余平

Backward Design可以更廣闊地開拓教師思維，改變對(duì)教材的角色定位，豐富并充實(shí)教學(xué)內(nèi)容。

下面以話題復(fù)習(xí)系列之十三“健康（Health）”為例，說(shuō)明如何進(jìn)行Backward Design。

1. 確定預(yù)期的學(xué)習(xí)目標(biāo)

根據(jù)知識(shí)分層模式，筆者著手對(duì)本節(jié)課的知識(shí)進(jìn)行分層梳理如下。

2. 確定需要給予評(píng)價(jià)的內(nèi)容和措施

評(píng)價(jià)是實(shí)現(xiàn)預(yù)期學(xué)習(xí)目標(biāo)的重要保障。針對(duì)不同層次的知識(shí)應(yīng)采用不同的、有針對(duì)性的評(píng)價(jià)方法。我所預(yù)設(shè)的評(píng)價(jià)內(nèi)容有詞匯的默寫；聽后的速記能力；對(duì)閱讀的評(píng)價(jià)；對(duì)作文的評(píng)價(jià)。

3. 教學(xué)設(shè)計(jì)

知識(shí)與技能： 通過(guò)頭腦風(fēng)暴激活學(xué)生已有詞匯，并結(jié)合日常用語(yǔ)表達(dá)交際用語(yǔ)。通過(guò)對(duì)健康話題的多角度探討深入淺出導(dǎo)入寫作目標(biāo)。培養(yǎng)學(xué)生速記、速聽、速讀、速寫的能力。

過(guò)程與方法：激活—運(yùn)用—拓展—再運(yùn)用—信息輸入—內(nèi)化。

情感與態(tài)度：鼓勵(lì)學(xué)生發(fā)散思維，多角度分析事物，形成正確的觀點(diǎn)，獲得閱讀后的愉悅感和滿足感。

4. 教學(xué)過(guò)程

Step 1： Talk about the picture

Picture 1： tell the parts of the body （圖片滑稽有趣，吸引眼球，輸出詞匯并默寫，默寫全對(duì)者獎(jiǎng)一面小紅旗）

Picture 2—7： Whats the matter with him/ her？

He/ She had a cold/ flu/ fever/ toothache/ stomachache/ sore throat. His left leg was hurt. She hit into the tree. He ate something wrong.

說(shuō)明：以圖片作為媒介激發(fā)學(xué)生喚起短語(yǔ)或句子的復(fù)習(xí)，再次夯實(shí)詞匯量。（表達(dá)正確的獎(jiǎng)小紅旗）

Step 2： Free Talk （推出評(píng)價(jià)要求：速記他人所使用的詞、句。 記得多的小組獎(jiǎng)大紅旗）

Talk about last weeks flu happened in your school.（當(dāng)時(shí)的熱點(diǎn)話題）

捕捉學(xué)生使用的較好的句子，詞匯，加以拓展，推廣學(xué)習(xí)。比方有同學(xué)用到了I was seriously ill. /I had a terrible stomachache after the meal. He had to call his father to take him to see the doctor. / My mother did not allow me to take any medicines， she just asked me to drink more warm water. / I had a headache and I could not remember anything. / I was very worried about my exams. / You should not be too stressed out， take it easy. / Do you have any good advice？ / Youd better stay at home a few days. / Oh， I must be away from school. How upset I was！

Step 3： Listening practice（2篇）

Listen and fill in the blanks（題目設(shè)計(jì)成 “聽填信息”）

第一篇是關(guān)于積極鍛煉的材料，第二篇是因忙于生意而身體較差的Tim不得不接受醫(yī)生的建議。（精選材料是為了激發(fā)學(xué)生熱愛英語(yǔ)學(xué)習(xí)，這在Backward Design時(shí)所必需要考慮的）

通過(guò)本聽力材料學(xué)生感悟怎樣去保持健康。逐步接近讀寫話題“How to keep healthy？”

Step 4： Reading（2篇）

課堂閱讀。一篇關(guān)于飲食與健康、鍛煉與健康的關(guān)系的文章，一篇關(guān)于古代智者如何應(yīng)急突發(fā)病人。（在報(bào)紙和閱讀書中找的）快速閱讀，學(xué)生講解答案。（自評(píng)。滿分者獎(jiǎng)小紅旗）

Step 5：讀寫綜合（1篇）

Last Tuesday， a little girl died after eating some fried chicken. Her father bought the chicken for her from a street seller in Fenzhuang Village， Fengtai， Beijing. After testing the girl， the doctor said she was poisoned（中毒）by Nitrites（亞硝酸鹽）. Some experts suggest that we should buy food with QS signs. They are safer.

After hearing about the accident， many people feel more worried about food safety because there have been many food safety problems in our country these years. For example， poisonous rice， oil， milk and so on have been found out recently， people feel quite afraid because these poisonous foods are rather bad for their health and even kill them. They want the government to do something to stop such poisonous foods and drinks appearing again so that they can have safe and healthy foods and drinks.

本篇讀寫材料從北京一位女孩因吃街邊小吃中毒而死的事件說(shuō)明吃不衛(wèi)生食品對(duì)中學(xué)生身心發(fā)展不利。所選材料貼近生活，很容易引起讀者的共鳴。到此環(huán)節(jié)旨在拓展學(xué)生國(guó)際視野，形成健全情感、態(tài)度和價(jià)值觀。學(xué)生通過(guò)欣賞語(yǔ)言文字，理解篇章和文章思想，進(jìn)一步激發(fā)寫作欲望。學(xué)生根據(jù)此材料作文，夾敘夾議，水到渠成。

寫作評(píng)價(jià)方法：兩人在黑板現(xiàn)場(chǎng)作文。其他獨(dú)立作文。兩分鐘后師生共同評(píng)判黑板上的作文，標(biāo)出得分點(diǎn)和扣分點(diǎn)。然后同座互評(píng)?；ピu(píng)時(shí)我要求讀出各自的作文，共同修改，標(biāo)出得分點(diǎn)和扣分點(diǎn)，再打分。然后再由同學(xué)們說(shuō)出他們?cè)诨ヅ^(guò)程中發(fā)現(xiàn)的好句以供大家參考學(xué)習(xí)，也要說(shuō)出典型錯(cuò)詞錯(cuò)句以供大家糾錯(cuò)。

責(zé)任編輯 邱 麗