教学设计Astronomy：the science of the stars（柴建华-秦汉中学-高中英语）

教学课题Astronomy：thescienceofthestars

学科英语年级时长1课时

指导思想与理论依据

1）高中英语学科核心素养理论

本堂课的设计建构在高中英语学科核心素养理论的指导下。英

语学科致力于培养学生四方面的素养：语言水平、文化品格、思维

品质和学习水平。这四个方面环环相扣、紧密结合。其中，思维品

质指学生在思维的逻辑性、批判性、创新性等方面的水平和特点。

高中英语的教学方向是通过英语文本的学习，使得学生能够辨析语

言和文化中的各种现象；分类、概括信息；分析、推断信息的逻辑

关系；准确评判各种思想观点，理性表达个人的观点。思维品质是

学生创新发展的重要途径之一，它决定了我们思考问题的深度和广

度。所以，在注重其他三方面素养的同时，本节课的重点放在学生

思维品质的培养上。

教学背景分析2）批判性思维理论

MichaelScriven和RichardPaul在1987年的“批判性思维及教学

改革第八届国际会议”上指出，批判性思维包括两个方面：（1）个人

通过观察、经历、反思、推理或交流获取或生成信息，并将此信息

实行使用、分析、整合或评估；（2）其目的是指导个人的信象和行动。

批判性思维的过程中，以下元素将会受到注重：目的、问题、假设、

义、推理、影响，不同思维角度，思维框架等。相比之下，非批判

性维指导下的阅读则停留在单纯的阅读信息的获取和相关技巧的

掌握上，批判性思维理论和英语学科核心素养中的“思维品质”在概

念上是有临相似之处的。

3）布鲁姆认知领域教育目标分类（2001）

布鲁姆把认知领域内的教育目标分为六个主要类别，依次是记忆、

理解、应用、分析、评价和创造。创造贯穿整个认知过程的始终。

分类理论具有两大特征：一是目标具备可测性，二是目标有层次结

构。所以，本课在致力于培养学生思维品质和批判性思维水平的思

想的指导下，借助布鲁姆的教育目标分类设计教堂流程，层层递进、

逐步深入。

AnalysisofTeachingMaterials：

1.Thisunitcentersonastronomy：thescienceofthestars,the

developmentoflifeandspacetravelandgravitytomakestudentshave

aunderstandingofspaceandlifeoriginbyreadingrelatedmaterials.At

thesametime,throughsomeexplorativequestionscanstudentsbetter

understandthecurrentsituationofourearthandtriggertheirdiscussion

onwhatourearthwillbeinthefutureinordertoarousethestudents9

interesttoexploretheastronomy.

1.1WARMINGUP

Itisaimedtoleadstudentstodiscusssomequestionsrelatedto

astronymysoastobringthetopicofthisunitintofocus.

1.2PRE-READING

Itisaimedtoleadstudentstofigureoutdifferentideasonlife

beginningonearth,namelyscientificideas,religiousideas,cultural

ideasandsoforthbasedonwhichtheteachercanguidethemtopredict

whatthereadingwillbeabout.Besides,storytellingnotonlycan

triggertherelatedbackgroundknowleageinstudents,butalsocan

maketheclassattractive.

1.3READING

Ittellsreadersthedevelopmentofearthandlifeevolution.Sucha

worryinglineas"theearthmaybecometoohotforthelivesonit”

makesstudentsreflectonthecurrentsituationoftheerathand

correspondingmeaturestakentosolvethissituation.Thisisaimedto

helptriggerstudents9awarenessofsolvingsocialproblems.

1.4COMPREHENDING

①Analyzethestructureofthepassageandwritedownthemainidea

foreachparagraphtohelptestifstudentshaveundestoodthethought

organizationofthepassage.

②Puttheorderofdevelopmentoflifeintoatimelinetohelptestif

studentshaveunderstoodthelifeevolutionandthetextunfolding.

(3)Answertheopen-mindedquestionstohelptestifstudentshavea

deeperunderstandingofthepassage.

2.Arrangementsofperiods

1stperiodIntensiveReading

(warming-up,pre-reading,readingandcomprehending)

2ndperiodLanguagepoints

3rdperiodLanguagepractice

4thperiodGrammar

5thperiodLanguageuse

Analysisofstudents：

①Thesecond-yearmiddleschoolstudents

②MediumlevelinEnglishlearningwiththeiraveragescoreupto90

outof150intheplacementtestatthebeginningofthesemester(low

level=90,90<Mediumlevel=120,highlevel>120).60%ofthe

studentshavescoredmorethan90.

(3)StudentshaveastronginnermotivationoflearningEnglish(theyare

activeinEnglishlearning)

④Thetopic“astronomy^^isquitefamiliartoandappealtostudents.As

second-yearmiddleschoolstudents,theyhavemasteredsomebasic

readingskillssuchasskimmingandscanningtohelpthemfigureout

thestructureandgetsomesuperficialinformationonthetopic.

However,studentsneedtoimprovetheirtextualreadingabilitysoas

toimprovetheirEnglishlearning.

AnalysisofEnglishCurriculumStandards

TheEnglishCurriculumStandardsrequire：teachingshouldpay

attentiontostudentstextualreadingabilityandstudents9emotions.

Thisteachingperiodisaimedtoimprovestudentstextualreading

abilitybyreadingmaterialsandcultivatestudents9awarenessof

protectingtheearthandexploringtheastronymy.

1.Knowleagegoal知识目标

Tolearnthebasicknowledgeaboutsolarsystem

2.Abilitygoals水平目标

a.Tomasterthebasicreadingskillssuchasskimmingandscanningso

astograspthemainideaanddetailsofthereading（技能目标）

b.EnableStudentstogiveabriefintroductionofthescienceofthestars

andthedevelopmentoflifeaccordingtotheorderofdevelopmentof

lifeintoatimeline（语篇水平）

d.Retellthepassageinaccordancewithtimelineoflifeformation.

3.Emotionalgoals情感目标

Toarousestudents9interesttoexploretheastronomy.

教学目标

Toarousestudents9awarenessofprotectingourEarthandsolving

socialproblems

Teachingimportantpoints教学重点

a.Talkaboutthebeginningoflifeontheearth.

Whydidanimalsfirstappearintheseas?

Whydidgreenplantshelplifetodevelop?

b.Discusstheorderofdevelopmentoflife.

Teachingdifficultpoints教学难点

a.Understandthebeginningoflifeontheearth.

b.Discussthequestions：

WhatproblemisourEarthfacingandwhatshouldwedotoprotectit?

Teachingmethods教学方法

a.Skimmingandscanning.

教学方式与策略b.Q&AactivitytochecktheStudents9understandingofthetext.

c.Individual,pairorgroupworktofinisheachtask.

d.Discussion.

Teachingaids教具准备

Acomputerandaprojector.

活动内容活动意图时间分配

1.TorecognizestarsandplanetsToleadstudents2min

insolarsystem(Q&A)tothetopicof

2.Matchthenamesoftheeightastronymy：the

planetswithpictures(groupscienceofstars

work)(lead-in&warmi

3.Aquiztesthowmuchstudentsngup)

knowaboutourplanet-the

Earth(Q&A).

4.Religiousideas,culturalideasTotriggerrelated3min

andscientificideasonlifeknowledgeonlife

developmentonearth(groupdevelopmentso

教学活动设计discussion)astoguidethem

5.Lookatthepictures.Doyoutopredictwhat

knowthetopicofthisunit?thereadingwill

beabout.

(pre-reading)

6.MatchthemainideaofeachTograspthemain8min

paragraph.ideaofeach

(individualwork)paragraph

Toknowthe

7.Passagestructure(pair-work)organizationof

thispassage

Tosummarizethe

8.Summaryofmainideaofthismainideaofthis

readingreading

9.FillintheblanksintheTohavea15min

followingform.detailed

(groupdiscussion)understandingof

10.Puttheorderofdevelopmentlifedevelopment

oflifeintoatimeline.Usetheanddevelopment

readingpassagetohelpyouoftheearth

(individualorpairwork)Toexercisethe

11.Todrawthepictureoflifeabilityofstudents

developmentanddevelopmentoftoprocess

theEarthinformation

(pairwork)(readingand

comprehending)

12.WhatisthecurrentsituationToexercise7min

oftheEarthfromthelaststudents9ability

paragraph?Whatshouldwedotofindingout

toprotectourEarth?(groupproblemsand

discussion)solvingthem

Toarouse

awarenessof

protectingthe

Earthinstudents

13.RetellingthepassageTocultivate5min

accordingtothetimelineoflifestudents9ability

develomentonEarth(grouptohavea

work)coherentand

cohesivelogic

thinking(textual

ability)

14.Homework：writingaTotestifstudentsAfterschool

passagetodescribethesituationhavethecritial

oftheearthandputforwardthinkingabilityto

somesuggestionstoimprovelearnfromreal

thatsituationlifeby

板书设计Matchthemainideaofeachparagraph.

F

o

Para.1Jheformation（形成）ofther

m

a

t

\earth.i

o

n

Para.2/CTheimportanceofwaterforo

f

\ZIife.E

a

a

Para.\Awidelyacceptedtheoryh

'abouttheformationofthe

universe.

iL

Para.4\y^Thearrivalofhumansandef

f

o

theirimpactontheearth.r

m

a

t

Para.5'Sj'hedevelopmentofplantsi

o

andanimalsontheearth.n

BigBang4.5-3.8manymillion2.6Now

billionyearslatermillion介

TimelineoftheformationoftheEarthandlife

reduce

reuse

£recycle

HowtoprotecttheEarth

教学特色与反思