作业标题：第二次校本研修成果 作业周期 : 2019-05-05 — 2019-07-25
所属计划：通识
作业要求： 请参训教师结合线上学习和校本实践，根据自身实际教学情况及课程学习，运用所学知识，设计和实施一次以展示“新课标和核心素养”为目的的教学活动，并将教学活动设计、实施与反思以文稿的形式提交至平台。 【具体要求】： 1.字数要求：不少于500字。 2.内容必须原创，如出现雷同，视为无效，成绩为“0”分。 3.为方便批改，请尽量不要用附件的形式提交。（最好先在文档编辑器word软件里编辑好，再将内容复制到文本框提交，操作时间不要超过20分钟） 4.提交校本研修成果时，请附上1-2张实践（教学）过程中的图片。
发布者：项目管理员
提交者:学员陈学新 所属单位:达权店高中 提交时间: 2019-05-15 09:33:40 浏览数( 0 ) 【举报】
Unit 14 Lesson 3 Nine to Five 教学设计
课题：The Road to Success
一、 指导思想与理论依据
《普通高中英语课程标准》中对学生阅读技能七级目标描述：1、能从一般性文章中获取和处理主要信息；2、能理解文章主旨和作者意图；3、能通过上下文克服生词困难，理解语篇意义；4.能利用上下文的线索帮助理解。这一课的教学也正是遵循着这个原则，以教材中的文字材料为载体，通过略读﹑细读﹑精读和猜测词义等阅读策略，帮助学生从文章中提取信息、处理信息，并能根据文章内容发表自己的观点，用自己的语言讨论事业成功的因素有哪些，最终提炼文章的主旨，并进一步理解文章的标题“The Road to Success”， 帮助学生培养正确的成功观。在整个学习的过程中，注重培养学生自主学习和合作学习的能力，同时也注意学生在语言技能、语言知识、情感态度和学习策略各方面的整合发展。
二、教材分析
本课是北师大版英语教材模块5第14单元第三课，前两课分别涉及了如何根据个性选择适合自己的工作以及在面试过程中需要注意的事项，第三课就选择了职业以后该如何走向成功给出了一个范例。三课的设计环环相扣，又层层递进。本课内容是讲述一名电视工作者王君燕的成长历程以及工作情况。学生将在本课获得关于学习、职业的相关词汇和信息，学习并使用根据已有信息进行推论。学生要将阅读中所习得的信息、词汇内化，用自己的语言在教师安排的课堂活动中来参与、表达，并对事业成功的因素进行讨论。
从体裁上本课是基于采访的一篇报道，因此在信息提取时以采访的问题为主线，在语言输出时还原采访．由于学生水平和能力有限，因此本课计划按两课时完成：第一课时重点是文章阅读，让学生在阅读中学习与职业相关的词汇，在阅读中使用略读与细读等策略，从文章中提取信息、处理信息，并能根据文章内容发表自己的观点。第二课时复习和巩固词汇，并在文章中体验、学习间接引语的用法，并通过观察、体会、学习，掌握其基本用法，在语境中学会应用。
三、 教学背景分析
1.学情分析
本节课的授课对象是普通学校高二文科班的学生。学生英语基础薄弱，课外阅读量小或者根本没有，基础词汇和语法欠债较多。因而每一堂课教师都必须本着培养学生学习习惯，渗透技巧，搭建台阶，体验成功的设计原则，让学生在学习过程中逐步树立信心，在原有基础上每个人都能体验成功。
2．教学方式
引导学生积极利用有效的学习资源（教材、学案、多媒体、学习伙伴等）自主、合作学习，并鼓励学生分组讨论，并分享观点。
3. 教学手段
多媒体，教学课件，板书，学案。
四．教学案例(The Teaching Plan)
The First Period (Reading)
Ⅰ.Teaching Contents:
1. Topic: The Road to Success
2. Vocabulary:
Key Vocabulary: TV presenter， inspect, grasp, overcome, curious, glory, constantly , dream of, believe in, turn over, pay off
Relevant Vocabulary: nest, turn over, existence, illegal, hesitate
Ⅱ.Teaching Objectives:
By the end of the class, students will be able to
★ Knowledge and Skills
· Grasp the following key words and phrases by taking an active part in the learning activities:
TV presenter，inspect, grasp, overcome, curious, committed, glory, constantly , dream of, believe in, turn over, pay off
· Obtain some information about Wang Junyan’s story of success by skimming and scanning the text;
· Use the information from the text to make an interview about Wang Junyan’s road to success;
· Talk about the factors which can lead to success using their own words.
★ Process and strategies
· Pre-reading: Lead-in, lead to the topic by watching the videos;
Lead to the heroine of the text and prepare vocabulary for reading
by introducing my idol’s story.
· While-reading: Pick out the information about Wang Junyan’s story of success by skimming and scanning the text;
· Post-reading: Talk about WJY’s road to success by an interview to internalize what they have learnt; talk about the factors of success by discussion to have a correct understanding of it.
★ Feelings and Value:
· Have a correct understanding of what qualities can make a man achieve success by learning from Wang Junyan, and put them into their study and life to improve themselves.
Ⅲ.Teaching key points:
· Pick out the important information from the text by skimming and scanning the text;
· Understand the key words and phrases by guessing and inferring in context;
· Talk about Wang Junyan’s road to success using the target vocabulary and language learned in the text.
Ⅳ.Teaching difficult points:
· Internalize the information from the text by interview and discussion;
· Talk about the factors of success using their own words.
· Have a deep understanding of what qualities can make a man achieve success.
Multi-media teaching equipments, teaching courseware, handouts, and blackboard.
Ⅵ.Teaching methods:
1. Multimedia computer assisted instruction
2. Student-centered teaching methods
3. Task—based Learning Teaching
Ⅶ. Learning strategies:
Autonomous learning，Cooperative learning (group work, pair work), Discussion.
Ⅸ.Teaching Procedures and purposes
Steps | Teacher's activities | Ss' activities | Intentions | IP & time |
Lead-in: Play a video | ||||
Step 1
| Play a video about documentary “Bai yansong′s Road to success” for two minutes. Discuss with the class. | Watch the video with the questions: Q1: Do you admire him? Why? Q2:Do you think what qualities made him achieve success? Discuss the questions. | Introduce the topic “success”, and elicit some vocabulary about it, preparing for the following teaching and learning. | CW IW 3' |
Pre-reading: My idol’s story | ||||
Step 2 | T says “ Of course, Baiyansong is a successful person, and most of you admire him best, but do you know Who is the person I admire best, that′s to say, Who is my idol?” Then present the PPT of Wang Junyan′s picture, ask: Q2:What does my idol do? Who is she? Introduce WJY’s story in brief. Then ask: Q3:Would you like to know more about her? Q4: Would you like to know how she goes on the road to success? And What qualities made her the success? Now look at Page26,“The Road To Success”. It will introduce my idol′s story. | Guess “Who is my idol?” Predict the heroine of the text and get some general information about her. Learn some key expressions in the text: TV presenter, dream of, be curious about, believe in, pay off…
| Introduce WJY’s story in brief,and help Ss get some general idea about the text. According to the introduction, lead to some target vocabulary and language.
Lead to the topic: “The road to success”
| CW , IW 4’ |
While-reading: 1. Match the topics with the paragraphs. | ||||
Step 3 | Ask Ss to read the text quickly and match the topics with the paragraphs. (See Ex.Ⅰ,Worksheet) | Read the text and check their answers. | Practice the skill of reading for main idea by skimming the text. | IW 2’
|
Step 4 | Check the answers with the whole class. | Give answers. | Help Ss to know the structure of the text . | CW 1’
|
While-reading: 2. Read and answer | ||||
Step 5 | Ask Ss to read the text carefully paragraph by paragraph, and answer the questions about the details of each paragraph. (See ExⅡWorksheet) | Read the text carefully paragraph by paragraph for details，and give answers. | Practice the skill of reading for details by scanning each paragraph. |
IW
5’ |
Step 6 | Help students learn the key words and expressions in the key sentences while checking the answers. | Learn the usages of some key words , phrases in the context. | Learn the target language and vocabulary in context. | CW 3’ |
While-reading: 3. Fill in the chart ＆ Practise Vocabulary | ||||
Step 7
| Present on PPT a chart with some information about WJY, and ask Ss to fill in the chart. (See ExⅢ, Worksheet) | Read the text again and pick out some main information about WJY. | Pick out some main information of the text, preparing for the following interview. | IW,CW 4’ |
Step 8 | Ask Ss to read the text again and underline the words, expressions and sentences they can′t understand , and discuss them in pairs. While walking around, give necessary help to the students who have trouble in understanding or discussing. | Review the text and work in pairs to discuss what they can’t understand in the text. Then do Ex.Ⅳ in Worksheet | Review the text and practice the skill of working out meaning from context by cooperation. Clear away the barrier of the language points in the text, and prepare for the following interview. |
PW,CW 6’ |
Post-reading: 1. Interview | ||||
Step 9 | Divide the Ss into groups of 4, three of the four students will act as an interviewer (a reporter) preparing for questions and one of the four students will act as an interviewee(Wang Junyan) preparing for answers. Give them 3 minutes to prepare. Give their performance necessary encouragements and assessments . （见附件一Assessment 1） | Prepare their questions and answers, try to use the new patterns or new words (one pattern or word, one point.). Show their performance in class, try to speak clearly. | Consolidate and internalize what they have learned in class. Learn from each other and improve together. | GW CW
8’ |
Post-reading: 2. Voice your opinion | ||||
Step 10 | Ask Ss to discuss: Q1: On the road to success, besides what mentioned in the text, what else do you think are necessary to achieve one’s success? Q2: Where does your road to success lie? | Discuss the two questions in groups of 4, using the key words or their own words. | Have a deep understanding of the topic “success”. Have a correct understanding of what qualities make a man achieve success. |
GW CW
6’ |
Summary: A concept map ＆ Proverbs （见附件三） | ||||
Step 11 | According to their discussion, help Ss summarize the factors of success with a concept map and some proverbs about success. | Watch the PPT and listen. | Help Ss develop a correct sense of success, and put it into their study and life to improve themselves. |
CW 2’ |
Homework (See Ex.Ⅴ, Worksheet) | ||||
Step 12 | Write a successful person you admire according to the following questions: Q1 What does he/she do? Q2 What qualities made him/her lead to success? Q3 How does he/she go to the road to success? Q4 What should we learn from him/her? Then make a self-assessment with the table of Evaluation.(见附件一：Assessment 2) | Improve the writing ability and internalize the target vocabulary and language in this class. | CW 1’ | |
五．教学反思
（一）本课时教学设计有以下特点：
1.本节课教学设计符合学生学情，教学活动层次清晰，铺垫到位，关注全体学生。
本节课的授课对象是普通学校高二理科班的学生。学生英语基础薄弱， 课外阅读量小或者根本没有，基础词汇和语法欠债较多。本节课的教学重点是文章的理解和提取及信息的内化，难点是在这种学情下如何实现这一教学重点，真正将教学目标落在实出。为解决这一问题，设计时教师从两点着手：一，词汇的处理；二，教学活动的设计。即教师从教学活动方面着手，设计出有层次性，重铺垫，环环相扣，关注全体学生的教学活动，再将词汇学习贯穿在每一个教学活动的环节中，让学生在理解文章和提取信息的同时学习词汇。为此，教师从导入时就注重对目标词汇的引导，在读前活动中以介绍我的偶像为由先介绍了主人翁王君燕的故事，这既让学生在读前熟悉了文本内容，又再次引出了文中将出现的一些重点词汇和短语及句型，为下面的阅读做好充分铺垫。在读中的三个活动中，在运用阅读策略提取信息的同时，注重在文本的语境中学习重点词汇和短语及句型，在提取信息后，再次让学生通过自主和合作学习来探讨影响自己理解的词汇和句型，并做相应的词汇练习，为下文的语言输出和信息内化扫清词汇方面的障碍，作好充分的语言层面的准备，使学生在采访中敢说和会说，让教学目标落在实出，让学生在学习过程中逐步树立信心，在原有基础上每个人都能体验成功。
2. 教学重点突出，目标合理。
虽然词汇学习对于本课授课对象很有必要，但在词汇学习和文章理解两者中，教师更多的还是关注了后者，而把词汇学习更多的融于教学活动和自我探究中， “授人以鱼不若授之以渔”。
尤其值得一提的是对 “my idol”——王君燕的介绍，让学生在读前就从整体上把握了文本内容，从而大大降低了阅读难度，有利于学生在阅读过程中多关注整体，不受个别生词影响；从另一方面来讲，这样的处理更有利于引导他们在阅读中积极主动的猜测生词含义。
3.注重培养学生的情感态度和成功意识
阅读课不是简单停留在对文本表层信息的提取和理解上，而是挖掘文本主题的深层意义，教师需要在课堂教学中时刻提醒自己这一点，把课堂的重点放到主题的深化上来。高中阶段是学生人生价值观、理想信念意识形成的重要时期，对成功的渴求异常强烈。因此，结合知识的学习，在读后活动中教师设计了对成功因素的讨论，同时教师利用概念图和有关成功的谚语进行适时的点拨和总结，这些必将对学生如何有效正确的追求成功，实现自己的理想有着极大的启发和激励作用。为了加深对学生的启发，作业布置中教师又让学生写一篇有关自己偶像的成功之路的文章，既巩固所学，又深化所思。
4. 关注课堂有效性
本节课的教学设计思路清晰，目标明确，环环相扣，所有的步骤和活动都是以能让学生最后进行口语输出为目的，并使用了相配套的教学评价与检测，合理有效的利用了课堂的教学时间，使所有的学生都能在课堂上有所得，真正关注了课堂的有效性。
（二） 困惑和疑问
在本节课中的教学设计过程中，教师也存在着一些困惑。例如，在教学活动的安排方面， Step 8中的学生通过自主阅读和合作学习来探讨影响自己理解的难点，并做相应的词汇练习，这一步骤应归于While-reading还是Post-reading，是作为一个教学活动整体还是将其分开作为两个教学步骤（为了更好的强化设计的整体性和环节的紧密性，教师将其作为读中的最后的巩固反馈环节来处理）；在口语小组活动的评价方面，如何在有限的教学时间内让评价更加量化和有效，这也是一个值得思考的问题。
