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视频标签：Inventors,and invent
所属栏目：高中英语优质课视频
视频课题：人教版高中英语选修八Book8 Unit 3 Inventors and invent Period 4 Alexander Graham Bell 南昌
教学设计、课堂实录及教案：人教版高中英语选修八Book8 Unit 3 Inventors and invent Period 4 Alexander Graham Bell 南昌市第二十中学
教学设计
教学课题
M8U3 Inventors and Inventions Period 4 Alexander Graham Bell
课程类型 Reading and Speaking
授课时长 1课时（45分钟） 主题语境 人与社会——对社会有突出贡献的人
物与科学精神
语篇类型 名人传记
教学内容分析
本文是人教版选修八第三单元Inventors and Inventions的Using Language中的阅读文本。文章从功能上来讲，是介绍Alexander G. Bell的名人传记。通过文本解读可以发现，文章主线是Bell和他的发明。不同于以往的人物传记总是以明显的时间线为顺序展开，本文只出现了1847和1876两个时间。其语言特点是除名言、引语部分外，文章主体以第三人称、过去时描述Bell爱发明缘起于兴趣，贵在有不断探索尝试的精神和行动。文章以microphone、telephone、tetrahedron shape等的发明与发现，串联起Bell孜孜不倦地通过发明给人类社会带来科技进步的一生，让学生学习伟大发明家的探索精神、社会责任感并了解从problem到research再到solution的发明产生过程。
教学目标 At the end of this period, students will be able to:
1. identify the writing style and main idea of the passage by using reading strategies, such as reading the title, the picture, the first and last paragraphs. 2. find detailed information about how Bell invented his most important invention—telephone by scanning.
3. interpret some key sentences representing Bell’s values and merits by reading between the lines and thinking logically after discussing with teammates. 4. construct the outline of a biography by analyzing key words of each paragraph.
5. relate Bell’s spirit to self-development by following his example to improve the smart phone through logical, critical and creative thinking.
教学重点 1、阅读技能的习得与操作，包括略读、扫读，理解文章结构、指代关系、
逻辑关系等。
2、文本信息的整体把握与重点细节理解。
教学难点 1、对文章内涵——探索精神和社会责任感——的领悟。
2、贯穿在课堂活动中的逻辑思维、批判性思维和创新性思维的培养。
教学资源 教材、多媒体课件、学案(学生练习)、黑板和粉笔
教学过程设计
步骤
教学活动
设计意图
互动模式与时间
Step 1 Warming
Duty Report:
Two reporters lead the rest of the class:
围绕主题，创设情境：利用图片和问答
5’ Ss—Ss
up 1. to distinguish four pictures of inventions and discoveries;
2. to talk briefly about the benefits of modern inventions, like mobile payment, high speed train, computer;
2. to focus on answering the functions of the mobile phone and writing down key words on the Bb.
活动创设语境，导入主题，引出电话的今
生——mobile phone，激活学生关于invention和
mobile
phone已有的知识和经验。 IW
Step 2 Pre-reading
T shows a picture of phones’ family and asks:
1. Who is the inventor of the telephone? 2. What aspects do you want to know about the inventor?
利用图片，引出电话的前世——telephone以及它的发明者Bell。通过问题2引
导学生在潜意识中思考人物传记往往会聚焦哪些方面，形成阅读期待，为接下来的环节做铺垫。
3’ T-Ss IW
Step 3 Reading
1. 1st Reading (1) Ss read the title and the picture and predict the type of writing.
(2) Ss read the title, the first and the last paragraphs and figure out the main idea of the passage.
(3) Ss read the first and the last sentences of each paragraph and match the key words. Para. 1 first telephone message Para. 2 achievements Para. 3 interest
Para. 4 other inventions Para. 5 awareness
Para. 6 most famous saying Para. 7 most famous invention
(4) Ss summarize the outline of a biography.
基于语篇，设计活动：通过使用阅读策略，读标题、读图、
读首末段、读首末句、找关键词等，引导学生概括、梳理、整合信息，并使之结
构化。比如关注体裁、概括主旨、了解结构等。
6’ T-Ss IW
biography
background
big events in his life
evaluation
2. 2nd
Reading:
T asks Ss to read Paragraph 3 carefully and fill in the blanks. If necessary, Ss can discuss in groups.
problem original telegraph
one message at
a time
target telegraph
messages
at time
difficulty different sound waves
different
conversations
to be held at the same time
research experiment: one end of a
joined to a deaf man’s , the other to a piece of glass. When he spoke into the ear, the straw drew on the glass.
result
a flash of and Bell’s endless around the problem led to of the first .
细读语篇，设计活动：侧重提取有关Bell发明电话的事实性信息。通过表格形
式，进一步梳理、归纳细节信息，引导学
生关注发明的步骤并认识发明过程的曲折
性以及Bell的科学精
神。 8’ T-Ss GW
3. 3rd Reading:
T asks Ss to go through the passage and then each group chooses one question to discuss and share:
(1) What does the “woods” in his most famous saying mean and what do you think of his saying “leave the beaten track and dive into the woods”?
(2) Bell was born in 1847, do you know when he died? What do you think of “he made his first invention at eleven and his last at seventy five”?
(3) Why is Bell most often associated with the invention of telephone?
深入语篇，设计活动：设计有内在联系和层次的问题链，训练学生挖掘语言的深层涵义，培养学生综合、概括、推断、评价等高阶思维能力。深化主题意义，加强德育浸润。并通过小组讨论和分享，提高课堂效率。
8’ T-Ss GW
Step 4 Consoli-dation
T asks Ss to work in groups to discuss about their ideal “smarter” phones. Each group leader organizes his/her group to decide one biggest problem of the current phone and think about an ideal solution. Then, after 5 minutes’ of preparation, T invites some groups to give their presentation.
迁移创新，设计活动：小组活动，讨论并设计电话的未来——“smarter” phone。联系现实生活，迁移学习Bell的探索创新精神，思考手机的问
12’ Ss-Ss GWStep 5 Summary & Home-work
1. Assessment:
(1) T briefly comments on Ss’ performances and emphasizes that from imagination to reality, there is still a long way to go. Ss should have solid knowledge and skills, plus continuing effort and exploration. T can use Bell’s most famous saying in this text to encourage them.
(2) T adds up the scores of each group and gives a brief evaluation of the whole class. 2. Assignment: Finish the rest of the handout.
总结评价，再次深化
主题并进行德育浸
润。 3’ T-Ss
板书 设计
黑板1
1. Duty report Functions of phones：1) remote control 2) call Didi taxi 3) …
(学生课堂生成性回答)
4.学生作品展示区
黑板2
课题:M8U3 Inventors
and Inventions Reading & Speaking
2. Reading Style of writing: biography Outline:
background
big events in his life biography evaluation
电子 白板
预设性 教学内容
黑板3
3. Speaking 学生课堂生成性回答的重点或要点笔记 4. 学生作
品展示区
黑板
5.Assessment
(实时更新的小组得分评价)
Group 1: Group 2: Group 3: Group 4: Group 5: Group 6:
课后 反思
1、思优：
1）形式上：通过小组成员面对面的座位安排和贯穿课堂始终的小组计分模式，充分调动学生们的学习积极性和合作学习的氛围，课堂上回答问题的学生面扩大了、回答问题的次数增多了；多媒体与板书运用相结合，兼顾课堂的预设性和生成性。多媒体的使用扩大了课堂的容量，节约了问题的书写时间，同时通过加粗体、标颜色等方式使重点一目了然。黑板的使用及时把生成性的学生回答中的重点、优点进行了记录，一是对回答问题学生的肯定，二是方便其他学生跟随记课堂笔记。
2）内容上：通过整理文章主线，设计由易到难有内在逻辑的问题链，在阅读以及做任务的过程中从结构、语言、思维三方面给学生充分的训练和培养。由于“脚手架”搭设合理，在课堂上调动起了学生的知识储备，在生成性回答过程中，学生甚至给出了Alexander G. Bell名言中的woods是指dilemma，而不仅是用difficulty这样较为简单的词汇；从Bell他11岁开始发明，至死方休的事实中得出他是a lifelong inventor；对Bell发明的电话，学生评论时用了indispensable这样的超纲词汇，拓展了同学们的单词量。
2、思过：
两位同学在duty report的过程中，向同学们提问，并把他们的答案要点
写在黑板上时，我没有及时查看拼写，有一个拼写错误到后面我去板书时才发现并修改。
3、思改：
1）思维导图（mind map）是一种很清晰有效的帮助学生提纲挈领的工具，我在板书传记体文章的结构时应该使用它，而不是用传统型的1、2、3点去标示。
2）对学生的板书我今后要及时给予反馈或修正。
备注： Ss: students
T: teacher
IW: individual work
GW: group work
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