英语新课程实施几年来，老师们的观念、行为方式等有了很大的….docVIP

在全市中小学英语衔接研讨活动中的发言稿 华罗庚实验学校 邓黎莉 今天我讲的提纲为：从“炒冷饭”到“回锅肉”的华丽转身——英语复习课的设计策略；基于去年毕业考卷的见招拆招——终极性评价的训练秘籍；毕业总复习的可行型方案——我校总复习计划的日程安排。 第一部分 大多数新教学理念下的成功的复习课，不仅仅是教学任务得到切实落实的复习课，更应该是学生积极参与、自主探索、心灵交融的复习课。 那么，我们该如何把？复习课中，为了实现教学目标会设计众多的任务，而任务之间往往缺少必要的联系，因此需要一条把这些分散的任务串接起来，以连贯方式达到预期的教学目标。’s our snack bar? S1: It’s near the station. S2: It’s near the park. S3: It’s near the school. T: Why? S4: There’re lots of people. Task2: Dress up the snack bar.(装饰小吃店) T: (出示一个空房间)：What’s in the snack bar? S1: There’s a fridge. T: Where is it ? S1: It’s near the door. （图上出现一个冰箱，并把它拖至图中的门旁边。） 学生之间小组谈论并展示各自装饰的小吃店。 Task3：Waits/waitresses wanted (服务员招聘) 小组内合作活动：一个同学试做服务员，其他同学做顾客，能顺利买卖的可发服务员证。学生们自主用“Can I help you ? I’d like … Anything else?”等语言交流。 Task4: Open for business (小店开张) “服务员们”面向全班同学，进行大班交流。 在设计各个任务时，先要确定一个大的情境或主题，再结合教材和学生实际设计任务，并注意任务的循序渐进，任务之间的自然衔接，使学生在完成一个个任务的同时复习旧知。 三、从陈旧走向新颖 复习课上的学生有一个明显特点：他们已经学习过这些知识，有其经验性。有的老师在上复习课时忽视学生的经验性，把新授时用过的环节直接挪用过来，造成学生对复习课的疲惫感，使得学生不想再听。教师要重视学生的经验性，在设计复习课时注意创新，给学生感官新的刺激，吸引学生的眼、耳、脑，使整个复习过程充满悬念，充满挑战Dear Kerry, I saw your name on the Internet. You asked for pen friends in England .I would like to be your pen friend. I am twelve years old. I am a student at Spring Primary School. My favorite subjects are Math and Art. I like swimming and playing baseball. I will finish primary school soon and go to the middle school. London is a nice city . But the weather is changing(变化的). The people always take umbrellas and hats with them because nobody knows if it will rain again soon or if there will be sunshine. It always rains and there is usually a lot of fog , so it is also called Foggy city. Although sometimes there are foggy days, the four seasons in London are all very comfortable(舒适的). Spring is warm and sunny. The trees turn green and the flowers start to grow. people often have a picnic in the park. Summer is my favorite season . It’s not very hot and we can have a long holiday! We like to row boats in the Thames River(泰晤士河) together. Autumn is co