利用电子辞典培养预测能力(63423)-英语教育-(214)-21英语网

引言

在课堂教学中，英语教师应注重培养学生的语言综合运用能力。无论是阅读教学还是写作教学，教师都需要提升学生的词汇量，以提升其阅读水平和写作水平。卡西欧电子辞典的“单词查询”“例句查询”等功能能帮助学生在课堂上快速理解单词，教师还可通过设计灵活多样的活动促进学生开展合作学习。

本期刊登上海市奉贤中学程立春老师的两篇教案，内容分别为“指导学生进行预测”和“指导学生写作散文”，供读者参考。

Prediction

Teaching Aims:

1.Skill aims:

*Predict the general idea according to the given topic.

*Predict the following paragraphs.

*Predict a proper ending of a passage.

2. Ability aims:

Abilities of cooperating with others and thinking logically.

3. Emotion aims:

Sense of success through cooperation and interaction.

Teaching aid:

CASIO EV-SP2900

课上主要应用卡西欧电子辞典的下述功能:

*单词查询

*单词跳查

*例句查询

*英语多词典查询

*背诵卡制作

*单词复习

*学习/测验/温习

Teaching Procedures:

I. Lead in:

Elicit the topic: What is predicting in reading?（见图一）

Predicting in reading plays the same role of weather forecast.

II. Activity One:

*Give the students the title and vocabulary of the writing they will read. （利用卡西欧电子词典查询单词，见图二、三）

title: an unforgettable experience

vocabulary: dash, murmur, notice, cover, walk straight to sb, fall heavily on the floor, to one’s surprise

*Predict what is the second paragraph mainly about and list the reasons. (English-English Dictionary)

Pre-reading:

What predictions can you make about the second paragraph? How do you know that?

Prediction 1 (general): The temperature will drop.

Your clue: A cold current moves down south.

Prediction 2 (specific): The temperate will drop 10°C accompanied by snow.

Your clue: General knowledge/reasoning.

Read the following content and check whether the prediction is correct.

During reading: Are your predictions accurate? If so, select the evidence from the text to support them. If not, abandon or revise them.

III. Activity Two:

Predict the following paragraphs based on the given paragraph.

A. Do a blank-filling exercise to fill in the predictions and clues.

B. Change the predictions if necessary while reading.

C. Write a summary of each paragraph after reading.

Post-reading: Summarize the key points of the paragraph you have read.

IV. Activity Three:

Predict the ending of a passage according to the given content.

The question of her decision is a difficult one. And so I leave it with all of you: Which came out of the opened door — the lady, or the tiger?

V. Assignment:

Read two passages using prediction as homework.

Writing an Essay

Teaching Aims:

1. Skill aims:

Practice of the structure of writing an essay. Sentence and paragraph writing techniques.

2. Ability aims:

Abilities of cooperating, thinking and writing logically.

3. Emotion aims:

Sense of success through cooperation and interaction.

Teaching Aid:

CASIO EV-SP2900

课上利用卡西欧电子词典的下列功能:

*单词查询

*例句检索

*多本词典查询

Teaching Procedures:

I. Pre-task phase:

A.Review the structure of an essay: Introduction of the topic+Body+Conclusion

B.Elicit the topic: Other elements are also important apart from structure: word + sentence + paragraph

II. During-task phase:

A.Words

Brainstorm any words related to “Surfing the Internet is harmful”. Then show the students some rich, colorful, precise words.（利用卡西欧电子词典的汉英词典和英英词典查询，见图四、五、六）

B. Sentences

Play a story-telling game to show supporting sentences should be arranged logically.

Analyze the sentences the students gave.

Variety in sentence length and structure is recommended.

C. Paragraphs

Express any idea in mind supporting the main heading.

Choose the three most convictive subheadings and arrange them from the most important to the least.

III. Post-task phase: (English-English Dictionary)

A. Ask a student to present the way to write a good essay.

B. Revise/improve a writing of a student in class.

C. Write an essay as homework.(Topic:The importance of controlling the world population)

Teaching Explanation:

This period is strictly arranged and organized by Gong Yafu’s Task-based teaching theory. In the Pre-task phase, the class began with the review of last week’s instruction for writing an essay. A comparison is used to fulfill this aim. Diagram is drawn to make the structure of an essay clear and natural. After that, the topic of today’s class is elicited by using Question & Answer method. Despite its simplicity, it comes straight to the point using Q & A method.

In the During-task phase, as for the words of an essay, brainstorm is used for the students to list any words related to the topic “Surfing the Internet is harmful”, after which a comparison is drawn with the given words on the slide. Thus precise, colourful and rich words and phrases are suggested. A story-telling game is played to show supporting sentences should be arranged logically. The sentences written by the students in their story are sure to be simple. Thus variety in sentence length and structure is recommended. Touching paragraphs, brainstorming and mind map are used. Choose the three most convictive subheadings and arrange them from the most important to the least.

In the Post-task phase, according to the teaching theory, teachers shouldn’t make a conclusion what have been learnt. A student is asked to do the job to inform others of the three major elements of essay writing. Then an essay of a student is chosen for the whole class to revise. By doing so, skills and techniques have been practiced and consolidated.

利用电子辞典 培养预测能力

利用电子辞典培养预测能力