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英語(yǔ)教案：讓我們?nèi)ベ?gòu)物吧
教案是每位老師在教學(xué)中必然使用的工具，國(guó)外語(yǔ)言老師的教案與我們的語(yǔ)文老師的教案有什么異同呢？下面是我從中考資源網(wǎng)摘抄的一篇名為《讓我們?nèi)ベ?gòu)物吧》的教案，與大家共享： 題目：讓我們?nèi)ベ?gòu)物吧 作者：Gary Miller; Whitford (Int.) Beaverton 年級(jí)水平/科目：7到9年級(jí)，語(yǔ)言藝術(shù)或文化意識(shí) 我曾經(jīng)成功地將其運(yùn)用與為七年級(jí)和九年級(jí)的學(xué)生授課上。無(wú)論是將其作為語(yǔ)言藝術(shù)活動(dòng)，還是作為文化意識(shí)或人際關(guān)系活動(dòng)，都將是很容易的事情。 概述：該課程需要讓學(xué)生在課堂上觀察、短劇表演、性格寫(xiě)作和表演。學(xué)生可以視他們?yōu)榻o定場(chǎng)景的人類觀察者。他們可能舍棄自己的品質(zhì)特性，進(jìn)入別人的角色（這就是教學(xué)機(jī)會(huì)�。┊�(dāng)想象到其他人也會(huì)對(duì)情景有反應(yīng)時(shí)他們也會(huì)對(duì)情景有所反應(yīng)，然后寫(xiě)下來(lái)。也許你需要組織學(xué)生模擬商場(chǎng)，但是你不需要特別的設(shè)備或材料。 意義：展開(kāi)這堂課后，學(xué)生就開(kāi)始明白怎么觀察、分辨，有時(shí)怎么根據(jù)行為和外表判斷他人。 目標(biāo)：這個(gè)課程可以幫助學(xué)生更好地從文學(xué)和人類功能的角度觀察和闡述觀點(diǎn)，給他們上一節(jié)重要的課程，這個(gè)課程就是關(guān)于如何理解相同條件下的不同觀點(diǎn)的。 資源/素材：這個(gè)活動(dòng)僅僅需要一個(gè)活動(dòng)房、想象力和一本厚書(shū)。（也可以臨時(shí)加個(gè)麥克風(fēng)） 活動(dòng)和程序： 1. 要求學(xué)生列出周六下午在大型商場(chǎng)看到的不同類型的人（一家人、小朋友、保安和保管人員、文員、退休人員、“商場(chǎng)散步者”、兜攬生意的人），在黑板上列出盡可能多的類型。 2. 讓學(xué)生選擇一個(gè)角色，想象這個(gè)角色在商場(chǎng)里會(huì)做什么。然后為適應(yīng)活動(dòng)將你的教室調(diào)整為商場(chǎng)情形，讓學(xué)生真實(shí)地模仿他們的角色。鼓勵(lì)學(xué)生真實(shí)投入角色。 3. 在學(xué)生短劇表演進(jìn)行兩分鐘后（要確保他們完全理解了他們正在做的事情）。將最厚的書(shū)丟在教室地板上。向?qū)W生解釋說(shuō)剛剛發(fā)生了大爆炸。讓學(xué)生回到座位，從他們所扮演的角色的角度寫(xiě)剛剛發(fā)生了什么事情。 4. 給學(xué)生五到十分鐘時(shí)間寫(xiě)作，然后讓他們組成小組，互相讀他們的作文。每組都要從小組中選出“最好”或最有效的作文。 5. 從班里選出學(xué)生做電視采訪，表演《路上行人》，采訪所有被選中的作者。（我通常會(huì)選擇寫(xiě)作最不成功的學(xué)生充當(dāng)采訪人。） 6. 然后將要討論你所關(guān)注的寫(xiě)作角度。 綜合結(jié)果：這個(gè)活動(dòng)不但是一種教授文學(xué)的、積極有趣而又具有創(chuàng)造性的方法，還可以幫助學(xué)生明白如何看待他人以及不同的人對(duì)待相同事物的不同觀點(diǎn)。雖然這樣的假設(shè)有些偏見(jiàn)（假設(shè)大部分學(xué)生都去過(guò)商場(chǎng)），但是這樣的設(shè)計(jì)可以通過(guò)調(diào)整創(chuàng)設(shè)一個(gè)環(huán)境，讓學(xué)生“站在他人的角度學(xué)習(xí)新觀點(diǎn)”。 英文原文： TITLE: Lets Go Shopping AUTHOR: Gary Miller; Whitford (Int.) Beaverton, OR GRADE LEVEL/SUBJECT: 7-9; Language Arts or Cultural Awareness I have used it successfully with 7th through 9th grade students. It may be presented as a language arts activity but could easily be presented as a cultural awareness or human relations activity. OVERVIEW: This lesson involves observation, role playing, writing in character, and presentation to the class. Students will visualize themselves as an observer of humanity in a given situation. They will be stepping out of their own character and into the character of someone else (what an opportunity to teach Reach!). They will react to a situation as they imagine someone else might and then write about it. Your classroom may need to be reorganized to simulate a shopping mall, but you need no special equipment or materials. PURPOSE: As this lesson unfolds, students will begin to understand how they observe, identify, and sometimes judge others by behavior and appearance. OBJECTIVE(s): This lesson will help kids become better observers, demonstrate point of view as a literary and human function, and teach them an important lesson about how to understand differing perspectives in the same situation. RESOURCES/MATERIALS: The only materials required for this activity are a flexible room, imagination, and a very heavy book. (a microphone can be improvised) ACTIVITIES AND PROCEDURES: 1. Ask students to list the different types of people they might see at a large shopping mall on a Saturday afternoon (families, kids, security and custodial people, clerks, retired people, mall walkers, people canvassing, etc.) List as many as possible on the board. 2. Have the students choose one character and visualize what that character might be doing at the mall. Then adjust your classroom to accommodate movement and have the kids actually simulate their characters by turning the room into the shopping mall! Encourage the kids to really get into their roles. 3. After the students have been role playing for about two minutes (just make sure they are completely absorbed in what they are doing), slam the heaviest book in the room down on the floor. Explain that a huge explosion has just occurred. Instruct the students to return to their desks and write what just happened from the point of view of the character they are pretending to be. 4. Allow five to ten minutes for writing and then ask students to meet in small groups to read their writing to each other. Each group should choose the best or most effective writing from their group. 5. Select a TV interviewer from the class and stage a MAN ON THE STREET interview with all of the selected authors. (I usually choose one of my least successful writers as the interviewer) 6. Discussion may follow concerning point of view writing. TYING IT ALL TOGETHER: In addition to being an active, fun, and creative way to teach a literary element, this activity helps students to see how they look at others, and how different people might have differing perspectives on the same experience. While some what slanted culturally (in that it assumes most kids have access to and would go to a shopping mall), the format allows for modification and adjustment to create an environment where students might enjoy the privilege of walking a mile in someone elses moccasins and learning a new point of view.【英語(yǔ)教案：讓我們?nèi)ベ?gòu)物吧】相關(guān)文章：
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