An-Encounter-with-Nature教學(xué)設(shè)計(jì)文檔

附件1：生涯教育教學(xué)設(shè)計(jì)參考教學(xué)設(shè)計(jì)授課教師馮哲單位遵義市第四中學(xué)授課課題AnEncounterwithNature授課年級(jí)高一教材版本外研版（2019）內(nèi)容分析本板塊呈現(xiàn)了一篇英語學(xué)科核心素養(yǎng)中人與自然和諧相處的文章，語篇類型為記敘文，以一位自然攝影師的視角講述了其在黃石國(guó)家公園與一頭熊的“邂逅”。讀前的導(dǎo)入活動(dòng)借助詞匯云幫助學(xué)生提前熟悉課文話題，為課文學(xué)習(xí)做鋪墊。讀中活動(dòng)考查學(xué)生對(duì)課文話題、主旨大意和細(xì)節(jié)內(nèi)容的理解。讀后活動(dòng)則是通過開放性問答活動(dòng)，啟發(fā)學(xué)生深入思考人與動(dòng)物的關(guān)系，運(yùn)用所學(xué)知識(shí)創(chuàng)造性地探究主題意義，結(jié)合職業(yè)興趣，探究生涯發(fā)展方向。學(xué)情分析知識(shí)基礎(chǔ)學(xué)生剛進(jìn)入高一，對(duì)記敘文的閱讀理解有一定基礎(chǔ)，但對(duì)人與自然類語境的知識(shí)儲(chǔ)備稍顯不足。認(rèn)知能力學(xué)生對(duì)該主題語境頗有興趣，對(duì)人與動(dòng)物間關(guān)系的認(rèn)知較為清晰，但對(duì)相關(guān)生涯領(lǐng)域的認(rèn)知不足。學(xué)習(xí)特點(diǎn)學(xué)生領(lǐng)悟力較強(qiáng)，善于總結(jié)歸納和通過小組探究解決問題。教學(xué)目標(biāo)通過本節(jié)課的教學(xué)，學(xué)生能夠:1.理解語篇大意，辨別語篇體裁，厘清自然攝影師一職對(duì)作者的吸引之處；2.結(jié)合語篇深度思考人與動(dòng)物的正確相處之道；3.描述與動(dòng)物相關(guān)的職業(yè)，明確該職業(yè)的素養(yǎng)要求和職業(yè)回報(bào)，結(jié)合自身職業(yè)興趣形成個(gè)人生涯規(guī)劃。教學(xué)重難點(diǎn)重點(diǎn)學(xué)生能通過閱讀獲取語篇信息，掌握文章大意，把握語篇體裁。難點(diǎn)學(xué)生能深度思考人與動(dòng)物的相處之道；討論與動(dòng)物相關(guān)的職業(yè)，提升動(dòng)物保護(hù)意識(shí)，結(jié)合霍蘭德職業(yè)興趣理論探究形成個(gè)人生涯規(guī)劃。教法TBLT任務(wù)型教學(xué)法、情景教學(xué)法、課堂討論法、談?wù)摲▽W(xué)法個(gè)人探索、小組合作探究、課堂討論教學(xué)資源《普通高中英語課程標(biāo)準(zhǔn)》（2020修訂版）、2019外研版高中英語必修一教材及教師用書、《九型人格類型分析與結(jié)果應(yīng)用》、《霍蘭德職業(yè)興趣測(cè)驗(yàn)》等教學(xué)環(huán)節(jié)及時(shí)間安排內(nèi)容教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖Step12minsLead-inTeacherasksstudentswhethertheyliketobewithnature.Teacherencouragestotalkaboutthebenefitswecangetfromenjoyingnature.Teachermakesabriefsummary.Studentsreflectwhethertheyliketobewithnatureornot.Studentsrecallthebenefitsofenjoyingnatureandsharetheirideas.(IndividualWork)Leadinthetopicandprepareforthecominglesson.Activatestudents’previouscognitionofthetopic.Step22minsPre-readingTeachershowsthepicturesofaphotographerandabearsaswellasawordcloud.Teacherasksstudentstomakeapredictionaboutwhathappenedinthestory.Teacherdrawsabriefconclusion.Studentswatchthepicturesandmakeaprediction.Studentssharetheirpredictionswiththeclass.(IW)Arousestudents’interestinthepassage.Strengthenstudents’qualityofthinking.Step34minsWhile-readingTask1:readforgeneralideaTaskssstoskimthetextandcompletethetwotasks:Figureoutthewriter’spurposeofwritingthetext.Matcheachparagraphwithitsmainidea.Tcheckstheanswerswiththeclass.Studentsgothroughthepassagequicklyandcompletethetwotasks.Studentsdiscusswiththeirpartnerstochecktheanswersandsharetheiranswerswiththeclass.(IndividualWork+Groupwork)Studentscanquicklyhaveabasicunderstandingofthepassage.Strengthenss’languageability.Step46minsWhile-readingTask2:Readfordetails(para.1&2)Taskssstoreadpara.1&2carefullyandanswerthe4questions:Whatdifficultiesmightanaturephotographerencounter?Whydoesthephotographerstillenjoyhisjob?Wheredoesthephotographerliketakingphotosmost?Why?Whatcanyoulearnaboutthebearsthere?lifespan:weight:abilities:Tcheckstheanswerswiththeclass.Ssreadpara.1&2carefullyandanswerthe4questions.Ssdiscusswiththeirgroupmemberstochecktheanswersandsharetheirideaswiththeclass.(IW+GW)Sscangetdetailedinformationfromthetext.Sscanlearntheattractionsofacareertosomeonewhochoosesit.Strengthenss’languageabilityandqualityofthinking.Step48minsWhile-readingTask2:Readfordetails(para.3&4)Taskssstoreadpara.3&4carefullyandanswerthe6questions:(1)Whydidn’tthephotographernoticethebearwhenhearrivedthere?(2)Howdidthephotographerreactandfeelwhenhenoticedthebear?(3)Whatdoyouthinkaboutthephotographer’sreactionwhenhesawthebear?(4)Doyouthinkthemanisagoodphotographer?Why?(5)Whatlessondidthephotographerlearned?(6)Whatcanwedotoshowrespecttoanimals?2.Tcheckstheanswerswiththeclass.1.Ssreadpara.3&4carefullyandanswerthe6questions.2.Ssdiscusswiththeirgroupmemberstochecktheanswersandsharetheirideaswiththeclass.(IW+GW)1.Sscangetdetailedinformationfromthetext.Sscanidentifythethejobrequirementsandrewardsofnaturephotographyaswellasthephotographer’sprofessionalism.Sscanreflecttherelationshipbetweenhumanandanimalsandproperwaystolivewithanimals.Strengthenss’languageability,culturalawarenessandqualityofthinking.Step515minsPost-readingDiscussandShareTaskssstothinkaboutotherjobstheyknowthatinvolvesworkingwithanimals.Tgivessomeexamples.Taskssstodiscussandsharewhatkindofjobtheywouldchooseiftheywanttoworkwithanimalsinthefuture,aswellasthereasons.Sstalkaboutotherjobstheyknowthatinvolvesworkingwithanimals.Ssdiscusswiththeirpartnersaboutwhatkindofjobtheywouldchooseiftheywanttoworkwithanimalsinthefuture,aswellasthereasons,basedonjobdescription,jobrequirementsandrewardsofthejob.Sssharetheiridealjobandcareerplanwiththeclass.Sscanhaveadeepthinkingoftheirfuturecareeronthebasisoftheirvocationalinterests.Sscanfigureoutthedetails,requirementsandrewardsofajob,soastohelpthemconfirmtheirchoice.Sscanlearntomakeajobdecisionandacareerplan.Strengthenss’languageability,qualityofthinking,andlearningability.Step62minsSummaryandReflectionTmakesasummaryofwhatareincludedinthisperiod.Taskssstofinishtheself-reflectionquestionnaire.SssummarizethelessontogetherwithT.Ssfinishtheself-reflectionquestionnaireontheirhandout.Sscanrecalltheknowledgeframeofthisperiod.Sscanevaluatetheirstudyinthisperiod.Step71minHomeworkTarrangesthehomework:Writeashortpassagetointroduceoneofthejobsthatinvolvesworkingwithanimals.Yourintroductionshouldinvolvejobdescription,jobrequirementsandrewardsofthejob.Ssfinishthehomeworkafterclass.Sscanrecallthelessonandstrengthentheunderstandingofcareerplanning.板書設(shè)計(jì)AnEncounterwithNatureReadingandSpeakingProtectanimalsandtheirhabitats.Foundmorereservesforendangeredanimalsandhelpthemreproduce.Protectanimalsandtheirhabitats.Foundmorereservesforendangeredanimalsandhelpthemreproduce.Developaharmoniousrelationshipwithanimals....JobdescriptionJobrequirements:JobdescriptionJobrequirements:workethic職業(yè)道德professionalskill職業(yè)技能vocationalinterest職業(yè)興趣Rewardsofthejob特色創(chuàng)新本課程是對(duì)生涯教育在高中英語學(xué)科教學(xué)中的融合滲透的一次探索。課程根植于課標(biāo)，并創(chuàng)新性地將生涯規(guī)劃與職業(yè)教育理念融合于普通高中英語學(xué)科核心素養(yǎng)，將生涯教育理念滲透進(jìn)學(xué)科教學(xué)實(shí)踐中。結(jié)合人與自然