WritingPPT专用课堂实录内容

An email to introduce Chengdu

一．教学内容分析

《课程标准》要求学生“具有初步的实用写作能力，能写出常见体裁的应用文，例如：信函和一般通知等”。故本堂课的选材以向外籍朋友介绍成都的一封email为写作内容，引导学生以写作任务为中心，整合相关话题的“旧知”，实现知识“以旧带新”的迁移。本节课选定的“旧知”落脚点为Book1 Module 4的阅读篇章—A Lively City，辅以由学生自制的有关Chengdu’s Features的小视频作为写作补充输入材料，为后续写作输出奠定语言基础。教师以《课标》和《考纲》为指导，结合学生基本情况，对学生的写作进行指导，采用过程写作法，把重点放在学生的写作过程及写后的学生互评、师生互评，让学生在该过程中习得写作能力，力求帮助学生写出得体、地道，内容连贯、流畅完整，且面向高考的作文。

二．学情分析

本班大部分学生的写作能力处年级中等水平，即能够独立完成写作的基本要求。进入高三，写作的要求更加具有针对性，即面向高考。从学生目前的写作现状来看，语言的多样化，句型的多样化，文章的连贯性方面还需提高。本堂课力争在课堂上让学生在“过程写作法”中，通过“互评互享”的学习体验，学会欣赏他人的写作，并且学会学习知识以及写作方法的内化、固化、迁移、运用，最终进一步拔高写作水平，落实培养学生学习能力、语言能力、思维品质等核心素养。

三．教学目标（知识，技能，情感态度，价值观）

At the end of the period, students will be able to ：

1.

extract different aspects of describing a city from the text. 2.

collect useful words and expressions from the video clip. 3.

construct sentences describing one aspect about Chengdu. 4.

write an email to introduce Chengdu. 5.

cultivate the students' pride in the natural and cultural strengths of their hometown

四．教学重难点

Students have difficulty in: 1. how to summarize the main aspects of describing a city. 2. how to put the expressions to use while writing an email.

五．教学方法和手段

主要教学模式：

process focused writing approach 主要教学手段：多媒体设备及黑板

六．教学过程

Teaching steps I.

Lead-in (1m)

Teacher’s activities 1.

Show a chat record of the conversation between my friend and me. 2.

Ask Ss to find out what

1 Students’ activities 1.

Read the chat record.

Purposes of designing 1.

To lead in the goal of having this class

the goal of this class is.

II.

Pre-writing (14m)

1.

Ask Ss to read the dialogue about Xiamen which they’ve already learnt. 2.

Guide Ss to get useful expressions and structure of describing a city. 3.

Show a clip made by their schoolmate which describes the city--Chengdu. 4.

Guide Ss to get good expressions used in the clip.

III.

While-writing(15m) 1.

Divide Ss into 6 groups. 1.

Write sentences in

Ask Ss to write as many sentences as they can for one aspect of Chengdu within 3 minutes. 2.

Invite 2-3 Ss to share their sentences with the whole class and polish the sentences together. 3.

Ask Ss to write the email individually.

IV.

Post-writing (evaluation) (8m)

1.

Ask Ss to do peer evaluation . 2.

Invite several Ss to show their emails, and the others read the emails. 3.

Guide Ss to evaluate the emails together. V.

Summary(2m)

1.

Time permitting, give Ss Read the possible a possible version. 2.

Summarize what they’ve learnt from this class. VI.

Homework

Ask Ss to better their emails. Better their emails. To better their emails.

version and summarize.

To summarize.

1.

Do peer evaluation. 2.

Read classmates’ emails and try to evaluate with the help of the teacher.

To show Ss’s how to evaluate an email and how they can improve their own writing.

groups. 2.

Discuss with group members. 3.

Polish their classmates’ sentences. 4.

Write the email individually. 1.

To make Ss practice writing sentences using what they learnt. 2.

To guide Ss to learn from each other. 3.

To make Ss write the email on their own.

1.

Read the dialogue 1.

To lead Ss to quickly review the reading 2.

Pick out the useful passage expressions and get 2.

To lead Ss to get the main parts. useful information 3.

Watch the clip. 3.

To guide Ss to 4.

Take notes of expressions used in the clip.

learn how to describe Chengdu.

七．教学流程图

Lead-in 2

Homework

八．板书设计

An email to introduce Chengdu

—process focused writing approach

pre-writing:

aspects from the text:

words and expressions from the clip:

sentence writing while-writing

passage writing

evaluation(criteria)Pre-writing

While-writing

Post-writing Summary

3