情景作文写作说课稿

PAGEPAGE4写作讲评课教学设计说课稿田欣一、教学指导思想《普通高级中学英语课程标准》明确提出要全面培养学生的写作能力，并对一至九级的写作标准作出了具体的规定，其中对高中生的英语写作要求如下：能根据所读文章进行转述或摘要；能根据文字及图表提供的信息写短文或报告；能写出语意连贯且结构完整的短文，叙述事情或表达观点和态度；能在写作中做到文体规范、语句通顺。

《普通高等学校招生全国统一考试北京卷考试说明》写作部分主要考差考生根据写作任务的要求进行英语书面表达能力，能恰当应用不同文体完成书面交际任务，恰当应用词汇、语法知识，清楚、连贯地表达观点和态度。《普通高校招生全国统一考试大纲》中英语学科书面表达的“评分标准”中指出，评分时，应该注意“应用词汇和语法结构的数量、上下文的连贯性和语言的得体性”；第三档（12-14分）要求考生基本完成试题规定的任务。覆盖了内容要点；运用的句式和词汇基本满足任务要求；语法和用词方面有一些错误，但不影响理解。最高档次的给分要求中还要求考生能够“应用较多的语法结构和词汇；尽力使用较复杂结构或较高级词汇，具备较强的语言用用能力；有效地使用了语句间的连接成分，使全文结构紧凑”等等二、学生分析本人所教的班级理科实验和文科班，大部分同学对英语学习有兴趣，但部分学生英语基础普遍薄弱，在学习方法上需要进一步提高和改善。写作考查学生综合运用语言的能力，一直是英语教学中最薄弱的环节，学生在写作中主要体现以下问题，如审题不清，内容和语篇不合理，语言缺乏准确性、流畅性、多样性和逻辑性等问题。因此，在训练学生的写作能力过程中，我认为写作讲评课是其一个重要环节。在写作讲评课中应综合考虑和巧妙安排从而提高英语课堂教学的效率。三、教学过程设计1.TeachingAims:Attheendoftheclass,studentswillbeableto:1.Analyzethepointstobeimprovedintheirwritingpassage.2.Acquiresomegoodexpressionsaboutthispassage3.LearnhowtopolishtheirwritingpassagebyusingdifferenttechniquesKeyPoints:Getstudentstoknowthetechniquestoimprovetheirwritinge.g.Changethesubject;Chooseadvancedphrases;UsedifferentsentencesDifficultpoints:Howtousethetechniquestopolishtheirwriting.TeachingAids:ppt,students’writingTeachingmethods:processwritingmethodTeachingproceduresStep1Decideuponthethemeandkeypoints-abouttheliteralandpictureinformationandliteralinformation话题：社会实践活动文体：记叙文时态：一般过去时；感想可以是一般现在时人称：第一人称：我们pictureinformation:图片要点细节Picture1

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Step2Analysetheproblemsofstudents’writingaboutthelanguage,structureandcoherenceAskSstofindouttheproblemsinthewritingpassage:Ss’works1语言不准确、缺乏过渡与连接Ss’works2语言缺乏准确性与多样性AskSstoexperiencethewell-writtenpassageSs’works3结构清晰，语言流畅，逻辑合理Lastweek,myclassmatesaswellasItookpartinameaningfulsocialpracticeactivitytovisittheCapitalMuseum.WhatwedidfirstwastofindoutwherethemuseumwaslocatedbysurfingtheInternet.(opening)Onknowingtheroute,wedecidedtomeetatthegateofthemuseumat9o’clockthenextday.Weallarrivedontimeandtherewaitedaguide,whoshowedusaroundandexplainedeverythinglivelytous.NotonlydidweknowmoreaboutBeijingandbroadenourhorizonsbutalsowerealizedhowrapidlyourcountrydevelopedandhowstrongitwas.Inaddition,wealsowatchedashortmoviewhichwasintendedforvisitors.Thankstoit,wehadabetterunderstandingofthecultureofBeijing.IntheDIYarea,wewereallowedtoexperiencethetraditionalculture,suchasthepaper-cutsandpaint-masks.Ifeltitimportantforustolearnmoreaboutlifeandtoenrichourknowledge.(body)Atlast,atabout12o’clock,wesaidgoodbyetothefriendlyguide.Laughingandtalking,weleftthemuseum.Wealllookforwardtohavinganotheractivity.(ending)Summrizethecharacteristicsofthewell-writtenpassage内容要点；词汇和语法的数量和准确性；上下文的连贯；语言的得体性Step3Figureoutthemethodstoimprovethestudent’swriting1.覆盖所有内容要点,适当补充细节SharetheSs’sworksaboutthedetailsBeginning:Inordertobroadenourhorizons,weorganisedameaningfulactivity,whichwastovisittheCapitalMuseum(张近楠).….thepurposewasthatwecouldhaveagoodunderstandingofourtraditionalculture.(罗维)Picture1Wesurfedtheinternettofindwherethemuseumwas.(耿佳)WefoundtheaddressoftheCapitalMuseumbysearchinginBaidu.(迪拉热)Picture2wesetoffearlyandwhenwegotthereat9o’clock,afriendlyguidewaswaitingforus.(李唱)Herwordswerevivid.(梁嘉琛)Picture3Somestudentsmadeapaper-cutswhileotherspreferredtomakepaint-masks.(苏晶晶)Itwasn’tlongbeforethepaintmaskwasfinished.Theguidespokehighlyofourwork.(李梦迪)Picture4Itwasat12thatwefinishedourvisitandwesaidgoodbyetotheguide.(杨东冉)Beforeleaving,wetookphotosinfrontofthemuseum.(张石)EndingThemuseumisworthvisitingforus.(杨东冉)Wethinkitimportantforustotakepartintheactivity.(李金方)2.应用较多的语法结构和词汇1)thesamesubject“we”-Changethesubjecte.g.Weleftthemuseumat12o’clock.→Itwasat12o’clockthatweleftthemuseum.Wesaidgoodbyetotheguide,thenweleftthemuseum.→Weleftthemuseumaftersayinggoodbyetotheguide.WehadasocialpracticeactivityonSunday.→LastSundayasocialpracticeactivitywasorganised.2)simplewords--Chooseadvancedphrasese.g.happy→delighted,bedelightedindoinggood→educational,instructive,meaningful,interesting,fantasticknow→haveabetterunderstandingof3)simplesentences-Usedifferentsentencese.g.Wethoughtitmeaningfulforustovisitthemuseum.(金孟沙)Withthehelpoftheguide,webegantovisitthemuseum.AfterseeingthefilmaboutthehistoryofBeijing,wewenttotheDIYarea.(于燕)Havingseenit,weweretakentotheDIYarea.(石玥4)simpletransitions-UsepropertransitionsWhenwegotthere,…inthebeginning…,then..afterthat…finally…/attheendoftheactivityinaddition,apartfromthat…Timepassedquickly,…Step4Appreciatethe