英语五步教学法案例

“五步教学法”示范案例

城北中学英语备课组

授课人：殷德梅

备课组教师：殷德梅胡卫东李德才程旭明王晶梁春爱

金爱辉廖仲桥孙琼枝邹德松张桃香赵新莲

Unit 3 Project Writing a science fiction story

一、教材分析

本课是人教版九年级第三单元project部分，要求学生先学习本部分的阅读材料，然后完成书写一篇科幻故事的这个课题。Project部分的设计是为了提高学生的综合英语素质和能力，以及培养与同学分工合作的能力。阅读材料是由三本著名的科幻小说内容简介构成，通过对材料的学习，让学生知道科幻故事的基本框架是什么，激发学生的想象力，引导学生去动笔写科幻故事。Project部分的特色在于它有一个从课内到课外的延伸和拓展，作品的完成在于课外充分准备以及小组成员的配合，它需要学生花时间花精力认认真真地去完成。在搜集信息和与他人合作的过程中，学生能学到很多，不仅扩充了他们的知识面，也有益于提高他们的自身能力。

二、教学重点和难点

本课阅读材料的学习是为了启发学生，然后完成课题。因此，通过与同学分工合作写出一篇质量较高的科幻故事成为了本课的教学重点和难点。

三、教学目标与要求

新英语课程标准中提到：要着重提高学生用英语获取信息、处理信息、分析和解决问题的能力，要使学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，同时帮助学生了解世界和中西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观。那么在本课中，我确立了三个教学目标：一是通过对阅读材料的学习，使学生抓住故事的基本框架，培养学生处理信息的能力；二是通过各种不同形式的讨论，使学生在独立作业的同时又与他人交流获取信息，激发想象力，为科幻故事的撰写提供素材；三是通过国内外科幻的对比，培养学生的爱国情操，积极支持中国科幻片和科幻小说的发展。再来，把四川汶川大地震和科幻联系起来，通过想象力来提高学生的情商和人文素养。

四、学生分析

九年级学生已经具备一定的获取信息和处理信息的能力，但如何在获取、处理信息的同时提高认知水平、培养人文素养，将所学运用到实际，同样是高中英语的教学任务。我的学生将大量时间花在做习题上，在单纯的英语语言知识学习上下工夫，不愿意阅读各种文章来扩充知识面，不愿意多写一篇文章，不知道该如何实际运用英语。因此针对学生的实际情况，我将引导他们学会如何写一篇较高质量的科幻故事。

五、教学策略与方法

我将把每一个环节都紧密联系起来，每一步都为后一步做铺垫，让学生做到自主学习和探究性合作学习双结合，达到通过大量的信息输入，为学生的作品输出做准备的目的。本堂课主要是使用多媒体教学，先利用科幻录像引起学生兴趣，然后通过表格填空使学生有任务有目的地阅读文章，抓住小说基本框架；接着先分小组后在全班讨论问题，充分发挥学生的想象力，再通过大量的图片提供写作素材，让学生知道该如何写科幻故事。在小组讨论过程中，让学生彼此交换信息，用英语表达自己的观点看法，通过信息交换来进一步扩大他们的思维和想象空间。

六、教学过程

1. Lead-in 引入

教师向学生提出问题：是否喜欢看电影？喜欢看什么类型的电影？贴近学生的生活，让他们对本课堂即将谈到的话题不陌生。用课件展示《Jurassic Park》的一段录像，让学生说出电影的名称并判断电影的类型，让学生了解什么是科幻。接着让学生谈谈对科幻片的感受和看法，了解学生对科幻的认知度。

2. Reading使学生了解故事基本框架

(1)、任务型阅读：根据三本书的介绍给出表格（作者、写作时间、内容和结尾），要求学生在规定时间内完成；

(2)、阅读后学生回答问题（几乎所有学生能找到答案，因为没有影响阅读的单词）；

(3)、对于某些新词，可以通过构词法、上下文语境以及常识猜出词义；

(4)、头脑风暴：你能不能描述你心中地心世界是什么样子？如果你有时间机器你会回到哪一年？如果你有一架宇宙飞船你会做什么？让学生任选一个来说，他们所说的定会涉及到时间、地点、人物和事件，实际上是巩固故事的基本框架。

3. Extra Information 使学生知道一些能够作为写科幻的素材

(1)、展示科幻电影的海报。第一步，快速移动的图片，要学生说出有多少幅，测试学生的反应能力；

(2)、第二步，再次展示快速移动的图片，要学生说出有哪些科幻电影；

(3)、根据12幅海报，要学生总结用于写科幻的题材或素材；

(4)、培养学生爱国情操，支持中国科幻片和科幻小说的发展。

4. Planning and preparing构思故事基本框架，确定写作题材

学生通过前三个步骤已经了解了科幻故事该如何书写，接下来就是付出行动：

(1)、分组讨论确定科幻题材；

(2)、组内成员分配任务，构思故事发生时间、地点、人物和事件；

(3)、将谈论内容汇总，派代表说出整个故事的大意；

(4)、在班上简要介绍本组即将要写的科幻内容。

七、板书设计

我的教学板书主要是为帮助学生能够写科幻故事而设计的，通过阅读材料和其他科幻信息的补充，引导学生抓住写故事的两大要素：故事框架和科幻素材。

八、布置作业

根据课堂上所分的小组以及小组成员的任务分配，通过阅读书籍、翻阅报刊杂志以及上网搜索，收集更多与本小组所确定的科幻内容相关的科学背景和信息。给学生两周的时间作充分准备，然后将课题成果在全班呈现，让全班同学参与评价评奖，优秀作品发布在学校网站上。

授课：

Unit 3 Project Writing a science fiction story

▲Teaching Subject

Senior grade one

▲Teaching Aims

1. To practice students’ reading ability: skimming and scanning;

2. To help students find ways of how to write a science fiction story;

3. To cultivate students’ patriotism.

▲Teaching Important and Difficult Points

Ways of how to write a science fiction story

▲Teaching Method

Inductive method

▲Teaching Aids

Multimedia

▲Teaching procedures

Step 1 Greeting

Good afternoon, class. Today, we are going to learn a new part of this unit. What can we lean from this part? Firstly, let me show you a small part of a famous film. After seeing it, please tell me it’s name and it’s kind.

Step 2 Lead-in

Woo, it made your heart beat faster and faster, right? So who’d like to give me the answers to my two questions ? (Jurassic Park, a science fiction film). What do you think of science fiction films? Do you like it or not? Why? (ask 2-3students to express their opinions). Thank you. What all of you said might be the reasons why science fiction films are so popular worldwide. As we know, good science fiction films should be based on good scripts or good stories. That’s what we are goinh to learn today? Write a science fiction story. But how to write it or how to write a good story might be difficult, thus let’s read three famous science fiction books first.

Step 3 Reading

fiction books quickly, and fill in the blacks. Of course, you can discuss with your partner when necessary.

(after five minutes or so)

Ok, time is up. Now let’s check the answers one by one.

All of you did a very good job. Please observe the table, and tell me what a story is made up of? Yeah, that’s right. A story consists of Author, Time, Content and Ending. Can you think out other elements? Wonderful. Place, Character, Backgroud…

Well, from the table, it is easy for us to get the general idea of each book, for there aren’t any difficult words or sentences. After reading them, I think some of you may want to say something about the three books. Next, let’s have a discussion about them.

2. Discussion

(1) Have you ever thought about the world in the centre of the earth? Can you describe the world there?

(2) Which year would you like to go back to if you had a time machine?

(3) What would you like to do if you had a spaceship?

Pair work: choose any one of the three questions and exchange your ideas with your partner

Class work: ask some students to present their thoughts and give some comments on them.

Teacher’s opinion: I choose question No. 2. If I had a time machine, I would like to go back to the time before the earthquake happened in Sichuan Province. I would try my best to persuade the local people and government to believe that a serious disaster would come soon. In that case, many people might not die and many damages might not happen.

Just now, we have seen a small part of a famouse science fiction film and read the contents of three famous science fiction books. Do you know any other science fiction works.

(various anwers are possible)

I’ll show you more.

Step 4 Picture information

1. First, the pictures of some famous science fiction films move quickly on the screen. Students should follow them and count the number. By doing this, students can concentrate on what I ask them to do and improve the speed of their reaction.

2. Second, present those pictures again and this time, more slowly. Ask studetns to get the name of each picture. And then, according to the pictures, students are told to summarize the topics that can be used to write a science ffiction story.

3. Comparison. Lead students to think about the question “Why are foreign science fiction stories or films more popular then our Chinese ones?”The purpose of doing so is to help studetns realize the potential development of Chinese science fiction industry.

Step 5 Planning and preparing

1. Devide the whole class into several groups according to their own will and then discuss which topic your group would like to write about. What’s more, it should contain:

Time and place ______________________________________

Character __________________________________________

Content ___________________________________________

Ending ___________________________________________

2. Select one member to represent the whole group to collect all the elements and form them into a brief inroduction of your story. Other members help him or her to organize words and phrases.

3. Ask the representatives of each group to come to the black board to share your story with the whole class

Step 6 Homework

Since your group have decided what to write about. All you need to do is distribute the task to each member fairly and then write the story. We will have a competition about the story writing. Please hand it in in two weeks. The best ones will be posted on the school website..

评课：

金爱辉: 今天的备课组活动,我们请殷老师为大家上了一堂PROJECT公开课.该课型我们之前从未接触过,如何避免把它上成阅读课,如何体会新课程理念,真正在这类课堂上注意培养学生能力,体现“做中学”,是我们第一批接触新课改老师们都应该思考的问题,下面请老师们就这堂课,结合新课改,谈谈自己的看法.

胡卫东: 殷德梅老师的这堂课是新课程改革新教材中的一个新的部分Project,是新课型教学的一堂优质研讨课。首先，殷老师充分领悟了新课程理念，充分挖掘了教材内容，充分体现了教师和学生双主体教学模式，从而培养了学生自主学习和合作学习的能力以及学生的发散思维。其次，运用“启动、主动、互动”的设计，阅读任务有层次，有梯度，充分体现了教师对学生认知规律的把握。活化教材，鼓励创新，让学生通过体验掌握知识，从而有效地提高了学生的综合语言运用能力。再次，她的教学设计以学生为主，以小组式学习团体引导学生自主学习和合作学习。教学内容以课本为依托，并补充大量相关材料，拓展了学生的视野和思维。最后，殷老师是一位集语言美、仪表美、教态美于一体的智慧型老师，知识面广，极富想象力和创造力，又富幽默感和亲和力，给学生以她人格魅力的震撼。同时给学生以情感观和世界观的培养，启迪了学生个性的发展。总之，听完杨老师的课，让我受益颇多。

程旭明：殷老师上的是新教材里的Project课。这是集阅读，写作，研究性学习于一体的综合课程。殷老师导入部分非常好，利用一段能够激起学生兴趣的电影视频，很自然的过度到了话题。然后，让学生通过所学的内容，根据自己的兴趣，编写一个故事剧本，再要求学生表演出来。整堂课气氛活跃，循序渐进，让学生在轻松的状态下学到了很多关于science films的知识，并且锻炼了学生表达的能力。殷老师对教材的安排非常合理，并且充分体现了新课改的理念---Do to learn。并且，殷老师的语言素质非常高，教态自然大方，让人有眼前一亮的感觉，整堂课听下来，觉得收益匪浅。

建议：在调动学生积极性的时候，可稍微多注意点后面的同学，这样可以做到顾全大局。

测试：

Module 4 Unit 3 Project

Quiz

ⅠTranslate the following phrases into English.

1、以……为基础/依据_________________________

2、科幻小说________________________

3、死火山________________

4、来到, 偶遇________________

5、被誉为_________________________

6、被困于……，陷入……困境_______________________

7、以……的速度_________________________

8、在……的帮助下_________________________

ⅡWords spelling

1、A German professor discovers an a_________ secret in an ancient book.

2、Could you please send these d_________ to the boss in the meeting room.

3、There are many _________ (无名的) people who also played important roles in history.

4、When she realized that she was alone in the room, she felt s_________.

5、The company decided to employ ___________ (没有经验的) graduates to cut back on their daily cost.

6、The soldiers tried their best to save the people t_______ in the flood.

7、Instead of waiting to be _______ (拯救)，they collected some fruits for food and picked up some dry branches to make fire.

8、They are finally able to _______ (带领/操纵) the lost bus to the bus station.

ⅢMultiple choices

1、The mayor of Beijing says that all construction work for the Beijing Olympics ________by 2006.

A has been completed

B has completed

C will have been completed

D will have completed

2、The first use of atomic weapons was in 1945, and their power ________ increased enormously ever since.

A is

B was

C has been

D had been

3、More patients ________ in hospital this year than last year.

A treated

B have treated

C had been treated

D have been treated

4、Susan decided not to work on the program at home because she didn’t want her parents to know what she _________.

A has done

B had done

C was doing

D is doing

5、Months ago we sailed ten thousand miles across this open sea, which _________ the Pacific, and we met no storms.

A. was called B is called C had been called D has been called

6、An exhibition of paintings ____ at the museum next week.

A. are to be held

B. is to be held

C. are holding

D. will hold

7、Every possible means ____, but none ____ successful．

A. has tried; has proved

B. tried; proves

C. has been tried; proves

D. is being tried; is proved

8、I know Fanning was closed down at the end of 2001, but ____ Fanning’s dream finally began to fade?

A. How was it

B. What was it that

C. When was that

D. When was it that

9、Not only _____ to stay in from the rain. To his joy, he was invited to dinner with the host.

A. did the stranger allow

B. was the stranger allowed

C. the stranger allowed

D. the stranger was allowed

10、Mr Green is said ____ an experiment to prove the new method of solving the problem when young.

A. to do

B. to have done

C. to be doing

D. to have been doing

ⅣRead the following passage and then fill in the form.

If people work to meet their needs(满足需要), it would be good to know what these needs are. They are very simple. Dr. Maslow has suggested that people have only five basic needs. Everyone has them, and everyone spends his or her life trying to satisfy them. Although we may try to satisfy our needs in different ways, we all are trying to satisfy the same needs. In a way, it is these needs, which are common to all people that make us human. They seem to be a basic part of human nature.

The needs, which occur in the order shown below, can briefly be described as follows;

1. The Physiological Needs---Our needs for the things that keep our bodies alive---food, water, air, rest, elimination, etc. These needs come first. We must meet them, or we will die.

2. The Safety Needs---First we need to stay alive, and then we need to be safe. There are two kinds of safety needs: the need to be physically safe and the need to be psychologically safe or secure.

3. The Belongingness Needs---Once we are alive and safe, we then try to satisfy our social need, a need to be with and accepted by other people. We discover our need for love.

4. The Esteem Needs---After our first three needs are fairly well met, we try to satisfy a fourth need. This is a need for recognition, respect and reputation. The need has two parts: self-esteem (thinking well of ourselves) and the esteem of others.

5. The Self-Actualization Needs---The highest need of man is to actualize himself, to achieve his full potential, to become all that he might be. This need is

one that no one ever satisfies completely, partly because we are too busy trying to satisfy our lower needs.

If Dr. Maslow is correct, those are the things we are after. Our work, rest, play---whatever we do---is done in an effort to meet one or more of those needs.

参考答案

Ⅰ1.be based on 2. science fiction story 3. dead volcano 4. come across

5. be recognized as

6. be trapped in

7. at a speed of

8. with the help of Ⅱ 1. amazing 2. documents 3. nameless 4. scared

5. inexperienced

6. trapped

7. rescued

8. guide

Ⅲ1-5 CCDCB 6-10 BCDBB

Ⅳ 1. Five Basic Needs 2. Purpose 3. Physiological 4. alive 5. Safety

6. psychologically

7. with and accepted

8. our social need

9. Esteem 10. to actualize oneself

结：

Unit 3 Project 教学总结

一、本堂课的成功之处

本堂课教学成功之处在于环节与环节之间衔接自然，层层递进，能够启发学生并引导学生步步深入讨论研究。通过录像和大量图片的引入提高了学生对科幻的兴趣，使得学生主动思考和自主学习；通过小组和班级讨论，思维得以发散，学生的想象能力、创造力以及合作学习的能力得到提高；同时，学生的口语表达能力和组织能力也得到了锻炼。大量信息的输入足够使得后面的输出十分容易得以实现。

二、本堂课的遗留问题

本堂课也有值得继续思考的地方，关于头脑风暴的环节，到底是放在阅读之前还是阅读之后。放在阅读之前可以先让学生对本课内容进行预测，然后就很自然的过渡到课文阅读，但是这样做就会导致前面导入部分过长；放在阅读之后，主要是在别人想法的基础上，谈谈自己的想法，有所借鉴，学生知道谈什么，但是就话题而言失去了新颖性。对于大量图片呈现的方式是不是还有更科学的，做到既衔接前后的教学环节，富有逻辑性，又能使学生更快更好地领悟老师的意图。另外在最后的环节，即讨论准备阶段，是不是还有更好的实现形式，是不是还有更有创造性而有操作性的展示方式？

三、我对project教法学法的体会和感悟

英语新课改所带来的新的英语教法学法教材，它强调的是do to learn，让学生在动手做的过程中感悟英语语言知识的规则。通过大量相关信息的呈现让学生学会自己总结，再通过做题来验证并加以巩固。每个单元都由7个版块构成，看似独立的各个版块实际上是相互联系的，前5个版块的学习都是为第6个版块project服务的。因此我觉得在备课的时候应当特别注意版块之间的联系，同时让学生也感受到教材编排的逻辑性，而且在每个版块学习的时候都应为后一个版块做铺垫，在project 部分把这些铺垫都结合起来。除此以外，不能把project部分上成一堂阅读课，因为proect考验的是学生的英语综合素质能力，它要求学生走出课堂，与同学分工合作，阅读材料是一个引子，使学生从中得到启发，然后完成课题。

而对于学生而言，首先应该理清本单元学习的思路和学习目的。在学project的时候要联系到前5个版块所学到的知识，积极参与与他人的任何形式的合作，开阔思维和视野，在课外认认真真去完成小组所分配的任务。