提交者:学员吴海森所属单位:新县高级中学提交时间: 2019-05-09 14:24:57 浏览数( 0 ) 【举报】

英语学科核心素养培养的教学设计案例

题目：Unit 21-Lesson 1 Super Athletes

(Period one: reading)

教师：吴海森

一、英语学科核心素养的内涵

新修订的《高中英语课程标准》将以“核心素养”为导向，并要求高中英语教学任务围绕“立德树人”和“学科素养”展开，课程总目标将从培养学生的“综合语言运用能力”转变为培养学生“英语学科核心素养”，其内容包括语言能力、文化品格、学习能力、思维品质四个相互关联的方面。

二、英语课堂核心素养培养的教学设计案例

以本人在校级优质课：Unit 21-Lesson 1 Super Athletes (Period one: reading)为例，探讨如何在高中英语课堂中如何培养英语学科的核心素养。

三、本课的教学过程中的主要步骤与核心素养培养

Step Ⅰ Lead-in

1. Look and Sing

Look at a video about some wonderful scenes from the Seoul(汉城) Olympic Games and sing a song named Hand in Hand after the video.

核心素养提升点：好的导入是一节课成功的关键。Hand in Hand是一首奥运会主题歌，弦律欢快动听，能够营造愉悦的课堂气氛，歌词内容积极向上且与本课内容相关，可以激发学生的背景知识，自然导入课文主题，激发学生的阅读兴趣，让学生去感知、想象，激发学生的思维品质。

Step Ⅱ Pre-reading

Skim：grasp the organization of the passage.

Part one. (1-2) A. Doping .

Part two. (3-6) B. Records have fallen.

Part three. (7) C. Olympic spirit

Part four. (8) D. Gene-therapy

Scan: find out some detailed information of the passage.

●What reasons made athletes’ performances improve?

It is due to better , and .

● What is the Olympic spirit?

The spirit of competition emphasizes rather than .

●Both. and violate the Olympic spirit.

核心素养提升点：精心设计问题，开发思维品质。通过fast reading 和

careful reading两种阅读方式，分别训练学生scan 和skim两种阅读策略，scan让学生对文本有整体把握，skim让学生对文本写作意图、逻辑结构有所了解，通过层层递进、有针对性的问题，激活学生思维，引领学生从不同角度思考问题并解决问题。

Step Ⅲ While-reading

1. Group Discussion

Work in group to discuss the following language points .

1）words: seek oppose digest

2）phrases: make it at all costs

3）sentence patterns: have sth. done make +宾语+宾补

2. Do Exercises

1) seek的考题

● (seek) for a solution to the problem for several days，they finally found one.

●They sought (figure) out the math problem，but without luck.

●All men have the right to seek happiness.

2) oppose的考题

●She is very much opposed the change of the plan.

● He opposed (build) a new building in this area，for there are some rare plants near here.

● I am very much opposed to （permit）him to go alone.

3)写出digest的含义

●You should allow a little time after a meal for the food to digest.

●I have digested most of the important points in the book.

●The digest of the novel included the most exciting scenes.

4) 写出make it的含义

●You needn't worry; he will make it.

●We are too late; I don't think we can make it.

●Let's make it at 8：30. Is that all right for you?

●We didn't make it to the party in the end.

5) 用cost的相关短语填空

●We are determined to defend our motherland .

●There is no sense developing industry the environment.

●I had a small room 15 cents per night.

●I can buy books from this bookstore.

6) have sth. done相关短语填空

●I won’t have you (speak) to your dad like that.

●Mother had me (go) to the shop and (buy) some salt.

●Claire had her luggage (check) an hour before her plane left.

7) make +宾语+宾补的考题

●Tom doesn’t have to be made ____________(study). He always works hard.

●He raised his voice to make himself _____________(hear).

●He is very popular among his students as he always tries to make them ______________(interest) in his lectures.

●We made him the monitor of our class.(改错）

核心素养提升点：通过小组活动让学生对提前预习的知识点通过讨论加以总结概括，培养了学生自主学习能力和合作学习的能力；通过学生对语言点的展示讲解并让学生对讲解的内容加以点评，提升了学生的学习能力；通过练习来巩固所学的语言点，实现了讲练结合，有利于学生语言能力的发展，学生之间的小组讨论、学生的语言点及相关练习的讲解、学生对语言点的点评等活动有利于学生思维品质的培养。

Step Ⅳ Post-reading

1. Present Sayings

Every group finds out a famous saying about sport, and then four students from four groups present them.

Famous saying about sport:_________________________________

________________________________

2. Enjoy the Olympic Slogan (1984-2016) in the PPT.

Step Ⅴ Brief Summary

A student will be asked to give a brief summary about what they have learned in this class.

核心素养提升点：学生总结本课所学习的主要内容，有利于培养学生的思维品质。

(一)根据传播媒介分类