外研版高中英语必修4《odule 4 Great Scientists Writing》优质课教案_13

教学设计How to write a biography？
教学过程设计
Step I Greeting and Introduce the Teaching Objectives of this class
设计意图:让学生明确本堂课的教学目标，便于学生带着目标进行学习。

这是一堂过程体裁法的运用写作课
Step II Before-writing 2.1 Lead-in
Show a picture and a short video to the students, and ask some questions.
设计意图：通过屠呦呦的照片与视频，让学生更加系统的了解屠呦呦
这个著名的2015的诺贝尔生理学奖获得者，为下文的人物传记做铺垫。

2.2 Task
After watching the video of Tu Youyou of Chinese, would you like to introduce it in English? More students in other foreign countries want to know more about her. It ’s our honor to introduce
the modern Chinese greatest scientist to foreign friends.
Task------Suppose you received a letter from your friend Tom, who is living America, asking something about Tu youyou. Write back to tell him some information about her.
设计意图：结合当代热点及学生感兴趣的话题，设置写作情景，激发学生写作欲望。

But at the sight the task, some students are confused. It ’s difficult for them. Don ’t worry. With the help of teacher, we believe we can. 2.3 Analyze the task.
What kind of article does it belong to? （Genre － Narration 记叙文）
What is the purpose of the writing? ( To introduce the scientist --- Tu Youyou)
？
设计意图：通过分析文本，了解写作目的，强化写作意识。

写之前先确定人物传记写作的基本时态和人称，文本结构，对后面的写作做好充分的准备。

What is the structure of the writing?
A lthough we have some knowledge about writing, it is still difficult to writ the passage about Tu Youyou. However, we can start with our familiar scientist
----
Yuan Longping, a student who always asks questions, which we have learnt in the second period of this module.
And then let students read it so as to know more about letter of biography. The next step is to analyze the model text. First of all, let students appreciate the beautiful sentences above. (group work self-learning)Then give them some simple Chinese sentences, and let students translate them into English orally, and then review some common sentence patterns, for instance, sb, who is a world-famous expert, was born in …. was absorbed in and so on. Thirdly let students find out the sentences describing the scientist, which were marked in the model text. Step III Writing 3.1 Imitation Writing
In this step ，students are given a text completion which is similar to the model text in structure, but not in content.
In the process, the teacher is considered as a helper, supervisor and observer, carefully knowing
more about students’ basic situation to master imitating writing, completion quality and efficiency.
3.2 Independent Writing/Collective Writing
After analysis of model text and imitation writing, Learners have had a better command of structure and language information on biography, and internalized some information. In this section, students should firstly examine the topic, and know that the genre of the topic is narration or description. When writing, they must pay attention to the tense—the Simple Present. and the past tense. Then they mainly go through these steps--outline, drafting and the first draft. Teachers need tell learners how to make an outline and make a rough draft with the given information. Students
should individually finish the first draft with the given information.
3.3 Editing/Revising
Because the step consists of self-correction, group correction and teacher correction, teachers can use them flexibly. According to the actual and poor situation of the students, for a majority of the students, self-correction and group correction are not practical. Therefore, it needs teacher correction at first.
The Symbols or Codes of Indirect Feedback
（adapted from Shao Jiangmeng, 2009）
In the table, the symbols or codes are possibly not all-sided, but these symbols represent general situation that students exist. Therefore, it is not suitable to give more symbols; the key point is to solve general problems at first. In the letter of advice, teachers should mainly mark wrong letter form, tense and personal pronouns.
Then teachers should grade their compositions by following the Grading Criteria of English Writing of 2012 College Entrance Examination.
3.4. Rewriting
According to all situation of feedback, students must rewrite compositions on the basis of the first draft. By rewriting behind the first draft, students can clear enough about the structure and language points. And then students hand in the second draft.
3.5 Final Draft
Teachers can give four grades, including A、B、C and D, comparing the first draft with the final draft, which is to evaluate the students’ correction situation and attitude. Meanwhile, teachers also give a whole feedback to common existing problems in the final draft in class.
Step IV Show time
设计意图：在经小组成员分工协作，相互纠正显现错误后让学生当场展示自己本组的作品，加强小组间合作，促进组与组之间的相互学习，让学生获得成就感
Step V Exploration
Ask two questions 1. What have we learnt from her?
2. How to show respects for scientists?
设计意图：针对本节课对学生进行更深的拓展，用两个问题来激发学生思考。

一来回顾总结本节课所学内容，二来对学生进行情感教育，让学生深知科学的研究是艰难的、神圣的，科学上每一小步的成功都是无数科学家辛勤劳动的结果，是N个科学家无数个日日夜夜奋斗的结果，是多少个科学团队坚持不懈永不言败的结果，进而要尊重科学，尊重科学家。

然而当今社会由于网络的普及，大家手指一敲就会成为这个社会科学传播的一员，成为当今大数据的一部分。

可是有多少违法分子利用网络，利用科技传播一些反社会、反人类、反科学的言论，进而对我们的科学研究与科学家造成一定的困扰，呼吁我们相信我们的国家，相信科学，尊重科学家，对当代的信息要有一定的筛选辨别能力，不要盲目跟风，随便传播不经证实的伪科学信息，并且有法制观念坚决抵制这种反科学的行为
Step VI Homework
•Finish the composition completely
•Exchange your composition with other group members and appreciate the best ones.
设计意图：本节课的巩固和延伸。

对这节课的评价：
Blackboard design (板书设计)
Reflection after teaching（教学反思）
优点：本节课我主要运用过程体裁法（我一直给学生训练作文的方法），来完成英语人物传记的写作，针对文章内容和学生层次的不同，设置了一个学生感兴趣，有时代感的任务，让学生为了很好的描述屠哟呦，在写作活动中通过合作和探究来完成任务，活动既让学生有效的完成了自己的任务也锻炼了学生自主研讨的能力，激发了学生的学习兴趣和用英语表达的欲望。

达到激励学生学习，帮助学生有效调控自己的学习过程，学生作品的展示使学生获得成就感，增强自信心，达到促进培养合作精神的目的。

在最后，学生发言，近86岁的屠呦呦给学生很大的震撼，让学生有了很好敬科学家的意识，做到学科教育中渗透了法律知识。

缺点：但在这堂课中也反映出学生语言输出的量少，时间耗时长。

改进措施：这些都是语言输入没达到一定量的原因造成的因此，对我们英语写作教学也提出了更明确的方向与要求。

加大语言输入，加大语言本身知识量的学习，才会在更短的时间内写出有更好的句子。

再有，英语的各个技能是相互通的，在每一节课中都会有2－3个技能的综合使用，才能完成更好的英语语言学习，所以不要孤立的练写，先读，再说，后写，层层递进，才能有效达标。

以后要在教学过程中探索出每一个环节的黄金分割线以便把每一堂课达到最佳目标。

通过这堂课，我也意识到在学科中渗透法制教育是很有必要的，也是学生所需要的，它是我们当代教师的一个职责，我们应该把它培养成一个意识，是一个习惯。