牛津上海版高中二年级第二册英语 - Unit 5 Living in harmony
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| 名称 | 牛津上海版高中二年级第二册英语 - Unit 5 Living in harmony |  | |
| 格式 | zip | ||
| 文件大小 | 8.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津上海版（试用本） | ||
| 科目 | 英语 | ||
| 更新时间 | 2020-03-20 22:36:13 | ||
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文档简介
Unit 5 Green Orchids and Narrative Summary Writing
(The 4th period)
一、教学设计说明
（一）本课文是一片虚构的小故事。首先描写了身患重病却利欲熏心的商人Harry?Saleem为建水坝，不顾生态平衡，肆意炸毁山谷、破坏热带雨林的行为。与此同时,他的贪婪也让他最终丧失了活命的机会，因为他的救命药仅能在已经炸毁了的山谷里找到。
在之前的课时中，教师已经对该文的写作要素、人物性格特点、以及词汇、语法等已经进行了相关处理，本节课为第四课时。
概要写作是对于已给材料的高度浓缩，要求学生用自己的语言表达文章主旨和重点内容。结合本文特色，本课时的目的在于复习记叙文概要写作的基本要求、锻炼学生基于既定材料、遴选重要信息、使用自己的语言,完善记叙文概要写作的能力。
（二）本课时授课对象为高二年级下学期学生。对于记叙文概要写作，学生已经有了一定的知识积累。在教学实践过程中,教师发现有很多学生出现的问题在于不会使用自己的语言，只是停留在照抄原文的阶段。所以，针对这一问题，围绕本课时的主要目标，教师主要有以下执行步骤：
1. 通过提问，简要复习课文内容，得到写作线索，引出记叙文概要写作六要素；
2. 复习已有写作技巧，给出一个“写作自查表”供参考，进一步夯实写作技巧和策略；
3. 分析“写作自查表”与文本的关系，学生练习如何把原文转换为自己的语言；
4. 指导学生练习、完善记叙文概要写作，修改、呈现，教师点评。
二、教案
Teaching objectives：
By the end of the period, students are expected to
a. have a general knowledge of writing a narrative summary
b. use the two given principles in their narrative summary writing;
c. practice their ability to paraphrase the original and use their own words;
Teaching aids:
Ss’ worksheet A / B
Teaching difficulties:
Students learn some techniques to paraphrase the original which can help them to use their own words.
Teaching procedures:
Stages
Teaching activities
Learning activities
Teaching purpose
Lead-in
Ask Ss about the general writing elements for a narrative article
Ss answer the Q
To arouse Ss’ interest in this topic
Pre-writing
1. Ask Ss to give the Qs given by the T about the 6-W elements in the Green orchids
Ss answer the Qs
To remind Ss of the plots for later use
2. Ask Ss for help to improve the given summary
Ss recall their techniques about writing a summary
To refresh Ss’ techniques for later use
3. Introduce the checklist
4. Focus on Item 4 and 5 and analyze them
(Refer to Ss’ worksheet)
Ss do the exercise related to the checklist
To enable Ss to use the relevant transitional words and practice paraphrasing
While-writing
1. Ask Ss to polish their own summary
Ss polish the summary
To help Ss practice the techniques related to writing a narrative summary
2. Ask Ss to do peer assessment
Ss assess their summaries in the groups according to the checklist
To reinforce the use of the checklist
Post-writing
Ask Ss to share their summary sample and comment
Ss share and make comments
To encourage Ss to express their opinions
Assignments
Ask Ss to polish at least other 3 summaries
A version for reference
When Harry Saleem, a seriously ill billionaire, faced two choices, profit-driven, he spoke to his engineer first to deal with his business rather than see the doctor bringing him the important news about the life-saving medicine. Unfortunately, he made a bad decision to flood the Valley to build factories. Hence, his new medicine made from green orchids growing in the exploded valley could never be made again. The writer tells us that consequence must be taken, once choices are made.
(The 4th period)
一、教学设计说明
（一）本课文是一片虚构的小故事。首先描写了身患重病却利欲熏心的商人Harry?Saleem为建水坝，不顾生态平衡，肆意炸毁山谷、破坏热带雨林的行为。与此同时,他的贪婪也让他最终丧失了活命的机会，因为他的救命药仅能在已经炸毁了的山谷里找到。
在之前的课时中，教师已经对该文的写作要素、人物性格特点、以及词汇、语法等已经进行了相关处理，本节课为第四课时。
概要写作是对于已给材料的高度浓缩，要求学生用自己的语言表达文章主旨和重点内容。结合本文特色，本课时的目的在于复习记叙文概要写作的基本要求、锻炼学生基于既定材料、遴选重要信息、使用自己的语言,完善记叙文概要写作的能力。
（二）本课时授课对象为高二年级下学期学生。对于记叙文概要写作，学生已经有了一定的知识积累。在教学实践过程中,教师发现有很多学生出现的问题在于不会使用自己的语言，只是停留在照抄原文的阶段。所以，针对这一问题，围绕本课时的主要目标，教师主要有以下执行步骤：
1. 通过提问，简要复习课文内容，得到写作线索，引出记叙文概要写作六要素；
2. 复习已有写作技巧，给出一个“写作自查表”供参考，进一步夯实写作技巧和策略；
3. 分析“写作自查表”与文本的关系，学生练习如何把原文转换为自己的语言；
4. 指导学生练习、完善记叙文概要写作，修改、呈现，教师点评。
二、教案
Teaching objectives：
By the end of the period, students are expected to
a. have a general knowledge of writing a narrative summary
b. use the two given principles in their narrative summary writing;
c. practice their ability to paraphrase the original and use their own words;
Teaching aids:
Ss’ worksheet A / B
Teaching difficulties:
Students learn some techniques to paraphrase the original which can help them to use their own words.
Teaching procedures:
Stages
Teaching activities
Learning activities
Teaching purpose
Lead-in
Ask Ss about the general writing elements for a narrative article
Ss answer the Q
To arouse Ss’ interest in this topic
Pre-writing
1. Ask Ss to give the Qs given by the T about the 6-W elements in the Green orchids
Ss answer the Qs
To remind Ss of the plots for later use
2. Ask Ss for help to improve the given summary
Ss recall their techniques about writing a summary
To refresh Ss’ techniques for later use
3. Introduce the checklist
4. Focus on Item 4 and 5 and analyze them
(Refer to Ss’ worksheet)
Ss do the exercise related to the checklist
To enable Ss to use the relevant transitional words and practice paraphrasing
While-writing
1. Ask Ss to polish their own summary
Ss polish the summary
To help Ss practice the techniques related to writing a narrative summary
2. Ask Ss to do peer assessment
Ss assess their summaries in the groups according to the checklist
To reinforce the use of the checklist
Post-writing
Ask Ss to share their summary sample and comment
Ss share and make comments
To encourage Ss to express their opinions
Assignments
Ask Ss to polish at least other 3 summaries
A version for reference
When Harry Saleem, a seriously ill billionaire, faced two choices, profit-driven, he spoke to his engineer first to deal with his business rather than see the doctor bringing him the important news about the life-saving medicine. Unfortunately, he made a bad decision to flood the Valley to build factories. Hence, his new medicine made from green orchids growing in the exploded valley could never be made again. The writer tells us that consequence must be taken, once choices are made.