英语人教版八年级下册unit 3 wrting.docx

Go for it Grade 8,Unit 3单元话题作文教学设计Should children do housework at home? 湛江市太平中学何金梅一、单元写作优化设计的基本信息写作话题家庭生活写作题目Should children dohousework at home?体裁议论文题型命题作文年级八年级下册授课教师何金梅二、背景分析本单元的话题“housework”与学生的日常生活密切相关，在发表意见与看法时，一般运用到I think/believe/agree/disagree或I dont think/believe等句型和表达意见的短语in my opinion, in my view, in my eyes等。这些句型与短语是新课程标准中规定必须掌握的内容，更是中考中可必不可少的一个语言点。由此可见，掌握好本话题所渗透的句型与短语对于学生日后在写带有议论性文章起着长远性指导作用。本班学生表现欲强，有一定的自主学习、探究学习、合作学习的能力。学生通过将近两年的积累，已掌握一定量的词汇与一些形式多样的句型。对于这一是否该做家务贴近生活的话题必定是有话可说，有料可写。三、设计理念、方法与思路新课程要求写作教学是以学生为本,注重学生兴趣和实际应用英语能力的培养，掌握知识，形成技能,发展能力与培养学生个性健康相结合,努力创设真实情境,在真实的情景中培养学生英语学习的积极情感和语言实践能力、文化意识，为学生的可持续发展打下坚实的基础。学生能否用I think/believe/agree/disagree或I dont think/believe等句型和表达意见的短语in my opinion, in my view, in my eyes等来发表是否应该做家务的看法与理由而完成习作应是本课的教学目标。从本单元的教学目标与教学重难点的要求和学生的实际需求出发，我首先要正确处理教学内容，选择了既贴身又能激发学生兴趣的这一话题。这是一个带有鲜明立场议论性的话题，我设计了写前活动，写作尝试与写后互评三个环节。在写作前让学生观看图片，引出housework, 并用夸奖的方式重温相关的做家务短语,利用做家务的短语切入话题:Should children do homework at home?再加上学生充分利用课前的导学案所收集的素材-表达看法的句型与短语。通过自学与互助的手段优化辩词所需的句子，为写作积累了素材。辩论与汇报环节可以活跃课堂气氛，激发学生写作兴趣，这一环节极大程度上引领了学生开展自主学习、合作探究的活动。更能让不同层次的学生主动表达意见和展现自我。从口头的辩论与汇报转化为运用笔头的阐述看法：Should children do homework at home? 的写作尝试，通过“审、列、加、连、美”的指导与传授，让学生进行写作训练。在学生完成写作后，给予学生的评分标准与修改字符的参照，找出对方“杰作”的亮点，使学生学会欣赏别人，从而提高自己的写作水平。整个教学过程，贯穿小组比赛的形式，达到了不同层次学生的共同参与，共同探究，共同学习，彼此提升的教学目的。三、教学目标分析1.知识技能目标：(1)能正确使用I think/believe/agree/disagree或I dont think/believe等句型和表达意见的短语in my opinion,inmy view, in my eyes。(2)能熟练使用以上句型和短语围绕Should children do housework at home? 展开辩论并在书面上发表观点与理由。2.情感、态度与价值观目标(1)通过合作、竞赛与辩论等形式的小组活动，从而增强学生的集体荣誉感，提高学生的合作意识和竞争意识。(2)通过对本话题的学习与讨论，增强学生的责任感与公平意识。四、教学重点、难点及解决方法教学重点：能正确使用I think/believe/agree/disagree或I dont think/believe等句型和短语in my opinion, in my view, in my eyes等来表达意见与看法。教学难点：能运用“审、列、加、连、美”进行写作，提升文章的档次。解决方法：1、让学生头脑风暴呈现有关的家务词组引出话题，然后说明立场再各抒己见，导出原因，接着小组讨论，筛选有力的辩词，再由两方小结做出汇报。在这长达10分钟的辩论与汇报的过程中，已经为下面的写作做好了充分的准备，使学生觉得有话可说，有料可写。2、借助多媒体，在短时间内完成提升作文档次的五大技巧“审、列、加、连、美”的引导与传授，学生能写出一篇上档次的作文应是水到渠成的事情了。五、教学辅助手段电脑平台+投影仪+小黑板+乒乓球六、教学过程Step 1 Warming up: Brain Storm （头脑风暴）(2 minutes)Teachers activities: Show the students the pictures about housework and ask them if they often help to do housework at home and what housework they can do. Brain storm with words about housework as many as they can.Students activities:Watch the pictures, answer the teachers questions and brain storm with the words about the housework as many as they can.Purposes: 1.To create excellent atmosphere 2. To warm up students brains.Step 2: Pre-writing1、Discussion (4minutes)1).Write “” for agree，“” for disagree in the box.2).Say why and why not ,discuss it in group and take notes.Teachers activities:Speak of (提到) housework, some people think children should do housework at home, but others dont think so. Learn about the students opinions on the subject. Students activities:The students must choose “” for agree，“” for disagree in the box and say why and why not ,discuss the topic in group and take notes.Purpose: To make them learn to express own ideas in order to get ready for the debate.2. Expression(3 minutes)Teachers activities:To express your ideas well, what sentences and phrases will you use? And write the following patterns and phrases on the blackboard.I think /believe/agree/disagree that I dont think /believe/agree that In my eyes /In my opinion, it isPurpose: 1.To make them learn to express their own ideas more completely.2.To give enough in-put to students.3. Debate between pros and cons , then report (8 minutes)Teachers activities1.T: There will be a debate between pros and cons. If you are pros or cons, please prepare information for the debate. If your group can say the sentences quickly, fluently（流利地） and correctly（正确地）, you will be the winners.2.Ask the leader of each group to write down the ideas that are excellent and helpful for writing ，then report.Students activities1.Ss have to prepare information for the debate through the discussion2. The leader of each group must write down the ideas that are excellent and helpful for writing, then report.Purpose: Give enough in-put to students, in this way, the students will be able to finish the writing more easily.Step 3: While-Writing (16minutes)Teachers activities Show the writing requests. Show the suggested writing steps: search-list-add-link-beautify Go through the writing steps with the students: 1)Search for the Topic主题, Type体裁,Person人称,Tense时态, and Structure结构 2) List the main points.3) Add the beginning and the ending.5. Show the ways to beautify a compositionStudents activities. 1. Read the writing requests.2. Go through the writing steps and remember them.3.Two students who represent the pros and cons show their writing on the blackboard while the other students are writing.Purposes 1.To give enough writing support to Ss.2.To make sure the students can write an excellent composition.3. Practice Ss writing skills.Step 4 Post-writing(6 minutes) Self-check(1 minute)Teachers activity; Ask students to look through their compositions and try to correct some spelling mistakes.Students activity - Check the compositions carefully.Purpose- Form Ss good writing habits. Peer check(5 minutes)Teachers activities ： Give Ss a standard (标准) and show Ss an example about peer check. Ss do peer check and enjoy neighbors good sentences. Ask some Ss to read the sentences they like in their neighbors compositions.Students activities Learn to correct and enjoy others compositions and give marks Peer check.Someones composition and read good sentences they like.Purposes -1.Improve Ss appreciative ability. (鉴赏水平)2. Create a good relationship with others.Step 4: Enjoy a good compositionTeachers activity Ask Ss to read or show a good composition, and explain some excellent