Using LanguageⅠ课件配套优秀教案案例

2018年北京市中小学优秀教学设计评选

教学基本信息

课题

是否属于

地方课程或校本课程

学科

相关

领域

教材

教学设计参与人员

设计者

实施者

指导者

课件制作者

其他参与者

姓名

刘月萍

刘月萍

曹小菊

周志辉

刘月萍

王常忠

张君义

单位

北京密云二中

北京密云二中

北京密云教研中心

北京密云教研中心

北京密云二中

北京密云二中

联系方式

15901550501 15901550501 18511601060 13811848693 15901550501 13641027368/13661152672 英语

学段：

高中

Module 2 Unit 3

Computers 听说教学设计

否

年级

高一

科学与技术

机器人

书名：普通高中课程标准实验教科书

英语2 必修

出版社：人民教育出版社

出版日期：

2007

年

4 月

第2版

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2018年北京市中小学优秀教学设计评选

指导思想与理论依据

1.《普通高中英语课程标准》（2017年版）

英语核心素养主要包括语言能力、文化意识、思维品质和学习能力，四者相互依托。其中语言能力指学生在社会情境中，以听、说、读、看、写等方式理解和表达意义的能力，形成语言意识和英语语感。思维品质指学生的思维个性特征，表现在思维的逻辑性、批判性、创新性等方面的能力和水平。英语学习活动的设计应围绕主题语境，基于语篇，通过学习理解、应用实践、迁移创新等层层递进的语言、思维、文化相融合的活动，引导学生加深对主题意义的理解，让学生尝试在具体的语境中运用已有语言知识，有效地使用口语表达意义和进行人际交流，正确评判观点，创造性地表达观点，具备初步运用英语进行独立思考和创新思维的能力。

2.建构主义学习理论

建构主义学习理论的要素可以归结为三点：首先，强调学生主体观，认为学生是学习的主体，学生是主动的，主动探索发现和建构，教师是学生的帮助者；其次，强调情境与学习意义构建关系，情境可以帮助学生复习旧知识，学习新知识；最后，强调教学工具和教学信息资源的综合利用，可以起到促进学习的作用。与建构主义学习理论以及建构主义学习环境相适应的教学模式为:“以学生为中心，在整个教学过程中由教师起组织者、指导者、帮助者和促进者的作用，利用情境、协作、会话等学习环境要素充分发挥学生的主动性、积极性和首创精神，最终达到使学生有效地实现对当前所学知识的意义建构的目的。” 本节听说课所选两个文本分别为访谈及广告，基于以上指导思想与理论依据，整节课设计注重创设与学生实际生活相关的情景，首先，让学生基于广告推荐，为自己的家庭选购一款机器人，其次为参加设计大赛，自行设计一款机器人并展示，要求学生按照访谈中所提及的逻辑顺序（问题、外观、功能）组织语言进行表达，最后，引导学生讨论是否需要使用机器人，在学生活动中培养其创新及批判思维。

教学背景分析

教学内容：本节课听力材料选自两处，分别为人教版高中英语教材必修2第3单元课后练习册以及维克多英语听力。

（一）[What]主题意义和主要内容

在人与社会主题语境中的科学与技术主题群提到科技发展与信息技术创新。本单元主题为“科学技术”，话题为“计算机”。课本听力内容为三则机器人广告，分别介绍了a personal robot, a personal pet, a lonely android的外观、功能和价格。另一段材料选自维克多英语听力，内容为一段关于机器人的采访，为突出重点，教师将采访重新剪辑，主要听取采访嘉宾需要何种机器人，嘉宾正面临着学习及家务问题，所需机器人外观似人类，可以帮助其打扫房间、照看侄女。

（二）[Why]说话者意图

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2018年北京市中小学优秀教学设计评选

广告，目的是通过介绍机器人外观及功能呼吁大家购买。

访谈，目的是交流被采访者需要何种机器人。

（三）[how]文体结构

本课所选两个文本分别为广告及访谈。广告内容短，语速适中，单词句型较为口语化，易于理解。访谈主体部分为嘉宾需要何种机器人？为什么需要机器人？机器人的特点？机器人能做些什么？（即问题、特点、功能），听力材料逻辑清晰。

学生情况：

（一）自然情况：

我校为远郊区的示范高中，授课班级为高一(10)班，学校普通班，共46人，含1名体育生，4名和田生（新疆和田生因与本地学生学习内容不同，虽经过预科学习进行衔接，但仍有差距）。学生英语水平相差较大，体育及和田学生基础较为薄弱。虽然基础较弱，但愿意与老师沟通，课堂参与度较高。大部分学生回答问题积极踊跃，思维活跃。

（二）已有基础：

学生已学过本单元阅读课，对计算机、机器人话题并不陌生。经过半年的高中英语学习，学生能从听力材料中提取描述机器人外观、功能的信息，并就机器人话题表达看法，进行简单的语言实践活动。

（三）存在问题：

1.

学生对听力理解停留在获取信息层面，不关注文本结构。

2.

学生表达个人观点缺乏逻辑性。

3.

学生词汇量有限，在设计机器人之后口头展示存在一定难度。

（四）解决措施：

1.

通过问题设置引导学生关注文本内在逻辑。

2.

依据板书及听力原文引导学生利用听力材料中的表达逻辑，整合语言，表达自己观点。

3.

组织学生小组合作，使用工具书，帮助学生解决词汇问题。

教学方式：本课采用了情境教学及自主学习、合作学习的集体授课形式。以学生为主体，引导学生完成听力任务，并创设购买机器人及参加机器人设计大赛等情境用听力材料中所获得信息完成讨论、对话、应用设计等任务。

教学手段：以多媒体设备、黑板、投影、自制Powerpoint和纸质学案为辅助手段，通过教师设问及提供语境，引领学生获取关键信息、并对获得信息进行加工利用，选择机器人、设计机器人，并对话题内容加以反思，对是否使用机器人进行批判性评价。

技术准备：

1.

制作Powerpoint课件

2. 制作课上学生使用的学案

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2018年北京市中小学优秀教学设计评选

教学目标

Teaching aim: At the end of the class, students will be able to: 1.

identify appearance and functions of robots by taking notes;

2.

give reasons on choosing the proper robots for their families;

3.

do an oral report according to the robot that they

designed;

4.

become aware of the importance of information technology and use it wisely by debating the

advantages and disadvantages about robots.

Key point：Identify appearance and functions of robots and choose one of them

for their families.

Difficult point：Do an oral report according to the robot that they designed.

板书设计

Unit 3 Computers

Listening &Speaking

Robots problem: study, housework ↓

appearance: humans ↓

functions: wash, mop, deal with

watch over, check Advantages: do lots of work no need for rest ... Disadvantages: lead to unemployment replace people’s position ...

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2018年北京市中小学优秀教学设计评选

教学流程示意

Speaking in pairs:

Discussing and choosing one robot for the family

according to advantages and disadvantages.

Listening for specific information: Listening to three advertisements and identifying how to describe a robot according to appearance and functions. Listening for the gist:

Listening to an interview and identifying the logic of describing a robot. Pre-listening Talking about some pictures to lead in to the topic. While-listening Post-listening Speaking in groups :

Designing a robot and doing an oral report. Debating on the usage of robots.

教学过程

Teaching stages & time

Pre- listening 3’

Teacher’s

activities 1.

T shows some pictures to Ss. 2.

T asks Ss to speak out something in common from these pictures.

Students’

Activities 1.

Ss look at pictures.

2.

Ss speak out :

They are robots.

5 Teaching purpose To arouse Ss’

interest and lead in to the topic. Teaching aid PPT

2018年北京市中小学优秀教学设计评选

While- listening

15’

1.

T asks Ss to listen to an interview, filling in the blanks about the man’s problem and the appearance and functions of robots. 2.

T asks Ss questions, concerning the logic of introducing a robot.

1.

Ss listen to an interview and then fill in the blanks.

2.

Ss answer questions: 1）Why does the man need the robot?

2）What does the robot look like? 3）

How does it work? To guide Ss to pay PPT& attention to the handouts logic of introducing a robot. 1.

T asks Ss to listen to another recording and identify the three robots in the pictures, and then number them in order. 2.

T asks Ss to talk about the clues they numbered. T asks Ss to listen for the abilities of the three robots and then match the robots with their abilities. T asks Ss to listen for information of each robot, completing the chart.

Post- listening

27’

T asks Ss to discuss and make a decision about which robot they would like to buy and give reasons for their choice.

1.

T asks Ss to design their own robots in groups. Draw a picture and give a brief description of it. 2.

T chooses representatives to present. T asks Ss to debate the advantages and disadvantages about using robots. 1.

Ss listen to the recording To guide Ss to and then number the three listen for the gist.

robots in order.

(见附录1)

2.

Ss tell the reasons. Ss listen again and then match the three robots with their abilities. (见附录1) Ss listen to the advertisement one by one and then complete the chart. (见附录1) Ss discuss in pairs and make a decision about which robot they would like to buy and give reasons for their choice. 1.

Ss discuss in groups , and draw a picture then give a brief description of the robot. 2.

Representatives show their robots.(见附录2) Ss debate the advantages and disadvantages about using robots. To guide Ss to make use of the information gained in the listening and communicate with others. To guide Ss to integrate the knowledge what they have learned and give an oral report. To enable Ss to be aware of the importance of IT and using robots wisely. PPT & Handouts To guide Ss to PPT & identify abilities of

handouts the three robots.

To guide Ss to PPT & identify appearance handouts of the three robots.

PPT & handouts

PPT & handouts PPT & handouts

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2018年北京市中小学优秀教学设计评选

Homework:

Write down a description of the robot, which designed in class based on what is learned from this lesson.

学习效果评价设计

评价方式: 学生自评，了解对本课内容的学习和掌握情况。此评价在课后学生自我总结时使用。

The things I can do

I can identify for appearance and functions of 5 robots by taking notes. I can make a decision about choosing the robot by 5 giving a reason. I can do an oral report according to the robot that 5 they designed. I can speak out the advantages and disadvantages 5 of the robot in a critical way. I can be aware of the importance of information 5 technology.

评价量规:

Check to see Everybody takes an active part. The group leader encourages every member to speak. The task are done successfully. Everyone is behaving cooperatively.

Assessment A A A A B B B B C C C C 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 Evaluate 3 2 1

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2018年北京市中小学优秀教学设计评选

本教学设计与以往或其他教学设计相比的特点

1.

认真落实核心素养。

本节课关注了核心素养中语言能力和思维品质的培养。设计并展示机器人、讨论机器人的使用问题等教学活动注重培养学生思维的逻辑性、创新性和批判性。鼓励学生在具体的语境中运用已有语言知识，有效地进行人际交流并评判观点，具备初步运用英语进行独立思考和创新思维的能力。

2.

合理开发课程资源。

为创设情境，丰富听力素材，除课本提供的听力材料外，笔者剪辑了一段关于机器人的采访音频，学生可以由此材料习得描述机器人的逻辑并应用于介绍自己设计的机器人，学以致用。

3.

关注学生实际获得。

为促进学生有效学习的发生，本节课教学环节具有逻辑性，体现综合性、关联性和实践性特点。在语言输出环节反复利用所学知识进行对话、设计、讨论、展示，学习任务明确，可操作性强，学生参与度高，小组合作分工明确，组内成员相互协助，思维碰撞，提高学习效率。

4.

创设情境开展教学。

让学生在情境中学习。本节课先是通过看图片以及听一段关于机器人的采访引起学生兴趣，创设为家庭选购机器人的情境，学生运用功能性句子比较广告中不同机器人的优缺点。因购买具有局限性，进而创设让学生参加“星星杯机器人设计大赛”情境，运用所学知识进行设计展示。因学生设计的机器人功能各异，引出问题：越来越多的机器人被应用到各个领域，如何看待这个现象？整节课在情境的创设下一气呵成，过渡自然。

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2018年北京市中小学优秀教学设计评选

附录一

Module 2 Unit 3 COMPUTERS—Listening & Speaking 学案

Listening: Task 1 Listen to an interview about robots and fill in the blanks. 1.

Peter Johnson is busy with his ________ and he hardly has any time to do the ________.So he’d like a home robot to help him with that.

2.

The robot’s appearance would be more like us ________ and it would be more considerate in character.

3.

It would ______ dishes, ______ the floor, and ______ ______ telephone calls.

He hope his robot would ______ his niece _____ and ______ her homework.

Task2 Listen to the tape. Identify the three robots in the pictures below and number them.

Task3 Listen to advertisements and match the three robots with their abilities.

can play guitar and sing. Robot 1

can do all the work around the house. Robot 2

can jump and sing. Robot 3

Task4 Listen to each advertisement and complete the chart.

Robot 1 Robot 2 Robot 3 Height

Appearance

Price

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2018年北京市中小学优秀教学设计评选

Speaking: Discussion: Situation 1:Your family is thinking of buying a robot. You can choose one of these three robots that were advertised. In groups of four discuss which one is the best for you. Remember to discuss the advantages and disadvantages of each one. Then make your choice and give reasons.

Advantages Disadvantages Robot 1

Robot 2

Robot 3

Useful expressions

The advantage/disadvantage is …

As/Since …, I think …

I think/don’t think that …

I agree/don’t agree …

because …

Give me your reasons.

First …

Second …

What makes you think so?

I’ve decided that …

I think ... because (of) …

I believe that …

Let’s decide …

Let’s make a decision.

Application：

Situation 2: StarCup Robot Design Competition will be organized by our school. Draw a picture and write a brief description of it.

(name, appearance,function...)

Debate: Nowadays, more and more robots are being used in different fields.What do you think about it? Is it necessary to use robots? Why or why not?

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