第一篇：高三英語寫作課Travel journal教學(xué)案例

高三英語寫作課Travel journal教學(xué)案例

一、教學(xué)內(nèi)容

以人民教育出版社教材中“Travel journal”話題為背景，根據(jù)寫作要求提示，組織材料寫一篇自己親身游記。

二、教學(xué)目標(biāo)

1、寫作技能目標(biāo)：

在學(xué)習(xí)“Travel journal”之后，掌握用英文寫游記體裁文章的基本技能。

2、學(xué)習(xí)策略目標(biāo)：

（1）指導(dǎo)學(xué)生學(xué)會欣賞游記，并能模仿寫出自己的旅游經(jīng)歷與體會。（2）培養(yǎng)學(xué)生選擇使用工具書的技能，促進(jìn)寫作水平的提高。

3、情感目標(biāo)：

提高學(xué)生的業(yè)余生活質(zhì)量，欣賞美麗河山，熱愛和保護(hù)自然，同時加強情感交流。

三、教學(xué)重點與難點

1、如何做好閱讀與寫作的銜接。

2、對學(xué)生模仿游記的評論與評價。

四、教學(xué)過程 Pre-writing

Activity 1.Show the students some sentences from the reading in this unit to remind them of the travel experience of Wang Wei and Wang Kun.1.I had dreamed about taking a great bike trip.2.She loves to go for long bike rides in the countryside.3.She gave a determined look---the kind that said she wouldn't change her mind.4.When are we leaving and when are we coming back? 5.At first the river is small, clear and cold.Then it begins to move quickly.It becomes a rapids as it passes though deep valleys?.At last, the river's delta enters the South China Sea.6.To climb the mountain road was hard work but going down the hills was great fun.7.We are reaching Dali in Yunnan Province where our cousins Dao Wei and Yu Hang will join us.We can hardly wait to see them.At the same time, the teacher asks the students to pay attention to the underlined words, from which they could learn ways to describe their trips and share their afterthoughts with us.(本教學(xué)環(huán)節(jié)可以起到承上啟下的作用，學(xué)生腦海中可以復(fù)現(xiàn)本單元游記的場景；通過回憶下劃線的詞語或句型，即可復(fù)習(xí)鞏固，又為新的寫作訓(xùn)練架起“引橋”。)Activity 2.Travel around our country T: Do Wang Wei and Wang Kun enjoy their bike trip?(S: Yes.)And have you made a trip somewhere in our country/our town/our area? Or “Have you ever had such experiences as Wang Wei and Wang Kun?”(For students living in towns, most of them will say “Yes”, for others the teacher may choose the one the students are familiar with.)For me, traveling around is exciting and there are a lot of places of interest to see in our motherland.Look at the pictures and guess where it is.(Show some slides or pictures.)Hainan Island;Hongkong;Tian'anmen Square;The Great Wall;Mountain Tai;Qingdao;Huanghe, Temple of Heaven etc.（對于大多數(shù)學(xué)生而言，英語寫作不輕松，也比較乏味。通過師生互動的課堂活動和欣賞圖片，既能較好地激發(fā)學(xué)生的興趣，引領(lǐng)學(xué)生欣賞名勝古跡，又在一定程度上使學(xué)生為之振奮，從而激發(fā)寫作欲望。）

While-writing: Activity 3.Talk about the writing topic.(handout)假設(shè)你是李華，今年五一節(jié)，你們班組織了集體登泰山活動，請你根據(jù)當(dāng)時的場景寫一篇游記。記述你們班為什么選擇登泰山？在登山前做了哪些準(zhǔn)備工作？如何到達(dá)山頂？途中觀察到什么？有什么感受？

1.Do you want to go traveling around these places?(Yes.)So do I.If we had enough time and enough money, we would go there some day.By the way, I was told that your class went to Mountain Tai during the Labour Day.Am I right? Would some of you share the ideas with me? 2.Brainstorming: Get the students to ask and answer the question: Why did you choose to go to Mountain? The students may give some answers as follows: A.Mountain Tai is quite beautiful/famous/close to nature.B.We want to have an interesting trip there.C.During the climb, we students can help each other, which will strengthen the friendship between us.D.We had dreamed about climbing Mountain Tai together for long.E.It's in our province, and we feel proud of it.F.We want to make a study of the wildlife there.G.We should try to overcome any difficulty, no matter how hard it is.H.Mountain climbing is really exciting.??

(For the above questions, the teacher asks the students to give as much information as possible, and do the same with the following ones.)1.What did you do before your trip? 2.How did you get to the top of the mountain? ??

(本階段屬于本節(jié)課的核心內(nèi)容。由景而入，激發(fā)了學(xué)生的興趣；通過“大腦風(fēng)暴”活動，既活躍了課堂氣氛，拓展了學(xué)生的思維，又能夠鍛煉學(xué)生口頭表述事實和交流信息的能力，這些可理解的輸入為下一步的寫作做好了語言上的準(zhǔn)備。同時，本環(huán)節(jié)也體現(xiàn)了讀寫一體的原則，即每個句子的正確性為整篇文章的寫作打下了良好的基礎(chǔ)。)Activity 4.Put the ideas into sentences and then into passages 1.First, ask the students to write down some sentences about their climbing.Ask them to make out an outline, topic sentences of the paragraphs, and some key words and phrases.They can also combine the answers to the above questions and then revise them with the advice from others.2.Next, get the students to put their sentences in order.And share their writing with their partners.(Before getting the students to start, remind them of the differences between a diary and a journal.)3.Then, students write the travel journey, using linking words and relative pronouns.While carrying out this work, the teacher may walk around the students to give some help when necessary.(由問題的互動，學(xué)生積累了寫作素材;同時，學(xué)生寫作技能的培養(yǎng)在這里也得到了集中體現(xiàn)。從整理思路，組織素材，到列出提綱，遣詞造句，寫出文章，整個過程是連貫的，是一體的。在這個環(huán)節(jié)中，教師使用了“任務(wù)型”教學(xué)法，通過學(xué)生的班級活動，小組活動，促進(jìn)了學(xué)生之間的交流、合作能力。在小組交流過程中，老師應(yīng)盡量參與到討論當(dāng)中，并能適時地加以指導(dǎo)，也就是說教師的身份應(yīng)該是活動的組織者，學(xué)生的指導(dǎo)者和啟發(fā)者；學(xué)生才是課堂的主體，一切活動也圍繞學(xué)生來展開。)Post-writing: Activity5.Get the students to evaluate their compositions in groups.1.Exchange their writing with other members in the groups(two or four students in a group), and ask the students to give some comments on the one he or she has read.2.The teacher should get the students to pay attention to the following points to make necessary corrections while reading their partners' writing.(1).Basic skills(spelling, capitalization, punctuation)(2).Key points(3).Suitable words and expressions(4).Grammar(tense, voice, sentence structures)(5).Logical problems(conjunctions, orders)3.Get each group to recommend one or two passages and share it with the rest of the class.And the teacher chooses one or two of them to mark them in class with the help of overhead projector and gives some comments.)4.Ask the students to make necessary changes in their writing and copy them in their exercise book for further correction.（同伴評價實際上是合作學(xué)習(xí)的一種形式，其重要理論基礎(chǔ)就是考卡夫（Kafka, K）最早提出的“群體動力理論”（group dynamics）。通過組內(nèi)討論交流，小組評選，學(xué)生對自己所寫作文的要求與要點以及注意事項都有了大體的印象。老師再利用實物投影儀選擇不同層次代表性的文章當(dāng)堂點評。對于學(xué)生作文中比較容易出現(xiàn)的問題，應(yīng)討論出合理化建議并加以糾正，比如時態(tài)錯誤。如果他們能在寫作中出現(xiàn)比較深層次的認(rèn)識，教師應(yīng)該及時加以表揚，從而培養(yǎng)了學(xué)生的寫作熱情，提高評價和欣賞文章的水平。）

Homework: 找出自己一次外出游玩的系列照片，制成小冊子，配以英語說明，說明中需增加自己的點評，然后向全班展示。

第二篇：高三英語寫作課(書面表達(dá))教學(xué)案例

高三英語寫作課(書面表達(dá))教學(xué)案例

課題：看圖書面表達(dá)（Writing A Story）

教學(xué)目的：教會學(xué)生如何用英語描寫一個過去的故事。

教學(xué)重點：引導(dǎo)學(xué)生先仔細(xì)觀察所給圖片，掌握故事的中心意思。然后 依次確定出描述每幅圖所需的中心詞，并由詞成句，由句成

文。最后對文章的篇章結(jié)構(gòu)進(jìn)行修改，實現(xiàn)用詞準(zhǔn)確，行文流暢。教學(xué)輔助手段：電腦（或?qū)嵨锿队皟x）教學(xué)方法：討論法 教學(xué)步驟：

一、展示(Presentation)1.通過計算機展示上次作為作業(yè)的看圖書面表達(dá)材料。（幫助回 顧、加深印象）

2.將含有學(xué)生在作業(yè)中所犯典型錯誤的文章展示出來，作為改錯進(jìn) 行練習(xí)。

二、討論(Discussion)1.學(xué)生兩人一組，討論文章的優(yōu)缺點，并對錯誤之處進(jìn)行修改。

2.請找到錯誤的學(xué)生現(xiàn)場指出并改正錯誤之處，其他學(xué)生一起評判 對錯：若改對了，教師可用鼠標(biāo)單擊文中的那處錯誤，原本隱含的修改部分便會顯示出來；若沒改對，可接著請其他學(xué)生幫忙。（在進(jìn)行此步驟時，學(xué)生無須根據(jù)文章的先后逐行挑錯，只要找到錯誤即可發(fā)言。）

3.教師總結(jié)。首先，針對文中學(xué)生未找出或改對的錯誤，幫助學(xué)生一起改正。其次，對文中的錯誤之處進(jìn)行分類（如：名詞復(fù)數(shù)、動詞時態(tài)、介詞等），引起學(xué)生的重視。

三、展示(Presentation)通過計算機展示給學(xué)生一篇新的看圖書面表達(dá)材料。要求學(xué)生仔細(xì)觀察所給圖片，掌握故事的中心意思。

四、討論(Discussion)1.學(xué)生兩人一組（必要時可變?yōu)樗娜艘唤M，增強協(xié)作性），針對每幅圖進(jìn)行討論，并確定描述每幅圖的中心詞。

2.按圖片的先后順序，分別要求幾組學(xué)生將他們的討論結(jié)果告訴大家，由大家一起來討論用詞是否恰當(dāng)及如何改正。同時，教師將這些詞按圖片順序依次輸入計算機，展示給大家（也可通過實物投影儀展示）。

五、練習(xí)(Practice)要求學(xué)生參考中心詞，寫出描述每幅圖的一兩個句子，輸入計算機（若通過實物投影儀展示，可寫在紙上）。

六、反饋(Feedback)1.通過計算機，選取兩位學(xué)生所寫的第一幅圖的兩組句子，展示給大家（也可通過實物投影儀展示）。和其他學(xué)生一起對句中的語法錯誤進(jìn)行修改。2.重復(fù)此步驟，展示其它幾幅圖的句子。

3.從每幅圖的兩組句子中各挑選一組，將這些剛改正的無語法錯誤的句子，通過計算機組合成文，重新展示給學(xué)生。

七、討論(Discussion)要求學(xué)生先朗讀全文（由于此時的文章是由各自獨立的句子羅列而成，句子之間必然缺乏連貫性。學(xué)生只有通讀全文，才會發(fā)現(xiàn)）。然后分組討論如何對篇章結(jié)構(gòu)進(jìn)行修改，使文章更連貫。

八、反饋(Feedback)1.通過計算機，請學(xué)生先對他們認(rèn)為不連貫的地方進(jìn)行修改，教師引導(dǎo)其他學(xué)生進(jìn)行討論并給予必要的補充和修改，實現(xiàn)用詞準(zhǔn)確、行文流暢。2.展示范文并指出范文中的精彩之處。

九、鞏固(Consolidation)總結(jié)寫此類看圖書面表達(dá)的思路：掌握全文中心——確定每幅圖的中心詞——由詞成句——由句成文——修改篇章結(jié)構(gòu)。

十、作業(yè)(Homework)發(fā)給學(xué)生另一篇看圖書面表達(dá)材料，要求學(xué)生根據(jù)本課所學(xué)思路獨力完成。Teaching Plan I.Topic: Writing A story II.Teaching Aim: According to the pictures of a story, teach the students how to write a story using the effective sentences.III.Key Points: Teach the students how to get the key words of each picture and how to use effective sentences to complete a coherent composition.IV.Teaching Aids: Computer V.Teaching Method: Discussion VI.Teaching Procedure: Step 1.Presentation Present the composition with the typical mistakes made by the students to the class.Step 2.Discussion 1.Let the students work in pairs to discuss the composition and try to find out as many mistakes as they can.2.Ask some students to correct the mistakes in public.At the same time, present the right ones to the whole class.3.Classify the typical mistakes.Step 3.Presentation Present the pictures of a story to the class.Give the students two minutes to look through the pictures and try to get the main idea of the story.Step 4.Discussion 1.Let the students work in groups of four to get the key words of each picture orally.2.Ask several students to report their answers to the rest of the class.Present these key words to the whole class.Step 5.Writing According to the key words, ask the students to write down their own sentences about each picture.Step 6.Feedback 1.Present two students’ sentences about Picture 1 to the class as models, and then correct their grammar mistakes with the whole class.2.Present another two students’sentences about Picture 2 to the class and correct the grammar mistakes too.3.Repeat this step with the other pictures.4.Choose either of the models from each picture to make up a passage.Present it to the class.Step 7.Discussion Give the students a few minutes to discuss how to make these sentences more effective and how to make this passage more coherent.Step 8.Feedback 1.Correct this passage with the whole class.2.Present the model to the class.3.Emphasize the way of writing this kind of composition.Step 9.Assignment Write another story as homework.

第三篇：高三英語寫作課favourite singerl教學(xué)案例

高三英語寫作課Favorite Singer教學(xué)案例

課題組成員：張曉芳

一、教學(xué)內(nèi)容

本次作文課寫作主題是favorite singer，要求根據(jù)寫作提示，組織材料寫一篇介紹著名歌手王力宏的文章。

二、教學(xué)目標(biāo)

1、復(fù)習(xí)電子郵件類作文的書寫格式和注意事項。

2、指導(dǎo)學(xué)生根據(jù)材料要求寫出一篇120字左右的文章。

3、情感目標(biāo)：引導(dǎo)學(xué)生學(xué)會欣賞別人的優(yōu)點，并且取別人之長補自己之短。

三、教學(xué)重點與難點

1、讓學(xué)生掌握回復(fù)電子郵件的格式。

2、如何指導(dǎo)學(xué)生遣詞造句。

四、教學(xué)過程 Pre-writing

Activity 1.Review the steps of writing an English email and important tips.(1)開頭部分點明收到對方的郵件, 并點明已知對方遇到的問題;

(2)主體部分根據(jù)寫作要求, 結(jié)合實際詳細(xì)分析對方遇到的問題, 并提出解決問題的具體建議;

(3)結(jié)尾部分結(jié)束電子郵件, 給出自己的祝?；蜃Ｔ傅?。

3.語言特征: 回復(fù)類電子郵件的語言要簡練得體, 表意準(zhǔn)確;話語要有禮貌, 要尊重對方, 切忌迎合。

(本教學(xué)環(huán)節(jié)是復(fù)習(xí)之前學(xué)過的回復(fù)郵件的格式，提醒學(xué)生本節(jié)課的話題就是回復(fù)郵件，確保學(xué)生不犯格式上的低級錯誤。)Activity 2.Talking about popular singers.T: Do you have your favorite singers?(S: Yes.)Can you share with us? Then students may have different answers, for example, Zhang Liangying, Liu Dehua, Zhang Xueyou and so on.The teacher may choose the ones most students are familiar with to discuss the reasons.)Eg.My favorite singer is Chen Yixun.I like him because his songs are wonderful and always make me moved.…

（教師引導(dǎo)學(xué)生從各個方面引導(dǎo)學(xué)生描述為什么自己喜愛這個歌手，從而激發(fā)學(xué)生思維，讓他們在后續(xù)的寫作活動中有話可寫，有詞可用。這可以很好的緩解有些學(xué)生對英語寫作的畏難情緒，讓他們覺得西英語作文并不是一件空洞的事。）While-writing:

Activity 3.Talk about the writing topic.(Present on the screen)

假設(shè)你是李華, 你收到美國筆友Mary的郵件, 她談到自己最喜歡的歌手是Taylor Swift, 認(rèn)為她是鄉(xiāng)村音樂的完美代表。她很想知道你最喜歡的歌手, 請根據(jù)以下內(nèi)容, 給她回復(fù)一封郵件, 向她介紹你最喜歡的歌手王力宏。

主要內(nèi)容如下:

1.1976年5月17日出生于美國紐約羅切斯特市(Rochester)。

2.三歲時, 看見哥哥上小提琴課, 對小提琴產(chǎn)生了濃厚興趣, 之后學(xué)習(xí)過多種樂器。進(jìn)入美國威廉姆斯學(xué)院學(xué)習(xí)音樂。

3.1999年, 成為第十屆金曲獎“最佳男演唱人”最年輕的獲獎?wù)摺３ヒ魳?近年來還嘗試做演員和導(dǎo)演, 多方面發(fā)展。

注意: 詞數(shù)100～120個。

Activity 4.Put the ideas into sentences and then into passages.1.First, ask the students to write down some sentences about their favourite singer.Ask them to make out an outline, topic sentences of the paragraphs, and some key words and phrases.2.Next, get the students to put their sentences in order.And share their writing with their partners.3.Then, students write the passage, using linking words and relative pronouns.(由問題的互動，學(xué)生積累了寫作素材;同時，學(xué)生寫作技能的培養(yǎng)在這里也得到了集中體現(xiàn)。從整理思路，組織素材，到列出提綱，遣詞造句，寫出文章，整個過程是連貫的，是一體的。在這個環(huán)節(jié)中，教師使用了“任務(wù)型”教學(xué)法，通過學(xué)生的班級活動，小組活動，促進(jìn)了學(xué)生之間的交流、合作能力。在小組交流過程中，老師應(yīng)盡量參與到討論當(dāng)中，并能適時地加以指導(dǎo)，也就是說教師的身份應(yīng)該是活動的組織者，學(xué)生的指導(dǎo)者和啟發(fā)者；學(xué)生才是課堂的主體，一切活動也圍繞學(xué)生來展開。)Post-writing:

Activity5.Get the students to evaluate their compositions in groups.1.Exchange their writing with other members in the groups(two or four students in a group), and ask the students to give some comments on the one he or she has read.2.The teacher should get the students to pay attention to the following points to make necessary corrections while reading their partners' writing.(1).Basic skills(spelling, capitalization, punctuation)(2).Key points

(3).Suitable words and expressions(4).Grammar(tense, voice, sentence structures)

(5).Logical problems(conjunctions, orders)3.Get each group to recommend one or two passages and share it with the rest of the class.And the teacher chooses one or two of them to mark them in class with the help of overhead projector and gives some comments.)4.Ask the students to make necessary changes in their writing and copy them in their exercise book for further correction.（同伴評價實際上是合作學(xué)習(xí)的一種形式，通過組內(nèi)討論交流，小組評選，學(xué)生對自己所寫作文的要求與要點以及注意事項都有了大體的印象。老師再利用實物投影儀選擇不同層次代表性的文章當(dāng)堂點評。對于學(xué)生作文中比較容易出現(xiàn)的問題，應(yīng)討論出合理化建議并加以糾正，比如時態(tài)錯誤。如果他們能在寫作中出現(xiàn)比較深層次的認(rèn)識，教師應(yīng)該及時加以表揚，從而培養(yǎng)了學(xué)生的寫作熱情，提高評價和欣賞文章的水平。）Homework: 給自己喜歡的歌手制作一份海報，包括照片和簡介，并用英文加以描述。

第四篇：2005年高三英語寫作教學(xué)案例

2005年高三英語寫作教學(xué)案例

（一）教學(xué)內(nèi)容

以人民教育出版社教材中“Travel journal”話題為背景，根據(jù)寫作要求提示，組織材料寫一篇自己親身游記。

（二）教學(xué)目標(biāo) 1.寫作技能目標(biāo)：

在學(xué)習(xí)模塊“Travel journal”之后，學(xué)生通過理解與把握“Journal down the Mekong”這篇游記，掌握用英文寫游記體裁文章的基本技能。2.學(xué)習(xí)策略目標(biāo)：

（1）指導(dǎo)學(xué)生學(xué)會欣賞游記，并能模仿寫出自己的旅游經(jīng)歷與體會。（2）培養(yǎng)學(xué)生選擇使用工具書的技能，促進(jìn)寫作水平的提高。3.情感目標(biāo)：

提高學(xué)生的業(yè)余生活質(zhì)量，欣賞美麗河山，熱愛和保護(hù)自然，同時加強情感交流。

（三）教學(xué)重點與難點 1.2.如何做好閱讀與寫作的銜接。對學(xué)生模仿游記的評論與評價。

（五）教學(xué)過程 Pre-writing Activity 1.Show the students some sentences from the reading in this module to remind them of the travel experience of Wang Wei and Wang Kun.1.I had dreamed about taking a great bike trip.2.She loves to go for long bike rides in the countryside.3.She gave a determined look---the kind that said she wouldn't change her mind.4.When are we leaving and when are we coming back? 5.At first the river is small, clear and cold.Then it begins to move quickly.It becomes a rapids as it passes though deep valleys….At last, the river's delta enters the South China Sea.6.To climb the mountain road was hard work but going down the hills was great fun.7.We are reaching Dali in Yunnan Province where our cousins Dao Wei and Yu Hang will join us.We can hardly wait to see them.At the same time, the teacher asks the students to pay attention to the underlined words, from which they could learn ways to describe their trips and share their afterthoughts with us.(簡評：本教學(xué)環(huán)節(jié)可以起到承上啟下的作用，學(xué)生腦海中可以復(fù)現(xiàn)本模塊游記的場景；通過回憶下劃線的詞語或句型，即可復(fù)習(xí)鞏固，又為新的寫作訓(xùn)練架起“引橋”。)Activity 2.Travel around our country T: Do Wang Wei and Wang Kun enjoy their bike trip?(S: Yes.)And have you made a trip somewhere in our country/our city/our area? Or “Have you ever had such experiences as Wang Wei and Wang Kun?”(For students living in big cities, most of them will say “Yes”, for others the teacher may choose the one the students are familiar with.)For me, traveling around is exciting and there are a lot of places of interest to see in our motherland.Look at the pictures and guess where it is.(Show some slides or pictures.)Hainan Island;Hongkong;Tian'anmen Square;The Great Wall;Mountain Tai;Qingdao;Huanghe, Temple of Heaven etc.(Or local places of interest.)（簡評：對于大多數(shù)學(xué)生而言，英語寫作不輕松，也比較乏味。通過師生互動的課堂活動和欣賞圖片，既能較好地激發(fā)學(xué)生的興趣，引領(lǐng)學(xué)生欣賞名勝古跡，又在一定程度上使學(xué)生為之振奮，從而激發(fā)寫作欲望。）While-writing: Activity 3.Talk about the writing topic.(handout)假設(shè)你是李華，今年五一節(jié)，你們班組織了集體登泰山活動，請你根據(jù)當(dāng)時的場景寫一篇游記。記述你們班為什么選擇登泰山？在登山前做了哪些準(zhǔn)備工作？如何到達(dá)山頂？途中觀察到什么？有什么感受？ 1.Do you want to go traveling around these places?(Yes.)So do I.If we had enough time and enough money, we would go there some day.By the way, I was told that your class went to Mountain Tai during the Labour Day.Am I right? Would some of you share the ideas with me? 2.Brainstorming: Get the students to ask and answer the question: Why did you choose to go to Mountain? The students may give some answers as follows: A.Mountain Tai is quite beautiful/famous/close to nature.B.We want to have an interesting trip there.C.During the climb, we students can help each other, which will strengthen the friendship between us.D.We had dreamed about climbing Mountain Tai together for long.E.It's in our province, and we feel proud of it.F.We want to make a study of the wildlife there.G.We should try to overcome any difficulty, no matter how hard it is.H.Mountain climbing is really exciting.……

(For the above questions, the teacher asks the students to give as much information as possible, and do the same with the following ones.)1.What did you do before your trip? 2.How did you get to the top of the mountain? …

(簡評：本階段屬于本節(jié)課的核心內(nèi)容。由景而入，激發(fā)了學(xué)生的興趣；通過“大腦風(fēng)暴”活動，既活躍了課堂氣氛，拓展了學(xué)生的思維，又能夠鍛煉學(xué)生口頭表述事實和交流信息的能力，這些可理解的輸入為下一步的寫作做好了語言上的準(zhǔn)備。同時，本環(huán)節(jié)也體現(xiàn)了讀寫一體的原則，即每個句子的正確性為整篇文章的寫作打下了良好的基礎(chǔ)。)Activity 4.Put the ideas into sentences and then into passages 1.First, ask the students to write down some sentences about their climbing.Ask them to make out an outline, topic sentences of the paragraphs, and some key words and phrases.They can also combine the answers to the above questions and then revise them with the advice from others.2.Next, get the students to put their sentences in order.And share their writing with their partners.(Before getting the students to start, remind them of the differences between a diary and a journal.)3.Then, students write the travel journey, using linking words and relative pronouns.While carrying out this work, the teacher may walk around the students to give some help when necessary.(簡評：由問題的互動，學(xué)生積累了寫作素材;同時，學(xué)生寫作技能的培養(yǎng)在這里也得到了集中體現(xiàn)。從整理思路，組織素材，到列出提綱，遣詞造句，寫出文章，整個過程是連貫的，是一體的。在這個環(huán)節(jié)中，教師使用了“任務(wù)型”教學(xué)法，通過學(xué)生的班級活動，小組活動，促進(jìn)了學(xué)生之間的交流、合作能力。在小組交流過程中，老師應(yīng)盡量參與到討論當(dāng)中，并能適時地加以指導(dǎo)，也就

是說教師的身份應(yīng)該是活動的組織者，學(xué)生的指導(dǎo)者和啟發(fā)者；學(xué)生才是課堂的主體，一切活動也圍繞學(xué)生來展開。)Post-writing: Activity5：Get the students to evaluate their compositions in groups.1.Exchange their writing with other members in the groups(two or four students in a group), and ask the students to give some comments on the one he or she has read.2.The teacher should get the students to pay attention to the following points to make necessary corrections while reading their partners' writing.(1).Basic skills(spelling, capitalization, punctuation)(2).Key points(3).Suitable words and expressions(4).Grammar(tense, voice, sentence structures)(5).Logical problems(conjunctions, orders)3.Get each group to recommend one or two passages and share it with the rest of the class.And the teacher chooses one or two of them to mark them in class with the help of overhead projector and gives some comments.)4.Ask the students to make necessary changes in their writing and copy them in their exercise book for further

correction.（點評：同伴評價實際上是合作學(xué)習(xí)的一種形式，其重要理論基礎(chǔ)就是考卡夫（Kafka, K）最早提出的“群體動力理論”（group dynamics）。通過組內(nèi)討論交流，小組評選，學(xué)生對自己所寫作文的要求與要點以及注意事項都有了大體的印象。老師再利用實物投影儀選擇不同層次代表性的文章當(dāng)堂點評。對于學(xué)生作文中比較容易出現(xiàn)的問題，應(yīng)討論出合理化建議并加以糾正，比如時態(tài)錯誤。如果他們能在寫作中出現(xiàn)比較深層次的認(rèn)識，教師應(yīng)該及時加以表揚，從而培養(yǎng)了學(xué)生的寫作熱情，提高評價和欣賞文章的水平。）Homework: 找出自己一次外出游玩的系列照片，制成小冊子，配以英語說明，說明中需增加自己的點評，然后向全班展示。

第五篇：[初三英語]寫作課教學(xué)案例

寫作課教學(xué)案例

It’s important to have a healthy lifestyle.一、教材分析：本單元的目標(biāo)語言是“Talk about what is important to you”。本課時是一節(jié)寫作課，主要是利用前兩節(jié)課學(xué)習(xí)的目標(biāo)語言進(jìn)行寫作訓(xùn)練，通過一系列教學(xué)活動的開展，讓學(xué)生將所學(xué)的新的語言結(jié)構(gòu)運用到實際英文寫作中，真正做到活學(xué)活用，培養(yǎng)寫作技能。

二、學(xué)情分析： 九年級的學(xué)生已經(jīng)有了三年多的英語寫作訓(xùn)練，他們已掌握了大量的詞匯及語言知識結(jié)構(gòu)。能夠運用所學(xué)知識進(jìn)行簡單的書面練習(xí)，并能夠聯(lián)系實際生活表達(dá)自己的觀點。本節(jié)課的寫作訓(xùn)練是在學(xué)習(xí)完Section A 3a的閱讀材料之后，將語言知識進(jìn)行書面技能的培養(yǎng)，由于寫作內(nèi)容貼近學(xué)生的實際生活，學(xué)生對于這一話題非常感興趣，容易下筆，語言材料豐富多彩。完成這一寫作任務(wù)對于學(xué)生來說難度不是很大。

三、教學(xué)目標(biāo)

知識目標(biāo)：進(jìn)一步學(xué)習(xí)鞏固目標(biāo)語言結(jié)構(gòu)“It’s important to have a healthy lifestyle”及too…to…，try to(not)do sth及should的用法。

能力目標(biāo)； 培養(yǎng)運用已積累的詞匯及所學(xué)的目標(biāo)語言結(jié)構(gòu)進(jìn)行書面訓(xùn)練，指導(dǎo)寫作方法，提高寫作技能，全面提高學(xué)生聽說讀綜合運用語言的能力。

情感目標(biāo)：通過學(xué)生間的交流，讓學(xué)生意識到良好的生活方式的重要性，養(yǎng)成良好的生活習(xí)慣和學(xué)習(xí)習(xí)慣。

四、教學(xué)重難點

教學(xué)重點：正確運用目標(biāo)語言進(jìn)行寫作訓(xùn)練。

教學(xué)難點：在規(guī)定時間內(nèi)寫出一篇符合寫作要求的英文作品。

五、教學(xué)過程 Step 1 Warming up Using “It’s important to …”to make sentences.First ask the students to work in pairs ,then ask some pairs to act in class.思路點撥：在進(jìn)入寫作活動之前，讓學(xué)生對已學(xué)的目標(biāo)語言進(jìn)行造句練習(xí)，達(dá)到熟練運用的程度，為下面的活動做鋪墊。Groupwork: Read the articles of 3a quickly and work in groups to talk about Du Fei’s and Wang Le’s good and bad habits.Then ask them to write down on a piece of paper.思路點撥：為了豐富學(xué)生寫作所需的語言材料，讓他們通過小組討論并做筆記的形式復(fù)習(xí)3a的內(nèi)容，并將Du Fei 和Wang Le 的好習(xí)慣和壞習(xí)慣記錄下來，為下面的寫作做準(zhǔn)備。Groupwork: Talk about “What suggestions do you have for Du Fei and Wang Le to have healthier lifestyles?” Please write down the suggestions.思路點撥：將給出的建議在班級展示，讓學(xué)生進(jìn)一步了解健康生活方式和學(xué)習(xí)習(xí)慣的重要性。

Step 2 To talk about your habits with your partner,and give some advice about the bad habits.Using “You should ….or try not to do…”.思路點撥：在活動開始之前，教師將活動任務(wù)所需的目標(biāo)語板書在黑板上，有利于學(xué)生活動的順利開展，繼續(xù)為下面的寫作訓(xùn)練做語言知識積累。并要求學(xué)生將交流的情況整理成文，在班級展示。

Step 3 有了以上活動所得到的知識積累，學(xué)生對于這方面寫作所要求的語言知識已經(jīng)很豐富了，下面 給出本節(jié)課的寫作任務(wù)：結(jié)合自己在生活中的具體情況，談一談你自己的生活習(xí)慣和學(xué)習(xí)習(xí)慣，并對自己一些不良的行為習(xí)慣加以改正。字?jǐn)?shù)要求60—80字之間,書寫要規(guī)范，清晰。1 First the teacher read the details to the students.目的是讓學(xué)生理解寫作要求，做到心中有數(shù) 為了讓學(xué)生寫好這篇文章，教師可以將文章開始的第一句話加以指導(dǎo)，讓學(xué)生小組討論這篇文章應(yīng)該怎樣寫好開頭，并找學(xué)生在班級展示。Give them 15 or 20 minutes to prepair for the writing.Ask two students to write on the blackboard.思路點撥：讓學(xué)生在規(guī)定時間內(nèi)完成寫作任務(wù)，讓學(xué)生有緊迫感，效率高。4 When time is up,ask the students to exchange their writings with their partner.要求學(xué)生互換作品，大聲朗讀文章，欣賞對方的優(yōu)點，用紅色筆互相改正錯誤，這時教師要在學(xué)生中做適當(dāng)指導(dǎo)，為學(xué)生解答疑難問題。

思路點撥：讓學(xué)生之間互相批改作品，既能讓學(xué)生再次感受目標(biāo)語言，發(fā)現(xiàn)自己的不足之處，又能增加學(xué)生間互相交流，溝通的機會，增進(jìn)了彼此間的感情。5 To look at the blackboard and check the articles on the blackboard.思路點撥：在學(xué)生互批完后，教師和學(xué)生一起共同批改黑板上的作文，注意要叫兩個代表不同層面的學(xué)生，有利于發(fā)現(xiàn)存在的問題。Read your own article loudly, ask different kinds of students to read the article in class.思路點撥：學(xué)生之間互相批改之后，讓學(xué)生大聲朗讀自己的作品，找不同層面的學(xué)生在班級朗讀自己的文章，給了學(xué)生在班級展示自己的機會，增強了他們學(xué)習(xí)的自信心。

Step 4 將學(xué)生作品統(tǒng)一上交給老師，老師將全面進(jìn)行了解學(xué)生在本節(jié)課的學(xué)習(xí)情況，發(fā)現(xiàn)問題可以在下一課時再進(jìn)行強化要求。

Step 5 將修改好的文章寫在統(tǒng)一要求的紙上，張貼在教室英語角展覽，評選出優(yōu)秀作品并給予表揚。

六、教學(xué)反思：寫作能全面反映學(xué)生的英語水平，它既能再現(xiàn)學(xué)生的英語基礎(chǔ)知識，又能表現(xiàn)學(xué)生靈活運用英語的能力。就初中英語教學(xué)而言，教師要在重視對學(xué)生進(jìn)行聽、說、讀的訓(xùn)練基礎(chǔ)上，重視寫的訓(xùn)練。初中的寫作教學(xué)應(yīng)貫徹整個初中階段，內(nèi)容要切合學(xué)生實際，讓學(xué)生有話可寫。材料應(yīng)由易到難，訓(xùn)練形式要多種多樣，聽說結(jié)合，把聽到的說出來，把說的寫出來。要求教師能自己組織教學(xué)材料，這就需要教師在課前必須花大量時間和精力，設(shè)計好每一堂寫作?？傊處煈?yīng)根據(jù)新課標(biāo)的要求，適應(yīng)現(xiàn)代現(xiàn)實生活的實際需要，對學(xué)生進(jìn)行寫作教學(xué)引導(dǎo)，在教學(xué)過程中應(yīng)從實際情況出發(fā)，對學(xué)生進(jìn)行低起點、小步子、容量適中、快速反饋訓(xùn)練，充分體現(xiàn)學(xué)生的主體地位，幫助學(xué)生獲得成功，并增加其自信心和意志力，培養(yǎng)學(xué)生的優(yōu)良學(xué)習(xí)品質(zhì)。

七、專家點評：本節(jié)課是一節(jié)成功的寫作課，教師遵循“準(zhǔn)備—寫作—修改—展示”的英語寫作教學(xué)模式，任務(wù)鏈設(shè)計較成功，其中設(shè)計的每個活動任務(wù)能夠緊緊圍繞本節(jié)課的寫作主題，活動任務(wù)貼近實際生活，學(xué)生能夠積極的參與到活動中去。學(xué)生通過體驗、實踐、討論、合作等方式發(fā)展了聽說讀寫的綜合語言技能。在寫作訓(xùn)練中，教師按照循序漸進(jìn)的原則，注意學(xué)生之間的層次差異。寫作教學(xué)從實際情況出發(fā)，顧及到各層次的學(xué)生，佳作點評和錯例糾正都是寫作教學(xué)過程中不可缺少的環(huán)節(jié)。教師點評恰當(dāng)，可以使學(xué)生意識到在學(xué)習(xí)書面表達(dá)過程中的成功之處，并得到激勵，建立自信，從而形成繼續(xù)進(jìn)步的動力，也可以讓學(xué)生自省和反思自己的不足，調(diào)整學(xué)習(xí)策略和心態(tài)。