如何根據閱讀材料設計有效教案

黃海生

【摘要】優秀的教案要能體現新課程的理念,讓學生了解,熟悉、感知和領悟所學的內容。教師在教案的設計時應把學生放在主體的位置上,引導學生對事物進行思索、探究,培養學生分析問題、解決問題的能力。本文主要依據所給的閱讀材料從教學目標的設定、閱讀課的導入、閱讀課教學過程的設計和閱讀課的練習設計的四個方面來探討如何設計有效的教案。

【關鍵詞】教學目標;課堂導入;活動設計;練習設計

How to design effectual teaching plans according to reading materials

Huang Hai-sheng

【Abstract】Excellent teaching plans can reflect the curriculum ideas and enable students to understand, be familiar with, know well and realize the content learned. When designing teaching plans, teachers should think of the students first, guiding the students to think and explore and cultivating the students ability of analyzing and solving problems. This article tries to investigate how to design an effectual teaching plans according to materials given from four aspects. They are: the setting of teaching goals; lead-in of reading lessons; the designing of the procedure of reading lessons and the designing of the exercises of reading lessons.

【Key words】teaching goal;leading-in of a classroom;designing of activities;designing of exercises

如何根據閱讀材料設計教案,是衡量一位教師把握教材的能力以及課堂設計的能力。在教案設計的過程中,首先要注意所設計教案是否能體現學生的語言實踐以及學生語言技能的培養、學習策略和文化意識等綜合素質的提高。因此一份優秀的教案要能體現出這些新課程的理念,使學生通過該課的學習了解,熟悉、感知和領悟所學的內容。因此教師在教案的設計過程中應把學生放在主體的位置上,引導學生對事物進行思索、探究,從不同的側面對某一事物進行評價,從而培養學生分析問題、解決問題的能力。本文主要依據所給的閱讀材料來探討如何設計有效的教案。

Was ‘No Cars Day worthwhile?

A total of 108 cities around the country participated in the “No Cars Day” last Saturday. The first such campaign in the country, “No Cars Day” aimed to dissuade people from driving cars and to promote public transportation in big cities.

According to statistics released by the Ministry of Construction, public transportation accounts for less than 10 percent of total traffic in China. The figure goes as high as 70 to 80 percent in other major international cities like London, Paris and Tokyo. China is working hard to reduce pollution nationwide and improve traffic in major cities. Encouraging more people to travel by bicycle or public transport is a vital part of this effort.

Millions of people chose public transportation on “No Cars Day”. But many say the high-profile campaign, which cost millions of dollars, had little practical impact on pollution or traffic—its only one day after all. Supporters, however, argue that the importance of the event lies in its message.

Do you think the “No Cars Day” campaign was worth the effort?

YES

Every day counts. One day with fewer cars on the street is better than nothing, because it calls people to action.

1. In concept and practice, the “No Cars Day” was new to millions of Chinese city-dwellers. Many had never even heard of such days before. The campaign was successful if it alerted people to the serious problems of pollution and traffic congestion.

2. At the very least, it was a good start. If people were convinced they were contributing to a worthy cause, they will gradually change their behavior, and that was the goal of the campaign.

3. The government and the citizens should do everything possible to control cars. “No Cars Day” was one good idea that will lead to many others. Together they will make a big difference.

NO

A one-day government campaign can hardly generate enough long-term influence to change peoples behavior.

1. Individuals should realize that they need to take action. But a government-led campaign will be forgotten. Grass-roots action, such as daily car-pooling, would be much more effective.

2. The cost of the campaign is probably greater than its economic and environmental gains. We should resort to more practical and effective methods to cut back on auto use, like building more subways and putting more buses on the road. Or maybe even charge a “congestion tax” for cars.

3. “No Cars Day” was a voluntary campaign with no binding power. People took part for one day and keep on driving their cars the other 364 days of the year. Governments should issue mandatory rules to reduce car use.

一、關于閱讀課教學目標的設定

教師可根據該閱讀材料的內容制定具體的教學目標。因為學生掌物知識、技能的過程一般說來要經過四個階段:感知教材——理解教材——鞏固知識——運用知識,是一個由淺入深、有簡單到復雜,逐步深化、循序漸進的過程。因此教師在制定教學目標時應針對學生的實際靠船下篙,以防止過于籠統、寬泛。因為學生不可能通過某一篇文章的閱讀或學習來培養其太多方面的能力。閱讀課的教學只能對某些方面有一定的促進作用。根據該閱讀文章,我們認為以下的教學目標比較切實可行,如:

1. To know about ‘No Cars Day and to express their own opinion on it.

2. Get to know some advantages and disadvantages of the campaign.

3. Appreciate and practice some new words and fine sentence structures.

通過上述三點教學目標的設定,既能使學生通過閱讀明確無車日的意義,并就此文章能發表自己的見解。并在此基礎上運用所學的詞匯和結構進行聽、說、讀、寫的技能運用。這樣設定的教學目標不僅緊扣文章的主題,而且要求學生根據其內容明確展開該運動的利與弊,使其教學目標更為具體化。

二、關于閱讀課的導入

教學中,導入往往起著醞釀情緒、集中注意力、滲透主題和帶入情境的作用。精心設計的導入能把學生的注意力迅速集中并指向特定的教學程序,為完成新的學習任務做好心理上的準備:又能使學生思維活躍,有助于學生取得良好的學習效率。該文主要論述了是否應當設立世界“無車日”的情況。教師可利用多媒體手段將該材料處理得有章有節,通過圖片展示汽車污染的情景作為該課的導入,讓學生了解汽車對環境帶來的危害。通過不同圖片的對比,深刻理解“無車日”的意義。通過這些圖片的展示,提高了學生閱讀文章的建模意識,幫助學生從總體上抓住文章思路發展的來龍去脈,使學生對這一主題有明確的認識。另外教師在呈現圖片的同時,可通過一系列判斷正誤的內容來檢查學生對閱讀文章的理解,如:

Read the passage careful and decide whether the following statements are true or false.

(1) It was the first time for China to hold the ‘No Cars Day campaign.

(2) Public transportation counts for 6—7 times larger in some major international cities than

in China.

(3) The government the individuals should work together to solve the problems of pollution

and traffic congestion.

(4) A one-day government campaign can almost generate enough long-term influence to

change peoples behavior.

(5) “No cars day” was aimed to promote private cars.

(6) Public transportation accounts for more than10 percent of total traffic in China.

(7)The aim of Chinas limiting cars is to improve traffic in major cities.

(8) Bicycle and public transport are encouraged by the Chinese government.

通過上述圖片的導入和判斷正誤內容的呈現使學生對該文章的主題有了深刻的認識,此階段也是學生感知知識、理解知識階段,隨著教學過程的不斷深化,使學生帶著目的和愿望去讀,充滿信心去讀,從而激發了他們的好奇心和求知欲。

三、關于閱讀課教學過程的設計

如何根據材料設計教學過程是衡量教師能否在教學中通過所給的材料培養學生攝取信息、處理信息的能力。能否訓練學生有效地獲取書面信息,并對此進行分析、推理和評價,以實現交際的目的。

根據該文的內容,教師可以首先給出一段與該文相似的聽力材料,讓學生通過聽的過程既熟悉其背景內容又能通過短文內容填上合適的詞匯,該過程能有效地訓練學生的聽力,又檢查了學生的詞匯的拼寫能力。例如:

聽材料,填寫空格中所缺的單詞。

As many as 108 cities in China participated in the ‘No Cars Day last Saturday. It aimed to dissuade people from driving cars and to promote public transportation in big cities. It is said that public transportation accounts for much less in total traffic in China than in other major international cities. Therefore, we are working hard to reduce pollution and improve traffic in major cities by encouraging more people to travel by bicycle or public transport.

Most people chose public transportation on ‘No Cars Day. They say every day counts, because it alerted people to the serious problems of pollution and traffic congestion. So they are hopefully to change their behavior.

However, some people think a one-day government campaign can rarely influence peoples behavior in the long term.

在此基礎上,教師要求學生根據該閱讀材料回答一些問題。該教師把與文章有關的內容問題分為兩部分,一部分為概括性的問題,一部分為啟發性的問題,讓學生通過系列問題的回答,既明確無車日的意義,又能促使學生不斷地去思考,體現了粗讀——略讀——研讀——拓展——延伸的層次過程。如:

1. Read the passage as quickly as possible and answer the following questions.

(1) What is the aim of the ‘No Cars Day?

To dissuade people from driving cars and to promote public transportation in big cities.

(2) What is China working hard to do?

To reduce pollution nationwide and improve traffic in major cities.

(3) Do you think a one-day government campaign can change peoples behavior?

Maybe, if people work together, we will make a difference.

在學生回答了這些表層結構的問題后,教師應要求學生再認真地閱讀該文章,然后回答一些帶有啟發性的問題,要求學生盡可能用自己的語言來表達。如:

2. Read the passage carefully and answer the following questions.

(1) Why do many people think the campaign had little practical impact on pollution or traffic?

Because it cost millions of dollars and its only one day after all.

(2) What do the supporters argue about?

They argue that the importance of the event lies in the message.

(3) According to supporters how the campaign could be successful?

If it alerted people to the serious problems of pollution and traffic congestion.

(4) According to the opponents why the campaign can hardly generate enough long-term influence to change peoples behavior?

Because individuals will forget the campaign and the cost of it is very great, besides, it was just a voluntary campaign with no binding power.

通過上述問題的回答,使學生不但深化了對文章的理解,同時對下一步的課堂討論也作了良好的鋪墊。學生在經過“整體理解——局部理解——整體理解”的過程后,對文章已經有了深刻的感性認識。此時教師可以組織全班學生針對其內容進行討論,讓學生對該主題闡述自己的看法或見解, 也可以根據此主題引出與其相似的話題讓學生進行討論。如:

Discussion:

1. What is your opinion on the ‘No Cars Day? Discuss it with your partners and try to list as

many reasons as possible and report your result to the whole class.

2. Ask all the students to have a discussion about the topic “No _______ (Smoking) Day”.

通過上述的一些教學步驟,使學生對該閱讀材料有了一定的感性認識。從多方面的層次上對文章進行了梳理,使學生在理性認識上也得到了不少的提高。

四、關于閱讀課的練習設計

在教師完成該閱讀可的基礎上教師應根據其內容設計一些與之相吻合的練習,供學生加以知識的鞏固,使之“化知為能”。教師可采用任務型閱讀的模式或書面表達的形式來達到此目的。如:

12. mandatory

要求學生在通過該文的學習,掌握某些詞匯和表達,并在此基礎上寫出一篇短文,闡述自己對“無車日”的看法。如:

練習 (3)

每年9月22日為世界無車日,你校學生會對此進行了調查,請根據下面圖表的內容用英語寫一篇150詞左右的短文,發表自己對“世界無車日”的看法。

通過上述兩種練習,既培養了學生閱讀的能力,又檢查了學生語言運用的能力,將閱讀和寫作融為一體,使學生的知識能轉化為能力。

以上為如何就所給的閱讀材料設計教案的一些初步的構思。當然除了上述的一些步驟之外,教師在設計教案時,也可將該閱讀材料按任務型教學的步驟來組織實施。將每個步驟分解為不同的任務形式。如:讀前任務設計、讀中任務設計、讀后任務設計等。使學生通過完成一系列的任務來圓滿地完成某一閱讀材料的內容。通過指定閱讀任務,幫助學生明確主題,了解文章的篇章結構,理解文章的內涵等,從而培養學生分析問題、解決問題和語言運用的能力。

收稿日期:2009-9-30