高中英语_Continuation Writing Arthurs Story教学设计学情分析教材分析课后反思.doc

教学设计 主题语境：人与自我--养成良好的生活习惯，树立责任和劳动意识 语篇类型：记叙文 （三）授课时长：40分钟左右 （四）教学资源：多媒体课件、学案、黑板和粉笔 （五）教学方法：英语学习活动观指导下的教学法 （六）教学目标Learning Objectives: After this lesson, students will be able to 1. Understand the text by lines of plots and feelings. 2. Predict and continue writing the passage by raising questions. 3. Learn to be independent and responsible. （七）教学过程 教学步骤 教学活动 设计意图 核心素养提升点 Step 1 Lead-in (Individual work) Activity 1: Ss look at the above picture and answer the following questions: What is mother doing? How about the boy? 利用图片，创设情境，引出主题，吸引学生兴趣。 语言能力：观察图片，表达观点，锻炼了“看”和“说”的能力； 思维品质：对比、分析图片信息。 Step 2 Read and understand the text (Individual work; Group work) Activity 2 : Ss look through the text and find out its writing style: Whats the writing style of the passage? A. Narration（记叙文） B. Argumentation（议论文） C. Exposition（说明文） 从整体把握原文本的语篇类型，为下一步解读文本作准备。 语言能力：了解语篇特点和结构 Step 2 Read and understand the text (Individual work; Group work) Activity 3: Ss read para. 1 to find the main characters and underline the sentences showing their characteristics（特征）. 分析人物特征，有助于预测故事的情节走向。教师引导学生总结出“Arthur was not independent”,“独立性”恰好呼应写作主题。 文化意识：由人物特点引发学生反思自我，做出正确的价值判断。 Activity 4: How is the text developed? A. By space B. By time C. By explanation Find out what happened at different time . 拎出故事的时间节点和情节，脉络清晰。 语言能力：识别语篇时间顺序的语言技能。获取信息的能力。 Step 2 Read and understand the text (Individual work; Group work) Activity 5: Act it out！ 结构图、角色扮演活跃课堂气氛，增加学习趣味性，加深对故事的理解。 思维品质：借助三维坐标图，梳理、整合信息。 学习能力：具有学习英语的兴趣，参与运用语言的实践活动，体现了交际和情感策略。 Step 3 Predict and continue the story (Group work) Activity 6: Predict the story by raising questions T gives demos T raises questions based on the given sentence of para. 1 and asks Ss to answer them.(T writes Ss’ answer on the blackboard) Ss follow suit Ss imitate what T did and work in groups to raise questions. Besides, they are asked to share the questions and answers within and beyond the groups. 附：学生的课上生成 基于前面对原文的解读，根据给出的两段段首句，以提问题的形式预测续写内容，问题的答案基本可以框定为后续写作的要点。此活