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视频标签：Dramatic sto
所属栏目：高中英语优质课视频
视频课题：高中英语选修英语写作Unit8 Dramatic stories Reading浙江省 - 台州
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高中英语选修英语写作Unit8 Dramatic stories Reading浙江省 - 台州
一、教学材料分析
We Stuck Together一文选自人教2003课标版选修（语言知识与技能类）英语写作第八单元Dramatic Stories的阅读文章。
《普通高中英语课程标准》（2017版）指出：“主题是学习语言的最重要内容，英语学习活动就是对有关中外文化的主题意义探究。”本文属于“人与自然”主题意义下的“安全常识与自我保护”主题范围。本篇阅读文章在主题意义视角下的落脚点是：“遇到自然灾害时，该怎么做？”此外，《课标》（2017版）还强调教师在文本解读中要“把握不同语篇的特定结构、文体特征和表达方式。”本文的主题语篇采用了“问题解决型”的语篇模式，以问题的解决过程为明线，主人公情感的变化为暗线，讲述了三位孩子在海上试新滑浪板时，为营救因陷退潮流越浮越远的队员Kim，共同出谋划策，最后安全上岸的一个故事。
本阅读文本的语言特征非常明显：语言通俗易懂，有大量的对话描写（均以直接引语的形式出现）。
二、学情分析
本课的授课对象为高一第二学期的学生。学生经过三个模块的英语学习，已初步具备用英语获取和处理信息、分析和解决问题的能力，并且已经掌握略读、寻读等阅读策略。但是如何深层次地理解作者的写作意图并且在理解文章的同时感知语言的运用对高一学生而言仍是一个难点。此外，虽然高一学生掌握了一定的语言知识，但是如何运用这些知识生动形象地描绘既定情景下的对话仍具有一定的难度。因此，在读后活动即微写作环节前，需要进行示范，为后续写作作铺垫。
三、整体设计思路
本节课的定位为一节读写结合课。
阅读部分的处理从语篇模式出发，侧重于文章主线的把握，即设置问题链1：What was the problem? How was the problem solved? Why could the problem be solved?（问题的解决过程：明线），问题链2：How did the characters’ feelings change in the problem-solving process? How do you know?（主人公情感的变化：暗线）
问题链1的设置拟让学生在“问题解决”的过程中，感知和思考其成功自救的原因。最后以拟定文章标题为落脚点，深度理解“We stuck together”的内涵及该故事的写作意图（to teach a moral lesson），从而进一步理解该主题语篇的主题意义。
问题链2的设置拟让学生有意注意文本中“不同的说话方式”，感知和体会主人公心情的变化，为之后的写作搭建语言支架。
写作部分的活动设计紧扣本文的主题范围“安全常识与自我保护”，设置相关写作训练。写作任务由原文中“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.”推测岸上“母亲”已经意识到他们三人遭遇困境并寻求到众人的帮助。因此，读后微写作设置描写“岸上人员发现危险并积极开展营救”的写作任务。
四、教学目标
经过本节课学习，学生可以：
1. 通过快速阅读和查读策略理解故事的开端、发展、高潮和结尾； 2. 通过结合上下文猜测词意“stick together”；
3. 通过归纳和概括的方法，分析主人公成功脱险的原因；
4. 通过拟定文章标题了解作者主要的写作目的以及故事性写作的一般写作目的
5. 识别“问题-解决型”的语篇模式，并了解其主要结构；
6. 通过找出文章中体现情绪变化的支撑性细节，理解和推断主人公情感的变化 7. 通过欣赏语篇中直接引语的不同“说”法，以书面方式再现想象的事物
五、教学重难点
学生在获取三位主人公如何自救脱险的事实性信息后，思考和评价其成功自救的原因以及总结作者的写作意图（重点）；并运用获取信息过程中有意注意到的语言知识，从“关于说的多样词汇”、“副词”、“词组”和“动词的现在分词”四个方面描述给定情境（难点）。
六、教学步骤
Pre-class Stage
1. Ss finish the “Previewing Working Sheet”（预学案）[见附件二].
2. Ss watch and appreciate a video about various water sports before class.
[设计意图]通过预习，学生可以了解文章的总体内容，发现学习难点，从而能够有的放矢地参与课堂活动，为顺利达成阅读学习目标打下基础。观看视频可以激发学生的学习兴趣，导入bodyboarding这一相对比较陌生的水上运动。
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.
[设计意图]围绕本文的主题语境，启发学生对于bodyboarding时可能遭遇的危险展开头脑风暴，在激发学生学习兴趣的同时，自然引入阅读文章的核心问题“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?
[设计意图] 从“Who had What problems and did they solve it?”这条线理清故事大意为后文深度解读做好铺垫，同时学生也能初步感知文章“问题-解决型”的语篇模式。
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.
[设计意图]培养学生整体阅读的意识，引导学生从本文的语篇模式出发，在宏观上把握文本框架并凸显文本脉络，即“What was the problem? How was the problem solved? Why could the problem be solved?”，为文本的进一步解读提供了一条贯穿始终的明线来串联文本信息。
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.
[设计意图]该部分的阅读主要是为了引导和示范学生去关注“说”的不同表达方式所带来的感情效果。
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.
[设计意图]该部分的阅读旨在训练学生获取信息和利用信息进行相关推断的能力，同时引导学生有意注意一些表达情感的字词，理清文章情感暗线，同时为读后的微写作任务铺垫语言。 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.
[设计意图]让学生以对话表演的形式将文字转化为声音，一方面加深学生对不同“说”蕴含情感的理解，另一方面活跃课堂氛围，激发学生的学习欲望。
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.
[设计意图]本环节主要理清文章明线：“How was the problem solved?”，在梳理事实性知识时，要求学生找出关键动词。其主要意图是让学生基于语境猜测文章中心词“stick together”所蕴含的字面意思。
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. [设计意图]本环节主要理清文章暗线：“How did the characters’ feelings change in the problem-solving process? ”。在处理文章暗线的同时，让学生用形容词概括归纳“不同的说法”以及“说的一些方式”所蕴含的情感色彩。
Part III: Ending (para 12-14)(3min)
Ss are asked to read the last part (para12-14) and find how their feelings changed.
[设计意图]该教学环节基于前两个教学环节，重在让学生自己去感知语言背后的情感，培养学生归纳总结的能力。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.
[设计意图]该阅读环节主要培养学生归纳和转述能力。学生必须要先读懂阅读文本所呈现的事实性细节，在此基础上挖掘其背后蕴含的情感，再调用先前的关于情感词汇的“知识图式”才能够完成本环节的填空。同时，最后同伴合作的形式，也降低一些任务难度，以同伴互助的形式帮助学生更好地理解语言所传递的情感。 Activity 2: Scanning T: What were they told?
Ss: They were told to stick together.
[设计意图]该环节的设置主要是对文章的一个总结，同时也为之后文章标题和主题意义的理解作好铺垫。
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”.
[设计意图]本环节主要处理文章明线的最后一个问题：“Why could the problem be solved?”。与此同时也是对阅读文章标题的深度解读。标题是文章的“眼睛”，是统领全文的概括与缩影，从中不仅能揣测作者的写作意图，也能获得更多的潜含信息。通过拟标题的活动形式，学生重新归纳整理文章显性和隐性的信息，从而更加理解文章的布局谋篇。同时，本环节也搭建了文章主题意义的落脚点。学生学习文本，也在文本中与实际生活建立起联系：明白“在遇险时的应对措施”，从而升华文本“人与自然”的主题。
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 [设计意图]引导学生对作者写作手法进行一个归纳总结。
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?
[设计意图]引导学生基于情景作出合理的想象和推断。教师引导学生对四种写作技能（1.vivid words of say; 2. adverbs; 3.phrases; 4. V-ing forms）进行头脑风暴式的补充。该环节主要是对话形象化描写的一个示范。
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.
[设计意图]让学生基于文本，通过同伴合作讨论，充分发挥想象力和创造力，合理构思lifeguard可能的说话方式，并形成笔头输出。 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.
[设计意图]该环节意在让学生把写作任务和日常生活经验建立联系，进一步巩固所学的写作技能。通过独立写作的练习，使学生逐步学会使用文段中的语言素材，活用固定的表达方法，为今后学生读后续写能力打下基础。
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.
[设计意图]该环节意在加深巩固学生所学的写作技能，以整体的对话形式呈现，将前一环节句子层面微写作上升到段落。
Step 7 Summary(1min)
Summarize the writing techniques that can be used to make a direct speech more vivid. [设计意图]对本节课的知识点有一个总的回顾。
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.
[设计意图]口头作业和笔头作业相结合，有助于学习目标的进一步落实和检测。让学生带着欣赏语言的目的朗读文章，可以让学生更好地体会语言所蕴含的感情。写作润色的训练，是课堂小组活动向课外的延伸，是本课教学环节的延续。
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