Tell and share with the Ss my opinion End
2）教学过程（教案） Stages 1. Beginning of the class: greet the class In the past two weeks, We have worked hard New Zealand and now it is the time for us to look back on what we have got through hard work. I hope you enjoy yourselves and learn as much as you can 2. Students group presentation 1) A general introduction to New Zealand 2) An introduction to Maori Culture 3) The tour to New Zealand 4) A brief introduction to New Zealand History 5) A brief introduction to wildlife in New Zealand 3. Further reading Read the legend of “How the Kiwi
Aim To start the class and go on to the next part. Learn about general information of NZ Learn about Maori Culture Visit NZ as a “tourist” Learn briefly about the history of NZ Learn about wildlife in NZ Read the legend to learn more about the 21
Students Activities Follow and get ready Ss of Group 1 go up to the front and introduce location, national flag and anthem, national emblem, weather and so on Ss of Group 2 introduce Maori traditions, language and tattoo Ss of Group 3 make a brief introduction to the country location, the land, and some major cities. Ss of Group 4 introduce the main events in NZ history and give short plays. Ss of Group 5 introduce animals that are extinct and that are well protected now, including the national bird—Kiwi Time 1’ 6’ 5’ 5’ 6’ 5’ lost his wings” Then ask questions “What did Kiwi give up his wings and decide to live on earth? And what good values can we see in Kiwi?” Collect answers from the Ss 4. Conclusion: Kiwi is the symbol which stands for the good values in New Zealand culture---be willing to contribute and devote to his people, be unselfish and brave 5. Feedback： What have you leant today and in the last two weeks? Tell the Ss what I have learnt. Kiwi and Kiwi Culture in NZ Sum up and emphasize on the good values the Kiwi stands for Remind the Ss to evaluate their hard work Share my opinion with the Ss and value the work we have done together. Read the legend on paper Then discuss the questions given by the teacher Share their opinions in class Be impressed by Kiwi---the symbol of the country, and the people and the culture values it stands for. Think, discuss and tell their opinions in class Follow and share with the teacher 8’ 2’ 1’ 1’ 3’ 1’
8. 板书设计： （投影屏幕） Unit 19 New Zealand 9. 课后小结：
2. 宋婷婷老师 “餐桌礼仪” 的教学设计及案例
实施小组合作学习教法案例
---- Unit 6 Table manners教学过程及心得
Cooperative Study in Group Applied in Reformed Teaching Material
【摘要】 《英语课程标准》（实验稿）提出了中学英语教学应尽量采用任务型的教学途径的要求。小组合作学习是开展任务型教学活动的重要途径。 本文就中学英语课堂教学中小组合作学习在新教材中的应用进行探讨。 【关键词】 新教材; 合作学习
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Abstract: In English Course Standard, it’s brought forward that English teachers are supposed to put the
task-based teaching method into the English teaching in middle schools. Cooperative study in group is an very important way to put the task-based teaching method in practice. The document introduced a case of teaching design, which shows us cooperative study in group applied in reformed teaching material.
Keywords: reformed teaching material, cooperative study
引言：以任务为中心的语言教学思想是近20年来交际教学思想的一种发展形态 。《英语课程标准》（实验稿）要求：“把英语教学与情感教育有机地结合起来，促使学生互相学习、互相帮助，体验集体荣誉感和成就感，发展合作精神” 。章兼中教授也提出：应“大力发展相互协作、合作的小组活动。”
1．任务型教学、小组合作学习的含义
1．1. 任务型教学 关于任务型教学，David Nunan所著的《Designing Tasks for the Communicative Classroom》一书中这样写到“ Tasks involve communicative language use in which the user's attention is focused on meaning rather than linguistic structure.\And it is “a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting.\这种课堂上语言的“communicate” 和学习者之间的“interact”是通过“task\作、互动的过程。很多任务都是通过pair work和group work 合作完成的。
1.2．小组合作学习 所谓合作学习，是20世纪70年代兴起于美国的一种教学理论与策略体系,是指学生在小组或团队中为了完成共同的任务，有明确的责任分工的互助性学习合作学习是由教师分配学习任务和控制教学进程的。
2. Unit 6 Table Manners教学设计
英语教学的任务不仅要求学生能开口，而且还要为学生提供一定量的语言实践的机会。修订的高中教材采用的教学方法多样化，教学活动设计灵活多样，鼓励学生动脑思考、大胆想象、发挥其创造性，让他们主动参与、自主学习。为学生提供了大量的“任务”，需要学生独立思考，去观察、发现、探索、研究、动手实践，集体合作，课内外结合才能完成。在新教材Unit 6 Table Manners中仅凭教师呈现教学内容，
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让每个学生明白西餐礼仪，这在课堂教学的45分钟就会明显不足。因此， 笔者把全班50名左右的学生分成5个小组，让学生在教师的指导下在完成任务的过程中，调动他们已有的知识和经验主动参与主题教学活动，合作开展小组内或小组间的英语实践活动.
目的：了解西方餐桌礼仪，并比较中西方餐桌礼仪的差异。
内容：以一次家庭宴会为主线，围绕西餐赴宴注意事项（address & arrival time），餐桌的摆放( how to lay the table )，座位的安排( the seats arrangement ), 就餐礼仪（ how to behave at dinner ），上菜顺序( order of dishes ) 以及中餐礼仪的对比等六方面进行表演、讨论和比较。
教室的布置：教室中央放一餐桌，供学生表演之用，学生分5个小组围绕周围。 道具：中西餐具，食物，多媒体电脑
Blackboard Computer Table for Dinner
教学安排：
2.1.准备工作 a. 各组分别利用周末时间利用各种渠道收集资料（上网，图书馆等），在小组内汇总，进行交流，获取西方餐桌礼仪的有关信息；
b. 再分配给各小组不同任务，各司其职：
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Group 1: 负责赴宴穿着问题并展示环节； Group 2: 负责西餐餐具的正确摆放环节； Group 3: 负责西餐座位的安排环节； Group 4: 负责西餐上菜顺序环节； Group 5: 制作有关中餐礼仪的投影片。
c．按角色让7位同学分担不同的\来分别扮演host, hostess, kid ,two visitors 和two waiters, 让这7位同学根据上文提到的六个内容自己排演对话，老师进行适当的指导。
2.2.活动过程 a．教师以收到一请柬受邀赴宴为由，请求学生出主意，从而引出---西餐赴宴注意事项（address & arrival time），学生可进行讨论；（Group 1 展示） b．家庭宴会开始，“男、女主人”就餐桌的摆放( how to lay the table )问题争执，此时学生打开教材Table manners at a dinner party(Page 38)快速阅读，各小组讨论后，选一代表上台比赛摆放餐具，看哪组正确；（Group 2裁判）
c．在Group 3成员的协助下，“男、女主人”解决了座位的安排( the seats arrangement )问题；
d．“客人”到了，就餐开始。分别扮演host, hostess, kid 和two visitors的5位同学就就餐时不规范行为进行展示，相互指正，或众同学纷纷指出，学生们也就在笑声中知晓了就餐礼仪（ how to behave at dinner ）；
e．在就餐期间（即过程4），分别扮演two waiters的2位同学依次上菜，表演出西餐的上菜顺序( order of dishes )；（Group 4指导）
f．教师引导学生阅读教材Table manners in China (Page 40)并完成相关练习后， Group 5成员演示课件并讲解中餐座位安排及上菜顺序，然后学生就中西餐礼仪讨论。
3．教学反思
3.1. 英语学习是一种语言习得的过程。学生学习语言须在一定的语言情景中通过一定的任务而进行相应的语言交流，从而提高语言的能力。因此，在英语教学中，学生之间的交流是必需的，而小组合作学习则是一种行之有效的方法。
3.2. 在教学中，笔者结合教学内容和生活实际进行一些拓展性的学习活动，给予学生一定的“task”。这样，通过小组合作学习，一方面降低了课文的难度，保证
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