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視頻標簽：Dramatic sto
所屬欄目：高中英語優質課視頻
視頻課題：高中英語選修英語寫作Unit8 Dramatic stories Reading浙江省 - 臺州
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高中英語選修英語寫作Unit8 Dramatic stories Reading浙江省 - 臺州
一、教學材料分析
We Stuck Together一文選自人教2003課標版選修（語言知識與技能類）英語寫作第八單元Dramatic Stories的閱讀文章。
《普通高中英語課程標準》（2017版）指出：“主題是學習語言的最重要內容，英語學習活動就是對有關中外文化的主題意義探究。”本文屬于“人與自然”主題意義下的“安全常識與自我保護”主題范圍。本篇閱讀文章在主題意義視角下的落腳點是：“遇到自然災害時，該怎么做？”此外，《課標》（2017版）還強調教師在文本解讀中要“把握不同語篇的特定結構、文體特征和表達方式。”本文的主題語篇采用了“問題解決型”的語篇模式，以問題的解決過程為明線，主人公情感的變化為暗線，講述了三位孩子在海上試新滑浪板時，為營救因陷退潮流越浮越遠的隊員Kim，共同出謀劃策，最后安全上岸的一個故事。
本閱讀文本的語言特征非常明顯：語言通俗易懂，有大量的對話描寫（均以直接引語的形式出現）。
二、學情分析
本課的授課對象為高一第二學期的學生。學生經過三個模塊的英語學習，已初步具備用英語獲取和處理信息、分析和解決問題的能力，并且已經掌握略讀、尋讀等閱讀策略。但是如何深層次地理解作者的寫作意圖并且在理解文章的同時感知語言的運用對高一學生而言仍是一個難點。此外，雖然高一學生掌握了一定的語言知識，但是如何運用這些知識生動形象地描繪既定情景下的對話仍具有一定的難度。因此，在讀后活動即微寫作環節前，需要進行示范，為后續寫作作鋪墊。
三、整體設計思路
本節課的定位為一節讀寫結合課。
閱讀部分的處理從語篇模式出發，側重于文章主線的把握，即設置問題鏈1：What was the problem? How was the problem solved? Why could the problem be solved?（問題的解決過程：明線），問題鏈2：How did the characters’ feelings change in the problem-solving process? How do you know?（主人公情感的變化：暗線）
問題鏈1的設置擬讓學生在“問題解決”的過程中，感知和思考其成功自救的原因。最后以擬定文章標題為落腳點，深度理解“We stuck together”的內涵及該故事的寫作意圖（to teach a moral lesson），從而進一步理解該主題語篇的主題意義。
問題鏈2的設置擬讓學生有意注意文本中“不同的說話方式”，感知和體會主人公心情的變化，為之后的寫作搭建語言支架。
寫作部分的活動設計緊扣本文的主題范圍“安全常識與自我保護”，設置相關寫作訓練。寫作任務由原文中“When they got there, they were surprised to find the beach full of people and boats.”和“One minute you were in the waves in front of me and the next you were gone.”推測岸上“母親”已經意識到他們三人遭遇困境并尋求到眾人的幫助。因此，讀后微寫作設置描寫“岸上人員發現危險并積極開展營救”的寫作任務。
四、教學目標
經過本節課學習，學生可以：
1. 通過快速閱讀和查讀策略理解故事的開端、發展、高潮和結尾； 2. 通過結合上下文猜測詞意“stick together”；
3. 通過歸納和概括的方法，分析主人公成功脫險的原因；
4. 通過擬定文章標題了解作者主要的寫作目的以及故事性寫作的一般寫作目的
5. 識別“問題-解決型”的語篇模式，并了解其主要結構；
6. 通過找出文章中體現情緒變化的支撐性細節，理解和推斷主人公情感的變化 7. 通過欣賞語篇中直接引語的不同“說”法，以書面方式再現想象的事物
五、教學重難點
學生在獲取三位主人公如何自救脫險的事實性信息后，思考和評價其成功自救的原因以及總結作者的寫作意圖（重點）；并運用獲取信息過程中有意注意到的語言知識，從“關于說的多樣詞匯”、“副詞”、“詞組”和“動詞的現在分詞”四個方面描述給定情境（難點）。
六、教學步驟
Pre-class Stage
1. Ss finish the “Previewing Working Sheet”（預學案）[見附件二].
2. Ss watch and appreciate a video about various water sports before class.
[設計意圖]通過預習，學生可以了解文章的總體內容，發現學習難點，從而能夠有的放矢地參與課堂活動，為順利達成閱讀學習目標打下基礎。觀看視頻可以激發學生的學習興趣，導入bodyboarding這一相對比較陌生的水上運動。
While-class Stage Step 1 Lead-in (1min) Activity: Free talk
1. The teacher checks students’ understanding about bodyboarding like the tools they use.
2. The teacher gets to know students’ opinions about bodyboarding: “If possible, would you like to have a try? Why or why not?”
3. The teacher leads students to think about the possible dangers of bodyboarding.
[設計意圖]圍繞本文的主題語境，啟發學生對于bodyboarding時可能遭遇的危險展開頭腦風暴，在激發學生學習興趣的同時，自然引入閱讀文章的核心問題“What was the problem?”。
Step 2 Reading for the main idea(2min)
The teacher gets students to think about the danger mentioned in this passage and asks students the following questions:
Q1: What was the danger mentioned in this passage?
Q2: Who was in danger of floating away? What was their relationship? Q3: Did they survive finally?
[設計意圖] 從“Who had What problems and did they solve it?”這條線理清故事大意為后文深度解讀做好鋪墊，同時學生也能初步感知文章“問題-解決型”的語篇模式。
Step 3 Reading for the structure (2min)
T: Now we know the passage is mainly about how the three kids solved the problem. And now can you divide the passage into 4 parts?
The teacher checks students division of the passage.
[設計意圖]培養學生整體閱讀的意識，引導學生從本文的語篇模式出發，在宏觀上把握文本框架并凸顯文本脈絡，即“What was the problem? How was the problem solved? Why could the problem be solved?”，為文本的進一步解讀提供了一條貫穿始終的明線來串聯文本信息。
Step 4 Detailed Reading (12 min)
Part I: Problem (para 2-6) (4min)
Ss are asked to read the second part (para2-6) and spot the supporting expressions to show their feelings when the problem arose.
[設計意圖]該部分的閱讀主要是為了引導和示范學生去關注“說”的不同表達方式所帶來的感情效果。
Activity 1: Scanning(3min)
Ss are asked to read the second part (para2-6) and underline the supporting words and expressions to show their feelings when the problem arose.
[設計意圖]該部分的閱讀旨在訓練學生獲取信息和利用信息進行相關推斷的能力，同時引導學生有意注意一些表達情感的字詞，理清文章情感暗線，同時為讀后的微寫作任務鋪墊語言。 Activity 2: Role-play(1min)
Two students are invited to play the roles of Brendon and Kim. The rest students are required to listen with their eyes closed and try to sense the anxiety and fright in their performance.
[設計意圖]讓學生以對話表演的形式將文字轉化為聲音，一方面加深學生對不同“說”蘊含情感的理解，另一方面活躍課堂氛圍，激發學生的學習欲望。
Part II: Solutions (para 7-11)(5min)
Ss are asked to read the third part (para7-11) and do the following two activities: Activity 1: Scanning for the plot(3min)
Q: How was the problem solved? (circle the verbs) T: Can you guess the meaning of “stick together”?
Ss: Stay together.
[設計意圖]本環節主要理清文章明線：“How was the problem solved?”，在梳理事實性知識時，要求學生找出關鍵動詞。其主要意圖是讓學生基于語境猜測文章中心詞“stick together”所蘊含的字面意思。
Activity 2: Scanning for the feelings(2min)
Q: How did the three kids feel in the process? (underline supporting words and expressions) T: While speaking out your answers, try to read supporting words and expressions emotionally. [設計意圖]本環節主要理清文章暗線：“How did the characters’ feelings change in the problem-solving process? ”。在處理文章暗線的同時，讓學生用形容詞概括歸納“不同的說法”以及“說的一些方式”所蘊含的情感色彩。
Part III: Ending (para 12-14)(3min)
Ss are asked to read the last part (para12-14) and find how their feelings changed.
[設計意圖]該教學環節基于前兩個教學環節，重在讓學生自己去感知語言背后的情感，培養學生歸納總結的能力。Activity 1: Scanning for the feelings (3min)
Complete the ending with adjectives/adverbs to show their feelings.
T: If you are not quite sure about your answers, you can consult with you partners and work out better ones.
[設計意圖]該閱讀環節主要培養學生歸納和轉述能力。學生必須要先讀懂閱讀文本所呈現的事實性細節，在此基礎上挖掘其背后蘊含的情感，再調用先前的關于情感詞匯的“知識圖式”才能夠完成本環節的填空。同時，最后同伴合作的形式，也降低一些任務難度，以同伴互助的形式幫助學生更好地理解語言所傳遞的情感。 Activity 2: Scanning T: What were they told?
Ss: They were told to stick together.
[設計意圖]該環節的設置主要是對文章的一個總結，同時也為之后文章標題和主題意義的理解作好鋪墊。
Step 5 Deeper Thinking (5min)
Ss are asked to think about the following two questions:
Q1: Why can they survive such a dangerous situation? (free talk) (3min) T: Did they survive only because they stayed together? Any more reasons?
T: If you put the beginning letters together, what word will you get?
T: Actually, “we stuck together” has two meanings. One is to “stay together”, the other is to “stay calm in danger, take action immediately, use their knowledge, cooperate with partners, keep trying and never give up”.
Q2: Can you suggest a title for the passage? (1min) Q3: What is the writing purpose of this passage?(1min)
_______(luck), they landed on the beach but felt really _________. After a short rest, they walked to find their mother and were _________ to see a crowd of people who were about to start a search. Their mother who was ________ about their safety at first, now finally felt __________. Hugging his mother, Brendon was ______ and said they did just what they were told. We STUCK together Q1: Why could they survive? Stay together Stay calm in danger Take action immediately Use their knowledge Cooperate with partners Keep trying and never give up 1 2 ►Usually, stories are written for various reasons: a. to entertain(=make people laugh) readers b.√ to teach a lesson c. to warn readers about the danger d. to report the facts of a serious situation
T: What lesson have you learned from the story? When we face a dangerous situation, what should we do?
Ss: We should “stay calm in danger, take action immediately, use their knowledge, cooperate with partners, keep trying and never give up”.
[設計意圖]本環節主要處理文章明線的最后一個問題：“Why could the problem be solved?”。與此同時也是對閱讀文章標題的深度解讀。標題是文章的“眼睛”，是統領全文的概括與縮影，從中不僅能揣測作者的寫作意圖，也能獲得更多的潛含信息。通過擬標題的活動形式，學生重新歸納整理文章顯性和隱性的信息，從而更加理解文章的布局謀篇。同時，本環節也搭建了文章主題意義的落腳點。學生學習文本，也在文本中與實際生活建立起聯系：明白“在遇險時的應對措施”，從而升華文本“人與自然”的主題。
Step 6 Language Appreciation (16min)
Part I: Illustration of the writing techniques(1min) Activity: Induction(1min)
T: Now look at the blackboard and find how the writer manages to express feelings in this passage without using adjectives showing feelings.
Ss: 1. vivid words of say; 2. adverbs; 3.phrases; 4. V-ing forms [設計意圖]引導學生對作者寫作手法進行一個歸納總結。
Part II: Mini-writing(15min)
Activity 1: Mini-writing (Teacher-guided) (3min)
T: As we know, who was most likely to discover the three kids’ danger? Ss: Their mother. Think and discuss:
Q1: When she noticed her children’s danger in the sea, what were her feelings & what might she say?
Q2: Can you use two of the four techniques to make this sentence more vivid?
[設計意圖]引導學生基于情景作出合理的想象和推斷。教師引導學生對四種寫作技能（1.vivid words of say; 2. adverbs; 3.phrases; 4. V-ing forms）進行頭腦風暴式的補充。該環節主要是對話形象化描寫的一個示范。
Activity 2: Mini-writing(pair work)(5 min)
Ss first watch a relevant video and are asked to brainstorm what other people’s reactions on the beach were.
Task: Use two of the four techniques to make this sentence more vivid.
Present 1-2 version(s) and analyze the writing techniques it/they use.
[設計意圖]讓學生基于文本，通過同伴合作討論，充分發揮想象力和創造力，合理構思lifeguard可能的說話方式，并形成筆頭輸出。 Activity 3: Mini-writing(individual work) (7min)
Ss are asked to use two of the four writing techniques to make the strong man’s and the young lady’s sayings more vivid.
“Help! Help!” _________ the woman _____________. “My kids disappeared in the sea.” “Quick! Come with me!” _________ the lifeguard _______________.
Present 1-2 version(s) and analyze the writing techniques it/they use.
[設計意圖]該環節意在讓學生把寫作任務和日常生活經驗建立聯系，進一步鞏固所學的寫作技能。通過獨立寫作的練習，使學生逐步學會使用文段中的語言素材，活用固定的表達方法，為今后學生讀后續寫能力打下基礎。
Part III: Sample Presentation(2min)
The teacher shows a complete version combining the descriptions of “the mother, the lifeguard, the strong man and the young lady” on the beach.
[設計意圖]該環節意在加深鞏固學生所學的寫作技能，以整體的對話形式呈現，將前一環節句子層面微寫作上升到段落。
Step 7 Summary(1min)
Summarize the writing techniques that can be used to make a direct speech more vivid. [設計意圖]對本節課的知識點有一個總的回顧。
Step 8 Assignments(1min)
1. Read the passage and pay attention to the vivid descriptions.
2. Complete your description of the scene first and then swap your version with your partner's and polish it.
[設計意圖]口頭作業和筆頭作業相結合，有助于學習目標的進一步落實和檢測。讓學生帶著欣賞語言的目的朗讀文章，可以讓學生更好地體會語言所蘊含的感情。寫作潤色的訓練，是課堂小組活動向課外的延伸，是本課教學環節的延續。
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