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視頻標簽：Inventors,and invent
所屬欄目：高中英語優(yōu)質(zhì)課視頻
視頻課題：人教版高中英語選修八Book8 Unit 3 Inventors and invent Period 4 Alexander Graham Bell 南昌
教學設(shè)計、課堂實錄及教案：人教版高中英語選修八Book8 Unit 3 Inventors and invent Period 4 Alexander Graham Bell 南昌市第二十中學
教學設(shè)計
教學課題
M8U3 Inventors and Inventions Period 4 Alexander Graham Bell
課程類型 Reading and Speaking
授課時長 1課時（45分鐘） 主題語境 人與社會——對社會有突出貢獻的人
物與科學精神
語篇類型 名人傳記
教學內(nèi)容分析
本文是人教版選修八第三單元Inventors and Inventions的Using Language中的閱讀文本。文章從功能上來講，是介紹Alexander G. Bell的名人傳記。通過文本解讀可以發(fā)現(xiàn)，文章主線是Bell和他的發(fā)明。不同于以往的人物傳記總是以明顯的時間線為順序展開，本文只出現(xiàn)了1847和1876兩個時間。其語言特點是除名言、引語部分外，文章主體以第三人稱、過去時描述Bell愛發(fā)明緣起于興趣，貴在有不斷探索嘗試的精神和行動。文章以microphone、telephone、tetrahedron shape等的發(fā)明與發(fā)現(xiàn)，串聯(lián)起B(yǎng)ell孜孜不倦地通過發(fā)明給人類社會帶來科技進步的一生，讓學生學習偉大發(fā)明家的探索精神、社會責任感并了解從problem到research再到solution的發(fā)明產(chǎn)生過程。
教學目標 At the end of this period, students will be able to:
1. identify the writing style and main idea of the passage by using reading strategies, such as reading the title, the picture, the first and last paragraphs. 2. find detailed information about how Bell invented his most important invention—telephone by scanning.
3. interpret some key sentences representing Bell’s values and merits by reading between the lines and thinking logically after discussing with teammates. 4. construct the outline of a biography by analyzing key words of each paragraph.
5. relate Bell’s spirit to self-development by following his example to improve the smart phone through logical, critical and creative thinking.
教學重點 1、閱讀技能的習得與操作，包括略讀、掃讀，理解文章結(jié)構(gòu)、指代關(guān)系、
邏輯關(guān)系等。
2、文本信息的整體把握與重點細節(jié)理解。
教學難點 1、對文章內(nèi)涵——探索精神和社會責任感——的領(lǐng)悟。
2、貫穿在課堂活動中的邏輯思維、批判性思維和創(chuàng)新性思維的培養(yǎng)。
教學資源 教材、多媒體課件、學案(學生練習)、黑板和粉筆
教學過程設(shè)計
步驟
教學活動
設(shè)計意圖
互動模式與時間
Step 1 Warming
Duty Report:
Two reporters lead the rest of the class:
圍繞主題，創(chuàng)設(shè)情境：利用圖片和問答
5’ Ss—Ss
up 1. to distinguish four pictures of inventions and discoveries;
2. to talk briefly about the benefits of modern inventions, like mobile payment, high speed train, computer;
2. to focus on answering the functions of the mobile phone and writing down key words on the Bb.
活動創(chuàng)設(shè)語境，導入主題，引出電話的今
生——mobile phone，激活學生關(guān)于invention和
mobile
phone已有的知識和經(jīng)驗。 IW
Step 2 Pre-reading
T shows a picture of phones’ family and asks:
1. Who is the inventor of the telephone? 2. What aspects do you want to know about the inventor?
利用圖片，引出電話的前世——telephone以及它的發(fā)明者Bell。通過問題2引
導學生在潛意識中思考人物傳記往往會聚焦哪些方面，形成閱讀期待，為接下來的環(huán)節(jié)做鋪墊。
3’ T-Ss IW
Step 3 Reading
1. 1st Reading (1) Ss read the title and the picture and predict the type of writing.
(2) Ss read the title, the first and the last paragraphs and figure out the main idea of the passage.
(3) Ss read the first and the last sentences of each paragraph and match the key words. Para. 1 first telephone message Para. 2 achievements Para. 3 interest
Para. 4 other inventions Para. 5 awareness
Para. 6 most famous saying Para. 7 most famous invention
(4) Ss summarize the outline of a biography.
基于語篇，設(shè)計活動：通過使用閱讀策略，讀標題、讀圖、
讀首末段、讀首末句、找關(guān)鍵詞等，引導學生概括、梳理、整合信息，并使之結(jié)
構(gòu)化。比如關(guān)注體裁、概括主旨、了解結(jié)構(gòu)等。
6’ T-Ss IW
biography
background
big events in his life
evaluation
2. 2nd
Reading:
T asks Ss to read Paragraph 3 carefully and fill in the blanks. If necessary, Ss can discuss in groups.
problem original telegraph
one message at
a time
target telegraph
messages
at time
difficulty different sound waves
different
conversations
to be held at the same time
research experiment: one end of a
joined to a deaf man’s , the other to a piece of glass. When he spoke into the ear, the straw drew on the glass.
result
a flash of and Bell’s endless around the problem led to of the first .
細讀語篇，設(shè)計活動：側(cè)重提取有關(guān)Bell發(fā)明電話的事實性信息。通過表格形
式，進一步梳理、歸納細節(jié)信息，引導學
生關(guān)注發(fā)明的步驟并認識發(fā)明過程的曲折
性以及Bell的科學精
神。 8’ T-Ss GW
3. 3rd Reading:
T asks Ss to go through the passage and then each group chooses one question to discuss and share:
(1) What does the “woods” in his most famous saying mean and what do you think of his saying “leave the beaten track and dive into the woods”?
(2) Bell was born in 1847, do you know when he died? What do you think of “he made his first invention at eleven and his last at seventy five”?
(3) Why is Bell most often associated with the invention of telephone?
深入語篇，設(shè)計活動：設(shè)計有內(nèi)在聯(lián)系和層次的問題鏈，訓練學生挖掘語言的深層涵義，培養(yǎng)學生綜合、概括、推斷、評價等高階思維能力。深化主題意義，加強德育浸潤。并通過小組討論和分享，提高課堂效率。
8’ T-Ss GW
Step 4 Consoli-dation
T asks Ss to work in groups to discuss about their ideal “smarter” phones. Each group leader organizes his/her group to decide one biggest problem of the current phone and think about an ideal solution. Then, after 5 minutes’ of preparation, T invites some groups to give their presentation.
遷移創(chuàng)新，設(shè)計活動：小組活動，討論并設(shè)計電話的未來——“smarter” phone。聯(lián)系現(xiàn)實生活，遷移學習Bell的探索創(chuàng)新精神，思考手機的問
12’ Ss-Ss GWStep 5 Summary & Home-work
1. Assessment:
(1) T briefly comments on Ss’ performances and emphasizes that from imagination to reality, there is still a long way to go. Ss should have solid knowledge and skills, plus continuing effort and exploration. T can use Bell’s most famous saying in this text to encourage them.
(2) T adds up the scores of each group and gives a brief evaluation of the whole class. 2. Assignment: Finish the rest of the handout.
總結(jié)評價，再次深化
主題并進行德育浸
潤。 3’ T-Ss
板書 設(shè)計
黑板1
1. Duty report Functions of phones：1) remote control 2) call Didi taxi 3) …
(學生課堂生成性回答)
4.學生作品展示區(qū)
黑板2
課題:M8U3 Inventors
and Inventions Reading & Speaking
2. Reading Style of writing: biography Outline:
background
big events in his life biography evaluation
電子 白板
預(yù)設(shè)性 教學內(nèi)容
黑板3
3. Speaking 學生課堂生成性回答的重點或要點筆記 4. 學生作
品展示區(qū)
黑板
5.Assessment
(實時更新的小組得分評價)
Group 1: Group 2: Group 3: Group 4: Group 5: Group 6:
課后 反思
1、思優(yōu)：
1）形式上：通過小組成員面對面的座位安排和貫穿課堂始終的小組計分模式，充分調(diào)動學生們的學習積極性和合作學習的氛圍，課堂上回答問題的學生面擴大了、回答問題的次數(shù)增多了；多媒體與板書運用相結(jié)合，兼顧課堂的預(yù)設(shè)性和生成性。多媒體的使用擴大了課堂的容量，節(jié)約了問題的書寫時間，同時通過加粗體、標顏色等方式使重點一目了然。黑板的使用及時把生成性的學生回答中的重點、優(yōu)點進行了記錄，一是對回答問題學生的肯定，二是方便其他學生跟隨記課堂筆記。
2）內(nèi)容上：通過整理文章主線，設(shè)計由易到難有內(nèi)在邏輯的問題鏈，在閱讀以及做任務(wù)的過程中從結(jié)構(gòu)、語言、思維三方面給學生充分的訓練和培養(yǎng)。由于“腳手架”搭設(shè)合理，在課堂上調(diào)動起了學生的知識儲備，在生成性回答過程中，學生甚至給出了Alexander G. Bell名言中的woods是指dilemma，而不僅是用difficulty這樣較為簡單的詞匯；從Bell他11歲開始發(fā)明，至死方休的事實中得出他是a lifelong inventor；對Bell發(fā)明的電話，學生評論時用了indispensable這樣的超綱詞匯，拓展了同學們的單詞量。
2、思過：
兩位同學在duty report的過程中，向同學們提問，并把他們的答案要點
寫在黑板上時，我沒有及時查看拼寫，有一個拼寫錯誤到后面我去板書時才發(fā)現(xiàn)并修改。
3、思改：
1）思維導圖（mind map）是一種很清晰有效的幫助學生提綱挈領(lǐng)的工具，我在板書傳記體文章的結(jié)構(gòu)時應(yīng)該使用它，而不是用傳統(tǒng)型的1、2、3點去標示。
2）對學生的板書我今后要及時給予反饋或修正。
備注： Ss: students
T: teacher
IW: individual work
GW: group work
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