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视频标签：My House,the Future
所属栏目：高中英语优质课视频
视频课题：高中英语外研版必修4 Book 4 Writing－My House in the Future教学—依托语篇词汇的书面表达-山西省 - 吕梁
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高中英语外研版必修4 Book 4 Writing－My House in the Future教学—依托语篇词汇的书面表达-山西省 - 吕梁
Writing－My House in the Future教学设计
—依托语篇词汇的书面表达
Analysis of Teaching Material (教材分析):
本次课的教学内容主要是通过阅读，积累词汇，从而连词成句，连句成篇。基于本单元关于未来生活的阅读和学习，秉着在写作课中体现学生核心素养的目标，特设计了本节关于未来房子的写作训练课程。课时45分钟。
这是一节设置紧跟在阅读课之后的写作训练课。在上一节课中已经完成了reading部分的学习，并在课后布置了一篇关于“未来房子”的阅读理解，同时要求完成一个围绕“the future houses”的思维导图。这一节课主要分为关于思维导图词汇的展示、依托这些词汇的的句子写作训练以及与此有关的短文写作训练三大部分。 Analysis of Students (学情分析):
授课班级为高一(287)班，该班是理科重点班，学生总体英语基准较好，写作水平在高一年级中偏中上等。具备完成教学目标的知识及技能。 Core Qualities（核心素养）: Language Ability（语言目标）：
To consolidate the usages of the words in this module by writing.
通过写作来巩固学生对本单元词汇的运用是本次课的主要语言目标。 Learning Ability(学习能力)：
Students can improve their writing skill by active and cooperative learning methods. 学生能够通过主动、合作学习的方法来提高他们的写作学习能力。 Quality of thinking(思维品质)：
(1). To improve students’ abilities of observing, analyzing, and summarizing. 提高学生的观察、分析以及总结的思维品质。
(2). To develop students’ rational critical spirit and express their own views. 培养学生批判性思维能力以及善于表达自己观点的思维品质。 Cultural Character(文化品格):
(1). We should be full of hope for the future and have their own vision for the vision. “对未来充满希望,对未来有自己的憧憬和规划。”这是学生在本次课上应该学会的第一种文化品格。
(2). It is their hard working that guarantees their success in the future.
“学生们今天的努力学习保证了他们日后的成功”为学生在本次课上该学会的第二个文化品格。
Teaching important Points:
(1). To make students summarize words and phrases to express the future houses according to a short passage related with the future houses.
通过一篇与未来房子有关的短文的阅读，让学生总结出和未来房子相关的词汇，提高他们总结的思维品质。
(2). To make students consolidate the usage of the attributive clause by writing； meanwhile, to improve their writing skill.
学生可以通过写作来巩固定语从句的用法。同时，也可以提高写作技能。 Teaching Difficult Points:
How to develop students’ awareness of active learning, co-operative learning and inquiry
learning.
怎样培养学生主动学习、合作学习以及探究学习的意识。 Teaching Method：
Task-based Teaching Method(任务型教学法), Practice Teaching Method(练习型教学法), Total Situational Action Teaching Method(TSA情景教学法);
the Main body of students and the leading role of the teacher(学生为主体，教师为主导). Learning Method:
Students are encouraged to solve problems by reading, summarizing, practising, discussing and Cooperating.
教师鼓励学生通过阅读、总结、练习、讨论以及合作的方法来解决问题。 Teaching Aids: The multimedia, a short video, some pictures, papers. Teaching Procedures:
Before-class activity
Read an article about future houses and find out the words related to the mind map. (Individual Work)
Divide the whole class into 8 groups. Give each group one topic and ask every group to write the words they found out on the blackboard. Task for Group 1 location Task for Group 2 size Task for Group 3 color
Task for Group 4 shape
Task for Group 5 material and equipment Task for Group 6 function
Task for Group7 find out attributive clauses and the differences between restrictive attributive clause and non-restrictive attributive clause. Task for Group 8 linking-words
Activity 1 （10分钟） Greeting and Lead-in Teacher ：Recently we have learned the first module” Life in the Future”, today I invited a special guest. Do you want to know him? Students: Yes.
Situation 1 A special guest comes to us and shows his house. Show a short video to students and ask questions. (56秒)
Question 1: What is his name? Student s: Gogo.
Question 2: Where is he from? Students: From 2050.
Question 3: How about his house? Students: Amazing. Wonderful！ Teacher：Fabulous! And at last he asked “how about your future house”? Today let’s do something for our future houses. Yesterday I gave you an article about future houses and a mind map. Now it’s time for you to show. And our guest will stand here to watch our show.
活动设计解读：视频的播放将学生的注意力完全拉入课堂中来，引起他们的兴趣，激发学生们的想象力。
Task 1 Show the mind map on the blackboard. (Group Work)
Task for Group 1 Wang Jianming shows the words about location.
Task for Group 2 Ren Kailin shows the words about size.
Task for Group 3 Guo Yali shows the words about color.
Task for Group 4 Zhao Weifeng shows the words about shape.
Task for Group 5 Liang kailin shows the words about material and equipment.
Task for Group 6 Zhang Jingfang shows the words about function.
活动设计解读：在观看视频之后，进行“有关未来房子词汇的思维导图”的这一活动设计，为学生接下来的写作练习做好了词汇储备。
Task 2 Show the attributive clauses and linking words
Task for Group7 Wu Boxuan shows the attributive clauses and the differences between restrictive attributive clause and non-restrictive attributive clause.
Task for Group 8 Guo Jinhua shows the words about linking-words
活动设计解读：在基于词汇的思维导图的积累下，找到并简单复习定语从句的用法，归纳总结文章中的过渡词，为学生接下来的连词成句做好了准备。
Activity2 Make sentences using these words and phrases.（8分钟） Task 3: Make sentences.
Teacher: now we have got many words and now make one sentence using the words you accumulated just now. Similarly, each group should be around the same topic as before (Group Work)
Group 1 make a sentence around “location”. Group 2 make a sentence around “size”.
Group 3 make a sentence around “color”.
Group 4 make a sentence around “shape”
Group 5 make a sentence around “material and equipment” Group 6 make a sentence around “function”
Group7 make a sentence using an attributive clause
Task for Group 8 make a sentence using one of the linking-words
活动设计解读： 在这一环节中，以小组为单位进行写作练习的任务分配。学生需要就各组所得到的词汇、信息进行讨论，之后分析、总结以及整合所得信息，进而写出句式结构完整的句子。通过该活动设计，提高学生的观察、分析以及总结的思维品质 Task 4: Exchange and try to correct the mistakes.
活动设计解读：该活动设计主要是为了让学生通过互改，提高他们在写作中发现语法、句法单词拼写错误的能力。
Situation 2 Our guest has disappeared and left a note.
Watch a video and get the final task－to write a reply to the robot and attach a picture. (24秒)
Situation 3 Enjoy a gift from our guest――a short video about various houses in the future( 1分29秒 )
活动设计解读：在这一环节中，学生们通过对看视频知道自己的终极任务――给机器人回一封信。再观看过第二个视频后，学生需要就所得到的图片、信息进行讨论，之后分析、总结以及整合所得信息，进而写出句式结构完整的句子。通过该活动设计，提高学生的观察、分析以及总结的思维品质。 培养学生批判性思维能力以及善于表达自己观点的思维品质，对未来充满希望,对未来有自己的憧憬和规划。 Activity 3 Writing and painting(15分钟) A short beginning
Dear Gogo,
It’s my pleasure to introduce my future house to you._
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