资源简介

教学设计
课程基本信息
学科 英语 年级 八年级 学期 春季
课题 Unit8 Life in the future (Reading “Life in 2050”)
教科书 书 名：义务教育教科书——英语 出版社：上海教育出版社
育人背景
1、科教兴国、人才强国战略 党的二十大报告中强调实施科教兴国、人才强国战略。必须坚持科技是第一生产力、人才是第一资源、创新是第一动力。教育是实现优秀人才培养的重要途径。这启示教师可以在通过教育教学手段培养学生科学观念、科学思维，鼓励学生积极开展探究实践、应用创新等，开展通过日常生活劳动、生产劳动和服务性劳动，从而促进英语融合科学、劳动、信息科技和美术教育和劳动教育。本课以“Life in the future”为话题，以“Life in 2050”为具体情境，以“Make a booklet”为主任务开展项目式上学习，学生将了解2050年酒店、房子和汽车，鼓励学生开展未来智能场景畅想，积极想象并设计未来生活的产品，开展创造性劳动。 2、建设高质量教育体系、坚持立德树人 国家十四五规划中也强调建设高质量教育体系，坚持立德树人。增强学生文明素养、社会意识、实践本领，培养德智体美劳全面发展的社会注意事业的建设者和接班人，有理想、有本领、有担当的青年。通过本课学习，培养学生树立科技技术创造美好生活的观念，并通过辛勤劳动、创造性劳动创造美好未来。
教学理念
（一）融乐课堂理念 课堂要实现“三融”“六乐”。“三融”主要体现在融合五育、融通技术、融汇四评。而“六乐”核心是实现课堂教学的乐研、乐学、乐教、乐动、乐思、乐创。本课教师将探索英语学科融合科学教育和劳动教育，以“Make a booklet”为主任务开展项目式上学习，促进信息技术与教学深度融合，推进数字化教育，让学生快乐学习。 自主学习理念 庞维国（2001）总结自主学习需要学生具备一定的心理发展水平作为基础，具备内在的学习动机，掌握一定的学习策略，具备一定的意志力水平的内部条件。除此之外，也需要外部教育指导条件。本案例的教师在引导学生自主学习时，教师会激发学生学习动机，教授一定的学习策略，鼓励学生坚持学习，并且及时给与学生有效的指导。 （三）分层教学理念 每个学生的基础和层次不同，因此在教学过程中，教师需要因材施教，需要依据每个学生的特点组织课堂教学活动。因此本课教师在教学目标、教学内容、教学过程、课堂评价及课后作业都遵照各个学生的特点进行个体化关注和引导，让每个学生都能学有所获。 （四）可视化教学理念 教学中使用一些图形、动画、视频等多媒体展示教学内容。这可以帮助学生通过观察、体验、发现将抽象内容可视化，促进教学过程中知识传播和创新，培养学生的认知能力和创新能力（张丽，2019）。本课教师会在教学中通过运用不同手段，为学生呈现可视化内容，促进学生学习，让人工智能助力课堂。
教学内容
（本课教学内容） （本课教学内容分析）
学习者特征分析
教学目标
教学过程
Steps Learning Activities Teaching Activities Learning Levels Evaluation Teaching Purposes
Step 1 Lead in 1.Greeting 2.Know about learning objectives. 3.Watch the VR Video：Life in 2050 4.Think about the question: What will our life be like in 2050 1.Greeting 2.Introduce learning objectives 3.Play the video 4.Talk with students about life in the present and in the future. Perceive and notice Know students’ opinions about life in the future. To activate students’ background knowledge and arouse their interests.
Step 2 Get ready to the main task Get ready for the task: make a booklet and share it. Round 1: Make the content of the booklet. Round 2: Make each page of the booklet. Round 3: Share the booklet. Explain the task Perceive and notice Know students’ opinions about the main task. To help students understand the main task clearly.
Step 3 Predict Guess three products based on pictures. Show the pictures and talk with students. Perceive and notice To know students’ guessing. To improve their abilities on viewing and predicting.
Step 4 Round 1: Make the content of the booklet 1.Students will skim the text and find out three products. 2.Students will make the content of the booklet according to three products. Guide students to find out three high-tech products. Perceive and notice To check whether students can find out the content. To help students obtain three products and make the content of the booklet.
Step 5 Round 2: Make 4 pages of the booklet 1.Make the first page of the booklet. Read Hotel Whale and find out some details. Learn the explanatory method of exposition. Infer Mrs Peng’s attitude towards the Hotel Whale. (3) Summarize the features about the Hotel Whale. Make one page of the booklet about the Hotel Whale. 1.Guide students to find out basic information about the Hotel Whale, explanatory method of exposition, summarize features of and infer customers attitudes’ towards the Hotel Whale. Retrieve and summarize; Infer and demonstrate To check students’ answer about some questions of the Hotel Whale. To help students obtain key information about the Hotel Whale.
2.Make the second page of the booklet. Read Forever Green Houses and find out features. Read Forever Green Houses again and find out the reasons why Forever Green Houses are green and smart. Learn some details about Forever Green Houses. Infer Mr Yu’s attitude towards Forever Green Houses. Make one page of the booklet about Forever Green Houses. Summarize the structure of introducing products (features and details) 2.Guide students to find out basic information about Forever Green Houses, explanatory method of exposition, infer customers attitudes’ towards Forever Green Houses and summarize the structure of introducing a product. Retrieve and summarize; Infer and demonstrate To check students’ answer about some questions of Forever Green Houses. To help students obtain key information about Forever Green Houses, and the structure of introducing products.
3.Make the third page of the booklet. Read the CJ3 and find out some details. Infer Mr Hu’s attitude towards the CJ3 and learn explanatory method. Summarize the features about the CJ3. (4) Make one page of the booklet about the CJ3. 3.Guide students to find out basic information about the CJ3, explanatory method of exposition, summarize their features and infer customers attitudes’ towards the CJ3. Retrieve and summarize; Infer and demonstrate To check students’ answer about some questions of the CJ3. To help students obtain key information about the CJ3 and make the thrid page of the booklet.
4.Make the fourth page of the booklet. Work in groups and design a high-tech product that can help us learn better in the 2050. 4.Guide students to design a high-tech product that can help them live better in the future. Imagine and create Observe their performance To increase students’ creative ability
Step 6 Round 3: Share your booklet Round 3 Share your booklet. Guide students to share their booklet. Analyze and judge Observe their performance To increase students’ language abilities and appreciate other people’s designs.
Step 7 Summary Summarize the features of life in 2050 and Have a better understanding of how science and technology change people’s life and learn to build a better future through creative work. Help students to share their opinions about life in 2050 and guide students to think about the relationship between science and technology and better life. Summarize To know students’ opinions. To help student build a better understanding about the relationship between advanced technology and better life and build a better future through hard work and creative work.
Step 8 Self- assessment Finish self-assessment table. Guide students to finish self-assessment table. Judge To check their Self- Assessment table. To help students review the lesson.
Step 9 Homework Get to know the homework. Introduce the homework. To help students consolidate the knowledge and skills after class.
教学亮点
英语融合德育，坚持立德树人 坚持立德树人。增强学生文明素养、社会意识、实践本领，培养德智体美劳全面发展的社会注意事业的建设者和接班人。通过本课学习，培养学生树立科技技术创造美好生活的观念，并通过辛勤劳动、创造性劳动创造美好未来。 项目式学习，教学环节流畅紧凑，设计明确恰当，环环相扣 根据学生的学习和生活经验，创设为2050年人们制作一份生活指南小册子真实的情境，同时整合教材话题，开展项目式学习，从课堂导入，介绍任务，到分析并制作每一页小册子到最后展示小册子的学习任务，教学环节流畅紧凑，层次清晰，环环相扣。形成了在日常生活中发现问题、分析问题到最终解决问题的学习模式。 跨学科融合 通过英语融合科学、劳动、信息科技和美术，培养学生多个学科核心素养。教师在英语教学中培养学生科学观念、科学思维，鼓励学生积极开展未来2050年智能场景的探究实践、应用创新等。通过学生设计未来2050年的生活指南小册子，树立劳动观念和劳动意识，开展创造性劳动实践，培育审美感知和创意实践。 以学习者为中心 本课教师充分考虑八年级学生具体情况，针对学生经验、知识基础、学习能力和学习风格开展教学，学习任务维度从学习理解、到应用实践、再到迁移创新，从易到难，梯度合理，充分考虑不同层次学生的学习需求。

展开更多......

收起↑