英语教案：让我们去购物吧

英语教案：让我们去购物吧

教案是每位老师在教学中必然使用的工具，国外语言老师的教案与我们的语文老师的教案有什么异同呢？下面是我从中考资源网摘抄的一篇名为《让我们去购物吧》的教案，与大家共享：     题目：让我们去购物吧 作者：Gary Miller; Whitford (Int.) Beaverton 年级水平/科目：7到9年级，语言艺术或文化意识 我曾经成功地将其运用与为七年级和九年级的学生授课上。无论是将其作为语言艺术活动，还是作为文化意识或人际关系活动，都将是很容易的事情。 概述：该课程需要让学生在课堂上观察、短剧表演、性格写作和表演。学生可以视他们为给定场景的人类观察者。他们可能舍弃自己的品质特性，进入别人的角色（这就是教学机会！）当想象到其他人也会对情景有反应时他们也会对情景有所反应，然后写下来。也许你需要组织学生模拟商场，但是你不需要特别的设备或材料。 意义：展开这堂课后，学生就开始明白怎么观察、分辨，有时怎么根据行为和外表判断他人。 目标：这个课程可以帮助学生更好地从文学和人类功能的角度观察和阐述观点，给他们上一节重要的课程，这个课程就是关于如何理解相同条件下的不同观点的。 资源/素材：这个活动仅仅需要一个活动房、想象力和一本厚书。（也可以临时加个麦克风） 活动和程序： 1. 要求学生列出周六下午在大型商场看到的不同类型的人（一家人、小朋友、保安和保管人员、文员、退休人员、“商场散步者”、兜揽生意的人），在黑板上列出尽可能多的类型。 2. 让学生选择一个角色，想象这个角色在商场里会做什么。然后为适应活动将你的教室调整为商场情形，让学生真实地模仿他们的角色。鼓励学生真实投入角色。 3. 在学生短剧表演进行两分钟后（要确保他们完全理解了他们正在做的事情）。将最厚的书丢在教室地板上。向学生解释说刚刚发生了大爆炸。让学生回到座位，从他们所扮演的角色的角度写刚刚发生了什么事情。 4. 给学生五到十分钟时间写作，然后让他们组成小组，互相读他们的作文。每组都要从小组中选出“最好”或最有效的作文。 5. 从班里选出学生做电视采访，表演《路上行人》，采访所有被选中的作者。（我通常会选择写作最不成功的学生充当采访人。） 6. 然后将要讨论你所关注的写作角度。 综合结果：这个活动不但是一种教授文学的、积极有趣而又具有创造性的方法，还可以帮助学生明白如何看待他人以及不同的人对待相同事物的不同观点。虽然这样的假设有些偏见（假设大部分学生都去过商场），但是这样的设计可以通过调整创设一个环境，让学生“站在他人的角度学习新观点”。   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.

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