Using LanguageⅡ第二课时教学设计

教学设计

选修11第三单元写作课——建议信

安徽省阜阳市第三中学

汝梦奇

一、教学内容分析

教学内容

教学对象

选修11第三单元写作课——建议信

高三学生

语块

语篇

关于压力的词块和词汇

介绍类说明的问题模式

语篇

Dear Tom, 课文

You have asked me for advice with regard to the stress you are suffering and exam pressure . I'll try to find out the reasons behind and make some suggestions here.

The reasons accounting for your depression are as follows. your demanding (要求严格的)parents and teachers is just too great. You don't want to let your parents or teachers down. What's more, people always emphasize that only students who work day and night will succeed.

It is just this kind of remark(说法)

that

produces pressure in anybody who is already anxious.

Aimed at solving these problems, at first you'd better be realistic about your abilities and be content to do your best. Set

your own goals and don't try to fulfill others' expectations. Additionally, keep all the subjects in proportion (合理安排各学科)and make a revision plan with the help of your teacher. Keep track

to see what you have grasped and what you are weak at. Keep a record of your progress and problems and readjust your plan when necessary. Furthermore,

strike a balance between work and rest. Don't become rigid in your approach——

work hard but also work smart. （方法不要太死板，苦学又要巧学）More importantly, withdrawing from people（不与人交往）will contribute to being reserved（寡言的）, tired and anxious. So discuss with friends or turn to your teachers, all of whom will comfort you and give some guidance. Above all, do be positive. Cheerfulness smooths the road of life（.愉悦之心可铺平生活之路）Life is what you make it. （人生由自己创造出来）

I sincerely hope my advice will be helpful. If there is more I can do to help, please let me know.

过程-体裁写作法，任务型教学法

语言知识

语言技能

能理解语篇基本知识；能掌握有关压力和解决压力的词块和词汇

能把握如何让一个简单句有血有肉；能让自己的写作充满逻辑性

教学项目

教学方法

教学目标

语言运用

能把握如何熟练运用相关词块和词汇；能熟练领悟和运用所学的语篇知识

培养小组合作意识；学会应对学习压力，适当调整思维方式

能通过模仿范文来熟练掌握词块和语篇知识

文化意识

能重新确定合理的学习和人生目标

情感态度

学习策略

教学重点

教学难点

运用任务

如何培养语篇意识

如何运用词汇和词块来拓展简单句

写一篇建议信

学习技能

听

说

读

写

知道

√

√

√

√

√

√

学习层次

理解

√

√

√

教学媒体

投影仪

√

录像

课件

√

√

√

运用

黑板

√

√

√

√

√

语块教学

语篇教学

写作教学

√

√

√

√

√

√

二、课堂教学过程

时间

教学步骤

教学流程

教师活动

学生活动

To lead students to have a rough idea of the topic. 1. To have students grasp the basic knowledge about discourse; 2. To prepare students with chunks related to the topic and lead them to apply them.

3. To lead students to grasp ways to expand a simple sentence. 教学目的

1分钟

Lead Introduce Tom’s stress to in students and let them read a letter for advice . 18分ReadStep 1: Lead students to have a good understanding ing 钟

of the skills of organizing a passage and a paragraph. Step 2: Lead students to summarize the chunks and expand sentences with them. 4分钟

Pre-Writing

Inspire students to do creative activities and encourage them to discuss about the topic based on the chunks and some typical sentences. Read a passage and then finish the four tasks: Task 1: The passage makes an introduction of how to deal with stress from five aspects. Please underline the three related sentences.

Task 2: Read the passage and work with your partner to underline the supportive details and discussion the ways used. Task 3: Conjunction words

Task 4: 词块(chunk) Task 5: Discuss with his or her partner and make a list of the solutions to stress . Use the expressions for communication.

1. To consolidate the knowledge about discourse and apply the chunks to their writing; 2. Cultivate the awareness of imitation.

10分钟

In-writing Lead students to write a Task 6: passage based on the 请写一篇建议信，解disscussion. 决有些父母在高考到来前的压力问题的短文。

1.陈述理由要有总分关系

2.陈述的理由不少于三条，要求有具体细节和例子来支持每一条理由

Lead students to assess a passage: 1.陈述理由要有总分关系? 2.陈述的理由是否有具体细节和例子来支持每一条理由？

3.有没有连接词? 4.是否运用相关的词块？

5.是否有单词拼写错误？

6.是否有语法错误？

7.人称是否一致？

8.有多少简单句？并列句？复杂句？

1. Students will be asked to grade their won writings and learn what makes a good writing.

2. They will be encouraged to polish up their writings.

To train students to do fast writing activity. 10分钟

After-writing: Assessment

1. To increase students’ awareness of common errors in their writing; 2. To consolidate students’ knowledge about sentence-expanding. 三、教学设计说明

1．学习者分析

鉴于教学对象是高三学生，已经掌握了一定数量的词汇，因此导入的词块相当于复习，唤醒潜在的知识，难度不大。但是学生在高一、高二阶段一般很少接触正式的写作知识，所以本节课的难度主要是引导如何写出简单句并且适当拓展，初步具备语篇意识。本节课需要学生具备一定的语法知识，例如定语从句和非谓语动词，这些都是高一、高二反复操练的，但考虑到这两块语法难度比较大，故在造句时，提供模仿的句子以减轻负担。最后一个，互改作文可能对于学生是全新的模式，预计会让学生开始无所适从，因此需要提供评判标准。

2．教学方法设计

本课主要采用任务教学方法和过程-体裁教学法。首先让学生明确本节课的任务，即：提出建议帮助他人学会应对学习压力。这个阶段也是预写作，激活思维，符合过程写作法的第一阶段。大脑风暴，不能只是纯粹的口头表达，我认为需要遵循认知心理的特点，人脑一般一次记忆深度很有限，最好的方式是快速写出闪现在大脑里的个别单词或词块，然后围绕它们更容易展开，我称之为快写法。

随后学习一篇范文，揣摩其中的用词和语篇组织模式，这是体裁写作法的特征。笔者认为两种写作法的融合比较符合中国中学生的教学实际，因为学生写作知识的匮乏。

为了让学生能顺利仿写，充分搭建脚手架，尤其是如何学会运用词块，通过回译、总结、提供操作性很强的句子仿写模型。

3．管理策略设计

本节课第一阶段关注度是激发学生的思维，但又要控制思维拓展偏离课堂主题；在阅读阶段，要观查学生面对任务的接受度；在写作阶段，要激励学生动手能力，这对于长期害怕写作的学生是个挑战。

4．媒体设计

本课需要PPT幻灯媒体，以便更快捷、更直接、更明晰地呈现任务。

本课也使用黑板传统视觉媒体，呈现新语言。