信陽市教育系統(tǒng)2024年度教學(xué)技能競賽教學(xué)設(shè)計(jì)高中英語李曉虹教學(xué)設(shè)計(jì)課程標(biāo)題：Unit2SuccessWritingWorkshop:ALifeStory【選題分析】本課選自新北師大版本英語選擇性必修一Unit2第四部分WritingWorkshop，是一堂讀寫課。Unit2的單元主題為success，本課程以IronHammer作為標(biāo)題為教學(xué)提供了閱讀文本，該文本主要介紹了郎平的主要經(jīng)歷和成就，展示了郎平作為運(yùn)動(dòng)員和教練員在排球領(lǐng)域做出的突出貢獻(xiàn)，屬于“人與自我”主題。參照該閱讀文本，獲知對于lifestory的寫作應(yīng)注意內(nèi)容、結(jié)構(gòu)和語言的特點(diǎn)，從而使學(xué)生能夠完成自己對于所喜愛或所仰慕人物的傳記式寫作。故而，本堂課以閱讀輸入為基礎(chǔ)，以寫作輸出為最終目的，在一個(gè)課時(shí)內(nèi)實(shí)現(xiàn)讀與寫的閉環(huán)。同時(shí)，完成本堂課的教學(xué)，有助于學(xué)生對單元主題success的進(jìn)一步理解，以及受到社會(huì)各界不同領(lǐng)域成功人士的啟發(fā)和感染，獲得良好的情感價(jià)值?！緦W(xué)情分析】學(xué)生目前處于高一下學(xué)期，選修一Unit2內(nèi)容屬于高一下學(xué)年期末考試范疇，故學(xué)生具備相應(yīng)的單詞積累和句型儲(chǔ)備，具備理解文本內(nèi)容和結(jié)構(gòu)的能力，但目前尚不足以形成清晰的寫作邏輯，對語言的把握上也有欠缺，更無法獨(dú)立高質(zhì)量地完成專業(yè)化的寫作。故根據(jù)教材提供的作文范例和教學(xué)思路，讓學(xué)生能夠在分析閱讀文本后仿寫句子及參考寫作技巧并逐步完成初稿。【教學(xué)目標(biāo)】1.基于對寫作范例的分析獲知人物小傳類文本的基本行文結(jié)構(gòu)和特殊表達(dá)/Obtainbasicstructureandspecialexpressionsaboutlifestorybasedonanalysesofthesample；2.確定并篩選出自己喜愛或仰慕人物的具體內(nèi)容（重大事件和凸顯人物的特質(zhì)）/Identifyandpickupthedetailedcontentsandmajoreventsofthepersontheylikeoradmiretoshowhis/hercharacters；3.借鑒范例中的精彩語言和句式并運(yùn)用到自己的初稿寫作中/Applythephrasesandsentencepatternsofthesampletotheirownfirstdraft；4.對照評價(jià)標(biāo)準(zhǔn)和細(xì)則，通過自評和互評，從結(jié)構(gòu)、內(nèi)容和語言等方面改進(jìn)寫作/Improvetheirdraftsbyselfassessmentandpeerassessmentaccordingtothewritingcriteria；5.提升學(xué)生對成功人士的敬仰之情，并能參照其優(yōu)良品質(zhì)完善自我品格/Raisetheirappreciationforthesuccessfulonesandpromotetheirowncharacters?！窘虒W(xué)重難點(diǎn)】1.通過閱讀范例獲取人物小傳的寫作內(nèi)容、結(jié)構(gòu)和語言；2.應(yīng)用范例的語言點(diǎn)并根據(jù)評價(jià)標(biāo)準(zhǔn)對寫作初稿進(jìn)行改進(jìn)和完善?！窘虒W(xué)方法】任務(wù)型教學(xué)法，活動(dòng)學(xué)習(xí)法【教學(xué)準(zhǔn)備】教材，教師教具，學(xué)生學(xué)案，學(xué)生課前已收集即將要寫人物的個(gè)人基本資料，多媒體，黑板【教學(xué)過程】教學(xué)目標(biāo)教學(xué)活動(dòng)與步驟活動(dòng)意圖評價(jià)要點(diǎn)互動(dòng)模式與時(shí)間1.基于對寫作范例的分析獲知人物小傳類文本的基本行文結(jié)構(gòu)和特殊表達(dá)/Obtainbasicstructureandspecialexpressionsaboutlifestorybasedonanalysesofthesample；LeadinStudentstalkaboutasuccessfulpersontheyreallylikeoradmire.Whoareyougoingtowriteabout?Whatisspecialabouthim/her?Whatbigeventsdidhe/sheexperienceinhis/herlife?PrewritingActivity1ReadforstructureStudentslabeltheparagraphs(ac)intheboxesofeachparagraphandthenconcludethebasicstructureofapieceoflifestory.aimportantlifeorworkexperiencesofthepersonbgeneralintroductionofthepersoncmajorawardsandmentsStudentsconcludewritingskill1:alifestoryshouldincludeatleastthreepartsgeneralintroduction;majorexperiencesorbigeventsandawardsorpublicments.Activity2ReadforcontentStudentsreadthearticleandanswerthequestions.WhoisLangPing?WhywasLangPingnamed“IronHammer”?WhatisLangPing’sexperienceasanathlete?WhatisLangPing’sexperienceasacoach?WhydopeoplelikeLangPing?Studentsconcludewritingskill2:detailedinformationcanmakethelifestoryrichandthepersonadmirableandusethethirdpersonmoodobjectively.Activity3ReadforlanguagepointsUsefulexpressionsandsentencepatternstodescribeapersonincluding...given...awards...arnedherthename;amemberoftheteamwhentheyachievedaseriesofsuccessincluding...;shewasgiven...awards...;peoplelikehernotonlybecauseof...butalsobecauseof...TimeexpressionsEg.formorethanthirtyfiveyears;duringthe1980s;after...;thatyear...Studentsconcludewritingskill3:usefulexpressionsarehelpfulinwritingandtimeexpressionsmakethestorymoreinterestingandhelpsequenceevents.通過問題導(dǎo)入課堂主題，明確寫作任務(wù)。獲取范例文本的行文結(jié)構(gòu)、內(nèi)容和特殊表達(dá)，從而為學(xué)生寫作打下伏筆。學(xué)生能夠明確自己所寫的人物及其特別之處。學(xué)生能精準(zhǔn)回答各個(gè)環(huán)節(jié)的問題。IW3'IW/GW10'2.確定并篩選出自己喜愛或仰慕人物的具體內(nèi)容（重大事件和凸顯人物的特質(zhì)）/Identifyandpickupthedetailedcontentsandmajoreventsofthepersontheylikeoradmiretoshowhis/hercharacters；WhilewritingActivity4InitiativewritingStudentswrite23sentencesaboutthepersonthattheyaregoingtowriteaboutwiththehelpoftheSentenceBuilderandthedetailedinformationtheyhadsearchedonlinethedaybefore.Eg.(1)AftergraduatingfromSouthwestAgriculturalCollege(nowSouthwestUniversity)hewasassignedtoteachattheAnjiangAgriculturalSchoolinHunanProvince.Duringthe1960s,YuanLongpingaccidentallydiscoveredariceplantwithuniquecharacteristicsandbegantomithimselftotheresearchofhybridrice.利用范例和時(shí)間表達(dá)寫出關(guān)鍵性句子。學(xué)生能夠整理具體的語言表達(dá)方式并進(jìn)行單句仿寫。IW/GW15'3.借鑒范例中的精彩語言和句式并運(yùn)用到自己的初稿寫作中/Applythephrasesandsentencepatternsofthesampletotheirownfirstdraft；Activity5OutliningStudentspletetheoutlineoftheperson’slifestorybasedonActivity4.Eg.(1)YuanLongping,bornin1930,isarenownedChineseagriculturalscientist.Heiswidelyrecognisedasthe“FatherofHybridRice”.AftergraduatingfromSouthwestAgriculturalCollege(nowSouthwestUniversity)hewasassignedtoteachattheAnjiangAgriculturalSchoolinHunanProvince.Duringthe1960s,YuanLongpingaccidentallydiscoveredariceplantwithuniquecharacteristicsandbegantomithimselftotheresearchofhybridrice.In2000,YuanLongpingreceivedtheinauguralNationalSupremeScienceandTechnologyAward.Fouryearslater,hewasnamed“TouchingChinaPersonality”.Moreover,hewasgivenaseriesofotherawardsandtitlesincludingtheLifetimeAchievementAwardin2013andthe“MedaloftheRepublic”in2019.Activity6DraftingStudentsusetheoutlineandtheWritingHelptoposethefirstdraft.由句子到結(jié)構(gòu)，逐層遞進(jìn)，在一步步的語言梳理中完成初稿。學(xué)生能夠明確文章結(jié)構(gòu)和內(nèi)容，完成初稿。4.對照評價(jià)標(biāo)準(zhǔn)和細(xì)則，通過自評和互評，從結(jié)構(gòu)、內(nèi)容和語言等方面改進(jìn)寫作/Improvetheirdraftsbyselfassessmentandpeerassessmentaccordingtothewritingcriteria；PostwritingActivity7Assessing&revisingStudentslearnhowtomakeassessmentswiththehelpoftheteacher.Studentsmakeaselfassessmentandpeerassessmentandmakenecessarychanges.Activity8PresentationStudentssharetheirwritinginclass.通過評價(jià)改進(jìn)寫作。學(xué)生能夠在老師的引導(dǎo)下對照標(biāo)準(zhǔn)逐項(xiàng)進(jìn)行自評和同伴互評并進(jìn)行修改。IW/GW8'5.情感價(jià)值提升HomeworkStudentspolishthefirstdraftandwritetheseconddraft.SharethewordsofMadameCurieandinspirestudents’emotionalvalue.鞏固所學(xué)，德育滲透。學(xué)生能夠繼續(xù)改進(jìn)寫作并對受到成功人士的啟發(fā)。附件1教學(xué)PPT展示附件2學(xué)生學(xué)案設(shè)計(jì)Iwouldliketousethefollowingphrasesandexpressions:Iwouldliketousethefollowingsentencepatterns:Iwouldliketowritealifestoryof