完整高三英语写作教学案例

高三英语写作教学案例（一）教学内容以人民教育出版社教材中Traveljournal话题为背景，根据写作要求提示，组织材料写一篇自己亲身游记。（二）教学目标.写作技能目标：在学习模块Traveljournal之后，学生通过理解与把握JournaldowntheMekong这篇游记，掌握用英文写游记体裁文章的基本技能。.学习策略目标：（1）指导学生学会欣赏游记，并能模仿写出自己的旅游经历与体会。（2）培养学生选择使用工具书的技能，促进写作水平的提高。.情感目标：提高学生的业余生活质量，欣赏美丽河山，热爱和保护自然，同时加强情感交流。（三）教学重点与难点.如何做好阅读与写作的衔接。.对学生模仿游记的评论与评价。（四）教学过程Pre-writingActivity1.ShowthestudentssomesentencesfromthereadinginthismoduletoremindthemofthetravelexperienceofWangWeiandWangKun.Ihaddreamedabouttakingagreatbiketrip.Shelovestogoforlongbikeridesinthecountryside.Shegaveadeterminedlook thekindthatsaidshewouldn'tchangehermind.Whenareweleavingandwhenarewecomingback?Atfirsttheriverissmall,clearandcold.Thenitbeginstomovequickly.Itbecomesarapidsasitpassesthoughdeepvalleys.Atlast,theriver'sdeltaenterstheSouthChinaSea.Toclimbthemountainroadwashardworkbutgoingdownthehillswasgreatfun.WearereachingDaliinYunnanProvincewhereourcousinsDaoWeiandYuHangwilljoinus.Wecanhardlywaittoseethem.Atthesametime,theteacherasksthestudentstopayattentiontotheunderlinedwords,fromwhichtheycouldlearnwaystodescribetheirtripsandsharetheirafterthoughtswithus.(本教学环节可以起到承上启下的作用，学生脑海中可以复现本模块游记的场景；通过回忆下划线的词语或句型，即可复习巩固，又为新的写作训练架起引桥。)Activity2.TravelaroundourcountryT:DoWangWeiandWangKunenjoytheirbiketrip?(S:Yes.)Andhaveyoumadeatripsomewhereinourcountry/ourcity/ourarea?OrHaveyoueverhadsuchexperiencesasWangWeiandWangKun?(Forstudentslivinginbigcities,mostofthemwillsayYes,forotherstheteachermaychoosetheonethestudentsarefamiliarwith.)Forme,travelingaroundisexcitingandtherearealotofplacesofinteresttoseeinourmotherland.Lookatthepicturesandguesswhereitis.(Showsomeslidesorpictures.)HainanIsland;Hongkong;Tian'anmenSquare;TheGreatWall;MountainTai;Qingdao;Huanghe,TempleofHeavenetc.(Orlocalplacesofinterest.)(对于大多数学生而言，英语写作不轻松，也比较乏味。通过师生互动的课堂活动和欣赏图片，既能较好地激发学生的兴趣，引领学生欣赏名胜古迹，又在一定程度上使学生为之振奋，从而激发写作欲望。)While-writing:Activity3.Talkaboutthewritingtopic.(handout)假设你是李华，今年五一节，你们班组织了集体登泰山活动，请你根据当时的场景写一篇游记。记述你们班为什么选择登泰山？在登山前做了哪些准备工作？如何到达山顶？途中观察到什么？有什么感受？Doyouwanttogotravelingaroundtheseplaces?(Yes.)SodoI.Ifwehadenoughtimeandenoughmoney,wewouldgotheresomeday.Bytheway,IwastoldthatyourclasswenttoMountainTaiduringtheLabourDay.AmIright?Wouldsomeofyousharetheideaswithme?Brainstorming:Getthestudentstoaskandanswerthequestion:WhydidyouchoosetogotoMountain?Thestudentsmaygivesomeanswersasfollows:A.MountainTaiisquitebeautiful/famous/closetonature.Wewanttohaveaninterestingtripthere.Duringtheclimb,westudentscanhelpeachother,whichwillstrengthenthefriendshipbetweenus.WehaddreamedaboutclimbingMountainTaitogetherforlong.It'sinourprovince,andwefeelproudofit.Wewanttomakeastudyofthewildlifethere.Weshouldtrytoovercomeanydifficulty,nomatterhowharditis.Mountainclimbingisreallyexciting.(Fortheabovequestions,theteacherasksthestudentstogiveasmuchinformationaspossible,anddothesamewiththefollowingones.)Whatdidyoudobeforeyourtrip?Howdidyougettothetopofthemountain?(本阶段属于本节课的核心内容。由景而入，激发了学生的兴趣；通过大脑风暴活动，既活跃了课堂气氛，拓展了学生的思维，又能够锻炼学生口头表述事实和交流信息的能力，这些可理解的输入为下一步的写作做好了语言上的准备。同时，本环节也体现了读写一体的原则，即每个句子的正确性为整篇文章的写作打下了良好的基础。)Activity4.PuttheideasintosentencesandthenintopassagesFirst,askthestudentstowritedownsomesentencesabouttheirclimbing.Askthemtomakeoutanoutline,topicsentencesoftheparagraphs,andsomekeywordsandphrases.Theycanalsocombinetheanswerstotheabovequestionsandthenrevisethemwiththeadvicefromothers.Next,getthestudentstoputtheirsentencesinorder.Andsharetheirwritingwiththeirpartners.(Beforegettingthestudentstostart,remindthemofthedifferencesbetweenadiaryandajournal.)Then,studentswritethetraveljourney,usinglinkingwordsandrelativepronouns.Whilecarryingoutthiswork,theteachermaywalkaroundthestudentstogivesomehelpwhennecessary.（由问题的互动，学生积累了写作素材；同时，学生写作技能的培养在这里也得到了集中体现。从整理思路，组织素材，到列出提纲，遣词造句，写出文章，整个过程是连贯的，是一体的。在这个环节中，教师使用了任务型教学法，通过学生的班级活动，小组活动，促进了学生之间的交流、合作能力。在小组交流过程中，老师应尽量参与到讨论当中，并能适时地加以指导，也就是说教师的身份应该是活动的组织者，学生的指导者和启发者；学生才是课堂的主体，一切活动也围绕学生来展开。)Post-writing:Activity5：Getthestudentstoevaluatetheircompositionsingroups.Exchangetheirwritingwithothermembersinthegroups(twoorfourstudentsinagroup),andaskthestudentstogivesomecommentsontheoneheorshehasread.Theteachershouldgetthestudentstopayattentiontothefollowingpointstomakenecessarycorrectionswhilereadingtheirpartners'writing..Basicskills(spelling,capitalization,punctuation).Keypoints.Suitablewordsandexpressions.Grammar(tense,voice,sentencestructures).Logicalproblems(conjunctions,orders)Geteachgrouptorecommendoneortwopassagesandshareitwith