北师大版必修二英语《Unit 5 Rhythm Communication Workshop》优秀教学设计

北师大版必修二英语《Unit 5 Rhythm Communication Workshop》优秀教学设计

教学目标：

1、通过对阅读模板的学习，引导学生学会学习、学会发现，通过学习策略的引导，启发学生善于从阅读材料中积累素材，学会写一篇音乐会评论。

2、通过过程性写作教学，加强对写前和写后评价的指导，使学生熟悉写作的基本步骤，加强语言素材的积累与运用，促进终身学习习惯与能力的养成。

3、通过小组交流互评，帮助学生形成自主思考、合作学习的能力。

4、通过对学生写前的指导，激发学生的写作兴趣；学习音乐会评论，提高艺术的欣赏水平；通过让学生上台展示，提高学生的学习信心。

教学重点：通过对阅读模板的学习，启发学生善于从阅读材料中积累素材，运用自主学习和合作学习的方法，学会写一篇音乐会评论。

教学方法：任务型教学，建构主义，交际法教学，小组合作的体验式、过程性写作模式。

教学过程：

Teacher’s work Students’ work Brief analysis Step 1: Warm-up (3)

Show the pictures of some concerts to arouse ss’ interest and ask ss which concert impressed them most. Then, ss freetalk about the topic. 通过音乐会的图片，激发学生的兴趣，并为写作积累素材。有助于让提高课堂效率。 Step 2: Pre-writing (10)

Require ss to review the text in Lesson 1 Alanis- A True Performer and guide them to analyze it, including layout，linking expressions and styles etc. Ss review Alanis- A True Performer and match the headings shown on the PPT with the paragraphs.

Ss are guided to find out the linking expressions, sentence structures and styles etc. 针对学生素质普遍中下的现状，用学生已学过的课文来让学生仿写，学生能更好地积累到所需信息，形成有效的语言输入。让学生去探索出所需信息，培养主动学习的精神。 Step 3: Writing (15)

T monitors the classroom and offers some help if necessary. Stage 1

Ss complete the table with information about their concerts.

Then, ss share the information about their concerts with their group members. 表格指导了学生评论的要点，简化了写作，学生独立思考填写后，再与组员交流信息，开拓思维，丰富其写作素材。 T monitors the classroom and offers some help if necessary. . Stage 2

Ss use the information from their tables to write paragraph notes, using the layout. 学生用之前自己探索出的段落布局去指导自己写作的大纲，学生能更好地应用。 T reminds ss to use the linking verbs and useful expressions in Lesson 1 and then monitors the classroom and offers some help if necessary. Stage 3

Ss write their concert reviews, using the linking verbs and useful expressions. 充实大纲，给学生独立思考的时间，完成初稿的写作。引导学生模仿课文中的好词好句，但鼓励学生在表达方式上多样化。 T reminds ss to check their writing according to the Writing Help and then monitors the classroom and offers some help if necessary.. Stage 4

Ss check their writing. 学生用课后的写作指导来对初稿进行修改，完善。这样一步一步，让学生学会如何写音乐会评论，但不限制表达方式上的创新。 Step 4: Post-writing (15) Give ss checklists and get ss to assessment their works according to the checklist.

Get ss to evaluate their group members’ works and choose the best one in their groups.

Invite the ss whose works is the best in their groups to present their works to the whole class. Then give them some assessments. Ss evaluate their own works.

Ss evaluate their group members’ works.

Then ss discuss whose works is the best in their groups.

The ss whose works is the best in their groups present their works to the whole class. 自评，互评与教师评价相结合，强调小组合作学习，通过评价学会欣赏和合作，提高沟通能力。通过成果展示，让学生体验学习的成功和快乐，增强写作的信心。 Step 5:Homework(2) Get ss to polish their works and then hand in them. Ss polish their works and hand in them. 学生再对自己的作品进行独立的修改，巩固所学，吸取他人之精华，培养信息素养，提高写作能力。

案例分析：

本节课选自北师大版高中英语写作教学典型的一堂课。案例中，教师创造性地使用教材，因材施教，体现了启发式、探究式、讨论式教学，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，关注学生的主体性和个性化发展，充分体现师生互动、生生互动。具体分析如下：