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Module 9 Unit 4 Growing Plants Workbook Listening, Speaking and Writing Teaching Design

I. Context（主题语境）

Researches of natural science 自然科学研究

II. Text Variations（语篇类型）

Monologue and dialogue 独白与对话

III. Text Analysis（语篇分析）

The listening task in the workbook from the unit Growing Plants is a teacher’s instruction of an experiment and a dialogue to discuss the results the students have got and the conclusion they drew. It is a biology experiment about three conditions for seeds to start growing. As It is in Module 9, it is too simple for them to just listen and write down what they heard. Therefore, students would not be allowed to take notes in the first part. Instead, they will do the experiment with their group mates. Combined with the writing task in the workbook, they are required to draw a mind-map for the use of retelling the procedures, the results and the conclusion of the experiment.

本单元植物生长里的练习册听力任务是一位生物老师的实验指南，以及实验后与学生讨论实验结果的对话。实验内容是验证植物生长的三个必要条件。单元处于人教版选修九，听力材料在单元中难度相对简单。为避免学生机械记录信息，在第一段录音播放时学生以小组合作方式，动手做实验。结合练习册的写作任务，学生将以思维导图的形式总结归纳实验，并口头复述实验的过程、结果以及结论。

IV. Students Analysis（学情分析）

The students are major in science subjects in Senior Two. Although they have learned three conditions for seeds to start growing in their biology class during junior high, they have not done biology experiment for a long time. To make them become familiar with a biology experiment again, they are asked to do the experiment in person. Therefore Listening Part A is rearranged and recorded by the teacher. What is more challenging to them is that they seldom do a research guided in English. To deepen the recognition of the experiment, they are also required to draw a mind-map.

学生是高二理科班学生。虽然听力材料里的实验是初中生物的知识，但高中阶段他们已经很少再动手做实验了。为了让学生更清楚实验的流程，避免对信息的机械输入，听力的第一段材料被重新录制，以便学生动手操作实验。为了加深对实验的理解，学生将以小组讨论方式，画制思维导图。

V. Teaching Objectives（语言、文化、思维、策略）

1. To guide students in groups to do the experiment under the instructions recorded by the teacher.

2. To lead students to sum up the conditions of each dish. 3. To make students take notes of the results according to the tape and draw the conclusion. 4. To have students draw a mind-map of the experiment in groups and present their report with it. 1、通过录音提示，指导学生以小组合作方式进行实验；

2、利用表格，引导学生总结各实验组的具体情况；

3、综合学生已有知识，提示学生归纳结论；

4、经过小组讨论，学生竞赛展示实验的思维导图。

VI. Teaching Procedure Stages(步骤) Purposes（意Activities(过程) Intermediary（媒图）

介）

Leading-in To lead in the Ask students to talk A picture of a topic. about the subject of growing seed the picture. showed on the screen. Warming-up To review the Speak out the answers A slide with the three conditions with the whole class. answers. for seeds to start growing. Pre-listening To make sure Figure out the items on Materials for the students know the desk and get ready experiment. the materials for the experiment. they would use during the experiment and do it fluently. Listening Part 1 1. To help 1. Listen to the 1. Tape 1. 1. Listening and students instructions taped recorded in Simulating experience the by the teachers advance. 2. 2. Retelling experiment in and do the 2. Race among person. experiment in groups. 2. To check if groups. Sample students did the 2. Retell each step of answers on experiment in the experiment. the screen. the correct Race among order. groups. Listening Part 2 1. To check if 1. Sum up the 1. Form on the 1. Summing-ustudents conditions each screen. p understand dishes had. 2. Tape. 2. Listening the 2. Listen to the tape 3. Form on the and conditions and take notes of screen. Note-taking of each the results, the 3. Retelling dish. reasons and the

2. To get conclusions. prepare for 3. Race among reasoning groups, checking the results. the answers. 3. To get prepare for retelling the whole experiment. Summary 1. To regroup 1. Draw a mind-map 1. Mind-map their of the experiment 2. Presentation thinking and on the card, get their including the ideas into process, the shape. conditions, the 2. To results and the consolidate conclusion. what 2. Paste the students mind-map on the have done board and present during the their experiment in class. details.

VII. Writings on the Blackboard（板书设计）

1. Cards, pens and magnets. 2. Display board.

VIII. Teaching Reflection（教学反思）

跨学科统整，充分体现了英语作为一种交流工具的实际意义。《修订课标》在“人与自我”、“人与社会”和“人与自然”这三大主题下，分列了九个主题群：其中本单元从属于“人与自然”中的“自然与灾难”。语篇的选择既要基于学习活动的主题，也要考虑学生语言和文化知识范围。单元编排在选修九，但学生却处在高二的上学期刚刚文理分科的阶段，单元中的主要阅读与听力篇章词汇相对难度比较大。因此语篇我选取了workbook里面的listening task，词汇难度小，话题又与任教的理科生所学生物学科实验相关，实操性强。

《高中英语课程标准》综合各种对语言能力的观点，结合我国基础教育英语学科实际情况，提出“语言能力是指在社会情境中，以听、说、读、看、写等方式理解和表达意义、意图和情感态度的能力”。《修订课标》是将语言技能纳入主题之下，强调在语境下运用语言知识获取信息、吸收信息、综合信息和传递信息，同时提出多模态语篇概念，即口语、书面语、新媒体等多种语篇类型，也包括了各种文体。选取的语篇很适合学生通过听来获取信息，通过写来综合信息，最后通过说来传递信息。

信息吸取和信息综合是理解能力和表达能力的关键，更多需要的是运用语言进行各种心智活动。《修订课标》在学科核心素养层面上提出思维品质，在课程内容层面上设计了学习策略，这些都与培养语言能力的目标有着直接或间接的关联。本语篇的教学过程中通过回忆、总结、概括、分类等理解信息，通过归纳、演绎、应用等处理信息，通过比较、综合、建构、创新等生成信息。

从上述可见，语言能力与主题语境、语篇类型、语言知识、文化知识、语言技能和学习策略这六要素有着密切关联。主题提供了社会情境，语篇是发展语言能力的载体，语言知识是语篇呈现的表层信息，文化知识是语篇呈现的深层意义，语言技能是发展语言能力的行为途径，学习策略是促进行为的有效体现。《修订课标》也因此提出主题引领的六要素英语学习活动。语言能力必须通过大量的该类英语学习活动来培养。六要素学习活动是一个整体活动。在英语教学设计中，教师首先要确定活动的主题。教材里已经提供了相关的语篇材料，但教师需要对语篇材料进行加工处理，根据主题意义，从学生实际出发，适当补充材料，删除不适合语篇，调整不当内容，确保语篇的针对性、多样性。所谓针对性，就是针对主题要求，针对语言特征；所谓多样性，就是要兼顾口语语篇、书面语语篇和新媒体语篇，以及各种类型文体，如记叙文、说明文、论说文等。因此，我虽选取了workbook里面的listening task作为语篇材料，但我并没有把它当作单纯的听取信息来使用。学生是高二的理科生，种子发芽的必要条件他们最早甚至在小学阶段已经有所涉猎。让学生自己动手，根据老师重新编排录制的指示做这个实验，比单纯地听录音记笔记更能培养他们的逻辑思维；让他们通过小组合作动手做这个实验，比单纯地提取听力片段的信息更能培养他们同伴协作的精神，以及个人动手的能力。

英语教育必须将语言与文化融合在一起，让语言真正起到承载真实信息的作用，而不是在课堂上设计一些脱离实际的虚假情境，将英语教学变成文字游戏。如果说主题和语篇是语言能力培养的语境和载体，语言和文化知识是语言能力发展的内容基础，那么语言技能就是语言能力形成的行为过程。听、说、读、看、写与主题、语篇、语言和文化知识相结合，就再也不是单纯的机械行为，而是有意义、有深度、有目的的学习活动途径。从通过听、读、看获取信息，到通过说、写传递信息，整个过程流动着基于主题的真实语言和真实信息，整个过程又是真

实的语言交际活动，真正体现做中学和学以致用。教师在设计和组织这样的学习活动时，要充分考虑情景化、真实性和综合性，在主题引领下，根据不同的语篇类型，以及具体的语言知识和文化内容，合理地整合各项技能，如听说、读写、看说、说读写等各种组合，将听、说、读、看、写五大技能有机地结合起来，形成各种学习活动。

最后一点就是学习策略问题，也就是俗称的学习方法与习惯。这是确保英语学习活动有效进行的手段，也是学生自主学习能力提高的根本。通俗地讲，对于学生来说，学习策略主要在于四大方面：学习规划、学习方法、交流手段和情绪调节。这部分内容在很大程度上与思维能力和学习能力相关联。教学设计的初稿阶段，我过于侧重在生物实验上，结果学生最后生成的实验报告都过于地千篇一律，这是因为理科的实验报告，要求的是准确性。但语言学科的表达应该是有学生自己的多样性的，因此我最终选择了让学生画思维导图的方式升华本课的语言知识。这既能检查学生对信息理解的准确性，在小组创作的过程中，也进一步培养学生的思维能力和交流手段。

Module 9 Unit 4 Growing Plants

Three Conditions for Seeds to Start Growing Worksheet

I. Experiment Principle Three conditions for seeds to start growing: ______, _______, _______. II. Experimental Materials

III. Experiment Procedures 1.

Cloth, Dishes, Seeds A to D. 3. 5. IV. Result Recording 2. 4. 6.

V. Mind Map VI. Evaluation(10/1 blank, 90 in total) Items Evaluation Self Group Teacher Total Experiment Procedures

Result Recording

Experiment Report