Let’s Check教学活动设计方案

Last weekend

教学目标：1、学生看到last weekend这个题目后，能够独立写出一篇30-50

字的英语小作文。

2、学生能够通过这篇文章写作方法指导，学会写类似的叙事型

作文（e.g. My holiday

Last week）。

重点难点：重点——完成一篇题目为last weekend的英语小作文。

难点——学会叙事型作文的写作方法。

教学步骤：

Step 1：Free talk

内容：T:What's the weather like today?

S:It's ...

T:Can you remember,what was the weather like last weekend?

S:It was...

(通过对上周末天气的提问，把学生的思路带回到过去。）

T:Did you have a good weekend?

Ss:Yes.

T:Can you tell me,What did you do last weekend?

S1:I watched TV...last weekend.

S2:I......（到有学生说出自己在上周末做了好几件事儿）

T:So,you were busy last weekend,Right? I was busy last weekend,too.

T:Now,look at the screen.呈现PPT

Let us say what I did and how I felt as quickly as possible.

Are you ready?——展示T上周末做的事情以及部分展示心情的图片，

让学生看到图片快速说单词或短语（并注意时为一般过去式）

Ss:Yes! 目的：引出写作本篇文章的两个重点句型——I+was+形容词+last weekend；I+动词过去式V-ed+（过去的）时间。

Step 2：Pre-writing---Brainstorming 内容：T:You all did a good job!

Well, today we're going to write something about"Last weekend".

When you see these two words(Last weekend),What come into your mind?

（适当给出提示，启发学生更多的去想，可以是某个人，某个时间，某件所做的事，或者心情怎样，从不同角度、不同方位、不同层面进行思考，让学生的思维发散，联想到什么便写下什么，无須讲求逻辑，要求在指定時间内列出相关的信息。）

S:did my homework /washed the clothes...

T:Wha~~So many words come into our mind,We almost can't hold it!

T:Let's write them down!OK?

Well,Look at your worksheet,please write as much as you can. Begin!

目的：为丰富文章内容做好铺垫。如下图所示：

Step 3：A. Show time 内容：T:Have you finished it?

Ss:Yes.

T:Who wants to share your "brainstorming"with us?

Please,read it loudly. （找学生起来读自己头脑风暴写出来的词，读完后请该同学用自己写出的词造一个完整的句子。之后可再找1-2名学生用自己写的内容造句）

Can you make a complete sentence use the words you write?

S1:......

T:Who can make another sentence?

S2:....... B. Work in group of 4:（4人小组，互相用自己写出的词说句子，看谁说的最多）

T:Now, Work in groups of 4,let us see who can make more sentences than the others.OK,begin.

Step 4：Find the mistakes

T:Well,I've heard that you all made so many sentences.And they can almost become a composition.But,now I have another challenge for you. （给出另一个挑战，出示一篇提前准备好的有错误的文章，让学生去“找茬”）

内容：1、呈现作文——

I am busy last weekend. Saturday morning, I did my homework. It was so easy for me. In the afternoon, I visited my friends,and we played football togeher。sunday morning, I with my parents went to a park. we have a picnic there. In the evening, I read book before I went to sleep. I was tired but I was very happy!

（学生去找错误，文中出现的错误有：时态不一致；单词拼写；标点符号；句子首字母和特殊单词首字母大写；句子结构不通顺等学生写作文时的常见错误。）

T:You're the good teachers!

Although he made so many mistakes,there are some advantages in his

composition.(找完错误之后，让学生看一看虽然这篇短文有不少错误，但是否也有可取之处？引导学生注意开头和结尾局，以及按时间顺序写所做的事情。）

Step 4 ：While-Writing 内容：1、T:Now, you can begin to write your own composition by yourselves. 2、开始自己作文，要求：以“Last weekend为题目写一篇不少于50字的英语作文。

目的：在头脑风暴与相互说句子的基础上，给出3-5分钟时间让学生独立去完成作文。作文作为语言练习是一个输出的部分，必须要有自己独立思考的时间，才能完成输出。（通过一篇有错误的作文的呈现，不但令学生注意到在写作时避免犯类似错误，也让学生了解了写这篇文章的大致结构，接下来可以自己利用头脑风暴所想到的短语过去式组成句子，并按时间顺序排列去完成作文）。

Step 5：Post-writing

1、Evaluation standard

2、Work in Pairs .Correcting同桌间相互批改，并圈出错误。

3、Share your compositions with each other.

找几位学生的作文展示大家一起来分享。

目的：1、给出评价的标准。

2、同桌间相互批改也很重要，不但为对方指出错误，也检查的自己的掌

握情况。

3、分享时可特意找程度不同的学生的作文大家一起来批阅，取其精华弃

其糟粕。

Step 5 ：Summary 内容：T：When we want to write an narrative composition,we should pay attention to these points.展示PPT。

——注意选择正确的时态Right Tense ——看到题目后写出所有你头脑中所想到词Brainstorming ——把词语连成句子Make sentences ——叙事类型的作文，要按事件发展（时间）的顺序排列句子Time ——文章要有开头和结尾Beginning&Ending 目的：通过总结，令学生掌握类似的叙事类型的作文的写法。

Step 6：Homework You can choose one to write: 1.Write an e-mail to your pen pal ,tell him/her your last weekend . 2.“Chen Jie's week”.

3. Winter /Summer holiday 板书设计：

Writing Last weekend ---I was busy last weekend ---I went swimming Sunday afternoon.