英语写作课课例反思

英语写作课课例反思

近年来山西中考命题以“一核，六维度，四手段”为总抓手，英语学科以核心素养视域下的课程标准为基准进行改革与探索，英语学科的核心素养综合表现为语言能力，文化品格，思维品质和学习能力四大素养。在此宏观背景下，要求我们教师在教学活动中应立足于核心素养明确教学目标，设计教学环节，使用相应策略，完成教学任务。

结合四大素养，针对本课时，具体分析如下：

（1）语言能力:根据本课时的教学要求及目标，学生能够搜集、理解所需要语言的基础信息（如总结回顾所有的频度副词、描述人们的生活习惯词汇等）；学生能够理解英汉思维的差异，能够用英语思维来表达自己的看法及观点；能够流畅而且有逻辑性地组织句子，合理安排语篇结构。

（2）思维品质:重视学生的写作思维训练，注重思维品质与文化品格相结合。学生通过学习，多层次、多角度、多元化地内化所学知识。写作中，注重语篇的整体性、结构性、逻辑性以及结构特点所反映出的思维品质。

（3）文化品格:学生根据课前大量的语篇学习（口语语篇或阅读语篇），把语言学习与文化学习相结合。学生运用英语思维进行学习，体现文化差异，整理归纳词汇、句子及语篇，为课上的写作做出充分准备。

（4）学习能力:学生通过收集词汇扩大自己的词汇量，有利于阅读和写作；通过整理归纳学习语言结构及语言知识，提高遣词造句表达的能力；通过小组合作学习，提高团队精神，培养团结协作意识；通过课上互批作文，提高学生的思辨能力和写作能力；通过课后实操训练，培养学生使用语言知识的灵活性，培养学生对语言知识举一反三、触类旁通的能力。

【活动策略】

一个半课时完成教学内容；课前需要学生收集有关描述人们生活习惯的短语，复习归纳如何用频度副词描写人们的生活习惯。

以下是Unit 2 Writing课例

Unit2 How often do you exercise?

Section B Writing

Teaching aims:

1.Knowledge aims：

1)Students can understand the following phrases: go to the dentist, watch TV for over 2 hours, more than

2)Students can master the use of the adverbs of frequency

2.Ability aims：

1)Students can write about their good habits and bad habits by using the adverbs of frequency.

2)Students can learn to correct the mistakes in their compositions and grade their compositions in pairs.

3. Moral aims：

Students can know about their good habits and bad habits and try to get rid of their old habits.

Teaching keys and difficulties:

1. Students can use the adverbs of frequency correctly.

2. Students can write the composition correctly.

Teaching procedures:

Step1Lead-in

Review the adverbs of frequency.

(环节说明：通过复习频率副词，让学生便于正确做题，同时为写作打下坚实的基础。）

T：We have learnt the adverbs of frequency. What are the adverbs of frequency?

S1: always, usually, often, sometimes, hardly ever, never.

T:Good. Where should they put in the sentence?

S2: They should be put in front of the action verbs and behind the link verbs.

T:Good. And what are other adverbs of frequency?

S3:every day , 次数+ a day/ week/ month/ year

T:Good. Where should they put in the sentence?

S4:They should be put at the end of the sentence.

T:Excellent. Now open your books and turn to Page 15 and finish 3a by using the adverbs of frequency.

Step 2 Writing

Before writing

After the students finish 3a, they will be given time to check the answers in groups.

T: Let’s read the report together.

Ss: ……

T: What are the key sentences of the passage?

S1: Jane has a lot of good habits.

T: Good. What are other sentences?

S2: However, she has some bad habits, too.

T: Good. So if you write your habits. You should use the two sentences.

Ss: OK.

T: What are the conjunctions in the passage?

S3: and, also, however, because.

T: Good. If you write a composition, you have to use the main sentences and conjunctions.

(通过通过填写频率副词完成作文范例，同时找出范文里的过渡句为自己写作文做铺垫。）

T: What good habits do you have?

S1: I exercise every day. (Write it on the blackboard.)

S2: I read books every day. / I always read books.

S3: I go to bed early five times a week.

S4: I never stay up late.

T: Good. What bad habits do you have?

S1: I eat junk food every day.

S2: I hardly ever help with housework.

S3: I play the games for over 3 hours on weekends.

T:Good..

(学生通过写出自己好习惯和坏习惯的活动和频率的关键词，为自己写作文列好提纲。)

While-writing

Write a report about your good habits and bad habits and say how often you do things.

T: Ok, it’s time to show you. Now you have ten minutes to write down your good habits and bad habits and their frequency in 3b. You have to write at least 3 activities for each one.

Ss: OK.

T: And you have to use the main sentences and conjunctions in 3a.

Ss: Ok.

After-writing

After a few students finish their compositions, two students are chosen to write their compositions on the blackboard.

T: I see most of you have finished, now let’s look at the compositions on the blackboard. First, let’s see the two main sentences “I have some good habits.However, I have some bad habits, too. ”

S1: One student writes the two sentences, but the other one doesn’t write the two sentences.

T: Ok. Then, let’s see if three activities are written in good habits and bad habits.

S2: One student writes enough activities, but the other one doesn’t have enough ones.

T: Next, let’s see if there are mistakes in each sentence.

S3: every day should be put at the end of the sentence.

S4: always should be put in front of the action verbs.

S5: There should be conclusion at the end of the composition.

T: Excellent. What’s the point of the composition?

S6: 12

S7: 11

T: Ok, his handwriting isn’t tidy enough. So 12 is Ok. Now, exchange the composition in pairs and grade it.

Step4 Homework

Write down your compositions in your exercise book.

Teaching Reflection:

在3b部分，同学们一起说，我在黑板上板书好习惯和坏习惯，占用的时间过长；应给两个范例，让学生们自己开始写，可以留给学生足够的时间来完成3c. 在同学们完成3c作文之后，由于是第一次全班一起批改作文，同学们很兴奋和激动。在同桌互改作文环节，我发现很多同学不会发现作文中的错误，但让学生有这样的经历很重要，所以我对于发现同桌错误的同学给予鼓励。

Group Advice:

1.时间充裕的话，可以在班里展示优秀作文。

2.在学生互相评价完作文之后，应该再收上来看下有没有其他错误。