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随着农村中学教学硬件设施的不断完善和教师业务素质的不断提升,信息技术与其他学科的整合已成为教学改革的亮点。身为教学一线的英语教师,应充分意识到课程改革的需要,努力尝试多媒体技术在英语课堂中的应用,根据英语课文的需要,合理制作教学课件,提高教学效率。多媒体技术进行课堂教学,既可以将图、文、声、像融为一体,使教与学的活动变得更加丰富多彩,又可以寓知识学习、技能训练、智力开发于生动活泼的形象之中,从而激发学生的学习兴趣,变苦学为乐学,同时又促进他们的思维发展,丰富学生的想象力。本人就英语课文The necklace 的教学课件制作及应用谈谈自己运用多媒体辅助教学的一点体会。
课文The necklace是一部独幕剧,分三个场景,由法国作家莫泊桑的著名短剧The Diamond Necklace 改编而成。故事发生在巴黎,剧中有3个角色。
为培养学生的阅读技巧和获取文章整体信息的能力,课文以导(总)→听、读(分)→述(总)的整体教学模式来实施。
为加强视听刺激,突破传统教法、教材和教室的局限,提高教学效率,笔者从网上下载相关信息,用PowerPoint软件把课文设计成了演示文稿,通过适当的背景搭配,加上图片和动画效果,把画面以醒目的形式色彩缤纷的展示给学生,下面介绍上课程序,与大家共勉。
先利用投影仪展示几幅从网上下载的项链图,问 "What are these?" 引出课题。
Do you know something about the Necklace? 鼓励同学们用简单英语谈一谈莫泊桑及其作品,总结出图片(用文字表示如下:The Necklace This is a French story by a writer called Guy de Maupassant(1850-1893)莫泊桑,十九世纪法国最优秀的批判现实主义作家。他一生创作了长篇小说6部,游记3部,短篇小说300余篇,被称为世界短篇小说之王。The Necklace is the most famous one.)并配以画外音。
再播放《项链》影碟片段,全方位激发学生兴趣;接着切入画面,依次有三个与课文大意有关的问题:
1.How many characters are there in this play?
2.Mathilde and Jeanne knew each other before, didn’t they?
3.Why did Mathilde look even older than her age?
让学生带者问题听scene1的录音,然后个别回答,全班核对,这样同学们就获取了scene1的信息。
在学习scene2前,先打出两个正误判断题:
True or False:
( ) 1.The young couple were invited to the palace ball, but they refused.
( ) 2.Mathilde would wear a flower instead of a jewel.
让学生进行快速阅读,并做出正确判断。再展示图片: (用文字表示如下:Now the story goes back to 10 years earlier
1.Why was Mathilde worried?
2.How much did her dress cost?
3.What else did she want to wear?
4.What did Pieer suggest? 5.What did they decide to do ?
要求同学们详读后,解答以上问题。
在进行scene3的fast reading之前,打出下面三个问题,要求同学们快速提取正确信息:
1. What kind of jewel did Mathilde choose?
2. Did the young couple have a good time at the palace ball? 3. Did Mathilde know the truth at last?
接着再展示两个问题:
1. What happened on their way home after the ball?
2. What did they have to do after they lost the necklace?
让同学们细读scene3后,讨论回答。
了解全剧后,跳出关键词:invitation → be worried → dress → necklace→ have a good time → lost → borrowed → pay back → the truth . 激励同学们复述课文,教师可先示范。
为进一步理解课文,巩固所学,培养学生口语能力,此时开展一个游戏竞赛,把全班学生分为A、B 两大组,就课文内容相互进行问答练习,A问B答,B问A答,每次限时5秒,同学们都跃跃欲试,课堂气氛活跃空前,最后分高方为胜。
通过上述活动,同学们对整个故事情节已经了然于胸,这时不失时机地提出一个深层问题:
Do you think what Mathilde would do when she knew the truth? 让同学们展开想象的翅膀,畅所欲言,做出种种假设:
1.he was so surprised and weak that she could not stand by herself as if she was in a nightmare. She cried, "My God! It's unfair."
2. She could not believe her friend's words first, she laughed and danced and went away and she became mad.
3. She stood there for long time without saying a word.
4. She smiled and told her husband:" I would rather wear a flower than a diamond necklace.
还有同学提出了理想与现实的辨证关系以及爱慕虚荣的恶果。最后,让同学们以:What do you learn from the play? 进行写作练习,作为Homework.
学生的想象力非常丰富,只要教师创造条件,正确诱导,让他们展开想象的翅膀,就能更好地发展学生的创新思维能力。教育教学是知识创新、传播和应用的主要基地,也是培育创新精神和培养创新人才的重地,作为一名教育者,就应把创新教育融入学科教学之中,探索其实施途径与方法,从而更好地培养和提高学生的创新精神和创新能力,为我们的祖国培育出一批德才兼备的人才。
课文The necklace是一部独幕剧,分三个场景,由法国作家莫泊桑的著名短剧The Diamond Necklace 改编而成。故事发生在巴黎,剧中有3个角色。
为培养学生的阅读技巧和获取文章整体信息的能力,课文以导(总)→听、读(分)→述(总)的整体教学模式来实施。
为加强视听刺激,突破传统教法、教材和教室的局限,提高教学效率,笔者从网上下载相关信息,用PowerPoint软件把课文设计成了演示文稿,通过适当的背景搭配,加上图片和动画效果,把画面以醒目的形式色彩缤纷的展示给学生,下面介绍上课程序,与大家共勉。
先利用投影仪展示几幅从网上下载的项链图,问 "What are these?" 引出课题。
Do you know something about the Necklace? 鼓励同学们用简单英语谈一谈莫泊桑及其作品,总结出图片(用文字表示如下:The Necklace This is a French story by a writer called Guy de Maupassant(1850-1893)莫泊桑,十九世纪法国最优秀的批判现实主义作家。他一生创作了长篇小说6部,游记3部,短篇小说300余篇,被称为世界短篇小说之王。The Necklace is the most famous one.)并配以画外音。
再播放《项链》影碟片段,全方位激发学生兴趣;接着切入画面,依次有三个与课文大意有关的问题:
1.How many characters are there in this play?
2.Mathilde and Jeanne knew each other before, didn’t they?
3.Why did Mathilde look even older than her age?
让学生带者问题听scene1的录音,然后个别回答,全班核对,这样同学们就获取了scene1的信息。
在学习scene2前,先打出两个正误判断题:
True or False:
( ) 1.The young couple were invited to the palace ball, but they refused.
( ) 2.Mathilde would wear a flower instead of a jewel.
让学生进行快速阅读,并做出正确判断。再展示图片: (用文字表示如下:Now the story goes back to 10 years earlier
1.Why was Mathilde worried?
2.How much did her dress cost?
3.What else did she want to wear?
4.What did Pieer suggest? 5.What did they decide to do ?
要求同学们详读后,解答以上问题。
在进行scene3的fast reading之前,打出下面三个问题,要求同学们快速提取正确信息:
1. What kind of jewel did Mathilde choose?
2. Did the young couple have a good time at the palace ball? 3. Did Mathilde know the truth at last?
接着再展示两个问题:
1. What happened on their way home after the ball?
2. What did they have to do after they lost the necklace?
让同学们细读scene3后,讨论回答。
了解全剧后,跳出关键词:invitation → be worried → dress → necklace→ have a good time → lost → borrowed → pay back → the truth . 激励同学们复述课文,教师可先示范。
为进一步理解课文,巩固所学,培养学生口语能力,此时开展一个游戏竞赛,把全班学生分为A、B 两大组,就课文内容相互进行问答练习,A问B答,B问A答,每次限时5秒,同学们都跃跃欲试,课堂气氛活跃空前,最后分高方为胜。
通过上述活动,同学们对整个故事情节已经了然于胸,这时不失时机地提出一个深层问题:
Do you think what Mathilde would do when she knew the truth? 让同学们展开想象的翅膀,畅所欲言,做出种种假设:
1.he was so surprised and weak that she could not stand by herself as if she was in a nightmare. She cried, "My God! It's unfair."
2. She could not believe her friend's words first, she laughed and danced and went away and she became mad.
3. She stood there for long time without saying a word.
4. She smiled and told her husband:" I would rather wear a flower than a diamond necklace.
还有同学提出了理想与现实的辨证关系以及爱慕虚荣的恶果。最后,让同学们以:What do you learn from the play? 进行写作练习,作为Homework.
学生的想象力非常丰富,只要教师创造条件,正确诱导,让他们展开想象的翅膀,就能更好地发展学生的创新思维能力。教育教学是知识创新、传播和应用的主要基地,也是培育创新精神和培养创新人才的重地,作为一名教育者,就应把创新教育融入学科教学之中,探索其实施途径与方法,从而更好地培养和提高学生的创新精神和创新能力,为我们的祖国培育出一批德才兼备的人才。