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紫砂壶茶楼

桂子落画亭,梅影弄碧洲。胜迹追武陵,美酒流心沟。

 
 
 

日志

 
 

“星光大道”第二小队第二组总第五场上课安排  

2010-05-31 08:26:03|  分类: 教育园地 |  标签: |举报 |字号 订阅

  下载LOFTER 我的照片书  |

请五乡中学相关班级的任课教师在开课前一天发给学生教学材料。要求所有听课教师在听课前熟悉教学材料,请组长下载,每人发一份,如果能带着各自预设的教学方案来观察课堂,那么效果一定会更好。

 

时间:63日(周四)下午 12:45前报到

地点:鄞州五乡中学多媒体教室

参加对象:全区高中英语教师,人数不限。

 

本场具体安排:

 

节次

时间

开课教师

学校

教学内容

第一节

100---140

干宜波

同济中学

高一补充读物The salty coffee

第二节

155---235

叶幼芬

正始中学

高一补充读物The salty coffee

第三节

245---325

沃丽丽

鄞州中学

高一补充读物The salty coffee

 

请各校推荐两名教师做评委,名单在见通知后上报给教研员。

 

 

The salty coffee 咸味咖啡

 

He met her at a party. She was so outstanding, many guys chasing after her, while he was so normal, nobody paid attention to him.

At the end of the party, he invited her to have coffee with him, she was surprised but due to being polite, she promised. They sat in a nice coffee shop, he was too nervous to say anything, she felt uncomfortable, and she thought to herself, "Please, let me go home..."

Suddenly he asked the waiter, "Would you please give me some salt? I'd like to put it in my coffee." Everybody stared at him, so strange! His face turned red but still, he put the salt in his coffee and drank it. She asked him curiously, "Why you have this hobby?" He replied, "When I was a little boy, I lived near the sea, I liked playing in the sea, I could feel the taste of the sea, just like the taste of the salty coffee. Now every time I have the salty coffee, I always think of my childhood, think of my hometown, I miss my hometown so much, I miss my parents who are still living there." While saying that tears filled his eyes. She was deeply touched. That's his true feeling, from the bottom of his heart. A man who can tell out his homesickness, he must be a man who loves home, cares about home, has responsibility of home... Then she also started to speak, spoke about her faraway hometown, her childhood, her family.

That was a really nice talk, also a beautiful beginning of their story. They continued to date. She found that actually he was a man who meets all her demands; he had tolerance, was kind hearted, warm, careful. He was such a good person but she almost missed him! Thanks to his salty coffee! Then the story was just like every beautiful love story, the princess married to the prince, and then they were living the happy life... And, every time she made coffee for him, she put some salt in the coffee, as she knew that's the way he liked it.

After 40 years, he passed away, left her a letter which said, "My dearest, please forgive me, forgive my whole life's lie. This was the only lie I said to you the salty coffee. Remember the first time we dated? I was so nervous at that time, actually I wanted some sugar, but I said salt. It was hard for me to change so I just went ahead. I never thought that could be the start of our communication! I tried to tell you the truth many times in my life, but I was too afraid to do that, as I have promised not to lie to you for anything... Now I'm dying, I'm afraid of nothing so I tell you the truth, I don't like the salty coffee, what a strange bad taste... But I have had the salty coffee for my whole life! Since I knew you, I never feel sorry for anything I do for you. Having you with me is my biggest happiness for my whole life. If I can live for the second time, still want to know you and have you for my whole life, even though I have to drink the salty coffee again."

Her tears made the letter totally wet. Someday, someone asked her, "What's the taste of salty coffee?" She replied, "It's sweet."

 

 附1:

鄞州区第十一届高中英语教坛新秀评比"星光大道"第四场后积分榜

学校

第一名

第二名

第三名

承办学校

听课人数

评课、案例

论文

本场结分

累计总分

鄞州中学

 

 

 

 

4

 

 

4

36

高级中学

 

8

 

 

8

2

 

18

79

姜山中学

10

 

 

 

7

2

4

19

72

正始中学

 

 

 

5

10

 

 

15

43

鄞江中学

 

 

6

 

10

 

 

16

48

同济中学

 

 

 

 

4

 

4

4

38

五乡中学

 

 

 

 

4

 

16

12

88

咸祥中学

 

 

 

 

3

 

 

3

16

东海舰队

 

 

 

 

0

 

 

0

16

四明职高

 

 

 

 

0

 

 

0

5

其它

 

 

 

 

1

 

 

1

16

合计

 

 

 

 

51

 

 

 

 

 

附2:

高中英语阅读教学的广度和深度探究< xmlnamespace prefix ="o" ns ="urn:schemas-microsoft-com:office:office" />

宁波市鄞州区五乡中学  外语教研组 汪焕杰

英语阅读的考查是对学生语言知识积累的检测和文化知识的检验,也是充分考查学生知识的匹配和运用能力,更是未知知识和已知经验的吸收、转化、整合,最终达到建构新知识图示(框架)的目的。英语阅读题材的多样性为考查提供不同角度:如记述文注重考查故事情节的发展过程,说明文侧重事物或人物的特性和品质,科技文的实践运用和意义,议论文对事物的理解和看法,文学作品的文化价值,广告和海报的实际操作等,包罗万象。作为对语言信息的考查,重点放在学生通过所学知识筛选针对性信息(或匹配信息),进行信息加工,学会分析问题,并运用各种阅读技巧,达到英语作为语言载体训练学生英语思维,转化学生心理语言,让学生在语言中走进作者的思想和内心世界,进行交互沟通,并最终形成图式(新的知识体系或结构),让学生在阅读中感受语言带给自己的心灵冲击,培养并享受语言的连贯性、逻辑性和思想情感体验的价值。

但是当前英语阅读教学中还存在很多的困惑,例如:英语阅读对于学生和教师的困难何在?英语阅读的现实作用是什么?如何让教师和学生在英语阅读教与学中体验成功的喜悦,并受益于此?教师如何在英语阅读教学中拓展学生的思维,挖掘英语阅读教学的广度和深度?是我们作为英语教师所要思考的问题,也是我们应该探索并实践的方向。

英语阅读对于学生和教师的困难何在?首先,学生怕做阅读理解,不大愿意上阅读理解的课。为什么?从语言本身分析,如果随意的去问一个学生,他(她)会肯定的给出这样的一个答案:生词多。那么生词多,学生就理解了吗?不一定。例如在句子we need governments to start taking action at the national and international level, the clock is running.中的the clock is running 大家都会理解它的字面意思为“钟正在走”。那么这样的一句话在这样的一个语境中它的意思是什么呢?学生理解就有困难。应理解为“我们需要我们的政府必须马上采取措施,没有时间可以耽误了。”很明显,词义发生了新的变化,它被赋予了特定的含义。所以第二个原因就是语境的理解有困难!为什么呢?第一,学生词汇的积累未到达一定量的积累,怎么会有“质”的飞跃呢?另外学生阅读文章是独立分散地阅读句子的,更多的时候是主观和随性的。这样的阅读效率和效果当然是很差的。第二,单个句子(尤其是复合句、功能句、主题句等)的理解有困难。出现其中的一个问题就有可能无法把握文章的精髓(因此我们教师应该注重复合句、功能句、主题句的理解,这些都可以设置在主旨题、概括大意题,题目推断题中)。第三,上下文的一致性分析有困难。如在句子“after almost an hour, I called the prisoner back to my office. The patient seemed like a gentle and modest man. I wondered what he possible could have done to be held under such conditions. 中划线句子应理解为to become a prisoner 。这样的情况也同样出现在排序题和推断题中。第四,事实数据等客观外在表现的信息转化为主观抽象的感悟和启发性的认识有困难。如在句子at work, we strive for achievement, too. Success may mean organizing a conference more effectively and efficiently each year. Sometimes, it is not a pat on the back or the promotion that makes it worthwhile. Often, it is the inner trill and satisfaction of achievement, no matter how small it may be.中,很多学生会从字面上理解为 patting somebody on the back轻拍某人的背,我们应引导学生关注其引申和隐藏的抽象的含义,这里划线部分的意思应和promotion差不多,但又不同,进一步理解为 singing somebodys praises,这样更接近句子的本质意思。第五,细节信息的筛选存在偏差或以偏概全。这在细节题中比较常见。

从阅读者本身而言,学生投入阅读内在动力不足,在阅读过程中由于难理解容易产生“游离”分心,给阅读理解的顺利进行和完整理解带来不好的影响。非智力因素即情感因素对阅读理解的影响很重要,即培养良好的阅读习惯,阅读兴趣,明确阅读动机等,又如探究及分析能力等都有助于提升学生的阅读理解。

那么对教师而言,在英语阅读教学中又遇到什么问题呢?第一,我们如何用恰当的方式解决字、词、句的传授讲解。例如通过举例、选择、推断、排序、排除、分析句子结构,猜词,演绎和归纳等,当然还有其他更好的方法有待我们的研究,这些都是有助于学生提高理解能力的好方法。但是选择什么样的方式我们应该根据材料的难易程度、学生的接受程度、教学设计的角度和情感能力体验的维度等方面进行选择。第二,我们如何挖掘文字背后的信息,把具体的信息转化为抽象的认知,并让学生有所体验和感悟。第三,如何让学生轻松快乐地阅读。对阅读材料和问题的处理(如时间的安排等)以及阅读理解的技巧的研究,有待于归纳和总结并指导学生的阅读实践。

在英语阅读教学中,我一直存在这样的困惑:英语阅读对学生的现实作用是什么?难道只是分析句子简答问题,寻找一个正确的答案吗?讲了这么多,做了这么多的阅读理解,学生和老师分别得到了什么呢?我觉得首先英语阅读教学培养了老师和学生的英语思维能力,就如数学能培养人的逻辑思维能力,艺术音乐能培养人的鉴赏能力等。其次,在解题和阅读的过程中,在与作者的对话中产生的心灵碰撞而产生的心理语言对现实的可能性影响。如face adversity with a smile,通过作者本身、Helen Keller Douglas Bader 的例子能使学生树立正确面对困难的价值观和情感体验,即乐观面对困境。(这也许正是当下教育中忽视和缺少的问题的问题!)具有很强的现实意义。再者,阅读理解是知识积累和情感转化在英语教学中的集中体现。一篇好的文章能影响一个人对一件事物一个人的认识,甚至影响他的一生。在一篇好的文章中,我们又可以积累知识运用知识,使知识更好地为我们所用,更好地走进人类思想的灵魂,散发智慧的光芒。

那么教师和学生如何在英语阅读中寻找到平衡点和突破点呢,即如何让教师和学生在英语阅读中体会教与学的成功和喜悦。笔者认为第一,化被动阅读为主动阅读。①预习是一个很好的方式。让学生从自己的角度对阅读材料的内容提出难理解的问题,自主寻找答案,在课堂匹配和验证信息,让学生自我发现阅读材料中的知识点如生词、复合句等,带着问题在课堂中消化理解。②阅读材料思路的归纳。清晰、逻辑性强的教学设计更会让学生感同深受,学生在这样的一个思维框架下可以主动地驾驭材料内容。③结合材料,自我总结归纳的必要,教师的讲解和学生的预习是初步和零散的,把原来作者的思想转化为学生自己的想法,加工整理、分析归纳是必不可少的,如阅读教学中的Retell, Discussion,及挖空填词的设计都是可行的。第二,快速阅读和慢速阅读相结合。快速阅读突破框架、主旨,慢速阅读注重细节、例子、数据、说的话、现象等具体的信息,研究生词,“熟悉词”在语境中的具体运用;功能句、复合句的分析等,在一次次的提问中达到交互阅读的(效果),并最终形成作者的图示(即整篇文章结构和内容);从而转化为学生的图示;另外,在这样快慢结合的交互阅读中,学生的注意力得到了合理的分配,张弛有道,重难点清晰,达到高屋建瓴,又无“身在此山中,不知庐山真面目”的境地;但又不乏干粗叶茂,对细节又了然于心。第三,让学生在阅读中拓展思维,让教师在阅读中挖掘广度和深度!评价阅读理解的好坏和效果不在于问题设置和材料的难易,而在于学生在阅读中能否找到共鸣,但难度又由于理解又阻碍学生的共鸣:如有学生主观的偏见、有设题的干扰、更有学生无法阅读完材料的决心和恒心的缺点。作为英语教师,我们更应当探寻阅读内容的价值,换个角度,换种思维思考问题。拓展思维如联想、抽象概括、逻辑思维等的培养。教师英语阅读教学的广度在于拓宽教学思路,选择尽可能多但有效地理解途径,拓宽学生的视野和知识面, 如通过看电影,听音乐,讲故事,课后查阅网上资料等让学生了解阅读中关键信息的背景知识,如通过演讲,表演,讨论,复述等让学生发散思维,激发相关知识;深度在于选择一种理解方式(选择、判断等),挖掘作者内心,揣摩词、句、主旨意思,寻找到与作者的共鸣之处,特别是认知和情感共鸣,如通过定义、概括、提炼、反思、运用等手段让学生启发思考,加深印象,并最终转化为心理语言。

Face Adversity With A Smile 为例

Step1lead-in

Different attitudes determine different results. (attitude is everything)

Situations about problems given------ways discussed

Step 2: pre-reading

(1) 整篇文章存在以下生词(unfamiliar words ):

1.Adversity : n.逆境、不幸

2.Grumble : n .抱怨

3.Incline : n. 斜坡

4.Console : vt. 宽慰、慰问

5.Smug: adj.自满的,沾沾自喜的

6.Activism: n. 行动主义

7.Inspirational: adj.有灵感的

Inspiration: n.灵感;鼓舞人心的人或事物

8.Trial: n.审判;考验

9.Determinant : n.决定因素

10. Confront : vt 面对;遭遇

11. amputate: v 截肢;切断;砍断

12. ace : n. A (纸牌)亦称爱司;擅长。。。的人;精于。。。的人

13. aerial : adj 空中的,飞机上的

14. nonsense: n 胡说,废话;无聊的食物,愚蠢的行为

15. crutch: n. 拐杖(=stick

16. deliberately : adv. 慎重地;有意地

17. biography :n. 传记

18. defeatist : n. 失败主义者

19. thread: n. 线索、线、思路

(2) Unfamiliar phrases:

1.      be glad of

2.      in ease

3.      from time to time

4.      have a go

5.      set to work

6.      opt to

7.      take on

(3) sentences:

topic sentences :

my attitude to the hill has now changed

problems are there to be faced and overcome

one of the main determinants of success in life is our attitude towards adversity

how can you change your attitude towards the adversity that you face ?

The biographies of great people are littered with examples of how they took these kinds of steps to overcome the difficulties they faced.

Difficult sentences:

He explained that I should be glad of the extra exercise that the hill provided.

Finally as I went up the incline I console myself with the thought of all those silly people who pay money to go to a gym and sit on stationery exercise bicycles when I can get the same value for free.

Only through experiences of trial and suffering can the soul be strengthened, vision cleared, ambition inspired and success achieved."

Some are of our making but many confront us through no fault of our own.

Don't listen to anyone who tells you that you can't do this or that

But never, never let them persuade you that things are too difficult or impossible."

The biographies of great people are littered with examples of how they took these kinds of steps to overcome the difficulties they faced.

The common thread is that they did not become defeatist or depressed.

Step3:fast- reading

Question: What is the writers adversity?

        Who are given as the examples by writer ? ( brief introductions of them )

Give the topic sentences and divide them into several parts.

Step 4: careful reading

< xmlnamespace prefix ="st1" ns ="urn:schemas-microsoft-com:office:smarttags" />Para 1: what was the writers attitude to the hill before? Why? And now ? why?

Para 2: comparison: table filling

Para 3-4: example1 (Helen Keller)

      What is his problem?

      How did he deal with (overcome ) his adversity ?

      What is writers conclusion? ( what inspires writer ?)

Para5: example 2 ( Douglas Bader)

     What is his problem?

     How did he deal with (overcome ) his adversity ?

     What is writers conclusion? ( what inspires writer ?)

Para6: Ways to change your attitude towards the adversity that you face. (key words filling )

Para7: what is the common thread about great people facing the difficulties?

      What can we learn from them ?

Step 4: clues (schemata)

My attitude to the hill has now changes:

Before: unfortunately ( why? A big hill on the route)

       Fortunately (why? The extra exercise that the hill provided )

Now   Feeling :glad (why? Reasons : exercise my heart and lungslose weight and get fitlive longer

Comparison: silly people and I ( incline ) ----satisfaction ( top of the hill)

problems are there to be faced and overcome

example 1: Helen Keller

problems: the first deaf and blind

ways to overcome: through experiences of trial and suffering

inspiration/realization/ conclusion: Some are of our making but many confront us through no fault of our own. When we cannot choose the adversity we can choose our attitude towards it.

Example 2: Douglas Bader

Problems: have legs amputated following a flying accident

Ways to overcome: spirits ( strong-minded, determined )

inspiration/realization/ conclusion: Make up your mind, you'll never use crutches or a stick, then have a go at everything. Never, never let them persuade you that things are too difficult or impossible."

Ways to change your attitude towards the adversity that you face.

-----

The common thread of great people facing the difficulties

Step5: extension (depth and width )

Own thoughts and opinions about this problem

Discussion: do you have any adversity? what are they?

What can you do to deal with the problems ?

 

附3:

课堂观察——浅议导入

姜山中学  赵英

  古人认为文章的开头应该犹如“凤头”,即像凤凰的头那样的优美动人。俗语也说,良好的开端是成功的一半。同样道理,一堂课的导入,就如同一幕话剧的序曲,好的导入能吸引更多的观众。对英语教学而言,虽然导入所占据的时间不长,却是不容忽视的一个环节。“导语,它是引入新课的第一个重要的课堂教学环节。导语的心理任务在于激发兴趣和情感,产生学习动机,把学生引进课文的情境中去。”由此可见,导入的目的是为了吸引学生,激发学生的学习兴趣。只有吸引住了学生,一堂课的教学质量才有可能得到提高。虽然教学目标的完成并不能仅仅靠导入,但是毋庸置疑的是,开讲伊始就能抓住学生的兴趣,从而使教学能顺利进行下去,导入的功能是不可或缺的。

  今天在正史中学,听了潘崇村老师,潘妍老师和任艳萍老师的三堂课,上课内容是高一的补充读物“Face Adversity with a Smile”(笑对逆境)。对于高一学生来说,这篇文章和平时的学习内容是没有什么关联的,而且生词量较大,所以他们可能会不重视,因此老师们更应该注重如何激发学生的学习兴趣。

    潘崇村老师在课前一直循环播放“I believe I can fly” 这首励志歌曲,和文章内容是相通的,但是因为时间关系,比较遗憾学生们并没能听完完整的一曲。随后,潘老师开始上课,采用的问候方式是:“I’m happy to give you a lesson today, are you happy?” 学生们一致回答“Yes”。随后可能有点紧张,潘老师又问了:“Do you want to sleep?” 学生们又回答“Yes, 潘老师说:“Me too. So let’s play a game.” 正式进入导入环节。出现在幻灯片上的是三幅图片,都是学生们熟悉的东西,他们很容易就能说出“carrot, egg and coffee bean”随后潘老师用“hard; easy broken, liquid inside; small”分别形容了常态下的这三种物质,但是接下来的问题令我疑惑,我相信大部分同学可能也不是很明白,潘老师问“When faced with adversity, what will they do?” 这个问题就这么凭空出现,稍显突兀,不过幸亏他立刻调整了下,改成“If they are boiled in a boiler, what will they be like?” 这下子在引导之下学生们回答“Carrot will become soft and weak, the inside of eggs will be hard or solid, but the coffee beans change the water into coffee.” 但是随后潘老师说“It shows three different attitudes towards adversity”。这个令我十分费解,这怎么就一下子变成三种不同的面临逆境的态度了,可能我中间也漏听了些什么,可惜的是潘老师没多做解释就进行到下一步的课文处理了,有点遗憾。我觉得潘老师的导入有趣味性,也比较新颖,我是一开始就被图片吸引了,十分想知道这个导入和文章的关系,但是可能是因为时间的关系,这个导入被弱化处理了。

    第二堂课是潘妍老师的课。一开始她先是简单的自我介绍下,并说:“It’s my first time to meet you, I want to know something about you, so I prepared a mental test, by doing it, you can know more about yourself as well.” 虽然常规,但是比较自然的进行了导入一个心理测试,问的是如果你有机会跳伞着陆的话,你会选择降落在那里,是湖,草地,山上还是建筑物上。然后让学生进行选择,然后揭晓答案,即性格分析。采用这个测试的本意是人为学生对于心理测试是比较感兴趣的,但是一方面可能老师的渲染不太够,一方面可能学生有所拘束,使气氛活跃这个目的没能达到理想的效果,但是值得一提的是,潘老师把新的单词很好地用在了性格分析上,反复让学生巩固了如adversity, confront等词,为学习课文打下了一定的基础,有针对性。

    第三位任艳萍老师一开始略显突然直接说let’s look at some pictures of my students. 然后幻灯片上出现学生们一张张的笑脸。接下来是一连串的问答,what are they doing?—smiling; can you smile?—yes; when will you smile?—when I am happy。此时话锋一转, but you cannot always meet happy things, what things make you unhappy? — When I get low marks in exams, or when I’m tired of difficult work, etc. 然后就用学生的回答引出adversity这个重要的生词,整个过程让人觉得非常自然,流利顺畅,一气呵成,这也是今天我最喜欢的导入。

    今天的三位老师综合应用了多种导入方法,有用到提问导入,图片导入,声像视听导入法,游戏导入法等等,但是好的导入应该具有趣味性,针对性和新颖性,就这点来看今天三位老师的导入都有一点欠缺,没有一堂课是完美的,即使是再好的一堂课都有缺点,教学的过程是不断追求完美的过程。今天三位老师的课值得我们学习,不管我们的教学方法怎么样,我们的目标都是明确的,都希望能通过一个好的导入,调动学生的积极性和求知欲,让学生能够主动学,“知之者不如好之者,好之者不如乐之者”。在新课改背景之下,我们更应该严格的要求自己,从实际出发,结合不同的课文内容和学生情况,采用不同的导入方法,让学生更好的投入到英语学习中来。

     以上仅为个人意见,不足之处请大家指正。

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