Great Scientists 教学设计3

必修五第一单元听说语言技能课的教学设计1. 整体设计思路、指导依据说明本篇教学设计是综合的语言技能的训练，融合听说读写，重点突出听说能力。根据广东省英语高考听说的题型，有针对性地设计相应的训练，采取“听前读，听后说，说后写”的教学方式。在以往的英语教学中，很多老师倾向于将听、说、读、写四项语言技能分项进行训练，而对其融合运用的能力的培养却有所欠缺。而在现实日常的语言交际中，我们对语言技能的使用并非孤立开来，而是一个综合运用的过程。因此，在教学过程中作为教师有必要将多项语言技能的训练进行适当的整合，使其相互渗透促进，但也有所侧重，突出重点。四项技能中，读和听是输入，说和写是输出，只有将语言的输入和语言输出有效地联系起来，才能更好地培养学生运用英语进行交际的能力。 2. 教学背景分析教学内容分析：本教学设计是人教版普通高中课程标准实验教科书.英语必修五第一单元第三课时using language 部分。这一单元的话题是围绕“科学家如何以探索、钻研、无畏的科研精神验证未知的科学道理”而展开的。其中本课时是单元教学中的语言运用（using language）部分，它涵盖听说读写的综合运用。但因课堂时间只有短短45分钟的限制，这节课的设计重点在听和说这两方面。听的部分是通过两个学生谈论科学家钱学森的故事，使学生了解科学家的生活经历，并通过回答问题训练学生的分析，解决问题的能力。说的部分是通过学生讨论将来选择什么科学工作，需要什么样的教育，品格以及经历来完成提问和应答的交际功能任务训练，也实施了对学生的德育教育。学生情况分析：作为高二的学生，对科学家这类人物介绍的文章应该已经有所了解和熟悉，也具备些相关的词汇和表达，而且这个话题也是学生所较感兴趣的，特别是对于理科班的学生来说，因此，我想学生会有比较高的学习积极性和主动性。但是，很多同学对于听说是存在畏惧感的，特别是高考听说新题型的改变对于粤北山区的孩子们来说真是一大挑战。语音是否准确，语速是否流畅，是否能听懂信息进行问答，能否及时记录关键信息点进行复述等等这些都是我们老师在听说课活动中要考虑到的实际问题。还有些学生缺乏自信，不愿开口，担心出错等等，那么教师所设计的活动要求就要由浅入深，层层递进，逐步培养和提高学生运用英语进行表达的言语能力。3. 教学目标分析语言知识目标：让学生了解些科学家和生活经历和他们所做出的贡献，并学会如何去描述人物。语言技能目标： 在听力过程中培养学生进行预测，获取信息进行问答，做笔记记录信息对信息进行处理的能力。同时，在说的方面培养学生良好的语感，正确的语音语调，进行问答，复述的语言表达能力。情感目标： 鼓励学生向这些伟大的科学家们学习，学习他们探索、钻研、无畏的科研精神。在活动的过程中培养学生相互配合的团队合作精神。4. 教学重点、难点分析教学重点：1) 在听力过程中培养学生进行预测，获取信息进行问答，做笔记记录信息对信息进行处理的能力。2) 在说的方面培养学生良好的语感，正确的语音语调，进行问答，复述的语言表达能力。教学难点：1) 在教学过程中如何更好地创设场景，让学生有话可说，乐于表达。2) 在听的过程中如何指导学生更快地记录更多的有效信息。5. 教学过程设计步骤1：Revision （3 minutes）T: In the last period, we learned about John Snow who defeats “King Cholera”. Now please say something about this famous person who has made great contributions to the world，using the complete sentences. ( If your sentence is complete and correct, you get 5 points; if your sentence is incomplete or inaccurate, you can just get 2 points; if your sentence makes no sense, no points.)(分4组比赛，让学生尽可能地用完整的句子来介绍John Snow 如何以科学的研究方式收集、分析数据，找到控制霍乱这种传染病的途径的故事)设计意图：这是复习上节课所学的内容，要求学生用完整的句子说出John Snow 是如何发现并控制“霍乱”这种传染疾病的。这是对所学内容的通过说进行的一个输出的活动。一则温故而知新，再则通过比谁能说这个竞赛形式，也初步调动课堂的学习氛围。步骤2： Grammar Completion（5 minutes）T: Read the following passage about Qian Xuesen to get some information about this great scientist. While reading, please complete the passage.Qian Xuesen (1911-2009), born in Huangzhou, China, lived and studies for many years in the USA but returned to China in 1955 regardless of temptation. In 1939 he received PhDs in _1_aerospace and mathematics and stayed in the USA to work on rockets and missiles. When he returned to China he became the Director-General of the Mechanics Institute of the Chinese Academy of Science. He helped Premier Zhou Enlai _2_(begin) a programme to build Chinas first rockets and missles in 1956. Qian Xuesen has won many international awards, including being honoured in China as _3_ outstanding scientist with outstanding achievements. In 2009, China was preparing to build a space exploration launch pad on the island of Hainan, and had set _4_ the aim of getting a Chinese man on the moon in the next decade. Qians contribution _5_Chinas space and missile programme cant be underestimated. Much of the technology behind the Shenzhou rockets, _6_(launch) into space from the 1990s onwards to much national fanfare, can be traced back to research_7_ Qian undertook. And much of that was based on what he _8_(study) in the USA during his 20 years there. After his _9_(retire) in 1991, he maintained a low profile, despite being garlanded with awards. Qian Xuesen died _10_ 31 October 2009.设计意图：因为在听力活动中，对钱学森的介绍内容偏少，因此补充一篇关于介绍钱学森经历的文章，并在文章中设空，改编成语法填空的形式，这样既拓展学生的阅读，激活学生相关的背景知识，又加强学生对于一些语法结构的重视。这也是任务型听力活动设计的一个重要环节。激活背景，扩充知识，降低学生对听力的焦虑程度。步骤3： Reading Aloud （5 minutes）T: Read the following passage, paying attention to the pronunciation and intonation. Make some marks to help you read better. For the first time, read after the teacher, then pratise by yourself. After that, I will ask someone to read in class. 设计意图：为了配合广东省高考听说考试第一部分模仿朗读而设计一篇文章，取材于学生学生刚刚做完语法填空的有关钱学森经历的描述的文章。结合本单元本课时的主题介绍科学家，从语篇入手，在训练时要求学生学会利用相应的符号做好意群停顿，重音，升降调，以把握好朗读节奏，发音饱满、语调自然、停顿得当。步骤4： Pre-listening：Prediction and Question-Asking （5 minutes）：Now we are going to listen to some material about Qian Xuesen. Can you predict the content of the listening, based on the pictures and the exercises in the textbook. If you talk with your friends about Qian Xuesen, what topics would you like to cover? T: You may raise the questions according to the hints below:请用英语提出以下三个问题：1. 他是什么时候出生和逝世的？_2. 他为国家做出了哪些贡献，取得的哪些荣誉？_3. 他被成为是中国的航天之父，是吗？_设计意图:预测这是听力训练中一项微技能，在听之前让学生学会根据图片，练习的内容推测将要听的内容，能降低听的难度，有助于提高对所提内容的信心。 此外，根据广东高考听说考试第二部分的要求，再设计了“问”这个环节，让学生学会提问，因为学生普遍对于英语的疑问词和英语的语序感到困难，这一部分使用“中式英语”的现象比较严重，要加强训练。步骤5：While-listening: Listening for Detailed Information（5 minutes）T: Now lets listen to a conversation between Yu Ping and Steve Smith about Qian Xuesens life. Please listen carefully and write down as much information as possible. Later, you are required to answer 5 questions based on the listening material.After listening, answer the following 5 questions given by teacher one by one.1.What does Steve Smith want to be when he grows up? And why?2.How about Yu Pings ambition？3.What did Qian Xuesen do to become a rocket scientist?4.What was Qian Xuesens main achievement when he returned to China?5.What would Steven Smith do if he had the chance to the Mars? And Why?设计意图:指导学生在听的过程中集中注意力，并进行记录，要求又快又多，作为回答问题的知识储备，完成听力任务。听后再呈现问题，让学生回答，因为在日常的生活中是不可能先预知问题的, 这种活动设计一则是模拟广东省高考听说角色扮演获取信息进行问答的部分；二则也是模拟相对真实的生活场景进行训练。步骤4和5分别是听力活动中问答的重要组成部分，通过对语言的运用来提高语言水平，可称为skill-based instruction.步骤6：Speaking -Role Playing（10 minutes）T: Up till now, we have learned about some great scientists and great people who have many nice qualities for us to learn. Can you write down those in the table?Great Scientists and Great PeopleCommon or Shared CharacteristicsNelson Mandela Isaac NewtonAlbert Einstein Stephen HawkingMarie Curie Yuan RongpingQuan Xuesen Patient, creative, hard-working, co-operative, confident, brave, positive, pleasant, polite, determined, energetic, strictT: Supposed you would like to work as a scientist in the future, Now discuss with your partner about your future scientific job. What questions would you like to cover? And questions and the expressions in the table may help you begin and make the dialogue with your partner.Questions:Useful expressions:What kind of scientific job do you want to do?Why are you so interested in this job?What education will you need?How long will the training take?What work experience would be useful?How will you prepare for this career?I always wanted to becauseI think I am good at soI will need some training inThe experience I will need isI might find it difficult toMy greatest problem will be toI need to practise.T: Ask students to make the dialogue in pairs with the help of the mentioned questions and expressions.设计意图:前面听力部分属于语言的输入，而这一部分说是语言的输出前所提供的语言的支持。因为很多时候创设语言的交际情景让学生进行对话或表演，学生常常觉得无话可说或不知从何说起，因此在活动前教师提供相关的语言支持显得尤为重要，这样也有助于培养学生的自信，和加强一些重要句式结构的运用。步骤7：Speaking-Retelling（8 minutes）T: Now comes your show time. Please give a report about what you have talked about, tell us your partners scientific job in the future, based on the following pattern.Retelling : (suggested pattern)My friend XXX always wants to be. And he/ she is trying his/ her best to.As you see, the experience that he/ she needs is to .Though at present, he is faced with many difficulties such as/ he or she finds it difficult to, he never gives up and makes every effort to overcome the difficulty to. To be a scientist in the future, he knows he will need to be. Besides those personalities, he also should be and he is trying his best to own such good qualities. In order to be well-prepared for this career, XXX intend to I am sure he/ she will make his dream come true, as good chances always belong to the people who have already prepared for them. I wish XXX success and I am looking forward to his good news.设计意图:这个说活动其实就是对刚才同伴间对话信息的一个整合和复述的反映。有了前面知识内容的提供作为铺垫，同学间的问答对信息的有力补充，这个活动可以说是水到渠成。对于口语较弱的学生来说，提供一个说的模板，让他复述故事会更有层次，更具条理性。步骤8：Summary & Homework（2 minute）T: In this period, we have focused on the listening and speaking abilities. Besides, we have learned more about those great scientists and some more useful expressions about how to describe your future scientific job. (Ask students to read those expressions again.)T: Todays homework is to write down your own scientific job based on what you have discussed with your partner ,using as many useful sentence patterns as possible. Besides, describe one of your favorite scientists to your partner, ask him or her to guess and retell your story.设计意图:Summary 是对一节课必不可少的总结，让学生对这节课的内容有个整体的了解和巩固。Homework 的设计是根据对speaking 的活动的一个书面的输出，课后的延续，使学生对这节课内容再次回顾和梳理，以巩固所学的各项知识技能目标。6.教学评价设计评价内容：教师对教学的每个环节设计以下一个教学活动参与测量表，进行师生间，同伴间和学生自我的评价。评价的内容涉及本节课教学的7个环节，如Speaking, Reading aloud, Question-asking, Answering questions, Grammar Completion, Role-playing and Retelli