Unit 1 A trip to the theatre教学实录

Describing the Feelings 教学设计说明与教案

基于牛津英语（上海版）高中一年级第二学期

Unit 1 A trip to the theater; Reading: The Phantom of the Opera

一、整体设计思路

基于课程标准和学科教学基本要求，依托上海市双名工程的研究平台，结合校本研修，我校英语教研组尝试在日常教学中基于教材分阶段进行记叙文写作教学。高一年级，学生掌握记叙文的基本要素，能够围绕记叙主题，按照时间顺序，初步运用描写技巧完成写作；高二年级，学生掌握记叙文写作技巧，能够运用描述、对话和设置悬念等技巧使叙述更生动，并能够适当运用夹叙夹议升华主题；高三年级，学生能够用时间顺序组织内容和细节，通过记叙生动形象的事件反映生活，表达自己的思想感情。

记叙文扩写写作单元整体教学计划

课时

教材文本

1 S1A Unit 1 Body language 教学目标

学生掌握记叙文要素并能够运用时间顺序进行叙述。

2 3 4 5 6

二、本课教学设计

经过高一上半学期的记叙文写作训练，学生已经掌握记叙文的基本要素，能够围绕记叙主题，选择恰当的内容和细节，运用时间顺序进行叙述。在英语阅读课上，学生已经对《剧院魅影》故事背景、人物关系和主要情节有了基本了解；在听说课上，学生观看了电影《剧院魅影》中的部分选段，能够较好地体会人物的心理活动。本节课中，学生将通过扩写该故事，了解并掌握人物心理与情感描写的方法，在真实情境中加以运用，培养描写意识，增加记叙文的生动性。

【实施】

围绕上述任务，本课采用“前—中—后”三阶段教学模式。

学前：学生复习“剧院魅影”的主要场景，激活对故事背景、人物关系和主要情节的认知。

学中：首先，学生阅读剧院其他演员对魅影出现时反应的描写，了解人物心理可以通过说话方式、行为举止、面部表情以及环境烘托等细节体现；接着，学生观看魅影给克里斯汀唱歌和魅影绑架克里斯汀两个电影片段，在师生互动中体验学习人物心理描写的四种方法；然后，学生在克里斯汀亲吻魅影这一场景中，感受两人的心理活动，综合运用四种方法进行描写。

学后：首先，学生叙述我校大戏悲惨世界成功后的场景，灵活地将心理情感描写的技巧运用到生活可能出现的场景中，增添记叙文的生动性；然后，学生对同伴习作进行互评，进一步掌握四种人物心理与情感描写的技巧。

作业：学生根据同伴提出的建议，润色课堂习作。

S1A Unit 4 Surprises at the Studio S1B Unit 1 The Phantom of the Opera S2A Unit 1 My favorite sport S2B Unit 2 A Practical Joke S2B Unit 5 Green Orchids 学生能够围绕主题选择内容和细节进行叙述。

学生掌握并运用描写手法使叙述更加生动。

学生适当运用夹叙夹议升华主题。

学生尝试巧妙设置悬念使叙述更加生动。

学生尝试适当运用对话使叙述更加生动。

【教学目标】

By the end of the period, the students are expected to: •

•

•

【教学重难点】

•

【教学过程】

The students learn to describe the feelings through details. Identify and understand the details through which the feelings can be described: words and voices, Describe the characters’ feelings in The Phantom of the Opera

and real-life situations through Foster their awareness of vivifying characters’ feelings in narrative writing.

actions, facial expressions, and atmosphere; details; Step 1 Ss’ activities: Tell what happened in the story based on the pictures presented by the teacher. Purpose(s): To review the story The Phantom of the Opera. Guided questions: 1.

Who were the main characters? 2.

What happened in the story? Step 2 Ss’ activities: Read a piece of writing and figure out how other actors felt about the phantom. Purpose(s): To identify and understand the details through which the feelings can be described. Guided questions: 1. How did Annie and other girls feel about the phantom? 2. Do any details show they felt scared/...? 3. What kinds of details are used to describe their feelings? Step 3 Ss’ activities: The students watch a silent video clip, imagine what the phantom might say and

how he might speak to Christine. To describe the voices with vivid adjectives and adverbs Purpose(s): Guided questions: 1.

What might the phantom say to Christine? 2.

How might he say these words? 3.

Why would he speak in this way? Step 4 Ss’ activities: After watching the last video clip, the students figure out how Christine felt about

the phantom’s voice through her facial expressions. To describe the facial expressions, i.e. face color, eyes and mouth Purpose(s):

Guided questions: 1. How did Christine feel when hearing the phantom’s voice?

2. Do any clues on her face reveal her feelings? Step 5 Ss’ activities: The students watch a video clip and write down how frightening the situation was. Purpose(s):

1. To describe the atmosphere through sensory details; 2. To describe the actions with specific verbs Guided questions: 1. Why do you use “...” instead of “...”? 2. Could the audience see/ hear/ smell/... anything in the situation? Step 6 Ss’ activities: Vivify the phantom’s and Christine’s feelings through details. Purpose(s): Step 7 Ss’ activities: 1.The students imagine and describe how joyful and excited people were when the

school musical was over.

To describe the characters’ feelings in the story through details

2. The students make comments on peers’ work. Purpose(s): Step 8 Ss’ activities: 1.The students go through their notes and tell what impresses them most. Purpose(s): Homework Polish the writing based on peers’ comments. Notes To review what has been learned today To describe the feelings in the real-life situation through details

说明：课前教师告诉学生可以在笔记纸上记录课堂中的任何所得。黑板上的板书只是起到搭建框架，提供范例的作用，各人的笔记可以各不相同。

反思：

1.

在课堂上只注意了学生的用词，还可以注意学生产出过程中的句子结构，如非谓语的结构等，提取学生精彩的语言产出进行点评。

2.

在点评某位学生的产出时，可以让全班同学对此进行充分的讨论，让所有学生参与进来。

3.

本堂课是记叙文写作中的扩写，最后布置的写作产出任务可以和本堂课的扩写主题更符合，如给出“School Musical Over amid Students’ Cheers and Applause”的简讯标题让学生对该标题进行扩写。