Writing第一课时教学实录

Teaching Plan

教

学

Polish the composition 课

题

--the Belt and Road Initiative 课

程

作文评讲课

类

型

教学设写作是评价学生综合语言运用能力的重要方面，新课标指出，写作计理论教学的目的是通过对学生进行激活灵感，激发兴趣，整理思路，组织素依据

材，规划结构，遣词造句等基本写作技能的培养，使他们能表达事实、观点、情感和想象力，能交流信息，能形成规范的写作习惯。本节课按照新课程理论的要求，以热点话题“一带一路”在写作的呈现，组织素材，教授提升作文内在美的技巧，了解作文评分标准，将优秀作文标准与写作技巧相结合，从而提升学生的写作能力及作文分数。

教学设根据《新课程标准》关于总目标的具体描述，结合学生实际和写作计思

内容，制定了相应的教学目标和教学过程。

路

1. 阅读“一带一路”相关素材，帮助学生对“一带一路”有更深入的了解。激发学生思考与学校活动的联系，为写作观点的呈现作铺垫。

2. 作文审题：体裁、人称、时态、要点、结构，帮助学生建立和完善写作图式。

3. 采用过程型策略，引导启迪学生从内容、语言、连贯三方面提升作文。

设计意图在于强化提升写作认知，注重对作文提升修改的体验、语言知识与写作技巧的整合，。

4.学生在对提升作文内容、语言及连贯有了直观的感知之后，呈现考试作文评分标准，让学生对作文进行评分和修改，学以致用。

5. 学生通过作文的评分及修改对作文外在美及内在美有所感悟，从而唤醒写作激情，优化写作策略。

本

课

落实了《新课程标准》对写作教学的要求，注重写作方法的指导，特

点

帮助学生优化写作。通过语料输入、整合观点、润色表达、强化篇章连贯的教学策略，学生实际操练，把知识与技巧相结合，引导学生提升写作能力。

教

学

1. 任务型教学法

方

法

2. 小组合作探究法 3. 启发式教学法

教

学

1、多媒体辅助教学 手

段

2、形成性评价

教学过程设计

教学步骤

Step1.

Lead in

活动内容

设计意图

1. Read the speech loudly and try to have a 1. Help the Ss learn further understanding of the Initiative.

about the topic and

(引路) 2. Discuss the questions 3 and 4 in group.

arouse their thinking Q3. If you have a chance to explore the and imagination by countries along the Belt and Road, what are brainstorm and you expected to learn about these countries? discussion.

Q4. In order to have a better understanding of 2. Pave the way for the Belt and Road, what activities do you organizing ideas in hope to be organized in the school? What writing.

benefits will you gain from these activities?

Can you add some verbs or verbal phrases before each item?

Analyze the outline of the composition Genre: an invitation

Person: you, I

Tense: will do

Points:

Structure: four paragraphs

Lead the students to analyze important factors and outline of the composition, establishing and completing writing schema.

1. Inspire and lead the Ss to polish the composition from content, language and coherence respectively.

2. Summarize the techniques.

Present the assessment of compositions and help the Ss know the basic requirements of high-score compositions.

Step2. Analyze

(探路)

Step3

Polish the composition from inner beauty Inspire and 1. Polish the content---add some proper summarize

information to enrich the sentence.

(修路)

2. Polish the language-- choose some good

sentence patterns and vocabulary to upgrade expressions.

3. To be coherent---use a word, a phrase or a sentence for transition.

Step4 Assessment of composition in exams

Understand

Score 6-10

cover all the points

(铺路) Score 11-15

well-organized structure Score 16-20

with few grammar errors Score 21-25

neat handwriting

add proper details

various expressions

coherent and logical

Step5 Task1: Pick out two compositions from evaluate and students to evaluate and polish them with the improve the teacher’s guiding from structure and content composition to expression and coherence.

Based on the techniques and the assessment criteria, the students are asked

(扩路) to evaluate the two compositions and try to improve them from content, language and coherence.

Step6 the Task 2: polish the students’ own composition Consolidate Application

individually.

techniques and (夯路) motivate students’

desire for writing.

Homework

Assign a writing task

Improve the Ss writing ability through repeated practice and polishing.

Blackboard design (板书设计) Polish the composition

--the Belt and Road Initiative

in writing

before writing outer beauty

handwriting 1. Genre

structure 2. Person

3. Tense inner beauty

content 4. Points

language 5. Structure

coherence

Reflection after teaching（教学反思）

本堂课是一堂作文评讲课，以“一带一路”为话题，为了帮助学生对这个话题有更深入的了解，我准备了相关的素材作为语料输入，通过问题讨论、头脑风暴激发学生思考，为作文观点呈现作铺垫。写作前的作文审题是非常重要的一步但常常被学生忽略，因此审题有助于学生建立和完整写作图式。针对学生在写作过程中常常觉得无话可说、翻译要点、高级表达较少、以及篇章不够连贯的现象，本节课评讲作文主要从丰富内容、提升表达、注重连贯三方面落实作文教学。启发引导学生对作文内容、语言、衔接的修改润色，强化提升写作认知。在对作文内在美有了直观的感知之后，呈现考试作文评分标准，让学生对作文进行评分和修改。写作修改能力是写作能力的重要组成部分。通过带着学生一起评，一起改，从审题到选材，从内容布局到遣词造句，到学生互评互改、学生自评自改。通过积极的思维活动，亲自探索和主动研究，使学生自己成为“发现者”，提高写作水平。

所授课班级是普通班，有一部分学生英语基础较薄弱。因此，在各个环节都有部分学生无所适从，无法真正的参与到课堂活动中来。写作是一个积极思维的过程，需要激发学生的思考，发挥学生的主体作用及不断的练习。作为老师，我还需要采用不同的教学策略来培养学生的写作能力。