过程写作法在初中英语专题作文中的运用教案仁爱版九年级英语上册

教学设计授课教师单位备课时间课题过程写作法在初中英语专题作文中的运用教材版本仁爱课时一课时课型作文课教材分析对仁爱英语初中教材的话题内容进行分类，归类出11个写作话题题目，然后运用“六字”过程写作法（集，思，撰，改，辨，文）进行各年级的作文教学。本堂作文课题目——MyLife，是根据七八九年级教材中七上U3GettingTogether.七下U5OurSchoolLife.U6OurLocalArea八上U3OurHobbies八下U5FeelingExcited.九上U1TheChangingWorld.这些单元中相关话题中内容进行梳理、整合、归纳，升华出来的。让同学们通过对这些教材中相应话题内容的学习、回忆和融合，运用过程写作法写出全新的或自己特色的语篇来。学情分析学过的内容有印象，老师帮助同学们复习和回顾，并引导学生形成自己的思路；没学过的内容同学们慢慢深入并捕捉到为己所用的内容。学生们的程度良莠不齐，吸收和理解的程度不同，产生的效果也不一样，但鼓励学生在互助、互评、互学的气氛中，挖掘自己的潜力、培养自己的特色、自己能够写出高质量的语篇来。教学目标通过“集”（brainstorm）环节让学生学习和回想跟个人情况相关的话题内容family,pets,schoollife,home,community,livingenvironment，hometown，并复习一些词汇、短语、句型等表达方式；2.通过“思”(think)环节进行本课作文的要求和写法进行分析；3.学生根据分析，开始进行作文的创作——“撰”（create）；4.学生写完后，先进行自“改”（correct）并评分；然后再互批互评分和积累好词好句;小组合作学习，“辨”（elect）出小组内最佳作文并展示，其他同学学习；6.最后学生们再次润色、修改、美化自己的文章，进行“文”（perfect）环节，誊写一篇完美的作文。教学重点能够把学习和复习的知识迁移到新作文里面来；通过自改、自评、互评、展示环节，让学生们都能学有所得；让学生学会多角度去描写自己的生活。教学难点1.通过“六字”过程写作法写英语作文；2.认识到我们的生活丰富多彩、精彩纷呈；要学会快乐生活，认真对待生活，从生活中学习。教法学法任务型教学法自主合作探究教学准备多媒体教学过程设计意图Step1Lead-in—“Brainstorm”Justnowyoulistenedtoabeautifulsong.What’sitsname?“Love”isveryimportantinourlife.Weshouldtreatotherswithlove.“Whoisthemostimportantpersoninyourlife?Whichthingsarethemostimportantinyourlife?...”Therearemanythingshappeningaroundyoueveryday.Therearemanythingsinourlife.Nomatterwhattheyareandnomatterhowtheyaffectus,weshouldlearntohugthemandgivelovetothem.Becausethisiscalledlife.“Lovecomesfromtheheart,andloveisthesouloftheheart.”通过头脑风暴让学生们回想跟自己相关的诸多内容的英文表达，同时引导学生要热爱我们身边的一切，并让学生用英语表达这些内容。Step2Reviewthetextbook1.Reviewsomethingaboutone’sfamily.Askstudents,“What’syourname?Howoldareyou?Wheredoyoucomefrom?Wheredoyoulive?Howmanypeoplearethereinyourfamily?Whatdotheydo?Whoelsedoyoulivewith?Howdoyoulikeyourfamily?”2.Reviewhowtodescribepets.Askstudents,“Doyouhaveapetathome?Whatisit?Whydoyoukeeppets?Whatdoyouthinkofyourpet?Whatdoesitbringyou?”3.Reviewsomethingaboutschoollife,“Whatclassareyouin?Howisyourschoollife?Howmanylessonsdoyouhaveeveryweekday?Whatlessonsarethey?What’syourfavoritesubject?Whydoyoulikeitbest?Whichsubjectdoyounotlike?Why?Whatoutdooractivitiesdoyoudoafterschool?Whatdoyouthinkofyourschoollife?”4.Reviewsomethingaboutone’shome.Askstudents,“Whatkindofhomedoyoulivein?Whatdoesitlooklike?What’syourfavoriteroom?Why?Howdoyoulikeyourhome?”5.Reviewsomethingaboutone’scommunity.Askstudents,“Whatcommunitydoyoulivein?What’sin/aroundyourcommunity?Howisyourcommunity?6.Reviewsomethingaboutone’slivingenvironment..Askstudents,“Ifyoumovetoanewplace,howdoyoufeel?(I’llbeupsetandlively.Ican’’mnotusedtoanythingthereatfirst.)Howdoyoudealwithsomethingthathappenedtoyousuddenly?Howdoyoumakeyourselffeelmorecomfortableinanewplace?(I’lltrytomakefriendswithnewclassmates,teachersandneighbors.Ihopetheywillacceptme.)7.Reviewsomethingaboutone’shometown.Askstudents,“Whereisyourhometown?Whatdoesitlooklike?(Iliveinasmallcity,butit’’scalled“theCityofForest”or“theCityofIceandSnow”.Ithasmanyforestsinthemountain.Ithasapopulationof308thousand.Itcovers2,7590squarekilometers.整合各年级教材中与“介绍个人情况”相关的内容，让学生充分挖掘记忆宝库，找到足够多的素材。用熟悉的内容做引领，在激活学生的知识储备的同事，挖掘学生创新的潜力，让学生为后面的写作做好充分的准备。Step3Pre-writing—“Think”Presenttoday’scompositionWriteacompositioncalled“MyLife”andleadstudentstoanalysetherequirementsandthestepsofwriting.Title:MyLifeStyle:NarrationandArgumentationPerson:Thefirstperson:ITense:TheSimplePresentTenseCompositionStructure：P1，P2，P3Andanalysewhatwewillwriteineveryparagraphandsomeattentionpoints.呈现写作任务，引导学生确定题目、文体，人称，时态和文章结构，并带学生一起分析每段写法，做好写前准备。Step4While-writing—“Create”and“Correct”Letstudentsbeginto“create”theircompositionsandwritethemdownonpapers.Ifnecessary,theycanasktheteacherforhelp.Give8minutestostudents.T:Ifyoufinishwriting,youcan“correct”itbyyourselfaccordingto“standardofgoodcomposition”and“connectivewords”andgiveyourselfmarks.Aftercorrectingsomemistakes,studentscanaskpartnerstocheckeachother’scompositionsandevaluateeachother’s——correctandgivemarks.Atthesametime,studentsmustlearnsomegoodwordsandsentencesfromeachother.学生们开始写创作，老师监督并适时给予帮助。写作完成后，自改自评分，然后找搭档互批改互评分互相学习好词好句。让学生们在合作探究中学习。Step5Post-writing—Groupwork——“Elect”1.Workingroupsand“elect”thebestcompositioninthegroupandlearngoodwords,goodsentencesfromothers.2.Askgroupstoshowthebestcompositioninfrontoftheclass.Everyoneshouldalwayslearngoodwords,goodsentencesfromothers.小组合作使学习效果扩大化，在互助中促进相互学习、提高合作意识、提高欣赏他人的能力。以一篇展示文的方式带领大家给作文评分并分析优缺点和注意事项，引导学生反思自己要提升的方面。Step6“Perfect”Askthestudentstocopythecompositiononpaperandmaketheircompositionsbetterandmore“perfect”.Payattentiontogoodhandwriting,nomistakes,standardofgoodcompositionandsoon.Afterfinishingperfectingthecomposition,handintheirpapers.学生们再次润色、修改、美化自己的文章，然后誊写一篇完美的作文。让学生养成写作文打草稿然后再誊写的好习惯。Step7SummaryAskstudentstolearnthewaytowritecompositionsandintroducehowtodothatineverywritingpartandreviewhowtoanalyserequirementsandthestepsofwriting.Pre-Writing—“Brainstorm”and“Think”While-Writing—“Create”and“Correct”Post-Writing—“Elect”and“Perfect”通过总结让学生巩固“六字”过程写作法的写作方法、加强写作前分析作文要求和安排作文结构的能力，真正达到培养学生写作能力的目的。Step7Homework1.Finishperfectingthiscompositionifyoucan’tfinishit.2.Chooseoneofthem:(1)WriteacompositioncalledMyFutureLife.(2)TrytoorganizetheknowledgewelearnedinthetextbooksfromGrade7toGrade9aboutsomeactivities,suchasapicnic,atrip,thesportsmeeting,thebirthdaypartyandsoon.We’llwriteacompositionaboutthese.Lovelife,lifealsolovedhim.weshouldloveourlife.Thankyouforlistening.Goodbye。作业布置是课堂教学的延伸。一堂课的结束可以引发