人教版高中英语必修5-Unit4-写作课名师教学设计

Unit4写作课名师教学设计Book5Unit4:MakingthenewsSection5写作课框架单教材版本：人教版册数：选修5单元：Unit4课型（课时）：写作课（第5课时）教材分析本单元的写作课部分，要求学生通过讨论收集信息，对usinglanguage中所提到的头条展看描述，详细报道发生在一位明星身上的新闻事件。根据教材要求，学生需要按步骤分段进行写作。1.学生先写出所写新闻的标题（主标题及副标题）2.学生通过讨论写出新闻事件的主体部分包括：whatthefilmstardid；Howyoufoundit;Howthefilmstarreactedwhenyoutoldhimyouknewhissecret;Youropinion写作完成后同桌之间要相互寻找并修改其中的grammaticalmistakes(tenses,wordorderetc)。要求学生根据同学的建议重写文章。通过相应的阅读训练和口语练习的铺垫，逐步引导学生了解新闻报道的结构以及语言特点，学会运用所学英语知识写出内容丰富合理的新闻报道。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短语：journalist,editor,photographer,admirable,unusual,assistant,submit,profession,colleague,eager,amateur,update,deadline,meanwhile,case,deliberately,skeptical,guilty,dilemma,publish,section,technical,thorough,gifted,housewife,crime,department,accurate,senior,polish,chief,appointment,involvedelighted,assist,concentrate…(on),acquire,assess,inform,accuse…（of）,demand,approve,soasto,aheadof,dependon,process语义目标：能够使用目标语，展开对新闻事件的描述，并用英语写新闻报道。语用目标：1.通过范文的观察模仿，能了解新闻写作的正确结构；2.通过了解新闻的制作流程，学生能熟悉本单元的中心话题“新闻”。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，学生能学会新闻报道的写法。文化目标：通过对新闻报道的步骤和见报前程序的了解。学生能思考一个优秀的文字记者和摄影记者应该具备的素质。教学重难点教学重点：1.掌握与中心话题“新闻”相关的词汇和句型；2.对新闻报道类文章的仿写与重构。教学难点：1.掌握新闻报道类文章的结构及语言特点；2.对新闻报道类文章的仿写与重构。建议教法（一）交际教学法设置情景，通过教师引导学生对新闻事件的描述，记录合理信息，让学生通过分步骤写作了解新闻报道的结构及其语言特点。（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.Teacherasksstudentstomakealistofthingsthatthefilmstarmighthavedone.T:Makealistofthingsthatthefilmstarmighthavedone.Compareyourlistwithanotherpairandchoosethemostinterestingidea.1.通过讨论，让学生了解新闻报道类文章所需要的基本要素。1.学生是否能通过讨论激活词汇句型储备。DELC2获取新知识Step2While-writing（写作中）(10mins)Step1OralwritingT:Prepareyourarticle,followingthestepsbelow.1、Sortoutyourheadings2、Sortoutthesatesinyourstory:whatthefilmstardid;howyoufoundout;howthefilmstarreactedwhenyoutoldhimyouknewhissecret;youropinion3、Talkaboutthestoryingroup.T:Readapassageandfindoutthestructureofwritingnewsbyansweringthefollowingquestions：Lead?Howmanyparts?Howdoeseachparagraphdevelop?Theexpressions?S:OnMayDay,LiYueandZhangHua,studentsfromClassThree,GradeTwo,wenttoSunshineNursingHomeanddidsomevoluntarywork.3parts,Thebodyofthepassagetalkingaboutthereasonsandprocessoftheevent.S:Usefulexpressions:what’smore,thatistosayUpontheirarrival,Everythingdone,WhenItwastimeforthevolunteerstoleave,WhattheydidhasbroughtjoytoStep21.通过创设真实情境，让学生有机会通过口头作文了解，新闻类文章的基本要素。1.学生是否能通过熟悉话题。T:Therearesomeusefulsentences’patternsthatcanbeusedinnewsreport.1.新闻报道开头常用句式:Itisreportedthat…Accordingtothereport…Arecentreportshows/suggests/indicates…It’slikelythatthefamoussportsstarwillalsorunwiththetorch.OnSeptember10,apartytocelebrate…istobeheld.Now,aprogramcalled…isgoingoninourschool.2.新闻报道主体常用句式:TheearthquakedestroyednearlyeverythinginWenchuancounty,SichuanProvince.Theyhadtoputuptentsbecauseitwasraininghard.Thegovernmentsent3,000firefightersandpolicementheretohelpthemmovetoasafeplace.3.新闻报道结束语常用句式:Inaword,itisnecessaryforustolearntoprotectourselves.Ifeelsad.Ifwealldosomethingforthem,thingswillbesuretogetbetter.Ibelievewecancertainlyovercomethedisasterwiththepublicandthegovernmentworkingtogether.Whattheydidhasbroughtjoytoothersandenrichedtheirownlives.Step3Groupwork:BeautifysentencesT:用分词改写1.Theystartedworkingatonce.Someofthemcleanedthewindowsandotherssweptthefloor.2.通过学生联想讨论勾画总结句式，为写作做准备。Suggestedanswer:1.Theystartedworkingatonce，cleaningthewindowsandsweepingthefloor.2.Everythinghadbeendone,theysatintheyardchattingwiththeelderlypeople.T:用名词性从句改写Whattheydidhasbroughtjoytoothersandenrichedtheirownlives.T:加入合适的连接2.学生是否能正确运用新闻报道的常用句型。2.Wheneverythinghadbeendone,theysatintheyardandchattedwiththeelderlypeople.T:用名词性从句改写Theydidalotofthingsforelderlypeople,andthathasbroughtjoytoothersandenrichedtheirownlives.T:加入合适的连接词Theypresentedtheelderlywithflowersandfruits._____theystartedworkingatonce,cleaningthewindowsandsweepingthefloor._______________,theysatintheyardchattingwiththeelderlypeople.词then;everythingdoneDELC3深加工知识Step3While-writing（写作中）(20mins)1.AskSstoanalysesthewritingtasks.T:Beforewritingthinkaboutthefollowingaspects：1)thewritingstructure：(Howmanyparagraphs?)2)thetense:3)theexpressions2.HelpSstogetfamiliarwiththesentencepatternsandexpressionsT:Translatethefollowingphrases.(1)感受校园生活：_________________________________________(2)参观著名景点：_________________________________________(3)体验当地文化：_________________(4)洁净的市容,友善的学生,美味的食品：__________________________________________________________________________(5)回访：________________1.让学生自己通过阅读范文总结框架结构，培养其分析审题的能力。2.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。Suggestedanswer:1.experiencecampuslifeofChinesestudents2.visitsometouristattractions3.knowaboutthelocalculture4.thecleannessof1.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。Samplewriting:HuawenMiddleSchoolinFoshanCityreceivedagroupofstudentsfromBritainlastweek.Duringtheirone-weekstayinFoshan,thestudentsexper