1/1Unit4寫作課名師教學(xué)設(shè)計(jì)Book7Unit4:Sharing【教材版本與冊(cè)數(shù)】人教版選修7【單元名稱】Unit4Sharing【課時(shí)】第5課時(shí)【課型】Writing（寫作課）教材版本：人教版冊(cè)數(shù)：選修7單元：Unit1編寫人：冉小玉課型（課時(shí)）：寫作課（第5課時(shí)）教材分析本節(jié)寫作課是通過聽力材料來完成寫作任務(wù)。通過聽力，按照“以聽導(dǎo)寫—以說帶寫—以讀促寫”的過程逐層遞進(jìn)，讓學(xué)生學(xué)習(xí)按時(shí)間順序講述一個(gè)人的經(jīng)歷。學(xué)生通過相應(yīng)的聽說訓(xùn)練，了解到“無國際醫(yī)生”組織里的默里醫(yī)生在貧困國家或戰(zhàn)亂地區(qū)為當(dāng)?shù)厝嗣穹?wù)的志愿者工作的事跡；逐步學(xué)會(huì)表達(dá)join,affect，sufferfrom,begratefulfor等基本詞匯和定語從句在文本中的應(yīng)用；學(xué)會(huì)記人記敘文的大體結(jié)構(gòu)，先介紹人物身份，再介紹人物生平事跡，總結(jié)或發(fā)表感想。強(qiáng)調(diào)在記人記敘文中，一定要使用時(shí)間表達(dá)法且應(yīng)突出人物的性格或經(jīng)歷貢獻(xiàn)等重要信息，不可要點(diǎn)不清。教學(xué)目標(biāo)語言知識(shí)目標(biāo)：通過語篇學(xué)習(xí)和思維導(dǎo)圖，鞏固本單元聽力材料的內(nèi)容和熟練使用時(shí)間表達(dá)法介紹一個(gè)人。語言能力目標(biāo)：通過分析語篇文本結(jié)構(gòu)，學(xué)生能養(yǎng)成按時(shí)間順序有條理地表達(dá)的習(xí)慣；通過創(chuàng)設(shè)情境和文本再構(gòu)，學(xué)生能學(xué)會(huì)寫記人記敘文。情感態(tài)度目標(biāo)：通過對(duì)志愿者工作的了解和學(xué)習(xí)，對(duì)學(xué)生進(jìn)行情感態(tài)度價(jià)值觀教育，學(xué)習(xí)默里醫(yī)生這樣的志愿者幫助弱者，扶貧濟(jì)困的精神，培養(yǎng)學(xué)生的社會(huì)責(zé)任感。思維目標(biāo)：通過運(yùn)用思維導(dǎo)圖對(duì)語篇詞匯和文本結(jié)構(gòu)進(jìn)行分析，發(fā)展學(xué)生的發(fā)散思維。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)：1.掌握建議信相關(guān)詞匯和句型，特別是虛擬條件句的用法。詞匯：join,affect,cure,treatment,clinic,challenging,Malawi,Sudan,Sudanese,experience短語：sufferfrom,begratefulfor,spendtimedoingsth.,havenochoicebuttodosth.,during…,foracoupleof+time,over…,句型：1).定語從句2).be+adj.+todo3).It+be+adj./n.+從句2.記人記敘文的大體結(jié)構(gòu)，如下：第一步：介紹人物身份whosheisandwhyshejoinedMSF第二步：介紹人物生平事跡whatshedidinMalawiandSudanHerplansforthefuture第三步：總結(jié)或發(fā)表感想theeffectsonherandothersofherexperiences教學(xué)難點(diǎn)：1.記人記敘文應(yīng)突出人物的性格或經(jīng)歷貢獻(xiàn)等重要信息，不可要點(diǎn)不清。2.使用不同的時(shí)間表達(dá)詞匯。建議教法體驗(yàn)式教學(xué)法和結(jié)果定向?qū)懽髂Ｊ剑≒roduct-orientedmethod）設(shè)置情景體驗(yàn)，進(jìn)行話題內(nèi)容教學(xué)設(shè)置每段主題句，通過回憶聽力材料，豐富每段的內(nèi)容通過時(shí)間表達(dá)法，將每段內(nèi)容連接起來。根據(jù)內(nèi)容，將其分為三部分教學(xué)流程（詳見相應(yīng)教學(xué)設(shè)計(jì)）教學(xué)評(píng)價(jià)1.本課時(shí)的目標(biāo)設(shè)計(jì)清晰可操作，活動(dòng)的設(shè)計(jì)緊扣目標(biāo)要求并與目標(biāo)達(dá)成一致。2.寫作前的教學(xué)活動(dòng)設(shè)計(jì)遵循語言規(guī)律，由詞到句到篇章逐層遞進(jìn)，充分體現(xiàn)語言輸入到語言輸出的完整過程。3.寫作后的活動(dòng)設(shè)計(jì)體現(xiàn)對(duì)文本內(nèi)容的深度挖掘和文本再構(gòu)，體現(xiàn)了對(duì)學(xué)生思維品格的訓(xùn)練與培養(yǎng)?！颈菊n時(shí)教學(xué)設(shè)計(jì)】步驟過程措施（教師活動(dòng)與學(xué)生活動(dòng)）目的持續(xù)性評(píng)價(jià)1熱身活動(dòng)及情感體驗(yàn)Step1Leadinginwithamindmap(5mins)TeacherleadsinthetopicanduseamindmaptoleadstudentstobrainstormsomeinformationrelatedtoDr.Murray.2.shejoinedMSF1.Whosheis2.shejoinedMSF1.Whosheis5.……Dr.Murray5.……Dr.Murray3.WhatshedidinMalawi4.WhatshedidinSudan3.WhatshedidinMalawi4.WhatshedidinSudanT:Let’srecallsomeinformationaboutDr.Murray.Sa:DrMaryMurraywasavolunteer,whoworkedforMedecinsSansFrontieres(MSF).Sb:MedecinesSansFrontieres(MSF)isanorganizationthatprovidesfreemedicalcaretothosewhoneedemergencyaidsinpoororwarcountries.Sc:WhensheworkedinahealthclinicinSudanin1992foracoupleofmonths,shesawchildrenwithterriblediseasesthatcouldhavebeenprevented.Sd:……利用思維導(dǎo)圖來回憶聽力課中獲得的關(guān)于默里醫(yī)生的經(jīng)歷,引出寫作題目，為介紹Dr.Murray的事跡做準(zhǔn)備。通過復(fù)習(xí)，了解同學(xué)為寫作而進(jìn)行的輸入（詞匯、素材等）是否到位。2獲取新知識(shí)Step2Writingeachparagraph(15mins)Step3Combiningeachparagraphwithtimeexpressions1.Teachergivesstudentsawritingtask.T:WriteaboutDr.Murrayfortheschoolmagazine.Writeaparagraphoneachtopicbelowintheordershown.Remembertousetimeexpressions.whosheisreasonswhyshejoinedMSFwhatshedidinMalawiwhatshedidinSudantheeffectsonherofherexperiencesherplansforthefutureS:Studentsreadthetitleandbegintowriteeachparagraph.1.WhosheisLeadstudentstowriteeachtopic.1.WhosheisS:SheisadoctorwhohasbeenworkingasvolunteerforMedicinesSansFrontieresforalmosttenyears.2.whyshejoinedMSF2.whyshejoinedMSFSa:ShejoinedMSFbecausesheiseagertohelppeoplewhomightotherwisenotgethelp.Sb:WhensheworkedinahealthclinicinSudanin1992foracoupleofmonths,shesawchildrenwithterriblediseasesthatcouldhavebeenprevented.3.whatshedidinMalawi3.whatshedidinMalawiS:HerfirstassignmentforMSFwastoMalawiin1997,wheresheworkedwithyoungchildrensufferingfromHIV/AIDS.Shebecameveryupsetwhenshefoundthattherewerenotenoughmedicinestocurethechildrenandthatsomanydied.Graduallyshesawthesituationimprove.4.whatshedidinSudan4.whatshedidinSudanS:ShemadethesamecommitmenttothepeopleoftheSudanwhensheworkedthere.Butthistimeherproblemsweredifferent.Theclimateandthebasicconditionsoftheclinicsmadeherlifeverychallenging.Butshecouldstilllaughaboutsomeofherexperiences.Sheadmittedthat“it’samazingwhatyoucandowhenyouhavenochoice.”5.theeffectsonherofherexperiences5.theeffectsonherofherexperiencesS:Herexperiencesmakehergratefulforwhatshehas.Sheisverydelightedthatshecanhelppeopleinneed.Shevaluesherpastexperiences.6.Herfutureplans6.HerfutureplansS:ThefutureseemsfullandsatisfyingforDrMurray.ShewillbereturningtotheSudantoworkforMSFforanothersixmonths.Thenherplansareuncertain.ShehopesthatitwillincludereturningtoworkinAfricathough.Askstudentstousetimeexpressionsorphraseslikethen/next/later…tocombinealltheparagraphs.學(xué)生通過每段的中心意思，使用從聽力及本單元所獲取到的信息，運(yùn)用定語從句及所學(xué)的表達(dá)擴(kuò)寫每段的內(nèi)容。強(qiáng)調(diào)在寫人的記敘文中時(shí)間表達(dá)法是至關(guān)重要的，按時(shí)間順序描述能清晰地介紹一個(gè)人的經(jīng)歷。學(xué)生是否具備獲取文本細(xì)節(jié)信息的能力。學(xué)生是否掌握時(shí)間表達(dá)法來寫記人記敘文。3深度加工知識(shí)Step4WritingtheendTeachershowsstudentsthestructureofanarrationandteachstudentstowritethelastparagraphofanarrationaboutaperson.Forexample,Endofthiswriting:Howherstoryinfluencesmorepeopletohelpother