Unit 3 Language in use优秀教案板书设计

Module 7

Writing about your past life写作课教学设计

姓名：刘邱丽

学校：佛山市顺德区大墩初级中学

课型：写作课

上课时间：45分钟

一、整体思路

以My past life 为话题，通过一系列的个体与小组活动让学生复习相关的词汇、短语和句型，以及过去时态的用法，为学生搭建足够的脚手架，并进行整合拓展，最终输出成文。同时通过课堂交流增进学生之间的了解，培养他们珍惜友情和对生活的热爱之情。结合英语学科核心素养的基本要求，引导学生在小组合作的模式下层层深入学习，并提取有用信息，为自己的作文铺垫，旨在培养学生的学习能力、英语思维和英语语感。评价系统以中考标准为向导设计了CLC评价表，以过程性评价和小组讨论的模式，鼓励学生主动积极参与课堂。

二、教材分析

本话题写作材料是选自外研版七年级英语下册的Module 7 My past life。主要是学会用过去时态描述自己的过去生活。童年生活充满了很多美好的回忆，讨论小时候以及小学的事情是学生之间经常交流的话题，也是他们感兴趣的话题。选取“过去生活”这个话题进行写作，学生应该会有感而发，也会有很多话可写，前提是要让他们有充分的语言输入。

三、学生分析

学生现处于七年级下学期阶段，对于Module 7 的内容已经学习完毕，对过去生活的一些语言表达和过去时态的用法有了一定的了解，但是在英语思维、语言组织和作文评价等方面的能力还比较欠缺，希望通过这节课能够让学生进一步感受这些英语学习过程中更深层次也更重要的东西。

四、教学目标

在本课结束时，学生能够：

1、语言能力：能够运用过去时态和所学的短语句型向他人介绍自己的过去生活。同时还会使用简单的连贯词：because, so, and, but等体现英语逻辑思维的语言，能够按照CLC原则来写草稿以帮助形成作文，并根据CLC评价表对作文进行评价。

2、思维品质：从课堂上的过去生活事例和与同学之间的交流中，进一步感受英语的逻辑思维。

3、文化品格：从同学描述过去生活中了解不同的人在形同的年龄阶段的童年生活，从而开阔视野、学会珍惜友情，更加热爱生活。

4、学习能力：通过小组讨论与合作，了解更多人的过去生活，并能借助小组合作学习和互改作文的模式来提升自己的写作水平。

五、知识目标：

1.复习过去生活的一些短语和句子

2.学会用所学短语和句子口头表达过去的生活

3.会用所学知识写关于过去生活的短文

六、教学重难点：

1、引导学生重视英语逻辑思维这一特点

2、引导学生按照CLC原则写作文并根据CLC评价表对作文进行批改再润色修改自己的作文。

七、教学方法: 交际法、任务型教学法

八、教具：PPT, worksheets, multimedia devices

九、Teaching process Stage Part 1 Pre-writing Teacher's Activity Step 1 Lead in: Have the students enjoy a song--Days of My Past and try to fill in missing words. Step 2:Give some examples about people’s the past life. Have the students read out the materials. Step 3: Brainstorming: Have the students think of their past life

Part 2: While-writing

Step 1: Have the students do an interview in groups to talk about their past life using the questions given in the worksheet.

Students' Activity Purpose of design Students listen to the To attract the students' song and try to fill the attention to the topic and missing words.

revise the past tense through

the missing words. read the short passage together. To let the students revise the expressions about past life and know how to talk something with the past tense.

Students brain storm To know how to think of the something about their past life and get preparations past life. for the writing. Then help the

students develop their English logical reasoning. Work in pairs to do the To get more preparations for interview and write down the writing. the information

briefly in the worksheet. After that they must make a report like this: I want to share …past life. He / She was born in…

Students read out the To let the students understand title, and say something the writing task and about the person, tense requirements. and contents and other things when writing the composition. Make a draft with the CLC form, write down the information briefly in the form To let the students have a brief idea of the writing and help them write a composition in a more logical way.

Step 2: Have the students read the title of the writing task. Try to understand the requirements.

Step 3: Lead the students to make a draft with the CLC form Part 3: Post-writing Step 1: Have the students work in pairs and use the CLC table to grade the writing. Give an example first.

Step 2 : Have the students read the possible version

Step 3 : Have the students Write for the second time and appreciate the sample essay. Work in groups to To build the students team grade the composition spirit and help the students with the CLC form. know more about the scoring criteria. In this way they can improve their writing skills. Read the possible To help the students realize the

version together. Write the composition for the second time, try to polish the writing. and appreciate the sample essay. To let the students learn more useful expressions about the past life and appreciate the good writing.