Earth First-Using Language教學(xué)紀(jì)實(shí)與反思

董曉冰

教學(xué)內(nèi)容：

外研社英語(yǔ)必修第二冊(cè)第六單元第65頁(yè)至第67頁(yè).

教學(xué)目標(biāo)：

By the end of the class， students will be able to：

1.identify present participle and past participle used as complement， understand the benefits of using -ing or -ed form and have preliminary application.

2.know when， why and how to interrupt others politely and put it into practice.

3.have a further discussion about global warming and put forward more solutions.

4.analyze causes， effects， and solutions to different environmental problems by using what they learnt.

教學(xué)重、難點(diǎn)：

Key points：

1.Get the students to briefly analyze some environmental problems as well as some possible solutions represented in the short passages and audio.

2.Get the students to learn a grammatical item - using -ing and -ed form as complement.

3.Get the students to listen to an audio to grasp the gist and details.

Difficulties：

1.Get the students to understand similarities and differences between -ing and -ed form as complement.

2.Get the students to summarize the key points while listening to the passage.

3.Get the students to learn how to interrupt others appropriately in a real-life context.

教學(xué)步驟：

Step 1 Lead-in

Teachers activity：

1.Ask students to brainstorm environmental problems.

2.Show students some pictures related to the topic by using -ing and -ed as complement.

3.Lead students to the topic.

Students activity：

Have a basic understanding of the topic.

Objectives：

1.To activitate students background knowledge.

2.To get the students familiar with “-ing and -ed” as complement.

Step 2 Learning -ing and -ed as complement

Teachers activity：

1.Show students pictures and ask them to choose the correct word.

2.Ask students to observe the sentences together and summarize the functions and usage of -ing and -ed as complement.

Students activity：

1.Read the sentence and make a choice.

2.Summarise the functions and usage of -ing and -ed as complement with the help of the teacher.

Objectives：

1.To encourage students to discover the grammar usage by themselves.

2.To further enhance students understanding of -ing and -ed as complement.

核心素養(yǎng)提升點(diǎn)：

培養(yǎng)學(xué)生分析、歸納、概括信息的技能，提高語(yǔ)言能力。

Problem 1 Ocean Animal Endangerment

Teachers activity：

1.Ask students to read the passage and figure out Hannahs special way to help ocean endangered animals.

2.Ask students to choose the correct forms of given verbs.

3.Ask students to figure out which -ing and -ed form is used as complement.

Students activity：

1.Read the passage and find out what is Hannahs special way.

2.Choose correct forms of the given verbs.

Objectives：

To get students to practice -ing and -ed as complement.

核心素養(yǎng)提升點(diǎn)：

讓學(xué)生分析、概括信息，鍛煉語(yǔ)言能力;引導(dǎo)學(xué)生利用思維導(dǎo)圖分析和概括問(wèn)題，鍛煉思維品質(zhì)。

Problem 2 Nature Destruction （SNNR）

Teachers activity：

1.Ask students to read the interview and answer the question.

2.Help students rewrite the underlined sentences using -ing or -ed form as complement.

3.Fill in the mind map together.

Students activity：

1.Read the interview and answer three questions.

2.Rewrite the sentences using complement.

3.Fill in the mind map with the help of the teacher.

Objectives：

To help students consolidate the application of? -ing or -ed? form as complement in a real-life context.

核心素養(yǎng)提升點(diǎn)：

讓學(xué)生利用已有的知識(shí)在真實(shí)語(yǔ)境中應(yīng)用，提高語(yǔ)言能力;利用思維導(dǎo)圖歸納總結(jié)，鍛煉思維的邏輯性和完整性。

Problem 3 Smog （listening）

Teachers activity：

1.Ask students to read the introduction part and fill in the mind map.

2.Play the audio and ask students to complete the slides.

3.Check the answers with the class.

4.Ask students to recall how the listeners interrupt the speaker and give more relevant expressions.

5.Have a similar conversation with students about another topic-recycling.Practice how to interrupt politely.

Students activity：

1.Fill in the mind map.

2.Listen to the lecture and complete the slides.

3.Check the answers with the teacher.

4.Talk about how to interrupt politely.

5.Listen to the teacher carefully and try to practice how to interrupt others.

Objectives：

1.To train students to grasp the main idea and key information of the listening materials.

2.To help students learn how to interrupt politely.

3.To help students learn more about the factual information about recycling.

4.To encourage students to practice interrupting others politely.

核心素養(yǎng)提升點(diǎn)：

學(xué)生通過(guò)聽(tīng)力練習(xí)，加強(qiáng)對(duì)空氣污染的理解，歸納并總結(jié)出聽(tīng)力材料中的關(guān)鍵詞，提高語(yǔ)言能力;學(xué)生學(xué)習(xí)并探討打斷別人是否禮貌，辯證看待該問(wèn)題，并學(xué)會(huì)如何去禮貌地打斷別人，鍛煉思維品質(zhì)。

Problem 4 Global warming

Teachers activity：

Before class：

1.Help students learn the expressions and complete the brochure on page66.

2.Ask studennts to research information about causes， effects， solutions and slogans of global warming and design a brochure.

3.Provide each group with useful advice on how to present the brochure to the whole class.

During the class：

4.Listen to each groups presentation with the whole class and evaluate their work.

Students activity：

Before class：

1.Learn useful expressions and how to make a brochure.

2.Research information about global warming and work in group to design a brochure.

3.Choose one presenter to show the group brochure.

During the class：

4.Listen to each groups presentation with the whole class.

Objectives：

1.To deepen students understanding of global warming.

2.To help students develop comprehensive skills， like how to research and process information， how to spread opinions effectively， and how to cooperate with others.

核心素養(yǎng)提升點(diǎn)：

在語(yǔ)言能力方面，學(xué)生能夠整合運(yùn)用語(yǔ)言進(jìn)行表達(dá);在文化意識(shí)方面，學(xué)生學(xué)會(huì)聯(lián)系生活實(shí)際，深入思考;在學(xué)習(xí)能力方面，小組合作式探究學(xué)習(xí)的方式有利于學(xué)生樹(shù)立合作意識(shí);在思維品質(zhì)方面，學(xué)生學(xué)會(huì)分析、歸納、整合信息后進(jìn)行有效表達(dá)，鍛煉思維的完整性和邏輯性。

板書設(shè)計(jì)：

課后反思：

強(qiáng)基計(jì)劃聚焦基礎(chǔ)學(xué)科，力爭(zhēng)選拔基礎(chǔ)過(guò)硬的綜合型人才，而英語(yǔ)作為一種工具性語(yǔ)言，是各個(gè)學(xué)科深入學(xué)習(xí)的基礎(chǔ)和橋梁。因此，本校根據(jù)國(guó)家課程標(biāo)準(zhǔn)，結(jié)合新課標(biāo)要求，將英語(yǔ)學(xué)科課程設(shè)置為，“普育”課程、“個(gè)育”課程和“卓育”課程。這樣的課程模式的意義在于提升學(xué)生的自主學(xué)習(xí)、合作學(xué)習(xí)、綜合運(yùn)用語(yǔ)言和跨文化交際能力，從而培育學(xué)生的國(guó)際視野、提升學(xué)生多元文化辨析能力、增強(qiáng)學(xué)生的民族文化自信。

本節(jié)課的設(shè)計(jì)以這些方面為目標(biāo)。按照新課標(biāo)的理念整合了教學(xué)內(nèi)容，整節(jié)課的活動(dòng)設(shè)計(jì)都圍繞著單元主題——環(huán)境保護(hù)展開(kāi)，將非謂語(yǔ)動(dòng)詞做賓補(bǔ)的語(yǔ)法練習(xí)融入到每一個(gè)環(huán)境問(wèn)題的總結(jié)之中，從而避免了淺層次的、碎片化的語(yǔ)言知識(shí)教學(xué)，培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言的能力。

通過(guò)設(shè)置真實(shí)語(yǔ)境，讓學(xué)生在模擬對(duì)話中學(xué)會(huì)有禮貌的打斷別人，在搜集資料和小組展示中發(fā)散思維。這些方式，有助于提升學(xué)生分析和解決問(wèn)題的能力，發(fā)展思維品質(zhì);同時(shí)兼顧自主合作、探究學(xué)習(xí)等多種學(xué)習(xí)方式，實(shí)踐英語(yǔ)學(xué)習(xí)活動(dòng)觀，培養(yǎng)學(xué)生的學(xué)習(xí)能力。

本節(jié)雖然是語(yǔ)法課，但是在教學(xué)設(shè)計(jì)上并沒(méi)有只局限在語(yǔ)法層面，而是通過(guò)語(yǔ)篇和思維導(dǎo)圖，引導(dǎo)學(xué)生關(guān)注環(huán)境問(wèn)題，力爭(zhēng)讓學(xué)生通過(guò)一節(jié)課的學(xué)習(xí)不僅學(xué)會(huì)用語(yǔ)言知識(shí)討論問(wèn)題，還能加深對(duì)環(huán)境問(wèn)題的思考，樹(shù)立環(huán)境保護(hù)、人類命運(yùn)共同體的意識(shí)。

另外，對(duì)學(xué)生頁(yè)和課件的設(shè)計(jì)也考慮到對(duì)于學(xué)生文化意識(shí)的培育。學(xué)生欣賞和語(yǔ)篇內(nèi)容相關(guān)的插圖，對(duì)于所講內(nèi)容會(huì)有直觀形象的認(rèn)識(shí)。結(jié)合手繪學(xué)案，對(duì)學(xué)生形成健康的審美情趣和道德情感都有著積極的引導(dǎo)。

基于本校學(xué)生的學(xué)習(xí)特點(diǎn)，平日里英語(yǔ)課堂容量大、節(jié)奏快、語(yǔ)料豐富、學(xué)生自主學(xué)習(xí)能力較強(qiáng)。英語(yǔ)教師們堅(jiān)持吃透課程標(biāo)準(zhǔn)、采用真實(shí)語(yǔ)言資料、緊密結(jié)合學(xué)生實(shí)際、靈活創(chuàng)造性使用教材。本節(jié)課的第三部分，對(duì)于全球變暖的詞匯學(xué)習(xí)以及宣傳冊(cè)的制作就體現(xiàn)了這一特點(diǎn)。我在課前給學(xué)生布置任務(wù)，讓他們搜集與該話題相關(guān)的真實(shí)的語(yǔ)言材料，學(xué)生以小組為單位在課前進(jìn)行了大量閱讀，并結(jié)合生活實(shí)際對(duì)于全球變暖的解決辦法有了自己的獨(dú)立思考和探究，在課堂上以多元的宣傳冊(cè)形式呈現(xiàn)出來(lái)。

在每個(gè)單元教學(xué)的最后一個(gè)課時(shí)，都會(huì)開(kāi)展“雙P”教學(xué)實(shí)踐，所謂“雙P”指的是外研版新教材每個(gè)單元學(xué)習(xí)的最后一環(huán)即Presenting ideas 和Project 部分。該部分注重學(xué)生在知識(shí)與技能發(fā)展的基礎(chǔ)上，通過(guò)遷移創(chuàng)新的語(yǔ)言實(shí)踐活動(dòng)發(fā)展學(xué)生的綜合素養(yǎng)。學(xué)生在開(kāi)放性活動(dòng)中，彼此合作，展現(xiàn)個(gè)性，充分表達(dá)自己對(duì)單元主題思想的理解和認(rèn)識(shí)，這樣的課程設(shè)置為強(qiáng)基的實(shí)現(xiàn)打下了堅(jiān)實(shí)的基礎(chǔ)。

■ 編輯/王? ? 波