任务创设和情境设计

     

任务创设和情境设计 任务创设和情境设计

      花椒英语第二节课，叶畅老师借助优秀的教学课例，为我们清晰地阐述了小学英语课堂中的任务设计与情景创设的途径和作用，让我对任务型教学和情景教学有了进一步的认识。在平时的教学中，我时常运用的是小组合作学习法，来锻炼孩子的自我角色作用和团结合作的意识，缺乏了对其它教学法的灵活使用，那么今天根据叶老师的启发，我结合小学二年级下第四模块第一单元What are you doing?这节课，来尝试阐述任务设计是如何达成教学目标的，以及大小情景的创设如何统一。

任务创设和情境设计 任务创设和情境设计 任务创设和情境设计

一．教学步骤

（一） Lead in

1.Activity 1 Let’s start our class with your favourite song “If you are happy”. T:If you are happy and you know it, reading a book. 

Ss: reading  reading

T:If you are happy and you know it, drawing a picture.

Ss: drawing  drawing

T:If you are happy and you know it, and you really want to show it, if you are happy and you know it, clapping your hands.

Ss: (clap hands twice)

T:If you are happy and you know it, singing, singing. 

Ss: singing  singing.

T:If you are happy and you know it, dancing, dancing.

Ss: dancing  dancing.

T:If you are happy and you know it, and you really want to show it, if you are happy and you know it, please say “ha ha”

Ss: (say ha ha)

(设计意图：该部分运用老师与学生合唱歌谣的形式，为学生接下来的学习创设轻松愉悦的趣味性情景，引领学生自然地进入到学习活动中，这既能让学生复习了带有动词ing形式的单词，又契合教学目标，为接下来学习What are you doing? 以及对该问题进行合适的回答提供可靠性答案。）

2.Activity 2

T:We have learned so many verbs with “ing” form. Now let’s review some of them.( Do it together.) Show some pictures of different actions on the screen.( listening, reading, playing, talking)

(设计意图：利用图片进行动词ing词汇的复习，可以帮助提高学生的兴趣和识记单词的有效性，同时此环节为后续环节增加必要的词汇量。)

任务创设和情境设计

（二）Presentation 1.

Activity 3 Show some pictures.

T: Now I want to show you some new pictures.

First one. Who is she ?

S1: She is Lingling.( a flower as an evaluation)

T: Lingling is Amy’s best friend. Do you have a best friend?

S2: Yes, I do.

T: Lingling often call her best friend. Can you make a guess the meaning of the word “call” according to my action. S3: Call 打电话。

Repeat the word “call, calling”

C c /k/ /k/ /k/

Lingling is calling Amy.

Second one.

Amy is here. Look at her action. What is she doing？

She is drinking.

So let make a guess the meaning “drink”

Dr dr /dr/ /dr/ /dr/

Ask some ss to practice the following old sentences with new word,

Are you drinking?

Yes, I am. No, I'm not.

Third one. He is eating. Eat means 吃。 Ea ea /i:/ /i:/ /i:/

Are you eating?

Yes, I am. No, I'm not.

(设计意图：利用活动2环节，由词汇学习引入到Lingling 与Amy 打电话的内容当中，介绍任务背景，从而自然引出对话内容。)

任务创设和情境设计

2.Activity 4

Let’s look at this picture. Lingling and Amy.

T: What’s Lingling doing?

S1:She is calling Amy.

T: Now let’s have a look what they are talking about.

Play the video for two times. For the first time, listen to and watch it carefully. (设计意图：听大意，了解对话基本内容。) For the second time, answer my questions.

Questions:What can you hear?--noise How does Lingling ask about the noise? Write down the key sentences:

Are you drinking?

No, I’m not.

Are you eating?

No, I’m not.

What are you doing?

I’m talking to you.

(设计意图：该部分是任务创设和情境创设的相互融合，通过句句重复和问题链的设计创设了学习情景，营造气氛激发学生开展合作交流，引发学生对新知识新句型学习的期待。同时，也使使学生熟悉了相关的资料，清晰地了解了对话的具体内容并将注意力集中在重点句型的练习上。)

任务创设和情境设计

（三）Practice 1.

Activity 5 T:Pair work. Read the dialogue by role-playing within 5 mins. I am going to check. If you can read them fluently and smoothly, you will get one flower. (设计意图：在任务创设方面：向学生提出了明确的任务要求，同桌之间进行对话练习。通过同桌之间通力合作将对话以角色扮演的形式进行朗读，不仅内化重点句型，在情境创设方面：同桌之间互相角色扮演打电话的Lingling 和Amy这个对话的小情景，为接下来进行打电话对What are you doing?提供内容多样、情景灵活的答语做好情景铺垫和练习。)

（四）Production 1.

Activity 6. T: Let’s have a rest to play an interesting game: Wrack a mole（打地鼠游戏）.

(设计意图：为下一个活动准备不同语境需要用到的单词，以游戏的方式进行回顾，增添趣味性，学生在欢乐的气氛中巩固旧单词和新单词。)

任务创设和情境设计

2. Activity 7 Group work. Complete the sentences. Every group has one picture and a dice. The number of the dice present the steps you need go forward. And you will get the exact picture. Write the right words down in the blanks. Then you can get a new dialogue. Read the dialogue in your own group. Group leaders write the answers down on your blackboard. Then show your new dialogue for us. Evaluate the performance.

(设计意图：该环节是学生实施任务设计、进行结果展示与评价的重要环节，也是联系生活各种实际情况对询问What are you doing?及其回答营造的学习氛围。为学生安排掷骰子游戏，完成自己题卡中的对话，并和同学合作将对话表演出来，使学生产生强烈的好奇心，这种随机的可能性吸引学生注意力，该步骤既可以完成最终的任务、解决交际问题，在任务过程中体验、参与交流和分享，也新颖有趣地创设了问题情景提升了学生参与度。)

任务创设和情境设计

（五）Summary and homework.

1. Ask students to review the sentence structure used in asking what you are doing. Ask them to repeat it or read it together.

2. Do a survey.Call three of your friends after school. Ask them: “What are you doing？”Take their answers down in the form.

Name    What are you doing?

1

2

3

任务创设和情境设计

      在学习任务创设和情境设计的教学法中，我在理论和实践方面都仍需要进一步的研究和操练，因为我发现在认真的设计教学的过程中，总会有一个声音在提醒我这样设计到底是否契合任务教学和情景教学的理念和意义？两种教学法甚至更多的教学法结合在一起去使用时，是否可以将教学质量最大化？还是失去了原本教学法的目的和原理？在设计过后，对于这节课，我认为任务创设和情境设计可以综合运用，以任务为载体，以情境为依托，重视学生的综合语言实际运用能力。然而，在综合使用此两种教学方法也有许多需要注意的地方，值得进一步的探究。