【公开课教案】必修二Unit 1 Cultural relics “Using Language” 教学设计

1、必修二Unit 1 Cultural relics “Using Language” 教学设计教学设计简介：这是一节在新课标理念指导下，教师引导学生体验学习过程以及进行思维训练的“阅读与辩论”课。教学过程为：1、学生独立阅读教材第五页“A FACT OR AN OPINION”（见附录1），学习“观点”(an opinion) 和 “事实”( a fact)的概念；2、学生使用“观点”，“事实”的概念判断与本单元主题“Cultural relics”相关的五个单句（见StepIII ppt图片）和教材第五页第二部分文段（见附录2），实现概念从初级到高级的使用；3、学生阅读教材第七页第二部分We

2、ber的一封信（见附录3），找出Weber的观点和支撑其观点的事实依据，目的是获取信息；4、学生在老师的引导下对“a fact”、 “an opinion”进行归纳并提升，进一步指明，在辩论中，要提出“观点”并列举出支撑该观点的“事实依据”，并完成表格填写，以获取、处理阅读材料中的信息；6、在上述步骤的基础上，进行分组，讨论，列举并写出支撑各自观点的事实，为辩论做准备。7、辩论。这是本节课英语学习中的高级任务。教学内容：本课的教学内容是人教版英语Unit 1 Cultural relics “Using Language”中的“Reading and writing”。 本单元的话题是“文化遗

3、产”，内容涉及文化遗产的含义、特点、种类、归属以及如何更好地保护文化遗产等话题。本单元话题与学生的生活和经验相对较远，因此，根据教学内容和学生的语言知识和语言技能的实际情况，拟设计7个课时，本课时为第6课时，是在前5个课时学习的基础上，围绕本单元主题展开的读与说的技能训练。在本教学设计中，为了较好地体现语言接触理解体验语言聚焦自主运用的教学思路。在教学内容上对教材进行了重组和整合，即：把教科书P5“Reading and listening”中的Part1Part3中的教学内容（见附录1、2）与教科书P7中的内容（见附录3）重组，使教学内容梯度明显，难度与分量适中。这样的重组既注意到了学生的可

4、接受性，也关注了学生的潜能的发挥。学生情况：本课的教学是在尤溪五中高一（8）班实施的。该班是英语实验班，多数学生的英语基础相对较好，通过义务教育阶段和高一前五个单元的学习，学生已经具备了基本的用英语获取信息、处理信息、分析问题、解决问题及批判性思维的能力和用英语进行思维和表达的能力。教学目标：Students will be able to1. define what an opinion is and what a fact is ; And judge five sentences and a passage whether they are opinions or facts ; 2.

5、debate after discussion;教学过程：教 学 过 程点评Step I: Students are told to have a debate in this class.设计意图：开门见山，让学生明确本节课所要学习的内容。以激发学生的学习兴趣，减少学习的盲目性。 课堂实录：T(teacher): Hello, class! Today we are going to have a class debate, which is unfamiliar to us. But as we all know, in a debate, we should first raise ou

6、r opinions and then some facts to support our opinions are followed. So to begin with, we will learn what an opinion or a fact is. Now please open your books and read the passage entitled “A FACT OR AN OPINION?” on page 5. 教师实际上给学生解释了本课时的教学目标，我们可以说，教学目标就是指学生在这节课的学习目标。学生只有明确了自己的具体学习目标，才能为之努力，学习的效益才会高

7、。Step II: Students read the passage entitled “A FACT OR AN OPINION” on Page 5 （附录1）and give the answer to each of the following questions and then set an example 设计意图：学生独立阅读并以口、笔头形式完成上述任务，用解释、举例方式澄清概念，可有效地培养学生自主学习、探究的能力。 课堂实录：T: What is a fact? S 1: A fact is anything that can be proved . T: An exam

8、ple? S1: China has more people than any other country in the world. T: And then , what is .an opinion? S2: An opinion is what someone believes is true but has not been proved .For example, “The Amber Room should belong to the government, I think.” T: Would you please tell us what an evidence is?S3:

9、The true information given by eyewitness is called an evidence. For instance, the traffic accident were seen by a passer-by.通过独立阅读理解的方式，学生获取关于fact 和opinion这两个词的概念，又经过他们的分析、处理后，通过书写和举例的方式呈现出来。教师根据学生口头传递出来的信息，判断学生获取概念的情况。这正是学生自己获取信息、处理信息、传达信息的实际学习语言的过程。StepIII: Use the definition of “a fact”or “an opi

10、nion” to judge individually which of the following sentences is the opinion and which is the fact 设计意图：学生使用“观点”或“事实”的概念判断五个与单元主题相关的单句。这一环节是概念的初级运用。 课堂实录：T: Any volunteers to show your judgement?S1: The first sentence is an opinion, T: Why do you think it is an opinion?S1: Because in this sentence th

11、ere is “In my opinion” . That means “the Amber Room should be returned to Russia” is what “I” think .T: What about the others ?S2: Ex.2, a fact; Ex.3, a fact; Ex.4 ,an opinion and Ex. 5 is a fact.T: But why do you think the third sentence is a fact?S2: Because it is a thing that is known to be true.

12、 学生从语言形式上辨别具体的语句是fact 还是opinion，这是学生对以上两个概念的具体化过程，也是学生获得语言输入和输出能力的重要过程。Step IV: Work in pairs . Read the passage of part 2 on P5(见附录2) and then make a judgement on whether it is a fact or an opinion . Give reasons. 设计意图：两人一组讨论，判断一个文段，遵循了由简到繁、循序渐进的语言实践活动过程。这是“a fact”和“an opinion”的高级运用。课堂实录： T: Now le

13、ts make a judgement on the passage of Part 2 on Page 5. Is it a fact or a opinion? Or some part is a fact, some, opinion?S1: In my opinion, the most part of the passage is a fact, but the sentence “ I think it might be so, as the Amber Room has never been found” shows an opinion.T: Would you please

14、give the reasons?S1: In our daily life, what people see or what people hear is a fact.Step V: Students read the passage above again and fill in the following table.（阅读延伸）设计意图：学生通过完成表格的填写，用英语获取信息、处理信息、分析问题、解决问题的能力。进一步说明人们亲眼看到的、听到的都是“事实”；而“What he believes(thinks)”则为观点。这样，就为后面的“辩论”环节提供了支持。学生通过阅读获取了信息、

15、分析了信息，各重要的是，学生阅读体验到了作者的opinion 和fact， 进一步加深了学生对这两个概念的理解程度，因为学生是在语言篇章的层次上处理作者的opinion和reasons，为学生在后面的教学环节能够说出自己的opinions 和 fact(reasons)作了准备。Step VI: Make a summary of what we have learned above. 设计意图：归纳概括能力是学生具有良好思维品质的一个方面，可以把零散的感性认识上升到系统的理性认识，通过归纳总结，学生对“观点”和“事实”概念及其使用有了一个完整的把握，为下列“辩论”环节奠定了基础。课堂实录：（

16、注：黑体部分是老师的提示语，非黑体部分是学生一起头总结的部分）A fact is anything that can be proved; An opinion is what someone believes is true but has not been proved; An evidence is the true information. While using English, such as in talking, writing and especially debating, you, in my opinion, should offer an opinion, and a

17、fter that, give some facts to support your opinion.经过前一个教学环节，学生又从具体的语言中抽象和验证opinion 和fact 的概念。这是学生由感性到理性的思维过程。在这一环节，教师获得了学生抽象过程后的直观结果，为教师决定是否进行下一环节的教学提供了依据。StepVII: Students read the letter written by Johann Weber on Page7(见附录3), trying to decide whether they agree with Weber or not.1.Read the lette

18、r and fill in the following blanks:（获取信息） 2. Students read the letter again and give their choice.Q: Do you agree with Johann Webers opinion? () Yes ( ) No ( )设计意图：本环节的设计是学生通过阅读该信件，自己获取Weber在信中的观点是什么，支持该观点的依据是什么以及他最后得出什么样的结论等信息，然后，明确自己的观点（支持还是反对Weber的观点），为下面的分组讨论奠定基础。本环节能够使学生在英语学习过程中，提高独立思考和判断的能力。课堂

19、实录：T: What is Webers opinion?Ss (All together) the treasure shouldnt be returned to Russia or any government if they find it; T: His reason?Ss:(Together) the search has cost them a lot of time and money; T: What about his conclusion?Ss: Those who find the Amber Room should decide what to do with it.

20、学生又进行关于opinion 和fact的语言体验，获取信息，处理信息，而且，学生通过阅读明确了自己将要进行口头表达的任务，要思考学生自己的opinion和fact，为他们进行口头表达奠定了基础。Step IX: (Students are divided into several groups according to whether they agree or disagree with Weber) Students work in groups of four to make a discussion about why they agree or disagree with Webe

21、r, listing at least one fact. Meanwhile, the teacher gives a guidance for the host on the debating rules . Rules and useful expressions in the debate:设计意图：上述设计是辩论前的准备工作。为了使辩论有意义，阐述观点和事实言之有物，需要学生进行充分讨论，交换信息，丰富并充实各自所列举的原因（事实依据）；老师告诉主持人如何主持辩论活动，可降低主持难度，使辩论有章可循，有序进行；上述所提供的参考功能句，可降低学生表达中的焦虑感和难度，能使学生运用已学过

22、的功能项目有效地表达情感、意图和态度。 教师对学生活动的安排简洁、明了，学生很容易执行操作，进行语言交流活动。学生分组讨论他们各自的观点，充分地训练了学生的发散思维能力、想象能力、语言思维的能力等。学生能够比较自如地表达自己的观点和理由。教师提供功能用语，提示学生尝试使用，特别是对一些学习相对比较困难的学生来说，其辅助的作用就更大了。StepX: Debate: (Before declaring the beginning of the debate, the host first tells both sides about the debating rules and the funct

23、ional items while debating.) 设计意图：辩论是一种较高级的学习任务，也是语言输出和输入交织在一起的学习过程。创设“辩论”这种合作学习的活动，促使学生互相学习、互相帮助、体验集体荣誉感，发展合作精神。通过辩论，学生能够用英语表达观点和举证，能有效地发展学生综合语言运用能力，提高“说”的表达技能。培养学生用英语获取信息、处理信息、分析问题、解决问题以及批判性思维的能力，提高学生用英语进行思维和表达的能力，增强爱国主义精神、民族使命感和责任感，形成健全的情感、态度、价值观， 课堂实录：因为辩论双方事先并没有推举辩手，人人都享有表达的机会，因此，双方的辩论非常激烈，为了反驳

24、对方观点，有时会同时站起几个人争取发言机会。使人感到吃惊的是，主持人在没有老师的授意下，看到有个别同学没有积极参与到辩论中来（或不主动争取发言机会，或不注意倾听）时，便主动提醒有类似情况的同学，鼓励他们参与到其中。当主持人宣布“辩论结束”时，几乎所有同学同时发出了意犹未尽的“哎呀”声。（请参看课堂实录）S1: (For weber): I agree with Weber, people who found it spent a lot of time and money looking for them. If they handed the treasure to the governme

25、nt without any pay, it is so unfair for them. Second, the Amber Room was lost during the war because of the governments carelessness. They were so irresponsible that they didnt pay enough attention to keeping the Amber Room. Third, if the government doesnt pay any good attention to them again, it wi

26、ll be a big pity for the finder.So how could they hand them in secure?S3:(Against Weber):I dont agree with Weber. Because the cultural relics belongs to everyone in a country. The owner should be the government instead of a person. Second , the country had good protecting skills to pertect the relic

27、s, but if they didnt return the treasure, it might be destroyed easily. Third, the cultural relics stand for the history of one country, people can know about their own countrys history by studying them. 这个环节的辩论是学生综合运用以前环节关于opinion 和fact 的知识的一种具体体现的活动方式，在很大程度上激发了学生的情感、思维、已有知识知系统，调动了学生的学习积极性和学习潜能，开启了

28、学生的智慧，提高了学生的综合素质。Step XI: Comment on the debate 设计意图：辩论后的点评是辩论必不可少的环节。主持人和老师对双方的得体、客观的点评会进一步增强学生信心和成就感，激发他们学习英语的兴趣，同时也是教学评价的一种有效方式。经过点评，教育学生要树立正确的人生观、世界观和价值观。 课堂实录：Host: Im delighted to say that either side has done a very good job. But I think the side who agree with Webers opinion listed more fact

29、s than the side who disagree with Webers opinion. And in my opinion, everyone played an active role during debating. Thank you !”T: I agree with Shi Zhuofu. And I would like to say that Shi Zhuofu has also done a very good job. He well organized this debating,and spoke excellent English. As for the

30、debate , I think , although the side who disagree with Webers opinion had fewer facts , they expressed more clearly. What we should do with the cultural relics we have found still remains a question. Each sides opinion is reasonable , so we need to have a further discussion in the future. But everyo

31、ne should have a better sense and responsibility of protecting the cultural relics.这里的形成性评价既有学生之间的评价，又有教师对学生的评价。教师的评价合理，语言具有感染力，鼓舞了所有学生。Step XII: Homework: write a report on the debate，students can take the following sample writing as a reference: 设计意图：这一环节是课上教学活动的延伸。根据辩论内容写出一份报告的过程是学生整理思路、规划文章结构、组织素材、组织语言的技能培养过程。学生通过阅读报告结构范例，写出辩论报告能有效地培养学生用英语进行思维和书面表达能力。老师适时地给学生提供了写作结构做参考，既是学生学习的过程，也是为了降低写作难度。这样的设计，能使学生掌握语篇中基本的衔接和连贯手段，并根据特定目的有效地组织信息。 学生在进行了比较充分的口头语言表达之后，学生写起来就会顺利。学生的口头表达能力对书面表达能力的提高就有很大的促进作用。如果学生口头表达不熟练，书面表达也不会顺利。当然，口头表达能力与书面表达能力相互促进的。课后反思一、学生的主体地位得到了充分发挥本课教学从设计、到实施、再到课后后续的任务安排，较充分地体现了新