探究式课堂教学设计.docx

探究式课堂教学设计
教研组：高中英语 姓名：柴建华
教学课题
Unit 1 Festivals around the world
学科
英语
年级
高二
时长
1课时
教学背景分析
一、指导思想与理论依据
1)高中英语学科核心素养理论
本堂课的设计建构在高中英语学科核心素养理论的指导下。英语学科致力于培养学生四方面的素养：语言能力、文化品格、思维品质和学习能力。这四个方面环环相扣、紧密结合。其中，文化品格指的是学生获得对本国文化与他国文化的认知，并在此基础上实现跨文化沟通的能力及品质。因此，在关注其他三方面素养的同时，本节课的重点放在学生文化品格的培养上。
2)布鲁姆认知领域教育目标分类（2001)
布鲁姆把认知领域内的教育目标分为六个主要类别，依次是记忆、理解、应用、分析、评价和创造。创造贯穿整个认知过程的始终。分类理论具有两大特征：一是目标具备可测性，二是目标有层次结构。因此，本课在致力于培养学生文化品格思想的指导下，借助布鲁姆的教育目标分类设计教学流程，层层递进、逐步深入。
二、教材分析
1.本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。
1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。
1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。
1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。
1.4 Comprehending是考察对阅读内容的进一步理解。
练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。
练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。
练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。
1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。
1.6 Using Language 是英语听说读写的全面运用的练习。
1.6 ① Listening 是课文的延伸，通过听几位学生参加Trinidad Carnival 节日游行的两段对话，使学生体会参加节日游行的真实情景，既训练听力一通过问题训练了他们的分析能力。
1.6 ② Speaking 分为两部分。第一部分通过电话突出交际用语功能的训练；第一部分让学生编对话，可以按自己的想象、经历为内容，训练思维和表达能力。
1.6 ③ Reading 是发生在情人节的一个令人伤心的爱情故事，其中又插入了一个“七巧节”的故事。阅读后的讨论不仅帮助学生理解文章主旨大意，更重要的是让学生学会寻求解决问题的方法。
1.6 ④ Writing 的任务是写一个与文章结尾不同的结局。旨在让学生通过思考写出自己的想法，尝试自己解决问题。
总之，通过本单元的系统学习，让学生了解世界各国的节日及民俗，学习有关节日的词汇，并能够丰富语言知识，提升用英语表达观点的能力。
2. 教材重组
2.1 口语 从话题内容和功能上分析Warming Up与Workbook中的Listening和Talking相一致，旨在启发学生讨论、思考并引出本单元关于节日的话题，可以整和成一节任务型“口语课”。
2.2精读 可将Pre-reading、Reading、Comprehending三个活动整和成一节“阅读课”。
2.3语言学习 将Learning about Language与Workbook中的Using words && expressions Using structures结合在一起，上一节“语言学习课”。
2.4听力 可将Using language中的 Listening与Workbook中 Listening和Listening task放在同一节课中处理，上一堂 "听力课"。（Using language中的 Speaking可视听力时间而定，可课上处理亦可留做课下作业下堂课提问。）
2.5. 泛读 可将Using Language中的Reading &&Writing和Workbook中的Reading Task上成一节 "泛读课"。
2.6 复习、写作 可将Workbook中的Speaking Task 和Writing Task 上成一节复习写作课。（Workbook中的Project && checking yourself, 可视学生水平安排在本堂课或留做作业。）
3. 课型设计与课时分配 (经分析教材, 本单元可以用六课时教完。)
1st period Warming up
2nd period Reading
3rd period Learning about Language
4th period Grammar
5th period Extensive Reading
6th period Writing & Consolidation
三、学情分析
①The second-year middle school students
②Medium level in English learning with their average score up to 90 out of 150 in the placement test at the beginning of the semester (low level≦90, 90<Medium level≦120, high level>120). 60% of the students have scored more than 90.
③Students have a strong inner motivation of learning English(they are active in English learning)
④The topic “ festival” is quite familiar to and appeal to students. As second-year middle school students, they have mastered some basic reading skills such as skimming and scanning to help them figure out the structure and get some superficial information on the topic. However, students need to improve their textual reading ability so as to improve their English learning.
四、 课标分析
The English Curriculum Standards require: teaching should pay attention to students textual reading ability and students’ emotions. This teaching period is aimed to improve students textual reading ability by reading materials and cultivate students’ awareness of knowing about the Chinese traditional festivals and festivals in western countries and thus obstain basic cross-cultural ability.
教学目标
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
Beauty harvest celebration starve origin religious ancestor Mexico feast bone belief trick poet arrival gain independence gather agriculture award rooster admire energetic Easter clothing Christian custom worldwide
b. 重点句子
They lit fires and made music because they thought these festivals would bring a year of plenty.
They might include parades, dancing in the streets day and night, loud music and colorful clothing of all kinds.
Some festivals are held to honor the dead, or satisfy and please the ancestor, who could return either to help or to do harm.
On this important feast day, people might eat food in the shape of skulls, and cakes with "bones" on them.
Another is Columbus Day in the USA, in memory of the arrival of Christopher Columbus in America.
2. Ability goals能力目标
To enable the students to know the earliest festivals with reasons for them and four different kinds of festivals that occur in most parts of the world.
Enable the students to master some English expressions and phrases about festivals.
3. Learning ability goals学能目标
Teach the basic reading skills: skimming and scanning.
Try to compare and make conclusions of different festivals.
4. Emotional goals 情感目标
To cultivate students’ awareness of knowing about the Chinese traditional festivals and festivals in western countries and thus obstain basic cross-cultural ability.
Teaching important points 教学重点
Talk about all kinds of festivals.
教学方式与策略
Teaching methods教学方法
a. Skimming and scanning.
b. Q &A activity to check the Students’ understanding of the text.
c. Individual, pair or group work to finish each task.
d. Discussion.
Teaching aids教具准备
A computer and a projector.
教学活动设计
活动内容
活动意图
时间分配
1. Greetings.
2.Review the new words of this part.
3.Check the students’ homework---festival
Teaching language :
Do you know these festivals?
When do they take place?
Show the pictures on the screen.
To lead students to the topic of festivals (lead-in&warming up)

2min
Pre-reading
1.What festivals or celebrations do you have in your city or town? What part of a festival do you like best- the activities, the music, the sights, the food or the people who visit?(individual work )
2. Prediction
Look at the pictures and title of the passage below. What kind of information you think will be introduced in the passage.
To trigger related knowledge on festivals so as to guide them to predict what the reading will be about.
(pre-reading)
3min
Scanning
How many types of festivals are mentioned in the passage?
1. Ancient festivals
2. Festivals of the Dead
3.Festivals to Honor the People
4. Harvest Festivals
5. Spring Festivals

To grasp the main idea of each paragraph
To know the organization of this passage
To summarize the main idea of this reading
2min
Skimming
What festivals are mentioned in each paragraph?
P1.
Celebrate the end of the cold weather, planting in spring and harvest in autumn; celebrate when hunters catch animals.
P 2.
Festivals of the Dead
Japan -----Obon
Mexico------Day of the Dead
America------Halloween
P 3.
Festivals to Honour People
Dragon Boat Festival
Columbus Day
(India) October 2
P 4.
Harvest Festivals
Harvest and Thanksgiving Festival
Mid-Autumn festival
P 5.
Spring festival
Carnival
Easter
Cheery Blossom Festival
(group work)

Comprehending
(group work)
Use the information from the reading passage to answer the following question.
1. What are festivals of the dead usually for?
Festivals of the dead are for honoring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.
2. What makes autumn festivals happy events?
Autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished.
3. What do people usually do at spring festivals?
At spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.
4. What is one important reason to have festivals and celebrations?
It is important to have festivals and celebrations so we can enjoy life/ be proud of our customs/ forget our work for a little while.
5. Compare the festivals of the dead in Mexico, Japan and China. What things are similar? What things are different?
The Chinese, Japanese and Mexican festivals of the dead all have customs to honor the dead. The Chinese and Japanese go to clean their ancestors’ graves, and the Mexicans offer food, flowers and gifts to the dead.
However, there are some differences. The Mexicans eat special food that looks like bones, something the Chinese and Japanese do not do.
6. What is one important reason to have festivals and celebrations?
Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.
Summarize the class
We have learned different festivals in this class.
Homework: writing a passage to describe he festival they like most.
To have a detailed understanding of festivals
To exercise the ability of students to process information
(reading and comprehendin)

To cultivate students’ ability to have a coherent and cohesive logic thinking (textual ability)

To test if students have the critial thinking ability to learn from real life by themselves
15min

15min

3min

After class
板书设计
Unit 1 Festivals around the world
Reading
I. Different festivals
1. Ancient festivals
2. Festivals of the Dead
3. Festivals to Honor the People
4. Harvest Festivals
5. Spring Festival
II.Comprehending on festivals
III. Festivals in your mind
教学特色与反思
学习效果评价：
一、学生学习效果：
1)分段及段落大意的提取，利用观察法来评价学生是否把握了语篇结构；
2)通过学生讨论及发言情况，利用学生的反馈评价学生是否可以运用语篇信息解决实际问题，批判性地阐述个人见解；
3)通过学生课后习作，进一步的落实与检测学生是否可以独立处理语篇、解决实际问题，并理性地发表个人见解。
二、教师教学效果：
在学生活动中，通过观察学生的活动行为，分析学生的语言表达来检测教师的教学目标落实情况；根据学生的具体表现随时调整教学节奏和难度。
教学设计特色说明：
1.注重文化品质培养，主要体现在
1)对中国传统节日的认知
2)对西方节日的认知
3)对中西节日差异的了解
2.遵循认知规律，引导学生逐层递进思考，主要体现在
1)教学环节环环相扣，层层递进
2)每个教学环节内，问题设置逐层深入
教学反思
教学目标仅停留在对文本字面信息的理解上，会造成部分同学“吃不饱”现象以及沉闷的课堂。作为英语老师，本人一直试图找到一种既实用、又有趣的教学模式。“实用”意即它不仅服务于高考，而且可以使学生在未来大学里的学习中继续受益；“有趣”则并非停留在笑过即忘的浅层次的幽默搞笑上，而是学生能在从事学术性的学习、思考和创作的过程中获取乐趣。注重学科素养的培育在相当程度上解决了这个问题。学生不仅需要理解文本表层信息，还需要分析、归纳出其背后作者持有的观点立场及思维模式，在此基础上或对其进行评估判断、或用于实际生活案例的分析，从而形成个人的感悟和立场。在这个过程中，学生的学科素养得以提高，而观点碰撞的过程也进发出它的魅力，使学生感受到深层次思维的乐趣，促使他们主动地、刻意地对生活、学习中遇到的新的知识和现象进行类似的思考。本堂课在本校两个班讲过，从课堂及作业的反馈来看，基本上收到了所期待的效果。

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