Learning about Language教学设计一等奖

Module 8 Unit 3 Inventors and Inventions Reading: The Problem of The Snakes 南昌五中

高二英语吴子晴

一、

教学指导思想

基于对新课标的解读，培养英语学科核心素养，从主题语境出发，遵循有指导性的阅读思维活动（DRTA: Directed Reading Thinking Activities）方法，将这篇课文的英语学习活动设计如下。

1.

学习理解类：围绕整个单元的主题，紧跟课文进展一步一步设置问题，从而学生能够理解文章大意，梳理清楚故事发展脉络。

2.

应用实践类：在理解文意的基础上，复习发明并申请专利的一般步骤。

3.

迁移创新类：阅读课后问题迁移，促使学生思考相似问题的解决方案，并且以读促写，完成课后产出活动。

二、

教学内容分析

这是一篇第一人称的记叙文，行文语气亲切; 主题语境是探讨人与环境关系，内容是日常生活的发明创造，容易引起学生感兴趣，但发明具体过程及申请专利标准对于学生还是比较陌生。

三、

学生情况分析

学生来自高二文科班，年龄大概是十六、七岁，英语基础不是很好，英语表达有点害羞；应多加鼓励引导，适当调低难度。

学生感兴趣于发明创造话题，但对其具体过程学生思考较少，并不明晰；应当从日常生活引入，吸引学生兴趣再运用有指导性的阅读思维活动（DRTA: Directed Reading Thinking Activities）方法逐步引导，归纳总结。

四、

教学目的

1.

students can develop their reading ability of finding important information while grasping the main idea of this passage: the five steps of inventing a creative and practical snake-catcher and getting a patent for it. (key) 2.

students get clearer awareness of the stages of inventing something to solve the similar problems. (difficulty). 3.

students can develop their speaking ability to discuss and express our author might get the patent or not while to summarize what the author’s characteristic is. 4.

Students get influenced by the author’s character of being active, creative and disciplined and being more like her when facing difficulties. Furthermore, releasing the snakes into the wild also might inspire students to reflect the relationship between human and environment. 五、

教学过程

Greetings: Good evening, boys and girls.

Good evening, Ms. Wu.

Thank you. Sit down, please. And please, put your group card on the right side of your desk. Excellent. So, let’s begin.

step 1 warming up (2 mins) You see the mangoes, and let’s imagine this air conditioner were the mango tree.

Then, here comes a problem. The ripe mangoes are too high for us to reach. How about inventing something to solve this problem? too hard? Let’s review the stages of inventing something to back you up. step 2 pre-reading (2 mins) How many stages are there in total? The first stage would be finding a problem and then? Yes, doing some research. And the third one is thinking of a creative solution. Then? Yes, stage 4 is testing the solution. Then, it goes to stage 5

deciding on the solution. And the last stage is applying for a patent. Excellent! Now, inventing? Still a little bit hard? Let’s learn from others who have solved their problems in this way. Please take out your English book, turn to page 20 and the title would be “the problem of the snakes”.

step 3 fast-reading (4 mins)

Now, let’s match

paragraphs with stages to figure out our author was doing which stage in each paragraph. You got 2 minutes. After getting some general information of this passage, let’s do some careful reading.

step 4 reading (16 mins)

para.1 what kind of problem did our author find? You got 30 seconds. Yes, what is the next? Kill them? No!!! Our author would like to catch the snakes without harming them. That is to say she wanted to do it mercifully. But how to catch them? What was the next?

So let’s go to para.2. The research results would prepare us. You got 1 min to figure out the research findings. Any products? No, only Powders. Our author would like do it mercifully. Secondly, the habit of snakes is when winter comes, the temperature getting lower and lower, they would tend to sleep. That is known as Hibernator animals. And thirdly, those reptiles and here refer to the snakes are small. Prepared with those research findings, what should we do? Let’s go to Para.3. What possible approaches did our author put forward? And what preparations did our author do? You got 1 min. which one did our author choose? But how to catch? I am wondering how an ice-cream maker with those preparations could help our author to catch snakes?

Please go to para.4,5 and 6, trying to figure to the time, procedures and the results. You got 3 mins. The solution has been tested for three times in total. While, at the first time, our author chose at the morning before the sun was hot. And how about the procedures? Can you show it for me? She put the frozen bowl over the habitat of the snakes and the ice-cubes on the top of the bowl, then use a

large bucket to cover the whole thing. And she waited for 2 hours. How about the results? The snakes were still too fast. So how to adjust? Let’s come to the second attempt. Our author improved the beginning time to the evening since the temperature would go down continuing till sunset and the waiting time to the whole night. As for the procedures? They were the same. Bowl ice and bucket. How about the result this time? Yes, still failed. Once picked up, the poisonous snakes tried to bite the author. So, what should be done? Just being afraid and give it up? No!!! let’s do it more cautiously and with a small net in the third time.

Then how about the result? Failed again? No!!! our author eventually got those snakes. Then, what was the next? Kill it? No!!! Do it Mercifully, right? Our author released the snakes all back to the wild. Is that an end? Our author had done so much, right? No, she still got one last stage, applying for a patent now that she had done so much, let’s get an official recognition.

Please go to para.7&8 and try to figure out the criteria and the preparations. You got 1 min. novel here refer to long story? No, it should be an adjective and it means creative, different. One last detail, do you think, which one can get a patent? Yes, D. Since A B and C refer to literature, animal and a discovery, which are not inventions. Can you distinguish between an invention and a discovery? the difference between them?

Great! After all those details, let’s do a more comprehensive one.

step 5 post reading (3 mins) What kind of person do you think our author is? Find the evidence in the text. You got 2 mins.

She could think such a creative solution, we could say she was very Creative/ Smart. While towards those snakes, did she hurt them? No, she was Merciful.

But still she wanted to catch them, those poisonous snakes, she was Bold/Brave. Did she succeed at the first time? she gave up? No, so we say she is Persistent. At the third time, she kept a small net, which showed she is Cautious/ Careful.

Can you be like her when you are solving problems?

step 6 discussion (17 mins) Do you still remember the problem we talked at the beginning of our class? Please, combine the characteristic and the stages, try to solve this problem. Firstly, finding the problem, done. Okay, here are the research findings. There are many ripe mangoes and the trunk is strong. What is the next? Yes, it’s your discussion time. write your invention’s name down and picture it

on the group card. Stick them to the blackboard. After that, you are going to report to the whole calss to introduce your invention, clear? You got 6 mins. Go. Now we have got so many wonderful creative inventions. What’s the next stage? Then, how to test? Let’s imagine

we used your invention, it might not be successful at the first time. let’s find the reason of failing. And one reason found by other groups of your invention, one point minus in your group, understand? So that the one with highest score would go to apply for the patent. Okay? You got 3 mins to come up with the reasons why other groups might get failed. Go. step 7 homework (1 min) Great, we got our champion. Do you think it can get a patent? T Write a letter to claim whether it can get a patent or not. You should give at least 2 reasons in 100 words. That would be your homework. Are you clear?and here is a saying for you guy. Let’s read together.

“The idea that some lives matter less is the root of all that is wrong with the world.” by Paul Farmer. Please be merciful and respect every creature.

Let’s call it a day. Thank you for your cooperation.

六、

教学辅助设施

CAI( computer-aid instruction), blackboard, chalk, magnet, mangoes,group card

七、

板书设计

Unit 4

Inventors

and Inventions Directed

Reading

The

problem of the snakes Reading

Stages

Thinking 1. find a problem Groups Inventions Activities 2. doing research 1 3. think a creative solution 2 4. test the solution 3

5. decide on the solution 4 6. apply for a patent 5

八、

教学反思

1.有指导性的阅读思维活动（DRTA: Directed Reading Thinking Activities）方法了解还是不够，引导学生这块在课堂实践教学运用中有失偏差。

2. 前面阅读活动要给学生以抓手，循序渐进，不可操之过急，语速不可过快。

3.注意板书书写，应当字迹整洁有条理，体现重点内容。

4. 学生静默阅读时候，教师站着的时候可适当走动，可眼神交流，切忌随意东张西望。

5．说话不要动，走动不说话；和学生互动时候也要记得点按ppt；发音上

尾音落实，以及逻辑关系与口头禅两双面都不要滥用so.