新目标九年级第六单元阅读课教学设计

杏南中学 王芬芬

I Only Eat Food That Tastes Good. Teaching Plan Teaching aims:

1. Language goals: Let the students master some new words:Vocabulary ( sweet, taste, fry, barbecued meat, biscuit, increase, cancer) phrases (stay healthy, taste good, be good/bad for, cook in oil, sweet food, a balanced diet) Target language :I only eat food that tastes good.

I donot eat anything that has been cooked in oil.

2. Ability goals: Improving the students’reading ability, especially their skimming and scanning ability.

3. Emotion and moral goals: Let the students know how important a healthy diet is and how to keep a healthy lifestyle. Teaching methods: 1.Task-based reading.

2.Individual , pair or group work to make every student work in class. Learning strategies:

1.Some reading skills : skimming ,scanning,finding key sentences. 2.Knowing different styles of English.

3.Social communicative strategies: telling the truth. Teaching Procedures: Step I . Greetings

Section A Pre-task Step I I . Lead-in

1. Look at a picture of a very heavy man (on screen) ,ask for descriptions of what students see .Discuss what reasons cause his problem—overweight

2 .Teach new words and phrases by talking about what we learnt from the man. Teacher help the students to talk like this:

The man is very ugly. We don’t want to look like him. So we must stay away from fast food, sweet food, fried food. They are all unhealthy food because they arenot only bad for our health but also increase the risk of cancer. Actually, food that tastes good like biscuits, barbecued meat is very unhealthy. If we want to take care of our health, we should say NO to them. 2. Talk about healthy food and unhealthy food. (use pictures )

Purpose: This step is to enter the topic of the passage .It can help the students to understand what they are going to learn. And the students can learn some new words and review some words they have learnt, both of which can make them understand the passage easily. Step I I I Competition

Divide the class into four groups to have a competition about words of food.

Purpose: This step aims to interest the students and help them to enter the reading easily.. Section B While-task

Step I V . Skimming

1. Ask students to read the dicussion once through silently.

2. Then ask students to choose the right answer for tow questions:

What style of the writing is and what topic the discussion is. (the questions are on the screen.)

Purpose: This step aims to let the students have the outline of the passage .It’s the preparation for the next step : intensive reading.

Step V . Intensive reading ‘

1.Ask students to scan the dialog to find out the bad food and good food. Purpose: This activity tests students’ understanding of the content.

2.Let the students read the passage by themselves,fill in the following form by choosing : Kim, Peter, Laura

Name Opions about eating habits

This person only eats food that tastes good but he thinks food that tastes good is bad for our health.

This person is a strict vegetarian.

This person loves to eat a balanced diet.

Purpose: This step is used to improve the students comprehension. Section C Post-task Step VI Time created

1. Let the students design their own ideal diet for three meals in groups. Teacher gives an example first.eg: I want to have milk and bread for breakfast because I want to take care of my health.

Purpose: Everything students are learning must be relevant to their lives and to their age . This step will teach students to think about life experiences in general, and make them know how to co–operate with the others.

2. Ask several students to share the projects with their classmates.

Purpose : This step will help the students use what they have learnt in class further, train the students’speaking ability and teach them to share the achievements with others. Step VI I Homework

1.Oral Work: Share your new opions about ideal diets with your family and try to help your family have a healthier eating habit.

2.Written Work: design your own ideal diet for Saturday and Sunday.

Meals Days Saturday Sunday breakfast lunch supper

教后反思

在阅读课上采用任务型教学途径的得与失 厦门市杏南中学 王芬芬

摘要：本文为一篇教学反思，阐述了一堂阅读公开课上采用任务型教学途径的收获：

在实践上的成功与不足。

关键词：阅读课 任务型教学途径 成功 不足

《新课程标准》倡导任务型语言教学途径，这种教学途径实际上就是以应用为动力，以应用为目的，以应用为核心的教学途径。本人在九年级第六单元的阅读课教学上尝试采用了任务型教学途径：

本节课为一篇阅读课，三个孩子在表述他们对三餐饮食的观点，学生通过本节课的学习，要学会①英语书面语与口语的区别，②认识到养成良好的饮食习惯的重要性，③学习表述饮食爱好的词汇与基本句型。

我是这样构思这节课的：Ⅰ.用一张巨胖的图片导入新课，让学生讨论造成过度肥胖的原因，在讨论中有意地导入本节课的新单词和新词汇，既教了新单词和新词汇又丰富了话题。Ⅱ.接着在屏幕上显示一些图片（有饼干，烤肉，糖果，水果，各种蔬菜等），让学生讨论哪些食物是健康的，哪些是不健康的，简单讨论完，再安排一个小组竞赛来复习学过的健康食品和不健康食品名称，既活跃了气氛，又为接着的阅读课文进行了必要的词汇准备。Ⅲ.进入快速阅读阶段，学生第一遍快速阅读后选择答案完成两个问题：1、本文体裁是书面语或是口语？2、本文的主题是什么？Ⅳ.学生再泛读课文，完成两个任务；1、找出文中出现的bad food 与good food ，2、填表格—判断三种观点分别属于哪个学生（详见所附教案）Ⅴ.完成以上阅读任务后，学生分小组设计一份自己理想的三餐（教师先给示范并提示完成任务所需基本句型、词汇）Ⅵ.每一组派一个学生向全班汇报他（她）理想的三餐是什么，并说明理由，教师边听边检查学生对本节课所学的词汇、句型的应用及掌握情况。 以下是上完课后的几点反思：

一、采用任务型教学途径的成功处： 1.成功创设情景，自然导入

我一上课就与学生谈论三餐吃什么，平时喜欢吃什么，接着导入一张一个超级胖子的图片，不但把学生的眼球牢牢吸引住，也起到了突出任务主题，激活相关背景知识的作用。在学生的一片啧啧惊叹声中讨论造成 overweight 的原因，然后趁热打铁，在学生们发表不想拥有这样的身材时，导入本课新单词及语言点，如：sweet food, fried food, barbecued meat, biscuit, stay away from, increase the risk of cancer, be in agreement等等，成功地为完成以下的任务链扫清了障碍，同时调动了学生听、说、看、讨论等多种参与方式，取得了良好的教学效果，学生在该阶段始终主动参与，积极反馈。 2.紧紧围绕任务进行语言的输入与输出

我整堂课都在创造一个让学生接触语言、应用语言的自然环境，从导入到单词竞赛，从阅读到设计营养三餐，任务始终贯穿于教学的全过程，所使用的语言都是在特定语境里的，是完整的，动态的，更是源自实际生活的。整堂课的这种语言应用是属于语篇层次的，是真实的且自然的语言应用，这完全符合任务型语言教学途径的要求。 3.以生为本，灵活处理教材，降低学生学习难度 《英语课程标准》指出教师可以“根据学生的实际情况对教材内容进行适当地调整有利于提高教学效果”。我在紧扣本课主题的基础上，对课文的3 b与3c 进行了一定的处理，比如把3 b的match the statement with the person 进行了整理，把它简化成一张表格，列出三种不同的观点，让学生阅读后在表格上填出这三种观点分别是Perter ，或者是Kim 还是Laura 的观点，大大降低了学生对语篇进行整体性理解的难度。 4.“授人以渔”而非“授人以鱼”

传统的阅读课上教师总是把大量的时间用在教授语言点上，这是任务型教学法所不倡导的。本堂课我把重点放在培养学生的阅读技巧上，而不是教授语言点上，如在fast reading 上，我设计了两个问题，就是学生通过这一课的学习，一定要掌握①两种 style的英语即

spoken English和written English 。②通过快速阅读，懂得以最快的速度读出文章的主题，这是阅读的基本技巧。

5.任务拓展紧密联系生活实际，符合学生现有的语言水平

《英语课程标准解读》指出“课堂学生学习活动的设计要尽量贴近学生生活和经验，并能在生活实际中应用”。我在任务拓展时给学生一定的时间通过小组活动来设计一日理想的三餐 ，由于该活动与学生生活息息相关，符合学生现有的语言水平，学生在完成该任务时可以畅所欲言，可以应用本节课所学的词汇进行交流与沟通，甚至产生了更积极、更健康的饮食观点，达到了课堂与实际生活的有意义的联系。 二、落实任务型教学模式的不足处： 1.任务完成后没有时间展示 在任务型教学中，任务的完成非常重要，应给予学生充足的时间去完成任务并给予机会展示成果。由于本堂课容量大，再加上我在单词竞赛环节里时间没有把握好，45 分钟到时，只好匆忙结束任务，虽然不少学生已在小组活动里出色完成了任务，但没有时间展示给全班看，没时间与所有人分享完成任务的喜悦，这是本堂课的一大遗憾。 2.教师的指导者与策划者作用体现不够

虽然任务型教学法是以学生为中心的课堂，但教师作为课堂的组织者、策划者和指导者的作用仍然不可忽视。任务型教学法是以小组为单位开展学习活动的，所以教师要指导学生分组，避免“强强”联合，保证组内成员优势互补，又不让一个学困生掉队；在学生实施任务的过程中，要深入到各个小组中，去关注组内每个成员的个体活动。但由于本堂课是借班上课，临时抽班级上课，我没有机会去落实学生的分组合不合理，再加上是在梯形大教室上课，学生座位固定，狭窄，在小组活动时，我只能在外围走走，无法深入到各个小组中，教师的策划者与指导者作用没有充分体现。 3.没有作到优化语法教学

课程标准强调语言应用能力，倡导任务型教学，但这并不等于说语法教学不重要。我在本堂课上能紧紧围绕主题做了大量的听、说、写练习，但对本堂课的语法重点——定语从句只停留在口头表达上，只做了非常简单的解释，而掌握语法应是学生阅读能力提高的基础。因此，今后应多探讨符合课程标准理念的阅读教学方式，及如何优化语法教学，而不是淡化或弱化语法教学，真正培养和提高学生的综合语言应用能力。 在阅读课上如何更成功地采用任务型教学途径，真正地落实这种与新课程标准理念相匹配的教学途径，有待我们一线的教师再进一步的实施与总结。