Writing名师教学设计1

Module 1写作课教学设计

教材：高中英语教材（外研社版）必修一

任课教师：黄丹（仪陇中学）

【教学设计说明】

新课标中提出英语课程的基本目标就是培养和发展学生的核心素养。为实现此目标，我主要从以下几个方面进行设计：

1.

多种语言能力的训练

新课标中提倡在一节课中，对学生的多种技能技能训练，而非只关注学生的某项技能。本课以”My first year at school”为主题，从观看学校情况介绍的视频听英语介绍学校到学生自由谈论对高中第一年学校生活的记忆，再到阅读Martha写的一封信，最后到学生用英语给Martha写一封回信。新课标中要求的听说读写看的各种技能都得到了训练，从而从各个方面促进了学生英语水平的发展。

2.

思维品质的发展

本课以课程内容为载体，在各种活动中，发展学生的逻辑思维、创新思维和批判性思维。通过课前问题导入、完成思维导图和小组合作完成作文的活动，学生的逻辑性思维和创新型思维得到了发展。而小组合作写作文以及作文互评活动的设置则促进了学生批判性思维及创新思维的发展。

3.

文化意识的培养

本课通过看对学校情况介绍的视频到后面的写作，整个过程着重树立同学们对学校悠久历史文化的理解与认同，珍惜学习机会，同时对学校以及自身的发展树立信心。

4.

创设“真实情境”

在整个写作的教学设计中，我把写作目标定位于高中第一年的学校生活。本课由观看视频引入，视频内容是班上一位同学用英语介绍我校情况。这样的真实情景能引起学生的共鸣，真正地激发学生学习的动机，兴趣与热情。使他们积极主动地参与到写作活动中去，进而对知识进行内化—--把所学的知识转化为进行语言交流的能力。在运用语言的过程中，发展和完善自己的语言能力，体验学习的快乐，从而变得更加自信。

5.

活动中体验学习的快乐

全班学生被分为9个小组，每组6人。本节课上，涉及到的小组活动内容有：完善Martha高中第一年学校生活的思维导图、书面写作自己高中第一年的学校生活以及小组之间文章互评。学生在完善、写与评的过程中进行特长分工，根据自己较擅长的方面来选择性地进行活动，让每位学生在课堂上都有参与感和成就感。

【学情分析】

高一八班是个理科班。他们的思维特点正处于由形象思维转化为逻辑思维的阶段。对于“高一学校生活”的主题，他们有相关的单词与短语作基础，但这些知识都比较散。因此，我在教学设计活动中逐步引导，注重“搭脚手架”，让知识在学生脑海中体系化。

【教材分析】

本课是外研社必修一module1 学习后的写作部分延伸。经过对本单元的学习，学生已经对学校生活描写方面有较深入的感受和认识,但在学校生活写作方面的词汇、短语用法不够熟练。通过本次写作，学生不仅能运用学校生活描写方面的短语，

更能在合作学习中体验成功，树立学习的自信。

【教学重难点】

重点：学生需要掌握写信的格式，以及简单的写作技巧。

难点：学生需要利用掌握的写信格式，以及写作技巧进行写作练习；学生需要根据高考作文评分标准对作文进行点评。

【Objectives】

By the end of this period, students will be able to; 1.

use some useful expressions and some writing skills to describe their first year at school; 2.

understand the long history of our school, love our school and have confidence in themselves and our new school; 3.

analyze things logically, critically and creatively；

4.

have an experience of confidence, and success by cooperatively learning. 【Teaching procedures:】

Teaching Procedures Step 1 Lead-in

Step 2 Brainstorming (for aspects of introducing first year at senior high school) Teacher’s

activities

Ask students to enjoy a video of introducing Yilong Middle School. Ask some questions: 1.What is your first memory of your shcool? 2.What was your favourite activity when you were in first grade? 3.What can you remember about your first teacher? 4.Who was your first best friend? Is he/she still your best friend?

Let students read an email quickly and answer some questions. Let students read an email carefully and finish the mind map. Let students summarize how to write a letter. Present students a complete structure of a formal letter, and some writing skills of writing better sentences. Students activities Watch the video with great interest and sense of pride. Try their best to speak out as many aspects as they can about first year at senior high school Teaching purpose To arouse the Ss’ interest; To get them involved in the topic; To stimulate students enjoy their school life better. To make students recall their known vocabulary related to first year at senior high school (history, environment, friends, activities,and teachers) Step 3 Fast-reading

Step 4

Careful-reading They read and find out the answers quickly. Divide the students into 9 groups; each of them in the same group finishes one part at the same time. Students summarize actively. With the teacher’s help, students know the complete structure of a formal letter ,the details of each part ,and some writing skills of writing better sentences. The students begin to To activate students’ existing knowledge by reading. To encourage students to read so that they can learn as many useful expressions as they can. To guide the students focus on the structure of a letter.

To guide the students

know the complete structure of a formal letter and the details of each part; Help students to form evaluation rules of a letter in their mind Practice writing about Li Step 5 After- reading

Step 6 Presentation Step7 Divide the students into groups

While- writing (Group writing)

to finish a letter. Each student is asked to finish one part in groups. write their letter.(each member of the group just uses one or two sentences to write one aspect. They should try to use better expressions. Then the whole group cooperate to join the sentences into paragraphs. Next they correct the mistakes together. Lastly they together finish the whole letter) Evaluate the letter of another group by themselves and learn from the letter. Kang’s first year at school by using better expressions they’ve just learned;

Make students experience the achievement of working cooperatively; Step8 Post-writing （use the evaluation rules to judge the article）

Step 9 Final work presentation

Ask students to evaluate the letter of another group according to the evaluation rules. Deepen students’ understanding of evaluation rules in a writing and stimulate their sense of pride. Invite a volunteer to read out the The volunteer reads the To make students feel the winner group’s letter and letter aloud in front of the sense of accomplishment so another volunteer to review the whole class; that they are eager to know letter. Another volunteer more about writing and love judges the letter in front our school life further. the whole class.

Improve the writing by themselves

To improve their writing further; pay more attention to the process of a writing.

Step 10

Ask students to write a letter to

Martha on their exercise books;

Homework