Learning about Language课件配套优秀

Unit 4 Astronomy the Science of the Star How life began on the earth Reading and expressing 聚焦英语核心素养，探寻英语教学策略

福州屏东中学

英语组

万梨

2018.4.

[教学设计] 授课人

研究课题

万梨

授课时间

2018．04.19

教材分析

学情分析

探究以核心素养为导向课型

Reading and

expressing 的高中英语教学

本教材选用的是人教版高中英语必修三Unit 4 Astronomy the Science of the Star下的课文How life began on the earth，探讨生命如何在地球上开始，通过本课阅读学习学生能够简单的用英文描述地球的起源以及生命的起源，探讨人类对于地球和生命存在所起到的作用和肩负的责任。

1学生已在课内学习生命起源这一阅读材料具备了对该问题进行延伸探讨的能力的

2我班学生具备熟练进行小组研究学习和进行小组报告的能力，能针对所学进行自主研究并形成小组英文报告。

3 我配备有TEAM MODEL智慧教室软件。学生对于智慧教室的互动教学模式及IRS的使用非常熟练。

教学

目标

1.Knowledge goals：Students can identify some new

words and expressions: 2.Ability goals：

a. Students can improve their writing abilities by analyzing the structure of the book

知识与技b. Students can capture the key information and express 能

their ideas. c. Students can develop their ability of oral speaking and learn to talk about the development of life and human beings

3. Learning Strategies：

过程与方a. Students can analyze the text and the information they 法

got in research. b. Students learn how to cooperate in a group.

1

教学重点

4. Emotional goals：

a. Stimulate the Ss’ love for using English to express ideas. b. Make the Ss have a better awareness of the 情感、态significance of the development of life and human 度

beings.

. 与价值观

5. Creative thinking：Understand and respect the different opinions about the development of human beings, encourage student to express their different opinions creatively.

教学重点：

应用智慧教室进行挑人，Teaching important 抢权，即问即答及时反馈等功points：Encourage 能实现教学的高效互动。应用students to learn to 智慧教室的拍照展示功能以describe the process of 简述解及投票评价功能对学生作品life development 决重、进行展示和评价。

教学难点

教学难点：

Teaching difficult points：How to help students seize the information of the passage and put them into use in their speech.

难点的措施

教学

环境

智慧教室环境

教学方法

应用智慧教室进行挑人，抢权，即问即答及时反馈等功能实现教学的高效互动。应用智慧教室的拍照展示功能以及投票评价功能对学生作品进行展示和评价。

教学方法：

1.Interactive teaching method. 智慧教室,辅助教学,实现高效互动

2. Asking-and-answering activity, discourse analysis 问答引导,语篇分析,激发思辨能力

3.Cooperative learning. 小组协作,团队共同解决问题

设计意图

1回顾课文所学的内容。

2媒体应用：使用智慧教室的图片展示功能直观而生动的调动学生脑中的知识构架。

教学过程

教学

流程

教师活动

学生活动

Step1 Lead in

Lead in the topic by a mind map about the Free talk to process of the finish the mind development of life. map .

2

Activity 1 Summarize the useful words and expression learnt in the last period

Activity 2 : Competition: Use the words or expressions to 1. Help students to find finish the some useful words and sentences. expressions to describe Task 1 Figure Step 2 the development of life, out the structure Preparation and use them in sentence. of a speech for the

made in time speech

2.Help students find the

order by finding structure of a time order the discourse speech

markers and

sentence connectors Task 2 brainstorm to find more discourse markers that can be used in this kind of speech.

1以文章为本，寻找需要的语言信息，了解时间顺序处理的文章框架和写作顺序给学生以写作框架上指导。

2发挥想象，集思广益，给自己的词汇库增添可用的相关词汇或表达，为更好的阐明原因，及解决方案累计词汇基础。

3媒体应用：智慧教室环境下使用TeamModel系统的抢权功能让学生很快的进入课堂互动状态，在活跃的气氛中探讨篇章构成，进行篇章结构的学习。

3

1.Help students to read a supplemental materials about human beings, and Step3. learn more about the Learn to develop the history of human beings 2. Help students to learn speech

the usage of words and expressions learnt from the text. 1词汇的学习从句的层面过渡到篇章的层面，从篇Activity 1 Read 章应用的层面进一步体a supplemental 会文章框架结构的标识material about 词的应用和衔接词的语human beings, 用功能。

and learn more 2媒体应用：智慧教室环about the history

境下使用Team Model系of human 统的强权，挑人功能可以beings. 检测不同学生对文章的

理解和解读情况，具有公Activity 2 平性，和客观性，让更多Practice of the 学生参与到课堂讨论和usage of words 分享中来，在活跃的气氛and expressions 中学习篇章写作的具体learnt from the 步骤。即问即答功能的应text by using 用让教师能够更为直观them correctly in 的了解学生对于问题的a new passage.

反馈情况并作出相应的指导。

Step 4 Summary and discussion

1 Make a summary about student’s learning. 2 Discussion and practice. Ask students to discuss ：

Topic 1 How did human beings change the world by using electronic information science and technology step by step in the past few decades? 3Show a video and discuss: Topic2 How did human beings destroyed the earth step by step in the video?

1Discuss more about the great achievements in

electronic information science and technology

2.Discuss more about the wrong things we do to 通过讨论和分工合作培the earth and 养团队合作意识，发挥创other wild lives 造和想象力。

on the earth.

3. By comparing the achievements and wrong deeds, help students to learn more about the meaning to a human being.

4

1.The representatives of different groups present the writing in front of the 1Ask some of the class. students to display their 2.All of the speech in the front of our Step5 students make class.

Display

evaluations on 2Give some evaluation on the performance students’ work. of different group that displayed their work by using TEAM MODEL system.

Finish the

writing after Step 6 Give assignment for class and share Home work students

after class

with other

students. 让学生拥有展示自己的平台，向同学们分享自己的学习成果，通过教师评价和同学评价来完善自我。

媒体应用，通过智慧教室的展台功能展示学生作品，并应用智慧教室的投票功能给学生以同伴评价。

1.巩固课上所学，

练习时间顺序型篇章写作。

2.继续延伸探讨人类对地球生命发展的责任。

[课堂实录] Unit 4 Astronomy the Science of the Star How life began on the earth Reading and expressing

Teaching goals: 1.Knowledge goals：Students can identify the some words and expressions. 2.Ability goals：

a. Students can improve their writing abilities by analyzing the structure of the book

b. Students can capture the key information and express their ideas. c. Students can develop their ability of oral speaking and learn to talk about the development of life and human beings 3. Learning Strategies：

a. Students can analyze the text and the information they got in research. b. Students learn how to cooperate in a group.

4. Emotional goals：

a. Stimulate the Ss’ love for using English to express ideas.

b. Make the Ss have a better awareness of the significance of the development of life and human beings.

. 5. Creative thinking：Understand and respect the different opinions about the development of human beings, encourage student to express their different opinions 5

creatively. Teaching important points：Encourage students to learn to describe the process of life development Teaching difficult points：How to help students seize the information of the passage and put them into use in their speech. Teaching methods：

1. Interactive teaching method.

2. Asking-and-answering activity, discourse analysis

3. Cooperative learning.

Teaching procedures: Step 1 lead-in

1. Greeting. 2. Revision Activity1 Review the text by drawing a mind map, which helps students to go over the process of how life began on the earth.

T: In the last period, we read the text how life began on the earth. As we can see from the map, the text unveils an amazing history about life in the past billions of years. It describes for us how the big bang led to the formation of the earth, the water and the appearance of the plants, the animals and the human beings. Activity 2 Summarize the useful words and expression learnt in the last period. T: In this text we can also find some nice words or expressions to describe the process of life. Now let’s make a summary and added them into your vocabulary bank.

useful words (eg. appear)

good expression (eg. What is even more important is that…)

Ss: (useful words)begin, end, appear(ance), disappear, exist(ence), presence, produce, grow, rise, spread, give birth to Ss:（useful expressions：）

What is even more important is that…

…presence of …allow…to

…

made it possible for …to develop

…encourage the development of …

6

…make possible the rise of …

…be fundamental to…

Activity 3 Competition T: Now let’s have a competition between groups and try to use the words and phrases we learnt just now to finish the sentence. 1.

We cannot e_____ without air, food and water. 2.

When night falls, stars a________ 3.

Female sheep_________________ one or two lambs at a time. 4.

The medicine __________a violent reaction. 5.

Now the citizens are beginning to s________ to the countryside. 6.

What does all of this tell us about the _____

of the East and the decline(衰落)of the West?

7.

The p____________ of foreigners from all over the world in China is not new. Ss: exist, appear, give birth to, produce, spread, rise, presence. T: Good job! I hope you can keep them in mind and use them in the following discussion. Step 2 Reading T: So how is the text organized? What is the order of the text? Of course, it is organized according to the time order. We can find a lot of expressions of time for example:

“for several billion years”, or “between 4.5and 3.8billion years

ago”, and so on. But besides that, we can still find more other expressions as a sign of time order. For example discourse markers. And also sentence connectors. Today we will read the text again and focus on the usage of these expressions. Please, read the text and underline the discourse markers and sentence connectors as much as you can. Task 1Read the text (p.4-p.5) and under line all the discourse markers and sentence connectors. sentence connectors

discourse markers 1

(语篇标识词) to express order

time 2

3

T: Can you help me to finish the form? What are the discourse markers to express time order in this passage? Ss: the first , the later, next, later, after that, Finally

T: Would you think about more expressions about time order besides the words you 7

find in the text?? Ss1: at the beginning, to begin with, to start with, in the first place Ss2: the later, next, later, after that, then, since then, afterward,

Ss3 Finally, Eventually, lastly, in time, in the end,

T: Great, what are the sentence connectors that you find? Ss: however, but, and, thus, as a result, so T: Well done! Discourse markers tell us the order of the text; and sentence connectors tell us the logical connection between sentences. A good usage of discourse markers and sentence connectors will make your speech or writing well organized. So you can try to use them in your speech as possible as you can.

Step 3 Post reading T: In this text, we learned how life began on the earth briefly, but it is really limited for us to know more about how we human beings came about. So I wrote a short passage as a supplement, according to information I got from the history book. I hope you will enjoy it.

Task 1 Read a supplemental material about human beings, and learn more about the history human beings How human beings began on the earth No one knows exactly how the human beings began on the earth, as it happened so long ago. However, according to a widely accepted theory, we had probably developed from an unknown ape-like animal, which had learnt to walk on its hind-legs and use its forepaws as hands.

They ate raw leaves and root of plants or took eggs from birds. They sheltered themselves in a cave or a hollow tree. At that time, they had to struggle against cold and hunger day and night. With other wilder creatures around, man must either eat or to be eaten. The severe cold and extreme weather became its greatest teachers which forced man to use its brain to invent tools. T: What is the main idea about the first two paragraphs? S: What was the life used to be before human beings learnt to use fire and tools.

Task 2 Practice of the usage of words and expressions learnt from the text. T: In the second part, I miss some words, would you like to help me finish it by using the words or expressions we learnt from this passage. ___1________, man killed animals such as bears, with heavy stones, ate their meat to be stronger and used their skins as coats to protect them from cold.

_____2________, man learnt the _____3______of fire from a forest fire, a genius bethought himself of the use of fire, ____4_______, the dark, cold cave became a cozy, warm little room.

________________5__________________ fire made it possible for man to eat meat roasted which____6____

the development of their brain.

________7______, they learned how to sharpen stones into axes or how to make hammers; they _____8_______bowls and jars with clay, and they even developed their own language for communication. The _______9_________ of tools and language ________10____________human race to enter a new period which is called Homo sapiens(智人). 8

_______11________, having gone through primitive society, agricultural society, and industrial society, human beings are now in a highly developed information society and have become the most important animal on the earth. Ss:…

1.In the first place, at first, firstly,

2.Later,

3.existence/presence

4.As a result/thus 5.What is even more important is that./It is fundamental to human beings that

6.encourage . 7.After that/Afterwards,

8.produced/made

9.The appearance/presence/existence

10.allowed/encouraged/made it possible for 11.Finally/eventually,/in the end

Step 4 Discussing and expressing T: Look at the screen, in the following days what did human experience? We survived for so long that we go through the Primitive society, the Agricultural Society, and the Industrial Society, and finally we are here in the Information Society.

In these periods, our human life change a lot. On the one hand, we make great progress, and create great inventions, for example, in the age we live today, we have lots of great achievement in electronic information science and technology, and greatly improve the life of human. While on the other hand human beings are going through another kinds of change. Watch a video and think about what you see in the video.

T: What did you see and feel about the video?

Ss: Killings of animals Ss: Pollution

Ss:…

Now can you use your own words to discuss the following topics? Discuss in groups and prepare for it.

You can choose one of them to discuss. While discussing, put down your ideas and try to make a presentation, using the words or expression we learnt today.

Topic1 How did human beings change the world by using electronic information science and technology step by step in the past few decades? Topic2 How did human beings destroyed the earth step by step in the video? Ss: Sample: In the first place, at first, firstly, …

After that/Afterwards,…

Finally…

Step 5 Summary T: Great ideas. I hope you can do more researches on this topic after class and write it down as a perfect ending as our class today. As someone said: “Human evolved so 9

that one day we can learn the truth revealed by the present” Whether life will continue on the earth for millions of years remains to be seen in the future. And there is also a saying that “To be human means to have a conscience about when you did something wrong so that you can fix it or at least try too.” So faced the wrong things we did to the earth, let’s try to fix it, treat the earth better! Step 6 Homework T: Home work today: firstly, try to retell the text in your own words; secondly, write down the result of your discussion today. Class is over; thank you today, and goodbye!

[教学反思] 教学特色与亮点

本课的特色：在本课中教师引导学生深入阅读和欣赏How life began on the earth这篇文章，并且应用文章中的所学所得开展深入的讨论，在地球生命形成过程中，人类对生命发展的所起到的积极作用和消极影响。学生在读的过程中不断积累对自己有用的话题写作语料，同时在老师的引导下进行同伴讨论和分享思考自己的语言表达方式，积累和丰富自己的词汇语料库，实现有效的语言输入和有效的语言内化，为接下来的演讲表达奠定基础。在表达环节的设置上教师，通过词的积累，句的练习，以及篇章衔接的训练，层层深入，最终实现段落篇章的创作。在评价机制上教师采用了教师评价和同伴评价等不同方式实现对学生学习情况的客观反馈。本课关注学生的英语核心素养的培养，从语言能力、思维品质、文化意识和学习能力各个方面提升了学生的英语学习能力。

另外教师老师利用希沃软件和智慧教室的选择、拍照等功能，设计多个活动环节，让学生主动参与互动。让课堂充满趣味性和期待性，学生学得更投入，教师的教学效果和学生的学习反馈能够在课堂上及时体现，教学时效性更高。对于智慧教室、希沃软件的探索使用，也为今后的课堂教学打开新的思路。

不足：在读的设计上部分题目可以简单一些，让学生更有表达的欲望，把控学生说的时间，以便留更充分的教师点评的时间。

[点评] 1. 教师教态大方，语言应用自如，课堂组织能力强，能多方面关注学生的课堂表现，在学生回答受挫时能及时给予鼓励，在学生表现优异时及时予以表扬，与学生的课堂交流平等富于亲和力。（评课教师）

2. 多媒体应用技术熟练，教学课件制作精良，在智慧教室环境下应用多种互动功能实现高效的课堂教学。抢答，挑人，及时问答反馈，投票评价等智慧教室功能在课堂上的娴熟应用让学生的学更有趣，教师的教学效果的反馈更及时，多种评价功能让学生的学习效果得到更客观的反馈。（评课教师）

3. 部分教学细节的处理体现了教师注重学生素养的培养的理念。教师将生命和环境的教育潜移默化的融入课堂，语言学习是不仅是语言的技能应用的学习，更是人类学习传达情感的过程。（评课教师）

10

4. 从教学设计上来说，教学主线明晰，教学阅读输入服务于教学的表达输出，从学生呈现的成果可以看出教师的教学的目标的达成度很高。（评课教师）

指导教师点评：

聚焦英语核心素养，探寻英语教学策略

——万梨老师公开课点评

英语组

汪淑慧

万梨通过熟练使用智慧教室的Team Model系统实现课堂的高效互动。抢权，挑人，既问即答，作品拍照展示，及时点评，学生投票等媒体功能的支持让课堂充满趣味性和期待性，学生的学的更投入，教师的教学效果和学生的学习反馈能够在课堂上及时体现，教学时效性更高。这节课的亮点之一：突破写作难点，在课堂上实现语言积累与语言输出。该教学设计从学生的认知规律出发，运用建构主义理论，从情感。知识、能力等诸方面为学生搭建脚手架，进行大量写前铺垫，教学设计容量适当，提供了大量的知识链接促进知识的内化，增强了学生的掌握能力，使得阅读促进表达的教学目标得以最大限度的实现。更为惊喜的是，还留出时间让学生展示，尽管时间较短，但学生体验到成就感，这一点是十分重要的。在教学活动中，教师充分发挥了学生学习的主体性，激活学生的学习兴趣，使学生不仅在运用中学，而且为了运用而学，强化了学生的学习动力，减轻学生学习英语的焦虑，并通过真实语境、真实语用功能和真实语义的输入，让学生在学习中形成输出真实英语的能力，从而提高学生在真实语境中的语言运用能力，进而达到教学目的。只有通过学以致用，学生才能真正地把英语学习作为生活中不可或缺的一部分，而增强自己的主体意识。

指导教师点评

信息技术让激情飞扬

——万梨老师公开课点评

英语组

戴健丽

万梨老师这节课是一次大胆尝试，她将读后活动和表达写作相结合。首先让学生提取文本中的有效信息，让学生了解写作框架，为写作打下坚实的铺垫。接着让学生对已有的知识进行适当的联想和拓展，开拓学生的思维，做到基于文本而高于文本，为写作准备语言知识。这样从文章的框架、素材及语言上做好了充分的准备。随后，她又让学生运用文本信息进行仿写，完成演讲创作，小组讨论中学生各抒己见，表达自己新颖的观点，充分培养学生的发散性思维和创新精神。最后学生到讲台前进行富有激情的演讲，让他们获得了成功体验。从教学设计上来说，教学主线明晰，教学阅读输入服务于教学的写作输出，以读促写，从学生呈现的成果可以看出教师的教学的目标的达成度高。

教师多媒体应用技术熟练，教学课件制作精良，在智慧教室环境下应用多种互动功能实现高效的课堂教学。抢答，挑人，及时问答反馈，投票评价等智慧教室功能在课堂上的娴熟应用让学生的学更有趣，教师的教学效果的反馈更及时，多种评价功能让学生的学习效果也能得到更客观的反馈。教师将生命和环境的教育潜移默化的融入课堂，注重学生的情感体验。

这节课的评价环节做得不够充分，师生之间的评价和生生之间的相互评阅欠缺时间。其实这是一个相互欣赏相互学习的时刻，若能让学生在评价环节中学会如何发现他人文章中的亮点和缺点，进而完善自己的文章，这样教学效果会更好！

11

12