Earth First - Using Language 教学纪实与反思

董晓冰

教学内容：

外研社英语必修第二册第六单元第65页至第67页.

教學目标：

By the end of the class， students will be able to：

1.identify present participle and past participle used as complement， understand the benefits of using -ing or -ed form and have preliminary application.

2.know when， why and how to interrupt others politely and put it into practice.

3.have a further discussion about global warming and put forward more solutions.

4.analyze causes， effects， and solutions to different environmental problems by using what they learnt.

教学重、难点：

Key points：

1.Get the students to briefly analyze some environmental problems as well as some possible solutions represented in the short passages and audio.

2.Get the students to learn a grammatical item - using -ing and -ed form as complement.

3.Get the students to listen to an audio to grasp the gist and details.

Difficulties：

1.Get the students to understand similarities and differences between -ing and -ed form as complement.

2.Get the students to summarize the key points while listening to the passage.

3.Get the students to learn how to interrupt others appropriately in a real-life context.

教学步骤：

Step 1 Lead-in

Teachers activity：

1.Ask students to brainstorm environmental problems.

2.Show students some pictures related to the topic by using -ing and -ed as complement.

3.Lead students to the topic.

Students activity：

Have a basic understanding of the topic.

Objectives：

1.To activitate students background knowledge.

2.To get the students familiar with “-ing and -ed” as complement.

Step 2 Learning -ing and -ed as complement

Teachers activity：

1.Show students pictures and ask them to choose the correct word.

2.Ask students to observe the sentences together and summarize the functions and usage of -ing and -ed as complement.

Students activity：

1.Read the sentence and make a choice.

2.Summarise the functions and usage of -ing and -ed as complement with the help of the teacher.

Objectives：

1.To encourage students to discover the grammar usage by themselves.

2.To further enhance students understanding of -ing and -ed as complement.

核心素养提升点：

培养学生分析、归纳、概括信息的技能，提高语言能力。

Problem 1 Ocean Animal Endangerment

Teachers activity：

1.Ask students to read the passage and figure out Hannahs special way to help ocean endangered animals.

2.Ask students to choose the correct forms of given verbs.

3.Ask students to figure out which -ing and -ed form is used as complement.

Students activity：

1.Read the passage and find out what is Hannahs special way.

2.Choose correct forms of the given verbs.

Objectives：

To get students to practice -ing and -ed as complement.

核心素养提升点：

让学生分析、概括信息，锻炼语言能力;引导学生利用思维导图分析和概括问题，锻炼思维品质。

Problem 2 Nature Destruction （SNNR）

Teachers activity：

1.Ask students to read the interview and answer the question.

2.Help students rewrite the underlined sentences using -ing or -ed form as complement.

3.Fill in the mind map together.

Students activity：

1.Read the interview and answer three questions.

2.Rewrite the sentences using complement.

3.Fill in the mind map with the help of the teacher.

Objectives：

To help students consolidate the application of  -ing or -ed  form as complement in a real-life context.

核心素養提升点：

让学生利用已有的知识在真实语境中应用，提高语言能力;利用思维导图归纳总结，锻炼思维的逻辑性和完整性。

Problem 3 Smog （listening）

Teachers activity：

1.Ask students to read the introduction part and fill in the mind map.

2.Play the audio and ask students to complete the slides.

3.Check the answers with the class.

4.Ask students to recall how the listeners interrupt the speaker and give more relevant expressions.

5.Have a similar conversation with students about another topic-recycling.Practice how to interrupt politely.

Students activity：

1.Fill in the mind map.

2.Listen to the lecture and complete the slides.

3.Check the answers with the teacher.

4.Talk about how to interrupt politely.

5.Listen to the teacher carefully and try to practice how to interrupt others.

Objectives：

1.To train students to grasp the main idea and key information of the listening materials.

2.To help students learn how to interrupt politely.

3.To help students learn more about the factual information about recycling.

4.To encourage students to practice interrupting others politely.

核心素养提升点：

学生通过听力练习，加强对空气污染的理解，归纳并总结出听力材料中的关键词，提高语言能力;学生学习并探讨打断别人是否礼貌，辩证看待该问题，并学会如何去礼貌地打断别人，锻炼思维品质。

Problem 4 Global warming

Teachers activity：

Before class：

1.Help students learn the expressions and complete the brochure on page66.

2.Ask studennts to research information about causes， effects， solutions and slogans of global warming and design a brochure.

3.Provide each group with useful advice on how to present the brochure to the whole class.

During the class：

4.Listen to each groups presentation with the whole class and evaluate their work.

Students activity：

Before class：

1.Learn useful expressions and how to make a brochure.

2.Research information about global warming and work in group to design a brochure.

3.Choose one presenter to show the group brochure.

During the class：

4.Listen to each groups presentation with the whole class.

Objectives：

1.To deepen students understanding of global warming.

2.To help students develop comprehensive skills， like how to research and process information， how to spread opinions effectively， and how to cooperate with others.

核心素養提升点：

在语言能力方面，学生能够整合运用语言进行表达;在文化意识方面，学生学会联系生活实际，深入思考;在学习能力方面，小组合作式探究学习的方式有利于学生树立合作意识;在思维品质方面，学生学会分析、归纳、整合信息后进行有效表达，锻炼思维的完整性和逻辑性。

板书设计：

*ocean - get...involved                  * S+P+O+C

*nature - keep...untouched                         -ing/ -ed

*air - make ...follow rules                   * interrupt politely

*waste - have ...classified/

reduced/ reused/ recycled

*global warming  ？

课后反思：

强基计划聚焦基础学科，力争选拔基础过硬的综合型人才，而英语作为一种工具性语言，是各个学科深入学习的基础和桥梁。因此，本校根据国家课程标准，结合新课标要求，将英语学科课程设置为，“普育”课程、“个育”课程和“卓育”课程。这样的课程模式的意义在于提升学生的自主学习、合作学习、综合运用语言和跨文化交际能力，从而培育学生的国际视野、提升学生多元文化辨析能力、增强学生的民族文化自信。

本节课的设计以这些方面为目标。按照新课标的理念整合了教学内容，整节课的活动设计都围绕着单元主题——环境保护展开，将非谓语动词做宾补的语法练习融入到每一个环境问题的总结之中，从而避免了浅层次的、碎片化的语言知识教学，培养学生综合运用语言的能力。

通过设置真实语境，让学生在模拟对话中学会有礼貌的打断别人，在搜集资料和小组展示中发散思维。这些方式，有助于提升学生分析和解决问题的能力，发展思维品质;同时兼顾自主合作、探究学习等多种学习方式，实践英语学习活动观，培养学生的学习能力。

本节虽然是语法课，但是在教学设计上并没有只局限在语法层面，而是通过语篇和思维导图，引导学生关注环境问题，力争让学生通过一节课的学习不仅学会用语言知识讨论问题，还能加深对环境问题的思考，树立环境保护、人类命运共同体的意识。

另外，对学生页和课件的设计也考虑到对于学生文化意识的培育。学生欣赏和语篇内容相关的插图，对于所讲内容会有直观形象的认识。结合手绘学案，对学生形成健康的审美情趣和道德情感都有着积极的引导。

基于本校学生的学习特点，平日里英语课堂容量大、节奏快、语料丰富、学生自主学习能力较强。英语教师们坚持吃透课程标准、采用真实语言资料、紧密结合学生实际、灵活创造性使用教材。本节课的第三部分，对于全球变暖的词汇学习以及宣传册的制作就体现了这一特点。我在课前给学生布置任务，让他们搜集与该话题相关的真实的语言材料，学生以小组为单位在课前进行了大量阅读，并结合生活实际对于全球变暖的解决办法有了自己的独立思考和探究，在课堂上以多元的宣传册形式呈现出来。

在每个单元教学的最后一个课时，都会开展“双P”教学实践，所谓“双P”指的是外研版新教材每个单元学习的最后一环即Presenting ideas 和Project 部分。该部分注重学生在知识与技能发展的基础上，通过迁移创新的语言实践活动发展学生的综合素养。学生在开放性活动中，彼此合作，展现个性，充分表达自己对单元主题思想的理解和认识，这样的课程设置为强基的实现打下了坚实的基础。

编辑/王    波