人教课标版高中英语选修8 Unit3_听说课_名师教学设计

Unit3 听说课名师教学设计

新课标选修八

Unit 3 Inventors and Inventions

Using language Ⅱ

教学设计

一、教学内容分析

本单元的话题是“发明家和发明”，“Using language”部分，涉及Listening，Speaking 和Writing 三个部分。本课尝试如何将听力、口语和写作有机融合，培养学生核心素养，促进终身学习。

笔者对教材进行了必要的改动。Listening(关于英国当今发明家James Dyson的故事)保留原样，原有的Speaking部分是打电话询问Dyson公司的会招聘什么样的人才，Writing 部分是给James Dyson写一封求职信。

教师认为这两部分的内容脱离学生实际，尤其是写作部分的求职信，高三学生鲜有相关的工作经验，因此缺乏实际可写的内容。笔者将Speaking 部分改为“生活中的小发明”，Writing部分改为“为小发明写一封推荐信。

本节课以青少年科技创新大赛为主题背景。由内容主线--Listening、Speaking和Writing串联。每个部分都紧紧围绕Problem----Solution----Advantages展开活动。整个课堂设计优化合作学习，增加学生听说读写各方面语言操练的机会，最后以推荐“one of your practical inventions”进行语篇输出。

二、学情分析

我校本届高三学生的英语学习状况良好，在此之前他们已经有过关于发明和发明家的内容学习，了解一些相关的内容和背景知识。在全国青少年创新科技大赛（CASTIC）的推动下，我校学生耳濡目染，创新意识和实践精神得到培养，科学精神有所提高。但是，学生可能在表述一个发明所解决的问题、方法和优点等方面存在困难。

因此，教师在设计语言实践活动时，要关注学生的生活经验和认知水平，设计由浅入深、由易到难的活动，激发学生参与和体验的兴趣，鼓励学生积极表达个人观点，在发展语言技能的同时，提高分析解决问题与创新的能力。

三、教学目标

1. 语言能力：

准确地理解听力材料所传递的要义和具体信息；熟练得体地描述事物的问题、解决办法和新发明的优点，清晰地传达个人关于“什么样的发明是好发明”观点。2. 文化意识

了解英国的发明家James Dyson的发明和贡献，感悟其创新精神内涵。

3. 思维品质：

根据听力和补充材料获得的综合信息，在实践中提出新的问题，并处理和解决问题。

4. 学习能力：

对本课主题“发明”抱有浓厚的兴趣和强烈的愿望，善于合作学习，在小组活动中运用英语进行有效交流。

四、教学重点与难点

教学重点是从听力中获取主旨大意和关键细节；能清楚地描述事物存在的问题、找出解决的办法并评价它的优点；根据需要写一封推荐信。

教学难点是如何在有限的时间里，发现并表述教室内事物存在的问题和创造小发明解决办法，准确地描述小发明的优点，根据推荐信的要求有意识地选择和运用语言，并在此基础上运用语篇衔接手段，提高表达的连贯性。

五、教学方法

任务型教学，多媒体（含实物）辅助教学。

六、教学步骤

(Before class, the students are asked to do a pre-class assignment, which contains two parts: 1. Learn the new words. 2. Think about the questions:What in your mind makes a good invention? Do the facilities in our classroom need improving? If yes, how will you improve them? The teacher will not check answers in class, but students have ch ance to show their ideas in class)

Step I Lead-in

In this part, the teacher exchanges greetings with the students to ease their tension. Th en the teacher leads in the topic—James Dyson directly by presenting the problem of Mr. Smith, our foreign teacher.

Step II Listening

[Task]

1.Listen to the tape and answer the questions.

Title:

Good Design is __________

What is the listening mainly about?

A. Personal life of James Dyson

B. Inventions of James Dyson

C. Experiences of James Dyson

2. Listen and fill the chart.

The invention--- the washing machine

3.Listen and answer the questions-- after the invention (4 mins)

What problem arose after the new invention?

How did Dyson solve the problem?

In these activities, the students are led to explore the inventions of James Dyson. Whil e listening, the students are able to exercise their listening micro-skills. And they are a lso asked to evaluate the inventions of James Dyson----tell the advantages of it. Durin g the process, students are reminded to pay attention to complete sentences. [Task] Grammatical blank filling.

In this activity, students are asked to fill in the blanks of a passage---summary of Jame s Dyson. It aims to train students’ language knowledge and skills.

Step III

Supplementary material

[Task]

1.View a real traditional hair dryer shown by the teacher to get “What is the problem of it?”

Read the supplementary material to find the solution Dyson found in his new hair dry er and its advantages. In this activity, the students are going to admire another inventi on of James Dyson--the hair-dryer. The main line “problem-solution-advantages”will be emphasis ed, which lays a foundation for the writing later. Besides, the teacher sho ws a pile of sentences describing the advantages which lacks linking words.

By doing this, students are reminded of coherence of a passage.By now, students have learned much information about Dyson, and are able to give their opinions about “Wh at makes a good invention”.

[Why does the teacher add supplementary material in the class?]

The teacher thinks that the listening material is not enough to fully understand James Dyson and his spirits. The supplementary does help.

Step IV Project: Create a new invention

[Task]

Mr. Smith finds inconvenience of the facilities in our classroom, such as the all-in-one machine and the desks used at present.Work in groups and try to create a new one.

In this activity, students are allowed to give scope to their initiative and creativeness. They will work in groups of four and are required to choose a facility in the classroom ,find the problem and talk about the solution and advantages.It paves the way for writi ng.

Step V Writing--A recommendation letter

[Task]

Recommend one of our practical inventions to the our foreign teacher Mr Smith, cove ring the following aspects:

1.What is our invention?

2.What were the previous problems?

3.Why do we recommend it? (advantages)

4.What makes a good invention?(comments)

In this activity, the students are asked to write a letter to recommend one of our practi cal inventions.

Step VI Assignment

[task]

1.Please polish your composition and share with other groups.

2. Explore more about James Dyson on the internet.

In this activity, students are expected to finish the two tasks: 1. Please polish their co mpositions and share with other groups. 2. Explore more about James Dyson on the in ternet.

总结：

为了学生能够顺利进行语篇输出，这节课在三方面进行了铺垫：内容铺垫、结构铺垫和语言铺垫。

拟输出的语篇结构即本课的主线：problem-solution-advantages；内容铺垫方面，在导入、听力、补充材料和讨论中都有涉及。在语言铺垫方面，每一环节中学生都能输入advantages以及opinions about good inventions。

有这三方面的铺垫，学生顺利地写出了他们自己的小发明。

七、教学反思

Tell me，I forget; Show me, I remember; Involve me, I understand!

在内容和情节两条主线的引领下，学生听力、口语和写作环节都表现出极大

的积极性，尤其在creating a new invention的讨论过程中，学生十分投入地与同学交换想法及表达，在此之后的写作过程也进行的非常顺利。

由此教师深感在主题探究活动的设计的重要性，要注意激发学生参与活动的兴趣，调动已有的生活和学习经验，升华理解和认识。

另外，我们的课堂始终坚持以学生活动为主的“输出式”教学，比如，本课让学生在有情境、有层次、有实效的活动中进行语言技能的操练和语篇的输出。

此外，提高学生篇章意识、以语篇形式运用所学知识进行表达的能力尤为重要，

语用能力的培养不是一朝一夕的事情，因此以后的课堂中，重视训练学生的语言技能十分重要。

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