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視頻標簽：Revision
所屬欄目：高中英語優質課視頻
視頻課題：高中英語外研版必修5 Book 5 Module 7 Revision Writing 甘肅省 - 蘭州
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外研2003課標版 Book 5 Module 7 Revision Writing
課堂教學設計
課題 外研2003課標版 Book 5 Module 7 Revision Writing 課型
Writing
教學設
計理論依據
普通高中英語課程旨在發展學生的英語學科核心素養，而深度學習是發展高中學生英語學科核心素養的重要途徑。深度學習是指在理解學習的基礎上，學習者通過對新知識的批判分析，將它們融入原有的認知結構中，通過與原有知識的整合，形成對學習內容的新的認識，并能夠將所學的知識遷移到新的情境中，最終能以改變個人思想、行為的方式內化知識的一種學習。基于深度學習的高中英語寫作教學倡導學習者主動參與學習過程，通過合作探究，應用實踐，遷移創新獲取知識并表達觀點態度來發展思維品質，提高語言能力和學習能力。
教材分析
本課使用的教材是外研2003課標版高中英語必修五。單元話題是Module 7 Revision。課型是Writing。本課在高中英語教學中地位顯著，是高中英語教學中非常重要的教學內容，它體現了教育部制定的《普通高中英語課程標準》中課程內容的六大要素： 主題語境：影視相關知識和發展。 語篇類型：影評。
語言知識：根據影視領域的主題，梳理影視相關詞匯，理解和表達影視評論。
文化知識：了解英美等國的影視文化特點和中國優秀傳統文化的特色。 語言技能：理解影視作品傳達的意義，并學會進行模仿性影評寫作。 學習策略：主動參與，自我調控，合作探究，情感抒發和遷移創新。
本課緊密圍繞Review of my favorite film這一主題，使學生了解并樂于談論自己了解和喜愛的影片，在引導學生認識了不同類型的電影之后，通過觀賞和閱讀兩種方式辨別不同類型電影的特點，然后利用所學習的詞匯和語法知識，通過口頭和書面的方式，適當地描述自己最喜愛的電影，表達自己對這部電影的評價和喜愛之情，同時學會以適當的方式與同學一起分享觀點和看法。本節課是Revision最后一個課時，通過口頭交際和書面表達兩種語言輸出技能的訓練來培養學生參與交流，合作探究關于自己熟悉并喜愛的電影，最終將這些內容以書面表達的方式呈現出來并與同伴交流分享。
學情分析
本課的授課對象是普通高中二年級學生。授課地點在蘭州市第七中學。該校是一所市屬普通中學，高中學生的英語學情處于中等層次，在完成了初中三年的英語課程和高中一年的英語學習之后，大部分學生已經掌握了口頭和書面表達所需的基本的常用詞匯，并且能夠正確書寫下來。本班學生整體樂于參與同學之間的合作交流，能夠恰當地進行口頭表達，熱衷于表現自我，能夠運用所學的語篇和詞匯知識進行基本的書面表達。但一部分學生比較害羞，缺乏自信，不習慣與主動積極地參與對話和寫作，詞匯和句型的運用能力較薄弱，有待于教師的不斷啟發引導，逐步培養孩子們參與的意識和表達的效果。
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教學目標
1. Knowledge and ability: ① To help the students learn about some words of different types of films. ② To help the students appreciate different types of film. ③ To help each student write a review of a film and share it with the other classmates.
2. Process and method: To help the students cooperate and communicate
about their favorite films with their partners in groups, then write a review of
it. 3. Emotion and attitude: To get the students to appreciate different types of films and then have the passion of talking about it and writing about it. 4. Culture awareness: To help the students know more about the types of films both in the western countries and China, appreciate them and express their comments on them. 教學重
難點
Important points：To help each student write a review of a film and share it
with the other classmates.
Difficult points：To help the students write about their favorite films correctly. 教學策略和方法
Task-based language teaching and learning approach,
Communicative language teaching and learning approach，
Cooperative language teaching and approach. 教學用具
A multimedia courseware,
A small blackboard for group PK,
A big blackboard for teaching and showing writings, Some colorful paper, pens and work sheets for the students to finish the tasks.
課堂教學過程
教學步驟（時間）
學生活動
教師活動 設計意圖 1. Greetings （10s）
Good afternoon, teacher!
Good afternoon, class!
師生互致問候，為課堂教學創造和諧友好的氛圍。
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2. Leading-in（3m）
Two groups of students act as actors and
actresses to show some actions in front of the
class and get the other students to guess what they were doing by acting.
The teacher asks two
group students to act
as actors and
actresses in front of
the class and let
other students guess
what they were doing
to stimulate the
interest of the
students and lead in
the topic of this
lesson.
導入環節是整堂課的方向，由于這節課是本單元最后一個課時，因此教師將綜合性地結
合聽說讀對學
生進行寫作訓
練。在導入環節
為了能夠在短
時間內充分調
動學生參與課
堂的積極性，同
時引入本課中
心話題，教師設
計了學生表演，
設置懸念的教
學方式，從而一語中的，使學生聚焦到談論并寫作電影方面相關內容的話題上。
3. Presenting the aims of learning (1m)
Listen to the teacher carefully and know what they will have been able to do by the end of the lesson.
Show the learning aims to the students to make sure what they will learn in this lesson. By the end of this lesson, you will have been able: ★To know about different types of films. ★ To appreciate different types of films. ★ To learn to write a short review of a film.
目標呈現有助于學生在課程開展之前自覺形成自主學習的意識，有助于學生積極參與課堂并采用認知策略監控自己的課堂學習過程。
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4. Presenting the vocabulary (4m）
1. Look at the screen and
guess the types of the
films.
2. Follow the teacher and
learn how to read the
vocabulary representing
the types of the films.
1. Show the students some pictures of
different types of
films.
2. Help the students
to learn to read the
vocabulary
representing
different types of films.
在學生談論關于電影的話題時，需要用到跟電影有關的一些詞匯，尤其是不同電影的類型的表達方式，因此，為了使之后的課堂討論和寫作順利開展，教師首先應該呈現相關詞匯，并教學生正確流利地讀出來，以便于學生在后面的學習環境自由運用。 5. Consolidating (6m)
1. Watch some parts of films and guess what types of films they are according to what they have learned.
2. Read three reviews of films and guess what types of films they are according to what they have learned.
1. Get the students to watch some parts of films and guess what types of films they are according to what they have learned to
consolidate the vocabulary.
2. Get the students to read three reviews of films and guess what types of films they are according to what they have learned to
consolidate the vocabulary.
3. Ask the questions and help the students get some points for group contest.
為了鞏固復習前一個教學環節教的有關電影類型的詞匯，同時為之后的對話和寫作打好了基礎，教師通過引導學生觀看電影片段和閱讀影評的方式來運用新學詞匯，使學生理解不同電影及影評。同時，開展小組競賽的方式進行課堂問答，有效地提高了學生課堂學習的主動性和參與性。
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6. Speaking (10m)
1. Ask and answer about their favourite films in groups until they can express the information clearly and correctly. 2. Show their
conversations in class.
1. Ask the students to make up and practice the dialogue about their favourite films in groups to make sure they can express the information clearly and correctly. S1: What’s your favorite film? S2: ….
S3: What type is it? S2: ….
S4: What’s it about? S2: ….
S5: Who stars in it? S2: ….
S6: Why do you like it? S2: ….
2. Help the students to learn from each other by showing their conversations in class.
對話環節的設計和應用是為了將學生對自己最喜愛的電影從認知領域中提取出來，通過口頭表達培養學生對信息表達的準確性，流暢性和熟練程度，以便為下一步書面表達創造條件。同時學生在這一環節中通過小組競賽增強了參與的積極性，滿足了同學之間相互交流的欲望，增強了口頭和書面表達的自信心。
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7. Writing (5m)
Write a short review of the student’s favourite film from the following four aspects:
1. Name of the film 2. Type of the film 3. Content of the film 4. Comment on the film
Assign the writing task: Write a short review of the
student’s favourite film from the following four aspects:
1. Name of the film 2. Type of the film 3. Content of the film 4. Comment on the film
Ask the students to write the
composition in class. Give the students some help when necessary.
基于深度學習的高中英語寫作教學提倡新舊知識在學生頭腦中整合以后形成新的認知結構，并遷移到新的情境中去形成創新的學習成果。因此，通過設置新的接近高考題型的寫作任務，不但能夠使學生將本課所學內容應用于實際生活，而且實現了知識的遷移和創新，達到了內化知識的目的，同時也很好地體現了本課的情感目標的實現。 8. Presenting and sharing (10m)
Some of the students reads their writing to the other students and shares their ideas with others. Encourage the
students to read their reviews of their favourite films and share their ideas with others actively.
學生習作完成之后需要展示交流，分享和反饋，這樣的活動不但有利于調動學生寫作的積極性，而且有助于學生形成對任務完成效果的反思。
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9. Summarizing (1m)
Listen to the teacher and
summarize what they
learned with the teacher.
Help the students to summarize the whole lesson and encourage the students to write better. 在學生習作交流分享之后進行適當的總結和點撥不但對
于學生形成正確的寫作意識
和能力起到了
畫龍點睛的作
用，而且能夠幫助學生提高對
書面表達優劣的鑒別能力和優秀習作的鑒賞能力。 10. Homework (20s)
Remember the homework to consolidate the lesson: Swap your writing with your classmates and check if there are any mistakes in it. Assign the homework
for the students and
make sure the
students can
understand it and do
it actively.
布置適當的作業并要求學生課后完成是鞏固復習所學知識的重要環節。
本課布置的讓
學生互相交換
習作并找出其
中的錯誤之處，
有助于學生之
間進行深層次
交流與分享，有
助于學生在寫作能力之外詞匯拼寫能力和語法應用能力的綜合提高。
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