吕紫祎
中图分类号:G632.0 文献标识码:A 文章编号:1992-7711(2017)12-0115
一、案例描述
1. 學生分析
文化差异是学习语言必须面对的问题,新课标要求学生要有跨文化交际的意思,要有国际视野。根据这些特点,我采用与新课标要求相一致的新的教学方式,即活动式的教学法和任务型教学法相结合的方法,调动全班学生的积极性,在师生互动、生生互动中实现教学任务和目标。
2. 教材分析
本节课的授课内容为Cultural differences,让学生了解中西方文化的差别。对于该内容学生半知半解,但是对中西方结婚习俗的不同很感兴趣,于是本节课笔者采取截取《暮光之城》电影片段导入这节课。
3.教学目标(Learning aims)
By the end of the lesson, you will be able to:(1) gain some knowledge about cultural differences;(2)understand the uses of examples;(3)write a passage to introduce a cultural difference in China to foreigners;(4)increase the awareness of understanding each other and take pride in our Chinese traditional culture.
4. 教学策略和方法
本节课的教学以学生为中心,以学生感兴趣的唯美的西方婚礼的结婚誓言为出发点,使学生在轻松愉快的课堂氛围中自主地进行信息加工、知识意义构建、归纳能力发展的过程。教师在教学过程中则适时介入,引导、启发、组织、帮助、促进。随堂进行小组指导,一方面参与学生的讨论,更给学生以个别辅导,以帮助学生解决学习过程中的难题。通过演示法把制作的课件、学生的作文等显示给学生看,便于学生对知识的把握,并从中获得启迪,从而解决问题。通过小组协作法分析问题、解决问题,从而内化而形成学习成果,并将其在全班学生中展示,使学生获得成功的喜悦,从而激发学生的后续学习热情。通过任务驱动教学法将所要学习的新知识隐含在一个或几个问题之中,学生通过对所提的任务进行分析、讨论,并在教师的指导、帮助下找出解决问题的方法,最后通过任务的完成而实现对所学知识的意义建构。
二、教学过程(Teaching procedures)
Step 1. Lead in: Enjoy a video.
教学意图:吸引学生注意力,激发学习兴趣,同时引出本课教学内容。苏霍姆林斯基认为:“教学的起点,首先在于激发学生学习的兴趣和愿望”。我国古代著名的教育家孔子也曾说过:“知之者不如好之者,好之者不如乐之者”。从心理学角度讲,兴趣是认识事物过程中产生的良好情绪。这种心理状况会促使学习者积极寻求认识和了解事物的途径和方法,并表现出一种强烈的责任感和旺盛的探究精神。如果课堂导入充满趣味性,学生便会把学习看作是一种精神享受,因而能更加自觉积极地学习。
The video is about western wedding ceremony.
Discussion:
Can you introduce some Chinese wedding customs?
There are several questions to help you.
1. What colour do the Chinese people use to celebrate their wedding?
2. What special food do the new couple eat to be a symbol of having a baby early?
3. What should the bridegroom take to the brides home?
让学生以小组为单位讨论分析,最后给出答案。事实上,学生很快给出了正确答案,说明学生掌握得很好,而且学生信心很足。
在此基础上,我问他们是否愿意尝试更具挑战性的题目,学生们跃跃欲试。
教学意图:让学生直观感受中西方婚礼的差别,并得出婚礼的差别是由于不同文化引起的,从而导入本节课的课文学习。
Fast reading
Go through the text quickly and finish exercises 1&2
1.①How many people are chatting here?
②Where are they from
Read their conversation again and match it.
2. The text can be divided into four parts:
PartⅠ: Line1-Line15
1.●A wedding reception and two customs in Brunei
Key words: serve food, thumb
PartⅡ: Line16-Line22
2.●Bonfire Night in the UK
PartⅢ: Line23-Line40
3.●A wedding ceremony in Korea
Key words:a live hen and a roosterendprint
PartⅣ: Line41-Line59
4.●Need some help on homework about cultural differences.
Key words : open presents
筆者采用语篇教学法(Text approach),实际上就是从语篇分析(Discourse analysis)入手,把语篇作为一个整体来考虑,要求学习者从其层次结构及内容上入手,最大量地获取和掌握文章所传递的信息,同时逐步地培养其恰当使用语言的能力即(口笔头)交际能力。所以这种方法可以达到把语篇分析、打语言基础以及交际能力的培养三者有机结合起来的目的(毛玉华, 1994)。
Step2. Detailed Reading TaskⅠ Part Ⅰ (Line 1-Line15)
When did the British teacher open the present at the end-of-term ceremony?
He opened the present he received it at the end -of -term ceremony.
Why? It is not to open a present when someone gives you one in the west. They like to see how the person .
Detailed Reading Task 2 Part Ⅱ (Line16-Line22)
1. Roosters are supposed to from the wedding ceremony;
2. Hens are thought to for the marriage;
3. The fact that the hen lays an egg is considered during the ceremony.
Detailed Reading Task 3 Part Ⅲ (Line23-Line40)
Read the sentences below and decide whether they are true(T) or false(F).
1. Men and women have to sit in separate areas at the wedding.
2. Food, soft drinks, tea and coffee are served, but alcohol is not permitted at the wedding.
3. People in Brunei celebrate the wedding by singing and dancing throughout the night.
4. People point with their first finger in Brunei.
5. If you came to Brunei, you would have to take off your shoes before going into someones house.
Step 3. Reading Strategy
Please list the purposes of using examples.
From the text we know we should always whenever we go.
A. do as we like
B. do as the local people do
Step 4 Writing
Peter and Waled are interested in Chinese culture especially Chinese traditional festivals and wedding. So write a short passage about Chinese traditional festivals or Chinese wedding to them.
Discuss in groups.
1. When is...
2. What do people do to celebrate it?
3. What special food do people eat?
4. Some other things you want to write
The following are to help you to write:
Words : congratulate, celebrate, adjust, permit, prohibit, ensure, get accustomed to, Useful phrases : have trouble doing sth;
Some sentence patterns to help you to write:
what is really interesting is that...;
Another differences is that while...
it is quite funny doing sth,
Only by this way can we ...
Whats more,...
Step 5. Homework
1. Polish your writing.
2. Collect more customs in different countries.
三、案例反思
1. 采用多媒体教学
多媒体技术具有集图像、声音、动画、文字于一体等多种信息功能,而电脑接入因特网后,具有信息量大,信息变化速度快,信息资源高度共享等特点,是过去任何一种传媒无法比拟的。利用多媒体制作课件,增大了课堂容量,加大展示不同国家不同文化的力度。也加快了课堂的节奏。明确任务目标,站 在学生角度,精心设计教学任务,提高学生英语学习的积极性,为学生创设英语交际环境。整堂课师生,生生互动性强,在自主、互动、探究的方式中展开课堂教学。并且引导学生重视所学的知识的语用功能。课堂气氛活跃,学生踊跃参加活动并取得了良好的效果。精心设计课堂提问,设疑启智、营造高效的课堂氛围。
2. 教会学生阅读的方法和技巧
作为英语教师,学生是学习的主人,在英语阅读教学中,我们首先教会学生阅读的方法和技巧。总的来说,我们必须高度重视阅读课,充分开发阅读课的潜力,有效地利用阅读课的资源,通过各种方法来提高学生的阅读能力。
3. 根据课文内容绘图或设计画图
如果文章的内容是描述一个地方一个城市的位置,教师可让学生根据内容画出这个地方的平面图或这个城市的地图,并标出重要的地理位置。如果文章的人物繁多,场景变化多,教师也可指导学生在阅读过程中,根据内容设计图画,通过这种形式,培养学生的创造能力和合理推测能力。
(作者单位:江苏省溧水高级中学 211200)endprint