Lesson 2 Personalities and Jobs教学内容概述

Describing a person写作课教学设计

授课者：

广东番禺中学

凌顺生，教龄18年，中教一级

授课对象：广东番禺中学高二（10）班

课型：高二读写课

写作类型：

A letter

写作话题：Describing a person 课题名称：高二有关人物描写的书信写作课

设计意图：基于高中英语文本阅读，提高学生写作能力

授课时间：40分钟

（一）学生难度预测

授课对象为重点理科班，该班大部分学生学习态度端正，对英语学习比较重视，英语基础较扎实，课内课外都能配合老师完成各项任务。学生们对提高写作水平的愿望较为强烈，因此写作课符合他们的学习愿望。但学生平时在人物写作中经常使用一些中文式英语的句型，缺乏正确使用地道的描写人物的句型，句型选择缺少多样性，只是进行简单的拼凑；学生在平时写作中缺乏对文章体裁及特点的关注，可能会错用时态和语态、人称等；大部分学生不会润色和修改自己和同学的文章。

（二）语言材料分析

学生阅读的材料选自外研版教材第三册Module5 Great People and Great Inventions of Ancient China里的一篇阅读文章。该材料难度适中，所出现的词汇主要来自大纲词汇。通过阅读这英语文本，让学生总结出描写人物的顺序，教会学生欣赏并积累人物描写的有用句式，利用所学的句型进行人物描写。

（三）教学目标

1. 语言知识目标

（1）. 加强对与语言话题相关单词的认识和记忆；

（2）. 熟悉并运用英文写作的整体思维：准备阶段，组织阶段，修改润色阶段及抄正环节。

2.语言技能目标

（1）. 学生能在相关的英语写作中运用好词好句；

（2）. 学生能正确运用所学的写作技能，以促进其写作水平的提高。

3.情感态度目标

（1）. 培养学生的合作、自主学习、自主探索精神。

（2）. 通过写作思路的指导、写作思维的培养，使学生降低对写作的恐惧心理，增强对写作的兴趣。

4.学习策略目标

（1）. 指导学生掌握有效的人物描写的句式，教会学生利用所学的句型进行人物描写；

（2）. 在教师指导下，通过自评和互批方式，培养学生评价和欣赏同班同学的英语写作，以提高正确使用语言的意识。

（四）学习目标

1.学生能够阅读语篇，分析段落和语句，探究人物描写的地道表达方式。

2.学生能够在演讲、口语训练和写作中表达正确的、地道的人物描写方式。

3.学生能够学会通过阅读语篇模仿写作的学习策略。

（五）教学过程

教学步骤：

设计目的

目的：

Step 1 Lead-in

让学生锻炼英语口语和1. One-minute speech: One student is responsible for one-minute 敢于在同学和老师面前展示自己的英语能力；

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speech every day. The topic of this week is to introduce a person.

2. A guessing game: ask the students to guess who is being described according to the sentences provided.

Step 2 Reading

Philosophers of Ancient China Ancient China was a place where states were often at war with each other. But it was also a time when there were many great philosophers. Confucius (孔子) （551BC-479BC）is the philosopher whose influence has been the greatest. He stressed the importance of kindness, duty and order in society. Chinese society was influenced by these ideas for more than 2,000 years.

Born in 372 BC, Mencius （孟子）

was a thinker whose teachings were very similar to those of Confucius. His father died when he was young, and he was brought up by his mother. He became a student of Confucius’s ideas, and was then given an important position in the government of a state. However, when he saw that the ruler was not following his advice, he resigned. For many years he travelled from state to state, teaching the principles of Confucius. He then became an adviser to another ruler. He spent his last years preparing a book of his teachings called The Book of Mencius. Mencius believed that the reason why man is different from animals is that man is good. He taught that if the government was kind, then people would be good. He believed that people were more important than rulers, and hated the state when it treated people badly.

Mozi ( 墨子) was another teacher who was very influential. Born in 476 BC, he came from a family which was very poor. He became famous for his unusual clothes and behavior. Mozi founded the philosophy called Mohism. In some ways, his beliefs were similar to those of Confucius. For example, he considered that government was most important. As a result, he spent many years trying to find a state where people would follow his teachings. Mozi believed that all men equal. His idea of love was different from the Confucian idea of kindness. Mozi taught that we should love all human beings and look after those who are weaker than ourselves. He hated the idea of war. Mozi died in 390 BC. (1) Read the article and match the two parts of the sentences. 1).Confucius lived in a century

A.where there were a lot of new ideas. 2). Ancient China was a country

B. which Mencius gave. 3). Some rulers followed the advice C. whose ideas were very influential. 4). Philosophers were people

D. who lived an unusual life.

2 通过一些写作句型描写一些学生熟悉的人物，起到热身的效果，引起学生对人物这一相关话题的兴趣，并让学生接触目标词汇和句型。

目的：

让学生阅读语篇Philosophers of Ancient China

，回答问题，让学生通过阅读文章了解人物描写的顺序，并通过欣赏原文的优美句式，积累句型，为下面的写作做好准备。

5). Mozi was a man

E. when there was a lot of war. (2) Read the passage again and try to find out the sentences of

non-finite verbs for describing a person. (3) Read the passage again and try to find out the sentences of

attributive clauses.

Step 3 How to describe a person

1. Analyze the sentences of describing a person by using non-finite verbs 2. Analyze the sentences of describing a person by using attributive clauses

3. Make sentences with the useful sentence structures of describing a person.

目的：

通过分析文章出现的描写人物的地道句型和语法点：非谓语和定语从句的结构，提示学生可以将这些地道的句型和这两种语法应用到人物描写中，为后面的写作作铺垫。

目的：

让学生通过小组讨论，然后限时10分钟独立完成一篇人物描写的写作。其中让一个学生把自己的作文写在黑板上。展示学生的作文，并让学生进行评价，找出错误，欣赏好词、好句（包括使用非谓语和定语从句的结构的句子），

按照评分标准，实行分析法评分。

目的：

让学生进行互改作文。找一位同学到黑板上评价刚才另外一个学生在黑板上的作文，找出错误，欣赏好词、好句、信息整合的技巧，按照评分标准，实行分析法评分：按语言、内容和连贯性三项标准分别给分。

目的：

Step4 Writing

1. Discuss how to write this passage by using the useful sentence structures, the non-finite verbs and the attributive clauses. 2. Write the passage in ten minutes.

Step 5 Self-assessing and mutual assessing the writing

Ask students to exchange and give comments on their classmates’

compositions according to the ticking list. Tick in the table. What do you think of the work Content

Non-finite words

Excellent

Good

Average

Poor

Attributive clauses

Step6 Lucky Time

Give chances for the four groups to get more points: answer some 让学生通过回答问题对所学的内容进行回questions to consolidate what they have learnt in class.

顾，提高课堂趣味性。

Step7 Summing up

Sum up what the students have learnt in class.

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目的：

让学生通过小结总结

课堂所学的内容。

目的：

让学生课后反思本课所学内容，写一篇相同类型的作文，举一反三，写作话题为人物描写，让学生在写作中使用最近输入的语言。

Step8 Homework

1. Ask the students to finish the writing on the handout.

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