兴趣中学 探究中学

时间:2022-10-15 10:16:21

兴趣中学 探究中学

一、 导入新课

上课铃响了,我自信地走上讲台,进行自我介绍: I’m your new friend. My name is Li Peng(笑声). But I’m not the famous Li Peng, I’m only your new friend. Today, I am going to introduce a really famous man to you. He made a lot of great things: light, film, telephone ... Do you know who he was? 根据我的提示,学生很快猜出他是爱迪生。

“Edison was a great man because he invented many great inventions. So we call him a great inventor. Do you know how he became a great inventor?” 因势利导,我利用几个简短的句子引出新词汇:invent, inventor, invention。

二、 语言展示

(一) 放映关于爱迪生的影片

“I’m your new friend. I have a little gift for you. Look! There is a movie about Edison.” 教师由此引出关于爱迪生的短片。学生不再以传统的阅读方法学习课文,而是通过看影片的形式进入课文。

(教师改变传统的阅读课文的形式,利用多媒体方式把单一的文字改为图画和声音相结合的立体形象,由单一的视觉学习转变为具有丰富视觉刺激和听觉训练的新视听学习,为学生创造了更好的学习环境。)

(二) 展示新单词

在学生看完关于爱迪生的短片后,教师展示下列句子,而学生则通过四人小组的形式,根据在电影中了解到的相关课文内容,猜测新单词的词意,初步了解它们的基本用法。

(1) When Edison was 5 years old, he began to school and became a pupil.

(2) The old man said: “I want to build a new house and open up a bookshop.”

(3) When he saw the tiger alone, he felt very frightened.

(4) Don’t play on the railway tracks, or the train would hit you.

(5) At the age of 12, Edison learnt to print newspaper as a worker and he began to try out new ideas.

(6) In his lifetime, he had 1096 inventions.

(7) The house was burning, people rushed out to safety.

(本项练习改变了以往传统的单词学习方法。由教师灌输变为学生在已有知识的基础上,根据语境学习新单词。这种学习方式既可以避免学生对新单词采用硬性灌输的方式学习,又可以实现在学生中运用任务型合作学习的方式。教师作为学习的引导者为学生提供了客观的学习目标,帮助学生主动进行思考,发挥想象力,达到学以致用的目标。)

(三) 进行“猜单词,赢奖品”的游戏

本环节,教师组织学生进行表演:一位学生用英语描述、解释单词,其他学生根据该同学的讲述猜单词。能在1分钟内猜对3个单词的学生可以获得老师自制的读书卡作为奖品。

(本环节是学生之间的互动活动。它以激发学生开口运用新语言点为目的,通过说、听、猜、练的形式,既实现了加强对新单词强化记忆的目标,又使课堂变成了一个人人争先、共同参与的大赛场。在实际教学中,此时的课堂气氛极为活跃。)

三、 课堂讨论

(一) 教师引导学生提出下列问题

(1) What was Thomas Edison?

(2) What did he always do when he was a child?

(3) Did he build his lab to help himself learn chemistry?

(4) Why didn’t his teacher want to teach him any more?

(5) How did he do to learn more knowledge after he left school?

(6) What was his age when he printed his own newspaper? (引导学生用at the age of ... 回答问题)

(7) How did Edison save the frightened boy on the tracks?

(8) In his lifetime, how many inventions did he invent?

(9) If he couldn’t try out his ideas, did he give up?

(10) What can you learn from Edison?

教师精心设计问题,使每个问题都包含有新单词或动词不定式。这样,学生对每一个问题的提出、讨论和回答都会自然而然地运用新语言点。

四、 课堂表演(Task)

在本环节中,教师组织学生分别扮演医生和病人,展现病人问诊和医生治病的场景,为学生运用、操练英语提供真实的语言环境。

(此环节是语言的实际运用过程。学生利用图片和实物进行对话,有明确的活动目标。每个学生都能身临其境地运用适当的语言达到学习目标。真正体现了学习活动化、活动交际化、交际生活化的原则。)

五、 教学小结

教师请学生从本课的新语言点入手,围绕文章的中心思想“Never give up”进行总结,不仅可以使学生复习新知识,同时又能使本课的主题得到升华。

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