以任务型教学方式贯穿整个课堂提升英语教学效率.doc

以任务型教学方式贯穿整个课堂，提升英语教学效率
本次开放周上了一堂6AU2的新授课，以任务型教学方式贯穿整个课堂，探索任务型教学在英语课堂上的实践作用。以下是具体案例和反思。
一、教学目标
1. 学生初步理解本单元的新词汇的意思及语用环境：look after, pollute, help do sth, keep sth. + a., pick up, put… into…, tell sb. not to do sth.
2. 学生通过问题引导、图片启发，小组讨论等学习策略，借助幻灯片及问答式的师生口语交际活动进行课堂学习，提高听、说、读能力。
3. 学生通过对课文的进一步理解明白从身边的小事做起，保护环境，激发自身学习兴趣，培养发散性思维。
二、重点难点
教学重点：新词汇及其初步运用的教授 look after, pollute, help do sth., keep sth. + a.,
pick up, put… into…, tell sb. not to do sth.
教学难点：教会不同学习水平的学生在不同任务环境下简单运用所学新词汇
三、教学过程
Teaching Procedure:
步骤
教师活动
学生活动
Warming-up
Play a video about good and bad friends and ask students to answer the question.
What do you think of a good friend?
Write the students’ answers on the blackboard.
Think and answer the question.
设计思路说明
帮助学生复习上节课所学有关好朋友的内容，如形容词等，同时为本节课的学习起到铺垫作用。
学生复习关于好朋友的形容词，并进行简单口头练习。
Pre-task preparation
1. Write some words and phrases on the blackboard and ask the students to choose what kind of things we should do.
pick up rubbish, pollute the air, tell people not to leave rubbish, walk on the grass, put rubbish into rubbish bins, plant trees, leave rubbish in the river etc.
Choose the phrases.
设计思路说明
使学生能熟悉本节课中将需要掌握的新词汇。
熟悉新词汇

2. Ask the students to read the vocabulary by following the teacher.
Read the vocabulary.
设计思路说明
使学生能初步会读新词汇
基本会读新词汇
While-task procedure
1. Play the recording and ask the students to do True or False.
Give the answers.

帮助学生快速理解课文大致内容。
初步了解课文内容

2. Play the recording again and ask the students to fill in the blanks.
Write the following vocabulary on the blackboard.
pick up rubbish, tell people not to leave rubbish, pick rubbish, walk on the grass, put rubbish into rubbish bins, tell people to throw rubbish, pollute, plant trees, leave rubbish in the river
Choose the right vocabulary to fill in the blanks.
设计思路说明
使学生能了解新词汇的语用环境，为接下来的教学活动做好准备。
初步了解新词汇的语用环境

3. Play the recording again and ask the students to read the passage on page 12 sentence by sentence. Read the passage together by themselves.
Read the passage.
设计思路说明
使学生进一步熟悉新词汇和课文
会读新词汇
Listening practice
4. Read a new passage and ask the students to fill in the blanks. Show some new words on the blackboard.
e.g. environment, pollute, rubbish, leave
The passage includes the following vocabulary:
look after, pollute, pick up rubbish,
help keep the environment clean,
put rubbish into rubbish bins,
tell people not to leave rubbish
Listen and fill in the blanks.
设计思路说明
引导学生理解新知识在新的语言环境中用法
学生了解新的语用环境

5. Ask the students to read the passage on page 12 and the new one which has been given by the teacher.
Read the passages.
设计思路说明
全班学生基本会读新词汇，并掌握其简单用法。
会读、简单会用
Post-task activities
1 Ask the students to make sentences by using the following example. e.g.
look after
Tom often his grandfather.
often .
Make the sentences.
设计思路说明
信息递减法让不同学习能力的学生都能够获得锻炼的机会。要注意学生的反馈情况，随时给予必要的帮助，培养和建立学习英语的兴趣和信心。
尽可能的开口说，进行语言实践训练。

2. Group-work: Show some pictures and words to the groups and ask the students to make sentences. The more sentences, the winner. e.g.
One picture and the following words: look after, pick up…, help … do, put … into …, tell sb. not to do sth.
Another picture and the following words:
pollute, keep sth. + a. , help … do
tell sb. not to do sth.
Make sentences with the other classmates.
设计思路说明
图片给予学生很多想象的空间，答案多样，学生发散性思维就能得到更好的培养。
抓住机会，积极开动脑筋，提高学习能力。
四【教学反思】
我认真研读了教材，分析本单元中的课文内容之间的联系及教学重点难点，做好前期准备：
1. 始终以激发学生学习英语的兴趣为中心，提升课堂教学效果。比如一开始的有关好朋友、坏朋友的视频，极大的提升了学生的兴奋度，很多学生都积极的发言。还有听力练习，设计的是一个小笑话，使学生在轻松的环境下吸收知识。只有学生对学习产生了兴趣，才能形成内在驱动力，进而主动学习。
2. 活动的设计注重面向全体学生，构建启发式教学方式。课堂练习由易到难，如造句、图片讨论等环节，有效把握从控制性练习到开放式练习，既注重机械操练，又关注学生发散性思维的培养，启发、诱导学生主动学习，使每个层次的学生都有话可说。
3. 注重任务型教学，巧妙设计活动。尽量使每个活动都有真实的环境背景，增加课堂学习内容的趣味性和直观性，提升学生实践能力。
以上是做的较为成功的几方面，但也有许多的不足，例如：造句活动要求不够明确，例句句式过于单一，导致学生反馈的信息没有达到预期教学目标。小组讨论时，基础薄弱的学生还是没有能够很好的进行操练，主要是分组还不够合理，男女生分组效果不太好。我深刻体会到教学预设和课堂生成效果之间还是有一定的差异，教师一定要做好前期工作，不能用单一的教学模式，既备课又备人，同时关注学生的课堂反馈，敏锐的捕捉到学生情绪的变化，及时进行调整，始终把培养学生的语言实践能力放在首位。

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