機(jī)會(huì)表達(dá)小組討論結(jié)果。

（5）對(duì)小組討論進(jìn)行總結(jié)、評(píng)價(jià)。

8.Step6：Assignments

要求學(xué)生完成以下作業(yè)。

（1）Visit the teacher’s web site for further information about the topic.http：//220.162.12.168/userid=110

（2）Write a short passage based on the discussion.

分析：該聽力教學(xué)實(shí)踐從聽前準(zhǔn)備到聽后的綜合理解，共包括五部分內(nèi)容：聽力主題相關(guān)知識(shí)學(xué)習(xí)、聽力詞匯學(xué)習(xí)、聽力法訓(xùn)練、聽力閱讀理解和聽后話題的反饋。教師設(shè)計(jì)這節(jié)聽力課時(shí)，充分考慮了學(xué)生的總體情況以及學(xué)生之間的個(gè)體差異、學(xué)生學(xué)習(xí)心理和學(xué)習(xí)的難點(diǎn)等因素。為了引導(dǎo)學(xué)生更好地進(jìn)行學(xué)習(xí)，教師采用多種活動(dòng)方式，如分組討論、小組比賽、情景設(shè)置、圖文結(jié)合等。本設(shè)計(jì)主要有如下幾個(gè)特點(diǎn)：通過小組合作學(xué)習(xí)，發(fā)揮集體的力量，提高學(xué)生學(xué)習(xí)效能，同時(shí)也培養(yǎng)了學(xué)生的團(tuán)隊(duì)協(xié)作意識(shí)。

鼓勵(lì)學(xué)生自主組織課堂活動(dòng)，進(jìn)行合作探究。

根據(jù)學(xué)生的個(gè)體差異，設(shè)計(jì)不同的任務(wù)要求，有助于取得最佳的課堂效果。

充分、合理地利用多媒體輔助課堂教學(xué)活動(dòng)的順利開展，不僅激發(fā)了學(xué)生的學(xué)習(xí)興趣，還活躍了課堂氣氛。

（四） “互動(dòng)式”口語教學(xué)實(shí)踐

教學(xué)任務(wù)：人教版《普通高中課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書?英語（必修）》第三單元第六課時(shí)的speaking部分，中心話題為Future life。

教學(xué)目的：掌握本課相關(guān)單詞、詞組及句型；運(yùn)用適當(dāng)語言進(jìn)行簡(jiǎn)短交流；運(yùn)用所學(xué)知識(shí)解決相關(guān)情境中的類似問題；培養(yǎng)口語表達(dá)能力、訓(xùn)練會(huì)話技巧。

教學(xué)形式：個(gè)人活動(dòng)、小組活動(dòng)、全班活動(dòng)。

教學(xué)流程：

Step1：Warming-up

First，show a video of the strange Crop Circles.

Teacher：Have you ever heard of this kind of strange circles?

（Option）：Who can say something about them?

Next，show some pictures of the Statues of Easter Island.

Teacher：Do you know the famous statues?

Can you guess whether they were artificial or natural? And who built them?

（Option）：The teacher can introduce the Statues to the students if necessary.

Teacher：Would you say some more examples that may be caused by aliens?

（Option）：The teacher can show some other pictures such as UFO， the Bermu dad evil triangle and etc. to the students.

Step2：Revision and imagination

Virtual situation given： Suppose you are the great scientists in our future world， and you are lucky to have a chance to visit a planet where a lot of intelligent aliens live.

Teacher：Our dear scientists，welcome to the Space Station. Because of our leader’s order，all of you will visit some planet where there are the interesting things? Even to com-municate with aliens. I’m sure you will have an unforgetable experience. Are you ready? Let’s go!

Activity1：Teamwork

Teacher：The aliens are very particular and I believe that they must be very intelli-gent because，you see，their city is also very special. Can you find any interesting things here? We have so limited time that I’d like to see who can do best in such a short time. Go around the city and you’ll find more. Come on!

Ask students to discuss in their teams and tell the others about what attract them most. At least 2 or 3 sentences for each and everyone should try to say more details to make the description better organized and more perfect.

The teacher could show a short movie about the city in the future while the students are discussing.

（Option）：The teacher can prompt the students to consult the useful information in the blank on Page 17 and Page 19 if necessary.

Teacher：I’d ask 2 teams to report their discoveries. While they are reporting，others should listen carefully and write down the useful information or keywords they have talked about in the following blank.

Finally，as students to take a vote on which team is the winner.

（Option）：And ask them to give their reasons.

Activity3：Group work

Divide the class into 2 parts. One stands for scientists from the earth，the other aliens who are also scientists in this planet.

Teacher：We continue our visit. Now， we are very happy to meet these great alien sci-entists here. Form a group of us， and introduce a new product invented by your group to the other part. And the Human Team and the Alien Team should you’re your best to persuade the other team to you’re your products. The result will show whether human are cleverer than the aliens or not. Write down the names and some useful information of the inventions you have bought. Now you have 3 minutes to get ready. While you are discuss， show your special invention that is invented by me.

Attention：The product can be anything that people might find useful in the future. It might save them time，make the work easier or more helpful in communication. Second， you will have to explain to the class exactly you’re your product works. It can use any branch of science. Third，you need to show that people will be willing to use it.

Give out each group MYM100（fake money）， and ask each group to buy at least one product that they think is the best and most useful.

The group should give their product a name. One member can describe its appearance. One can say something about its usage. Another can do the bargain to make sure they can make a good profit. The last one can add up any information that can more easily persuade the customers to buy it.

（Option）：The teacher can prompt the students to imitate the examples on Page 56 for description. They can add the price of the product on their dialogue.

The teacher could write down the names of the products on the blackboard when going around.

Teacher：Time is up. Now let’s hand up to see which product is the most popular. If you have had this invention， please hand up. So from the data，we know group is the win-ner.

Finally，ask the winner to show and say something about their invention to the class. Teacher：Now，all of us，congratulations to the team because they have successfully proved that are cleverer than...

Step3：Summary and homework

Teacher：Well done， everyone. We have done a lot of things today. We have talked about the aliens from his and have described their cities from its. And we met their great sci-entists and learnt a lot of advanced science and technology from them.

Some of you even have had their inventions.

Now， it’s time for us to come back to the earth. And during this long-time journey， you have to continue your work.

You should write a report that will be presented to our leaders when you are back. There， port should contain the information that we have experienced today. Below is how it is organized.

Para.1.Explain why the report is being written and set out the three ideas about the aliens to be discussed.

Para.2～4. Explain ideas1-3，one in each paragraph，and give examples if necessary.

Para5. How you think your ideas will help.

Hope all of you have a pleasant space trip!

分析：該口語教學(xué)實(shí)踐采用互動(dòng)式的教學(xué)模式，充分利用教材現(xiàn)有資料進(jìn)行有效的整合，充分考慮到學(xué)生的學(xué)習(xí)興趣，所設(shè)計(jì)的內(nèi)容與學(xué)生的日常生活密切相關(guān)，側(cè)重培養(yǎng)學(xué)生英語口語表達(dá)能力，同時(shí)結(jié)合聽、讀、寫各項(xiàng)技能，充分發(fā)揮小組合作的優(yōu)勢(shì)，使學(xué)生真正成為學(xué)習(xí)的主體。整個(gè)課堂條理清晰，層次分明，教學(xué)步驟十分緊湊，具有很強(qiáng)的操作性，課堂評(píng)價(jià)貫徹始終，自主學(xué)習(xí)、探究性學(xué)習(xí)與合作學(xué)習(xí)相結(jié)合，不僅培養(yǎng)了學(xué)生主動(dòng)探究和自主調(diào)控學(xué)習(xí)策略的能力，還有助于使學(xué)生獲得成就感。

（五） “3P”口語教學(xué)實(shí)踐

教學(xué)任務(wù)：完成外研社聽說課的教學(xué)任務(wù)：Module8 Unit1 It is the last day before the new school year begins。

教學(xué)目的：通過學(xué)習(xí)本課時(shí)，學(xué)生能夠聽懂與談?wù)摴?jié)日相關(guān)的內(nèi)容；學(xué)習(xí)并掌握while、when等詞引導(dǎo)的時(shí)間狀語從句的用法；運(yùn)用所學(xué)知識(shí)進(jìn)行口頭表述，達(dá)到學(xué)以致用的目的。

1.教學(xué)形式：個(gè)人、小組、全班

2.教學(xué)流程：Step1：Warming up

（1）Learning activities.

①Enjoy a song named Holiday.

②Read the sentences and guess what holiday it is and when it is.

（2）Teaching activities.

①Talk about the song.

②Show some sentences about holidays and help students guess and say the dates.

目的：通過一首歌，不僅引出了holiday，同時(shí)也營(yíng)造了一種輕松的課堂氣氛。然后通過閱讀所給的信息讓學(xué)生復(fù)習(xí)一些熟悉的中外節(jié)假日，同時(shí)再現(xiàn)復(fù)習(xí)了本課生詞和日期的表達(dá)。

3.Step2：Presentation

（1）Learning activities.

①Listen to the tape and talk about American Independence Day.

②Listen to the tape again and choose the best answers.

（2）Teaching activities.

①Play the tape and show some questions and three choices to each question.

②Show some pictures，play the tape again and check the answers.

目的：通過看圖激發(fā)學(xué)生的興趣，同時(shí)引出美國(guó)獨(dú)立日Independence Day以及慶祝方式。根據(jù)聽力的難度，改為選擇題，使難度有所降低，以便學(xué)生有效地聽取重要信息。

4.Step3：Practice

（1）Learning activities.

①Listen to the tape and find what holiday they are talking about.

②Read the dialogue after the tape and check the true sentences.

③Do a role play in groups，then act it out.

（2）Teaching activities.

①Play the tape and let’s to know the topic.

②Let’s listen again and imitate the conversation，then check the true sentences and correct the wrong ones.

③Asks to read in groups of four.

目的：通過聽錄音讓學(xué)生獲取重要信息，為后面的環(huán)節(jié)做準(zhǔn)備。接著進(jìn)行模仿朗讀，尤其注意學(xué)生的語音和語調(diào)。同時(shí)，通過判斷對(duì)錯(cuò)練習(xí)進(jìn)一步了解中美英三國(guó)過節(jié)方式的差異。

5.Step4：Production

（1）Learning activities.

①Complete the conversation with the correct words in pairs.

②Talk about the Spring Festival in groups and write down something.

③Make a report to class.

（2）Teaching activities.

①Let’s do it in pairs and check in pairs.

②Show questions to help to say as much as possible，then let some make a report.

目的：鞏固和拓展本課知識(shí)點(diǎn)，即日期和從屬連詞when、while、as soon as、until等的用法；利用本課所學(xué)知識(shí)進(jìn)行口頭練習(xí)。

分析：該口語教學(xué)實(shí)踐采用presentation、practice、production的“3P”教學(xué)模式，以節(jié)假日話題為載體，以學(xué)生的多種參與形式為手段。通過中外不同節(jié)假日的聽說練習(xí)，使學(xué)生對(duì)一些重要節(jié)假日慶祝方式和日期的表達(dá)有所了解，同時(shí)在談?wù)摴?jié)日話題的語境中掌握了when、while、after、before等詞引導(dǎo)的時(shí)間狀語從句的用法。此外，該教學(xué)實(shí)踐也十分重視語音語調(diào)，釆用多種策略達(dá)到訓(xùn)練學(xué)生純正的發(fā)音、流利的會(huì)話的目的。

（六） “任務(wù)型”口語教學(xué)實(shí)踐

教學(xué)任務(wù)：討論話題“現(xiàn)在生活是否比幾十年前的生活更好”。

教學(xué)目的：通過呈現(xiàn)任務(wù)、實(shí)施任務(wù)、匯報(bào)任務(wù)、評(píng)價(jià)任務(wù)四個(gè)教學(xué)環(huán)節(jié)將生活中的問題引入課堂，培養(yǎng)學(xué)生用英語分析問題、解決問題的能力，同時(shí)使學(xué)生學(xué)會(huì)運(yùn)用形容詞與副詞的比較級(jí)進(jìn)行表達(dá)。

教學(xué)形式：6人小組

教學(xué)流程：

1.呈現(xiàn)任務(wù)

呈現(xiàn)任務(wù)環(huán)節(jié)主要包括以下幾個(gè)步驟：

（1）教學(xué)正式開始之前，教師可要求學(xué)生展示預(yù)習(xí)過程中，通過向家長(zhǎng)咨詢的或是通過網(wǎng)絡(luò)等資源查找到的有關(guān)過去生活狀況的信息。例如：

They are poor.

They can’t go to school.

There isn’t enough food to eat so they are often hungry…

（2）教師可利用多媒體，向?qū)W生展示一組現(xiàn)代生活的圖片，并要求學(xué)生用英語表達(dá)對(duì)現(xiàn)代生活的看法。

在學(xué)生進(jìn)行討論、發(fā)表觀點(diǎn)之前，教師可預(yù)先介紹將會(huì)用到的詞匯與句子，為學(xué)生的課堂討論做準(zhǔn)備。

（3）教師介紹所談話題背景，并引出要討論的核心話題--現(xiàn)在的生活是否比幾十年前更好。此話題的討論內(nèi)容應(yīng)包含以下幾個(gè)方面：

work：We work harder than before.

transport：Faster but more dangerous.

medicine：We know more about medicine today.

personal health：People are heal their today and live longer.

2.實(shí)施與匯報(bào)

實(shí)施與匯報(bào)環(huán)節(jié)主要包括以下兩項(xiàng)任務(wù)：

（1）分組討論

教學(xué)可將學(xué)生分為5人小組，每組由正反兩方構(gòu)成，雙方分別舉例說明不同的觀點(diǎn)，最后總結(jié)陳詞，在組內(nèi)匯報(bào)討論結(jié)果。

（2）對(duì)話練習(xí)

根據(jù)前面的討論，每組學(xué)生可組織編寫出一個(gè)辯論式對(duì)話，盡可能多地使用教師之前給出的短語、句型以及比較級(jí)，并派兩到三組同學(xué)進(jìn)行對(duì)話表演，匯報(bào)成果。

3.評(píng)價(jià)任務(wù)

學(xué)生完成任務(wù)后，教師應(yīng)對(duì)任務(wù)的完成情況予以及時(shí)反饋。反饋的內(nèi)容應(yīng)包含以下幾個(gè)方面：

（1）對(duì)學(xué)生的觀點(diǎn)進(jìn)行總結(jié)、評(píng)價(jià)；對(duì)不同組的表現(xiàn)進(jìn)行評(píng)價(jià)；指出各組表現(xiàn)的優(yōu)點(diǎn)和不足；指出學(xué)生在完成任務(wù)中經(jīng)常犯的錯(cuò)誤，并予以糾正。

（2）引導(dǎo)學(xué)生珍惜現(xiàn)在的幸福生活，好好學(xué)習(xí)。

（3）教師可布置短文寫作，寫作主題應(yīng)和本話題有關(guān)，并要求學(xué)生盡量使用比較級(jí)句型完成。

分析：本次教學(xué)實(shí)踐活動(dòng)以“現(xiàn)在的生活是否比幾十年前更好”為話題，通過小組合作的形式組織口語練習(xí)活動(dòng)，為學(xué)生留出了極大的語言使用空間和自由，在刺激學(xué)生表達(dá)欲望的同時(shí)，還通過互相幫助提高了學(xué)習(xí)的效率。學(xué)生在完成任務(wù)、展示討論成果中獲得了滿足感和成就感。而話題中的對(duì)比主題也提升了學(xué)生分析、對(duì)比、辯論的能力，提高了學(xué)生用英語分析和解決問題的綜合能力。

三、現(xiàn)代英語閱讀教學(xué)實(shí)踐

（一） “任務(wù)型”閱讀教學(xué)實(shí)踐

教學(xué)任務(wù)：北師大版《普通高中課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書?英語（必修4）》Unit 12 Lesson Three Reading部分。閱讀材料是關(guān)于一些來自不同國(guó)家的人到國(guó)外生活所感受到的文化沖突與困惑。

教學(xué)目的：在完成閱讀和習(xí)俗體驗(yàn)的任務(wù)過程中掌握新詞匯、短語以及文化沖突故事；提高學(xué)生的閱讀能力，尤其是根據(jù)已知線索推論故事結(jié)局的能力的實(shí)踐與提高；培養(yǎng)學(xué)生探究學(xué)習(xí)和合作學(xué)習(xí)的能力。

1.教學(xué)形式：個(gè)人、小組合作教學(xué)流程：

2.Step1：Pre-reading

（1）Revision：Asking questions about Lesson One and Lesson Two as aquiz.

We have learnt Xiao Jin’s letter to her Aunt Mei about visiting Britain. Now please answer the following questions：

①What do you think is the most famous thing in Britain?

②How much tip would you give to the waiter if you go to a British restaurant?

③What does Xiao Jin think of British humor?

And we also have learnt different manners in different cultures.

④What do people do in open cultures?

⑤What do closed cultures mean to you?

Ask students to answer the questions to see which team is the quickest and the most clever.

（2）Lead in：Discussing different manners in different countries.

Ask students to discuss the following situations in groups.

①Suppose you’re an American， it is the first time that you came to China. What should you know about Chinese manners，for example，greeting or table manners?

②Suppose you’re a Chinese student，and it’s the first time for you to go to Amer-ica，what manners should you learn?

③There is a famous saying “Modem man is educated to understand foreign languages and misunders and foreigners. Do you agree? Then ask the students to express their ideas freely.

3.Step2：While-reading

（l）Fast reading.

①Ask students to read the five passages as quickly as they can，then tell “T”，“F”or“NI”（No information provided）.

②Jin Li found the American way of life familiar soon after her arrival in the USA.

We know Jin Li has at least one American friend.

③Wang Lei never went back to the restaurant in New York again.

④Martin stayed in China with a local family.

⑤Tom couldn’t understand why his friend’s grandfather wanted to go with him to the bus station.

⑥Tina was a friend of the tourist guide.

（2）Careful reading.

Ask students to read the following questions first，then read the text in detail.

①Why did Jin Li feel that he was not really welcome? What do you think?

②Why did other peoples treat Wang Lei the party?

③Was Martin pleased when the host kept on putting food in his bowl?

④Did Tom think his friend’s grandfather very helpful?

⑤What would you like to do if someone say something nice about you?

⑥Can you use three words to describe Chinese character according to the three pas-sages about Chinese manners?

Ask the students to answer the questions team by team.

Give some explanations to some language points and complex sentences in the text.

（3）Retelling the stories.

Suppose you’re Jin Li，Wang Lei，Martin，Tom or Tina. Tell others your experience about cultures hock in English after reading. Ask three or four students to retell the stories.

4.Step3：Post-reading

（1）Watching a flash.

Some foreign students came to China for the first time and are talking with some Chi-nese college students about Chinese manners. Here is their conversation：

“Hi. Nice to meet you.”

“Nice to meet you，too.”

“It’s the first time we came to China. We’re excited，but a little puzzled about Chi-nese manners. Could you please tell us some?”

“Sure. In China，when people meet for the first time，they shake hands，and ask for each other’s names. Then they may talk about something like sports or jobs. It’s OK to ask others’ job seven income. After that，they may exchange their telephone numbers.”

（Another picture on the right side of the screen：Two Chinese meet for the first time， then chat together，and exchange their telephone numbers.）

“Hmm，thanks a lot. And would you please tell us your table manners?”

“Chinese people are usually very hospitable. They like to invite friends for dinner. They talk freely at table. To American people， you may feel we are talking too rudely， just like arguing with others. And many Chinese people like to keep on putting food in the guests’ bowls to show their hospitality， which often annoys the guests from western coun-tries.

（Another picture on the right side of the screen：some Chinese are sitting together rat table with lots of food and talk loudly and happily. The host keeps putting food on others’ bowls.）

“Wow”it’s so interesting to know all of these.Thank you very much. And…

（2）Group work：experiencing different manners.

①After watching the flash， divide the whole class into nine groups. Each group rep-resents a country， namely China， Korea， Japan， Britain， France， Italy， USA， Canada and Australia. Each groups how sits pictures， including national flag， places of interest， national clothes and drawing pictures about their manners.

②Each student should go to at least three or her countries to learn their manners and greet them in their manners.

③After the visit every student should fill in the form given out to the math every be-ginning.

④Then ask three students to act out conversations with the group they have just vis-ited.

⑤Hand in the paper.

Step4：Homework

Korean TV plays are very popular in China now. Have you seen some? Suppose you are on an exchange visit to Korea. You stay in a Korean family. You have a close contact with them. Write a story about the cultures hock you experience in Korea. About 100 words.

分析：該閱讀教學(xué)實(shí)踐中，常規(guī)教學(xué)先行，通過復(fù)習(xí)讓學(xué)生帶著文化沖突的困惑進(jìn)入閱讀課堂，緊接著通過不斷深入的閱讀理解讓他們對(duì)于跨文化交際有了充分的認(rèn)識(shí)，之后自然過渡到文化禮儀體驗(yàn)活動(dòng)，真正貫徹了教學(xué)資源整合與任務(wù)型教學(xué)理念。此外，該閱讀教學(xué)實(shí)踐突出地體現(xiàn)了各種資源、教學(xué)元素與教學(xué)方法、教育方式與教學(xué)環(huán)節(jié)的有機(jī)結(jié)合與自然融合。

（二） “學(xué)案導(dǎo)學(xué)、先學(xué)后教”閱讀教學(xué)實(shí)踐

教學(xué)任務(wù)：完成Module 12 Summer in LA Unit2 Learn English in Los Angeles一課的教學(xué)任務(wù)。

教學(xué)目的：通過采用“學(xué)案導(dǎo)學(xué)、先學(xué)后教”閱讀教學(xué)策略，引導(dǎo)學(xué)生教學(xué)形式多樣的閱讀課活動(dòng)，培養(yǎng)學(xué)生的自主學(xué)習(xí)能力和合作學(xué)習(xí)精神。

教學(xué)形式：4人小組合作學(xué)習(xí)、個(gè)人自主學(xué)習(xí)、組際互動(dòng)交流。

教學(xué)流程：

1.先學(xué)

（1）小組內(nèi)進(jìn)行合作學(xué)習(xí)，翻譯并拼讀本課生詞和短語，互相檢測(cè)。

翻譯并拼讀下列生詞和詞組：英語課程、美國(guó)文化、每天四小時(shí)、在……的開端、周測(cè)試、取得進(jìn)步、參加活動(dòng)、填寫、體驗(yàn)生活。

設(shè)計(jì)說明：在這項(xiàng)活動(dòng)中，學(xué)生通過小組合作學(xué)習(xí)和評(píng)價(jià)的手段在課前清除了詞匯障礙，為后面閱讀課文的處理做好了準(zhǔn)備。

（2）助學(xué)提示。

①You will enjoy coming to Los Angeles.

你會(huì)很高興來到洛杉磯。

上句中enjoy意為“喜歡、享受”，enjoy oneself=have a good time。

Last Sunday the children enjoyed at the beach.

A.they B.them C.himself D.themselves

②The courses last for four，six or eight weeks.

課程持續(xù)四周、八周或八周。

上句中l(wèi)ast意為“持續(xù)”，后接一段時(shí)間。

練習(xí)：會(huì)議持續(xù)了多長(zhǎng)時(shí)間did the meeting?

設(shè)計(jì)說明：使用“以舊引新”策略，把課文中要求學(xué)生掌握的句型、語法，通過與舊知識(shí)結(jié)合和預(yù)習(xí)題的形式呈現(xiàn)給學(xué)生，讓學(xué)生通過做預(yù)習(xí)題找出問題，為上新課排除了語法障礙，同時(shí)教師通過對(duì)預(yù)習(xí)題的檢查也可以提高閱讀課堂教學(xué)的針對(duì)性。

（3）思考并在小組內(nèi)調(diào)查下面幾個(gè)問題：

What activities/courses have you ever attended?

Where have you gone?

How long has it lasted?

設(shè)計(jì)說明：本環(huán)節(jié)設(shè)計(jì)以小組為單位，對(duì)學(xué)生參加活動(dòng)或課程學(xué)習(xí)的情況展開調(diào)查，并以語篇的形式在組內(nèi)交流調(diào)查結(jié)果，旨在讓學(xué)生結(jié)合自身的生活實(shí)際，激活與閱讀文章相關(guān)的背景知識(shí)。

2.后教

（1）Skimming.

Read the text quickly and match the titles with the paragraphs.（讓學(xué)生自主快速閱讀課文，啟發(fā)引導(dǎo)學(xué)生抓住本文Main idea和各段的Topic sentence。）

設(shè)計(jì)說明：本環(huán)節(jié)訓(xùn)練學(xué)生快速閱讀并通過尋找主題句的策略抓住文章的主旨大意和各段的中心思想。

（2）Scanning.

Read the text carefully and do True or False correct.

①If you come to Los Angeles，you can experience life in England.（ ）

②Some families create friendships with the students which last along time.（ ）

③You live and have meals with an American family，do some activities with them and take part in American life.（ ）

④There are few things to do in LA.（ ）

設(shè)計(jì)說明：本環(huán)節(jié)設(shè)計(jì)的目的在于培養(yǎng)學(xué)生捕捉具體信息及重要信息的能力，使其更為深入地理解課文中的細(xì)節(jié)信息。

（3）Fill in the form.

Suppose you replanning to attend a course，fill in the form.

e.g. My name is…I’m a student of…My e-mail address is…. I’d like to start the course on…It can last for… I’d like to study with…It would be better if I can live…because I can…I want to take trips to.

設(shè)計(jì)說明：本環(huán)節(jié)采用小組合作學(xué)習(xí)的形式，先讓學(xué)生自己填寫好，然后在4人小組內(nèi)進(jìn)行交流，再選出學(xué)生代表進(jìn)行組際間的交流。

3.拓展

（1）任務(wù)型配對(duì)閱讀。

有同學(xué)在學(xué)習(xí)英語時(shí)遇到了以下三個(gè)問題，請(qǐng)為每個(gè)問題選擇最合適的辦法。

問題：

①I read very slowly especially when there are many new words.

②I’m afraid to speak in class because I’m afraid of making mistakes.

③I always write Chinglish but not real English. I can’t use the right English words or use big words that are not necessary at all.

解決方法：

④Find a penpal. You can make pen-friends who are from English-speaking countries， so you may write letters in English often. Maybe your penpal can help you improve your English，

⑤Try to be more outgoing . Don’t be afraid of in English learning. Everybody makes mistakes. It is not a big deal to make mistakes in front of your classmates who may do the same thing.

⑥Have some good reading habits. First，you have to find out why you can’t read fast like others. Do you always read in a right way that is the same as you are reading your mother language?

設(shè)計(jì)說明：本環(huán)節(jié)采用了任務(wù)型的閱讀，要求學(xué)生閱讀后完成相應(yīng)的任務(wù)。同時(shí)，通過幫助同學(xué)尋找解決學(xué)習(xí)英語時(shí)遇到問題的辦法，讓同學(xué)意識(shí)到在平時(shí)學(xué)習(xí)過程中應(yīng)養(yǎng)成良好的學(xué)習(xí)習(xí)慣。

（2）Write about a course learning Chinese in Yi wu.

e.g. There are four classes a day. They last…Students live…or…There are many things to do in…For example，all the students have a wonderful time learning Chinese in…

設(shè)計(jì)說明：本環(huán)節(jié)利用閱讀素材設(shè)計(jì)一些同步的寫作活動(dòng)，使閱讀與寫作很好地結(jié)合在一起，這樣有助于學(xué)生逐步在語言訓(xùn)練中學(xué)會(huì)使用語言。

分析：該閱讀教學(xué)實(shí)踐從課前預(yù)習(xí)（先學(xué)）、課堂教學(xué)實(shí)施（后教）到課后拓展三方面，呈現(xiàn)了三個(gè)自主學(xué)習(xí)環(huán)節(jié)、三個(gè)后教環(huán)節(jié)、兩個(gè)拓展環(huán)節(jié)。

（1）在先學(xué)環(huán)節(jié)中，以學(xué)案為載體，以導(dǎo)學(xué)為方法，這樣的導(dǎo)學(xué)把教學(xué)內(nèi)容的思路與學(xué)生的學(xué)習(xí)思路很好地結(jié)合起來，有助于提高學(xué)生學(xué)習(xí)的信心，使他們?cè)谟邢薜恼n堂時(shí)間參與交流合作、共享成果，使學(xué)生從“學(xué)會(huì)”到“會(huì)學(xué)”逐步轉(zhuǎn)變。

（2）在后教環(huán)節(jié)，與傳統(tǒng)的“滿堂灌”的教學(xué)模式不同，師生邊教邊學(xué)，真正體現(xiàn)了“先學(xué)后教”的新理念，以學(xué)生先學(xué)為基礎(chǔ)進(jìn)行有針對(duì)性的教學(xué)。

（3）在拓展環(huán)節(jié)，設(shè)計(jì)了與閱讀文章相關(guān)的任務(wù)型閱讀和寫作的活動(dòng)，真正達(dá)到了拓展的效果。

（三） “小組合作”閱讀教學(xué)實(shí)踐

教學(xué)任務(wù)：新編實(shí)用英語讀寫教程（第一冊(cè)）Unit3 Text A，May I Feed。

教學(xué)目的：通過小組把故事情節(jié)以表演的方式來處理本文的閱讀理解，培養(yǎng)學(xué)生分析、歸納并演繹信息的能力。

教學(xué)形式：6人小組教學(xué)流程：

Step1：Preview

（1）預(yù)習(xí) Text A中的生詞和短語，對(duì)文章主旨有一個(gè)大致的了解。

（2）把學(xué)生分為小組，每個(gè)小組6人，準(zhǔn)備把 Text A的故事情節(jié)以表演方式在課堂上展現(xiàn)。

Step2：Pre-reading

（1）Discussion：If you have to choose one from three precious gifts：wealth，success and love，which one do you pick out? Why?

（2）Listen to the poem when you are old from William Butler Yeats and fill in the blanks.

Step3：While-reading

（1）教師抽出兩組學(xué)生，讓他們分別上講臺(tái)把文章的故事情節(jié)表演出來，然后讓其他學(xué)生對(duì)表演進(jìn)行評(píng)價(jià)，并將故事主人公心理變化過程總結(jié)出來。

故事主人公心理的變化如下：

I ：happy-annoyed-reluctant-excited-glad

Kathy：worried-lonely-awkward-thankful

（2）以啟發(fā)、提問的方式講解下列語言點(diǎn)的用法。

我們以Noway為例進(jìn)行說明。

Noway am I going to sit there.

該句是倒裝句。一般情況下，以no、hardly、never、little等否定詞開頭的句子，其主語和謂語往往需要倒裝。例如：

I have never met with such great kindness.

Never have I met with such great kindness.

分析：該閱讀教學(xué)實(shí)踐主要采用了啟發(fā)式教學(xué)法。在閱讀前，要求學(xué)生以小組為單位，并讓他們以表演的方式把課文的故事情節(jié)展現(xiàn)出來；小組討論鍛煉了學(xué)生的閱讀能力以及口語表達(dá)能力。在閱讀中，教學(xué)根據(jù)語境來對(duì)詞匯與語法進(jìn)行詳細(xì)講解，并配以練習(xí)。在閱讀后，設(shè)計(jì)了完形填空和寫作等活動(dòng)進(jìn)行拓展。這樣的教學(xué)模式不僅很好地發(fā)揮了教師的主導(dǎo)作用，同時(shí)也充分體現(xiàn)了學(xué)生的主體地位，激發(fā)了學(xué)生的學(xué)習(xí)興趣，調(diào)動(dòng)了學(xué)生的學(xué)習(xí)積極性。