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視頻標簽：Inventors,and invents
所屬欄目：高中英語優質課視頻
視頻課題：人教版高中英語選修八Book8 Unit 3 Inventors and invents浙江
教學設計、課堂實錄及教案：人教版高中英語選修八Book8 Unit 3 Inventors and invent 浙江省湖州中學
課標選修八Unit 3 Inventors and Inventions
Using language Ⅱ 教學設計
一、教學內容分析
本單元的話題是“發明家和發明”，“Using language”部分，涉及Listening，Speaking和Writing 三個部分。本課嘗試如何將聽力、口語和寫作有機融合，培養學生核心素養，促進終身學習。
筆者對教材進行了必要的改動。Listening(關于英國當今發明家James Dyson的故事)保留原樣，原有的Speaking部分是打電話詢問Dyson公司的會招聘什么樣的人才，Writing 部分是給James Dyson寫一封求職信。教師認為這兩部分的內容脫離學生實際，尤其是寫作部分的求職信，高三學生鮮有相關的工作經驗，因此缺乏實際可寫的內容。筆者將Speaking 部分改為“生活中的小發明”，Writing部分改為 ‘’為小發明寫一封推薦信’’。
本節課以青少年科技創新大賽為主題背景。由內容主線--Listening、Speaking和Writing串聯。每個部分都緊緊圍繞Problem----Solution----Advantages展開活動。整個課堂設計優化合作學習，增加學生聽說讀寫各方面語言操練的機會，最后以推薦“one of your practical inventions” 進行語篇輸出。 二、學情分析
我校本屆高三學生的英語學習狀況良好，在此之前他們已經有過關于發明和發明家的內容學習，了解一些相關的內容和背景知識。在全國青少年創新科技大賽（CASTIC）的推動下，我校學生耳濡目染，創新意識和實踐精神得到培養，科學精神有所提高。但是，學生可能在表述一個發明所解決的問題、方法和優點等方面存在困難。
因此，教師在設計語言實踐活動時，要關注學生的生活經驗和認知水平， 設計由淺入深、由易到難的活動，激發學生參與和體驗的興趣，鼓勵學生積極表達個人觀點，在發展語言技能的同時，提高分析解決問題與創新的能力。 三、教學目標
1. 語言能力：
準確地理解聽力材料所傳遞的要義和具體信息；熟練得體地描述事物的問題、解決辦法和新發明的優點，清晰地傳達個人關于“什么樣的發明是好發明”觀點。
2. 文化意識
了解英國的發明家James Dyson的發明和貢獻，感悟其創新精神內涵。 3. 思維品質：
根據聽力和補充材料獲得的綜合信息，在實踐中提出新的問題，并處理和解決問題。
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4. 學習能力：
對本課主題“發明”抱有濃厚的興趣和強烈的愿望，善于合作學習，在小組活動中運用英語進行有效交流。
四、教學重點與難點
教學重點是從聽力中獲取主旨大意和關鍵細節；能清楚地描述事物存在的問題、找出解決的辦法并評價它的優點；根據需要寫一封推薦信。
教學難點是如何在有限的時間里，發現并表述教室內事物存在的問題和創造小發明解決辦法，準確地描述小發明的優點，根據推薦信的要求有意識地選擇和運用語言，并在此基礎上運用語篇銜接手段，提高表達的連貫性。
五、教學方法
任務型教學，多媒體（含實物）輔助教學。 六、教學步驟
(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 chance to show their ideas in class) Step I Lead-in
In this part, the teacher exchanges greetings with the students to ease their tension. Then 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
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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. While listening, the students are able to exercise their listening micro-skills. And they are also asked to evaluate the inventions of James Dyson----tell the advantages of it. During 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 James 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 dryer and its advantages.
In this activity, the students are going to admire another invention 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 shows 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 “ What 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.
Problem Clothes from a washing machine were
_________________those washed by hand
James Dyson’ solution He invented __________________, which moves in different directions.The clothes ______________.
Efforts made
It took ________________ before Dyson was satisfied.
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Product Problem Solution Advantages
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 writing.
Step V Writing--A recommendation letter
[Task]Recommend one of our practical inventions to the our foreign teacher Mr
Smith, covering 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 practical 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 compositions and share with other groups. 2. Explore more about James Dyson on the internet.
總結：為了學生能夠順利進行語篇輸出，這節課在三方面進行了鋪墊：內容鋪墊、結構鋪墊和語言鋪墊。擬輸出的語篇結構即本課的主線：problem-solution-advantages；內容鋪墊方面，在導入、聽力、補充材料和討論中都有涉及。在語言鋪墊方面，每一環節中學生都能輸入advantages以及 opinions about good inventions。有這三方面的鋪墊，學生順利地寫出了他們自己的小發明。
七、教學反思
Tell me，I forget; Show me, I remember; Involve me, I understand!
在內容和情節兩條主線的引領下，學生聽力、口語和寫作環節都表現出極大的積極性，尤其在creating a new invention的討論過程中，學生十分投入地與同學交換想法及表達，在此之后的寫作過程也進行的非常順利。
由此教師深感在主題探究活動的設計的重要性，要注意激發學生參與活動的興趣，調動已有的生活和學習經驗，升華理解和認識。
另外，我們的課堂始終堅持以學生活動為主的“輸出式”教學，比如，本課讓學生在有情境、有層次、有實效的活動中進行語言技能的操練和語篇的輸出。此外，提高學生篇章意識、以語篇形式運用所學知識進行表達的能力尤為重要，語用能力的培養不是一朝一夕的事情，因此以后的課堂中，重視訓練學生的語言技能十分重要。
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