2.3Sharpening Your Skills-Writing ＆Culture Understanding(教学设计)-《英语 拓展模块》（高教版2023修订版）《上好课》.pptx

单元名称 《英语 拓展模块》（高教版2023修订版） Unit 2 Sharpening Your Skills 课程 Writing 、Culture Understanding 教材分析 本课选自高教版《英语拓展模块》第二单元“技能精进”的写作板块。教材以“日记”为写作体裁，以记叙“一次志愿者/实习经历”为写作内容，将语言学习、技能实践与情感体验有机结合。教材提供了清晰的日记结构分析（开头、主体、结尾）、丰富的功能词汇与句型（时间顺序词、动作动词、情感表达），以及范文示例和写作指导框架，旨在引导学生从模仿到创作，完成一篇结构完整、内容充实、情感真挚的英文日记。 学情分析 高一年级学生已掌握一般过去时等基础语法知识，具备简单记叙的能力，但对于英文日记的正式格式、逻辑顺序的呈现以及深层反思的表达尚不熟练。学生对“志愿者”、“实习”等话题有一定兴趣和部分经历，但可能缺乏用英语进行细节描述和情感提炼的能力。 教学目标 1.掌握日记的基本格式与结构要素；学习并使用描述经历的时间顺序词、动作动词及情感表达词汇。 2.能运用所学结构和语言，清晰、有序地记叙一次过去的经历，并能表达个人感受与反思。 3.学会利用范文分析和写作清单来规划、组织和检查自己的写作。 思政目标：通过回顾和记录有意义的经历，增强自我反思意识，体会帮助他人或实践学习的价值。 教学重点 1.掌握日记的“开头-主体-结尾”结构；正确使用一般过去时和系列时间顺序词来叙述事件过程。 教学难点 1.在记叙事实的基础上，自然、恰当地融入个人情感与反思；避免中式思维和直译，使表达更符合英文习惯。 教学方法 小组讨论法、任务教学法 教学手段 PPT课件、多媒体设备、音视频素材、工作场景图片等 教学过程 教学环节与 时间分配 教学活动与步骤 设计意图 评价要点 Lead-in & Brainstorming 4’ Activity: What is a Diary? Show students pictures of different diaries (locked, digital, notebook). Ask: “Do you keep a diary? In Chinese or English?” “Why do people write diaries?” (To record, to remember, to reflect, to express feelings). Introduce today‘s goal: To learn how to write an English diary entry about a meaningful experience. 通过直观图片和提问激活学生对“日记”的已有认知，明确本课学习目标，激发学习动机。 学生能否用中文或简单英文说出日记的1-2个目的（如“记录生活”、“表达心情”）。 Deconstructing a Model 8’ Activity: Analyze the Sample Diary Present the model diary about library volunteer work from the PPT. Task 1: Find the Structure. Guide students to identify and highlight: Header: (Date, Day, Weather) – Sets the scene. Opening: (When, Where, Who, Why) – Introduces the event. Main Body: (First, Then, After that... + activities) – Narrates the process. Ending: (Feelings & Reflection: “proud”, “rewarding experience”) – Concludes with personal thoughts. 通过范文解构，让学生直观、系统地掌握英文日记的核心格式与语言特征，为独立写作提供清晰模板。 学生能否在教师引导下，准确指出范文的四个结构部分及至少两类关键语言（时态、顺序词）。 Task 2: Language Spotlight. Draw attention to: Past Tense Verbs: went, gathered, received, helped... Time Order Words: First, Then, After that, Finally... Feeling Words: proud, happy. Language & Skill Building 8’ Activity 1: Time Order Sorting Provide a jumbled list of sentences from a simple activity (e.g., making tea). Students work in pairs to put them in order using “First, Then, Next, After that, Finally”. 通过三个针对性小活动，分别强化逻辑顺序、情感词汇和过去时态这三个写作关键点，为写作扫清语言障碍。 学生能否正确排序句子、匹配情感词并准确说出至少3个动词的过去式。 Activity 2: Feeling Word Match Show emojis and a list of feeling words (happy, confident, tired, nervous). Students match them. Encourage students to say: “I felt [happy] when I...” Activity 3: Past Tense Quick Check Do a quick “Verb Transformation” drill on the board: go -> ____, help -> ____, take -> ____. Guided Writing Preparation 8’ Activity: Complete the Planning Table Distribute a “Diary Planning Worksheet” based on the PPT‘s information table. Students choose a real or imagined volunteer/internship experience and fill in the table individually: Header: (Date, Day, Weather) Opening: (When? Where? Who? Why?) Main Body: (3-4 activities in order) Ending: (How did you feel? What did you learn?) 利用写作清单引导学生进行内容构思，将抽象的写作任务分解为可操作的步骤，降低写作焦虑，确保内容完整。 学生能否独立完成规划表，且内容具体、逻辑合理。 Drafting & Peer Review 8’ Activity 1: Write Your First Draft Students use their planning sheet to write a complete diary entry (80-100 words). Remind them to use the model structure and the language practiced. Teacher circulates to provide individual support. “写作-互评”环节促进知识的内化与输出。互评清单将评价标准具体化，引导学生进行有目的的、建设性的互评，培养批判性思维和合作学习能力。 学生能否在规定时间内完成初稿；能否根据清单为同伴提供至少两条具体反馈。 Activity 2: Peer Review with a Checklist In pairs, students exchange drafts. Provide a simple peer-review checklist (based on common errors from the PPT): Is the header (date, day, weather) included? Are the events in the correct order? (Underline time order words) Are verbs mostly in the past tense? (Circle one mistake if you find it) Are there feelings and a reflection at the end? (Put a star ✓ next to it) What is the best part of your partner’s diary? Sharing, Summary & Homework 4’ Activity: Share and Wrap-up Invite 1-2 volunteers to read their diary entries (or a good paragraph) to the class. Briefly praise their use of structure or language. Summary: Quickly recap the 4 parts of a diary and the key to success: “Past Tense, Time Order, Feelings!” Homework Assignment: Compulsory: Revise your diary based on peer feedback and write a neat final version. Optional: Write another short diary entry about a different experience this weekend. 展示成果增强学生自信；总结强化核心知识；分层作业满足不同需求，鼓励将写作延伸到课外。 学生能否在教师提示下，共同回顾出日记写作的核心要素。 板书设计 Unit 2 Writing: A Diary Entry Structure: 1. Header - Date / Day / Weather 2. Opening - When? Where? Who? Why? 3. Main Body - What happened? (Use Time Order!) * First,... * Then,... * After that,... * Finally,... 4. Ending - Feelings & Reflection (I felt... I learned...) Key Points: ✔ Past Tense ✔ Time Order Words ✔ Feelings! 教学反思 本节课以“框架输入-分解练习-任务输出-同伴互评”为主线，成功引导学生完成了从理解日记结构到独立创作一篇英文日记的完整过程。范文引领作用显著：通过对范文的解构式分析，学生迅速掌握了英文日记的“格式模板”，写作时有章可循，有效缓解了畏难情绪。语言表达的丰富性：本节课重点在于结构的建立和基本表达，未来可增加“好词好句”的积累环节（如同义动作动词替换、更丰富的情感表达），鼓励学生在掌握框架后追求语言的优化。 ( — 8 — )精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 $