Using LanguageⅡ教学实录与评析

标题：Book8 Unit3 Reading The Problem of Snakes

一、教学设计

（一）背景

1. 主题语境：人与社会——科学与技术、科学精神、发明创新

2. 语篇类型：记叙文（个人故事，包括介绍申请专利的标准）

3. 授课时长：40分钟

（二）文本分析

本课是一篇记叙文，讲的是一个女孩如何通过多次尝试，最后成功地把在她母亲家院子里安家的一窝蛇捉住并放归大自然的故事，她的捕蛇技术还申请了发明专利。文章主人公按照发明创造的科学步骤，通过研究蛇的习性，在不断地改进捕蛇技术中把发明的过程贯穿其中，最后还介绍了申请专利的标准。本文的价值取向在于学习主人公的创新精神以及不怕困难勇于不断改进方法解决难题的态度，从而激励学生们开动脑筋，发挥想象力和创造力去解决生活中遇到的问题。

（三）学情分析

本班学生英语基础较薄弱，但是大部分学生学习积极性较高，态度也较认真。学生已基本具备在阅读中获取细节信息的能力，但是多数学生在理解和整合知识、逻辑推理和分析观点以及评价方面的能力都比较欠缺。此外，虽然学生对发明家及发明物有一定程度的了解，但此前与之相关的知识结构并不系统，对发明创造的具体步骤了解较抽象，对科学精神缺乏深层理解，对蛇的习性、捕蛇技术及申请专利的标准及大致过程都比较陌生。

（四）教学目标

语言知识方面：通过作者的经历获取梳理文中的事实性信息，并概括、整合、阐释作者为捕蛇又不伤害蛇所采取的研究发明步骤。

文化知识方面：了解发明创造的科学步骤，学习外国的创新和专利意识，培养社会责任感，形成正确的价值观和道德观，从我做起摒弃“山寨”，树立中华文化自觉，坚定中华文化自信。

语言技能方面：理解性技能（读、看）；表达性技能（写、说）

学习策略方面：元认知策略、认知策略、交际策略、情感策略

（五）教学重点

使学生通过阅读获取关于作者通过科学研究步骤研究蛇的习性而发明捕蛇技术的事实性信息。

（六）教学难点

学习作者如何根据发明的科学研究步骤解决生活中遇到的难题，了解申请专利的标准，达到对科学创新精神的更深层理解。

（七）教学资源

教材、实物道具、多媒体课件、学案、黑板和粉笔

（八）教学过程

互动时间&模式

3’

IW CW 步骤

教学活动

设计意图

Step 1 Lead- in 1. T presents a box with a snake toy in it to students, describes the characteristics of the snake to let Ss guess what the animal is in the box.

2. T asks Ss whether they caught a snake before and how to catch snakes, then shows some pictures in PowerPoint and tells them that the ways of catching snakes are dangerous and that don’t imitate.

利用实物道具和图片，通过英文描述让学生猜测，创设情境，引出主题，激活学生背景知识，引出学生心中问题：怎样才是更好的捉蛇方法？形成阅读期待。

Step 2

Pre- reading Ss read the title “the problem of snakes” and three 通过观察课pictures of the Reading passage, and predict what might 本语篇的题be talked about in the text. 目和图片，推测语篇的主要内容。

2’

GW

1

Step 3

Reading The First Reading 1. Ss skim the whole text and divide it into 6 parts and match the main idea with each part, then discuss in your own groups.

Part 1(

)

A. Doing research on the approaches to solve the problem Part 2(

)

B. Deciding on the invention and

listing some requirements of Part 3(

)

getting a patent

C. Testing three attempts to catch the Part 4(

)

snakes

D. Applying for a patent Part 5(

)

E. Finding a problem of the snakes

Part 6(

)

F. Thinking of a creative solution

2. T asks Ss to underline the key words of each main idea on the above and find out what you can see , then write them down on the left side of the following table.

The Second Reading Read the whole text carefully and fulfill the details according to the stages.

了解文章结构，获取和归纳全文基本信息，并通过小组讨论检验所得信息。

引导学生发现并深入理解前一节热身课所讲的发明创造的科学步骤.

Stages

Details

Snakes came near my parents’ house and my

mother wanted to ___________them without

1

__________ them. 按照上述步I set about researching the __________ of

骤进一步梳snakes and that these reptiles were small

2 理细节信息，made the solution ___________. 整合作者发Three possible ___________: 3 明捕蛇技术

1. ___________ their habitat. 的研究过程。2. Attracting them into a trap using _________ 在描述阐释

or food. 中实现语言3. Making them sleepy by __________ them. 和知识的内I decided to use the ____________approach. 化。

I tried ___________ times and the third

4

attempt was successful.

I decided to send my invention to the _________

5

to get recognition for my successful idea.

2

10’

IW GW

10’

IW GW

6

1. A ___________ has been made. 2. A large number of patent examiners will

examine whether your claim is ___________

or not. 3. A patent will be published ___________

months from the date you apply if your idea

passes all the tests.

The Third Reading T asks Ss to scan the text again and answer the following questions: 1. What are the three creative steps that the writer takes to catch the snakes without hurting them?

The three creative steps: (Tips: pay attention to the time) 1) to put the frozen bowl over the snakes’ habitat in the _________. 2) to put the frozen bowl over the snakes’ habitat in the _________. 3) to put the frozen bowl over the snakes’ habitat in the

________ and carry a _____ to collect the snakes ___________.

2. The writer place a frozen bowl over the snakes’ habitat

because ____________.

A. the snakes were small

B. she knew the snakes were cold-blooded animals

C. she didn’t want to be bitten

D. she wanted to make the snakes passive and caught them easily

3. Why did cooling make the snakes less active?

巩固并整合所学内容，学生通过回答三个层层递进的问题，进一步加深对蛇的习性及作者捕蛇所采用的技术的理解。

7’

IW GW Step 4

Post- reading

T asks Ss to pretend they are patent officers and they should decide which subject can be given a patent according to the criteria of getting a patent. A. A new star discovered by a scientist. B. A new novel written by Mr. Wang. C. A new kind of grass found in a mountain which can be used as a medicine. D. A new way to make dirty water clean. 3

让学生了解申请专利的标准。

3’

IW

Step 5 Sum- mary T summarize the lesson with the whole class. (Blackboard) 1. about the text 2. about the writer In recent days, USA has made some strict rules to limit the export to China, especially the advanced technology. Although China has many copycats, our scientists are trying their best to prevent it. It’s believed that in the near futures we can get rid of our dependence on America and there will be more and more products made in China. In order to achieve this dream, we should learn from the writer when meeting with some difficulties. Ss discuss in groups to solve the following problem using the scientific stages to design a new invention . (A Mind Map) Problem: The ripe apples on your apple tree are too high for you to reach. What can you invent to pick the apples in comfort but not hurt them?

师生共同总结今日所学内容，巩固并升华创新及专利意识，树立中华文化自觉，坚定中华文化自信。

3’

CW Step 6

Home- work 通过小组合作把发明的科学步骤贯穿其中，体现迁移创新。

2’

GW (备注：T: Teacher

Ss: Students

IW: Individual work

GW: Group work

CW: Class work）

Blackboard Design

200 million years

<15℃ hibernate

cold-blooded

long

thin

export stages

patent

copycats

intellectual property text

creative brave

patient writer

…

persistent

determined

4

二、教学反思

本节课是基于2017版最新课标下的阅读课，初探如何在阅读课中落实新课标的基本理念，发展英语学科核心素养，满足学生个性发展的需求，着力提高学生学用能力。本节课力图体现指向学科核心素养的“六要素整合的英语学习活动观”，围绕主题语境为：人与社会——科学与技术、科学精神和发明创新，我带学生学习了语篇类型为记叙文的课文阅读文本，学习了作者是如何按照科学步骤发明创新的，也激励学生开动脑筋，勇于克服困难，发挥想象力与创造力去解决生活中的难题。本节课的教学目标也在六要素的其余四个：语言知识、文化知识、语言技能和学习策略方面都有所体现。

学生基础虽然参差不齐，但是在学案的帮助下，以小组为单位互相带动互相竞争，学生积极性强，课堂气氛活跃。课后学生反映很好。课后的作业是迁移创新，把课堂所学运用到了实际生活中，激发学生对未来参与知识和科技创新，更好适应世界多极化的兴趣。

本节课的不足是对新课标的解读仍然较仓促、不够到位，有些同学的积极性还是没调动起来。今后要继续研究新课标，并希望在新课标的指导下能够创作出更多这样注重核心素养而不是片面追求语言知识的课，让“六要素整合的英语学习活动观”在英语课程中得到更好地体现。

5

附：学生的课后作业

小组1：

6

小组2：

7

小组3：

8