Earth First-Using Language教學紀實與反思

董曉冰

教學內容：

外研社英語必修第二冊第六單元第65頁至第67頁.

教學目標：

By the end of the class， students will be able to：

1.identify present participle and past participle used as complement， understand the benefits of using -ing or -ed form and have preliminary application.

2.know when， why and how to interrupt others politely and put it into practice.

3.have a further discussion about global warming and put forward more solutions.

4.analyze causes， effects， and solutions to different environmental problems by using what they learnt.

教學重、難點：

Key points：

1.Get the students to briefly analyze some environmental problems as well as some possible solutions represented in the short passages and audio.

2.Get the students to learn a grammatical item - using -ing and -ed form as complement.

3.Get the students to listen to an audio to grasp the gist and details.

Difficulties：

1.Get the students to understand similarities and differences between -ing and -ed form as complement.

2.Get the students to summarize the key points while listening to the passage.

3.Get the students to learn how to interrupt others appropriately in a real-life context.

教學步驟：

Step 1 Lead-in

Teachers activity：

1.Ask students to brainstorm environmental problems.

2.Show students some pictures related to the topic by using -ing and -ed as complement.

3.Lead students to the topic.

Students activity：

Have a basic understanding of the topic.

Objectives：

1.To activitate students background knowledge.

2.To get the students familiar with “-ing and -ed” as complement.

Step 2 Learning -ing and -ed as complement

Teachers activity：

1.Show students pictures and ask them to choose the correct word.

2.Ask students to observe the sentences together and summarize the functions and usage of -ing and -ed as complement.

Students activity：

1.Read the sentence and make a choice.

2.Summarise the functions and usage of -ing and -ed as complement with the help of the teacher.

Objectives：

1.To encourage students to discover the grammar usage by themselves.

2.To further enhance students understanding of -ing and -ed as complement.

核心素養提升點：

培養學生分析、歸納、概括信息的技能，提高語言能力。

Problem 1 Ocean Animal Endangerment

Teachers activity：

1.Ask students to read the passage and figure out Hannahs special way to help ocean endangered animals.

2.Ask students to choose the correct forms of given verbs.

3.Ask students to figure out which -ing and -ed form is used as complement.

Students activity：

1.Read the passage and find out what is Hannahs special way.

2.Choose correct forms of the given verbs.

Objectives：

To get students to practice -ing and -ed as complement.

核心素養提升點：

讓學生分析、概括信息，鍛煉語言能力;引導學生利用思維導圖分析和概括問題，鍛煉思維品質。

Problem 2 Nature Destruction （SNNR）

Teachers activity：

1.Ask students to read the interview and answer the question.

2.Help students rewrite the underlined sentences using -ing or -ed form as complement.

3.Fill in the mind map together.

Students activity：

1.Read the interview and answer three questions.

2.Rewrite the sentences using complement.

3.Fill in the mind map with the help of the teacher.

Objectives：

To help students consolidate the application of? -ing or -ed? form as complement in a real-life context.

核心素養提升點：

讓學生利用已有的知識在真實語境中應用，提高語言能力;利用思維導圖歸納總結，鍛煉思維的邏輯性和完整性。

Problem 3 Smog （listening）

Teachers activity：

1.Ask students to read the introduction part and fill in the mind map.

2.Play the audio and ask students to complete the slides.

3.Check the answers with the class.

4.Ask students to recall how the listeners interrupt the speaker and give more relevant expressions.

5.Have a similar conversation with students about another topic-recycling.Practice how to interrupt politely.

Students activity：

1.Fill in the mind map.

2.Listen to the lecture and complete the slides.

3.Check the answers with the teacher.

4.Talk about how to interrupt politely.

5.Listen to the teacher carefully and try to practice how to interrupt others.

Objectives：

1.To train students to grasp the main idea and key information of the listening materials.

2.To help students learn how to interrupt politely.

3.To help students learn more about the factual information about recycling.

4.To encourage students to practice interrupting others politely.

核心素養提升點：

學生通過聽力練習，加強對空氣污染的理解，歸納并總結出聽力材料中的關鍵詞，提高語言能力;學生學習并探討打斷別人是否禮貌，辯證看待該問題，并學會如何去禮貌地打斷別人，鍛煉思維品質。

Problem 4 Global warming

Teachers activity：

Before class：

1.Help students learn the expressions and complete the brochure on page66.

2.Ask studennts to research information about causes， effects， solutions and slogans of global warming and design a brochure.

3.Provide each group with useful advice on how to present the brochure to the whole class.

During the class：

4.Listen to each groups presentation with the whole class and evaluate their work.

Students activity：

Before class：

1.Learn useful expressions and how to make a brochure.

2.Research information about global warming and work in group to design a brochure.

3.Choose one presenter to show the group brochure.

During the class：

4.Listen to each groups presentation with the whole class.

Objectives：

1.To deepen students understanding of global warming.

2.To help students develop comprehensive skills， like how to research and process information， how to spread opinions effectively， and how to cooperate with others.

核心素養提升點：

在語言能力方面，學生能夠整合運用語言進行表達;在文化意識方面，學生學會聯系生活實際，深入思考;在學習能力方面，小組合作式探究學習的方式有利于學生樹立合作意識;在思維品質方面，學生學會分析、歸納、整合信息后進行有效表達，鍛煉思維的完整性和邏輯性。

板書設計：

課后反思：

強基計劃聚焦基礎學科，力爭選拔基礎過硬的綜合型人才，而英語作為一種工具性語言，是各個學科深入學習的基礎和橋梁。因此，本校根據國家課程標準，結合新課標要求，將英語學科課程設置為，“普育”課程、“個育”課程和“卓育”課程。這樣的課程模式的意義在于提升學生的自主學習、合作學習、綜合運用語言和跨文化交際能力，從而培育學生的國際視野、提升學生多元文化辨析能力、增強學生的民族文化自信。

本節課的設計以這些方面為目標。按照新課標的理念整合了教學內容，整節課的活動設計都圍繞著單元主題——環境保護展開，將非謂語動詞做賓補的語法練習融入到每一個環境問題的總結之中，從而避免了淺層次的、碎片化的語言知識教學，培養學生綜合運用語言的能力。

通過設置真實語境，讓學生在模擬對話中學會有禮貌的打斷別人，在搜集資料和小組展示中發散思維。這些方式，有助于提升學生分析和解決問題的能力，發展思維品質;同時兼顧自主合作、探究學習等多種學習方式，實踐英語學習活動觀，培養學生的學習能力。

本節雖然是語法課，但是在教學設計上并沒有只局限在語法層面，而是通過語篇和思維導圖，引導學生關注環境問題，力爭讓學生通過一節課的學習不僅學會用語言知識討論問題，還能加深對環境問題的思考，樹立環境保護、人類命運共同體的意識。

另外，對學生頁和課件的設計也考慮到對于學生文化意識的培育。學生欣賞和語篇內容相關的插圖，對于所講內容會有直觀形象的認識。結合手繪學案，對學生形成健康的審美情趣和道德情感都有著積極的引導。

基于本校學生的學習特點，平日里英語課堂容量大、節奏快、語料豐富、學生自主學習能力較強。英語教師們堅持吃透課程標準、采用真實語言資料、緊密結合學生實際、靈活創造性使用教材。本節課的第三部分，對于全球變暖的詞匯學習以及宣傳冊的制作就體現了這一特點。我在課前給學生布置任務，讓他們搜集與該話題相關的真實的語言材料，學生以小組為單位在課前進行了大量閱讀，并結合生活實際對于全球變暖的解決辦法有了自己的獨立思考和探究，在課堂上以多元的宣傳冊形式呈現出來。

在每個單元教學的最后一個課時，都會開展“雙P”教學實踐，所謂“雙P”指的是外研版新教材每個單元學習的最后一環即Presenting ideas 和Project 部分。該部分注重學生在知識與技能發展的基礎上，通過遷移創新的語言實踐活動發展學生的綜合素養。學生在開放性活動中，彼此合作，展現個性，充分表達自己對單元主題思想的理解和認識，這樣的課程設置為強基的實現打下了堅實的基礎。

■ 編輯/王? ? 波