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视频标签：Revision
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5 Book 5 Module 7 Revision Writing 甘肃省 - 兰州
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外研2003课标版 Book 5 Module 7 Revision Writing
课堂教学设计
课题 外研2003课标版 Book 5 Module 7 Revision Writing 课型
Writing
教学设
计理论依据
普通高中英语课程旨在发展学生的英语学科核心素养，而深度学习是发展高中学生英语学科核心素养的重要途径。深度学习是指在理解学习的基础上，学习者通过对新知识的批判分析，将它们融入原有的认知结构中，通过与原有知识的整合，形成对学习内容的新的认识，并能够将所学的知识迁移到新的情境中，最终能以改变个人思想、行为的方式内化知识的一种学习。基于深度学习的高中英语写作教学倡导学习者主动参与学习过程，通过合作探究，应用实践，迁移创新获取知识并表达观点态度来发展思维品质，提高语言能力和学习能力。
教材分析
本课使用的教材是外研2003课标版高中英语必修五。单元话题是Module 7 Revision。课型是Writing。本课在高中英语教学中地位显著，是高中英语教学中非常重要的教学内容，它体现了教育部制定的《普通高中英语课程标准》中课程内容的六大要素： 主题语境：影视相关知识和发展。 语篇类型：影评。
语言知识：根据影视领域的主题，梳理影视相关词汇，理解和表达影视评论。
文化知识：了解英美等国的影视文化特点和中国优秀传统文化的特色。 语言技能：理解影视作品传达的意义，并学会进行模仿性影评写作。 学习策略：主动参与，自我调控，合作探究，情感抒发和迁移创新。
本课紧密围绕Review of my favorite film这一主题，使学生了解并乐于谈论自己了解和喜爱的影片，在引导学生认识了不同类型的电影之后，通过观赏和阅读两种方式辨别不同类型电影的特点，然后利用所学习的词汇和语法知识，通过口头和书面的方式，适当地描述自己最喜爱的电影，表达自己对这部电影的评价和喜爱之情，同时学会以适当的方式与同学一起分享观点和看法。本节课是Revision最后一个课时，通过口头交际和书面表达两种语言输出技能的训练来培养学生参与交流，合作探究关于自己熟悉并喜爱的电影，最终将这些内容以书面表达的方式呈现出来并与同伴交流分享。
学情分析
本课的授课对象是普通高中二年级学生。授课地点在兰州市第七中学。该校是一所市属普通中学，高中学生的英语学情处于中等层次，在完成了初中三年的英语课程和高中一年的英语学习之后，大部分学生已经掌握了口头和书面表达所需的基本的常用词汇，并且能够正确书写下来。本班学生整体乐于参与同学之间的合作交流，能够恰当地进行口头表达，热衷于表现自我，能够运用所学的语篇和词汇知识进行基本的书面表达。但一部分学生比较害羞，缺乏自信，不习惯与主动积极地参与对话和写作，词汇和句型的运用能力较薄弱，有待于教师的不断启发引导，逐步培养孩子们参与的意识和表达的效果。
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教学目标
1. Knowledge and ability: ① To help the students learn about some words of different types of films. ② To help the students appreciate different types of film. ③ To help each student write a review of a film and share it with the other classmates.
2. Process and method: To help the students cooperate and communicate
about their favorite films with their partners in groups, then write a review of
it. 3. Emotion and attitude: To get the students to appreciate different types of films and then have the passion of talking about it and writing about it. 4. Culture awareness: To help the students know more about the types of films both in the western countries and China, appreciate them and express their comments on them. 教学重
难点
Important points：To help each student write a review of a film and share it
with the other classmates.
Difficult points：To help the students write about their favorite films correctly. 教学策略和方法
Task-based language teaching and learning approach,
Communicative language teaching and learning approach，
Cooperative language teaching and approach. 教学用具
A multimedia courseware,
A small blackboard for group PK,
A big blackboard for teaching and showing writings, Some colorful paper, pens and work sheets for the students to finish the tasks.
课堂教学过程
教学步骤（时间）
学生活动
教师活动 设计意图 1. Greetings （10s）
Good afternoon, teacher!
Good afternoon, class!
师生互致问候，为课堂教学创造和谐友好的氛围。
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2. Leading-in（3m）
Two groups of students act as actors and
actresses to show some actions in front of the
class and get the other students to guess what they were doing by acting.
The teacher asks two
group students to act
as actors and
actresses in front of
the class and let
other students guess
what they were doing
to stimulate the
interest of the
students and lead in
the topic of this
lesson.
导入环节是整堂课的方向，由于这节课是本单元最后一个课时，因此教师将综合性地结
合听说读对学
生进行写作训
练。在导入环节
为了能够在短
时间内充分调
动学生参与课
堂的积极性，同
时引入本课中
心话题，教师设
计了学生表演，
设置悬念的教
学方式，从而一语中的，使学生聚焦到谈论并写作电影方面相关内容的话题上。
3. Presenting the aims of learning (1m)
Listen to the teacher carefully and know what they will have been able to do by the end of the lesson.
Show the learning aims to the students to make sure what they will learn in this lesson. By the end of this lesson, you will have been able: ★To know about different types of films. ★ To appreciate different types of films. ★ To learn to write a short review of a film.
目标呈现有助于学生在课程开展之前自觉形成自主学习的意识，有助于学生积极参与课堂并采用认知策略监控自己的课堂学习过程。
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4. Presenting the vocabulary (4m）
1. Look at the screen and
guess the types of the
films.
2. Follow the teacher and
learn how to read the
vocabulary representing
the types of the films.
1. Show the students some pictures of
different types of
films.
2. Help the students
to learn to read the
vocabulary
representing
different types of films.
在学生谈论关于电影的话题时，需要用到跟电影有关的一些词汇，尤其是不同电影的类型的表达方式，因此，为了使之后的课堂讨论和写作顺利开展，教师首先应该呈现相关词汇，并教学生正确流利地读出来，以便于学生在后面的学习环境自由运用。 5. Consolidating (6m)
1. Watch some parts of films and guess what types of films they are according to what they have learned.
2. Read three reviews of films and guess what types of films they are according to what they have learned.
1. Get the students to watch some parts of films and guess what types of films they are according to what they have learned to
consolidate the vocabulary.
2. Get the students to read three reviews of films and guess what types of films they are according to what they have learned to
consolidate the vocabulary.
3. Ask the questions and help the students get some points for group contest.
为了巩固复习前一个教学环节教的有关电影类型的词汇，同时为之后的对话和写作打好了基础，教师通过引导学生观看电影片段和阅读影评的方式来运用新学词汇，使学生理解不同电影及影评。同时，开展小组竞赛的方式进行课堂问答，有效地提高了学生课堂学习的主动性和参与性。
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6. Speaking (10m)
1. Ask and answer about their favourite films in groups until they can express the information clearly and correctly. 2. Show their
conversations in class.
1. Ask the students to make up and practice the dialogue about their favourite films in groups to make sure they can express the information clearly and correctly. S1: What’s your favorite film? S2: ….
S3: What type is it? S2: ….
S4: What’s it about? S2: ….
S5: Who stars in it? S2: ….
S6: Why do you like it? S2: ….
2. Help the students to learn from each other by showing their conversations in class.
对话环节的设计和应用是为了将学生对自己最喜爱的电影从认知领域中提取出来，通过口头表达培养学生对信息表达的准确性，流畅性和熟练程度，以便为下一步书面表达创造条件。同时学生在这一环节中通过小组竞赛增强了参与的积极性，满足了同学之间相互交流的欲望，增强了口头和书面表达的自信心。
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7. Writing (5m)
Write a short review of the student’s favourite film from the following four aspects:
1. Name of the film 2. Type of the film 3. Content of the film 4. Comment on the film
Assign the writing task: Write a short review of the
student’s favourite film from the following four aspects:
1. Name of the film 2. Type of the film 3. Content of the film 4. Comment on the film
Ask the students to write the
composition in class. Give the students some help when necessary.
基于深度学习的高中英语写作教学提倡新旧知识在学生头脑中整合以后形成新的认知结构，并迁移到新的情境中去形成创新的学习成果。因此，通过设置新的接近高考题型的写作任务，不但能够使学生将本课所学内容应用于实际生活，而且实现了知识的迁移和创新，达到了内化知识的目的，同时也很好地体现了本课的情感目标的实现。 8. Presenting and sharing (10m)
Some of the students reads their writing to the other students and shares their ideas with others. Encourage the
students to read their reviews of their favourite films and share their ideas with others actively.
学生习作完成之后需要展示交流，分享和反馈，这样的活动不但有利于调动学生写作的积极性，而且有助于学生形成对任务完成效果的反思。
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9. Summarizing (1m)
Listen to the teacher and
summarize what they
learned with the teacher.
Help the students to summarize the whole lesson and encourage the students to write better. 在学生习作交流分享之后进行适当的总结和点拨不但对
于学生形成正确的写作意识
和能力起到了
画龙点睛的作
用，而且能够帮助学生提高对
书面表达优劣的鉴别能力和优秀习作的鉴赏能力。 10. Homework (20s)
Remember the homework to consolidate the lesson: Swap your writing with your classmates and check if there are any mistakes in it. Assign the homework
for the students and
make sure the
students can
understand it and do
it actively.
布置适当的作业并要求学生课后完成是巩固复习所学知识的重要环节。
本课布置的让
学生互相交换
习作并找出其
中的错误之处，
有助于学生之
间进行深层次
交流与分享，有
助于学生在写作能力之外词汇拼写能力和语法应用能力的综合提高。
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