Unit 7 The world of nature教學設計與評析

張晨　湯海英

●The analysis of the textbook

This lesson is selected from EEC textbook in Grade 8. It is the last time for the teachers and students to use this textbook. This unit develops different kinds of teaching activities which are related with the topic of the world of nature. The type of this lesson is the listening and speaking part. This lesson aims to help students know the two sides of nature. Nature gives humans what we need and at the same time nature will harm us if we dont respect nature. The core of this lesson is to teach students to use the expressions to show their doubts and opinions and to cultivate students consciousness of respecting nature.

●The analysis of the students

The students who take this class are not the students the teacher teaches， so the teacher is not that familiar with these students. The teacher carefully analyzes the situations of the students. Students in Grade 8 have certain language skills and they have accumulated many words and expressions， but the polarization among students is more and more obvious. Students in Grade 8 are not willing to speak English in class because of their shyness. Students can understand words and dialogues with the help of pictures and videos which can also motivate their learning interests. According to these situations， the teacher teaches new words through pictures and simple explanations of the words. The teacher uses a short video to help all the students understand the listening dialogues in order to reduce the gaps among students with different standards. The teacher applies a talk show to help students actively participate in the class activities and use English to express their opinions.

●Teaching aims

Knowledge and abilities： Students can master the new words and know how to read these new words through the chant. Students can use the key expressions “What makes you think that？” and “To me， nothing is more important than respecting nature” to express their doubts and their opinions. Students can practice listening and speaking skills.

Process and methods： Use some pictures to help students acquire the meaning and pronunciation of the new words. Use a short video to help students understand the listening dialogue. Cultivate students listening and speaking skills during the class. Ask students to use the expressions to make a new dialogue and show their performance in the talk show.

Emotion， attitude and value： Learn some knowledge about nature and introduce some disasters in nature. Encourage students to protect nature through some trifles around them and improve their consciousness of protecting nature.

●Teaching emphasis

Help the students acquire the key expressions “What makes you think that？” and “To me， nothing is more important than respecting nature” to express their doubts and opinions. Enable students to develop their listening and speaking skills.

●Teaching difficulty

Enable students freely use the expressions to communicate with others when expressing their doubts and opinions. Enable students to use listening strategies while listening to the dialogue.

●Teaching strategies and methods

Situational approach； task-based teaching approach； group work technique.

●Teaching measures and equipment

A computer； blackboard； some pictures； two short videos； listening and speaking materials.

●Teaching procedure

Step 1 Warm up and lead in

Introduce myself to the students through some pictures. Ask students to guess where I was in the pictures in order to make students prepare for the class and be interested in this class and lead in the topic “The World of Nature”.

Step 2 Presentation

（1）Learn the new words through some pictures. Ask students to guess the Chinese meaning through pictures and English meanings. Ask students to pay more attention to the pronunciation of some letters.

（2）My two students like traveling very much and they are talking about what to do to enjoy nature. Read their dialogue and later try to make your own dialogue.

Make your own dialogue with your partners using some phrases in the box or using your own words.

（3）Trees are very important parts in nature. Talk about what we make with trees. Discuss what trees give us. And ask your partners what trees need to grow.

Step 3 Listening

（1）According to the two students dialogue， predict what they will talk about in the following dialogue and watch a short video to find the answers and grasp the main idea of the dialogue.

（2）Let the students listen to the tape carefully and answer the question “Why do people cut down trees” and write the missing information.

（3）Let the students listen to the tape again. And this time， all the students should choose “T” for true and “F” for false.

（4）Listen again and fill in the blanks.

Step 4 Speaking

（1）Listen to the speaking dialogue carefully and answer the question “What is the most important thing to the boy？”

（2）All the students read the dialogue loudly.

（3）Read the dialogue with your partners and you are supposed to change roles.

Step 5 Act out the dialogue with the key expressions

Watch a short video and tell their feelings.

Create new dialogue using the key expressions and ask them to talk about what we should do to protect nature.

Step 6 Summary

Ask students to summarize what we have learnt in class. Nature is our friend. Lets join hands to protect nature.

Step 7 Quiz

Ask students to finish the quiz to check whether they have mastered what they have learnt.

Step 8 Homework

（1）Keep the key expressions in mind and recite the listening dialogue.

（2）Prepare for a new talk show about “Human and Nature”.

●Blackboard design

●Reflections

In this class， the teacher uses English to teach students and designs a number of activities to help them learn this lesson. The teacher designs a chant using the new words in this lesson to help students understand the meanings of the words and learn the pronunciation of the words. This activity motivates students learning interests and makes the teacher and students be familiar with each other.

The teacher fully utilizes the multimedia technology to motivate students learning interests. The teacher rationally designs different tasks in order to help students with different learning standards to acquire something from this class. The teacher also designs a talk show activity to ask students to use the expressions to show their doubts and opinions and to propose suggestions of protecting our mother nature. This design of this class acquires some achievements. For example， it helps students know the key expressions and two sides of nature. It makes students realize the importance of protecting and respecting nature.

But the teacher still teaches more in this class. The teacher should give students more opportunities to use English to express themselves and give them more instructions on how to learn English and how to apprehend the listening dialogue using some learning strategies. As a novice teacher， I should establish the consciousness of lifelong learning and constantly improve myself. Moreover， I will pay more attention to improving students learning competence in future.

評析：

哈爾濱市蕭紅中學張晨老師作為青年教師，個人素質優秀，基本功扎實，課堂表現突出，是一位非常有潛力的英語教師。potential這個英文單詞可以用來評價本節課，其中，potential（有潛力的）的每一個字母分別代表一個單詞，而每一個單詞正是這節課的特點。

Passionate（熱情的）

教師有活力，課堂氛圍好，學生們被教師的熱情點燃，積極熱情地參與到英語課堂中。

Organized（有組織的）

板書設計與各教學環節緊密相扣，幫助學生厘出一條清晰的脈絡，從點滴入手，在落實課標的基礎上，重在發展學生的核心素養。

Thoughtful（思考的）

全英授課，語音語調標準地道，創設了良好的語言環境，課堂情景設置有想法，不斷為學生搭建臺階，升華表達。

Elegant （優雅的）

教師教姿教態優雅，有親和力，課堂評價用語能夠很好地激勵學生學習，增強英語學習的自信心，具有啟發性。語音語調標準地道，課堂用語流暢清晰。

Novel（新穎的）

設計新穎，選用了貼近學生生活的英語學習資源，多媒體技術為課堂增色添彩，充分體現了信息現代化手段在英語教學中的積極作用。英語課程標準要求教師要不斷豐富學生的課程資源，拓展英語學習渠道，在本節課的輸入過程中，教師選用了學生熟知的卡通人物作為主線，并嘗試以視頻短片的形式將聽力對話呈現給所有學生，創造性地開發和利用了現實生活中鮮活的英語學習資源，幫助學生更好地融入到英語課堂中。

不同層次學生的接受程度不同，并且我們的學生有著不同的學習風格和習慣。在以往的聽力教學中，聽覺型學習者往往更有收獲，本節課教師在設計教學任務時考慮到不同學習風格學生的特點，以貼近學生生活的視頻呈現對話的設計，有助于滿足不同學習風格學生的學習要求，視覺型學習者和聽覺型學習者都能有所收獲，同樣這種方式也有利于滿足各個層次學生的學習需求。Chant的設計是本節課的高潮，在這一教學環節中，所有的學生在課堂中都被調動起來，在活動中鞏固單詞，此設計有助于滿足動覺型學生的學習要求。總體看來本節課的教學設計可以更好地關注課堂中所有學生，這一點很符合英語課程標準中面向全體學生，關注語言學習者不同特點和個體差異的要求。

Task-based teaching（任務型教學）

本節課采用任務型教學方式，示范先行，教學任務的設置有梯度。英語課程標準要求教師要充分考慮語言學習者的漸進性和持續性。本節課教學任務的設計緊緊圍繞“學生的需求”，任務的設置由淺入深，循序漸進，不斷增強了學生英語學習的自信心。

Interesting（有趣的）

創設情境，激發學習興趣。學生對教師設計的“人與自然”英語談話節目的語言輸出環節表現出濃厚的學習興趣，主動融入課堂任務中，這一環節的設計符合英語課標中重視語言學習的實踐性和應用性這一要求。

Accurate（準確的）

本節課定位準確，目標科學。教師對教材把握到位，課堂中各環節如行云流水般流暢，各環節間過渡自然，對學生的學情了解到位。課程設計實現了本節課的知識與能力目標，而且還提高了學生的環保意識，實現了本節課的情感、態度和價值觀這一教學目標。

Lack（缺乏）

教學是一門遺憾的藝術，本節課雖然經過教師的精心設計，在課堂中取得一定的成效，但是仍有一些不盡如人意的地方。教師仍需進一步轉變課堂角色，做匠心獨運的引領者，將課堂真正的主動權交還給學生，而不要一味地提問學生，這樣學生回答的多，思考領悟學習方法的時間相對較少，無法體現課堂中學生的主體地位。在今后的教學過程中，教師應該多花時間思考如何引導學生關注學習方法，并將行之有效的方法滲透在教學過程中，這種無痕教學更有利于幫助學生潛移默化地掌握多種多樣的學習方法。另外，教師要在今后的課堂中進一步思考如何優化課堂評價用語，使得課堂評價用語更有啟發性，更好地激發學生的學習興趣，進一步促進學生自主學習能力、思維能力以及跨文化意識的發展。

相信張晨老師在今后的工作中一定能夠繼續發揮潛力，不斷學習，不斷成長，在教學的道路上不斷更新教學理念，提升教學能力。

（注：此課榮獲哈爾濱市南崗區第32屆“百花獎”一等獎。）

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