and “while”.
Step④: Make some of the students show their views about the grammar, and show the detailed explanation:
When I got to the classroom, Mr. Li was talking to my classmates this morning.
在表示过去的时间状语中,when后跟一般过去时。
While Tom was doing his homework, his father was cooking.
在表示过去的时间状语中,when后跟一般过去时。
在本环节中,并没有直接将语法项目呈现给学生,而是让学生通过自主探究,learning by doing,归纳出知识点,教师再做适当的点拨。这样的处理方式,会使学生对所学知识理解的更深刻,记忆的更牢固。
Task 6: Using the grammar points by playing a game.
Aims: Try to use the grammar points and incite the students’ interest.
Step①: Talk about the appearance of aliens with the students.
Step②: Ask two students to come to the blackboard and draw aliens.
Step③: Show some notes to the students and ask the students to do the activities as the notes tell them.
Step④: Ask the students to tell some sentences as the model given by the teacher:
While they were drawing, I was walking around the classroom.
在这一任务的设计中,通过黑板上同学画神秘的外星人,座位上的同学做各种有趣的动作,极大地调动了学生的积极性和主动性,为“while”在过去进行时中的应用训练创设了绝佳的情景,让同学们在游戏中轻松掌握了知识点,体验到了成功的快乐。
Task 7: The famous detective Conan
Aims: Develop the topic and evaluate the language out-put.
Step①: Watch a video of a party. (At the party, a girl’s handbag was robbed by a robber)
Step②: To make the students sure that the teacher isn’t the robber, play another video about what the teacher was doing at that time.
Step③: Monitor the survey.
First, ask the students to work in groups and choose their group leader as Conan.
Next, ask them to ask and answer in their groups as the model given:
Conan: What were you doing at 8:00 yesterday evening?
Student1: I was watching TV at that time.
Student2: I was doing my homework then.
Then, ask the students to fill in the following chart:
Finally, ask the group leader to report with the help of the following words:
Madam, at 8:00pm, Student1 was watching TV; Student2 was doing homework; Student3 was
cutting hair. No one could be the robber. (Ask them to use their real names.)
在这一任务设计中,前面的party事件为活动的开展创设了真实的语言情境,在调查活动中要求学生按照活动规则开展有组织、有纪律的小组合作。学生为了完成任务,会自觉地使用到target language 并加以拓展。学生的对话和汇报都很精彩,有的同学在其中加入了相应的动作,汇报中根据实际情况将内容作了调整,如:Li Ling forgot what she was doing at that time. Maybe she is the robber. 充分体现了小组合作学习的成果,培养了创造性思维。
(八)课后反思
本节课成功的方面:
(1) 整节课在新课标理念的指引下采用了task-based language teaching、Communicative Approach的教学模式,以学生为中心,让学生真正做到“learning by doing”。
(2) 课堂气氛跌宕起伏,Task1导课中的一首歌很快将学生引入到学习中,使课堂气氛活跃 起来,到后面的Task6中在画外星人的背景衬托下练习 “while”的用法,和Task7 The famous detective Conan的活动中,又掀起两次高潮,整堂课的各个活动自始至终围绕着过去进行时来学习、操练和实际运用,学生在轻松、愉悦的环境中达到了学习目标,感受到了学习的乐趣。
(3)重点突出,形式多样:通过singing a song, pair work, playing a game, listening, groupwork等形式,让学生充分练习运用过去进行时,从而能熟练掌握,激发兴趣。
存在不足:
在这节课中,听、说、读、写的能力训练中,学生写的能力没有得到充分的训练,课后应通过做练习题来巩固知识点,或设计相应的写作训练。
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