Unit 2 Success Writing Workshop教学设计 2024-2025学年高一英语北师大版选择性必修第一册

该高中英语教学设计聚焦人物小传写作，以Unit 2 Success为主题，通过读写结合模式展开。课堂导入让学生分享喜爱的成功人士，明确写作对象与特质，再以郎平传记范例为支架，引导分析结构（总起、经历、成就评价）、内容（重大事件）及语言表达（时间状语、人物描述句式），衔接阅读输入与写作输出。 此设计亮点在于分层培养核心素养，采用任务型教学法，通过单句仿写、提纲构建、初稿撰写等活动提升语言运用能力，借助评价标准表引导自评互评发展思维品质，融入郎平案例与居里夫人名言渗透文化意识。学生学案提供句式与结构模板，助力教师高效实施教学，学生既能掌握写作技巧，又能从成功人士事迹中汲取品格力量。

信阳市教育系统 2024 年度教学技能竞赛 教 学 设 计 学 科： 高中英语 姓 名 ： 李晓虹 单 位： 华中师范大学附属息县高级中学 学科网（北京）股份有限公司 教学设计 课程标题：Unit 2 Success Writing Workshop: A Life Story 【选题分析】 本课选自新北师大版本英语选择性必修一Unit 2第四部分Writing Workshop，是一堂读写课。Unit 2的单元主题为success，本课程以Iron Hammer作为标题为教学提供了阅读文本，该文本主要介绍了郎平的主要经历和成就，展示了郎平作为运动员和教练员在排球领域做出的突出贡献，属于“人与自我”主题。参照该阅读文本，获知对于life story的写作应注意内容、结构和语言的特点，从而使学生能够完成自己对于所喜爱或所仰慕人物的传记式写作。故而，本堂课以阅读输入为基础，以写作输出为最终目的，在一个课时内实现读与写的闭环。同时，完成本堂课的教学，有助于学生对单元主题success的进一步理解，以及受到社会各界不同领域成功人士的启发和感染，获得良好的情感价值。 【学情分析】 学生目前处于高一下学期，选修一Unit 2内容属于高一下学年期末考试范畴，故学生具备相应的单词积累和句型储备，具备理解文本内容和结构的能力，但目前尚不足以形成清晰的写作逻辑，对语言的把握上也有欠缺，更无法独立高质量地完成专业化的写作。故根据教材提供的作文范例和教学思路，让学生能够在分析阅读文本后仿写句子及参考写作技巧并逐步完成初稿。 【教学目标】 1.基于对写作范例的分析获知人物小传类文本的基本行文结构和特殊表达/ Obtain basic structure and special expressions about life story based on analyses of the sample； 2.确定并筛选出自己喜爱或仰慕人物的具体内容（重大事件和凸显人物的特质）/Identify and pick up the detailed contents and major events of the person they like or admire to show his/her characters； 3.借鉴范例中的精彩语言和句式并运用到自己的初稿写作中/Apply the phrases and sentence patterns of the sample to their own first draft； 4.对照评价标准和细则，通过自评和互评，从结构、内容和语言等方面改进写作/Improve their drafts by self-assessment and peer assessment according to the writing criteria； 5.提升学生对成功人士的敬仰之情，并能参照其优良品质完善自我品格/Raise their appreciation for the successful ones and promote their own characters。 【教学重难点】 1.通过阅读范例获取人物小传的写作内容、结构和语言； 2.应用范例的语言点并根据评价标准对写作初稿进行改进和完善。 【教学方法】 任务型教学法，活动学习法 【教学准备】 教材，教师教具，学生学案，学生课前已收集即将要写人物的个人基本资料，多媒体，黑板 【教学过程】 教学目标 教学活动与步骤 活动意图 评价要点 互动模式与时间 1.基于对写作范例的分析获知人物小传类文本的基本行文结构和特殊表达/ Obtain basic structure and special expressions about life story based on analyses of the sample； Lead in Students talk about a successful person they really like or admire. 1. Who are you going to write about? 2. What is special about him/her? 3. What big events did he/she experience in his/her life? Pre-writing Activity 1 Read for structure Students label the paragraphs (a-c) in the boxes of each paragraph and then conclude the basic structure of a piece of life story. a important life or work experiences of the person b general introduction of the person c major awards and comments Students conclude writing skill 1: a life story should include at least three parts-- general introduction; major experiences or big events and awards or public comments. Activity 2 Read for content Students read the article and answer the questions. 1. Who is Lang Ping? 2. Why was Lang Ping named “Iron Hammer”? 3. What is Lang Ping’s experience as an athlete? 4. What is Lang Ping’s experience as a coach? 5. Why do people like Lang Ping? Students conclude writing skill 2: detailed information can make the life story rich and the person admirable and use the third person mood objectively. Activity 3 Read for language points 3.1 Useful expressions and sentence patterns to describe a person Eg. most recognised; earned her the name; a member of the team when they achieved a series of success including...; she was given...awards...; people like her not only because of...but also because of... 3.2 Time expressions Eg. for more than thirty-five years; during the 1980s; after...; that year... Students conclude writing skill 3: useful expressions are helpful in writing and time expressions make the story more interesting and help sequence events. 通过问题导入课堂主题，明确写作任务。 获取范例文本的行文结构、内容和特殊表达，从而为学生写作打下伏笔。 学生能够明确自己所写的人物及其特别之处。 学生能精准回答各个环节的问题。 IW 3' IW/GW 10' 2.确定并筛选出自己喜爱或仰慕人物的具体内容（重大事件和凸显人物的特质）/Identify and pick up the detailed contents and major events of the person they like or admire to show his/her characters； While-writing Activity 4 Initiative writing Students write 2-3 sentences about the person that they are going to write about with the help of the Sentence Builder and the detailed information they had searched online the day before. Eg. (1) After graduating from Southwest Agricultural College (now Southwest University) he was assigned to teach at the Anjiang Agricultural School in Hunan Province. (2) During the 1960s, Yuan Longping accidentally discovered a rice plant with unique characteristics and began to commit himself to the research of hybrid rice. 利用范例和时间表达写出关键性句子。 学生能够整理具体的语言表达方式并进行单句仿写。 IW/GW 15' 3.借鉴范例中的精彩语言和句式并运用到自己的初稿写作中/Apply the phrases and sentence patterns of the sample to their own first draft； Activity 5 Outlining Students complete the outline of the person’s life story based on Activity 4. Eg. (1) Yuan Longping, born in 1930, is a renowned Chinese agricultural scientist. He is widely recognised as the “Father of Hybrid Rice”. (2) After graduating from Southwest Agricultural College (now Southwest University) he was assigned to teach at the Anjiang Agricultural School in Hunan Province. During the 1960s, Yuan Longping accidentally discovered a rice plant with unique characteristics and began to commit himself to the research of hybrid rice. (3) In 2000, Yuan Longping received the inaugural National Supreme Science and Technology Award. Four years later, he was named “Touching China Personality”. Moreover, he was given a series of other awards and titles including the Lifetime Achievement Award in 2013 and the “Medal of the Republic” in 2019. Activity 6 Drafting Students use the outline and the Writing Help to compose the first draft. 由句子到结构，逐层递进，在一步步的语言梳理中完成初稿。 学生能够明确文章结构和内容，完成初稿。 4.对照评价标准和细则，通过自评和互评，从结构、内容和语言等方面改进写作/Improve their drafts by self-assessment and peer assessment according to the writing criteria； Post-writing Activity 7 Assessing & revising Students learn how to make assessments with the help of the teacher. Students make a self-assessment and peer assessment and make necessary changes. Activity 8 Presentation Students share their writing in class. 通过评价改进写作。 学生能够在老师的引导下对照标准逐项进行自评和同伴互评并进行修改。 IW/GW 8' 5.情感价值提升 Homework Students polish the first draft and write the second draft. Share the words of Madame Curie and inspire students’ emotional value. 巩固所学，德育渗透。 学生能够继续改进写作并对受到成功人士的启发。 附件1 教学PPT展示 附件2 学生学案设计 1. I would like to use the following phrases and expressions: 2. I would like to use the following sentence patterns: 3. I would like to write a life story of 4. The structure of my article and some key sentences in each part: 5. The first draft of my article: Criteria for Assessment ( )1. Does the life story have a clear structure? ( )2. Does it include some important experiences or events? ( )3. Does the writer use proper time expressions? ( )4. Does the writer use sentence patterns we have learnt from the sample text? ( )5. Can readers get an image of the person’s personality from the writing? ·Mark any spelling, punctuation or grammar errors. ·Mark any unclear expressions. Give suggestions if you can. ·Underline the expressions you like. Open comments: 1 学科网（北京）股份有限公司 $