英语新课标实践：基于核心素养的教学评一体化设计及备课实例.docx

英语新课标实践：基于核心素养的教学评一体化设计及备课实例义务教育英语课程标准（2022年版）（以下简称“义教新课标”）的颁行，标志着基础英语课程改革已正式进入核心素养时代。作为新时代中国教育的根本任务，“立德树人”是教育领域落实党和国家教育方针政策的根本方略。义教新课标第一条课程理念明确要求落实立德树人根本任务，将培养“有理想、有本领、有担当”的三有人才作为培养新时代人才的出发点和落脚点，围绕核心素养确定课程目标，选择课程内容、创新教学方式、改进考试评价、指导教材建设、开展教学培训，从而形成一定的教学体系。核心素养的落实，大致可以三个层面着手：一是课程改革，二是教学实践，三是教育评价。作为一线教师，我们大多更关心教学中如何实现“核心素养”，如何让它在课堂教学中“落地”。具体到英语学科教学中四方面素养的实现途径，借用鲁子问教授的归纳，可从以下四方面入手：在语用知识传授与整合式学习中发展语言能力；在中外文化认知与跨文化沟通中发展文化品格；通过课堂提问设计促进思维品质发展；通过互联网等多种方式促进学习能力发展。素养的形成并不是靠单纯的课堂教学来实现，而是以学生参与其中的教学活动，通过学生的经验和思考日积月累逐步形成的。教学评一体化逆向教学设计强调“以终为始”，即“从终点想要的结果”开始，将教学设计的三个环节：确定学习结果、评价学习设计和制订学习计划有机统一起来，实现教、学、评一致性。我们对比11版与22版的课标，能够发现22版的提出了学业质量标准，强化“教学评”一体化，新增了学业质量描述和学业质量标准。Discourse analysis【主题语境】 人与自我【语篇类型】 记叙文【What】本单元的主题是人与自我，主题群是做人与做事，子主题是懂得感恩，要拥有丰富、充实、积极向上的的生活以及多彩、有意义的学校生活。本单元Section B部分在Section A 的话题基础上进行延伸和拓展，由描述人物性格、外貌变化向讨论人物行为习惯、爱好的改变。该篇阅读部分介绍了一位乡村少年，李文的成长故事，李文的父母不得不去大城市找工作，把他留给爷爷奶奶照顾，导致成为留守儿童，这一举动为李文带来了一系列的影响，比如：对学业不感兴趣，缺课，考试失败，甚至想退学。他的老师建议他的父母与他亲自交谈，通过交谈，李文得知父母不是因为不爱他才离开，父母对他做的每一件好事都感到骄傲自豪。所以李文变得阳光开朗，还加入了学校的篮球队。题材发人深省，目的在于唤起学生们的关爱之心，懂得体会亲情的可贵，理解父母的责任，并能在成长的道路上注重心理的健康和成长。【How】本文是一篇记叙文，共4段。第一段介绍了李文的背景，第二段是关于李文父母走之后的变化，最大的变化是他想辍学。第三段虽然篇幅短，但是却是整篇文章的转折点，李文感受到了父母的爱。这也为第四段做好了铺垫，第四段主要描述了李文的变化。在语言方面，使用used to 和过去式描述李文的背景，中间使用however转折，在描述变化时，使用influence, absent, boarding school, 这些词汇描述李文的行为变化，又通过in person 突出这次谈话，为下文的have more communication 作铺垫。【Why】本篇文章的话题是讨论人物的变化，在内容上，主要是为了让学生通过阅读，了解李文的变化，并且反思自己与父母的沟通，能发现父母的辛劳和不容易，体会Love is never absent；在策略上，教材注重训练学生利用上下文线索进行推导判断、确认语句位置及解读词语含义的阅读策略及能力；在思维品质上，鼓励学生多与父母沟通，懂得亲情的可贵，理解父母的责任，学会解决问题，注意重视学生的心理健康。Teaching objectives:Language ability: 1. Understand the key words and expressions in the passage, then try to them.Words: seldom, influence, absent, fail, examination, exactly, pride, proudExpressions: boarding school, in person, take pride in, be proud ofTalk about Li Wens changes after his parents .2.Read the passage using reading strategies like skimming and scanning.3.Talk about Li Wens changes after his parents moved to the city and talked    with him.Thinking quality:1. Connect what they learned in this period with the experience they have.Have critical thinking about their parents job.Learning strategies: 1. Have the awareness of understanding their parents and try to study hard.2.Experience the beautiful life they already have to show love to their parents.Teaching Philosophy and Learning Methods:Teaching Philosophy: Learning English for developing Core CompetenciesTeaching Methods: The activity-based approach to English learning, TCI(Teaching with Comprehensible Input)Learning Methods: Autonomous learning and Cooperative learningTeaching designStep1: Remembering and understandingTeachers activityStudents activityAssessmentActivity1:Enjoy a video about a left-behind child. Activity2: Ask students questions about the video.Q1: Why cant the father be there for the child?Q2: How did the boy feel when the father left?Q3:How did the father feel when he saw the boy's prize?  Activity3:1.Tell students left-behind is a social problem. 2. Introduce Li Wen to students and explain he is one of the left-behind children. Activity4:Look at the title and the picture to predict what the writer is going to talk about.Q1: Whats the title of this passage?Q2: Who is the boy? What happened to him? Activity5:Skimming-Just go through the passage.Q1: Whats the main idea of the passage?Q2: Whats the main idea of each paragraph?Tip: Read the first sentence and the last sentence to find out key information.   Scanning-Read carefully.1.Read Part 1 and answer questions.Q1:Who's Li Wen?Q2: Is he a good student in the school now?Q3:Did  he use to be  good  in the past?2.Read Part 2 and complete the mind map.3. Read the last two paragraphs and fill in the blanks.Students watch the video and experience the feelings between the father and the son.  Students think about the questions and then answer them according to the video.        Students try to describe the pictures about left-behind children think about why there is such a problem in China.      Students answer questions and try to think.      The main idea of this passage is                                           1. A normal 15-year-old boy from the countryside.2. He works very hard and does well in school.3. He used to have difficulties in school.  1. Let studentsperceive the topic.2. Relate students real-life experience to the learning topic.3. Encourage students to express their ideas in English.                   1. Get to know the reading strategies-skimming and scanning.2. Get the gist of each part.   3. Identify the reasonable text structure using visual aids.4. Explore details and identify proofs.          5. Sort out and grasp the main problem of Li Wen.6. Figure outdetailed information.   Step2: Practicing and applyingActivity1: Post-readingRead the passage and imagine what conversation can happen between Li Wen and his parents. Activity2: Pair workWork with your partner and discuss the following questions.Q1:What can you learn from the story of Li Wen?Q2: How can we help these left-behind children? Possible questions Li Wen might ask his parents.Questions his parents might ask Li Wen.Possible answers from Li Wen and his parents.1. Think broadly using the visual representations.2.  Grasp the exact meaning of the key information and thematic meaning of the passage.3. Think deeply and try to help Li Wen solve the problem.Step3: Transferring and creatingActivity1: Group workYanan Radio Station plans to interview some of you about your story between you and your parents. Talk about what  problems you had and how you solved them.Work with a group of four and have an interview.   Possible questions may help you:1. Did you quarrel with your parents?2. Did you talk with your parents about the problem in person?3. How did you solve the problem at last?4. What advice will you give to teenagers when they have problems with their parents?Act it out1. Think deeply, broadly and differently on how to describe a story and how to solve a problem.2. Transfer problem-solving habits to students themselves and help them to develop their ability.Step4:SummaryLet students summarize what they have learned.Students conclude.Make this period a learning circle.Step5: Homework1. Tell Li Wens story to your parents in English and show your feelings to your parents.2. Ask What feelings your parents have.3. Write Li Wens story down if you can.1. Consolidate what they have learned and transfer the learned knowledge into new reading material.2. Write accurately, logically and beautifully.