英语人教版八年级下册Writing.docx

Unit4 Why dont you talk to your parents? Writing By Wang XiuqinI. Class type: WritingII. Objectives:1. To describe common problems among teenagers by using the structures “your problem is that,you cant/maybe you think ”2. To give advice by using the structures “should/could/why dont you/why not/youd better/how about? /what about?”3. To give opinions and reasons by using the structures “I agree that/I believe that/I think it is to /in my opinion/because”4. To let the students understand that proper communication is the best way to create good relationship between family members.III. Key structures: The structures of giving advice.IV. Difficulties: 1. To grasp the writing skills. 2. To share others compositions and improve writing skills.V. Teaching duration: 40 minutes.VI. Teaching procedures: Step1. Leading-in1. Purpose: To prompt students talk about trouble/problems so as to prepare them for subsequent activities.To give students the opportunity to practice using the target language in natural speech.2. Optional Approach1).Enjoy an English song.(To warm up and lead in the topic “trouble/problems”) 2). (class discussion) Free talk.Do you agree that trouble is a friend or a foe?(To learn that trouble is both a friend and a foe in our lives. Its a part of growing up.)3). Think about these problems and give a short self-report.1).Can you get on with your family?2).Are relations between you and your family good? How does it work?3).Who do you ask for help when you have problems with your parents?Step2. Pre-writing1. Purpose: To prepare students for a subsequent writing activity by giving them the opportunity to consolidate the ideas they gathered so far.To give students practice in analyzing the problems and giving opinions.2. Optional approachFirst read the writing materials and find out the problems and encourage the students express their advice.Then discuss how to improve writing.1). How to write “Make Home a Happier Place”.2).How to make an outline.Step3. While-writing1. Purpose: To let students use the target language in writing.2. Optional Approach1). Make the requests about the writing.2).Guide the students to write the composition. Step4. Post-writing1. Purpose: To encourage students to express their opinions and give reasons to support these reasons.To give students opportunity to learn from one another.2. Optional Approach1).Do peer-reviews by enjoy partners compositions and give reasons why you enjoy it. First paragraph by paragraph then the whole composition.2). Evaluate partners composition, and decide how many stars he/she can get, then give reasons.3). (Critical thinking) Talk about if you agree or disagree your partners advice and give your reasons.4).Rewrite Ss own composition.Step5. . Summary1. How to improve writing.Tips: 1).审题，确定人称、时态及要点；2).细化要点，列出提纲；3).巧用短语句式、连词、副词及过渡句，连贯上下文；4).卷面整洁，书写端正。 2. How to make an outline. 1). Beginning 2). Main part 3).EndingStep6. Homework Rewrite your letter to Lucy and share it on Wechat.VII. Blackboard design1. How to improve writing.Tips: 2. How to make an outline. 1). Beginning 2). Main part 3).EndingVIII. Teaching reflection 新课程标准在写的五级目标描述中要求学生能独立起草短文、短信等，并在教师的指导下进行修改；能使用常见的连接词表示顺序和逻辑关系（教育部，2012）。书面表达是许多学生英语能力的弱点，也是教师教学的薄弱环节。 在平时教学中，一些教师比较关注学生习作的语言问题，如拼写错误、语法错误、用词不准确等，但对学生习作篇章结构的规范性、语言的丰富性、文章意义的真实性等却关注不够。而且教师的评价方式基本上都是指出并改正学生的错误，缺乏表扬与激励，这使学生产生一种挫败感，导致学生不愿写作（张献臣，2013）。教师过度使用“点错”的方法往往收效甚微，原因是没有充分调动学生的内驱力。 我执教的这节书面表达讲评课，尝试以欣赏式点评激励学生充分挖掘学生习作中的亮点，以帮助学生建立自信，促使学生乐写、能写。课堂上我先以学生的家庭关系自然导入Lucy的家庭问题，然后引导学生在阅读写作材料后思考：要解决什么问题？如何给建议？是否明确写作框架？经过讨论，学生明确了写作的基本框架，即先阐述问题，再给建议，后得出结论，并确定了写作的基本内容。 学生在写作时，我提出了写作要求，并且要求学生在10分钟左右独立完成写作任务。学生写作后我批改了部分学生的习作，在批改过程中我并未把学生习作中的错误进行圈注，而是从书写、词汇、句子、段落以及谋篇等多层次去发现学生习作中的闪光点，让学生在课堂上进行赏析式点评，帮助学生体验学习的成功，从而激发学生的成就动机; 也让学生感知正确的沟通是解决问题及和家人建立良好关系最佳途径。 通过这次尝试我从学生中感知：1. 赏析式