An experiment优秀教学实录

上课老师：任

颖 学生年级：七年级下

教材

沪教版

课时

一课时

writing 教案

教学内容

选题目的与意义

Unit 5 Water

writing-An experiment 本节课是一节作文课，内容是描述盐水取盐的过程。我的设计思路是先进行实验操作，动手提取结晶盐。然后依据实验步骤，进行实验过程的绘图。最后依据图画内容，用英语进行实验步骤的描述。

选题的目的在于：

1、通过亲自进行实验操作，提取，蒸馏，分离出盐的过程，掌握盐水取盐的实验。

2、根据实验过程能用绘画表达实验操作步骤，进行简单的绘画描述。

3、能用英语依据前两步的积淀，按照实验流程描述出整个实验过程，进行英文的实验过程书写。

我在选题的过程时候，考虑到作为一门外语课，我们经常预设场景，预设购物，预设就医等等，进行口头操作不计其数。在动手操作上很少涉及，为了均衡发展学生的左右脑思维，并且进行更多的逻辑思维能力训练以及绘画艺术的培养，我将语言表达为主的外语学习与动手操作为主的物理实验，以及观察实验过程绘画结合起来，这样能在动手操作实验的过程中，训练他们的观察能力，用图画进行简单实验过程的概括能力，以及英语的语言表达能力，这样不仅是对学生语言学习的培养，更重要的是训练了孩子们的动手能力，绘画能力以及热爱科学的探究能力，对学生进行了全方位的综合素养的培养。

与课标的关联

英语课程标准2011版上强调全面提升学生的综合素质并且高中阶段的新课标也把发展学生的核心素养作为培养目标。STEAM教育就是集science，technology，engineering， art和mathematics多学科融合的综合教育。在我选取的这节课呢，首先是进行了一个蒸发，分离盐水的实验操作，其次是实验过程的绘图，接下来是用英语表述实验过程。在这个教学过程中，这节课能很好地将science和art结合，用英语对学生全学科的综合素养的培养。

The topic of this unit is about an experiment and the Analysis of

the Teaching Materials main topic is doing an experiment and describing the experiment in English.

Analysis Students of the

Teaching Aims Teaching key

Points Teaching Points Difficult

Our SS have a great interest in this class, they want to do the experiment by themselves and be eager to know more about the experiment.

Knowledge Goals: know about the patterns of to show the orders, first, second/then, third/next, finally and the phrases: be made up of, dry up. Ability Goal: Students can describe the experiment in correct ways in English. Moral Goal: make SS love science. Strategy Goal: learn about how to describe an experiment. Culture Goal: master the intersectional knowledge during the different subjects. Students can describe the experiment in English.

Students can describe the experiment in English. Task-based language method, experiment teaching, cooperative methods, situational teaching. Teaching Methods Teaching

Aids（教学Pot , salt , water, paper （电炒锅，盐，水，勺，图纸，资源和材料清单）

2B铅笔，彩笔等）

信息化教学策略

利用多媒体，利用实验展示，进行实验的操作和演示，利用绘图工具软件，让学生进行模拟实验的绘图制作，进而熟悉实验的过程步骤。

Teaching

Procedures

教师活动

Step Warming lead

in 学生活动

设计意图

1.

Ask and Talk with the To arouse teacher. the interest and 1: answer. 2.

Show a pot , a

lead them to get up& bag of salt and some

into the next step. water ,ask SS“Do you know what I want to do? ”

Then talk with SS about the experiment.

Step Pre-writing 2: Do the experiment. a.

Ask SS to add some water to the salt.

b.

Stir the water and observe where the salt

go . c.

Heat the water and observe what happens and lead SS to describe the experiment. d.

Describe what happens . Step 3:

While-writing.

1.

Ask SS to draw some pictures to show what happened. 2.

Ask one or two SS to describe the pictures according to the order words：first, second, third …

or then, next. 3.

Ask them to write out the experiment and correct the article in groups.

Do the Talk about experiment. the experiment a.

Add some for a further water to the studying. salt.

b.

Stir the water and observe where the salt

go . C.

Heat the water and observe what happens and try to describe the experiment.

1. Draw some 1. Train the pictures to show students’

ability what

happened. 2. Describe the of writing. pictures according 2. Train the to the orders of students’

ability first, second , of third …

or then, self-correcting. next. 3. Write out the experiment and correct the article in groups.

Step 4: Post-writing 1.

Ask SS to show their 1.

Show the 1. To article in class. article in class. consolidate the 2.

Correct the passage 2.

Correct the writing skills. together.

passage

together.

Step 5: Summary

Step 6: Homework

Ask SS to summarize the words or phrases to show the orders.

Summarize the To develop the words or phrases students’

to show the orders.

ability of

summarize. To make an instruction make an

for the experiment. instruction for the experiment.

教学评价量规

教学策略：用实验法进行课堂展示，学生能动手操作实验，能学会从盐水总提取结晶盐。

学生能用简单的图画来绘制出实验过程。

学生会用英语表述整个实验过程，并做一个书面的报告。

Blackboard

Design

Teaching Reflection

优点: 1、

由实际操作开始一步步的让学生自己动手做实验，自己观察到底发生了什么，再根据观察结果让学生简单的画出看到的实验过程。然后由操作进一步发展为说，最后由说发展成为习，在这个过程中逐步培养了学生的动手能力和观察能力。

2、

由易到难层层推进写作，让学生在铺垫中逐步提高了自己。

3、

紧贴新课标对学生的要求，有利于学生综合素养的提升。3种不同的展现方式来Show 他们最所做过的实验，让每一个有特长的学生都能找到自己的兴趣点，将自己的才能得以与今天的学习内容结合起来，有了跨学科，跨知识点的融合，对于提升学生们的整体综合素质是非常有利的。

不足：由于时间有限，在绘画环节没能很好地铺开，没能进行绘画方面的专业指导，也算是个遗憾。

STEAM课程案例

Unit 5 Water writing-An experiment 教学设计

金山镇初级中学

任颖