Learning about Language教案设计（一等奖）

2018年高中英语“一师一优课”教学设计

Teaching Design Reading &Writing ： A Pioneer for All People 惠州市东江高级中学 周宇菲

※ 教学背景

1．主题语境：人与自我

2．语篇类型：人物传记

3．授课时长: 40minutes ※ 文本分析

本文是关于“杂交水稻之父---袁隆平”的一篇传记类说明文，文章从“外貌、个性、生平、爱好、成就、梦想”六个方面介绍袁隆平，通过对袁隆平这六个方面的刻画，向学生传递出袁隆平积极向上的生活态度，乐于钻研的学习态度，在成就自我价值的同时为社会发展贡献力量的社会责任感。

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学情分析

本次授课班级为高一7班，学生最大的特点是思维活跃，个性活泼、课堂参与度高。学生层次以英语水平中等的居多，也有少数英语薄弱者和少数英语拔尖者，三种层次的学生都有，就有利于老师设计由易入难的多种学习任务。故本节课的设计是由“由浅层获取信息式的阅读，过渡到加工运用信息的输出，最后转入知识背后对价值观的深层思考”难度逐渐增大，能满足各种层次学生的学习需求。

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教学目标

After the class, the students should be able to 1. learn to grasp the structure and get detailed information of the passage from different questions. ( Knowledge goal) 2. know the six topics of introducing a person and try to put them into practice.(Ability goal) 3. appreciate Yuan Longping and Brother Zhongming and try to learn from them.( Emotion goal) 4. develop the ability of cooperating with group members to solve difficult problems. (Learning strategy)

※ 教学重点

1. Try to get the structure and detailed information of the passage from different questions. 2. Learn to cooperate with group members to get an organized passage . ※ 教学难点

1. Choose one topic and try to write it independently in a limited time. 2. Present an organized writing by cooperating with others.

※ 教学资源

Textbook, self-designed learning material ※ 教学过程

Teaching content Step I Lead-in Play a short video to students and ask them two questions. Question 1: Who delivered a speech in the video? Question 2 : What was he talking about? Step II Reading for structure

Ask students to read the passage quickly and choose the right topic for each paragraph. (Task division: No.1 & No.2 of each group read Para.1; No.3 &No.4 read Para.2 ; No.5 read Para.3; No.6 read Para.4)

Students’ activity

Students watch the video and then answer these two questions “ who and what?”

together. (2 minutes) According to the task division, students need to read their own paragraph quickly and then choose the right topic for it independently. After finishing and checking the answers, students need to draw a conclusion of the six topics for introducing a person. (4 minutes) Purpose Introduce the topic of today’s lesson by watching a short video and answering two simple questions. By analyzing the structure of the reading passage, the teacher helps students to get the basic structure and 6 topics of writing a person, which makes preparations for the writing. Step III Reading for details Ask students to read their own paragraphs carefully and then answer the questions. (Task division: No.1 of each group for Q1; No.2 for Q2; No.3 for Q3; No.4 for Q4; No.5 for Q5; No. 6 for Q6) Q1: What does Dr Yuan look like? His _______ ____ and ____ and

his ____, ______ ____ make him more Students read their own Train students’ ability of paragraph to find the searching for the detailed answers for their questions information. What’s more, independently. And then by solving these questions, check the answers together. the teacher guides the students to know if they (8 minutes) want to write a person, what kind of detailed information

they can use to describe the 6 topics, which is also prepared for the writing.

like a ____than a _________.

Q2:What’s Dr Yuan’s achievement?

He grows ____ _____ _____, which makes it possible to produce ____ ____ of the crop in the same fields.

Q3:Read para.2 and fill in the chart. In 1953: graduated from ______________;

Life goal : find ______________; Recent years: produce_____________; Now: circulate ____________________.

Q4: What’s Dr Yuan’s personality?

Dr Yuan __ _______ ___ his life; he cares little about ______ and_____.

Q5: What does Dr Yuan like doing ? He enjoys ________________, _____, _______and ____________.

Q6:

What are Dr Yuan’s dreams?

The first dream: produce________; The second dream: export _______. Step IV Introducing the writing task

Set a real writing situation for students to write their Brother Zhongming. 《21st Century》正在寻找最美教师，若你身边有兼才华与美貌于一身的perfect teacher,请不吝惜你的赞美之词，积极向我们投稿。 写作要点：介绍一个你最喜欢的老师（生平、成就、外貌等） 字数要求：100字以上 截止时间：2018年5月30日 Step V Pre- writing The teacher shows some pictures of Brother Zhongming’s

biography, dreams, hobbies and personalities, and guide students to think about the question: If you are asked to write a passage about your Brother Zhongming, What phrases can you use to write about his biography, dreams, hobbies and personalities ? Step VI While-writing The teacher hands out the writing materials and papers for each group. Students begin to do the writing task.

Students receive the writing task, and speak out the 6 topics of writing their Brother Zhongming under the teacher’s guidance. (1 minute) Help students get the 6 topics and basic structure of writing a person.

Students are guided to talk about Brother Zhongming’s biography and hobbies according to the pictures, and also discuss in groups to brainstorm some related phrases& sentence patterns of writing about Brother Zhongming’s personalities &dreams. (8 minutes) 1. Individual work:

Each student in their group need to choose one topic to write independently. (4 minutes) Help students get the related detailed information of Brother Zhongming, which is the main writing content.

Train students’ ability of writing independently, but also give them a chance to discuss and cooperate with

2. Group work:

After writing their own topic independently, all the students need to stand up to cooperate with their group members to make the six topics into one passage. (5-6 minutes) Two students come to the Step VII Post-writing: the show stage to show their groups’

time After students’ discussion, the teacher passage about Brother invites two students to read their Zhongming. groups’ organized passage on behalf (4 minutes) of their own groups. Step VIII Appreciation: Learn from After reading a passage about Dr. Yuan Longping them! and writing a passage about Both Dr Yuan and Brother Zhongming Brother Zhongming, all got achievements in their own students are asked to discuss field, so how did they make it? What’s the reasons behind their the reason for their success?

success in groups and try to learn from them.

(2 minutes) others to get an organized passage.

Give students a chance to show their groups’ passage to all the other students and teachers, which is a great encouragement for them.

After reading and writing two successful persons, the teacher wants to guide the students to think over the reasons behind their success, which is a good chance for moral education. Step IX Homework Write a passage about your Brother Zhongming independently after the class and hand it in next Monday.

Students are asked to write the whole passage independently

after the class.

(1 minute) Give students enough time to consolidate and exploit what they have learned in this lesson.

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教学反思

1. 对教学目标的反思

在最初设计这节读写课时，我希望通过设计难度适中的问题来引导学生运用skimming和scanning的方式来获取文章结构和细节信息，从而为下面仿写的作文做铺垫。在实际上课过程中发现，学生对于skimming和scanning的阅读技巧运用较好，能在规定时间内完成相应阅读任务，这个铺垫在接下来的写作当中了的确给了学生一个大的写作方向的指导，但在实际写作中所运用到的语言表达方面，教师在前期铺垫中虽有涉及，但力度不大，造成学生在写作过程中未能很好的准确的进行自我表达。这节课，无论是读还是写都是采用的jigsaw拼图式，目的既是为了能让学生在短时间内完成一定量的任务，同时也为了培养学生小组探究学习的合作意识，在实际的操作过程中，这一教学目标基本达到。所有的小组成员都能积极的参与进来，根据自己的学习能力在小组讨论特别是最后作文整合成篇的讨论环节中扮演着不同的角色。最后，在情感态度和文化意识方面，因为选材的独特性和贴近学生的生活，

学生能够通过读和写来认识到袁隆平和数学老师在各自领域所取得的成就，并能分析出他们成就背后的优秀品质，从而帮助塑造自己正确的价值取向，这一点是值得肯定的。

2. 对教学内容的反思

在选材上，通过对

A pioneer for all people这篇文章的分析，不难发现它是一篇典型的人物介绍类文章，且具有十分清晰的写作条理，很适合拿来让学生仿写。为了贴合学生的学习实际，让英语学习能更加生活化，我便将写这一环节设计成让学生在读完介绍袁隆平的文章后，来写一篇介绍他们数学老师的作文。以读来启发写，且读和写的内容都是学生比较熟悉的，所以在实际上课过程中，学生的兴趣很浓厚，特别是在写这一环节上参与度很高，哪怕是英语基础薄弱的学生，对于写自己熟悉的数学老师，也都能写出简单的一两句话来。通过这次尝试，给我一个深刻的体会是，英语教学内容的选材可以高大上，但在高大上的文章中一定要去挖掘与学生实际生活相契合的点，并加其放大运用到听、说、读、写、看等语言输入和输出性技能当中，让学生感受到英语学习可以实实在在的解决他们生活中的问题，有用处。

3. 对教学方法的反思

在这节读写课中，我主要采用的是任务型教学法，学生主要采用的是自主学习和小组合作学习相结合的学法。教法和学法在前期的读这一环节当中，能够很好的配合，较好的实现了训练学生阅读能力的目标；但在后面的写这一环节中，教师的干预度有些偏高，特别是在引导学生根据中明哥的梦想去思考提炼出其中可用到的短语和句型结构时，教师给学生的思考时间不够，而出现了提前干预的行为。这也反映出，在实际教学课堂中，要真正做到以学生为中心，特别是在课堂上引导学生进行有效思考和对学生最后呈现出来的习作给予恰当的抓住重点的点评这方面，我的功底还不够，今后要多加反思学习。此外，本节课的一个遗憾是对于黑板的利用还不够到位，今后应该更加注重对于教学板书的合理设计。