0 0 类别 : 其他

【基于核心素养的核心问题设计与实践】 请您针对近期开展的一节课的教学填写以下内容： 教师姓名 李欣悦 教龄 1年 课例名称 The Human Traffic Signal (A job worth doing) 教学目标 学科知识： Ss (Students) are expected to use the target words and expressions to describe 学科能力： Ss can be able to  develop their communicative competence and English-speaking skill by using mind-map to talk about jobs from their point of view；  develop their reading skills, including skimming and scanning by doing reading activities;  design and make a project to introduce their method to solve a problem by using what they have learned (target language) in the lesson. 通用素养： Ss are expected to develop：  critical thinking ability by answering some questions about their personal ideas and career choices;  collaborative learning ability and problem-solving ability by completing tasks and solving a problem in teams in activity 3&4;  interdisciplinary independent learning capability by applying knowledge of other subjects to solve a traffic problem. 教学重、难点 措施 Key Teaching Point: Develop learners’ English language learning skills and ability, includingreading, speaking skills and communicative competence.Difficult Teaching Points:Apply what they have learnt to real-life communication and presentation in English, especially for job application and job interview;Cooperate with others to complete one real-life task in groups. 学情分析 本班学生英语基础较好，学习态度较认真。学生基本具备在阅读中获取细节信息的 能力。但是多数同学在理解和整合知识、逻辑推理、批判性评价以及用英语自信表 达个人观点能力上还比较欠缺。对于本课的主题“the job worth doing”，学生 在知识层面有一定掌握和基础，即可以用英语词语以及一些基本句式表达职业，岗 位等。但此前与之相关的更深入地可应用到真实生活中的表达掌握不全面，对职业 选择、规划以及职业申请等缺乏深层思考以及表达。 本节课教学问题系统设计 环节一教学目标 课程标准 创设情境，引出主 题。激活学生背景 知识，形成阅读期 待 语言能力：在具体语境中整合性运用已有语言知识，有效地使用口语表达意义和 进行人际交流。 学习能力：自主学习；合作学习。 环节一问题 记忆性问题 推理性问题 创造性问题 批判性问题 Can youguess what his job isthrough his workplace inthe picture? Which job in the video would you like to do in the future? Why? Now, the man in the picture is looking for job. Please give him some advice on jobs. So, in your opinion, what factors should he consider when choosing a job? 评估证据（学生 通过哪些真实的 表现证明自己达 到 了 预 期 的 目 标？） 学生能够积极表达自己未来的理想工作，并有兴趣倾听其他同学的想法与对职业 的想法； 对故事主人公职业进行积极预测，从而对文章内容提起兴趣。 环节二+三教学目标 课程标准 关注和了解文章结 构，为提取和归纳 基本信息作准备； 能够有效获取文章 细节信息并对文章 体现职业规划方面 的价值情感有深入 思考 语言能力：获取、概括信息。描述阐释意义。 思维品质：利用结构图分析、概括并整合信息； 分析论证、推理判断作者意图。 文化意识：形成正确价值观，形成良好品格，对职业规划有正确积极认识。 学习能力：自主学习；合作学习。 环节二问题 记忆性问题 推理性问题 创造性问题 批判性问题 What does the man do? Match the little titles with three paragraph s What kind of road may need a ‘HumanTraffic Signal’? 评估证据 学生阅读文章后给文章三部分起标题并能达到主要观点一致，即对文章结构有所 把握； 对老师提出的子问题进行思考后回答，体现出对下文的预测与阅读兴趣。 环节三问题 记忆性问题 推理性问题 创造性问题 批判性问题 Words and phrases todescribe the road? How doeshe do thisjob?What canhe getfrom thejob?Why doeshe do thejob? How can you solvethe traffic problem on this road? (You can apply knowledge of othersubjects) If you werehim, would you do thevolunteer job? Why or whynot? 评估证据 对活动提出的三个问题进行有效回答并完成思维导图； 积极思考并应用背景知识即其他学科如物理知识解决问题,回答体现多元化意识和 创新思维能力； 面对个体化问题，深入思考个人价值与职业规划间联系，表达自己观点。 环节四教学目标 课程标准 思维品质：思考工作背后的意义以及个人职业规划含义与目的。 文化意识：联系生活，提出自己的观点。 学习能力：合作学习，回顾前面提出的问题，梳理所学内容，应用到实际 生活中的问题解决。 环节四问题 记忆性问题 推理性问题 创造性问题 批判性问题 What words,phrases or expressions canbe used to describe the jobapplication? Which job orposition do youwant to apply for?Why?(Present yourteam’sapplication) 评估证据 小组成员清楚小组任务并参与投入到对特定职业申请的规划讨论； 积极思考并应用背景知识与阅读中学到的框架； 成员合作，能够有效使用口语表达意义并进行人际交流。 v 教学过程 教学环节 教学活动 活动设计意图 教师活动 学生活动 Lead-in & Pre-reading Step 1  T plays a video about various jobs in the world. Ask the students to say their dream jobs and reasons. T gives feedback and adds students’ ideas to the mindmap on board.  Show the photo of a man who is looking for a job,make Ss work in groups of five to give some tips ofjob selection. (What factors would you consider whenchoosing a job?) Step 2 T leads to the main character of the text ‘Tomato Man’. Showthe workplace of the ‘Tomato Man’, lead students to guesswhat the job is. Ss watch the video, talk about theirdream jobs and their reasons. Ss brainstorm the factors, share theirideas with the whole class. Ss make aprediction and prepare for reading. To motivate SS in the topic of thelesson and activate theirschema; To further engage students tobrainstorm related ideas andvocabulary; help students preparefor reading （利用视频和问题， 创设情境，引出主题 激活学生背景知识， 形成阅读期待） Readingfor gist Make students read the story quickly and do two little tasks: a. What does the man do? b. Match the little titles with three paragraphs T gives feedback and addsstudents’ ideas to the mind map on board. Ss read the story for the first time andanswer the questions. Develop Ss’ reading for generalinformation skill and analysiscapability; Raise SS awareness oftext structure 关注和了解文章结构 为提取和归纳基本信 息作准备 Readingfordetailedinformation Step 1 Lead Ss to read the first paragraph carefully, find wordsand phrases to describe the road situation.Follow-up question: Ss read the first paragraph carefully and write down Develop Ss’ reading forspecific information skilland critical thinking ability. “How can you solve the trafficproblem on this road? (You can apply knowledge of othersubjects)” By eliciting answers, lead tostep 2.Step 2 Make Ss read paragraph 2&3carefully and complete a mind- map by answering questions: a. How does he do this job? b. What can he get from the job? c. Why does he do the job? T monitors during Ss’ discussion.Whole-class feedback words and phrases. Peer checking and discussing Ss read paragraph 2&3 carefully and complete mind maps. Peer checking and discussing Post-reading T shows 7 job advertisements on the wall, makes 7 teamschoose one job or position and apply for it as a team. After 8 minutes, teams shouldshow their presentation of their job application. Tips:Ss can refer to the mind map they have completedSs can design a poster or a big-size CV or others tosupport the presentation. Whole-class feedback Choose the job/position theyprefer. Work in teams,prepare to present the job application. Present their teams’ application. Personalize thetopic; Link the topic with Ss’ affections andopinions; Link reading with the othercommunicative task; Practice Ss’communicative skills and developtheir cooperative ability . Conclusion Teacher makes a summary (content feedback mostly) andconnect emotional education to the lesson. Ss do a summary with T.