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学科 英语 时间 2024.6.28 班级 高二 教师
课题 Unit10 Connections Writing workshop 课时 主备人
学情 分析
学 习 目 标 1.总结和概括范文每个自然段的主旨大意。 2.概括、整合、阐释新闻报道的结构特点。 3.尝试写一篇新闻报道,并根据同伴评价的意见，修改、完善自己的新闻报道。
重 难 点 重点: 学习新闻报道的文本结构、组成部分、具体内容以及写作方法。 难点: 获取新闻报道的框架及写作风格之后进行概括、整合,之后能够模仿和尝试写新闻报道。教学准备教师准备:
教 学 过 程 Step 1:Pre-class Get ready for reading. Ask students to answer the questions. Do you read online or print newspapers What kind of news are you interested in 【设计意图]询问学生是否有阅读新闻的习惯,以及他们对什么类型的新闻感兴趣，导出本课的话题。 Step 2: Leading-in Answer the questions. Tell students that they're going to write a news report on a school or community event and ask them to explore questions below. .What event would you like to write about .What aspects are you going to include .How is a news report normally organised Invite some students to share their opinions with the class. 【设计意图]在阅读范文之前,让学生设想今天写作的话题以及如何写新闻报道,鼓励学生各抒已见，激活学生已有的关于新闻报道的知识,为后面的写作做好铺垫。 Step 3:While-class 一. Read for writing 1. Ask students to read the heading of the news report and observe the picture to predict the main idea of the news report. 2. Have students read the questions aloud.. What event is the report about When and where did the event happen Who attended the event and what did they do What did the event bring to the community 3. Let students read through the news report and think about the answers. 4. Encourage some students to share the answers with the class. Suggested answers: ·The First Community Street Festival. . It was held on 21 September on Redwood Street,. Over 10,000 people from over 20 communities attended the festival. There were a wide variety of acts. ·The festival gave great pleasure to a large number of people and it brought together the different communities within the city. [设计意图]通过观察图片和新闻标题,预测新闻大意,激活学生相关背景知识,然后再阅读新闻,了解新闻主要内容。接着让学生思考问题的答案,以检验学生对新闻内容的获取程度。 二. Focus on structure and language. 1. Ask students to label each paragraph with a function below.Check the answers with the class. Lead Body Round-up Suggested answers: Para.1-Lead Para.2-Body Para.3-Body Para.4-Round-up
Ask students to learn the Sentence Builder,and discuss adverbs of degree. Sentence Builder Adverbs of Degree highly The festival was highly successful ... rather The performers were rather good ... mainly People attending the event were mainly families, particularly The acts appealing to children were particularly popular.
3. Let students underline all the expressions in the report that convey the fact that the event was a success. 4. Encourage students to write 2~3 sentences about the event they are going to report, using an adverb of degree in each one. 5. Invite volunteers to share their sentences with the class. [设计意图]通过让学生关注新闻报道的结构以及语言点---程度副词及表达成功的词汇,为完成后面的新闻报道写作做铺垫。 三．Compose your writing. 1.Outlining, ①Ask students to complete the outline of their news report based on Activity 3 using adverbs of degree. ②Remind students that at this stage, they can change their mind about which event they want to report. 2. Drafting. ①Ask students to write a version of the news report, which doesn't need to be complete or perfect. ②Remind students to refer to their outline and the Writing Help to write complete sentences and form the body of their news report, Writing Help Writing a News Report It's important to: ● have an attractive title and a brief lead ●include the who, when, where, what, why and how of the event; ●use formal and clear language.
③Instruct students to review the Sentence Builder and to include adverbs of degree. 【设计意图]从整体角度出发,首先提供写作建议供学生参考,随后引导学生模仿范文完成大纲和初稿。在此过程中，教师引导学生复习“程度副词”的用法，助力学生共知识转化为能力,提高学生的语言运用能力。 Step 4:Application and evaluation 1. Ask students to refer to Peer Editing Sheet for Unin10 on Page 93 to help them review their partner's draft. □Does the report have a clear title and a brief lead □who, when, where, what, why and how of the events) □Does the report clearly introduce the events (Including the □Does the writer use formal and clear language Mark any spelling. punctuation or grammar errors. Mark any unclear expressions.Give suggestions if you can. Underline the expressions you ments:________________________________________
2.Tell students to make changes to their drafts after peer editing. 3.Ask students to prepare a final draft of their writing to submit for your review and then place in a writer's portfolio. [设计画图]鼓励学生运用写作的评价标准进行写作互评与交流，根据同伴评价和讨论结果自行修改，实现了评价方式的多元化,加强学生之间的互动交流,促进自我监督式的学习,并在相互评价中不断反思,发挥了评价的激励作用和促学作用。对英语教学形成积极正面的反馈作用,促进英语课程的不断发展和完善。
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