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視頻課題：英語高中人教版模塊五第五單元第三節《閱讀與寫作》教學-陜西省 - 西安
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英語高中人教版模塊五第五單元第三節《閱讀與寫作》教學-陜西省 - 西安
英語高中人教版模塊五第五單元第三節《閱讀與寫作》教學設計
摘要：學生通過閱讀一篇新聞報道，學習新聞報道的寫作方法并運用于相應體裁的寫作練習是這節課的一條主線。本課設計了三個層次的快速閱讀，讓學生很快掌握文章的結構、內容、語言及寫作技巧；然后口頭描述發生在教師身上的一個真實案例，讓學生進一步了解急救知識的重要性，熟悉如何用英語描述事件；最后，在前三個環節所了解學習到的寫作技巧和掌握的語言材料的基礎上，完成一篇同類型的寫作。另外，在整個教學過程中，貫穿情感教育——愛與責任。
關鍵詞：快速閱讀 情景再現 寫作 情感教育
一、教材內容
新課標高中英語必修五第五單元急救Using Language : Heroic Teenager Receives Award 和教師親身經歷為話題（見圖片展示：2013年教師在上課途中摔倒骨折，拄著拐杖堅持上課，后來被評為校園感動人物等等），同時引導學生將這一真實案例改編為一個新聞報道的寫作任務。 二、教學目標
1. 通過三個層次的文本閱讀和歸納總結，了解并發現記敘文的寫作特點和方法； 2. 運用在課文中學到的方法和語言結構，描述事件；
3. 了解急救知識的重要，模仿演習急救場面；提高認識：面對危險，責任心使人做出勇敢的舉動和正確的選擇。 三、學情分析
高二學生已經具備了比較好的英語基礎，通過本單元前兩節課的學習對于急救常識也有了初步的了解。
四、教學重難點
重點： 發現記敘文的寫作特點和方法；
難點：運用在課文中學到的方法和語言結構，先口頭描述一個真實事件；然后完成2011年北京高考作文題。 五、 教學過程
Step 1 Warming up and Revision
Students fill in the blanks with proper words based on the picture on the left . Then ,discuss in groups to act it out in class.
Situation : Someone has a ____________(扭傷的) ankle. First aid:
1) Have the __________(受害者 ) sit down. 2) ( 抬高 )__________ the foot.
3) Put an ice pack on the ankle to reduce the
__________( 腫脹).
4) Put a firm __________( 繃帶)around the foot and
ankle.
2
設計意圖：學生通過表演在模擬真實環境下如何實施急救，可以將知識變為實踐。俗話說，說是一回事；做是另一回事。語言學習能夠運用到實際生活中，通過做中學，才能學習掌握得更牢固。同時，在這一環節所復習的有關扭傷腳踝和處理的方法將為最后寫作環節奠定詞匯基礎。
Step 2 Lead-in
Teacher presents a picture , describing the situation and then asks the questions to lead in the text.
Suppose one day you are reading when you hear your neighbor screaming for help. Looking out of the window, you find her sitting on the ground with her hands bleeding heavily. Will you help? How?
設計意圖：通過課文情境再現，讓學生設身處地思考：緊急狀況下，如何快速思考反應、如何實施急救？模擬場景，引發學生思考，激起閱讀的興趣。 Step 3 Reading for Organization
1.Students read the headline and the first paragraph of the text to get the general idea of the text, that is the questions containing : who\what\when\where\why. Who When Where Why What
2.Then think about what should be included in the first part of a story or a newspaper article.
(Suggested answer: The first part of a story of a piece of news is usually a brief introduction to an event. Students should be reminded that this is also the first writing tip in this period.)
設計意圖：第一遍閱讀，了解文體和基本結構。本課是篇新聞報道，因此學生通過閱讀標題和第一段就能很快抓住文章主旨和大意。同時，閱讀也是寫作的逆向思維活動，學生也可以通過觀察閱讀的寫作特點掌握寫作的技巧。 Step 4 Reading for Ideas
First, students read the rest of the story quickly to put the following statements in the right order.(SB P38 Ex1） 1.The attacker ran away.
2. Anne was attacked and started to scream. 3. John performed first aid on Anne. 4. John was studying in his house. 5. The ambulance arrived.
6. John ran outside with his father.
7. John found Anne in her garden with terrible knife wounds. （The correct order is : 4261735 )
3
Then, read paragraphs 3 and 4 aloud , noting the linking words.（when„until„etc） Finally,try to retell the story in the first person, noting the tense.
設計意圖：第二遍閱讀，了解故事內容。學生通過快速默讀后做練習一的排序題，掌握故事經過；再次朗讀描述事件過程的文本部分，學習連接詞的使用；最后用第一人稱“我”的身份，復述整個事件經過，同時注意過去式的使用。如此短時間強化反復從認知到掌握到運用英語描述事件過程，為下一步的“說”和“寫”提供充實的“語言輸入”。 Step 5 Reading for language
1. Students go through the text and find out some useful expressions. 2. Students work in groups to share their findings .Then present in class. 3. Teacher adds some useful patterns.
4. Students read aloud the patterns to note the key structures in them. 5. Students make sentences using the patterns. Added sentences:
1).John was studying in his room when he heard screaming .
2).It was John's quick action and knowledge of first aid that saved Ms Slade's life. 3).There is no doubt that John's quick thinking and the first aid skills he learned at school saved Ms Slade's life.
4). It shows that a knowledge of first aid can make a real difference.
設計意圖：第三遍閱讀，學習語言表達。學生通過收集、觀察特定的表達形式，了解和學習英語的地道表達。同時通過教師的點撥指導，掌握語言結構。最后學生通過造句，熟練掌握各種句型，為后期“語言輸出”的“說”和“寫”環節積累經驗。 Step 6 Speaking
1. Teacher asks students to think about the questions: 1) Do you think John was silly or brave,?why? 2) Would you have done the same as John? 2. Teacher puts an end with the sentences:
Life is full of choices. It’s up to you to make the proper choice.As for me, I choose to face any challenge for my students.
3. Students observe the pictures and answer the questions raised by the teacher, using the patterns learned just now. --What was wrong with me (the teacher in the picture) then? --Who helped me then? How?
--What first aid did the doctor give me? --Did I get on my feet in a short time? --What did my students think of me? --What was I presented with later? (Suggested answers:
I was walking down the stars when I suddenly fell downstairs. It was a boy student who carried me on the back to the clinic. The doctor put an ice pack around the ankle but it didn’t help. It turned out that the ankle was broken.
There was no doubt that I had to stay in bed for 3 months. They showed great respect to me.
I was presented with/ was honored as the Inspiring Teachers in the school district.) 設計意圖：真實生活中的情景再現幫助學生在實際生活中體會急救的好處以及學習使用閱讀中的語言和寫作技巧。首先，教師提問學生對于課文中的救人的年青人怎么看？啟發學生思考：面對危險和多種選擇時該怎么辦？然后，很自然地過渡到“說”的話題。筆者通過自己在2013年被評為校園感動人物的經過和事例，啟發學生根據圖片再現當時情景：教師在學校樓梯上摔倒—學生背老師去校醫室—校醫急救—老師拄拐上課—學生深受感動—教師獲獎。教師提問細節，學生通過觀察圖片在教師提示下用英語描述過程，特別提醒學生用當堂所學句型。最后教師升華情感教育：急救知識在生活中真的很重要，同時此事中感動的不僅是學生，還有老師。是師生之間相互的愛和責任，讓師生感情彌堅。 Step 7 Writing
Students work in groups to put the speaking into a newspaper report.
1. Students review the writing techniques learned in Reading and Speaking. 2. Work in groups to discuss the writing task and make the first draft. 3. Group leaders present their first drafts orally in class. 4. Work in groups to make the second draft.
設計意圖：，有了前面扎實的“語言輸入”，作為“語言輸出”的寫作就是“水到渠成”。首先，復習寫作技巧，小組合作討論寫作內容和語言，寫出初稿，全班展示；然后學習范文，對比取長補短，再次完成二稿。 Step 8 Assessment
Teacher asks the class: What did you learn in this period? What impressed you most? 設計意圖：課堂回顧總結，既有利于幫助學生鞏固反思提高，也是教師及時了解學生學情的有效途徑。
Step 9 Homework
Finish off the writing and swap to correct the mistakes if any. Learn more about first aid.
設計意圖：家庭作業是課堂教學的有效延伸。學生課后完善寫作，并且在小組內修改后上交最后一稿。同時課后延伸閱讀，了解更多急救知識，拓寬視野，掌握生存技能，更好地幫助自己和他人。
5
The layout (板書設計)
M5Unit5 Reading and Writing
Tips: Language:
1. organization 1. „was doing„when„ 2. tense 2. It is/was„that„ 3. linking words 3. There is no doubt„
4. language 4. be presented with/ be honoured as
教學反思
本節課整合讀寫活動，教學設計任務明確，詳略得當，層層遞進。教學活動充分調動學生興趣和自主學習到達了預期的教學目的。不足之處，由于是錄像課，師生難免有緊張情緒，課堂發揮受到一定影響。
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