写作课教学案例.doc

Unit 5 First Aid 一 教学课型 ：Writing （45 分钟） 二 教材分析1 教材内容 Book 5 Unit 5 First aid Writing Task 2 教材处理 在听说读写四项技能中，写的技能难度最大写是运用语言传递信息的手段所以培养学生的英语写作能力是高中英语的重要任务新教材中的写的任务常在和练习册中的部分本单元练习册中的贴近学生的生活，而且难度适中为了做好写前准备工作，且起热身作用，本节课第一部分加入一篇有关莆田10月21日发生的火灾的短文进行读，说，写相结合的训练然后引出写作任务为第二部分的写做好铺垫作用3三维目标 A 知识与技能目标 a 学会写作中使用过渡连词 b 能够掌握正确的书信格式 c 能够写好请求类的书信 d 能准确评价一篇文章 B 过程与方法目标 a 运用讨论，观察，对比的学习方法 b 小组交流与合作学习方法 C 情感 培养学生热爱生命，珍惜生命的生活态度 4 教学重点难点 1 引导学生通过观察，体验，感知，讨论，探究等掌握写作的基本技巧。

2 帮助学生了解并能够正确评价一篇习作三 学情分析 1 学生的学习情况：A 高二的学生对写作很害怕，不懂如何入手，如何谋篇所以本节课的写作是步步为营，循循导入，且以小组合作交流方式，降低了难度B 高中学生写作往往对过渡词的运用不够重视 2 学生的性格特征：本班学生较为活跃，富有上进心，喜欢表现本节课将充分利用学生这个特点，设计许多活动帮助学生学会自主学习，发展交流与合作能力，形成有效的学习策略四 教学设计 1 设计总思路新课程标准对写作技能教学要求材料要与学生生活相当，贴近学生生活要有趣味性和真实性本节课分为三个部分，设计了排序，补充过渡词，确定写作提纲，打草稿，修改信件，互评作文等活动在教学过程中，贯穿“以人为本”的教育思想，以学生为中心始终关注全体学生的共同发展与提高，注意调动学生的积极性和主动参与的热情，注重策略指导与运用，促进动态生成本节课共分三部分：步骤1 写前活动（我设计了重新排序，添加过渡连接词，讨论回答问题等三个活动）步骤2 写中活动（我设计了任务1英文信件格式 任务2 讨论拟出正文的提纲 任务3 初稿 任务4 修改润色）步骤3 写后活动（呈现学生作品，根据标准互相评价。

步骤4 作业 2 教学过程Step 1 Reading 10 分钟Task one Rearrange the sentences in your hand into a passage .A With the raged fire spreading up , most workers at work were horrified and crowded at the stairs .B It was a nightmare for the whole Putian . C On the night of 21st October , a shoe factory in Putian was on a big fire at about 9:50. D Soon clouds of thick smoke spread across the sky .E A knowledge of first aid can make a real difference.F She , a woman with two children around her , hurried to wet her quilt with tap water and covered her children . They got a narrow escape . G When we were in deep sorrow for the loss of lives , there were still some survivors. H Another lucky dog was a woman who rushed into the bathroom immediately and turned on the tap water . I The relentless fire engulfed many lives . 设计说明 将事先准备好的一篇短文按意群分解成8个部分，打印在小字条上，并打乱顺序；将学生分为六个人一组，每组一套小字条；要求学生按照文章的逻辑顺序将这些句子重新组织成文。

在此过程中要求注意连词，副词在句子间的衔接与连贯作用，并提醒他们充分利用文章谋篇布局的线索通过小组讨论，观察，合作将打乱的句子重新排序，从而培养学生的语篇理解能力，也注意到了过渡词的重要性Task 2 Read and answer Read the passage again and discuss the following questionsIt was a nightmare for the whole Putian. On the night of 21st October, a shoe factory in Putian was on fire. With the raged fire spreading up, most employees at work were horrified and trapped at the stairs. Soon clouds of thick smoke spread across the sky. The relentless fire engulfed many lives. When we were in deep sorrow for the loss of lives, there were still some survivors. She, a woman with two children around her, hurried to wet her quilt with tap water and covered her children. They got a narrow escape. Another lucky dog was a woman who rushed into the bathroom immediately and turned on the tap water …Clearly a knowledge of first aid can make a real difference. Answer the following questions: 1 What can we learn from the passage? 2 Do you think it worthwhile to have a first aid course? Give reasons.设计说明：重新排序后的短文是有关莆田10.21 重大火灾。

为学生所熟悉的，容易激发学生兴趣，从而激发学生说和写的欲望这里设置了两个问题，为自然引入本节课的写作的话题做准备Step 2 pre—writing 10分钟Present the Writing Task Imagine that you want your school to provide first aid courses . In pairs ,write a letter to your principal politely asking whether he or she could organize them . Activity One Construct a letter Style : A letter of making a request Construct a letter by answering the questions 1 Who write the letter ? ( Signature ) 2 When did we write the letter ? (Date) 3 Whom did we write to ? (Salutation) 4 What did he write about ?(Body) November 18th, 2007-11-9Dear principal ,设计说明：通过学生回答问题并自主归纳信件的格式，可以使学生对信的要素更加清晰，印象更深刻。

Activity 2 Layout of the body Discuss what should be included in such a letter of making a request. 1 say we have done a unit on first aid 2 say why this unit was useful 3 explain the importance of doing a first aid course 4 say what we would like the principal to do.设计说明 通过引导学生讨论，分析提炼出简洁明了，条理清晰的提纲，使学生了解写请求信的结构，从而也确保了学生写作时有章可循Activity 3 Brainstorm the useful vocabulary dealing with this letter. And show them on the screen .For example : helpful , dangerous ,emergency ,be at a loss , protect , prepare ,request …..Activity 4 Brainstorm what linking words may be used .For example : because , in case , therefore ,however , even though …..设计说明活动3和4通过Brainstorm ，为下一步的写准备了充足的词汇，使学生对写有了信心。

Step 3 While –writing 15分钟 Activity 1 Make a draft 由小组合作完成初稿小组通过讨论，对写作对象和写作内容达成共识，并根据所拟定的提纲构建写作框架，确定写作内容和要点，选择最佳的句子，词汇组织文章在这个阶段，要引导学生注重写作的关键点，作文的篇章结构，写作思路的顺畅，行文的流利设计说明：由小组共同合作完成初稿，降低了难度，可以提高学生的写作信心Activity 2 Revise the letter 在修改阶段，学生首先反思和修正自己的习作，然后组内同学通过相互探讨和评估，重点发现文章中的精彩之处，并对不足之处发表意见并提出有建设性的反馈意见，优化初稿的内容和结构设计说明：学生在写作过程中出现语言错误，若由教师直接改，可能会打击学生的积极性在小组中交互式纠错能够培养学生分析问题的能力，还可以避免挫伤学生。