人教版高中英语选修6-Unit4-写作课名师教学设计(7页).doc

《人教版高中英语选修6-Unit4-写作课名师教学设计(7页).doc》由会员分享，可在线阅读，更多相关《人教版高中英语选修6-Unit4-写作课名师教学设计(7页).doc（7页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、-人教版高中英语选修6-Unit4-写作课名师教学设计-第 7 页Unit4 写作课名师教学设计Book6 Unit4: Global warmingSection 5写作课框架单教材版本：人教版 册数：选修6 单元：Unit 4 课型（课时）：写作课 （第5课时）教材分析本节写作课经过教材整合后进行的以读促写的课程。Using language部分的“读和写”让学生就What can we do about global warming?进行讨论。欧阳光给关爱地球组织杂志写电子邮件，请求帮助。杂志回信指出：群策群力，问题可解。他们提出了几个具体措施：1. 减少电器的使用；2.尽量步行或骑自行

2、车；3.回收罐头瓶、塑料、报纸等物品；4.劝父母购买节能产品；5.植树；6.宣传有关知识。阅读之后，教师可以让学生就文中提出的建议进行讨论，并让学生提出更多的建议。这样，他们就有了充分的材料去完成写的任务：设计一个海报，介绍减少空气中二氧化碳含量的方法。本节写作课按照“以读促写” 的方式逐层递进学习海报的写作方法。学生通过相应的阅读训练逐步学会寻找和确定海报的主题及海报的内容。学生通过学习海报的创作，能学会留心观察生活、注意积累写作素材；能唤醒其环保意识。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写建议信的相关词汇和句型：词汇：advocate commitment gr

3、owth electrical casual motor cans circumstances microwave refresh educator contribution短语：on behalf of put up with so long as句型：I would appreciate 语义目标： 能够学会用有关气候、能源和环保的词汇描述自己的个人看法或建议。语用目标： 能够就文中提出的环保建议进行讨论，并能提出更多的建议。策略目标：1.通过小组合作学习，学生能培养自己的团队精神，学会在团队中完成自己的任务；2.通过创设情境和文本再构，学生能进行简单的海报创作。文化目标： 通过对全球变暖

4、话题的了解和学习，学生能增进对能源的种类，节约能源等方面知识的了解，帮助学生树立保护环境的主人翁意识。教学重难点教学重点：学习如何写一幅表达自己观点、劝说他人节约能源、保护环境的海报。教学难点： 提高学生的环保意识，培养学生团队合作能力。建议教法（一）体验式教学法设置情景体验，通过教师引导学生体验海报的创作过程，通过精读后的探讨引导学生进行海报创作。（二）结果定向写作模式（Product-oriented method）设置控制性练习，运用所学词汇和句型进行仿写教学流程（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

5、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。Section 5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Step 1Pre-writing （写作前）(5mins )1. Ask students to read Ouyang Guangs email.T: (Greetings) Lets read Ouyang Guangs email and pay attention to what his two concerns ar

6、e. S: Getting suggestions for what he can do about global warming and his opinion is that he can have no effect on environmental problems as an individual.2. Ask students to read Earth Cares reply without stopping at words or sentences they do not understand.T: Read the reply letter and think the qu

7、estion whether Earth Care agrees with Ouyang.S: No, Earth Care does not agree.T: What were some of Earth Cares suggestions to cut down on their use of energy?S: Have group discussions and write on the board.1.通过略读掌握文章大意，引发学生思考。2. 思考第二封邮件中提出的问题，为后面提出建议作头脑风暴。1.学生是否能关注到全球变暖的的关键。2. 学生是否能总结归纳Earth Care提出

8、的建议。DELC2 获取新知识Step 2 While-writing（写作中）(10 mins )1. Teacher asks students to read the emails again and help each other with meanings of unknown words.T: Read the two emails again and try to guess the meanings from the context before looking the words up in a dictionary. S: Students work in pairs to

9、 read them again individually.2. Teacher asks students to fill in the blanks.l Turn a(n) _1_ off when youre not using it.l Put on more clothes instead of turning up the _2_.l Walk or _3_ instead of taking motor vehicles.l _4_ cans, bottles, plastics and newspapers.l Buy things made from _5_.l Buy pr

10、oducts that are made to save _6_.l _7_ in your garden or your school yard.l Talk with your family and friends about _8_.Suggested answers:1. electrical appliance 2. heat 3. ride a bike 4. Recycle 5. recycled materials 6. energy 7. plant trees 8. global warming3. Ask students have discussion to list

11、Earth Cares suggestions to cut down on their use of energy.Earth Cares suggestions:1. Turn electrical appliances off when not using them.2. Dont turn up the heat, put on more clothes.3. Walk or ride a bike, dont drive.4. Recycle.5. Buy things made from recycled materials.6. Buy products that use les

12、s energy.7. plant trees.8. Talk with family and friends about global warming.1.小组合作解决生难词。2.细节填空，了解海报内容。1. 学生是否能互助学习。2.学生是否能准确把握海报内容。DELC 3 深加工知识Step 3 While-writing （写作中）(20 mins )1. Make sure that students understand these phrases in Earth Cares email.1) make a difference: to have an effect on sth.

13、2) put up with sb.: to accept sb/sth. that is annoying, unpleasant, ect. without complaining3) electrical: connected with electricity, using or producing electricity4) so long as: only if/since5) and so on: used at the end of list to show that it continues in the same way2. Ask students some questio

14、ns to help them organize their ideas of their poster.Question 1:Do you agree with Ouyang Guang that individuals cant have any effect on huge environmental problems?Question 2:Would you talk with your family and friends about global warming and tell them what youve learned? Why or why not?3. Let stud

15、ents write a poster for their school that tells students various ways they can reduce the amount of carbon dioxide in the air, according to Earth Cares suggestions in the reading passage and their discussions in their group.1.教师补充讲解生难词汇，补充语言知识。2.指导学生整理作海报的思路、选题及语言的组织。1.学生是否有其他困难词汇。2. 学生是否能合作完成海报的写作过

16、程。DELC 4 学习评价Step 4 Post-writing（写作后）(5 mins )1. Ask students to revise and polish their posters in groups and choose the best to share in class.2.Ask students to give comments with each other after reading their posters.Summary and homework: Today we have learnt how to write a poster on saving ener

17、gy and reducing the amount of carbon dioxide in the air. First，you should prepare yourself for ideas and inspirations from life. Everyone should save energy in our daily life. After class, please practise more to improve your ability to use language. So much for today. Todays homework is to polish y

18、our posters.1. 课后自评和小组互评能帮助学生彼此取长补短。1.学生是否能从海报的构思、创意等方面进行评论和反思。Sample writing for a poster Fight global warmingcut down on energy, cut down on carbon dioxideNot using it?. Turn it off.Dont turn the heat up, put on a jacket.Walk or ride a bike.Recycle.Buy products made from recycled materials.Buy energy-saving products.Plant trees.Talk about global warming.