高一英语写作课教学设计

一、教学目标

1知识目标

1）明确书面表达的要求，学会在规定时间内完成审题、确定文体、抓住要点、组织语言、书写修改等一系列工作。

2）学会内容表达的完整性、行文的连贯性、遣词造句的准确性。

2能力发展目标

通过词到句子再到文章的训练，提高学生用英语进行思维的能力，培养学生自主学习和协作学习的习惯，锻炼学生用英语进行自我表达和交际的能力；拓展学生的英语思维，发展学生观察与分析问题和归纳事物特点的能力提高学生写作水平和综合运用英语的能力。

3思想情感目标

1）通过写作，教育学生积极参与、主动思维、大胆实践，

2） 感受"合作学习"是一种非常有效的学习策略

3）体会交流思想和共享知识的乐趣。

二、教学辅助：多媒体

三、教学过程：

Step 1: Lead-in

1 应用2则谚语导入： 1） An apple day keeps the doctor away. 2）Two heads are better than one. 让学生知道本次课的内容是：1.关于健康话题的写作 2.完成写作方式采取"合作"策略

2 要求学生回答下列问题（全班分为三大小组分别讨论下列题目）

1）What is healthy eating habit?

2）What food should we eat to have a balanced diet?

3）How can we keep healthy?

每一组将讨论结果在讲台上展示，收集话题素材，为写作做热身：

1）关于healthy eating habit 2）关于a balanced diet 3）关于keep healthy

通过以上提问，让学生尽快进入角色，对健康话题说出自己的看法。让学生分小组活动，四人一组，教师巡视，需要时给予帮助，并参与学生的讨论。引导学生扩大词汇量和英语惯用法，指导他们掌握话题词汇。然后，选出某一小组的代表向全班汇报他们小组讨论的内容，再请1-2位学生发表他们的观点。

3 向学生布置接下来的任务：Today we are going to write an essay about " How to keep healthy for us students?"

Step 2: Presentation

指导学生分析写作材料，找出所有内容要点，已有材料，掌握事实。用大屏幕展示写作材料：

书面表达（满分20分）

假如你们学校"英语爱好者俱乐部"将对"健康话题"进行讨论。

请根据下列提示，用英语写一篇发言稿。内容要应包括:

1.部分同学的饮食习惯

2.良好的饮食习惯

3.个人看法

注意：

1.发言稿必须包括所有内容要点，可适当发挥；

2.发言稿开头与结尾已为你写好，不计入总词数;

3.词数：100左右.

Dear friends,

As we all know, we are what we eat. Therefore , it's very important for us to form healthy eating habits.

______________________________________________________________

That's all. Thank you!

要求学生认真阅读材料，读完材料后，问学生有关问题：

1) What should we write?

2) What expressions and sentence can we use?

3) How can we organize the necessary information and the related ideas we want to write?

再要求学生分小组讨论（4人1组）。这一过程的任务是拓宽思路，集思广益，讨论找出全部要点并交流如何表达这些要点以及可用哪些词组和句型，应用什么时态。同时进一步引导学生复习和扩大词汇和短语，使用相关的基本句型。教师巡视，必要时给予帮助和指导或参与学生的讨论。

Step 3: Collection

选出某一小组的代表向全班汇报他们小组讨论的结果；听同学反馈，请1-2名学生对刚才的汇报作简要的评述。从文章的内容要点、结构、语言形式、及交际功能的体现等方面进行评述。然后教师作简要的评述。收集并整理学生所用词汇、短语，写在黑板上。

Step 4: Outline

要求每位学生各自完成拟写提纲的任务，可以是潦草提纲，这种提纲不仅字迹潦草，往往也是只言片语。但在应试写作中往往是很有实效的一种写作提纲。也可以是句子式提纲，在这种提纲中，每一部分的内容用完整的句子列出，能较详尽地体现出实质内容和各部分之间的逻辑联系。

Step 5: Writing（请3位同学板书分段落共同完成作文）

要求其他学生将写作完成在特定地作文纸上：

Writing

Name:

Class:

Corrector:

Score:

Title : ________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

在这一写作阶段，学生在充分准备的基础上进行文字写作实践。这一阶段的具体任务有四项：1、草稿；2、自检错误；3、文字推敲、润饰；4、初步定稿。在这一过程中，教师巡视，给以学生必要的帮助和指导，特别是帮助指导一些有困难的学生。查看学生写作的内容要点是否齐全，表达是否准确，用词、句型结构的使用是否正确，单词拼写是否有误，语法结构的数量和准确性，上下文的连贯性以及语言的得体性。鼓励学生在完成这一任务的过程中应用较多的语法和词汇，合理使用较复杂结构和较高级词汇。

Step 6: Checking

教师在引导学生实施这一过程的任务之前，首先应向学生展现作文评分标准，特别是高考作文的评分标准、评分原则、给分要求，以及各个档次的要求和分值。在评价作文时，重点放在它所表达的思想及表达方式上，看作者对材料的分析是否准确、有新意，文章是否切中题目，是否完全完成了规定的任务，等等。这一过程的具体任务有：

1、Checking in pairs

同桌交流习作，通过辨认并改正彼此的内容要点的遗漏，句子结构和语法以及用词的错误，再一次为学生提供学习的机会，并强化同学间的合作性学习。

2、Class correction

听班级反馈。选出一篇学生习作，通过投影进行讨论并集体修改，让1-2位同学提出修改意见。评述学生习作的内容要点、语言的准确性、遣词造句、语法结构、句子句型、过渡词语、语篇结构以及标点符号的使用。采取反馈和同学间相互阅读作文的方法。学生既是作者又是读者，他们通过阅读别人的作文，可以学到更多的写作技巧。

3、Teacher feedback

学生听教师评述。教师对学生的修改意见进行简要的评述，然后通过幻灯展示范文，并强调写作要点。然后，要求学生再次对作文进行修改，不但要求要点齐全，语言表达准确连贯，而且在此基础上，求新、求精。适当使用并列句、定语从句、名词性从句。

4、Hand in

学生将写好的作品上交老师，教师审阅后把优秀作品在班级阅读展

Step 7: Evaluation教学评估阶段

此阶段教师提出问题"how to write an essay well?",请学生根据自己的写作问题进行总结。 Step 8: sum up

老师对于"如何提高写作表达的方法"进行总结

第二篇：高中英语写作课教案

Book6 Module3 Interpersonal relationship—— Friendship

高中英语写作课教案 Teaching Aims

1.To get the students to appreciating remarks on friendship or friends.

2.To enable the students to write a short story about friends or friendships. Teaching Procedures

Step 1 Discussion

Now, I found 500 pounds in Roy’s pocket. Did Roy steal the money from the charity? Someone says ‘yes’, someone says ‘no’. If Roy did steal the money from the charity, shall I tell the teacher or call the police? If Roy didn’t steal the money, what should I do?

Discuss it in groups of four .

Collect answers from students. Draw a conclusion; whether Roy stole the money or not, we help him all the same. Because we’re friends. Friends are the ones we can get help from and we can trust.

In this unit, we have talked a lot about friends and friendship, knowing the importance of friends. And what do you think of a friend or friendship?

How to keep friendship?List good qualities and bad qualities a friend may have.

Suggested answers:

Good qualities:

outgoing hospitable considerate enthusiastic friendly kind polite honest loyal brave positive optimistic smart intelligent modest generous determined responsible mature Bad qualities:

dishonest unfriendly dishonest rude impolite selfish lazy careless pessimistic Brainstorming:

Step 2 Writing

Describe a problem you had with a friend and give advice on how to keep friends.

Suggested expressions:

close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to , considerate, warm hearted, honest, 一些有关友谊的名言警句如：

On friends and friendship:

A true friend is one soul in two bodies. (---Aristotle)

A friend in need is a friend indeed. (---Ray)

Be slow in choosing a friend; slower in

changing.(---Benjamin Franklin)

A friend is a present which you give yourself. (---Robert Louis Stevenson)

Fate chooses your relatives, you choose your friends. (---Abbe Jacques Deille)

A faithful friend is the medicine of life. (---William Shakespeare)

The bird a nest, the spider a web, man

friendship.(---William Blake)

We choose our friend by instinct, but we keep them by judgment. (---Alfred Capus)

Friendship is love without his wings. (---George Gordon Byron)

True friendship is a plant of slow growth.(---George Washington)

Sample:

Friendship is one of the most valuable relationship in our lives, it may even last through you whole life. I have a good friend. Sometimes I argue with my friend. For example, once we discussed a problem of our homework, as we held different ideas

and wanted to persuade each other, we argued a lot. However,

after we found the correct answer, the one that was wrong

apologized at once. No matter how often we quarreled and what

we quarreled for, we are good friends for ever.

My favourite proverb says ' friend are like stars, you don’

t always see them, but you know they re always there.' Thats

true, indeed friends are willing to help you all the time. When

you are down ,friends raise you up with their hearts .When you

lose your way, friends guide you and pull you to the right way.

When you have sorrow to complain of, friends are always the best

ears for you.

So please cherish your friends, because everyone of them is

unique and precious. Getting along with friends is just like

growing plants. We must use patience, trust, and honesty as

fertilizer to make friendship stonger. And never forget ,plants

need sunshine, so do friends. Often give them some warm and you

will find your hearts are getting closer.

Friendship stands on both sides , so the more you give and

the more you will get . Remember, the key is your sincere heart. Step 3 Promotion and Homework

1) Assign another writing task based on the following

information:

What do you think of a friend or friendship?

How to keep friendship?

2） Instruct the students to write and revise by themselves.

3) Let the students hand in their final copies.

4) Select some good samples to read to the whole class. Suggested sample:

Friendship is the most important things in life. Good friend would like to help you when you met some troubles. Real good friends could put each other in their hearts. Real friendship is like the spring rivers flowing down the mountains, silently. Everybody is looking forward to meeting real friends.

How to find real friendship and keep it? I think it is like you planting a big tree. You should choose good seeds and take care of it to make it grow. Almost the same thoughts between each other is on base. Maybe fight also will happen. How to do? To make real friend, you don't be shy to explain your thoughts to the other. Try your best to keep friendship forever. It is necessary to tell the truth and respect each other.

教学实施过程：

针对学生这样的实际情况，并受任务型教学法启示“任务型教学理论实际上就是建立在讨论或交流教学思路的基础上的,是交流教学

思路的一种发展形态,英语教学要以学生为中心,教师要为学生设计运用语言的环境,通过大量的交流活动总结和掌握语言的规律,并在交流活动中实践,从而达到目的.”我对每模块后的书面表达内容的教学作了调整，这样处理：即把写作课变成讨论和写作并存的活动课，并在活动课中备有相关的多媒体内容或音乐，使学生在真切愉快的情景中搜集写作素材，完成写作内容，最后达到激发学生写作兴趣，提高写作技能并促进其他几种技能的效果。具体教学过程如下：

第一步，确定题目后，教师启发学生思考，回忆写作中所需要的相关词汇，必要时通过多媒体展示相关内容，然后教师在黑板上进行总结或借助多媒体把关键词语呈现给学生.例如外研版教材Book6 Module3 Interpersonal relationship___ Friendship,该模块的写作任务讲述朋友之间所产生的矛盾问题，并提出建议如何保持友谊：Describing a problem you had with a friend and giving advice on how to keep friends教师可先展示一些有关友谊或本班同学相处的图片、幻灯片、音乐等,以激发学生的学习兴趣。然后教师可引导学生说说自己的好朋友，尽可能用到本模块所学过的词汇：close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to, considerate, warmhearted, honest, 等等。

第二步，分组讨论（均匀分配不同程度的学生），要求学生围绕写作话题借助有关词汇，人人动口，积极思维:1.Who is your good friend? 2. How do you become good friends? 3. Have you ever

quarreled with each other? 4.What’s the problem? 5. Have you made up? 6. What should you do to keep your friendship? 等, 并让学生各抒己见,提供出不同的词语句型，如1.I’ve known him/her for ... 2.We first met six years ago...I remember meeting him/her for the first time 3.We have much in common. 4. I not only...but also... 5.I suggest that... 6.Why not...? 7.Can’t we ...? 8. What about...? 9. Friendship is both... and...

10. If we... , we can...等也可提供一些有关友谊的名言警句如：On friends and friendship:

A true friend is one soul in two bodies. (---Aristotle)

A friend in need is a friend indeed. (---Ray)

Be slow in choosing a friend; slower in changing.

(---Benjamin Franklin)

A friend is a present which you give yourself. (---Robert Louis Stevenson)

Fate chooses your relatives, you choose your friends. (---Abbe Jacques Deille)

A faithful friend is the medicine of life. (---William Shakespeare)

The bird a nest, the spider a web, man friendship. (---William Blake)

We choose our friend by instinct, but we keep them by judgment. (---Alfred Capus)

Friendship is love without his wings. (---George Gordon Byron)

True friendship is a plant of slow growth.(---George Washington)

同时教师提醒学生在讨论中尽量使用正确的时态、语态并用英语交流。这一步也是学生英文写作收集写作素材的过程。教师可参考与到各个组中，帮助学生解决疑难问题，并根据不同的写作内容和各小组的实际水平适当给他们提供一些新的词汇，同时鼓励那些平时不善于言谈的学生开口交流和帮助基础较差的学生。通过不断的教学实践，我发现：在这种活动或情景之下，学生无拘无束，大胆热烈讨论，加之教师的指导，写作的素材自然获得不少。最后每组选一位代表执笔完成书面表达，并在时间允许内在全班朗读；

第三步，教师进行总结归纳： Friendship is a kind of human relations. It is a human instinct to make friends. When in trouble, we need friends to offer us help, support and

encouragement. With success achieved, we also need friends to share our joys. .Long live friendship! 同时再次强调写作中所需的时态、语态和学生写作过程中容易犯的错误等关键问题。而后要求学生课后完成各自的写作内容并上交作业。

第四步，作文评价是个意义重大的环节，可采用以下评价机制，

包括学生自评→学生互评→教师评价→全班反馈→范文共赏五个环节。 学生参与情况：

运用这种教学方式，我所教的班级学生普遍反映：这种讨论和写作的方式更适合他们，因为气氛活跃，让人觉得轻松，通过小组的讨论、互相帮助和老师的指引，较容易搜集到写作素材,而且参考小组素材再结合自己的观点，就更容易下手写作了。每个小组都能写出较为优秀的文章，而且，学生完成作业情况非常好，能充分运用课上所讲的相关词汇和表达方式，有些同学的文章写得相当好，可以作为范文展示学习。总而言之，这种写作教学法既激发了学生的写作兴趣，又提高了他们的口语表达能力，同时还培养了他们的群体合作精神，而且也达到了师生互动交流。