Task(1): Writing an article about problems and solutions: Skills building 1 and 2教学设计(第二课时)

M6U2 Task Writing an article about problems and solutions

科目

一、教案背景

本课以听、说、读、写为主的写作课。旨在培养学生识别问题、解决问题的能力，进而提高写作能力。当今社会堵车现象比较严重，堵车占用紧急通道导致一男子未能及时送医而死亡，已在社会上引发热议，贴近生活，对学生有教育意义，容易激发学生的学习热情，易于展开讨论。

二、学情分析

本节课的教学对象是高二年级的学生，他们的智力发展趋于成熟，认知能力比刚入学时有了很大发展，逐渐能用英语来获取信息、处理信息、分析问题和解决问题。本班学生英语基础相对而言较好。Happiness是学生都有话可说的话题，有幸福的人即有不幸的人，学生在学习生活中也有各种烦恼困扰，通过对课本内容的处理培养学生识别问题，解决问题的能力，进而识别社会现象，解决社会问题，完成写作。

高中英语

教学对象

高二学生

课时

1课时（45分钟）

三、教材分析

本单元的中心话题是“Happiness”，围绕“What is happiness to you?”，层层展开，并采用“任务型语言教学途径”，编排了一系列凸现“交际功能（What is happiness to you?）”的情境和问题，运用听说读写综合语言活动，让学生学会谈论什么是幸福，如何才能得到幸福，怎样去帮助不幸福的人等等。这些活动紧贴学生的生活实际，极具真实性，从而使学生的个人经历成为课堂学习的有效图式，有助于学生对所获取的声音和文字英语信息的理解；有助于调动他们用英语表达自己的经验和感受兴趣和热情；有助于促进他们语言功能的运用；有助于提高他们为应用而主动学习和掌握语言知识（词汇和语法结构等）的兴趣。

本课是高二选修六第二单元里的一篇写作课（Task），出自译林出版社出版的高中英语学生用书。在第一课《Welcome to the unit》和第二课《The search for happiness》（reading）里面初步接触和讨论了happiness，

而在Grammar部分也做了完成Task写作的知识储备。这一课Task是对happiness这个话题扩展和引申，如何识别问题并帮助那些生活中存在困扰的人。本课Task实际上分为三个部分，第一部分教会学生如何识别问题及成因；第二部分提高学生解决问题的能力；第三部分通过讨论，收集信息，完成问题解决型作文写作，提高写作能力。

四、设计思路

本堂课采用任务型教学途径，这种途径是以应用为动力，以应用为目的，以应用为核心（为用而学，用中学，学了用）的教学途径。任务型教学是一种以人为本的，能体现语言价值的，先进的、有效的教学途径。学生带着任务学习，在完成任务的过程中逐渐生成的知识，形成的技能。本课将通过任务型教学，努力达到课堂活动目的。通过听说读写，培养学生识别问题，分析问题的能力，进而达到提高写作能力。

五、教学目标

（一）、知识目标：让学生学会一些表达情感的词汇

词汇：sad confused disappointed alone afraid 短语：under a black cloud

stuck/ caught between …

feel blue

in very low spirits

句式：I feel like…

They make/ It makes me feel…

I wish…

I’m tired of…

（二）、能力目标

1. 通过听说读写，提高学生识别问题和解决问题的能力。

2. 提高问题解决型作文的写作能力。

（三）、情感目标

1. 学会关心社会热点，关注生命和安全，珍视生命。

2. 提高道德素养，尊重法律法规。

六、教学重点和难点

1．确保学生能够提高识别问题和解决问题的能力。

2．帮助学生完成作文并润色提高。

七、教法与学法

1. 采用情境法、交际法和“任务型”教学途径，使“英语学习任务化，学习活动生活化”，通过设置多样化的任务，巧妙注意任务的序列性，让学生在教学活动中参与和完成真实的生活任务，从而培养学生运用英语的能力。在教学过程中，坚持“以人为本”，关注学生的情感，关注学生的发展，把说的机会留给学生，把思考的时间还给学生，把做的权利交给学生。

2. 充分发挥多媒体辅助教学的优势，集图片、声音、动画于一体，使课堂教学更为形象，更为直观，更为生动，学生更有兴趣，印象也会更深。

3. 采用小组合作的学习方式，让学生学会交流，学会分享，学会合作，并有效地避免班额过大、不同学生之间知识水平和智力发展参差不齐，同时师生之间、学生之间的交际得不到充分发挥等问题。

八、教学环境及资源准备

牛津版教材高中英语课本选修六；

多媒体教室；

本课课件

九、教学过程

教学过程

教师活动

学生活动

设计意图

通过观看十一假期旅行Step 1 Lead-in

(2minutes)

Look at some photographs

What’s your feeling on these photos?

看图片，试着自由表达情感

堵车的图片，贴近生活，易引发学生的共鸣，利于引导学生情感的表达。

Words: sad

confused disappointed alone

Step 2 afraid Phrases: under a black cloud

stuck/ caught between …

feel blue

in very 读词汇，并low spirits

Patterns: I feel like…

They make/It makes me feel…

I wish…

I’m tired of…

尝试记忆

Emotional vocabulary （3 minutes）

丰富学生情感词汇，为后文分析问题时情感的表达作词汇的储备。

I. Read the letter in Part A on page 26 and find out what his problem is. 阅读课本Task 1: His main problem: He feels 材料，找出caught between ___________________ 问题及情通过对教材材料的处理，让学生学会识别问题，分析问题，为后面学生写作问题解决型作文做能力储备。

Task 2: Underline

the negative languages

感；通过听used to describe the problem in the letter.

力，找出原Step Task 3: Listening：（Part B）Find out more 因

3

Recognizinabout Ma Jie’s problem g problemsII. Watch the video （1: What does this news talk about? 8 Task Task 2: What’s your feeling about the video?

Task 3:

What caused the problem? （小看视频，找利用十一假期高速应急通道被堵，导致一名男子未能及时送医而死亡的新闻视频，引发学生热议，并利用文本中学会的技能去识别问题，分析问题。

minutes）

组讨论，集思广益，为写作做素材收集）

出问题，分Task 4: Presenting Time （通过投影呈现各组的讨论结果，评选出最棒的一组，不仅能激发学生的积极性，也能在此过程中指导学生写作中的注意事项）

Task 1:

We’d better divide the big 析原因

Step Discussing solutions: in 4

question

into some smaller ones. Task 2:

How to divide the big question

into some smaller ones. 学会分析问题的能力，并寻求视频中问题的解决办法

发现问题即要处理问题，通过这一环节，教会学生如何根据成因提出切实可行的解决办法：大问题化成小问题。同时受到情感和道德教育，

the problem Task 3: Discussion：Try to find out the the best way to solve the problem in the video.（小组讨论，尽可能多的收集解决办法）

Task 4: Presenting solutions（通过学生上黑板展示，呈现学生讨论结果，拓宽学生

解决问题的思路，并加以作文指导）

video(7 minutes)

Your writing had better include: Step 5

A: What is the problem? What’s your Writing an feeling about it? article

(23 B: What are the causes of the problem? minutes)

C: What’s your opinion about the best way to solve the problem? 

Useful phrases(选用) 

Useful structures(句式仿照)

根据讨论中所收集的素材及提示完成作文

根据讨论过程中收集的素材，完成写作，并给与高级词汇和高级句型的指导，帮助学生完成并提高写作能力。

课堂小组活动延伸到课外，Step 5 1. Read the vision and pay attention to the underlined words and sentences. 2. Finish Parts A and B in writing on page 105.

学生仍然可以互相合作，完朗读范文，成写作任务。该环节是本课并完成课后作业

所有环节的延续，使学生逐步运用课堂中所学到的技能，达到形成和提高写作能力与技巧的目的。

Homework（2 minutes）

十、板书设计

M6U2 Task Writing an article about problems and solutions

Solutions: Group ______: Group _______: Group _____：

十一、教学反思

本节课我通过多种不同形式的教学方法，设置形式多样的任务类型，充分体现了新课程背景下，把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。

教学作为一门永远未留下些许遗憾的艺术，在本课时的教学中有很多的地方值得我去反思：

1.

由于学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，时有学生在讨论过程中夹杂着汉语，或有的学生不敢大胆的说出自己的看法，欲言又止，导致课堂气氛没有预想的那么热烈。

2.

由于本堂课任务多，容量大，导致完成任务时间较紧，没有足够讨论和写作时间，今后应注意教学步骤的紧密衔接，充分体现教师主导、学生主体作用。

授课详细步骤

Step 1 Lead-in (2minutes) Look at some photographs

What’s your feeling on these photos?

（引出表达情感的词汇）

设计意图：通过观看十一假期旅行堵车的图片，贴近生活，易引发学生的共鸣，利于引导学生情感的表达。

Step 2 Emotional vocabulary （3 minutes）

Words: sad confused disappointed alone afraid Phrases: under a black cloud stuck/ caught between … feel blue in very low spirits Patterns: I

feel like… They make/It makes me feel… I

wish… I’m tired of…

设计意图：丰富学生情感词汇，为后文分析问题时情感的表达作词汇的储备。

Step 3

Recognizing problems（8 minutes）

I. Read the letter in Part A on page 26 and find out what his problem is. Task 1: His main problem: He feels caught between ____________________________________________________ ________________________________________________________________________________________ Task 2: Underline

the negative languages used to describe the problem in the letter.

Task 3: Listening：（Part B）Find out more about Ma Jie’s problem From his wishes: good at his studies and ___________; do both things well

From coach: Ma Jie has a special _________; should be _________ to give up other Causes

things in life; should ________ on playing basketball

From parents: sport cannot replace a good __________; could get an _____; no guarantee to have a future like Yao Ming; more _________ to study hard; prepare for a job in the __________________

设计意图：通过对教材材料的处理，让学生学会识别问题，分析问题，为后面学生写作问题解决型作文做能力储备。

II. Watch the video Task 1: What does this news talk about? Main _____________________________________________________________________ Task 2: What’s your feeling about the video? Task 3: What caused the problem? Discussion: (Group work) Recognizing problems in the video（小组讨论，集思广益，为

idea:

写作做素材收集）

1. Causes

2. 3. …

…

Task 4: Presenting Time （通过投影呈现各组的讨论结果，评选出最棒的一组，不仅能激发学生的积极性，也能在此过程中指导学生写作中的注意事项）

设计意图：利用十一假期高速应急通道被堵，导致一名男子未能及时送医而死亡的新闻视频，引发学生热议，并利用文本中学会的技能去识别问题，分析问题。

Step 4 Discussing solutions: the problem in the video(7 minutes) Task 1: We’d better divide the big question

into some smaller ones. Task 2: How to divide the big question

into some smaller ones. For example: What caused the tragedy(悲剧) in the video?

①What are the results of the traffic jam?

Causes: 1. traffic jam→②What caused the traffic jam? →Solutions:……

③How to avoid the traffic jam? 2. 3. …... Task 3:

Discussion：Try to find out the best way to solve the problem in the video.（小组讨论，尽可能多的收集解决办法）

Task 4: Presenting solutions（通过学生上黑板展示，呈现学生讨论结果，拓宽学生解决问题的思路，并加以作文指导）

Solutions: 1. 2. 3. …

…

设计意图：发现问题即要处理问题，通过这一环节，教会学生如何根据成因提出切实可行的解决办法：大问题化成小问题

Step 5 Writing an article (23 minutes) Your writing had better include:

A: What is the problem? What’s your feeling about it?

B: What are the causes of the problem? C: What’s your opinion about the best way to solve the problem? 

Useful phrases(选用):

1. With the development/improvement of …, ….

2. On the one hand,… On the other hand, …/For one thing,…For another thing,…

3. Therefore, how to… is worth paying attention.

4. Firstly,… Secondly,…Thirdly,…

5. In a word,/As far as I’m concerned,/On a personal note,…

6. First of all,…/What’s more,…/Last but not least,…

7. As a result, ……



Useful structures(句式仿照): 1. It’s high time that measures should

be taken to do ……（虚拟语气）

2. I consider it necessary/important for us to do……（it形式宾语）

3. The earthquake broke out last year, making more people lose their homes. (v-ing 结果状语)

4.

It is not until we increase people’s awareness of protecting natural resources that we can live in harmony with nature. (强调句) 5. The reason why we have to grow trees is that they can provide free air for us .

6. Faced with the problem, the government call on people to protect the environment from being polluted. (省略) 7.

Only when everyone realizes the important of protecting environment will we live a happy life. (倒装)

设计意图：根据讨论过程中收集的素材，完成写作，并给与高级词汇和高级句型的指导，帮助学生完成并提高写作能力。

Step 5 Homework（2 minutes）

1. Read the vision and pay attention to the underlined words and sentences. 2. Finish Parts A and B in writing on page 105.

设计意图：课堂小组活动延伸到课外，学生仍然可以互相合作，完成写作任务。该环节是本课所有环节的延续，使学生逐步运用课堂中所学到的技能，达到形成和提高写作能力与技巧的目的。

授课教学案

M6U2 Task Writing an article about problems and solutions Teaching aims: 1. Knowledge aims: Learn some emotional vocabulary Words: sad confused disappointed alone afraid Phrases: under a black cloud stuck/ caught between … feel blue in very

low spirits Patterns: I

feel like… They make/It makes me feel… I

wish… I’m tired of…

2. Ability aims: (1) By

listening, speaking, reading and writing skills,

to improve students’ ability of

recognizing and solving the problems. (2) To improve students’ writing skills about problems and solutions. 3. Affective aims：

(1) To learn to care about social concerns and be concerned about people’s life and safety, then treasure lives (2) To raise students’ moral ideas and obey laws and regulations Teaching important and difficult points: 1.

Enable students to improve the ability of recognizing and solving the problem 2.

Help students finish and polish up their writing Teaching methods: Task-based teaching method Teaching Aids: Multiple-media, computer and blackboard

Teaching Procedures:

Step 1 Lead-in

What’s your feeling on these photos? Step 2 Emotional vocabulary Words: sad confused disappointed alone afraid Phrases: under a black cloud stuck/ caught between … feel blue in very low spirits Patterns: I

feel like… They make/It makes me feel… I

wish… I’m tired of…

Step 3

Recognizing problems

I. Read the letter in Part A on page 26 and find out what his problem is. Task1: His main problem: He feels caught between _________________________________________________ _____________________________________________________________________________________ Task 2: Underline

the negative languages used to describe the problem in the letter.

Task 3: Listening：（Part B）Find out more about Ma Jie’s problem

From his wishes: good at his studies and ___________; do both things well

From coach: Ma Jie has a special _________; should be _________ to give up other Causes

things in life; should ________ on playing basketball

From parents: sport cannot replace a good __________; could get an _____; no guarantee to have a future like Yao Ming; more _________ to study hard; prepare for a job in the __________________

II. Watch the video Task 1: What does this news talk about? Main _____________________________________________________________________ Task 2: What’s your feeling about the video? Task 3: What caused the problem? Discussion: (Group work) Recognizing problems in the video 1. Causes

2. 3. …

…

Task4: Presenting Time Step 4 Discussing solutions: the problem in the video

Task 1: We’d better divide the big question

into some smaller ones. Task 2: How to divide the big question

into some smaller ones. For example: What caused the tragedy(悲剧) in the video?

①What are the results of the traffic jam?

Causes: 1. traffic jam→②What caused the traffic jam? →Solutions:……

③How to avoid the traffic jam? 2. 3. …... Task 3: Discussion：Try to find out the best way to solve the problem in the video. Task 4: Presenting solutions

Solutions: 1. 2. idea:

3. …

…

Step 5 Writing an article

Your writing had better include:

A: What is the problem? What’s your feeling about it? B: What are the causes of the problem? C: What’s your opinion about the best way to solve the problem? 

Useful phrases(选用):

1. With the development/improvement of …, ….

2. On the one hand,… On the other hand, …/For one thing,…For another thing,…

3. Therefore, how to… is worth paying attention.

4. Firstly,… Secondly,…Thirdly,…

5. In a word,/As far as I’m concerned,/On a personal note,…

6. First of all,…/What’s more,…/Last but not least,…

7. As a result, ……



Useful structures(句式仿照): 1. It’s high time that measures should

be taken to do ……（虚拟语气）

2. I consider it necessary/important for us to do……（it形式宾语）

3. The earthquake broke out last year, making more people lose their homes. (v-ing 结果状语)

4.

It is not until we increase people’s awareness of protecting natural resources that we can live in harmony with nature. (强调句) 5. The reason why we have to grow trees is that they can provide free air for us .

6. Faced with the problem, the government call on people to protect the environment from being polluted. (省略) 7.

Only when everyone realizes the important of protecting environment will we live a happy life. (倒装)

Step 6 Homework 1. Read the vision and pay attention to the underlined words and sentences. 2. Finish Parts A and B in writing on page 105.

Name ____________ Writing an article A: What is the problem in the video? What’s your feeling about it? B: What are the causes of the problem? C: What is your opinion about the best way to solve the problem? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (Para 1) _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(Para 2) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________