運用“Backward Design”理論指導中考英語總復習

余平

Backward Design可以更廣闊地開拓教師思維，改變對教材的角色定位，豐富并充實教學內(nèi)容。

下面以話題復習系列之十三“健康（Health）”為例，說明如何進行Backward Design。

1. 確定預期的學習目標

根據(jù)知識分層模式，筆者著手對本節(jié)課的知識進行分層梳理如下。

2. 確定需要給予評價的內(nèi)容和措施

評價是實現(xiàn)預期學習目標的重要保障。針對不同層次的知識應采用不同的、有針對性的評價方法。我所預設的評價內(nèi)容有詞匯的默寫；聽后的速記能力；對閱讀的評價；對作文的評價。

3. 教學設計

知識與技能： 通過頭腦風暴激活學生已有詞匯，并結(jié)合日常用語表達交際用語。通過對健康話題的多角度探討深入淺出導入寫作目標。培養(yǎng)學生速記、速聽、速讀、速寫的能力。

過程與方法：激活—運用—拓展—再運用—信息輸入—內(nèi)化。

情感與態(tài)度：鼓勵學生發(fā)散思維，多角度分析事物，形成正確的觀點，獲得閱讀后的愉悅感和滿足感。

4. 教學過程

Step 1： Talk about the picture

Picture 1： tell the parts of the body （圖片滑稽有趣，吸引眼球，輸出詞匯并默寫，默寫全對者獎一面小紅旗）

Picture 2—7： Whats the matter with him/ her？

He/ She had a cold/ flu/ fever/ toothache/ stomachache/ sore throat. His left leg was hurt. She hit into the tree. He ate something wrong.

說明：以圖片作為媒介激發(fā)學生喚起短語或句子的復習，再次夯實詞匯量。（表達正確的獎小紅旗）

Step 2： Free Talk （推出評價要求：速記他人所使用的詞、句。 記得多的小組獎大紅旗）

Talk about last weeks flu happened in your school.（當時的熱點話題）

捕捉學生使用的較好的句子，詞匯，加以拓展，推廣學習。比方有同學用到了I was seriously ill. /I had a terrible stomachache after the meal. He had to call his father to take him to see the doctor. / My mother did not allow me to take any medicines， she just asked me to drink more warm water. / I had a headache and I could not remember anything. / I was very worried about my exams. / You should not be too stressed out， take it easy. / Do you have any good advice？ / Youd better stay at home a few days. / Oh， I must be away from school. How upset I was！

Step 3： Listening practice（2篇）

Listen and fill in the blanks（題目設計成 “聽填信息”）

第一篇是關于積極鍛煉的材料，第二篇是因忙于生意而身體較差的Tim不得不接受醫(yī)生的建議。（精選材料是為了激發(fā)學生熱愛英語學習，這在Backward Design時所必需要考慮的）

通過本聽力材料學生感悟怎樣去保持健康。逐步接近讀寫話題“How to keep healthy？”

Step 4： Reading（2篇）

課堂閱讀。一篇關于飲食與健康、鍛煉與健康的關系的文章，一篇關于古代智者如何應急突發(fā)病人。（在報紙和閱讀書中找的）快速閱讀，學生講解答案。（自評。滿分者獎小紅旗）

Step 5：讀寫綜合（1篇）

Last Tuesday， a little girl died after eating some fried chicken. Her father bought the chicken for her from a street seller in Fenzhuang Village， Fengtai， Beijing. After testing the girl， the doctor said she was poisoned（中毒）by Nitrites（亞硝酸鹽）. Some experts suggest that we should buy food with QS signs. They are safer.

After hearing about the accident， many people feel more worried about food safety because there have been many food safety problems in our country these years. For example， poisonous rice， oil， milk and so on have been found out recently， people feel quite afraid because these poisonous foods are rather bad for their health and even kill them. They want the government to do something to stop such poisonous foods and drinks appearing again so that they can have safe and healthy foods and drinks.

本篇讀寫材料從北京一位女孩因吃街邊小吃中毒而死的事件說明吃不衛(wèi)生食品對中學生身心發(fā)展不利。所選材料貼近生活，很容易引起讀者的共鳴。到此環(huán)節(jié)旨在拓展學生國際視野，形成健全情感、態(tài)度和價值觀。學生通過欣賞語言文字，理解篇章和文章思想，進一步激發(fā)寫作欲望。學生根據(jù)此材料作文，夾敘夾議，水到渠成。

寫作評價方法：兩人在黑板現(xiàn)場作文。其他獨立作文。兩分鐘后師生共同評判黑板上的作文，標出得分點和扣分點。然后同座互評?；ピu時我要求讀出各自的作文，共同修改，標出得分點和扣分點，再打分。然后再由同學們說出他們在互批過程中發(fā)現(xiàn)的好句以供大家參考學習，也要說出典型錯詞錯句以供大家糾錯。

責任編輯 邱 麗