教案 任务型教学.docx

教案 任务型教学.docx

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教案任务型教学

Step1.Pre-task

1.Introducethetopic:

Displaythemultimediapicturetoelicitthetopic

用多媒体打开一个画面引出本节课的话题，吸引学生的注意力。

借助生动的画面和视觉信息进行导入的效果比教师的“独白”效果好。

T:

MikeisanAmericanboy.Hisfatherisaprofessor.HeisinvitedtoteachEnglishinNingdeTeachers’sCollege.AndMikecomestoChinawithhisfather.NowMikeisyournewclassmate.ItisthefirsttimeforMiketocometoNingde.WhatdoyouthinkhemustknowaboutNingde?

（Getstudentstodiscussinpairs.Thenasksomepairstoreport.Elicit“clothing,food,livingandtransportation”bydiscussingthequestion）

2.Afurtherdiscussion

（Aftereliciting“clothing,food,livingandtransportation’’,Idividetheclassintofourgroups,eachgroupdiscussonequestion.Thegroupcompetitionwouldencouragethemtothinkcreatively引出衣、食、住、行四个方面后，将学生分成四组，每组讨论一个方面，活动性形式是小组竞赛，有利于调动学生完成任务的积极性）

（1）dividetheclassintofourgroupsandhaveagroupcompetition.

Thefirstgrouphastodiscuss:

WheredoyouthinkMikecanbuyhisclothes?

Why?

The2ndgrouphastodiscuss:

WheredoyouthinkMikecaneat?

Why?

The3rdgrouphastodiscuss:

WheredoyouthinkMikecanlive?

Why?

The4thgrouphastodiscuss:

WheredoyouthinkMikecangoonweekends?

Why?

（Theteachergiveeachgrouptheirgradeaccordingtotheirperformance.）

（2）Getthefourgroupstotakeouttheirmaps（theteachershouldasktheeachstudenttobringamapofNingdewiththeminadvance）anddiscuss.AskthemtounderlinethemostproperplacestheythinkforMiketogoto.Askeachgrouptochooseoneplaceandthenreportandexplainthereason.Giveeachgrouptheirgradeaccordingtotheirperformance.

（aftersettingthetask,getthestudentstolookatthepictureswithEnglishexplanationinthempresentedbymultimediavisualaids,theEnglishwordslikeladies’room,librarychurch,cafe）

此任务布置后，让学生看并讨论由多媒体呈现的附有英文解释的图片，即表示某些地点的生词：

ladies’room,librarychurch,café、、、、、、、

T:

（showtheslidesofladies’roomandmen’sroomonslides）

Hersisaplace.Inittherearealotofdifferentkindsofbooks.Wecanborrowbooksfromit.Butwehavetoreturnthemontime.Wecallthisplace“library”.

（displaythepictureofchurchinslideshowstopresenttheword）

T:

（showthepictureofcafe）Hereisaplace.Wecandrinkcoffeinit.wecallthisplace“cafe”.

3.Setupanewsituation:

完成以上任务后，又设计一个新情景，目的是帮助学生复习以前学过关于“问路”的表达。

（afterthecompletionoftheabovetask,theteacherneedstosetupanewsituationtohelpthestudentreviewtheusefulexpressionsonhowtoasktheway）

T:

MikeisnewinNingde.Soitiseasyforhimtogetlostonhiswaytotheseplaces.（过渡）Ifhegetslost,whatcanhedo?

（helpthestudentstoanswer:

hecanaskapolicemanorapasserbyontheway.）（getthestudentstoreviewthefollowingsentencesaboutaskingtheway.）

-----Excuseme,whereisdowntownlibrary?

-----Excuseme,isthereapolicestationnearhere?

（elicitthefollowingsentencepatternthroughrevision在复习基础上，又引出两个新句型,）

T:

whenweasktheway,wecanalsosay:

Excuseme,canyoutellnethewaytothemen’sroom?

Excuseme,whichisthewaytothehospital?

4.Introducethemaintask:

有了前面的铺垫，很自然地引出了本节课的主任务

（Itisnaturaltointroducethemaintaskofthislessonafterfinishingtheprevioustask.Thestudentshavelaidasolidfoundationforthefurtherlearning.）

T:

sotoday’smaintaskistohelpMikeaskthewayandtellhimthewaysothathecanreachtheplaceshewantstogoinNingde.

5.Askthestudentstolistentoamodeldialogue（Section2lesson61）

T:

nowlet’slistentothetapeandpayattentiontothewaypeopleaskthewayandgivethewayinthedialogue.Listenfirstandtrytoanswerthequestion:

HowcanAgettothelibrary?

（thequestionispresentedonslide）

Step2:

Taskcycle

（任务循环是任务型教学的一个重要环节。

学生以小组竞赛的形式进行活动，她体现了合作学习的必要性，又通过引入竞争机制反映出活动的真实性）

1.studentsworkingroupsandreadthemap

T:

supposeMikestartsfromourschool,hewantstogototheplaceyoudiscussjustnow.givehimthedirection.Thesentencepatternsinsection3,lesson61canhelpyou.Theneachgroupwillchooseamembertogetreadytoreport.Thereportershouldtryhisbesttosayitcorrectlyandfluently.

2.Geteachreportertoreport.

T:

Othergroupschecktheirpresentationwhiletheyarereportingandwritedowntheirmistakesbutdon’tinterruptthem.

（theteachergivesthempromptsifnecessary,butdoesn’tinterruptthem.Aftertheiroralpresentation,thegroupsevaluateeachother’sperformanceandcorrectmistakes.Andthentheteacheroffersfeedbacks,evaluatingtheirperformance,correctingtheirmistakesiftherearesomeleftandgivingeachgrouptheirgrades.）

（教师要求各小组成员听汇报的同时，要关注汇报者指路的用语是否明确，是否最终能帮助麦克到达目的地,是否有语言、语法错误。

等四组汇报完后，小组先讨论，得出结论，并向全班公布结果。

此后老师做总结并按照情况结合各组打分。

）

3.SetupfoursituationsMikemaybein.（multimediavisualaids）

（Geteachgrouptochooseasituationandmakeadialogue.Thengeteachgrouptoactouttheirdialogue）

Situation1:

oneevening,afterhavingdinnerinarestaurantwithhisfamily,MikewantstogotoPeople’sCinematoseeafilm,buthedoesn’tknowtheway.Whatwillhedo?

Pleaseimagineandmakeaproperdialogue.

Situation2:

onedayMikegoestoNanjipark（（multimediavisualaids）bybike.butmakesamistake,hegoestoJintaimountain,whatcanhedo?

Pleaseimagineandmakeaproperdialogue.

Situation3:

oneSundaymorning,Mike’sfamilywanttogotothechurch（multimediavisualaids）.IsthereachurchinNingde?

Howcantheygetthere?

Pleasemakeaproperdialogue.

Situation4:

onedayMikeandhismotherareshoppinginWalmartshoppingmall.SuddenlyMike’sfindherhandbagisstolen.Hermoney,mobile-phoneandIDcardareallinit.Mikedoesn’ttakeanymoneywithhim.whatcantheydo?

Howcantheygethome?

pleaseimaginewhatthesituationisandmakeaproperdialogue.

Step3:

post-task

一．languagefocusandsummary

1.Talkaboutthedifferencesamongthewords“cross,acrossandcrossing”.

（1）getthestudentstotranslatethefollowingthreesentencesandpayattentiontothemeaningoftheunderlinedwords（withthemultimediavisualaids）

1）turnleftatthesecondcrossing.

2）goacrossthebridge.

3）crossthebridge

（2）askthestudentstofindoutthedifferenceofthethreewordsbasedontheirmeanings,partspfspeechandusage.

（Ifonestudentgetstherightanswer,hisgroupwillget10points）

（3）theteacherdrawaconclusion

Cross:

v

Across:

prep

Crossing:

n

2.Askthestudentstotellthesebuildingcorrectly

quicklyandfluently,thentheteachershowsagainthepicturesofsomeplacessuchaschurch……………

3.getthestudentstosummarizetheusefulsentencesaboutaskingthewayandgivingtheway.（ifastudenttellsarightsentences,hisgroupwillget5points）

1）Excuseme,whichisthewaytothehospital?

.Where’sthe（nearest）…,please?

　　.Istherea…nearhere?

　　.Whichisthewayto…?

　　.HowcanIgetto…?

　　.Canyoutellmethewayto…?

　　.Doyouknowthewayto…?

　　.Canyoutellmehowtogetto…?

2）•Goalongthisroadand…

　　•Goupthisroadtotheend.

　　•Goonuntilyoureachtheend.

　　•Turnleftatthe…crossing.

　　•Takethesecondturningontheleft.

　　•Goacrossthebridge.

　　•It’sbetweenthe…andthe…

　　•Youwillsee…infrontofyou.

　　•Youcan’tmissit.

Askthestudentstoreadthesesentencescorrectly

4.Askthemtochooseaplaceandworkinpairstoaskandanswerandmakesurethattheycanfurtherpracticetheusefulsentencepatterns.

二:

Conclusion

Workouteachgroup’stotalgradestoseewhichgroupgetsthehighestmarkangivethewinnerssomebookmarksasaprize.Meanwhileencourageothergroupstoworkhardernexttime

andnottobediscouraged.

Step4：

Homework

Level1:

learnbyhearttheusefulwordsandsentencesconcerningtoday’stopic.

Level2:

Makeanewdialogueabouttoday’stopicandwriteitdown.getreadytoactitoutwithyourpartnernextclass.