優(yōu)化教學設計，構建高效英語課堂

陳紅詠

使用人教版《新目標英語》以來，我在自己上課或聽課過程中，發(fā)現(xiàn)課堂教學中詞匯教學費時多，學生進行語言能力培養(yǎng)的時間相對少了；部分教材的編排不太恰當，有的內(nèi)容太零碎，缺乏整體性，有的內(nèi)容編排輕重不一?；谶@種現(xiàn)象，我們有必要通過優(yōu)化教學設計來提高課堂效率。

通過一節(jié)課使每個學生個體都有所發(fā)展，這樣的課堂稱之為高效課堂。“高效課堂”主要涉及兩個方面的研究：教師與學生，即教與學以及兩者之間的相互關系。打造高效課堂不僅僅是讓學生能學有所獲，教師也能在教學中實現(xiàn)成長找到成就感，形成“學生樂學，教師樂教”的良好局面。

一、優(yōu)化教學設計

1. 學段教學全面規(guī)劃。隨著教師教齡的變化，在教學中考慮的學段也是不同的，一個優(yōu)秀的教師可以考慮到三年的學段，而教師在教學中考慮的最小范圍是一本書（一個模塊），這個模塊中涉及到哪些話題，哪些語言知識，需要教師整體考慮。

2. 單元教學要整體安排。每一單元有個話題（topic），整個單元都圍繞這個話題開展，教師需要考慮所教內(nèi)容在整個單元中處于什么位置，對前面已學知識和將要學到的知識有整體安排。然后想到課堂教學優(yōu)化設計，這樣課堂優(yōu)化設計就有了前面的基礎，為后面進一步的學習也奠定了基礎。

3. 課堂教學優(yōu)化設計。課堂教學設計前必須回答的問題：學生將要學什么？學生學完后將能做哪些他們以前不會做或做不好的事？在教學之前就想到最終結果，在教學中不斷鋪墊，為學生搭建臺階，以達到期待的教學結果。在做教學設計前首先要明確學習哪些內(nèi)容，學生會做哪些事情，這些事情是否能成功既基于對該內(nèi)容的學習，也基于教師的鋪墊。教師從所期待的結果進行逆推，就使課程非常順利，輸入輸出就能一致，為學生提供必要的學習的幫助，那么這節(jié)課就能成為一個師生互動的、達成教學目標的課。

二、單元整體教學設計

以《新目標英語》八年級上Unit 1 “Where did you go on vacation？”Section B的教學實踐為例，談談我在以話題為主線的單元整體教學方面的嘗試。

自主設計題目：My trip to Beijing

Step 1 Warming up

（1）Teacher uses the flash cards and gets students to go over the verbs past form. eg：go—went，am（is）— was，are—were.

（2）Teacher says：in Section A，we talked about peoples vacation. We know，some people would like to stay at home， do some washing， watch TV， read books and have a good rest for vacation. However，some people would like to go out to enjoy some interesting places for their vacation. Now，what do you usually do for your vacation？ Where would you like to go on vacation？I have some pictures of worlds interesting places. Look at the screen and lets enjoy these interesting places.

（3）Teacher shows PPT about “the statue of liberty”.

T：Which place is it？

Ss：Its the statue of liberty.

T：Where is it？

Ss：Its in New York city in the USA.

（Teacher shows more pictures such as Big Ben，Eiffel tower， Sydney Opera， etc）

（4）Students do pair work

—Where did you go on vacation？

—I went to …

—Did you go to …？

—Yes，I did./ No，I didnt.—How great！/What a pity！

Step 2 Leading-in

T：Lets look at another picture. Which place is it？Where is it？（Ss…）.Last May day，I went to Beijing. I knew something about Beijings interesting places， Beijings food， people…Do you want to enjoy my trip to Beijing and know more about Beijing？

Step 3 Presentation

T：Whats this？（Show a picture of Beijing duck）

Ss： It is Beijing duck.

T：How was Beijing duck？

Ss：it was delicious.

Step 4 Practice （pair work）—Hi，Lucy.

—Hi，Mary.

—Hows it going？

—Pretty good.

—Where did you go on vacation？

—I went to Beijing.

—Did you visit the great wall？

…

Step 5 Listening

Play the tape and Ss do listening on P 62，2b，2c.

（1） First try to get the Ss to listen，then answer two questions.（2） Listen again and choose the correct words which you hear：

her vacation：great/ terrible

the people：warm/ friendly/ unfriendly

the food：delicious/ awful

the stores：expensive/ cheap

Step 6 Task Reading

Task1：Teacher shows the PPT（a reading material about traveling），Ss try to read and find the answers to the questions that are given by the teacher.

Task2：Look at your books P 63. There are three diaries about Bob. Now read them quickly then find the following answers to the questions.（Teacher shows questions on the PPT）

T：After reading，can you find what kind of writing way it is？（Ss：….）

T：Well， its a diary.（Talks more about how to write a diary）

Step 7 Writing—My trip to Beijing

T：Now，we have learned more about Beijing. Lets write a diary about my trip to Beijing，open your books and try to finish the writing（Students books 3b）.

通過話題教學，學生在情景中使用英語，實現(xiàn)了話題課多維信息的互動，實現(xiàn)了以讀促說、以讀促寫、以寫促讀。學習興趣得到了極大的發(fā)揮，學習的積極性得到了最大限度的調(diào)動。

責任編輯魏文琦