Warm-up教案3

教学材料及

年级名称

北师大2003版必修五

Unit13 People Warming-up & writing 高二年级

本节课的文本材料来自高中英语北师大2003版必修五

Unit13 People Warming-up & writing，热身部分的听力材料是警察寻找罪犯的主题，要求学生在听力的过程中做笔记记下关键词，包括肤色、年龄、头发、衣着及特征，能够将自己听到的材料转化成简笔画画出几名罪犯的特征，并在给出的图上找出匹配的人，最后总结描述人物所需要的相关词汇。阅读部分的材料来自该单元的写作部分，学生通过学习文章的内容、语言及写作目的，尝试自己写一个人物，涵盖所学的要点。执教本课时，恰逢父亲节前夕，所以要求学生描写自己的父亲，情感、态度、价值观教育得到了升华，这与英语学科的学科要求是统一的。加之本课要求学生在充分解读了文本内容后要写出相关的习作，这也是落实学科核心素养的重要途径。“听--读--写整合”模式要求英语教师深层次利用教学文本、立足语篇、以读促写、实现阅读与写作的迁移互动，提高学生的写作能力和语言素养。

我所任教的宁夏六盘山高中性质比较特殊，是一所扶贫学校，自治区举全区之力办学，将宁南山区八县及移民吊庄点的优秀初中毕业生选拔到首府银川学习，让他们享受优质的教育资源。我所任教的高二年级的（11）、（12）班，学生都比较刻苦，有明确的学习目标，但欠缺系统的学科指导，尤其是英语学科，受限于初中的学习环境和条件，有的同学甚至没有练习过听力，也没有接受过专业英语教师的指导，这是阻碍本节课顺利进行的一个不小的障碍。

1、

知识与技能

In this class students will…

●Talk about people’s personalities; describe people and make guesses about people.

●Listen to descriptions of people, a class discussion and a dialogue.

●Write a description of a person.

2、过程与方法

学生在合作探究，共同学习的过程中学会分析阅读文本，尤其是人物描述类文章的内容、语言、写作目的及写作过程中的如何写提纲，应用连词以及写作完成后的如何检查与润色文章。

3、

情感态度价值观

学生通过本课的学习能够体会父爱的伟大，大胆地表达自己对父亲的关爱和祝愿。

1、

教学重点

(1)

听力材料中关键信息的获取及应用。

教材分析

学情分析

教学目标

教学重点

1

与难点

(2)

阅读文本的彻底解读以及人物形象的把握和理解。

(3)

人物描述类文章的内容、语言、写作目的及写作过程中的如何写提纲，应用连词以及写作完成后的如何检查与润色文章。

2、

教学难点

(1)

阅读文本深层次含义的把握，人物描写及形容词在塑造人物形象中的作用。

(2)

怎样写出地道，凸显主题，出彩的好的描写类文章。

PPT，Students’ Working Sheets, sticky notes 情景教学法、任务型教学法

教学辅助

教学方法

教学内容

教学活动

设计意图

教师活动

Step 1: Knowing the objectives of the class (1 minutes) Step2: Warming-up (6 minutes) 学生活动

Show the students the objectives of this Read the objectives together to make Introduce the topic of the class and ask students to read them together to themselves understand the objectives class and arouse the students’ make them understand the objectives better. better. interests in it.

1.

Introducing the topic 1.

Students see the topic and know what The policemen are looking for four people in the to hear about. crowd, because they are connected with a crime

2.

Students listen to the material and take

2.

Listening the notes as many as possible, and then Ask students to listen to the police description. draw

the picture of what they hear. The And find out which people in the photo below are the students will have a group competition on police looking for?

notes-taking and drawing.

3.

Checking the answer 3.

Students check the answers and circle Ask students to check the answer and circle the the right people on the picture. Firstly, students could listen to, learn and understand the listening material, and try to take

the notes as many as possible, and then draw

the picture of what they hear.

Secondly, students could check the answers.

Finally, students could 2

right people on the picture. 4.

Students summarize the words and summarize the words and 4.

Summarizing expressions to describe a people in the expressions and make a Ask students to summarize the words and table given. preparation for writing expressions to describe a people. practice. color/race age Appearance hair feature Clothes Character

Step3: Reading (10 minutes)

1.

Learning the content 1.

Students read the passage and get the Ask students to read the passage and match these main idea of the passage. headings with the four paragraphs. 2.

Students learn the words, expressions a) description

and the structure of the passage from b) background

the mind map. c) relationships with neighbours 3.

Students think about the writing d) family life purpose and have a discusssion. 2.

Learning the language

Ask students to see the mind map and learn the words, expressions and the structure of the passage. Firstly, students could read, learn and understand the reading passage, and try to learn some new words and expressions.

Secondly, students could analyze the structure and writing purpose of the passage.

Finally, students could make a preparation for writing practice. 3

3.

Learning the writing purpose

Ask students to read the passage and think about what is the purpose of this passage.

Step4: Writing (23 minutes)

1.

Stage 1 Ask students to decide who they are going to write about—someone in their family, a friend or a famous person. Since Father’s Day is coming, the teacher suggests students write a passage of their fathers as presents 2.

Stage 2 Ask students to write some notes in the form of a diagram and have a general idea of their passage. 3.

Stage3 Ask students to write four paragraphs.

And give them writing help to pay attention to layout and 1.

Students decide who they will write, and in this class, the father is the model to be written. 2.

Students write some notes in the form of a diagram and have a general idea of their passage.

3.

Students write four paragraphs according to the model of the reading passage.

And during the writing, they will be given writing help to pay attention to layout and linking

4.

Students check their writing for mistakes by referring to the dictionary.

4 Firstly, students will be able to write the passage according to the stages and the reading passage. Secondly, students will be able to check their own passages for mistakes in order to make the passages correct、native and fluent. Thirdly, students could have a chance to show their love to their fathers.

linking. 4.

Stage 4 Ask students to check their writing for mistakes. 5.

Some students show their passages.

5.

Presenting Ask some students to share their passages and show the love and wishes to their fathers. Step4:

Summarize the class and give hope to the Summarizing students that students should always remember (1 minutes) how to describe a people according to the mind

map in this section. Step5:

Ask students what the word “father” really Appreciating means, and share the love and duty from (4 minutes) fathers. Encourage students to write one sentence to their fathers on the sticky notes and they stick them on the blackboard. The given model sentences can be helpful.

Students summarize the class with the Students could learn the teacher and learn the points to describe a points to describe a people people according to the mind map. according to the mind map.

Students learn and understand the love and duty from fathers. Students write one sentence to their fathers on the sticky notes and stick them on the blackboard.

Firstly, students could learn and understand the love and duty from fathers. Secondly, students will be able to show their love and wishes to their fathers bravely and naturally. 家庭作业：

Ask students to polish their own passages to make them native and fluent. Then copy the passages neatly on the exercise books. 5

板书设计：

Describing a person

课堂评价及教学反思：

随着2016年10月浙江高考英语首次出现“读后续写”题型后，引发了社会对“读写整合”概念的进一步关注。“读写整合”成为考试题型改革的热点，“读写整合”也是落实学科核心素养的重要途径。在这样的大背景下，本节课就是“听--读--写整合”课型的一次尝试。在讲课的过程中，我遇到了一些困难，首先表现在学生对听力材料中细节内容的获取和把握，其次文本材料内涵丰富，语言需要深度挖掘，学生的习作思路狭窄，不富于创新，语言局限性大，加之时间有限，有部分同学无法当堂完成教学任务，但无论如何，这是一次很好的尝试，学生们为自己在短时间内既能完成听力训练，达到引入话题，头脑风暴的作用，又阅读了文本材料，分析文本的内容、语言和写作目的，还能模仿写作而感到兴奋，乐于尝试，相信他们经过一段时间的训练和努力，一定会取得进步。本课的另外一个亮点是该课讲授时恰逢父亲节前夕，本课也是情感态度教育的一次好契机，学生在教师的不断鼓励下，大胆张口，大胆提笔，表达了对自己父亲的认可，尊重和祝福，让人为之动容。

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