2023-2024学年北师大版（2019）必修第三册Unit8Greenliving单元复习WritingWorkshop名师教学设计.docx

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1、Unit8WritingWorkshop名师教学设计课时内容:ASurveyReport主题语境：人与自然主题群：环境保护子主题：人与环境语篇类型：说明文调查报告文本分析：What本文是一份调查报告，作者通过柱状图、饼状图等统计图详细说明了调查样本在环境保护方面的意识与行动方面的成绩与存在的问题，并得出了结论。Why通过学习本篇文章，学生了解到人们在环保方面的意识和采取的行动中存在的不足与问题，以此激励学生从身边小事做起，从自我做起，树立“爱护环境、人人有责”的意识，承担自己的社会责任，为环境保护贡献自己的份力量。How这篇调查报告由四部分组成：第一部分简单介绍调查的主题和基本信息；二三部分用

2、统计图的形式，客观呈现了调查的结果，第二部分介绍调查结果中好的一面，即市民的环保意识和采取的行动，第三部分介绍调查中发现的问题与存在的不足；第四部分对调查结果进行总结并提出建议和意见。课时目标：1 .获取调查报告中关于市民环保意识和行为的事实性信息，梳理调查的时间、地点、目的、参加的人员、调查的具体问题和建议等。2 .赏析调查报告的语言和句式特点，分析调查报告的文本结构、组成部分及具体内容。3 .写一篇关于共享单车使用情况的调查报告。重点难点：重点：1 .获取调查报告中呈现的事实性信息。2 .学习调查报告的文本结构、组成部分和具体内容。难点：运用饼状图与柱状图进行定量表述。教学准备：教师准备：

3、1 .调查报告的写作方法。2 .饼状图与柱状图的运用方法。学生准备：1 .预习本课词汇。2 .预习调查报告的写作方法。教学过程：StePl学习理解活动一：获取与梳理1. Pairwork.Askstudentstoexplorethequestion“Whatshouldbeincludedinasurveyreport?anddiscusstheirideasinpairs.Suggestedanswers: aclearpurpose appropriatequantityexpressions propergraphs aconclusion alogicalorganisation2.

4、 Askstudentstolookatthebarchart&thepiechartandanswerthequestionsASurveytakenlastAugustatSummerFunFestivalbycityofficials.Itinvolved496cityresidents(15yearsofageandolder).IsitneceMartohelpprotecttheenvironment?4%YcsNo Whatarethey? Whatinformationcanyougetfromthem? Arethereanyotherchartsthatcanbeusedi

5、nthesurveyreport?【设计意图】通过创设与主题意义相关的情景及观察图片回答问题，激活学生已有知识，为阅读范文做铺垫。活动二：概括与整合1. Askstudentstoreadthesurveyreport.Explainanydifficultwordstostudentsifneeded.2. Askstudentstoexplorethefollowingquestions. Whoconductedthesurvey? Whenwasthesurveyconducted? Wherewasthesurveyconducted? Howmanypeoplewereinterv

6、iewedinthesurvey? Howoldarethey? Whatsthepurposeofthesurvey? Whatquestionsareasked? Whatarethefindings?3. Discusstheanswersasaclass.Suggestedanswers:Cityofficials.1.astAugust.AtSummerfunfestival.496cityresidents.15yearsofageandolderTofindoutpeopie,sattitudestoprotectingtheenvironmentandwhatactionsth

7、eyhavetaken.Isitnecessarytohelpprotecttheenvironment?Whatactionshaveyoutakentohelpprotecttheenvironment?Asthediagramshows,thepercentageofthosewhofeltthattheyneededtohelpprotecttheenvironmentisashighas96%.Veryfew(4%)feltitwasnotnecessary.Morethanhalfofthosewhotookpartinthesurveyhaddonefourofthefiveac

8、tivitiesinthepastmonth.Around90%hadtriedtorecyclewastesuchasglass,metalandpaper;andmorethantwothirds(70%)hadtriedtocutbackontheuseofdisposablepackaging,suchasplastichoneybottlesandbutterandyoghurtcontainers.Also,themajorityofresidentshadcycledorwalked.Notasmanywhotookparthadtakenactiontosavewaterand

9、energyintheirhomes.Justunder40%(38%)triedtosavewaterwhentheywerewashingdishesortakingshowers.Justoverhalf(51%)triedtosaveenergybyreducingtheuseofairconditioningorturningofflights.4. Whatisasurveyreport?Suggestedanswer:Asurveyreportisaformalpieceofwritingbasedonresearch.【设计意图】教师要求学生先阅读调查报告的范文，然后回答相关问

10、题，引导学生获取文本的基本信息，并了解调查报告的文体特征。Step11应用实践活动三：分析与判断1. Headings.(1)Askstudentstoreadthesurveyreportagainandlabeleachparagraphofthereportwiththefollowingheadings.aIntroductioncNegativefindingsbConclusiondPositivefindings(2)Discusstheanswersinclass.Suggestedanswers:adcb2. Structure.Workingroupsandconclude

11、thestructure.(1) Introduction.Statethepurposese/aimofthereport,whenandhowheinformationisgathered.(2) MainBody:Negativefindings&PositivefindingsAlltheinformationcollectedandanalyzedispresentedclearlyandindetail(breaktherespondentsintogroupsaccordingtosex,ageandplaceofresidence,statethemaindifferences

12、betweengroups)Subheadings,numbersorletterscanbeusedtoseparateeachpieceofinformation.(3) Conclusion.Sumupthemainpointsofthereport.Ifnecessaryarecommendationcanbeincludedaswell.(Onewayofsummingupismakingsomegeneralcomments.)3. Usefulhintsandphrases.Analyzethingsthatshouldbepaidattentionto.Suggestedans

13、wers:Presenttenses,reportedspeechandanimpersonalstyleshouldbeusedinsurveyreports.Useavarietyofreportingverbssuchasclaim,state,reportagree,complain,suggest,etc.4. Figuresandquantityexpressions.(1) Whenreportingtheresultsofasurvey,thefiguresgatheredshouldbegivenintheformofpercentagesandproportions.Exp

14、ressionssuchasoneinfourandsixoutoften”,orexactpercentages(e.g.25ofthepeoplequestioned,68%ofthosewhofilledinthequestionnaireetc.)canbeused.Lessexactexpressionssuchasthemajorityofthosequestioned,alargeproportionof,asignificantnumberof,etc.canalsobeused.(2) Askstudentstounderlinethequantityexpressionsi

15、nthesurveyreportandusetheSentenceBuildertohelpthem.SentenceBuilderQuantityExpressionsashighas/almostallThepercentages.ashghas96%.about/aroundAfoUnd90%hadIrledtorecyclewaste.mostof/morethanZthemajorityofMOrethantwothirds(70%)hadtriedtocutbackontheuseofdisposablepackaging.justunder/justoverJUStUnder40

16、%(38%)triedtosavewater.notasmany/veryfewNoIasmanyweresavingwaterandenergy.kSuggestedanswers:Quantityexpressions:1.astAugust,cityofficialsinterviewedabout500residentsto.Asthediagramshows,.ashighas96%.Veryfew(4%)feltitwasnotnecessary.Morethanhalfofthosewhotookpartinthesurveyhaddonefourofthefiveactivit

17、iesinthepastmonth.Around90%hadtriedtorecyclewastesuchasglass,metalandpaper;andmorethantwothirds(70%)hadtriedto.andbutterandyoghurtcontainers.Also,themajorityofresidentshadcycledorwalked.Unfortunately,notasmanywhotookparthadtakenactiontosavewaterandenergyintheirhomes.Justunder40%(38%)triedtosavewater

18、whentheywerewashingdishesortakingshowers.Justoverhalf(51%)tried.Tosumup,itseemsthatalmostallwhotookpartunderstoodtheneedtohelptakecareoftheenvironment.Mostofthemtriedtorecyclewasteridebikesorwalk,andreducetheuseofdisposablepackaging.However,notasmanyweresavingwaterandenergy.5. Thebarchart&thepiechar

19、t.(1) Whatisabarchartusedfor?Abarchartisavisualtoolthatusesbarstocomparedataamongcategories,abarchartmayrunhorizontallyorvertically.Theimportantthingtoknowisthatthelongerthebar,thegreateritsvalue.Abarchartconsistsoftwoaxes.Oneshowsthedatacategories.Theotherisaboutthescale.(2) Whatisapiechart?Apiecha

20、rtisacircularchartdividedintareas,illustratingtherelativeproportionsofasetofthings.Piechartscanmakethesizeofportionseasytounderstandataglance.They,rewidelyusedinbusinesspresentationsandeducationtoshowtheproportionsamongalargevarietyofcategoriesincludingexpenses,segmentsofapopulation,oranswerstoasurv

21、ey.【设计意图】教师引导学生归纳报告各个部分的具体内容，为四个自然段选择合适的标题，了解调查报告的具体结构、短语、数据、定量表述语句、柱状图和饼状图等。活动四：内化与应用Composeyourwriting.1. Outlining.Askstudentstowriteanoutlineforareportbasedonthedatabelow.Studentscanalsodoasurveyonlinewriteareportbasedonthedatatheygot.Doyouusesharedbikes?ID。.70%Whydoyouussharedbikes?COnVen三b三三b三

22、iibb三ib三三i96cheap67reducingPOttUtJOn19goodeercwe310204060801%Whydontyouusesharedbikes?notuf.aaaaawaa7Jtoohotmsummer,mhmWtooCoidnwinter050100%(1) Dividethedraftintothreeparts.Introduction:situationofusingsharedbikes.Mainbody:Positivefindings:Whydoyouusesharedbikes?Negativefindings:Whydontyouuseshared

23、hikes?Conclusion:Mostofintervieweesusesharedbikes.(2) Figures,quantityexpressionsandthepiechartthebarchart.ashighas/almostallabout/aroundmostof/morethan/themajorityofjustunder/justovernotasmany/veryfew2. Drafting.HavestudentsusetheiroutlinesandtheWritinghelptowritetheirfirstdrafts.WritingHelpWriting

24、aSurveyReportlt,smprt4wt的：intJrwheethesurvey,egitspurpose,thenumberofthosetakingpart,theovemll：gdesethemoforfindingsandsupportingfiguresintheSMZe夕juse(fjtwMyarasionsandpropergnhs;：summariseyou,fMdi悖andQNtrwommwt恢w.、一z【设计意图】教师先提供写作建议，供学生参考，随后引导学生模仿范文完成关于共享单车调查报告的大纲和初稿。在此过程中，教师引导学生围绕本课主题和学生已经掌握的各种句型展开

25、描述和写作，逐步实现对语言知识和文化知识的内化，促进语言运用的自动化，助力学生将知识转化为能力。Stepm迁移创新活动五：批判与评价1. Edityourreportinpairs.Istfiepurposeofthesurveyclearlystatedtereport?口ArequantityCXPresSiOnSusedappropriately?口Arepropergraphsusedtoreportfinding*?IsCOOChuiofiprovided?口IetbereportIogicaltyorganised? Markanyspelling,punctuationorgra

26、mmarerrors. Markanyunclearexpressions.Givesuggestionsifyoucan. Underlinetheexpressionsyoulike.2. Takethedraftbackandreviseit.3. Sharethesurveyreportwiththerestoftheclass.【设计意图】该活动有助于加强学生之间的互动交流，促进自我监督式的学习，并在相互评价中不断反思，取长补短，总结经验，调控学习，把教学评价变成主体参与、自我反思、相互激励、共同发展的过程和手段。板书设计：Unit8GreenLivingPeriodVWritingWorkshopL学习理解活动一：获取与梳理活动二：概括与整合IL应用实践活动三：分析与判断1. Headings.2. Structure.3. Usefulhintsandphrases.4. Figuresandquantityexpressions.5. Thebarchart&thepiechart.活动四：内化与应用Composeyourwriting.1. Outlining.2. Drafting.11L迁移创新活动五：批判与评价