【正文】 group work 合作完成的。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。章兼中教授也提出：應(yīng)“大力發(fā)展相互協(xié)作、合作的小組活動。 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) 。 本文就中學英語課堂教學中小組合作學習在新教材中的應(yīng)用進行探討。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(yīng)盡量采用任務(wù)型的教學途徑的要求。3）情感目標：使學生學習并了解不同地域和民族的文化，感受其文化價值中的閃光點，培養(yǎng)學生尊重并欣賞與本民族不同的文化的魅力；通過小組工作培養(yǎng)學生克服困難、團結(jié)協(xié)作的品質(zhì)。可以根據(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。教師根據(jù)各個組的情況，啟發(fā)引導(dǎo)學生自行選擇，對小品等進行指導(dǎo)。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，學生可以根據(jù)本組的實際情況使用Frontpage、Powpoint、實物投影儀等。為了使所有層次的學生都有參與的機會，保護他們的學習熱情，在資料搜集階段允許部分學生使用中文搜索引擎，但是在最后的整和制作和演示過程要求必須使用英語。針對這一問題的指導(dǎo)方法是：A. 分組時確保每個組至少有一個電腦知識比較豐富的學生；B. 分組活動開始前對學生進行簡要的上網(wǎng)查詢指導(dǎo)，列出可供使用的搜索引擎，如：google, yahoo, baidu, sohu, 3721 等；指導(dǎo)學生使用較具體的關(guān)鍵字進行查詢，如：New Zealand geography, New Zealand wildlife, the Kiwi, the Maori等等C. 安排每個班5次的上機時間，每次45到60分鐘；前兩次上機安排查找資料，中間兩次是小組資料整和和課件制作，最后一次是練習和預(yù)演；在上機過程中，任課教師在機房巡視，到各組進行輔導(dǎo)。3）教學難點：克服語言障礙，利用英語這門語言工具在互聯(lián)網(wǎng)上查找所需要的信息；閱讀并理解相關(guān)的英語資料。2）教學重點：圍繞所選擇的主題，上網(wǎng)查詢信息，進行分析、篩選，制作出主題鮮明、內(nèi)容典型、條理清晰的課件；通過上述步驟和在課堂上的學習，對新西蘭的人文、歷史和地理等相關(guān)內(nèi)容有比較全面的了解。這些知識涉及到除英語以外的許多學科，如：地理，歷史，生物，異域民族文化等等。2. 教學內(nèi)容分析1) 本節(jié)的地位和作用：本節(jié)的題目是New Zealand，課本的選材很典型，概括的也比較全面。這一過程是以學生的自主學習活動為主以教師的輔導(dǎo)為輔，改變了傳統(tǒng)的由教師單方向灌輸知識的教學模式，目的在于調(diào)動學生的學習愿望，鼓勵所有不同層次學生的充分參與。附表二：（優(yōu)秀教學設(shè)計及案例） “新西蘭” 的教學設(shè)計及案例 教 學 設(shè) 計1. 教學指導(dǎo)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(yīng)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。宋婷婷老師，肖鵬老師和魏靜老師們參加的第二屆主題網(wǎng)絡(luò)資源大賽正在參評。其中區(qū)級錄像課兩節(jié)，區(qū)級基于主題網(wǎng)絡(luò)資源課四節(jié)。附表一：（優(yōu)秀課件）課件制作人課件名稱課件展示宋婷婷First Aid急救 參看課件黃盛南American Country Music美國鄉(xiāng)村音樂 參看課件黃盛南Mark