【正文】 bout making an advertisement, and then limit the time。四、教學目標 1）知識目標：學生使用英語作為語言工具在教師的網(wǎng)頁上查詢，閱讀，學習下列與廣告有關(guān)的內(nèi)容：History， Advertising， Classification 和Language characteristics. 2) 能力目標： 通過瀏覽教師的網(wǎng)頁，學會在網(wǎng)上使用英語作為工具查詢到與課題相關(guān)的資料；通過完成不同層次的任務(wù)，學生各種層次的閱讀能力都能得到提高；學生在教師指導下，通過小組活動培養(yǎng)創(chuàng)造能力及合作能力。因此我通過各種渠道搜尋了許多相關(guān)材料。所以在這節(jié)課上，學生可以利用英語作為語言工具進行跨學科文化的學習，再通過展示和表演來強化學習成果。設(shè)計廣告這個環(huán)節(jié)可以激發(fā)學生的創(chuàng)造力和想象力；另外通過學生的展示的表演，學生可以將所學知識和所學習的語言結(jié)合起來進行實踐，既能鞏固知識又能提高口語能力。4． 魏靜老師 “廣告” 的教學設(shè)計及案例教學設(shè)計一、 教學指導思想： 以新課程標準為依據(jù)，構(gòu)建旨在培養(yǎng)學生創(chuàng)新精神和實踐能力的學習方式及其對應的教學方式，有利于學生終身持續(xù)發(fā)展，更好的實施素質(zhì)教育。提高學生能從聽力材料中提取信息和觀點的能力。文章難度不大，信息量不夠豐富，教師可以充分發(fā)揮網(wǎng)絡(luò)和多媒體的作用進一步拓展資源，使學生獲取更多的信息并培養(yǎng)他們聽，說，讀，寫的技能。在完成課堂任務(wù)之后，學生可以根據(jù)自己的興趣和愛好選擇網(wǎng)頁上的拓展性資源進行自主學習。并且任務(wù)的設(shè)置符合任務(wù)型教學的階梯性原則，即：由簡到繁，由易到難，前后相連，層層深入。但課本教材的信息量遠遠不夠，還有很多可以挖掘的地方。任務(wù)型教學的原則之一就是 “課堂活動盡可能接近現(xiàn)實生活”。本文就小組合作的時機進行了探究。最后的表演活動把整個課堂的氣氛推向高潮，學生進入到最佳的學習狀態(tài)。整個教學過程中，每位學生都積極參與了餐桌禮儀學習的活動。因此，在英語教學中，學生之間的交流是必需的，而小組合作學習則是一種行之有效的方法。 arrival time），學生可進行討論；（Group 1 展示）b．家庭宴會開始，“男、女主人”就餐桌的擺放( how to lay the table )問題爭執(zhí)，此時學生打開教材Table manners at a dinner party(Page 38)快速閱讀，各小組討論后，選一代表上臺比賽擺放餐具，看哪組正確；（Group 2裁判）c．在Group 3成員的協(xié)助下，“男、女主人”解決了座位的安排( the seats arrangement )問題；d．“客人”到了，就餐開始。教室的布置：教室中央放一餐桌，供學生表演之用，學生分5個小組圍繞周圍。在新教材Unit 6 Table Manners中僅憑教師呈現(xiàn)教學內(nèi)容，讓每個學生明白西餐禮儀，這在課堂教學的45分鐘就會明顯不足。s attention is focused on meaning rather than linguistic structure. And it is “a piece of classroom work which involves learners in prehending, manipulating, producing or interacting. 這種課堂上語言的“municate” 和學習者之間的“interact”是通過“task來實現(xiàn)的。 合作學習Abstract: In English Course Standard, it’s brought forward that English teachers are supposed to put the taskbased teaching method into the English teaching in middle schools. Cooperative study in group is an very important way to put the taskbased teaching method in practice. The document introduced a case of teaching design, which shows us cooperative study in group applied in reformed teaching material. Keywords: reformed teaching material, cooperative study引言：以任務(wù)為中心的語言教學思想是近20年來交際教學思想的一種發(fā)展形態(tài) 。6. 教學媒體: Power point7. 教學過程設(shè)計1）教學流程圖Beginning Leadin statement A general introduction to NZ Group 1 introduce location, national flag and anthem, national emblem, weather and so onAn introduction to Maori Culture Group 2 introduce Maori traditions, language and tattoo The tour to NZ Group 3 make a brief introduction to the country location, the land, and some major cities. A brief introduction to New Zealand History Group 4 introduce the main events in NZ history and put on short plays.A brief introduction to wildlife in NZ Group 5 introduce animals that are extinct and that are well protected now, including the national bird—Kiwi Further reading practice: The legend of Kiwi—How the Kiwi lost his wings Discussion in groupsExpress opinion and ideas in EnglishCome to conclusionsAsk the Ss what they learnt today and in the past two weeksThink and discussThen tell their opinionsTell and share with the Ssmy opinion End 2）教學過程（教案）StagesAimStudents ActivitiesTime1. Beginning of the class: greet the classIn the past two weeks, We have worked hard New Zealand and now it is the time for us to look back on what we have got through hard work. I hope you enjoy yourselves and learn as much as you can2. Students group presentation1) A general introduction to New Zealand 2) An introduction to Maori Culture3) The tour to New Zealand4) A brief introduction to New Zealand History 5) A brief introduction to wildlife in New Zealand 3. Further reading Read the legend of “How the Kiwi lost his wings”Then ask questions “What did Kiwi give up his wings and decide to live on earth?And what good values can we see in Kiwi?”Collect answers from the Ss4. Conclusion:Kiwi is the symbol which stands for the good values in New Zealand culturebe willing to contribute and devote to his people, be unselfish and brave5. Feedback：What have you leant today and in the last two weeks?Tell the Ss what I have learnt.To start the class and go on to the next part.Learn about general information of NZLearn about Maori CultureVisit NZ as a “tourist”Learn briefly about the history of NZLearn about wildlife in NZRead the legend to learn more about the Kiwi and Kiwi Culture in NZSum up and emphasize on the good values the Kiwi stands forRemind the Ss to evaluate their hard workShare my opinion with the Ss and value the work we have done together.Follow and get readySs of Group 1 go up to the front and introduce location, national flag and anthem, national emblem, weather and so onSs of Group 2 introduce Maori traditions, language and tattooSs of Group 3 make a brief introduction to the country location, the land, and some major cities.Ss of Group 4 introduce the main events in NZ history and give short plays.Ss of Group 5 introduce animals that are extinct and that are well protected now, including the national bird—KiwiRead the legend on paper Then discuss the questions given by the teacherShare their opinions in classBe impressed by Kiwithe symbol of the country, and the people and the culture values it stands for.Think, discuss and tell their opinions in classFollow and share with the teacher1’6’5’5’6’5’8’2’1’1’3’1’8. 板書設(shè)計：（投影屏幕）Unit 19 New Zealand9. 課后小結(jié)：2. 宋婷婷老師 “餐桌禮儀” 的教學設(shè)計及案例實施小組合作學習教法案例 Unit 6 Table manners教學過程及心得Cooperative Study in Group Applied in Reformed Teaching Material【摘要】 《英語課程標準》（實驗稿）提出了中學英語教學應盡量采用任務(wù)型的教學途徑的要求?？梢愿鶕?jù)各組的情況，啟發(fā)學生進行進一步的思考，通過課上展示發(fā)動學生進行思考、討論，然后得出結(jié)論。3）學生的電腦課件制作水平不整齊，而最重要的是學生作品的設(shè)計思路，因此對于學生作品的多媒體形式不做固定要求