高中英語寫作教學(xué)案例TravellingTeachingcontents:以本單元的話題“Traveljournal”為背景，根據(jù)寫作要求和提示，組織材料寫一篇游記，可以是自己親身經(jīng)歷過的，也可以是根據(jù)材料編造的。Writingskills:在學(xué)習(xí)"Traveljournal"后，學(xué)生通過自己對(duì)“JournaldowntheMekong”這篇游記的理解，掌握寫游記體裁文章的基本技能。Learningstrategies:指導(dǎo)學(xué)生欣賞游記，并能模仿寫出自己的旅游經(jīng)歷與體會(huì)。培養(yǎng)學(xué)生選擇使用工具書的技能，促進(jìn)寫作水平的提高。Emotiontarget:提高學(xué)生的業(yè)余生活質(zhì)量，以愉悅的心情欣賞祖國美好河山，從而熱愛和保護(hù)大自然，同時(shí)加強(qiáng)情感交流。Teachingdifficultpoint如何做好閱讀與寫作的銜接。如何寫游記。對(duì)學(xué)生模仿的游記進(jìn)行評(píng)論與評(píng)價(jià)。Teachingprocedure:Step1:pre-writingActivity1.ShowstudentssomesentencesfromthereadingpassageinthisunittoremindthemofthetravelexperienceofWangWeiandWangKun.Ihaddreamedabouttakingagreatbiketrip.Shelovestogoforlongbikeridesinthecountryside.Shegaveadeterminedlook---thekindthatsaidshewouldn'tchangehermind.Whenareweleavingandwhenarewecomingback?Atfirsttheriverissmall,clearandcold.thenitbeginstomovequickly.itbecomesarapidsasitpassesthoughdeepvAllatsystheriver'sdeltaentersthesouthchinasea.Toclimbthemountainroadwashardworkbutgoingdownthehillswasgreatfun.WearereachingDaliinYunnanprovincewhereourcousinsDaoWeiandYuHangwilljoinus.Wecanhardlywaittoseethem.Atthesametime,teacherasksthestudentstopayattentiontotheunderlinedwords,fromwhichtheycouldlearnwaystodescribetheirtripsandsharetheirafterthoughtswithus.本教學(xué)環(huán)節(jié)可以起到承上啟下的作用，學(xué)生在腦海中復(fù)現(xiàn)本模塊游記的場(chǎng)景的同時(shí)；通過回顧下劃線的詞語或句型，即可復(fù)習(xí)鞏固，又為新的寫作訓(xùn)練打下了基礎(chǔ)，同時(shí)也掃清了許多障礙。為學(xué)生能順利完成接下來的寫作任務(wù)提供了必要的幫助。Activity2.TravelaroundourcountryShowsomeslidesorpictures:HainanislandHongKongTiananmensquaretheGreatWall;MountainTaiQingdaotheYellowRiverTempleofHeavenetc.(orlocalplacesofinterest.)Whileshowstudentsthesepictures,teachercantalkaboutthepicturesandplaceswithstudentsfirstinChinese,theninEnglish.Sometimes,teachercanletafewstudentstotalkaboutit訐theyhadbeentherebeforeor訐theyarefamiliarlywithit.AsmystudentsareverypoorinEnglishwriting,訐wedoitlikethis,itismucheasierforthemtofinishthewriting,andmostofthemcanwritesomesentencesbythemselves.Itisveryhelpful.對(duì)于大多數(shù)學(xué)生而言，英語寫作不輕松，可以說有很大的難度，而且也比較乏味。通過師生互動(dòng)的課堂活動(dòng)和欣賞圖片，既能較好地激發(fā)學(xué)生的興趣，引領(lǐng)學(xué)生欣賞名勝古跡，又在一定程度上使學(xué)生為之振奮，從而激發(fā)寫作欲望。通過師生共同描述圖片，掃清了許多學(xué)生在寫作中會(huì)遇到的語言障礙，降低了寫作難度，增強(qiáng)了學(xué)生的自信心，因此學(xué)生寫作的興趣會(huì)大大提高。Step2While-writing:Activity3.Talkaboutthewritingtopic.假設(shè)你是李華，今年五一節(jié)，你們班組織了集體登蓮花山的活動(dòng)，請(qǐng)你根據(jù)當(dāng)時(shí)的場(chǎng)景寫一篇游記。記述你們班為什么選擇蓮花山？在登山前做了哪些準(zhǔn)備工作？如何到達(dá)山頂？途中觀察到什么？有什么感受？BrainstormingGetstudentstoaskandanswerthequestion:Whydidyouchoosetogotothismountain?Thestudentsmaygivesomeanswersasfollows:.MountainLianhuaisquitebeautiful/famous/closetonature..Wewanttohaveaninterestingtripthere..Duringtheclimb,westudentscanhelpeachother,whichwillstrengthenthefriendshipbetweenus..WehaddreamedaboutclimbingmountainLianhuatogetherforlong..It'sinourprovince,andwefeelproudofit..Wewanttomakeastudyofthewildlifethere..Weshouldtrytoovercomeanydifficulty,nomatterhowharditis..Mountainclimbingisreallyexciting.Fortheabovequestions,teacherasksstudentstogiveasmuchinformationaspossible,anddothesamewiththefollowingones.Whatdidyoudobeforeyourtrip?Howdidyougettothetopofthemountain?本階段屬于本節(jié)課的核心內(nèi)容由景而入,激發(fā)了學(xué)生的興趣;通過“大腦風(fēng)暴”活動(dòng)，既活躍了課堂氣氛，拓展了學(xué)生的思維，又能夠鍛煉學(xué)生口頭表述事實(shí)和交流信息的能力，這些可理解的信息輸入為下一步的寫作做好了語言上的準(zhǔn)備同時(shí)，本環(huán)節(jié)也體現(xiàn)了讀寫一體的原則，即每個(gè)句子的正確性為整篇文章的寫作打下了良好基礎(chǔ)。Activity4.PuttheideasintosentencesandthenintopassagesFirst,askstudentstowritedownsomesentencesabouttheirclimbing.Askthemtomakeoutanoutline,topicsentencesoftheparagraphs,andsomekeywordsandphrases.Theycanalsocombinetheanswerstotheabovequestionsandthenrevisethemwiththeadvicefromothers.Next,getthestudentstoputtheirsentencesinorder.Andsharetheirwritingwiththeirpartners.Beforegettingthestudentstostart,remindthemofthedifferencesbetweenadiaryandajournal.Then,studentswritethetraveljourney,usinglinkingwordsandrelativepronouns.Whilecarryingoutthiswork,teachermaywalkaroundthestudentstogivesomehelpwhennecessary.由問題的互動(dòng)，學(xué)生積累了寫作素材；同時(shí)，學(xué)生寫作技能的培養(yǎng)在這里也得到了集中體現(xiàn)。從整理思路，組織素材，到列出提綱，遣詞造句，寫出文章，整個(gè)過程是連貫的，是一體的。在這個(gè)環(huán)節(jié)中，教師使用任務(wù)型”教學(xué)法，通過學(xué)生的班級(jí)活動(dòng)，小組活動(dòng)，促進(jìn)了學(xué)生之間的交流、合作能力。在小組交流過程中，老師盡量參與到討論當(dāng)中，并能適時(shí)地加以指導(dǎo)，也就是說教師是活動(dòng)的組織者，學(xué)生的指導(dǎo)者和啟發(fā)者；學(xué)生才是課堂的主體，一切活動(dòng)也圍繞學(xué)生來展開。Step3Post-writing:Activity5：Getstudentstoevaluatetheircompositionsingroups.Exchangetheirwritingwithothermembersinthegroups(twoorfourstudentsinagroup),andaskthestudentstogivesomecommentsontheoneheorshehasread.Teachershouldgetthestudentstopayattentiontothefollowingpointstomakenecessarycorrectionswhilereadingtheirpartners'writing..basicskills(spelling,capitalization,punctuation).keypoints.suitablewordsandexpressions.grammar(tense,voice,sentencestructures).logicalproblems(conjunctions,orders)Geteachgrouptorecommendoneortwopassagesandshareitwiththerestoftheclass.Andtheteacherchoosesoneortwoofthemtomarktheminclasswiththehelpofoverheadprojectorandgivessomecomments.)Askthestudentstomakenecessarychangesintheirwritingandcopythemintheirexercisebook.同伴評(píng)價(jià)實(shí)際上是合作學(xué)習(xí)的一種形式，通過組