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視頻標簽：My House,the Future
所屬欄目：高中英語優質課視頻
視頻課題：高中英語外研版必修4 Book 4 Writing－My House in the Future教學—依托語篇詞匯的書面表達-山西省 - 呂梁
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高中英語外研版必修4 Book 4 Writing－My House in the Future教學—依托語篇詞匯的書面表達-山西省 - 呂梁
Writing－My House in the Future教學設計
—依托語篇詞匯的書面表達
Analysis of Teaching Material (教材分析):
本次課的教學內容主要是通過閱讀，積累詞匯，從而連詞成句，連句成篇�；诒締卧P于未來生活的閱讀和學習，秉著在寫作課中體現學生核心素養的目標，特設計了本節關于未來房子的寫作訓練課程。課時45分鐘。
這是一節設置緊跟在閱讀課之后的寫作訓練課。在上一節課中已經完成了reading部分的學習，并在課后布置了一篇關于“未來房子”的閱讀理解，同時要求完成一個圍繞“the future houses”的思維導圖。這一節課主要分為關于思維導圖詞匯的展示、依托這些詞匯的的句子寫作訓練以及與此有關的短文寫作訓練三大部分。 Analysis of Students (學情分析):
授課班級為高一(287)班，該班是理科重點班，學生總體英語基準較好，寫作水平在高一年級中偏中上等。具備完成教學目標的知識及技能。 Core Qualities（核心素養）: Language Ability（語言目標）：
To consolidate the usages of the words in this module by writing.
通過寫作來鞏固學生對本單元詞匯的運用是本次課的主要語言目標。 Learning Ability(學習能力)：
Students can improve their writing skill by active and cooperative learning methods. 學生能夠通過主動、合作學習的方法來提高他們的寫作學習能力。 Quality of thinking(思維品質)：
(1). To improve students’ abilities of observing, analyzing, and summarizing. 提高學生的觀察、分析以及總結的思維品質。
(2). To develop students’ rational critical spirit and express their own views. 培養學生批判性思維能力以及善于表達自己觀點的思維品質。 Cultural Character(文化品格):
(1). We should be full of hope for the future and have their own vision for the vision. “對未來充滿希望,對未來有自己的憧憬和規劃。”這是學生在本次課上應該學會的第一種文化品格。
(2). It is their hard working that guarantees their success in the future.
“學生們今天的努力學習保證了他們日后的成功”為學生在本次課上該學會的第二個文化品格。
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.
通過一篇與未來房子有關的短文的閱讀，讓學生總結出和未來房子相關的詞匯，提高他們總結的思維品質。
(2). To make students consolidate the usage of the attributive clause by writing； meanwhile, to improve their writing skill.
學生可以通過寫作來鞏固定語從句的用法。同時，也可以提高寫作技能。 Teaching Difficult Points:
How to develop students’ awareness of active learning, co-operative learning and inquiry
learning.
怎樣培養學生主動學習、合作學習以及探究學習的意識。 Teaching Method：
Task-based Teaching Method(任務型教學法), Practice Teaching Method(練習型教學法), Total Situational Action Teaching Method(TSA情景教學法);
the Main body of students and the leading role of the teacher(學生為主體，教師為主導). Learning Method:
Students are encouraged to solve problems by reading, summarizing, practising, discussing and Cooperating.
教師鼓勵學生通過閱讀、總結、練習、討論以及合作的方法來解決問題。 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分鐘） 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.
活動設計解讀：視頻的播放將學生的注意力完全拉入課堂中來，引起他們的興趣，激發學生們的想象力。
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.
活動設計解讀：在觀看視頻之后，進行“有關未來房子詞匯的思維導圖”的這一活動設計，為學生接下來的寫作練習做好了詞匯儲備。
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
活動設計解讀：在基于詞匯的思維導圖的積累下，找到并簡單復習定語從句的用法，歸納總結文章中的過渡詞，為學生接下來的連詞成句做好了準備。
Activity2 Make sentences using these words and phrases.（8分鐘） 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
活動設計解讀： 在這一環節中，以小組為單位進行寫作練習的任務分配。學生需要就各組所得到的詞匯、信息進行討論，之后分析、總結以及整合所得信息，進而寫出句式結構完整的句子。通過該活動設計，提高學生的觀察、分析以及總結的思維品質 Task 4: Exchange and try to correct the mistakes.
活動設計解讀：該活動設計主要是為了讓學生通過互改，提高他們在寫作中發現語法、句法單詞拼寫錯誤的能力。
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 )
活動設計解讀：在這一環節中，學生們通過對看視頻知道自己的終極任務――給機器人回一封信。再觀看過第二個視頻后，學生需要就所得到的圖片、信息進行討論，之后分析、總結以及整合所得信息，進而寫出句式結構完整的句子。通過該活動設計，提高學生的觀察、分析以及總結的思維品質。 培養學生批判性思維能力以及善于表達自己觀點的思維品質，對未來充滿希望,對未來有自己的憧憬和規劃。 Activity 3 Writing and painting(15分鐘) A short beginning
Dear Gogo,
It’s my pleasure to introduce my future house to you._
視頻來源：優質課網 www.m.fsyixinda.com
