把握课程工具性和人文性的统一
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把握课程工具性和人文性的统一本次研修学习活动中，聆听了陈琳教授的讲座，感觉受益匪浅。
课程标准对英语课程具有的工具性和人文性是这样规定的：义务教育阶段的英语课程具有工具性和人文性双重性质。
就工具性而言，英语课程承担着培养学生基本英语素养和发展学生思维能力的任务，即学生通过英语课程，掌握基本的英语语言知识，发展基本的英语听说读写技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。
这句话，就是说要掌握英语这个工具，这就是它工具性的属性，工具性的目标。
就人文性而言，英语课程承担着提高学生综合人文素养的任务，即学生通过英语课程能够开阔视野，丰富生活经历，形成跨文化意识，增强爱国主义精神，发展创新能力，形成良好的品格和正确的人生观与价值观。
工具性和人文性统一的英语课程有利于为学生的终身发展奠定基础。
下面我结合所教初中英语教材中词汇教学或语法教学的某个具体内容设计了如下教学活动。
人教版七年级上册unit4 Unit4 Where's my backpack?教学设计一、教材分析本单元主要谈论话题“Things around the house”，其中Section A 则围绕学习“询问物品的位置”这个本单元的重点而展开多种任务型的教学活动，使学生学会用基本句型“Where's/Where're ……?It's/They're on /in/under……”和“Y es/No”疑问句进一步体会和学会运用“Where……?Yes/No ”疑问句的用法；学会运用方位介词“on/in/under ”来表达物品的位置。
二、学情分析七年级的学生在心理和生理上都有共同的特点：在心理上，他们好动、好奇、好表现。
抓住这一心理特点，积极采用形象生动、形式多样的教学方法和学生积极广泛的、积极主动参与的学习方式，就一定能激发学生的学习兴趣。
三、教学目标1.Learn the new words of Section A.2.Master the target language of talking about where things are.3.Learn to use prepositions in ,on,under.4.Learn to use prepositional phrases.四、教学重难点1.Newwords :where,where's,table,bed,dresser,bookcase,sofa,chair,drawer,plant,under,th ey,they're,on don't,know,bag2.Sentence patterns:Where's the baseball ?It's in the backpack.Where's my bag? It's behind the chair.Where are your books? They're on the bookcase.Where are his/her keys? They are under the dresser.3.Grammar :Where questionsY es /No questions and short answersPrepositions on ,in,under,behind.五、课前准备：1、教师：精心备课，制作多媒体课件，准备部分学习用品的实物。
2、学生：预习生词；准备与本课有关的学习用品实物。
六、教学流程：Step One: Greetings and introductions.Step Two: Warming up.1. Free talks.e.g.: What’s your name? Nice to meet you!What’s your telephone number?What’s this in English? How d o you spell it?Is this your…?What color is it?2. Revise some school things.Say like this:1) Pen-pens pencil-pencils ruler-rulersKey-keys eraser-erasers book-books …2) This is a pen. These are pens.…Step Three: New words learning.1. Show the pictures on the screen. Read the new words one by one.2. Show the pictures first, then the words one by one.Let the students write them in their exercise books.3. Look at the picture on page 19. Read the new words on the left by the students.4. Look at the picture carefully and say ″This is a…″″These are…″5. Match the words with the things in the picture.Write the answers in the English books by the students.6. Check the answers.Step Four: Presentation.1. Show the pictures of a box and a ball to teach ″in, on, under″Present ″where’s…? It’s in/on/under…″with a pencil and a book.2. look at the picture on the screen to present the targetlanguage again, and teach ″where’s″3. Show some pencils and a book to the students and present ″Where are…? They’re….”Step Five: Practice.1. Look at the screen .Fill in the blanks.2. Look at the picture of page19.Ask and answer work in pairs and remember.Step Six: A game. (Memory Challenge)Ask and answer where the things are without Looking at the book.Have a competition among groups. See which group can remember the thing and the place.Step Seven: A chain drillT: Where’s your book?S1: It’s in my backpack. Where’s your eraser?S2: It’s in my pencil case? Where are your rulers?S3: …Step Eight: Listening. (1b)1. Play the tape for the first time, students only listen.2. Play the tape for the second time. Students number the things when they hear them.Step Nine: SummaryWords: in, on, under, where, they, plant, chair, bed, table, sofa, dresser, drawer, bookcase.Sentences: -Where’s my / the baseball? -It’s in the backpack.-Where are my / the books? -They’re on the sofa.-Where’s my / the baseball? -It’s under the table.Step Ten: Do some exercises. (Make conversations)eg: 1. Where i__ my backpack? It’s u____ the c____.2. Where’s the p_____? It’s o__ the t____.3. W______ h___ jacket? It’s on the b_____.4. Where a___ your keys? They’re i__ the d______.5. W_____ are her books? T______ on the s____.Step Eleven: Homework:1. Remember the new words.2. Talk about the things and places in your room then write them down.A: Where’s your baseball?B: It’s under the table.A: Where are your books?B: They’re on the bookcase.。
