网络资源的利用与高效英语课堂的结合.doc

网络资源的利用与高效英语课堂的结合
李甜
教学设计 Lesson 1 Life-long Learning
Three-dimensional objectives
Knowledge and skills
1. After class, Ss develop and practice the skills of prediction, working out meanings and making inference.
2. After class, Ss grasp some important words and expressions..
3. After class, Ss practice using Third Conditional Sentences.
Process and methods
1. In Lead-in, ask Ss to think of some proverbs about learning and elicit the topic of life-learning.
2. For Pre-reading, let Ss watch some pictures about learnig and ask questions to talk about the importance and necessity of life-long learning.
3. During While-reading, some specific exercises related to the passage are provided to get a clear understanding of the text.
4. For Post-reading, Ss discuss ways to take part in life-long learning and summarize what they learn in school.
Emotion, attitude and value
1. After class, Ss form good habits of learning and develop receptive attitudes towards life-long learning.
2. After class, Ss know what exactly they learn in school, not only knowledge but also other important skills.
Teaching difficulties:
Improve the students’ reading ability.
To practice using Third Conditional Sentences.
Teaching methods
1. Discussion 2. Reading 3. Asking and answering 4. Conclusion
Teaching Aids: computer
Teaching procedures:
Ⅰ. Lead-in
Talk about sayings about learning together.
Well begun, half done.好的开始,成功了一半
Strike while the iron is hot.趁热打铁
A journey of a thousand miles begins with a single step.千里之行始于足下
No pains, no gains.没有付出，就没有收获
Nothing is difficult to the man who will try.
世上无难事，只要肯尝试
There is no end to learning. 学无止境。
Never too old to learn. 活到老，学到老。

Ⅱ. Pre-reading
1.Look at some pictures and then summarize the phenomenon.
People of all ages and of different jobs need to learn. It seems that we have entered a world of life-long learning…

2. Discuss questions about the importance, necessity and ways of life-long learning.
Keep up with the changing world and meet new challenges.
Form habits of learning and develop receptive attitudes to learning.

Ⅲ. Reading
1. Get familiar with some important words.

2. Decide whether the following statements are true or not
• 1) Sun Wen, 45 years old, failed to get into university through the college exam. F
• 2) Sun Wen will be promoted because of his new qualification. T
• 3) Ms Tang is tired of being a full-time housewife at first. F
• 4) Ms Tang has already set up her own company. F
• 5) In grandpa Chen’s opinion, after you retired, all you can do is switch off your brain and bury everything you’ve learnt. F

3. Choose the most suitable answer.
1). Which of the following statements about Mr Sun Wen is TRUE? B
A. After he had failed his college entrance exam, he went to a high school teo study again.
B. Although he couldn’t succeed in passing the college entrance exam, he will still get a degree.
C. He is studying for a degree by distance learning full-time.
D. He works in the evenings and on weekends part-time.
2). When Ms Tang was laid off, ___B__ .
A. she knew she had done sth wrong.
B. she became very calm.
C. she looked pretty fed up.
D. she was told that the company was not doing so well.
3). What does the saying “You can’t teach an old dog new tricks.” mean ? C
A. It is very hard to train a dog professionally.
B. It is difficult to get rid of a bad habit.
C. It is often difficult to get old people to try new things.
D. The old are not intelligent enough to accept new happenings.
4). The following are the reasons why Grandpa Chen became an Internet user except that ___D__.
A. t he postage went up a few months ago.
B. it was convenient for him to keep in touch with his as daughter in America.
C. he did not need to see daughter and his grandchilden in person through the Internet.
D. he retired and had nothing to do.
5). Which of the following statements is TRUE according to the text? A
A. Many people of various ages and backgrounds are continuing to study to improve themselves at present.
B. Sun Wen will graduate from Qinghua University with a Master’s Degree in Civil Engineering by distance learning.
C. Now Ms Tang is a full-time housewife.
D. Grandpa Chen learned how to use the Internet by himself.

4. Fill in the table with the correct information.

IV. Post reading
1. In pairs, discuss ways that you can take part in life-long learning after you finish school or university and why.
E.g. A. learning another language is a good way to keep on learning after finishing school.
B. Yes, and keeping up-to-date on what’s happening in the job market can also be a good way.
2. Summarize what Ss learn in school.
Learn to be 学会做人； Learn to do 学会做事； Learn to learn 学会求知； Learn to get together 学会共处；

V. Homework
Talk about the picture after class and report it next time, using the Internet to find some information about the topic.

课例分析
一、利用网络进行合作学习以实现英语教学的三维目标
近十年来，Internet飞速发展，随着上网人员和组织的增加，Internet所能提供的信息也在迅速增长。如今的Internet，是一个拥有信息最丰富、交流信息最为快捷的媒介。每天，千百万人正在通过Internet学习、交流，从某种意义上说，Internet可以称为世界上最大的学校。学生可以在世界范围服务器主页上浏览，可以利用E-mail双向异步交流，可以通过聊天室双向同步通话，可以通过BBS进行双向同步讨论，可以使用同步多媒体环境的虚拟教室。因此，可以让学生把自己的问题放到网上去，让同学或其他人为他解答问题。他也可以通过阅读、查资料等方法去解答其他人的一些问题，当他为别人成功地解答好一个问题的时候，心里就会充满欢乐和成就感。特别是对那些性格比较内向的学生，平时见到老师都会脸红，更谈不上向老师提问了，而在网上，他们就可以无所顾忌地提出自己的问题了。学生上网用英语聊天，可以到一些著名的网站去和同学、网友用英语进行交谈，这样学生们既增强了运用英语的能力，还学到了很多书本学不到的知识，在聊天中也使学生对英语越来越感兴趣。这对于学生们的协作学习很有好处。通过这种方式，可以让远方的专家、教师、同学替代计算机有针对性地来帮助、让学生集体通过交互讨论、合作解决复杂问题。同时，学生还可以向网络资料库、知识数据库学习，从而形成最合理、最科学的学习途径。这对于培养学生获取信息、分析信息、利用信息和制作信息的能力，对于培养学生的探索创新精神，都是很有成效的。
二、在教学活动中利用多媒体创设生动活泼的情境，激发学生学习的兴趣，活跃课堂气氛
根据新教材的要求，在教学过程中要听、说、读、写并重，更主要的是注重“说”的能力培养，注重英语的应用能力训练。教材上的课文虽然配有磁带、挂图，有声音有图像，但毕竟无法动起来，不生动，无法让学生融入到情境中去，很难引起学生的兴趣和长时间的注意力，传统教学中，教师虽在此作了不少工作，想了很多办法，但从总体来看效果不是很好，最终英语教学仍停留在黑板、小黑板、收录机、投影机上。教师讲解语言点，然后用投影机打出例句或把例子写在黑板上，学生做笔记。这种教学模式既费时，又沉闷，活跃不了课堂气氛，难以调动学生的兴趣和积极性。同时受时间和空间的限制，教学内容局限在教材里的课文，教师只能依纲靠本按部就班，分单元、分课完成教学任务。这样学生学到的知识就很有限，难以达到素质教育的要求。这样的英语课，学生累，教师也累，无法调动学生的积极性，但有了计算机辅助手段，教师可以利用网上现有的资源或自己制作的与课文相关的多媒体课件，将课文中的内容放到课件中，运用动画效果创设情境，有图有动画有声音，并可对课文中的重点内容、难点内容分层显示，反复强调。
三、在教学环节设置中利用网络进行分层教学、因材施教
学生的学习不是被动接受的过程，而是主动建构的过程。学生在学习过程中由于背景知识、学习习惯和能力、认知风格都有很大的差异，必然会产生好的学生吃不饱，学习困难的学生又消化不了的现象。而在传统的讲授式课堂教学中，教师普遍存在着无暇顾及学生接受能力存在差异的现象，往往按照“一刀切”的方式进行教学。这样的教学很难“让胃口小的吃饱，胃口大的吃好”，效果肯定是不尽如人意。校园网络的起用，计算机的交互性为这一问题的解决带来了希望，可以在不“分班”的情况下，切实进行“因材施教”、“分层教学”，把主要精力用于优生的点拨与对后进生的个别辅导上。在教学中，可以利用多媒体课件让学生自己选择自己薄弱的环节学习，有的放矢的学习，有利于提高学生的学习效率，也就提高了课堂教学的效果。针对学生的不同认知水平，按难易层次设计的练习，通过计算机的交互形式呈现给学生，学生则依据自己的实际能力有选择性地做各种练习，无论是能力高还是低的学生都可以找到适合自己的内容，速度快的学生在完成练习之后，可以去有关网站，如中小学教育教学网去阅读英语短文，自己去获取知识，基础弱的学生则可以多次重复练习，也可以回过来复习、巩固课文中自己掌握得不太好的知识，这样给每个学生都提供了发展的机会，有利于学生的主动探索、主动发现，有利于人才的培养，同时也给基础薄弱的学生提供了多次尝试的机会，利于他们在自己选择的练习中建立自信心。