Writing教学设计(第二课时)

一个高中英语教学案例

随着新一轮的高中课程改革的展开，信息技术给我国的教育事业带来了巨大的挑战。信息技术在教学中的应用引起了教学内容、教学方法、教学组织形式等系列变化，导致了教学思想，教学观念，以及教学体制在一定程度上的变化。本案例就是借助于信息技术制造CAI课件进行辅助教学。

一、教学背景

教学对象是高一学生，英语基础知识和基本技能都是一般水平，对英语学

习兴趣不浓，因此，调动学生的学习兴趣，以学生主动学习为目标。

二、教材分析

本课例是高一必修1第一模块里的unit3,welcome to the unit，转绕“looking good，feeling good”这一健康主题，主要通过网络，电影的形式开展学习活动，让学生观看电影并自主通过网络查找资源，协作学习，通过讨论，了解当今人类的健康问题。要求学生学完本课后能够熟练运用英语表达自己的看法，并且正确认识健康的重要性。最突出特点是让学生尝试“自主学习，主动思考，乐于协作，勇于创新”。利用网络资源使学生的学习活动变得多元化。人机互动——师生互动——生生互动。

三、教学目标

1．让学生注意他们的健康，不要为了自身的身材吸引人而忽略了健康问题。

2．让学生通过讨论图片来提高英语口语能力。

四、教学重点、难点

1．教学重点

训练学生听说能力

2．教学难点

提高学生口语能力

五、教法

探究式和师生互动

六、教学辅助手段

计算机、自制CAI课件和学生学习支持材料。

七、教学课程设计与分析

Step 1. Presentation Teachers use the pictures connected with heath to lead in . show some pictures of some famous people and think of these questions: Is a person’s ability judged by their appearance?

Which do you think is more important, looking good or feeling good? 教师：让学生发表自己的见解，以这种方法导入课题，引起学生对问题的探究，也培养了学生观察问题的能力。

Step 2 Discuss Choose four pictures and have a free talk Show four pictures to let them know the importance of health and let them talk freely. eg .who is the person? The reason why he does so as the picture shows。

Gave some detail about the picture 教师：通过看图谈论，直观地将本课内容以图片展现出来，充分培养了学生运用语言交际的能力和自主学习能力，充分调动了他们的积极性和创造性。

Step 3. Talk about the pictures and search for the information and discussion。

Let students watch some pictures about the problems which our human beings are facing, and then surf the internet to find out some information about the phenomenon and the cause of the problems。At the same time they can have a group discussion, Finally each group presents their own opinions。

教师：让学生再次观看一些图片，并上网查找有关这些问题的现象和原因，同时进行分组自由讨论，最后学生展示本组查找结果。这样，既让这生大胆地开口说英语，进行了口语表达，又让学生形成自主学习的能力，调动了他们学习英语的兴趣。体现了“以学生为本”的教学理念。

Step 4。Watching and acting Watch some move clips，and then discuss the fat problems will affect human beings in the future，and then ask two groups to act out how to solve the fat problems，Then two students summarize their own opinions。

教师：让学生观看一些《瘦身男女》的电影片段，并讨论肥胖问题对未来人类造成的影响。以此来使课堂气氛活跃，让学生踊跃参加活动，充分调动学生的学习积极性，自主性，协作性。

Step5 .conclusion (总结) Make a conclusion about how we can do to keep healthy and draw a conclusion according to the students’answers.

老师：总结我们怎样保持健康，并根据学生的回答作一个总结。

Step6. Homework 1.Choose one picture on P41, and write down the details about it. 2.Preview the reading text. 案例分析：

1．利用多媒体制作课件，增大了课堂容量，加大了练习的力度。也加快了课堂的节奏，该课例成功地运用了多媒体手段和有效网络资源开展学生的学习活动，生动形象地展示了“健康的重要性”，课堂气氛活跃，学生踊跃参加活动并取得了良好的效果。

2．利用网络，电影及图片资源，充分调动学生的学习积极性、自主性和协作性。让学生自主上网查找资源，激烈讨论，踊跃发表自己的意见并且尝试演绎小品。充分体现了“以学生为本”的教学理念。

3．在整个过程式中始终贯穿着培养学生的各方面能力。全方位开发学生的潜能。这种教学设计克服了传统的教师讲，学生记的弊病，学生在教师引导下学会了思考，学会分析，学会发现，学会表达，真正发挥了学生的主体作用，和教师的主导作用，课堂上能做到全面提高学生的英语能力，通过师生，生生交流合作、探究，取得很好的教学效果。

4．学生普遍对这种网络课的形式表示欢迎，提高了他们学习英语的兴趣，完全感觉到不同于普通的教学课堂教学，我认为网络资源为学生提供了充分的，均等的机会，达到了非常好的效果，体现了“素质教育”的精神。

设计教师：深圳市龙华中学 张兆玉

教学年级：高二

课题名称：Unit3 Inventors and Inventions—The problem of the snakes 教材版本：NSEFC BOOK8 授课时间：40分钟

（Ⅰ）Syllabuses Objectives

It is required in the New Syllabuses that senior students should develop reading skills to read for information, to read for language knowledge and to read for pleasure. Senior Two students are supposed to achieve 8-graded objectives in the aspect of reading skills proposed in the New Syllabuses.

（Ⅱ）Target material With the development of science and technology today, a variety of inventions and creations have come out from every aspect of our life. The thinking qualities and patterns of a person play an important role in his or her lifelong development. That’s why modern education needs to develop the learner’s creative thinking.

The unit theme is about “Inventors and Inventions”, which covers “the difference between ‘Invention’ and ‘Discovery’”, “the stages in producing an invention” and “the patent application criteria. The 3A (“Awareness-Autonomy-Authenticity) teaching principle is embodied in the teaching design. The teacher is to help the students express their own ideas and opinions about a creative smart thing, and describe an invention.

(Ⅲ) Academic level Senior Two students, active in thinking and curious about everything, have already got lot of knowledge in science and technology from their science subjects. They are very familiar with the topic. They have the ability to communicate with each other about the target material, but they still have some difficulty expressing their own thoughts and describing an invention. Therefore, I can stimulate the Ss’ interest in this topic, and they will be motivated to accept the challenge to learn and use language to achieve these goals. The core task in this lesson is to read the passage “The Problem of the Snakes”. I ask the students to collect from the Internet some information about “inventions” before this lesson as a pre-lesson activity.

（Ⅳ）Teaching objectives Language-knowledge：

1) To grasp the general idea and specific details of this text. 2) To familiarize the Ss with the use of the past participle 3) New words and expressions in the text. Language skills：

Reading skills including the following and also follow on activities for speaking and writing about an invention. 1) To develop the ability of reading for specific details. 2) To grasp the logic links between paragraphs of the text. 3) To learn to guess meanings in context. Learning Strategies：Cooperative learning by means of pair or group work. Affective objectives: Students are challenged to think creatively，to identify the difference between discovery and invention, and to experience the enjoyment in making an invention. Cultural awareness：

To challenge the students to solve a real-life problem and share experiences with others in the process. To learn to be imaginative and creative.

（Ⅴ）Teaching Strategies: Teaching approaches: 1) The Communicative Approach: This lesson contains activities where learners communicate and where tasks are completed by means of interaction with other learners. There is extensive use of pair, group and mingling activities, with the emphasis on completing the task successfully through communication with others. 2) The Task- based Approach: I offer the student opportunities to do something—to acquire information and knowledge, to process information and to apply knowledge to solve an authentic problem. In this lesson I create a need to learn and use language. Students are assigned several tasks to complete in order to achieve a specific outcome.

Learning Strategies: Language is acquired as learners actively engaged in attempting to communicate in the target language. All the activities I designed are intended to provide various personalities opportunities to do things actively and to motivate students to fulfill their potential to achieve the goals by using English in a communicative classroom. That’s what the Learning-by-doing principle requires.

Teaching Aids:

Students’ worksheet, a projector and a multimedia computer （Ⅵ）Teaching procedures:

ACT.

Contents and lesson steps 1）Hand out each student a worksheet. etc on the Screen. Aims To introduce the To focus the Ss’ Lead-in

2）Show pictures of TV set, PC, cell pone, DNA, unit topic. 3）Students in pairs discuss and identify the interest on it. difference between discovery and invention.

Pre-

1. Let the Ss identify the stages that inventors To predict what follow to invent. the text is reading

2. 4 students in a group work out a suitable mainly about and order, using their previous knowledge about how an invention science experiment.

Fast-

grasp the main points. 2. Check their prediction. the outline on the screen. ①Find a problem (Paragraph 1) ②Do research(Paragraph2) ③Think of a creative solution(Paragraph3)

④Test the solutions several times(Paragraphs.4\5\6) ⑤Apply for a patent(Praragraph7)

Careful-reading

1. Let Ss read for details about some questions To develop about the text. 2. Students work in groups of 4 and do Q-A multiple choices. guess meanings of new word and how to read for details. 4. Students help each other to deal with some difficult points. 5. Be available to help as the Ss work through reading skills. To get a feedback. is produced. To make preparations for task---to read for details. To grasp the logic relations between paragraphs. 1. Allow the Ss to read the text quickly and General meaning. reading

3. The teacher gives instructions and shows the next 3. The teacher gives instructions on how to

the multiple choices.

Problem-

Show 3 real-life problems on the screen （Ex. Extended task: 2 {Page 22）；

1．Let 4 students in a group discuss their reactions about a problem. for the solution. 3. Individually write an description. 4. Swap their descriptions and encourage comments To develop the students’ creative spirits To use what they’ve learnt to solve problems in solving

2. Then choose one to work on and design a device and ability. 5. The teacher selects 2 different solutions to daily life. one problem and put them on the projector. Let

the class judge according to the patent criteria which is better and give reasons. Home-

work

1) Explain complex sentences in simple English To consolidate referring to a dictionary. what has been 2）Surf the website：http://www.invent.org and learn about learnt. those important inventions that have shaped our life.

To extend their knowledge.

（Ⅶ）Post-lesson Reflection

In principle, I adapt communicative and task- based approaches in this lesson. All the activities that focus on one main target are organized in a task-cycle with an outcome--- following the stages mentioned in the text to solve a real-world problem. The task cycle consists of a series of minor tasks, each of which serves one primary focus on enabling the learner to reach higher and higher levels of communicative performance. Consequently, students from different English levels can participate in the classroom activities all the way, and so they are challenged to achieve the main goal I set for them by means of different leaning strategies. That’s just what we teachers should take into consideration when we design our classroom teaching.

1) The tasks set in a meaningful communicative classroom enable the students to process language which is being learned or recycled more naturally.

2) The computer-assisted teaching aids contribute to improving the efficiency this lesson, by increasing the input of information. 3) The post-reading task provides the students an opportunity to solve a problem in an authentic situation and use what they have learned to do something by communicating with others 4) All the activities, arranged in the pattern: inputting information—processing information—outputting information, are meant to strengthen the integrated skills.

附学生课堂活动工作单：（Students’ worksheet）:

Task one

Students in a group work out two rules that help your classmates decide what a discovery is and what

an invention is:

A discovery is ____________________________________________________________________.

An invention is ___________________________________________________________________.

Task Two Look at the list and work out a suitable order that inventors usually follow to make an invention

Applying for a patent

Finding a problem

Doing research Testing the solution

Thinking of a creative solution

Deciding on the invention 1________________________ 2_________________________ 3________________________ 4_________________________

5_________________________ 6_________________________

Summarize the main ideas of each part in the outline of the text below:

Task Three

Ⅰ)Reading for general meaning Paragraph 1

Paragraph 2

_________________________ Paragraph 3

____________ Paragraph 4,5,6 _________________________ Paragraph 7_____________________________

Ⅱ)Reading for specific information Read the passage carefully and choose the best answer:

1) What’s the problem that the writer came across?

A. Snakes come near her house now and then. B. Snakes seem to have made their home near her house. C. How to catch the snakes without harming them. D. Her mother felt upset. 2) Why do you think the writer felt she had a chance to distinguish herself by inventing something to catch the snakes but not harm them? A. Because she is self-confident. B. Because she felt she would be able to find a creative solution to the problem for her mother. C. Because her mother would praise her if she solved the problem successfully. D. Because she would become an inventor if she solve the problem. 3) Why did the writer not use powders to solve the problem? A. Because it was an old thought pattern to used powders. B. Because that would harm or even kill the snakes. C. Because that would damage something else near the house. D. Because she wanted to invent something new. 4) Which are the three possible approaches that the writer thought of to catch the snakes except_____. A. Removing their habitat.

B. Attracting them into a trap using male or female perfume or food C. Using the natural enemy of snakes D. Cooling the snakes 5) Why did cooling the snakes make them less active? A. Because they are small reptiles B. Because they are cold-blooded and become sleepy when it is cold C. Because their body temperature changes with the heat around them D. Both B and C. 6) In which order did the writer carry out the process of cooling the snakes? a. took the bowl from the ice-cream maker. b. Placed the frozen bowl over the snakes’ habitat.

c. Prepared some ice-cubes to keep the bowl cool. d. Covered the bowl with a bucket and left everything overnight e.. Frozen the bowl. A. a-e-c-b-d B. a-e-b-c-d C. e-c-b-d-a D. e-a-c-d-b 7) How many attempts did she make to in order to make her solution efficient? A. 2 B. 3 C. 4 D. 5 8) Why do you think she failed for the first time? A. Because it was in the morning that it was not cool enough to make the snake well asleep. B. Because the snakes woke up in the morning. C. Because there was a hole in the wall. D. Because the snakes were crawling too fast for me to catch. 9) What two factors (因素) that helped the writer solve the problem successfully? A. her creativity and intelligence. B. her knowledge about reptiles and efforts to improve the solution. C. the ice-cream maker and the small fishing net. D. her carefulness and the desire to distinguish herself. 10) Getting a patent for your invention has the following advantages except that_____. A. You are able to prove that you are the first to make the invention and protect your invention. B. You are recognized as a real inventor. C. You are able to get a qualification as a patent officer. D. You can make money if you sell your inventions to others. 11) According to the last paragraph, which of the following inventions can get a patent? A. A computer program and a new plant variety

B. A game your teacher designed in your PE lesson C. A smart way you find to work out a certain math problem D. A environmentally friendly bus you designed 12) According to the last paragraph, the criteria for a patent include the following items except______. A. Your product needs to be smart something that helps to make people’s life easier and better.

B. The product you make needs to be really different from everybody else’s.

C. Your invention proves to be a copy from other’s product

D. Your product has nothing in common with something else that already exists in the world.

Ⅲ)Read for language knowledge

1 Read the passage carefully and guess the meaning of some new words and expressions using the context clues. Then do the multiple choice below. 13) The word “approach” in the second paragraph can be replaced by____________. A. arrival B. method C. movement D. request 14) The habitat to an animal or plant is what the ________ to us humans. A. home B. house C. village D. farm 15) The word “abruptly” in the sentence “They abruptly disappeared into a convenient hole in the wall.” means ________.

A. fast B. quickly C. suddenly and unexpectedly D. completely 15) The word “overnight” in the fifth paragraph means the same as it is in the following sentences _______. A. Jackson became famous overnight. B. She left her pet dog outside overnight. C. The Pop group succeeded overnight. D. The show was an overnight success in Hollywood. 16) The sentence in the sixth paragraph “This was in the expectation that the snakes would bite again.” means the same as the following except________. A. I expected the snakes would bite me again. B. The snakes expected to bite me again C. It was expected that the snakes would bite me again. D. The snakes expected to bite me again 17) The word “released”

in the last sentence of the sixth paragraph means the same as _______. A. returned B. relaxed C. dismissed D. set free

18) The underlined word in the sentence “Pressed by my friends and relations, I decided to send my invention to the patent office….”can be best replaced by _________. A. pushed B. persuaded C. recommended D. required 19) Which of the following can take the place of the underlined word in the sentence, “I collected the passive snakes and the next day released them all back into the wild. A. inactive B. positive C. negative D. sensitive 20) What do you think the word “novel” in the sentence “…unless they are truly novel” means?

A. strange B. unique C. new and unusual D. special

Task 4 Work in groups of four and discuss how to solve a real-life problem in Comprehending Ex.2. Then write your ideas in 100 words to share with your classmates.