英語新課標(biāo)實踐：基于核心素養(yǎng)的教學(xué)評一體化設(shè)計及備課實例

英語新課標(biāo)實踐：基于核心素養(yǎng)的教學(xué)評一體化設(shè)計及備課實例義務(wù)教育英語課程標(biāo)準(zhǔn)年版）》（以下簡稱“《義教新課標(biāo)》”）的頒行，標(biāo)志著基礎(chǔ)英語課程改革已正式進(jìn)入核心素養(yǎng)時大致可以三個層面著手：一是課程改革，二是教學(xué)實踐，三是教育評價。作為一線教師，我們大多更關(guān)心教學(xué)中如何實現(xiàn)“核心素養(yǎng)”，如何讓它在課堂教學(xué)中“落地”。具體到英語學(xué)科教學(xué)中四方面素養(yǎng)的實現(xiàn)途徑，借用魯子問教授的歸納，可從以下四方面入手：在語用中的教學(xué)活動，通過學(xué)生的經(jīng)驗和思考日積月累逐步形成的。教學(xué)評一體化逆向教學(xué)設(shè)計強(qiáng)調(diào)“以終為始”，即“從終點—想要的結(jié)果”開始，將教學(xué)設(shè)計的三個環(huán)節(jié)：確定學(xué)習(xí)結(jié)果、評價學(xué)習(xí)設(shè)計和制訂學(xué)習(xí)計劃有機(jī)統(tǒng)一起來，實現(xiàn)教、學(xué)、評一致性。我們對比11版與22版的課標(biāo)，能夠發(fā)現(xiàn)22版的提出了學(xué)業(yè)質(zhì)量標(biāo)準(zhǔn)，強(qiáng)化“教—學(xué)—評”一體化，新增了學(xué)業(yè)質(zhì)量描述和學(xué)業(yè)質(zhì)量標(biāo)準(zhǔn)。Discourseanalysis【主題語境】人與自我【語篇類型】記敘文【W(wǎng)hat】本單元的主題是人與自我，主題群是做人與做事，子SectionB部分在SectionA的話題基礎(chǔ)上【How4面，使用usedto和過去式描述李文的背景，中間使用however轉(zhuǎn)折，在描述變化時，使用influence,absent,boardingschool,這些詞匯描述inpersonhavemorecommunication作鋪墊?！尽勘酒恼碌脑掝}是討論人物的變化，在內(nèi)容上，主要是能發(fā)現(xiàn)父母的辛勞和不容易，體會Loveisneverabsent；在策略上，Teachingobjectives:Languageability:1.Understandthekeywordsandexpressionsinthepassage,thentrytothem.Words:seldom,influence,absent,fail,examination,exactly,pride,proudExpressions:boardingschool,inperson,takepridein,beproudofTalkaboutLiWen’schangesafterhisparents.Readthepassageusingreadingstrategieslikeskimmingandscanning.TalkaboutLichangesafterhisparentsmovedtotheandtalkedwithhim.Thinkingquality:1.Connectwhattheylearnedinthisperiodwiththeexperiencetheyhave.Havecriticalthinkingabouttheirjob.Learningstrategies:1.Havetheawarenessofunderstandingtheirparentsandtrytostudyhard.2.Experiencethebeautifullifetheyalreadyhavetoshowlovetotheirparents.TeachingPhilosophyandLearningMethods:TeachingPhilosophy:LearningEnglishfordevelopingCoreCompetenciesTeachingMethods:Theactivity-basedapproachtoEnglishlearning,TCI(TeachingwithComprehensibleInput)LearningMethods:AutonomouslearningandCooperativelearningTeachingdesignStep1:RememberingandunderstandingTeacher’sactivityActivity1:Enjoyavideoaboutaleft-behindchild.Activity2:Askstudentsquestionsaboutthevideo.

Students’activityStudentswatchthevideoandexperiencethefeelingsbetweenthefatherandtheson.Studentsthinkaboutthequestionsandthenanswerthemaccording

AssessmentLetstudentsperceivetheRelatestudents’real-lifeexperiencetothelearningtopic.EncouragestuQ1:Whycan’tthefatherbetothevideo.dentstoexpresstthereforthechild?heirideasinEngliQ2:Howdidtheboyfeelwsh.henthefatherleft?Q3:Howdidthefatherfeelwhenhesawtheboy'sprize?Activity3:Tellstudentsleft-behindasocialproblem.IntroduceLiWentostudentsandexplainheisoneftheleft-behindchildren.

Studentstrytodescribethepicturesaboutleft-behindchildrenaboutwhythereissuchaprobleminChina.Activity4:Lookatthetitleandtheturetopredictwhatthewriterisgoingtotalkabout.Q1:What’sthetitleofthispassage?Q2:Whoistheboy?Whathappenedtohim?Activity5:Skimming-Justgothroughthepassage.Q1:What’sthemainidea

Studentsanswerquestionsandtothink.Themainideaofthispassages

Gettoknowthereadingies-skimmingandscanning.Getthegistofeachpart.thepassage?Q2:Whasthemainideaeachparagraph?Tip:Readthefirstsentenceandthelastsentencetooutkeyinformation.Scanning-Readcarefully.1.ReadPart1andanswerquestions.Q1:Who'sLiWen?Q2:Isheagoodstudenttheschoolnow?Q3:Did heusetobe inthepast?ReadPart2andcompletethemindmap.Readthelasttwoparagraphsandfillintheblanks.

Anormal15-year-oldboythecountryside.Heworksveryhardandwellinschool.Heusedtohavedifficultiesschool.

Identify theeasonabletextctureusingvisualaids.Exploredetailsandidentifyproofs.SortoutandgraspthemainoblemofLiWen.Figureoutdetailedinformation.Step2:PracticingandapplyingActivity1:Post-readingReadthepassageandimaginewhatconversationcanhappenbetweenLiWenandparents.Activity2:PairworkWorkwithyourpartneranddiscussthefollowingquestions.Q1:WhatcanyoulearnthestoryofLiWen?Q2:Howcanwehelpleft-behindchildren?

PossiblequestionsLiWenmightaskhisparents.QuestionshisparentsmightaskLiWen.PossibleanswersfromLiWenandhisparents.

Thinkbroadlyusingthevisualrepresentations.Grasptheexactmeaningofekeyinformationandthematicmeaningofthepassage.ThinkdeeplyandtrytohelpLiWensolvetheproblem.Step3:TransferringandcreatingActivity1:GroupworkYan’anRadioStationplanstointerviewsomeofyouaboutyourstorybetweenyouandyourparents.Talkaboutwhat problemsyouhadandhowyousolvedthem.Workwithagroupoffourandhaveaninterview.Step4:SummaryLetstudentssummarizewhattheyhavelearned.Step5:HomeworkTellLiWen’sstorytoyourparentsinEnglishandshowyourfeelingstoyourparents.AskWhatfeelingsyourparentshave.WriteLiWen’sstorydownifyoucan.

Possiblequestionsmayhelpyou:Didyouquarrelwithyourparents?Didyoutalkwithyourparentsabouttheprobleminperson?Howdidyousolvetheproblematlast?Whatadvicewillyougivetoteenagerswhentheyhaveproblemswiththeirparents?ActitoutStudentsconclude.Thinkdeeply,broadlyanddifferentlyonhowtodescribeastoryandhowtosolveaproblem.Tran