新課程標(biāo)準(zhǔn)下高中英語(yǔ)“閱讀與寫(xiě)作”課教學(xué)設(shè)計(jì)(編輯修改稿)
2025-08-10 21:58 本頁(yè)面
【文章內(nèi)容簡(jiǎn)介】 ure shouldn’t be returned to Russia or any government if they find it。 T: His reason?Ss:(Together) the search has cost them a lot of time and money。 T: What about his conclusion?Ss: Those who find the Amber Room should decide what to do with it.學(xué)生又進(jìn)行關(guān)于opinion 和fact的語(yǔ)言體驗(yàn)，獲取信息，處理信息，而且，學(xué)生通過(guò)閱讀明確了自己將要進(jìn)行口頭表達(dá)的任務(wù)，要思考學(xué)生自己的opinion和fact，為他們進(jìn)行口頭表達(dá)奠定了基礎(chǔ)。Step IX: (Students are divided into several groups according to whether they agree or disagree with Weber) Students work in groups of four to make a discussion about why they agree or disagree with Weber, listing at least one fact. Meanwhile, the teacher gives a guidance for the host on the debating rules . Rules and useful expressions in the debate:設(shè)計(jì)意圖：上述設(shè)計(jì)是辯論前的準(zhǔn)備工作。為了使辯論有意義，闡述觀點(diǎn)和事實(shí)言之有物，需要學(xué)生進(jìn)行充分討論，交換信息，豐富并充實(shí)各自所列舉的原因（事實(shí)依據(jù)）；老師告訴主持人如何主持辯論活動(dòng)，可降低主持難度，使辯論有章可循，有序進(jìn)行；上述所提供的參考功能句，可降低學(xué)生表達(dá)中的焦慮感和難度，能使學(xué)生運(yùn)用已學(xué)過(guò)的功能項(xiàng)目有效地表達(dá)情感、意圖和態(tài)度。 教師對(duì)學(xué)生活動(dòng)的安排簡(jiǎn)潔、明了，學(xué)生很容易執(zhí)行操作，進(jìn)行語(yǔ)言交流活動(dòng)。學(xué)生分組討論他們各自的觀點(diǎn)，充分地訓(xùn)練了學(xué)生的發(fā)散思維能力、想象能力、語(yǔ)言思維的能力等。學(xué)生能夠比較自如地表達(dá)自己的觀點(diǎn)和理由。教師提供功能用語(yǔ)，提示學(xué)生嘗試使用，特別是對(duì)一些學(xué)習(xí)相對(duì)比較困難的學(xué)生來(lái)說(shuō)，其輔助的作用就更大了。StepX: Debate: (Before declaring the beginning of the debate, the host first tells both sides about the debating rules and the functional items while debating.) 設(shè)計(jì)意圖：辯論是一種較高級(jí)的學(xué)習(xí)任務(wù)，也是語(yǔ)言輸出和輸入交織在一起的學(xué)習(xí)過(guò)程。創(chuàng)設(shè)“辯論”這種合作學(xué)習(xí)的活動(dòng)，促使學(xué)生互相學(xué)習(xí)、互相幫助、體驗(yàn)集體榮譽(yù)感，發(fā)展合作精神。通過(guò)辯論，學(xué)生能夠用英語(yǔ)表達(dá)觀點(diǎn)和舉證，能有效地發(fā)展學(xué)生綜合語(yǔ)言運(yùn)用能力，提高“說(shuō)”的表達(dá)技能。培養(yǎng)學(xué)生用英語(yǔ)獲取信息、處理信息、分析問(wèn)題、解決問(wèn)題以及批判性思維的能力，提高學(xué)生用英語(yǔ)進(jìn)行思維和表達(dá)的能力，增強(qiáng)愛(ài)國(guó)主義精神、民族使命感和責(zé)任感，形成健全的情感、態(tài)度、價(jià)值觀， 課堂實(shí)錄：因?yàn)檗q論雙方事先并沒(méi)有推舉辯手，人人都享有表達(dá)的機(jī)會(huì)，因此，雙方的辯論非常激烈，為了反駁對(duì)方觀點(diǎn)，有時(shí)會(huì)同時(shí)站起幾個(gè)人爭(zhēng)取發(fā)言機(jī)會(huì)。使人感到吃驚的是，主持人在沒(méi)有老師的授意下，看到有個(gè)別同學(xué)沒(méi)有積極參與到辯論中來(lái)（或不主動(dòng)爭(zhēng)取發(fā)言機(jī)會(huì)，或不注意傾聽(tīng)）時(shí)，便主動(dòng)提醒有類似情況的同學(xué)，鼓勵(lì)他們參與到其中。當(dāng)主持人宣布“辯論結(jié)束”時(shí)，幾乎所有同學(xué)同時(shí)發(fā)出了意猶未盡的“哎呀”聲。（請(qǐng)參看課堂實(shí)錄）S1: (For weber): I agree with Weber, people who found it spent a lot of time and money looking for them. If they handed the treasure to the government without any pay, it is so unfair for them. Second, the Amber Room was lost during the war because of the government’s carelessness. They were so irresponsible that they didn’t pay enough attention to keeping the Amber Room. Third, if the government doesn’t pay any good attention to them again, it will be a big pity for the how could they hand them in secure?S3:(Against Weber):I don’t agree with Weber. Because the cultural relics belongs to everyone in a country. The owner should be the government instead of a person. Second , the country had good protecting skills to pertect the relics, but if they didn’t return the treasure, it might be destroyed easily. Third, the cultural relics stand for the history of one country, people can know about their own country’s history by studying them. 這個(gè)環(huán)節(jié)的辯論是學(xué)生綜合運(yùn)用以前環(huán)節(jié)關(guān)于opinion 和fact 的知識(shí)的一種具體體現(xiàn)的活動(dòng)方式，在很大程度上激發(fā)了學(xué)生的情感、思維、已有知識(shí)知系統(tǒng)，調(diào)動(dòng)了學(xué)生的學(xué)習(xí)積極性和學(xué)習(xí)潛能，開(kāi)啟了學(xué)生的智慧，提高了學(xué)生的綜合素質(zhì)。Step XI: Comment on the debate 設(shè)計(jì)意圖：辯論后的點(diǎn)評(píng)是辯論必不可少的環(huán)節(jié)。主持人和老師對(duì)雙方的得體、客觀的點(diǎn)評(píng)會(huì)進(jìn)一步增強(qiáng)學(xué)生信心和成就感，激發(fā)他們學(xué)習(xí)英語(yǔ)的興趣，同時(shí)也是教學(xué)評(píng)價(jià)的一種有效方式。經(jīng)過(guò)點(diǎn)評(píng)，教育學(xué)生要樹(shù)立正確的人生觀、世界觀和價(jià)值觀。 課堂實(shí)錄：Host: I’m delighted to say that either side has done a very good job. But I think
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