Lesson Plan for Around Our School
杭州外國(guó)語(yǔ)學(xué)校 謝慧萍
Teaching Material P 26, Reading, Unit 3 Around Our School,
Cambridge English for Schools Students’ Book One (See Attachment I)
Teaching Object Class 7(A) Junior Two, Hangzhou Foreign Languages School
Teaching Aims Criteria Notes
1. The main task (Outcome)
The students will be able to write a letter to Anne and post it on the blog, where Anne will be able to read. 這是本節(jié)課主要任務(wù)，其它活動(dòng)都是為此做準(zhǔn)備的。
2. Language Focus
(1) The students will be able to use the following words and pattern properly in given situations or their daily life:
flat; café; in the north/ south/ east / west of …
(2) The students will be able to describe the different locations of the buildings in their school, which is a boarding school, and activities concerned. 本單元主題是Around our school，所以學(xué)校的方位和附近環(huán)境描述是學(xué)習(xí)重點(diǎn)。語(yǔ)言要點(diǎn)就是根據(jù)這個(gè)定位，并結(jié)合學(xué)生實(shí)際解讀、提取的。
3. Language Skills
The students will be able to find the places (in the jigsaw puzzle) according to the letter. 這個(gè)很生活化的活動(dòng)可訓(xùn)練搜尋有效信息的閱讀技能。
4. Learning Strategies
(1) The students will be able to guess and reason the presumption by the information collected from the reading of the letter. (認(rèn)知策略)
(2) The students will be encouraged in groups to write back a letter about their school scaffolded with patterns from the text. (情感策略) 學(xué)習(xí)策略是在學(xué)習(xí)活動(dòng)中得到體驗(yàn)的。因此根據(jù)學(xué)生學(xué)習(xí)能力的特點(diǎn)，把推測(cè)能力（認(rèn)知策略）和合作能力（情感策略）的培養(yǎng)分別結(jié)合到閱讀和寫(xiě)作活動(dòng)之中。
5. Affection
The students will be able to focus their attention on the classroom instruction and performance. 初二階段應(yīng)該培養(yǎng)學(xué)生的學(xué)習(xí)意志，從單純的興趣過(guò)渡到有意識(shí)學(xué)習(xí)。
6. Culture
The students will be able to aware the precautions they might need to take while writing to a pen pal at the very beginning. 方位和環(huán)境描述、書(shū)信寫(xiě)作是語(yǔ)言層面內(nèi)容，背后是文化知識(shí)和意識(shí)。所以在課堂活動(dòng)中，要引導(dǎo)學(xué)生關(guān)注此類內(nèi)容和活動(dòng)。
Difficulties The students might find it short of time to construct a letter with a good logic order and in well-organized language. 初二寫(xiě)作訓(xùn)練剛剛起步，是難點(diǎn)。解決辦法有三個(gè)：教師適當(dāng)提供支架、組織小組合作學(xué)習(xí)和足夠時(shí)間。
Teaching Aids Blackboard, Chalk, Computer, Overhead Projector,
Visualizer, Jigsaw Puzzles, letter paper, a treasure chest
Setting The students sit in four-member groups around desks. 這樣的設(shè)計(jì)有利于學(xué)生的合作學(xué)習(xí)
Procedures & Activities
Teaching Procedures & Activities Learning Procedures & Activities Notes
I. Pre-task phase: to talk about the blog
The teacher is going to play the song Big Big World and open the website BBW to introduce them the blog and the theme “Big Big World”.
- Shall we sing a song together?
- Do we live in a big big world? How big is this world? But I say it is a small world after all. Why? Internet, emails, msn make the world small. Here is a blog. It’s our blog. We can see each other on holiday over this blog. ⑴The students are going to listen to and sing along with the English song Big Big World.
⑵They are going to have an interaction with the teacher, answering some questions.
⑶They are going to be encou- raged to talk about any blog they know.
⑷They read the blog together to warm themselves up for the following activities. 教師建立一個(gè)博客BB World，為課后教學(xué)構(gòu)建平臺(tái)，并以博客主題歌給學(xué)生熱身，培養(yǎng)學(xué)習(xí)情感。活動(dòng)形式以師生活動(dòng)為主。
II. Task–introduction & Task–acknowledgement
The teacher is going to inform the students what they are going to do in this lesson and what their final outcome will be.
- A girl named Anne visited the blog and she left a letter. Are you interested in writing her back?
- In today’s class we are going to read her letter and write her a letter back. The students are going to be informed what they are going to do in this lesson and what their final outcome will be. At the same time they are going to be encouraged to size up the tasks, as well as themselves. 告知學(xué)生本節(jié)課的主要任務(wù)體現(xiàn)了師生民主平等，也有利于學(xué)生自主規(guī)劃、主動(dòng)參與活動(dòng)。活動(dòng)以教師講解為主。
III. Pre-reading task: to predict the possible content of Anne’s letter
The teacher is going to help the students form the schemata by a discussion of the following question betweet partners.
- Before we open the letter, can you predict what she might write in her letter?
The teacher wirtes the following two patterns on the Bb if necessary to set up a scaffold before the pair work:
She will tell us …
She wants to know …
and takes down the possible guesses and also the questions on the blackboard after the pair work. 1. The students are going to predict the possible content of Anne’s letter.
2. The students are going to work in pairs. Each pair will either give a sentence to predict what she might write in her letter or will think of a question Anne may ask.
3. Some pairs of students are going to tell what they predict. 讀前活動(dòng)重點(diǎn)在于構(gòu)建學(xué)生閱讀圖式，為下步閱讀活動(dòng)做好鋪墊。在這個(gè)過(guò)程中，訓(xùn)練學(xué)生預(yù)測(cè)能力。在語(yǔ)言方面，如果學(xué)生有困難，教師提供一個(gè)“支架”。活動(dòng)以自主和pair互動(dòng)為主。
IV. While-reading task: to read for information needed
1. The teacher designs some questions to help the students pick out the things Anne talked about and questions she raised already, and to encourage them to reason some presumption.
- What did Anne write in her letter?
- What did she ask in her letter?
- What are the things she doesn’t talk about? Why not?
- Is this a first letter or not?
- What are the questions you think is polite to ask in your reply letter?
2. The teacher will go around the class to observe, help and monitor while the students work in pairs or in groups.
For reference:
Tips & Warnings for a first letter:
Remember not to share too much too soon. Wait until someone knows you before you air your family problems and secrets.
Use careful judgment when deciding how much information to share with a stranger. Always be cautious when it comes to revealing personal information.
http://www.ehow.com/how_13423_write-first-letter.html
The students are going to read the letter for information needed.
1. Through the text reading and their prediction comparing, in- divivually, the students are going, to read Anne’s letter and to pick out the things that she talked about in her letter and questions she raised already. Then they are going to have a class interaction to collect what thye pick.
2. They are going to have a discussion in pairs or in groups about what Anne didn’t refer to her letter and then to have a class interaction to collect their ideas.
3. They are going to have a further discussion in pairs or in groups about whether Anne’s letter is the first letter or not according to what they find she didn’t write.
4. They are going to work in groups to aware the precautions they might need to take while writing to a pen pal at the very beginning.
閱讀本身是個(gè)信息輸入的過(guò)程，應(yīng)該是學(xué)生自主活動(dòng)。教師的主要任務(wù)是搭建支架（如設(shè)計(jì)問(wèn)題）提高學(xué)生閱讀的效率，提供足夠時(shí)間讓學(xué)生自主閱讀，設(shè)計(jì)話題誘發(fā)小組合作學(xué)習(xí)，同時(shí)教師提供必要的資源。因此這階段活動(dòng)主要以學(xué)生自主、合作為主，教師的責(zé)任以調(diào)控、評(píng)價(jià)、幫助等為主。學(xué)生的閱讀活動(dòng)從自己的預(yù)測(cè)（圖式）與文本的互動(dòng)開(kāi)始，獲取主要信息（Anne告知的和詢問(wèn)的），并通過(guò)學(xué)生間互動(dòng)（小組合作），深入解讀信息背后的文化知識(shí)（tips & warnings for a first letter）。
V. Post-reading tasks
Task one: a jigsaw puzzle 讀后活動(dòng)的主要目的是操練語(yǔ)言、拓展話題。為此，這里設(shè)計(jì)了三個(gè)任務(wù)，貫穿兩條主線：語(yǔ)言和話題。
任務(wù)一主要通過(guò)完成jigsaw puzzle，讓學(xué)生體驗(yàn)方位的表達(dá)。這一活動(dòng)建立在文本理解的基礎(chǔ)上，既要訓(xùn)練學(xué)生的scanning能力，又要引導(dǎo)他們關(guān)注有關(guān)語(yǔ)言的表達(dá)。活動(dòng)以學(xué)生合作互動(dòng)為主。
The teacher is going to help the students complete the jigsaw puzzle.
1. The teacher is going to give them the jigsaw puzzle and to organize the group work.
2. The teacher will go around the class to observe their group work, and help them if necessary.
3. The teacher will make some comment about their work.
The possible answers to the puzzle:
⑴ is the Teacher’s House
⑵ is the school
⑶ is the park
⑷ is the swimming pool The students are going to complete the jigsaw puzzle according to the information from the reading text.
1. They are going to to scan for the information needed and to work in groups to complete the jigsaw puzzle. They are going to give the reason why they put each piece in the particular place.
2. Some groups will be chosen to present how they work out the puzzle and why they put the piece in the place before the whole class, with the help of the overhead projector and the computer.
Task two: a treasure hunting game 任務(wù)二是一個(gè)尋寶游戲。在游戲前，教師要搭建一個(gè)“支架”，提供一些圖片、地圖和相關(guān)情景，并通過(guò)師生互動(dòng)，幫助學(xué)生正確理解、操練、使用有關(guān)詞語(yǔ)，為游戲活動(dòng)的有效開(kāi)展打好基礎(chǔ)。在尋寶游戲活動(dòng)中，學(xué)生一方面要思考、猜測(cè)，另一方面要積極使用語(yǔ)言表達(dá)自己的思考和猜測(cè)。這個(gè)任務(wù)主題已經(jīng)脫離了文本，但訓(xùn)練的還是文本中語(yǔ)言，因此是屬于半控制型活動(dòng)。這樣的拓展有利于學(xué)生運(yùn)用相同語(yǔ)言，表達(dá)更廣的類似主題。活動(dòng)以學(xué)生小組合作為主，教師適當(dāng)參與一些互動(dòng)。
The teacher is going to organize a treasure hunting game.
1. The teacher is going to present some pictures and maps as a scaffold to help the students learn the new language points, like “flat”, “cafe” and “in the … of …”. The teacher will help the students with the pronunciation if necessary.
2. The teacher is going to organize a tresure hunting game,
⑴ telling them how to work:
- Work in a treasure hunting group! Discuss in groups where the treasure is? Who might find it? Why?
(2) giving an example as a scaffold for their language if necessary:
- I think the treasure is in the south of the town. It might be in the swimming pool. I will find it, because I go swimming there every day.
(3) presenting a finished jigsaw puzzle on PPT:
- Jigsaw puzzle is helpful in treasure hunting. Anne has hidden some treasure somewhere on this map.
(4) preparing a box of chocolate with a large piece of paper “Write and tell me about your town and school.”, as well as four candies for the winners.
For reference:
The big treasure is hidden in the café.
The places are “café, flat, swimming pool, museum, factories, library”
The other places will have an encour- aging sentence and four candies for the group. The students are going to hunt for treasure.
1. Before the game, they are going to learn some language points and to practise dscribing some maps with them.
2. They are going to work in groups to hunt for treasure in the jigsaw puzzle they have finished. And they will be encouraged to use the language points they have practised.
3. Some groups will be chosen to present before the whole class with the help of the overhead projector and the computer. If possible, team work is encouraged, that is, one student reports while another points out the place where they think the treasure is hidden.
Task three (main task): introduction of our school 任務(wù)三要求通過(guò)寫(xiě)信形式介紹學(xué)生自己學(xué)校的設(shè)施布局。這是一個(gè)“follow-in”活動(dòng)，其主題內(nèi)容進(jìn)一步拓展，讓學(xué)生有更多的自主、合作的空間。但是書(shū)信寫(xiě)作對(duì)于剛剛進(jìn)入初二學(xué)習(xí)的學(xué)生來(lái)說(shuō)有有一定難度，尤其是整個(gè)語(yǔ)篇的構(gòu)建。為此，教師要搭建“支架”，提供給學(xué)生一個(gè)不完整的書(shū)信，幫助學(xué)生把注意點(diǎn)定位在方位的描述（這是本節(jié)課的重點(diǎn)），同時(shí)為課后的書(shū)寫(xiě)回信提供一個(gè)樣本，降低難度。另外，教師要有意識(shí)規(guī)范小組活動(dòng)，明確小組分工，提高合作活動(dòng)的效率。這樣除了能夠培養(yǎng)學(xué)生合作學(xué)習(xí)的能力，也能降低任務(wù)的難度。第三個(gè)降低難度的措施是提供足夠的活動(dòng)時(shí)間。活動(dòng)以合作學(xué)習(xí)為主。
The teacher is going to guide the students in letter writing.
1. The teacher is going to present a map of Hangzhou Foreign Languages School.
2. The teacher is going to tell the students how to group and what to do in the group work.
3. The teacher is going to provide an imcomplete letter to set up a scaffold to make the writing easier, if necessary.
The scaffolding pattern:
Dear Anne,
We live in Hangzhou! It is a … city in the … of …! …
… is in the … of the school. We like … there. Near the … is …. We …
… is in the … of the school. We often …there. There are …. Near the … is … We …
Write and tell us more about your _________.
Love _________
4. The teacher will leave students time to write a letter, go around the class to monitor their work, and offer any necesaary help.
5. The teacher will make some comment on Ss’ letters. The students are going to write a letter back to Anne about their own school.
1. The students are going to group themselves and to have different roles in each group activity.
Student A: a map designer
Student B: a secretary
Student C: a presenter
Student D: a commentator
2. They are going to read the map of their school and the map designer is going to mark the names of some places in English.
3. They are going to describe the locations of different buildings on campous and what they do there and decide what to write in the letter. The secretary is going to take some notes and to complete the letter together with partners in the group.
4. The presenter of the group chosen is going to read their letter to the whole class.
5. Some commentators are going to make some assessment on the letter.
VI. Homework
A letter writing task: The students will write a letter to Anne individually about their own town.
1. Draw an English map;
2. Write a letter and try to use the patterns and words learned in this class;
3. Polish the letter and put it into the computer;
4. Send the letter to our blog sayyourgrace.tianyablog.com, which Anne is going to read them. 課題作業(yè)是一個(gè)“further-up”任務(wù)，比讀后活動(dòng)中的任務(wù)開(kāi)放。經(jīng)過(guò)課堂的一系列任務(wù)活動(dòng)，學(xué)生應(yīng)該有能力完成這個(gè)任務(wù)。作業(yè)設(shè)計(jì)中的詳細(xì)步驟目的在于降低任務(wù)的難度，培養(yǎng)學(xué)生良好的寫(xiě)作習(xí)慣。博客的建立不但建立了一個(gè)互動(dòng)平臺(tái)，而且也增加了時(shí)代的生活氣息，拓展了學(xué)生的學(xué)習(xí)資源。
Blackboard Design
What Anne might write What Anne might ask
… … 板書(shū)設(shè)計(jì)力求重點(diǎn)突出，簡(jiǎn)潔明了，以吸引學(xué)生的注意力。
給Anne的回信
-- 第七屆全國(guó)中學(xué)（初中）英語(yǔ)教學(xué)觀摩課說(shuō)課
杭州外國(guó)語(yǔ)學(xué)校 謝慧萍
《劍橋中學(xué)英語(yǔ)》采用全新任務(wù)型教學(xué)與生動(dòng)的交互式學(xué)習(xí)模式；注重多學(xué)科的融通與多元文化的融合；注重學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)能力全面提高。這些特色都很好地體現(xiàn)了國(guó)家《英語(yǔ)課程標(biāo)準(zhǔn)》所倡導(dǎo)的諸多最新理念。第一冊(cè)第三單元的教材設(shè)計(jì)充分體現(xiàn)了這些特點(diǎn)。它以“Around Our School”為話題，通過(guò)書(shū)信這個(gè)形式，幫助學(xué)生學(xué)習(xí)、掌握用英語(yǔ)表達(dá)方位的能力。
本節(jié)課的教學(xué)對(duì)象是剛剛進(jìn)入初二階段的學(xué)生。他們已經(jīng)具備理解簡(jiǎn)單語(yǔ)篇、表達(dá)簡(jiǎn)單內(nèi)容的能力，在英語(yǔ)語(yǔ)言知識(shí)方面，他們已經(jīng)掌握大約500的詞匯，也能使用完整的簡(jiǎn)單句和一般現(xiàn)在時(shí)態(tài)。但他們的認(rèn)知能力、語(yǔ)言能力、語(yǔ)用能力等尚處于初一下水平。
基于上述教材與學(xué)生的特點(diǎn)，本節(jié)課設(shè)計(jì)的中心任務(wù)是給Anne回信。這個(gè)任務(wù)涉及的語(yǔ)言、技能、策略、情感、文化等五個(gè)方面教學(xué)內(nèi)容貫穿整個(gè)課堂教學(xué)活動(dòng)。學(xué)生在教師的引導(dǎo)下，通過(guò)自主、合作等學(xué)習(xí)活動(dòng)，綜合操練、實(shí)踐體驗(yàn)、真實(shí)運(yùn)用，最終達(dá)到以下教學(xué)目標(biāo)：
1．語(yǔ)言目標(biāo)
這階段的學(xué)生基本具備用簡(jiǎn)單的英語(yǔ)詞匯與句型描述周邊環(huán)境的能力。但是，對(duì)于某些具體方位的正確描述，仍存在一定困難。 因此，本節(jié)課的語(yǔ)言目標(biāo)定位在兩個(gè)方面： 一是學(xué)生學(xué)會(huì)在具體的語(yǔ)言環(huán)境下使用“in the north/south/east/west of…、flat、cafe”等詞語(yǔ)；二是綜合使用此類功能語(yǔ)言，準(zhǔn)確描述自己學(xué)校校園的環(huán)境。這個(gè)目標(biāo)是完成中心任務(wù)的語(yǔ)言保證。
2．技能目標(biāo)
本堂課的語(yǔ)言技能定位在閱讀技能的培養(yǎng)。初二上的學(xué)生已經(jīng)能夠讀懂一些簡(jiǎn)單語(yǔ)篇的主要信息。在此基礎(chǔ)上，本課進(jìn)一步強(qiáng)化學(xué)生read for information的能力。這種能力將會(huì)直接影響到本課中心任務(wù)的完成質(zhì)量。因?yàn)閷?xiě)回信首先要讀懂來(lái)信。
3．策略目標(biāo)
學(xué)習(xí)策略的培養(yǎng)是提高學(xué)習(xí)效果的前提，又是需要在學(xué)習(xí)活動(dòng)中得到體驗(yàn)的。有意識(shí)的在學(xué)生的學(xué)習(xí)活動(dòng)中培養(yǎng)學(xué)習(xí)策略是本課的教學(xué)目標(biāo)之一，具體通過(guò)閱讀和寫(xiě)作活動(dòng)分別訓(xùn)練他們的推測(cè)能力（認(rèn)知策略）和合作能力（情感策略）。前者旨在提供信息獲取資料，后者降低信息輸出的難度，以確保中心任務(wù)的有效完成。
4. 情感目標(biāo)
初二階段應(yīng)該培養(yǎng)學(xué)生的學(xué)習(xí)意志，從單純的興趣過(guò)渡到有意識(shí)的學(xué)習(xí)。初二伊始，教師就要有計(jì)劃的在每堂課中培養(yǎng)學(xué)生的學(xué)習(xí)意志。本堂課的重點(diǎn)在于如何讓學(xué)生在自主學(xué)習(xí)、小組合作、班級(jí)活動(dòng)中集中注意力，以保證各項(xiàng)任務(wù)的展開(kāi)與完成。
5．文化目標(biāo)
本節(jié)課中，學(xué)生接觸到書(shū)信文體。這種文體背后蘊(yùn)含著一定的文化內(nèi)容，例如給陌生人寫(xiě)第一封信時(shí)應(yīng)該注意的事項(xiàng)。本課通過(guò)對(duì)于書(shū)信的閱讀與回信的寫(xiě)作，培養(yǎng)學(xué)生有關(guān)這方面的意識(shí)。
上述五個(gè)目標(biāo)需要通過(guò)完成七個(gè)任務(wù)得以實(shí)現(xiàn)。七個(gè)任務(wù)中一個(gè)是中心任務(wù)，即給Anne的回信，要求學(xué)生在課后完成。其余六個(gè)都是圍繞中心任務(wù)設(shè)計(jì)的子任務(wù)，貫穿在以下的教學(xué)過(guò)程中：
任務(wù)一：to set up the blog
在課的開(kāi)始，師生同唱Big Big World，目的在于引出博客話題。在談?wù)撨^(guò)程中，教師在學(xué)生心理與虛擬網(wǎng)絡(luò)中搭建了兩個(gè)“博客”。前者幫助學(xué)生熱身，培養(yǎng)學(xué)習(xí)情感；后者為課后教學(xué)構(gòu)建平臺(tái)，拓展學(xué)生學(xué)習(xí)互動(dòng)的渠道。
任務(wù)二：to predict the content of Anne’s letter
這是閱讀前的常規(guī)任務(wù)，主要目的在于構(gòu)建學(xué)生的閱讀圖式，為下步閱讀活動(dòng)做好鋪墊。 在這個(gè)過(guò)程中，教師設(shè)計(jì)兩大話題：she may tell about …；she may ask about …，誘發(fā)學(xué)生猜測(cè)，訓(xùn)練學(xué)生這方面的認(rèn)知策略。同時(shí)教師搭建“支架”幫助學(xué)生解決語(yǔ)言方面的困難。
任務(wù)三：to read Anne’s letter
閱讀是信息輸入的過(guò)程，靠學(xué)生自主活動(dòng)完成。教師的主要任務(wù)是搭建支架（如設(shè)計(jì)問(wèn)題）提高學(xué)生閱讀的效率，提供足夠時(shí)間讓學(xué)生自主閱讀，設(shè)計(jì)話題誘發(fā)小組合作學(xué)習(xí)的動(dòng)機(jī)，同時(shí)教師提供必要的資源。因此這階段活動(dòng)主要以學(xué)生自主、合作為主，教師的責(zé)任以調(diào)控、評(píng)價(jià)、幫助等為主。學(xué)生的閱讀活動(dòng)從自己的預(yù)測(cè)（圖式）與文本的互動(dòng)開(kāi)始，獲取主要信息（Anne告知的和詢問(wèn)的），并通過(guò)學(xué)生間互動(dòng)（小組合作），深入解讀信息背后的文化知識(shí)（tips & warnings for a first letter），為本課主要任務(wù)的完成做好準(zhǔn)備。
任務(wù)四：a jigsaw puzzle
拼圖游戲（jigsaw puzzles）是國(guó)外常見(jiàn)的兒童游戲。 這節(jié)課利用這種游戲，要求學(xué)生在文本理解的基礎(chǔ)上體驗(yàn)方位的表達(dá)。這一任務(wù)，既訓(xùn)練學(xué)生的scanning能力，又引導(dǎo)他們關(guān)注有關(guān)語(yǔ)言。
任務(wù)五 a treasure hunting game
尋寶活動(dòng)（treasure hunting games）是一個(gè)富有懸念的活動(dòng)。在游戲前，教師搭建一個(gè)“支架”，提供一些圖片、地圖和相關(guān)情景，并通過(guò)師生互動(dòng)，幫助學(xué)生正確理解、操練、使用有關(guān)詞語(yǔ)，為游戲活動(dòng)的有效開(kāi)展打好基礎(chǔ)。在尋寶游戲活動(dòng)中，學(xué)生一方面要思考、猜測(cè)，另一方面要積極使用語(yǔ)言表達(dá)自己的思考和猜測(cè)。這個(gè)任務(wù)主題已經(jīng)脫離了文本，但訓(xùn)練的還是文本中的語(yǔ)言，因此是屬于半控制型活動(dòng)。這樣的拓展有利于學(xué)生運(yùn)用相同語(yǔ)言，表達(dá)更廣的類似主題。
任務(wù)六 introduction of our school
這是一個(gè)“follow-in”活動(dòng)。此項(xiàng)設(shè)計(jì)拓展主題內(nèi)容，使學(xué)生有更多自主、合作的空間，要求他們以書(shū)信形式介紹自己學(xué)校的設(shè)施布局。書(shū)信寫(xiě)作對(duì)于剛剛進(jìn)入初二學(xué)習(xí)的學(xué)生來(lái)說(shuō)有一定難度，尤其是整個(gè)語(yǔ)篇的構(gòu)建。為此，教師搭建“支架”，提供給學(xué)生一個(gè)不完整的書(shū)信，幫助學(xué)生把注意點(diǎn)定位在方位的描述（這是本節(jié)課的重點(diǎn)），同時(shí)為課后的書(shū)寫(xiě)回信提供樣本，降低難度。另外，教師有意識(shí)規(guī)范小組活動(dòng)，明確小組分工，提高合作活動(dòng)的效率。這樣除了能夠培養(yǎng)學(xué)生合作學(xué)習(xí)的能力，也能降低任務(wù)的難度。第三個(gè)降低難度的措施是提供足夠的活動(dòng)時(shí)間。
任務(wù)七 a letter back to Anne
這是一個(gè)“further-up”任務(wù)，比“follow-in”（讀后活動(dòng)）的任務(wù)開(kāi)放。經(jīng)過(guò)課堂的一系列任務(wù)活動(dòng)，學(xué)生已基本具備準(zhǔn)確描述方位的能力。但教師將之設(shè)為課后作業(yè)，主要是為了保證學(xué)生有足夠時(shí)間完成該項(xiàng)任務(wù)。任務(wù)設(shè)計(jì)中的詳細(xì)步驟，目的在于降低任務(wù)難度，同時(shí)培養(yǎng)學(xué)生良好寫(xiě)作的習(xí)慣。博客的建立不但建立了一個(gè)互動(dòng)平臺(tái)，而且也增加了時(shí)代的生活氣息，拓展了學(xué)生的學(xué)習(xí)資源。
上述七個(gè)任務(wù)是一個(gè)任務(wù)鏈。任務(wù)一與任務(wù)二都屬于準(zhǔn)備型任務(wù)。前者的作用在于熱身，后者幫助學(xué)生構(gòu)建圖式。兩者都是為下一步的書(shū)信閱讀任務(wù)服務(wù)。而書(shū)信閱讀又是為了最后學(xué)生能夠書(shū)寫(xiě)回信提供必要的信息與語(yǔ)言支持。任務(wù)四與任務(wù)五是書(shū)信閱讀的拓展活動(dòng)，主要解決話題的提升與語(yǔ)言的操練。任務(wù)六是“支架型”的活動(dòng)，為最后的書(shū)寫(xiě)回信降低難度，使得不同層次的學(xué)生都能夠獨(dú)立完成“給Anne的回信”。
這是一個(gè)較為典型的任務(wù)型教學(xué)設(shè)計(jì)。 在課堂操作中，教師通過(guò)安排學(xué)生進(jìn)行自主學(xué)習(xí)、對(duì)子交流、小組合作、班級(jí)互動(dòng)等活動(dòng)，突出學(xué)生的主體地位，讓學(xué)生在各種活動(dòng)中體驗(yàn)語(yǔ)言、實(shí)踐語(yǔ)言、使用語(yǔ)言，完成各項(xiàng)任務(wù)，達(dá)到預(yù)設(shè)的教學(xué)目標(biāo)。在這個(gè)過(guò)程中，教師扮演了多種角色，主要表現(xiàn)在調(diào)控、評(píng)價(jià)、幫助等方面。例如在學(xué)生各種活動(dòng)中，教師注意觀察、傾聽(tīng)，并根據(jù)所獲得的信息做出必要的評(píng)估、調(diào)控、彌補(bǔ)、幫助等。同時(shí)，根據(jù)實(shí)際需要，也不排除講解。例如在Task introduction階段，教師通過(guò)簡(jiǎn)單的陳述，向?qū)W生介紹本課的任務(wù)。
通過(guò)這節(jié)課的教學(xué)，對(duì)于今后的課，可在以下方面進(jìn)行進(jìn)一步的實(shí)踐。
第一、任務(wù)鏈的設(shè)置
要處理好主任務(wù)與子任務(wù)之間的關(guān)系，明確子任務(wù)為主任務(wù)服務(wù)，突出課堂教學(xué)的重心。同時(shí)，也要處理好各項(xiàng)子任務(wù)之間的關(guān)系，理順任務(wù)與任務(wù)之間的邏輯順序，做到各種活動(dòng)前后的呼應(yīng)，讓學(xué)生對(duì)于活動(dòng)有一個(gè)整體感。
第二、教學(xué)活動(dòng)博客的設(shè)置
課堂是一個(gè)有限的互動(dòng)空間。單靠四十五分鐘的課堂活動(dòng)，難以滿足學(xué)生真實(shí)互動(dòng)的需要。博客能夠拓展互動(dòng)平臺(tái)，使之從課堂延伸到日常生活學(xué)習(xí)之中，大大提高了師生與生生互動(dòng)的密度。使用博客平臺(tái)需要注意的是：1. 學(xué)生認(rèn)可該種溝通方式。2．學(xué)生可以獲得途徑上網(wǎng)。3．學(xué)生熟悉網(wǎng)絡(luò)基本操作。4．教師參與維護(hù)博客運(yùn)作。
第三、教師的角色定位
一堂課的成功與否教師是關(guān)鍵。 教師角色定位往往決定了課堂教學(xué)的模式是以教師為中心還是以學(xué)生為中心。任務(wù)型教學(xué)以課堂活動(dòng)為主，需要足夠的空間與時(shí)間。教師須改變傳統(tǒng)的 “傳授者”這一單一角色，要有多重身份的意識(shí)，并根據(jù)需要進(jìn)行轉(zhuǎn)換。這種身份的變化并非意味著教師的作用減弱，相反，任務(wù)型教學(xué)對(duì)于教師的要求更高。教師需要具備敏銳的觀察能力、靈活的調(diào)控能力、有效的評(píng)價(jià)能力等。
對(duì)于一名反思型的教師來(lái)說(shuō)，一堂課不僅僅是“一堂課”。它的意義在于促進(jìn)教師自身發(fā)展，并為他人的研究實(shí)踐提供案例。上述是本人對(duì)于這堂課的一些體會(huì)，供大家研究討論。