Learning about Language课堂实录【3】

Book4 unit 2 Chemical or Organic farming Using language教学设计中文版

四川省成都市龙泉中学校

李小琴

【教学目标】

语言能力目标：

1 学生能在微视频、图片、问题引领与任务驱动下，读懂并理解文本大意，知道两种农业耕作方式及其优劣，并会借助思维导图有条理地复述文本大意。

2 学生能在具体语境中理解并简单运用本课时核心语言：chemical farming, organic farming, fertile, fertilizer, production, bacteria (bacterium), pest, nutrition, minerals, soil, root, discovery, reduce, build up, lead to, in addition, focus on, keep… free from…

思维品质目标：

1 学生能在疯狂阅读、看广告短片、拼图阅读等活动的问题引领与任务驱动下，激活思维，积极思考，理清Facts and Opinions,找寻解决问题的答案。

2 学生能在While-reading环节抓住各段落主题句与关键词理清文本脉络，绘制思维导图，并有条理地复述文本大意。

3 学生能在Post-reading环节的开放性问题的引领下，链接自己的真实生活，真实表达个人见解与想法，发展创新思维与批判性思维等高阶思维能力。

学习能力目标：

1 学生能在问题引领与任务驱动下，抓住主题句、关键词等习得scanning, skimming等阅读策略。

2 学生能通过绘制思维导图，进一步理清文本篇章结构，发展可持续自主阅读能力。

文化品格目标：

1 学生能在小组合作学习中，发展与人为善、乐于分享、大胆交流的能力。

2 学生能链接真实生活，在两种农业耕作方式的比较鉴别中，牢固树立科学耕作与绿色环保的意识，倡导过绿色健康生活。

【教学重点】

1 学生能在微视频、图片、问题引领与任务驱动下，读懂并理解文本大意，知道两种农业耕作方式及其优劣，并会借助思维导图有条理地复述文本大意。

2 学生能在具体语境中理解并简单运用本课时核心语言：chemical farming, organic farming, fertile, fertilizer, production, bacteria (bacterium), pest, nutrition, minerals, soil, soybean, root, discovery, reduce, build up, lead to, in addition, focus on, keep… free from…

【教学难点】

1 学生能在Post-reading环节的开放性问题的引领下，链接自己的真实生活，真实表达个人见解与想法，发展创新思维与批判性思维等高阶思维能力。

2 学生能通过拼图阅读、绘制思维导图、小组讨论等任务驱动，抓住主题句，理清文本结

构。

【教学方法】

The Whole Language Teaching Approach, the Situational-Communicative Approach and the Task-based Learning Teaching . 【教学媒体】

Multi-media CAI, learning guide and board work.

【课时】: 1课时

【预习】

学生课前阅读教师精心整合的关于green food的文段，在语境中理解加粗的核心词汇并思考：

1. What is your understanding of green food? 2.

What do you think “green ”means here?

【教学过程】

Process

Teacher’s activities

Student’s activities

Purposes

Time planned

Before class

(Crazy reading) Ask the students to read Read the passage in an integrated short the learning guide. passage about green

food. 根据阅读教学精加工策略中的先行组织者理论以及新课标倡导的“丰富课程资源，拓展英语学习渠道”和陶行知先生的生活教育理论，有效整合、再构与本模块话题相关的“贴近学生、贴近生活、贴近时代”的英语学习资源，搭建热身支架。通过疯狂朗读，既营造轻松开放的课堂气氛，又激活学生对Green food 的已有认知与探究新知的欲望。

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Step1 Pre-reading

1.Ask the students to finish a small quiz about the crazy reading.

2. Show some pictures to lead in the topic and lead the students to predict the content. Task 1:

Finish the quiz.

Task 2: Think and communicate to predict the content. 通过问题设置检测学生对课前阅读材料中绿色食品的理解，同时借助图片，以设问形式将话题知识与新课导入有机结合。充分利用标题形式，文本特点以及教材插图信息差，以问题引领与任务驱动，引导学生观察、联想和预测。

不仅有利于激活学生已有的知识和经验，激发学生的阅读欲望，为下一步有效阅读埋下伏笔，同时也能提高学生的观察力、思维能力和想象力。

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Step2 While-reading

1.Introduce the

Finish the reading strategies and tasks of tasks according to Jigsaw reading. the teacher’s 2.Ask the students to instructions. read and finish their a.Look through your tasks by discussing and own part to see what communicating with kind of farming it is about and finish task their partners.(具体实施见学案)

教师巡视，1 in the learning 捕捉课堂生成的共性问guide. 题，通过生生、

师生合b.change

and check your ideas with 作突破难点。

3.Guide the students to partners who have recover the text, check the same topic. their answers, and c. Predict and analyze the structure exchange your ideas and style of the passage.

with partners who have the different topic

d. Discuss and put the two different parts in the correct order. e. check the answers and analyze the structure and style of the passage. 采用拼图阅读（也叫互补式阅读），利用学生与文本之间、生生之间存在的信息差，激发学生好奇心和探究欲；任务驱动，以小组合作学习的形式，分享交流，互帮互助，整合信息，复原文本，阅读课成了展开听说读写实践活动的平台，充分体现“做中学”之道；同时训练了学生的扫读、寻读、细读，体现了整体语言教学法的思想，这有别于传统的教师孤立教授语篇中目标词汇的方法。

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15’

5’

Step3 Post-reading 1. Ask the students to analyze the structure and style of the passage, and show their mind-maps.

Task 1 Divide the Passage into two parts and show the mind-maps.

回归文本，师生合作再次借助思维导图梳理文章结构，渗透说明文的阅读策略，有利于培养学生阅读时分析篇章结构的能力，也为今后阅读能力的升华奠基。

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2.Ask the students to think and answer: a.

what connections can you draw between the text and your own life? b.

Is green food organic food?

Task 2 Think and talk about the

connections between the text and their own life，and understand organic food better.

找准文本内容与学生生活经验和已有人知的链接点，引发学生深层次思考，在“用英语做事”中发展学生的综合语言语用能力，充分体现陶行知先生的教学做合一的生活教育思想。同时，回归课前导入，升华主题。

根据课文内容设计贴近学生生活、符合学生实际情况的任务，让学生在“做”任务中思考、领悟，体现“教学做合一”思想。同时，新课标倡导“英语课程应面向全体学生，关注语言学习者的不同特点和个体差异”，这一可供学生选择的学习任务，体现了分层教学的思想，让不同学生得到不同程度的发展，培养了学生的综合语言运用能力及想象力、创造力，延续了学习兴趣。

根据Krashen的输入假设理论（即“i+1”可理解性输入）及Swain的输出假设理论，以读促写，以写促读，能促进学习者对语言输入的积极加工。

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3.Ask the students to choose one of the questions they like, then discuss and share their ideas. 1.Is the price of organic food reasonable? Why? If no, how can we solve the problem? 2.How can we try organic farming by ourselves? 3. Design a poster to advertise the importance of organic farming?

Step 4 Summary and

homework

1. Ask the students to summarize what we have learned in this class. 2. Ask the students to read the passage again and write a letter to the Mayor to introduce the importance and methods of organic farming.

Task 3 Choose one of the questions they like, then discuss and share their ideas.

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Summarize and write a letter to the Mayor to introduce the importance and methods of organic farming.

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【板书设计】Blackboard design

Chemical or organic farming?(Book 4) (using language)

Green Food(lead in) 1. tasty 2. fresh 3. natural

4. healthy

5. nutritious 6.a wide range of vitamins, minerals, fibers 7.free from pollution 8. natural fertilizers

Chemical Farming Using chemical fertilizers 1. stop crop disease. 2. increase production Organic Farming Without using any chemicals 1.focus on keeping the soil rich and free of disease. 2.Prefer using natural waste from animals as fertilizer. Discussion problems: 1. damage the land.

2. damage people’s health.

1.

What connections can you draw between the text and your own life? Methods to keep the soil fertile: 2.

Is green food 1. Change the kind of crop. 2. plant crops to use different organic food? 3. ... levels of soil. 3. plant grass between crops.