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人教版高一英语必修二Unit4写作课课程教学设计1/10Unit4写作课名师教学设计（一）Period5Usinglanguagespeakingandwriting宁波市北仑中学唐静芬I.教材分析：这一部分的教学内容源于必修二第四单元Wildlifeprotection的usinglanguage，该部分糅合了两种语言技能的训练，即说与写。教材要求学生以小组为单位讨论野生动物灭绝的原因，然后以口头报告的形式在班上展示，最后将小组讨论结果写入提交给世界野生动物保护基金会的求助信。通过这样的语言技能训练，学生不仅可以学到相应的语言知识、提升语言运用的能力，还能培养小组合作的能力和提高保护野生动物的意识。学科核心素养要求下的语言能力、思维品质、学习能力和文化品格也可以得到进一步的加强。II.学生分析：来自省一级重点中学的高一学生，通过必修一的学习，已逐渐进入高中英语学习状态且适应了高中英语学习的强度，在课堂上的表现也越来越积极主动活跃。而且同学之间已非常熟悉，应该能较为积极地参与小组讨论活动。本单元前面的内容学习已为这堂课做了很多铺垫，所以学生讨论起濒危动物的面临灭绝的原因和解决对策来也是得心应手。III.教学整体设计及意图：教师通过角色代入，以Daisy（本单元阅读课的女主人公）的名义带领学生阅读野生动物基金会官方网站的新闻，一起探寻书信的写作内容与结构，接着通过Daisy自己的写作尝试让学生总结出写作时的关注点，然后鼓励学生讨论亚洲象濒危的原因和对策，最后要求学生就小组讨论内容写一封给野生动物基金会的求助信。这样的设计就使得写作要求的出现不显得那么得生硬突然，话题引出显得更加自然，每一步骤的衔接也更为直接顺畅。整堂课融合了听说读写四种技能的训练，在乐趣中学习，在学习中培养思维品质和文化品格。IV.Teachingaims1.Studentsareabletolearnthebasicstructureandthecontentofaletter.Module2Unit4Wildlifeprotection人教版高一英语必修二Unit4写作课课程教学设计2/102.Studentsareabletotraintheirspeakingabilityandthinkingabilitythroughdiscussioningroups.3.Studentsareabletotraintheirwritingabilitythroughindependentwriting,correctingothers’andpolishing.4.Studentsareabletoraisetheirawarenessofwildlifeprotection.V.Importantpointsanddifficultpoints1.It’simportanttohelpthestudentslearnthestructureandcontentofaletterandalsoimportanttotraintheirspeakingandwritingability.2.It’sdifficultforstudentstogettheentirecontentoftheletter,especiallyappropriatereasonsandsolutions.3/10人教版高一英语必修二Unit4写作课课程教学设计VI.TeachingproceduresStep1:lead-in1.Daisy’sself-introduction:“Hello,I’mDaisy!Stillrememberme?I’mthegirlwhoisreallyconcernedaboutendangeredspecies.”2.Daisy’sgoodnews:“Yesterday,IsearchedtheofficialwebsiteofWWFandIsawthegoodnewsLearnaboutusandgetfund.Wow!I’minterestedinit.I’meagertogetinvolved!Let’sreadthenewstogether.”Learnaboutusandgetfund!Formorethan50years,WWFhasbeenprotectingthefutureofnature.Theworld'sleadingconservationorganization,WWFworksin100countriesandissupportedbyalmostfivemillionmembersworldwide.Nowgoodnewscomes.Wearegoingtooffer10%ofourdonationtosomeprogramsofworldwideconservationactivities.Ifyouwanttohelpsavesomerareanimals,pleasesharewithustheirendangeredsituationsandwhatyoucandotoprotectthem.Laterwewillestimatewhetherweshouldsupportthemornot.Nowtakeactionandcontactusviaworldwildlifefund@wwf.org.设计意图：角色代入Daisy，使学生对老师更有一种亲近感，营造了朋友间的交流氛围和沟通模式，增加了师生间的互动。Daisy个人对此新闻的兴趣也会引起学生的好奇，急于知道新闻内容。一起齐声朗读可以培养学生之间的默契与协作，锻炼学生口语，营造课堂活跃氛围。这样的导入方式也使得写作任务出现得自然、不刻意。Step2:pre-writing1.Daisy’srequest:“Itseemsthatwritingaletterisamust,butwhatshouldIwriteandhowtowriteit?Cananyonehelpme?”(suggestedanswers:writingpurpose–“Ifyouwanttohelpsavesomerareanimals”,reasonsandsolutions–“sharewithusthereasonsfortheirendangeredsituationsand4/10人教版高一英语必修二Unit4写作课课程教学设计whatyoucandotoprotectthem”,requestorhope–“whetherweshouldsupportthemornot”)设计意图：文本更直观地表明了写作的内容和要求，相对教师直接指出书信写作的内容而言，让学生通过阅读文本进而有针对性地找出书信的内容更具有说服力。这一步骤充分体现了读写结合的特点，而且从文本自然地过渡到了书信的内容和结构，环环相扣。2.Daisy’spuzzle:“Withyourhelp,nowIknowIshouldwritewritingpurpose,reasons,solutions,andrequestorhopeinmyletter.Butaretheyenoughforacompleteletter?Ifnot,thenwhatelseshouldbeincludedintheletter?”(suggestedanswers:astart“Dearxxx”andanending“Yourssincerely,signature”)Start+Body+Ending=letter设计意图：这一环节有助于让学生明确书信与其他作文一个很大的不同点就是结构，书信的基本结构包括了开头的称呼语以及末尾的结束语和署名。并再次强调本次写作的结构和内容。Step3:while-writing1.Daisy’sfirsttry:“Thanksforyourhelp.ThusimmediatelyIwrotealetterabouttheendangeredspeciesYangtzefinlessporpoise.Butisitagoodone?Socouldyouhelpmeagaintocheckit?”Daisy’sfirstdraftHi,I'mastudentfromChina.Becauseofthewaterpollution,humanhuntingandsomeotherhumanactivities,thenumberofYangtzefinlessporpoisesaredecreasingsharplyandnowtheyarefacedwithextinction.Nowletmetellyousomemeasures.Isuggestthatgovernmentshouldhelpbanthedeliberatekilling,restrictfishing,andestablishnaturereserves.IthinkweshouldmakeattemptstocallonresidentsalongtheYangtzeRivertoreducewaterpollutiontopreservetheirhabit.Ithinkyoushouldalsoprovideuswithsomevaluablesuggestions,giveusrelevanttrainingandnecessaryfundinprotectingthem.Lookingforwardtoyourreply.Yours,Daisy5/10人教版高一英语必修二Unit4写作课课程教学设计(suggestedanswers:informalstartandending,alackofwritingpurposeandrequestorhope,grammarmistake,alackoflinkingwords,spellingmistake,impropertone)设计意图：通过寻找Daisy的信所存在的问题并加以修改，可以进一步巩固之前所了解的书信的结构和内容，帮助学生树立写作后修改润色作文的意识，检测学生以往的写作水平，提醒学生写作时该关注的要求和细节，比如拼写、语法、语气、连贯性等。2.Daisy’srequest:“Wow,goodjob!You’vefoundoutsomanymistakesforme.Sotomakeiteasierformetowrite,couldyouhelpmesummarizethetipsonwritingandtellmewhatIshouldpayattentiontoinwriting?”TipsonwritingStructure:start,body(intention,reasons,solutions,requestorhope),endingLanguage:formallanguage,propertone(modest,polite,concerned…),correctgrammarandspellingCoherence:linkingwords(therefore,however,firstly,secondly…)设计意图：上个环节的修改的特点是细致化与碎片化，对于学生而言，要把这么多要点一下子记住相对困难，而通过总结写作注意点，可以把本次写作该关注的三大方面，即结构、语言、连贯，清楚明晰地展现在学生面前，方便他们自行写作时牢牢紧扣这三大要求。3.Daisy’ssecondtry:“Ipolishedmyletterimmediatelyunderyourguidance,andthisismyseconddraft.Couldyounowreaditandtellmewhetheritisagoodletterornot?”Daisy’sseconddraftDearSirorMadam,I'mastudentfro