镇江市中小学中青年骨干教师现代教育技术
实践活动教学设计方案
教学目标分析（结合课程标准说明本节课学习完成后所要达到的具体目标）：9A Unit3 Main task 是牛津初中英语第三单元的围绕话题Teenage problem展开的中心任务——用英语写出青少年自己的困惑，以及解决办法。它意在通过学生对自己困惑的倾诉和寻求解决方法来发展学生的各种语言技能和综合运用语言的能力。本节课要求明确，步骤清楚，语境真实，贴近生活，贴紧学生的心灵，学生有话可说，有材料可写，而且可以通过自己寻求解决办法或者帮助别人想办法，来表达语言，并且能满足学生自我的需求，学生很感兴趣。根据教材特点、单元要求及学生的发展需要，我预设了以下教学目标：知识目标：1、回答调查问卷中的问题。 2、学会在写信之前先写提纲。 3、就压力问题写一封信。能力目标：1、能运用准确、流利、地道的英语表达自己的思想。2、使学生通过对Reading中困惑的表达方式的模仿，写出自己的困惑。3、学会书信的格式。4、进一步发展学生的发现问题、提出问题、解决问题的习惯和能力。情感目标：通过利用多媒体提供的文字、图像、声音、视频等多方位信息，激发学生用英语表达心声的强烈愿望，也激发他们能像青少年辅导员一样帮助别人解决心灵的困惑。
学习者特征分析（结合实际情况，从学生的学习习惯、心理特征、知识结构等方面进行描述）：学生经过几年的英语学习，已经积累了一定的词汇量，形成了一些良好的学习习惯，而且逐渐从感性认识走向理性思考。对于自己以及自己和周围事物关系的一种认识。其中包括自我了解、自我体验、自我评价、自我控制等形式。进入青春期的青少年，自我意识开始形成。他们不仅体验到自己和家人、老师以及他人各种关系的存在，而且能进一步体验到自己内心世界和心理活动的存在，进入到一个“自我发现”的新时期。所以进一步发展学生的发现问题、提出问题、解决问题的习惯和能力，从而激发他们自主学习的愿望。本单元的中心任务在第一课时就已经点明，此后的各项活动和子任务都在不同程度上指向中心任务。可以说在前面部分的学习当中学生对于problems以及the ways to deal with them的表述已经非常熟练，到完成中心任务时应该是水到渠成。而且Reading中的两封信和练习中两封困惑的回信，给学生很好的示范，让他们了解文章的结构，为自己写文章奠定了很好的基础。
教学过程（按照教学步骤和相应的活动序列进行描述，要注意说明各教学活动中所需的具体资源及环境）：1、通过图片让学生说出图片中男孩的困惑，进一步锻炼学生的语言运用能力。2、通过学生自我分析，说出自己的困惑，并分组写下来，为后面的写作打下基础，激发学生发现问题、运用语言提出问题的能力。3、通过更多的图片展示更多的困惑，让学生表达，，并让学生帮助想办法解决困惑。扩大知识面，锻炼思维与语言表达能力。4、通过完成一份问卷，了解更多的解决困惑的办法，掌握更多的语言表达，为下面的写作进一步打伏笔。5、通过让学生对自己困惑和解决方法的表达与梳理，帮助学生学会写作方法——列提纲。6、根据提纲，让学生写一封有关压力问题的信。7、选出范文，集体评估与分析。培养学生发现问题与解决问题的能力。8、总结学生习作的方法，提升学生综合语言运用能力，
教学资源（说明在教学中资源应用的思路、制作或搜集方法）：多媒体课件（文字、图片、声音、视频），真实生活
评价方法或工具（说明在教学过程中将用到哪些评价工具，如何评价以及目的是什么）：1、学生自评，让学生学会自我剖析，了解、改进、提升自我。2、学生互评，让学生互相帮助、改进、提升。3、教师评价，引导、激发学生改进、提升。9A Unit3 Main task
Teaching contents 9A Unit3 Main task
Teaching aims Knowledge aims To answer a quiz about causes of stress
To make a writing plan for a letter
To write a letter about stress problems
Ability aims To train some integrated skills, especially speaking and writing.
To incorporate teamwork, problem solving and other skills
Feeling aims: To have the students concern the life around themselves
To make the students become confident to write a letter
Difficult points: Making a writing plan and writing a letter about stress problems
Teaching methods Task-based language teaching
Teaching aids PowerPoint, colour paper
Teaching Procedures:
Teaching steps Teacher’s activities Students’ activities Teaching strategies Teaching aims
Enjoy a song(before class) Ask the students to listen to a song about Teenage problems Enjoy the song Class listening To relax themselves to be full of energy to have the class
Free talk 1. Introduce myself2. Talk about their school life in Grade 93. Show them a picture about a boy. (The boy is too tired to do any homework, he is sleeping and having an interesting dream about homework.) Share the same feeling with the boy in the picture. T-S ask and answer To arouse the same feeling as the boy has in the picture.
Pre- writing (1)Discuss the problems and write them down 1.Show some pictures about the teenage problems2.Ask them to discuss the problems in groups of four, and report to the others.3. Sum up the causes of stress.4.Show some pictures about the problems foreign teenagers have and tell them how to deal with the problems 1.Talk about the pictures.2.Discuss their own problems in groups of four, choose one to write down the problems on the red piece of paper..3.Report the problems to the other students in front of class. T-S ask and answerClass discussionIndividual report To let the students know how to write the causes of stress
Pre-writing (2)Discuss the ways to solve the problems and write down the solutions. 1.Give the students a quiz, ask the students to choose the best answers.2. Group work: How to deal with these problems Ask them to write down the ways to solve the problems.3.Put their pieces of paper on the blackboard. 1.Do a quiz to choose the best answer.2.Read the quiz. (two parts: the causes of stress and the ways to deal)3.Discuss the ways to solve their problems, choose one to write down the solutions on the blue piece of paper. 4. Ask two students of each group to report their solutions.(one reads the problems and the other reads the solutions) Individual workClass readingClass discussionPair work (report) To let the students know how to write the ways to solve the problems.
Writing(Millie’s letter) 1.Analyze three parts of the letter.2.Help Millie complete her writing plan.3.Teach the students some writing skills. (1)Ask them to pay attention to some types of mistakes(2)Tell them some useful sentences 3.Ask the students to finish the end of the letter4.Ask one student to correct the letter according to the Grading Standard 5.Give the students a sample writing. 1.Help Millie complete her writing plan.2.Finish writing Millie’s letter. 3.Show their competitions to the others4. Learn the sample writing, and know the names of each part. Individual workT instructsIndividual workPeer correctionT comments To let the students know the structure of a letter.To let them know how to write the letter.To let them know how to correct the letter
Post-writing(Homework) 1. Ask the students to write down their own writing plan.2. Ask them to write a letter or an e-mail to me. Write their own letters to the teacher. Individual work To know how to write a letter in their daily life
Homework
Write a letter or an e- mail about your problems to the teacher. (First make a writing plan then write the letter)9A Unit3 Main task 教学实践报告
牛津英语教材9A《Unit3 Main task》主要是教给学生怎样用书面的形式向别人倾诉自己的烦恼，以及解决的方法。在本单元教学的过程中，教师引导学生对“青少年成长问题” 的一系列话题进行充分的讨论，创设宽松的互动平台，让学生展示自己，表现自我，形成正确的人生观和价值观。
那么怎样在教学中完成此项教学任务，结合《新课标》中提出的任务型教学，在本节课中我紧紧联系学生的实际，一切以学生为中心，积极构建有生命的课堂。
首先，我非常注意任务与任务之间的关系，实现了由词到句到段到篇的四大任务教学，当然不是指一堂课中穿插了一两个活动，也不是一系列活动在课堂毫无关联的堆积，我设置的每一个任务都是以前面的任务为基础或出发点，后面的任务依属前面的任务。在实际操作的过程我是这样设计的：我从学生作为初三学生比较忙的实际情况出发，结合图片，让学生用一些形容词，例如：sleepy, tired, stressed 等等来表述他们的观点，当然比较简单，相对时间也比较少，过渡到句的教学，时间相对就多些，这部分，我又分成两部分，一是提出问题，二是解决问题，形式由口头表达上升到书面表达，我让他们讨论后用书面的形式呈现出来，并且还让学生代表，展示给班级其他同学，并及时给予评价，句的教学完成的效果还是不错的。进入段的教学，我主要是让学生完成书本上的文章，只要学生写出两段。而最后篇的教学在前面的基础上，难度就不是太大了，这样又一次提升了学生综合运用语言的能力，可以收到很好的效果。
其次，让学生在实践中学习语言，并注重在实践中的运用。在教学设计时，我紧密联系学生实际生活，以学生感兴趣的话题引发讨论，为的就是引起共鸣，让学生愿意说。再营造自由和谐的气氛，慢慢传授怎样说，在类似于交流的课堂上，让学生渐渐地掌握语言，并较好运用语言。让人欣慰的是，学生小组讨论气氛还是不错的，有一组同学在本组提出问题的纸上，还形象地画了一个哭脸，在解决问题的纸上画了一张笑脸，在与全班同学的交流过程中，其他同学都会心的笑了，我认为他们的笑声应该是来源于他们在活动中的满足感，来自于他们思考问题以及掌握知识和运用语言的自豪感，来源于他们在活动结束后和同学交流的成就感，因此学生在笑声中应该能够掌握知识，发展思维，形成能力。
我认为不管是3P教学模式，还是任务型教学模式，所谓教学有法，教无定法，只要能为我的教学目标服务，就是好方法！
当然，学生能够口头表达，但是，写作的时候仍然会暴露出很多错误来，老师要时刻关注学生并加以引导，学生的综合语言运用能力一定会有很大提高。(共20张PPT)
Unit 3 Teenage problem
—Main task
What problem
does the boy have
How does the boy feel
He has a lot of homework.
tired , sleepy , stressed
Everybody has problems sometimes.
What problems do you have
teenage problems
Write down your problems
(4人一组，1人执笔)
the causes of stress
They are not fit.
There’s too much school work.
Getting too many tests and exams
They are weak in a subject.
Getting low marks
Not having enough sleep
Having no close friends
Don’t have enough time for hobbies.
Some people laugh at them .
Too noisy at home
No communication with family members
What are your ways to deal with stress
Causes of stress: _________
Ways to solve: _________
Write down the ways to solve your problems
Introduction
Main body
Conclusion
Introduction
Main body
Cause of stress and how to deal with it
( )
Cause of stress and how to deal with it
( )
Cause of stress and how to deal with it
( )
3. conclusion
Millie’s writing plan
a lot of homework
plan my time carefully
be noisy at home
go to a quiet place
worry about exams
work hard
talk to teachers
a lot of homework
plan your time carefully
The types of mistakes
a. word usage mistakes
b. punctuation mistakes
c. wrong tense
d. spelling mistakes
e. missing word
One cause of stress is …
Sometimes, it is difficult to
achieve a balance between…
I often argue with…
The best way to deal with/
solve it is …
My biggest problem is …
The best advice a friend gave
me was…
第一档：13 —— 15 分 上下连贯，意思完整，语言通顺，表达清楚，很少有语法错误和拼写错误。
第二档：9 —— 12 分 上下基本连贯，语言基本通顺，表达较清楚，少有语法错误和拼写错误。
第三档：5 —— 8 分 上下不连贯，语言不通顺，表达不清楚，有较多语法错误和拼写错误。
第四档：0 —— 4 分 上下不连贯，语言不通顺，表达不清楚，有大量语法错误和拼写错误。
The Grading Standard （评分标准）
My biggest problem is that it is very noisy at home. My grandma is deaf and she often turns on TV very loud. When this happens, I cannot do my work carefully. I usually go to a friend’s home or to the library where it is quiet.
main body
When I have problems, I will talk to my friends and family members, so I am telling you my problems, and I hope you will tell me yours. If you need any friendly advice, I will be happy to help.
Your friend
Millie
conclusion
Write your own letter
Introduction
Main body
Cause of stress and how to deal with it
( )
Cause of stress and how to deal with it
( )
3. conclusion
writing plan
Thank you！
