【原創(chuàng)】SuperheroPBL大單元下的閱讀教學(xué)Heroes, Unit 2, Module 1

1、教學(xué)公開周校際教學(xué)觀摩研討活動教學(xué)設(shè)計開課老師開課時間10月15日 星期二 下午第3節(jié)課型讀寫課集備時間10月8日 星期一設(shè)計主題Superhero，PBL大單元下的閱讀教學(xué)，Heroes, Unit 2, Module 11.整體設(shè)計思路、指導(dǎo)依據(jù)說明普通高中英語課程標(biāo)準(zhǔn)2017年版明確提出：“主題為語言學(xué)習(xí)提供主題范圍或主題語境。學(xué)生對主題意義的探究應(yīng)是學(xué)生學(xué)習(xí)語言的最重要內(nèi)容?！北締卧狧eroes，以“人與自我”主題語境下，“做人與做事”中的“優(yōu)秀品行，正確的人生態(tài)度與社會責(zé)任”的內(nèi)容要求為題?！皢卧浅休d主題意義的基本單位”課標(biāo)2017。本單元設(shè)計中，圍繞“優(yōu)秀品行，正確的人生態(tài)度與社

2、會責(zé)任”這一內(nèi)容要求，充分挖掘、提煉教學(xué)內(nèi)容中所涉及的人物所共有的優(yōu)秀品行，引導(dǎo)學(xué)生學(xué)習(xí)優(yōu)秀的品行，建立正確的人生態(tài)度和社會責(zé)任。為了能夠更好地達(dá)到設(shè)計目的，在PBL（Project-based Learning，項目化教學(xué)設(shè)計）教育思想的思路下，對教材內(nèi)容進(jìn)行整合，并引入“A Medical Pioneer”，“Heroes Among Us: When Ordinary People Become Extraordinary”，和“Even Today, We Want Our Heroes to Know Right from Wrong”三篇課外泛讀材料。這樣，在教材已有教學(xué)內(nèi)容（na

3、tional heroes, history makers, sports heroes, film heroes等）之外，增加了scientific pioneers, heroes in daily life,及sympathetic villains and flawed heroes的內(nèi)容，建立了一個更加完整合理的主題語境教學(xué)系統(tǒng)，形成一個有利于學(xué)生開展合作學(xué)習(xí)、自主學(xué)習(xí)、深度探究的單元整體設(shè)計、整體教學(xué)的“PBL大單元教學(xué)設(shè)計”。根據(jù)本單元主題及設(shè)計思路，整合本單元教學(xué)內(nèi)容，設(shè)定本單元的目標(biāo)：一般過去時、現(xiàn)在完成時（知識與技能）；人物介紹寫作（過程與方法）；優(yōu)秀品行與社會責(zé)任（情感、

4、態(tài)度與價值觀）；設(shè)定本單元項目：This Is My Hero，（驅(qū)動問題：Who can be my hero?），通過逆向設(shè)計的思路統(tǒng)領(lǐng)本單元的教學(xué)過程與目標(biāo)，以“調(diào)研”的高階認(rèn)知方式包裹相關(guān)的低階認(rèn)知方式。本課時的教學(xué)設(shè)計是以上“PBL大單元教學(xué)設(shè)計”中的一個有機(jī)組成部分，為單元主題構(gòu)建提供“never give up和care for others”兩個構(gòu)件，即優(yōu)秀品行與社會責(zé)任（情感、態(tài)度與價值觀），并進(jìn)一步訓(xùn)練與拓展一般過去時、現(xiàn)在完成時（知識與技能）；人物介紹寫作（過程與方法）兩個目標(biāo)。這樣的設(shè)計符合“每個課時目標(biāo)的設(shè)定都要為達(dá)成單元整體目標(biāo)服務(wù)避免脫離主題意義或碎片化的呈現(xiàn)方式

5、” 課標(biāo)2017。具體到本閱讀課文的教學(xué)中，本課時結(jié)合概要寫作訓(xùn)練，融閱讀與概要寫作為一體，并以此為基礎(chǔ)，提煉主題要素：“never give up和care for others”，構(gòu)建大單元教學(xué)設(shè)計的一環(huán)。2.教學(xué)背景分析教學(xué)內(nèi)容分析：本閱讀課為本單元第四課內(nèi)容，以訪談的形式，介紹了電影“Superman”的主角扮演者Christopher Reeve，在電影之外的現(xiàn)實生活中，遭遇意外事故，導(dǎo)致殘疾，卻樂對人生，不言放棄，重拾事業(yè)，并資助醫(yī)學(xué)研究造福他人的故事。文章在前幾課內(nèi)容（national heroes, history makers, sports heroes）的基礎(chǔ)之上，拓展了

6、影視人物這一視角，加深了人面對困境應(yīng)有的態(tài)度與作為和增加了樂于助人造福他人的優(yōu)秀品行與社會責(zé)任的內(nèi)容。在文體上，增加了訪談的寫作方式，豐富了學(xué)生對人物介紹寫作技巧的學(xué)習(xí)。這些都是本單元主題語境學(xué)習(xí)、PBL大單元教學(xué)設(shè)計的重要組成部分。學(xué)生情況分析：高中生正處于青春期，高中生的人際交往的特點(diǎn)主要有以下四種：1. 強(qiáng)烈的交往需要并渴望獨(dú)立。2. 采取自主獨(dú)立的行為傾向，關(guān)注自我發(fā)展。3. 喜歡與異性交往。4. 趨向關(guān)系性交往。因此，在本單元、及本課時的教學(xué)中，小組合作學(xué)習(xí)，將是學(xué)生學(xué)習(xí)的基礎(chǔ)組織方式。所教學(xué)班級為高一9班學(xué)生，有較良好的學(xué)習(xí)自主性與英語水平。在經(jīng)過入學(xué)后一個多月的學(xué)習(xí)，對高中學(xué)習(xí)有

7、了基本的了解，初步適應(yīng)了高中學(xué)習(xí)狀態(tài)；在經(jīng)歷了兩個大單元項目學(xué)習(xí)方式后，他們對于以主題單元語境學(xué)習(xí)形成了初步的認(rèn)識與習(xí)慣。這些都將有利于開展本單元主題學(xué)習(xí)。同時，應(yīng)當(dāng)認(rèn)識到，本班學(xué)生還處于初中到高中學(xué)習(xí)的過渡階段，對于高中學(xué)習(xí)，英語學(xué)科學(xué)習(xí)及概要寫作，還僅是初涉，全班的能力水平也不盡相同，有必要設(shè)計難度適當(dāng)?shù)幕顒尤蝿?wù)，搭建充分的腳后架，以期達(dá)到本課時的教學(xué)設(shè)計目標(biāo)。3.教學(xué)目標(biāo)分析知識與技能目標(biāo)：進(jìn)一步學(xué)習(xí)與鞏固在敘述過往故事時，一般過去時、現(xiàn)在完成時的使用。過程與方法目標(biāo)：認(rèn)識訪談敘述寫作，提高概要寫作能力。情感、態(tài)度與價值觀目標(biāo)：認(rèn)識、體會“never give up和care for o

8、thers”的優(yōu)秀品行，強(qiáng)化社會責(zé)任。4.教學(xué)重點(diǎn)、難點(diǎn)分析教學(xué)重點(diǎn)：概要寫作的訓(xùn)練和提煉文本主人公Christopher Reeve的優(yōu)秀品行及社會責(zé)任。教學(xué)難點(diǎn)：提煉文本主主人公Christopher Reeve的優(yōu)秀品行及社會責(zé)任5.融入本教研組“整合教學(xué)”改革方案的精神 在PBL教學(xué)思想下，以單元整體教學(xué)為設(shè)計思路，整合教學(xué)資源與教學(xué)內(nèi)容，更加對于學(xué)生“學(xué)”的側(cè)重，創(chuàng)新閱讀課在大單元教學(xué)背景下的教學(xué)方式與思路。6.教學(xué)過程設(shè)計教學(xué)過程結(jié)構(gòu)流程圖借助視頻幫助學(xué)生建立與主人公的對話的基礎(chǔ)。步驟一:導(dǎo)入show a video clip of “Superman”1. 利用教材設(shè)計的分段主題

9、活動，幫助學(xué)生構(gòu)建文本整體認(rèn)識。2. 以小組合作的方式，控制活動時間，及活動難度以適應(yīng)不同水平的學(xué)生。3. 理清文本敘述結(jié)構(gòu)，為后續(xù)概要寫作做好腳手架。老師引導(dǎo)與幫助步驟三：結(jié)構(gòu)輸入Ss read again for the structure and feature of the passage.給予學(xué)生充分的文本閱讀時間，利用對文本基本信息內(nèi)容問答的形式，幫助學(xué)生建立對文本與主人公的基本認(rèn)識。為后續(xù)活動打下基礎(chǔ)。學(xué)生為主體步驟二：信息輸入Ss read for general idea and answer questions.學(xué)生以“切塊拼接法”的小組活動形式，完成概要寫作，并以此主基礎(chǔ)

10、，提煉文本單元主題。步驟四：輸出Ss write a summary and dig the theme具體教學(xué)過程：Step 1: Greetings and lead-in, 3m1. Organize the class and get Ss focused2. Ask ss to look at the pictures in the lesson, ask, “Do you know them?”3. Show a video clip of “Superman”.1). Do you think “superman” a hero?” Why/Why not?2). Do you

11、know the actor? Do you think he is a hero?【設(shè)計意圖】借助視頻幫助學(xué)生建立與主人公的對話的基礎(chǔ)?！癝uperman”，已經(jīng)不是現(xiàn)在的學(xué)生所熟悉的電影故事和人物，有必要通過真實的內(nèi)容幫助學(xué)生建立起起文本人物的對話基礎(chǔ)。Step 2: first reading, 8mIndividual work: ss read the story and answer questions:Who is Christopher Reeve?What happened to him in 1995?What did he do after that?How did hi

12、s family react to the accident?What did he do besides taking films?【設(shè)計意圖】給予學(xué)生充分的文本閱讀時間，利用對文本基本信息內(nèi)容問答的形式，幫助學(xué)生建立對文本與主人公的基本認(rèn)識。初讀主要聚焦于文本的具體信息，有利對文本形成正確認(rèn)識，為后續(xù)活動打下推理與概括的論證基礎(chǔ)。Step 3: Read again and do ex 3, P29, 5mex 3: Match the topics with the parts of the article.a) the riding accidentb) his marriagec)

13、his feelings after the accidentd) his deathe) his parentsf) his beliefg) how he get involved with charity workh) his worki) before the accident【設(shè)計意圖】利用分段主題活動，幫助學(xué)生構(gòu)建文本整體認(rèn)識。理清文本敘述結(jié)構(gòu)，為后續(xù)概要寫作做好腳手架。此步驟有助于學(xué)生認(rèn)識本文所特有的訪談式敘述方式。此外，以小組合作的方式，控制活動時間，及活動難度，這樣有利于適應(yīng)不同水平的學(xué)生，讓所有的學(xué)生都以自己的方式參與到活動中來。 Step 4: Summary writi

14、ng, 24m1. 8m Form “expert groups”: “A” members sum up part 1. “B” members sum up part 2 and 3. “C”, part 4 to 6. “D”, part 7-9.Each “expert group” is required to sum up the respective paragraph in 1-2 sentences.2. 10m GW: Members back to original group to finish the summary of the whole text. Groups

15、 are required to balance the number of words of each part, and make the summary coherent in 60 words.3. 6m show and comment on works of 2 groups.【設(shè)計意圖】學(xué)生以“切塊拼接法”的小組活動形式，完成概要寫作?！扒袎K拼接法”能夠充分調(diào)動學(xué)生進(jìn)行合作學(xué)習(xí)，并且最大程度上保證學(xué)生活動與思維的質(zhì)量與水平。活動前，將“Summary: key words sentences paragraph revise”板書于黑板上，為學(xué)生概要寫作提供堅實的腳手架幫助。St

16、ep 5: Extract out the theme of the passage, 3mAsk: Is Christopher Reeve hero? What can we learn from him?Does your hero have the same qualities?Who else has the same qualities?Help ss to get “never give up” and “care for others” from the facts in the passage.【設(shè)計意圖】在學(xué)生對文本進(jìn)行概要縮寫的基礎(chǔ)上，依據(jù)文本中的事實信息，提煉文本單元主

17、題，為PBL大單元教學(xué)設(shè)計建立主題構(gòu)件。這體現(xiàn)了單元主題教學(xué)的整體性。Step 6. Summary and homework 2m1. Underline all the “past simple” and “present perfect” tenses in the passage and read the passage fluently.2. Polish the summary. (using shorter expressions and appropriate conjunctions)3. Think of the similar “hero” and prepare a d

18、uty report tomorrow.【設(shè)計意圖】三項作業(yè)共同指向本課三個教學(xué)目標(biāo)，與教學(xué)重點(diǎn)。劃線時態(tài)，將有助于學(xué)生在后續(xù)對文本的反復(fù)閱讀中體會時態(tài)在語境中的語用功能。Polish the summary將進(jìn)一步完善并提升學(xué)生概要寫作能力。Duty report是對學(xué)生本課時學(xué)習(xí)效果的檢驗與提升。板書設(shè)計：Unit 2 SuperheroLesson 4 Christopher Reeve general idea: questionsStructure: 8 partsSummary: key words sentences paragraph - reviseMain characte

19、ristics: never give up; care for others 6.教學(xué)評價設(shè)計評價內(nèi)容： Rubric for Rubric for “Summary writing”Score: _Perfect Excellent Developing Needs development self accesspeer accessContent & Logic 50All the main points are included with a clear logic and loyal to the original passage. 45-50With 1-2 missing, mo

20、st of the main points are included with a clear logic and loyal to the original passage.30-44Some main points are included with a clear logic and basically loyal to the original passage.20-29Many main points are missing .0-19Language 30 Sentences are clear with few mistakes and few original expressi

21、ons of the passage are used.25-30Sentences are clear with some mistakes and some original expressions of the passage are used.18-24Sentences are basically clear with many mistakes and many original expressions of the passage are used.10-17Sentences are not clear and many original expressions of the

22、passage are used.0-9Coherence 20Words and expressions are concise and appropriate conjunctions are used. 16-20Many words and expressions are concise and appropriate conjunctions are used. 11-15Words and expressions are not concise and some conjunctions are used. 6-10Words and expressions are not con

23、cise and few conjunctions are used. 0-5ELEMENTS OF PBLSIGIFICANT CONTENTInclude specific details about the topic your students will explore. Add standards and skills that relate to this topic.Students will:Explore different stories of admirable heroes, from Yang Liwei, Martin Luther King, Jr., Sun Y

24、etsen to Cristopher, in different fields of the mankind.Learn what kind of people are universally admired and what characteristics they bear.Shape their understanding of heroism and learn to behave like a hero.Write a story, titled, “This Is My Hero”, of their hero based on what they have learned in

25、 the unit.21ST-CENTURY COMPETENCIESTell which competencies you will build into this project, and how you plan to explicitly teach students these skills.Critical thinking: I will model for students how to research problems and choose the best possible solution.Collaboration: I will have my groups set

26、 “group norms.” I will have each student create a list of skills they have that relate to the project, so that group jobs and responsibilities can be easily assigned. Groups of 4 will be assigned.Communication: I will facilitate discussions that help students grow their communication skills. I will

27、mix up the discussions so that they get practice communicating with different peers, guest speakers, and me.Morality: I will lead students to explore what characteristics heroes bear and what kind of heroes are admired universally.IN-DEPTH INQUIRYHow will your students learn about this topic? What r

28、esources will be available to them for researching their questions about the topic?Students will explore “heroism” using a variety of resources.Source 1: Text book: Modern HeroesHistory MakersSports StartsSuperheroSource 2: Extensive reading materials:A Medical PioneerHeroes Among Us: When Ordinary

29、People Become ExtraordinaryEven today, we want our heroes to know right from wrongSource 3: Peer students and parents/teachers.DRIVING QUESTIONWhat will your driving question be? Mold the DQ that is included with the project to your own classroom.Who can be my hero?NEED TO KNOWWhat skills or content

30、 will your students need to know to successfully complete this project? How will they learn this information?Students will need to know that there are variety of heroes. They can be history makers, scientific pioneers, sports stars and even common people beside us. Students will learn what character

31、istics heroes bear and shape their understanding of heroism.Students will learn to write a biography and use of tenses of past simple, past continuous and present perfect.VOICE AND CHOICEWhat choices will students have during this project?Student groups will initially biographies of various heroes. They will work collaboratively to compare di