【2017年整理】任务与链式教学模式.ppt

郓城第一初级中学 王海霞 Have a try! 1. America is an______________(讲英语的）country. 2.Talking loudly in a library is __________.We should behave more ________in public.(polite) 3.It’s better__________(keep) your voice down in public places. 4.Would you mind not smoking here?(同义句） _____ you_______ not________ here? 5.Would you mind picking it up?(否定回答） No,_____ _____ ______. English-speaking impolite politely to keep Could please smoke not at all Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd. Student A acts out a kind of bad behavior , other stubent B gives suggestions politely. Example:（学生A做出吐痰的动作） B:Would you mind not spitting here? A: I’m sorry. I won’t do that again. Act it out! Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd. * * * * * * * 学习、借鉴、创新 ——我对“任务链”式教学模式的理解和运用 郓城第一初级中学 王海霞 Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd. 1.“任务链”式教学模式。 2.我对“任务链”式教学模式的理解和运用。 Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd. 初中英语“任务链”式阅读课教学步骤 Pre---task 一、 预习检查，前置诊断 1. 课下预习，扫除障碍( Check for preparation ) 教师就学生课下（或课上）预习任务（包括生词掌握、短语识记、长难句翻译等）的完成情况让小组内同学之间相互检查。 二、目标导入──激发兴趣 2. 目标导入，激发兴趣 ( Warm up ) 教师围绕学习目标，抓住新知识的链接点，充分发挥导入的“激趣”和“求知”双向功能，或运用幽默风趣的语言，或利用丰富的肢体语言以及逼真的多媒体音响，力求为学生创设真实的情景，激发学生浓厚的学习兴趣，并利用情景适时展示目标，使学生对目标达成产生强烈的学习欲望。 While--task 三、表层感悟──任务驱动 3. 扫读文本，把握主旨( Scanning for some easy problems ) 教师依据文本篇幅大小，限定学生时间，分配学生或把握文章主旨，或回答有关文本内容表层理解题目的任务，培养学生的速读能力。 Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd. 四、阅读强化──互动探究 4. 速读找疑，小组质疑 (Reading for puzzles in groups ) 爱因斯坦说过：“提出一个问题往往比解决一个问题更重要。”教师结合文本篇幅大小，或整体或将较长篇幅的阅读文本合理分割，激