搜索
Unit3写作课名师教学设计Book5Unit3:LifeinthefutureSection5写作课框架单教材版本：人教版册数：选修5单元：Unit3课型（课时）：写作课（第5课时）教材分析本节写作课要求学生通过想象写出1000年后地球上的生活将会是什么样子，列出一些生活中的利与弊，然后把讨论中有趣的观点记录下来，写一篇至少120字的文章。本节写作课按照“以说带写—以读促写”的过程逐层递进引导学生认识现在，展望未来，激发学生的想象力。学生通过相应的阅读训练和口语练习逐步学会运用所学英语写出具有丰富想象力的短文。教学目标语言目标：1.通过语篇学习巩固本单元话题词汇和熟练使用相关词汇和句型：词汇:impressionconstantlypreviousguidesurroundingtoleratelackflashswitchrepresentativeswallowsettlement短语：takeup,asaresult,sufferfrom,besimilarto,bewell-knownfor,lackof,asthough/asif,innotime,bebackonone’sfeet,getlost,inalldirections,catch/losesightof,sweepup句型：1.Isupposethat...(我认为...)2.Iimaginethat...(我想...)3.Itislikely/possiblethat...(很可能...)4.Perhaps/Maybe...(也许...)语义目标：能够使用目标语，展开对未来社会的想象，并用英语表达自己的观点。语用目标：1.通过句型仿写练习，能运用正确句型表达观点；2.通过创设情境，学生能讨论未来社会中存在的利弊。策略目标：1.通过分析语篇文本结构，学生能养成分析归纳的习惯；2.通过创设情境和文本再构，学生能就本单元的话题展开丰富的联想。文化目标：通过对人类今后生活环境的想象、猜测和思考。学生深入思考解决现在社会中存在的问题及其解决办法。教学重难点教学重点：1.掌握与未来社会相关的词汇和句型；2.学习在情景中礼貌地表达自己的观点并给出理由；3.对该类话题文章的仿写与重构。教学难点：1.学习在情景中礼貌地表达观点并给出理由；2.对该类话题文章的仿写与重构。建议教法（一）交际教学法设置情景，通过教师引导学生对未来社会通讯设备，垃圾处理，工业制造等方面展开丰富的联想，记录有趣的信息，让学生展开对未来社会的思考并且发表自己的观点。（二）结果定向写作模式（Product-orientedmethod）设置控制性练习，运用所学词汇和句型进行仿写通过原文本的结构分析，从仿写到自由写作教学流程（详见相应教学设计）教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。2.写作前的教学活动设计遵循语言规律，由词到句到篇章逐层递进，充分体现语言输入到语言输出的完整过程。3.写作后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。Section5写作课教学设计步骤过程措施（教师活动与学生活动）目的持续性评价DELC1激活先期知识Step1Pre-writing（写作前）(5mins)1.Teacherasksstudentstotalkaboutthetopic“lifeinthefuture”andshowashortvideo:Onedayinthefuturelife.1.通过视频展示未来社会的生活，提出表达观点的句型，为学生展开联想进行铺垫，也为写作前的词汇、句型输入做准备。1.学生是否能通过复习激活词汇句型储备。DELC2获取新知识Step2While-writing（写作中）(10mins)Step1T:Hereareninesentencesfromthevideo.YoushouldraiseyourhandsandtranslateeachsentenceintoChineseasquicklyaspossible.Ifyoutranslatethesentencecorrectly,youcangettwopointsforyourgroup.Youcanalsogetonepointaslongasyoustandupandtranslateit.1、Iimaginethatmyhouseshouldlooklikethis...2、Maybeitlookslikethis...3、Perhapsitwillbebuiltonthesea.4、IamsurethattheDadisworkingthroughvideoathome.1.通过创设真实情境，让学生有机会通过具体的方面对未来社会展开联想。1.学生是否能通过熟悉话题及了解表达观点的一些有用句型。5、Isupposethatthissistermustbestudyingone-on-onewithawell-knownprofessor.6、Doyousupposethatweneedalicense（执照）todriveinthefuture?7、Isupposethatweneedn't,itislikelythatwewilltakeadriverlesscartohavelunchbythattime.8、Mostlikelywewillpayforitlikethisafterdinner.9、Itisalsopossiblethatwe'llpayforitbypalmprintvalidation(掌纹验证).T:Makeaconclusionofthesentences’structures：Isupposethat...(我认为...)Iimaginethat...(我想...)Itislikely/possiblethat...(很可能...)Perhaps/Maybe...(也许...)S:Studentsmaybegintoimaginethefuturelife.Step2T:Letusimaginewhatchangeswillhappeninonethousandyears’time.Belowaresomeofmainaspectsoflifetoday.Ingroups,talkabouteachaspectandmakeoneortwosentencesusingthestructureslearnedjustnow.Theteachergavetwoexamplesintermsoftwoaspects.Inthisprocess,chooseafewstudentstofilltheblanksintheexamplesentences.Presenttime(当代)inOneThousandYears’Time(一千年后）LanguagesChinese;EnglishOnegloballanguage陈述事实：Nowadays,peoplemainlyusebothChineseandEnglish。当今社会，人们主要使用汉语和英语两种语言。表示预测：Itislikelythatpeopleonlyuseonegloballanguageinthefuture,maybeChinese.在未来人们很可能只使用一种全球语言，也许是汉语。2.通过学生联想讨论勾画总结句型，为写作输入句型做准备。2.学生是否能正确运用表达意见的句型。Presenttime(当代)inOneThousandYears’Time(一千年后）Environmentpollutionbeautiful;comfortable陈述事实：Theenvironmentnowisnotsogoodbecauseofpollution.现在的环境因为污染已经不是那么好了。表示预测：Isupposethattheenvironmentmustbebeautifulandcomfortableinthefuture.我想未来的环境一定是有美丽又舒适。Step3Groupwork:MakingsentenceandshowingGroupWork:Presenttime(当代)inOneThousandYears’Time1、Transport(交通)Airplanes;cars;thedriverlesscars2、WorkOffice;factoryAthomeusingcomputers3、FinanceandBanks;paperElectronicpayment(电子支付)T:Justnowwehavemadesomesentencesintermsoftwoaspects.Nowherearefiveaspectsoflifetoday,youneedtotalkaboutthemDELC3深加工知识Step3While-writing（写作中）(20mins)1.AskSstoanalysestwosamplewritings.T:Let’sreadtwosamplewritingsandtrytosummarizethestructureofthiskindofpassage.Inaddition,summarizetheusefulphrasesandexpressions.S:Havediscussionsinpairs.Thenfillinthefollowingchart.StructureHeading:Body:Ending:Usefulphrasesandexpressions2.HelpSstoconstructaframeworkofwriting.1.让学生自己通过阅读范文总结框架结构，培养其分析归纳的能力。3.依据写作框架进行写作，帮助学生明确写作要点和写作内容。1.学生是否能总结归纳文本结构。3.学生是否能在规定时间内完成写作。T:Let’smovebacktoourtopic—writingaboutwhatlifemaybelikeontheearthin1000years’time.Trytosummarizeaframeworkofpassagefirst.Withthedevelopmentofscienceandtechnology,ourlifewillchangealotinthefuture.Itistruethatnobodycantelluseverythingnow.Let’sjustuseourimagination.（引出话题）Itislikelythat……What’smore,Isupposethat……inthefuture.Allinall,Iimaginethat...(我想...)…...Ithinkthatthelifeinthefuturemustbebeautiful.Let’sworkhardandrealizeourdreamsoon.3.AskSstowritethepassageinclassbyreferringtheframeworkabove.DELC4学习评价Step4Post-writing（写作Summaryandhomework:Todaywehavelearnthowtowrite,First，youshouldprepareyourselfforthewordsandexpressions.AndthenyoushouldlearntosummarizetheframeworkfromthesamplearticleandimitateSamplewriting:Withthedevelopmentofscienceandtechnology,ourlifewillchangealotinthefuture.Itistruethatnobodycantelluseverythingnow.Let’sjustuseou