省高中英语优质课评比情况汇报

高中英语课堂教学评比活动概要本次评比活动的本次评比活动的主题主题是：是：关注教学材料的解读与使用关注教学材料的解读与使用。 参赛选手提前4天拿到执教材料。材料在语言上明显高于执教对象（高一、高二学生）的水平，所以要求选手先改编，再进行教学设计。本次事先不规定上课的课型，也不规定材料改编的方式到会专家及领导到会专家及领导：葛炳芳（葛炳芳（省教研员）省教研员）夏谷鸣（华中师范大学客座教授夏谷鸣（华中师范大学客座教授，英语特英语特级教师）级教师）生平女士（人教出版社编辑）生平女士（人教出版社编辑）谢萍教授谢萍教授叶在田（特级教师）叶在田（特级教师）邱邱 枫（杭十四中校长）枫（杭十四中校长）12位参赛选手：位参赛选手：浙江师范大学附属中学应妮娜、浙江师范大学附属中学应妮娜、 杭州富阳中学占美玲、杭州富阳中学占美玲、宁波效实中学王小棠、宁波效实中学王小棠、 瑞安中学宋丽珍、瑞安中学宋丽珍、桐乡市高级中学马青青、桐乡市高级中学马青青、 德清县第三中学陈吉凤、德清县第三中学陈吉凤、嵊州市第二中学支丽芳、嵊州市第二中学支丽芳、 金华第一中学徐钰、金华第一中学徐钰、衢州第二中学南红、衢州第二中学南红、 舟山第二中学张燕芬、舟山第二中学张燕芬、临海回浦中学吴超玲、临海回浦中学吴超玲、 松阳一中周旭霞松阳一中周旭霞4月18日开课材料“Daddys Hands”心灵鸡汤式的美文心灵鸡汤式的美文(917 words)4月19日开课材料Be bold:Ask for what you really want!(976 words)浙江临海市回浦中学执教者:吴超玲MY FATHERSMY FATHERS HANDSMY FATHERSMY FATHERSHANDSFloanne KershMY FATHERSFATHERS HANDSlarge, sensitive, tireless, with endless abilities .made more.than all the other fathersPara.1 Para.2 Para.3-7 Para.8-10 When a childWhen a husband and fatherWhen lay near death MY FATHERSFATHERS HANDSWhen he was a child l the eldest support l failing health drop out of school l never complained provider that is where his hands found their direction.MY FATHERSFATHERS HANDSlarge, sensitive, tireless, with endless abilities .made more.than all the other fathersPara.1 Para.2 Para.3-7 Para.8-10 lWhen a husband and fatherfind their directions MY FATHERSFATHERS HANDSPara.Hands (adj.) DetailsHands Detailslong nimble thread needle, repairdresses, magicalplay the guitarinventive skillfulnothing unfamiliar to / cook in minutesunderstanding/comfortableconveyunderstand unspoken pain, hurt feelings / comforted and sympathizedcaringcare for / (when I was sick).with hands of loveNo mothers hands could have done better. MY FATHERSFATHERS HANDSlarge, sensitive, tireless, with endless abilities .made more.than all the other fathersPara.1 Para.2 Para.3-7 Para.8-10 find their directions nimble, inventive, No mothers hands could have done better. untiring, beauty marks, valuable, the most caringNo mothers hands, in all the world, ever more.than As Daddys devoted and only daughter, I noticed things about him that my two brothers never mentioned or may have taken for granted. MY FATHERSFATHERS HANDSFathers loveFathers loveMY FATHERSFATHERS HANDSa figure viewed from behindMY FATHERSFATHERS HANDSl Feel the love from others?l Through what ?MY FATHERSFATHERS HANDSConvey your love? HomeworkHomework1. Retaste the passage and pick out 3 to 5 beautiful sentences to recite. 2. Imitate to write a passage about how you convey your love to someone through the stories of a specific thing.MY FATHERSFATHERS HANDSMa QingqingTong Xiang High School1. Tom wanted a basketball as a birthday gift but his friend bought him a book instead. 2. Tom wanted his teacher to help him more, but the teacher never knew it . 3. Tom was bold enough to ask his teacher for help but the teacher couldnt understand what he needed exactly. Guess the reason for Toms situations. Underline the topic sentence of the text (in Para.1). Choose the key sentences for Paras. 2 to 5. A. Be bold in your requests.B. Be specific about what you want and when you want it.C. Dont suppose others are mind readers.D. Dont make a “no” mean more than it does.Para.2 C. Dont suppose others are mind readers.Para.3 A. Be bold in your requests.Para.5 D. Dont make a “no” mean more than it does.Para.4 B. Be specific about what you want and when you want it. Dont suppose others are mind readers. What does “read our minds” mean? What does the writer tell us by saying “Hints just dont cut it. ” ?Para. 2What does the proverb “fortune favors the bold.” mean in your opinion? Be bold in your requests. Which of the following signs best illustrate(图示图示) the word dilute?A. B. C. “So dont dilute your requests in order to minimize the possibility of being turned down.”Para. 3 Be specific about what you want and when you want it.President of USAPrime Minister of JapanPara. 4Which is the most specific request? A. Would you please solve it soon? B. Would you please solve the problem of nuclear radiation soon? C. Would you please solve the problem of nuclear radiation in a month? Dont make a “no” mean more than it does. If your requests are refused, what will be your possible reactions? However, it is not your reaction but _ that matters.Para. 5Fill in the blanks with the four tips If you want to get what you really want, you should _ and _, because others are not _. Even if your requests are refused, _. be bold be specific mind readers dont make a “no” mean more than it doesGroup work: To be a life coach for Tom Dear Tom, We are really sorry to hear thatYours, “Why to ask”“How to ask”“Possible results”Requirement: Write a letter to Tom to offer your advice on how to prevent these situations happening again. The letter should cover the three levels. words and expressions for your reference: suppose, read ones minds, hints, convey, favor, be bold, be specific about, make requests, take it personally, etc. 1. Tom wanted a basketball as a birthday gift but his friend bought him a book.2. Tom wanted his teacher to help him more, but the teacher never knew it .3. Tom was bold enough to ask his teacher for help but the teacher couldnt understand what he needed exactly.Assignment Try to think of one more tip and write a paragraph to support it. 教学设计中应注意的几个问题：教学设计中应注意的几个问题：一一. 教学目标不要求大，求全，求快教学目标不要求大，求全，求快二二. 明确活动与目标的关系，活动要针对目标，为目标服务明确活动与目标的关系，活动要针对目标，为目标服务三三. 活动间的过渡衔接应自然，清晰，和谐活动间的过渡衔接应自然，清晰，和谐四四. Output活动的设计一定要与文本相关活动的设计一定要与文本相关五五. 文本编辑要慎重，一定要保证文本语言的地道性文本编辑要慎重，一定要保证文本语言的地道性-2011年浙江省高中英语课堂教学评比活动观摩有感国家基础教育课程教材专家工作委员会委员国家基础教育课程教材专家工作委员会委员教育部课程国培专家库专家教育部课程国培专家库专家华中师范大学客座教授华中师范大学客座教授英语特级教师英语特级教师夏谷鸣夏谷鸣四十分钟的四大要素Teacher (teaching/instructing)Content (text/materials)Milieu (people/activities)Students (learning/acquiring)四十分钟教师该做什么？为学生明确一个学习目标（为学生明确一个学习目标（outcome）为学生创设一个学习环境（为学生创设一个学习环境（milieu）为学生提供一个学习程序（为学生提供一个学习程序（procedure）为学生搭建为学生搭建n个学习支架（个学习支架（scaffolds）为学生提供为学生提供n个学习评价（个学习评价（assessment）四十分钟教师不做什么？不自作多情（以为学生是弱者，永远不放手）不自作多情（以为学生是弱者，永远不放手）不自说自话（话语霸权）不自说自话（话语霸权）不自以为是（标准答案永远在教师手中）不自以为是（标准答案永远在教师手中）不自问自答（问题永远不是为学生设计的）不自问自答（问题永远不是为学生设计的）不自我陶醉（沉浸在自己的思维轨迹之中）不自我陶醉（沉浸在自己的思维轨迹之中）不自相矛盾（教学活动与教学目标脱节、背离）不自相矛盾（教学活动与教学目标脱节、背离）四十分钟教师做了什么？注意图式激活注意图式激活注意注意top-down模式模式注意师生对话注意师生对话注意价值观培养注意价值观培养注意教态形象注意教态形象四十分钟教师没做什么？没有考虑学生的需求没有考虑学生的需求没有让学生有足够时间阅读文本没有让学生有足够时间阅读文本没有让学生有思考的时间没有让学生有思考的时间没有给学生提供语言支架没有给学生提供语言支架没有体现信息构建的过程没有体现信息构建的过程文本的处理:一一.为自己解读为自己解读(理解理解;分析深层结构分析深层结构;目标目标;)二二.为学生加工为学生加工(改写改写)葛炳芳葛炳芳:通过次活动，与会人员达成以下共识：通过次活动，与会人员达成以下共识：3. 阅读教学需要教师充分解构文本(deconstruction)，寻找平衡点(balance)，建立文本信息、语言、情感、态度等各要素之间的联系(connection)，体验阅读的过程(experience)，提升思维(thinking)和语言能力(language).1. 阅读教学不同于阅读本身；我们需要关注文本内容与文本的表现形式（语言）之间的关系。阅读教学活动的形式与阅读教学目的之间需匹配。2. 学生是文本的加工者，而不是被动的接受者。教师需要引导学生走进文本，进行多角度阅读，进而加工信息和思想。学生不仅是阅读的主人，更是阅读教学过程中的主人。个人体会：个人体会：教学活动模式较丰富教学活动模式较丰富教师能用现代技术激发学生的兴趣教师能用现代技术激发学生的兴趣教师对文本的分析较透彻教师对文本的分析较透彻个人的基本素质较高个人的基本素质较高教师要灵活的对教学材料进行有选择的教学教师要灵活的对教学材料进行有选择的教学