英語寫作課課例反思

英語寫作課課例反思

近年來山西會考命題以“一核，六維度，四手段”為總抓手，英語學科以核心素養視域下的課程標準為基準進行改革與探索，英語學科的核心素養綜合表現為語言能力，文化品格，思維品質和學習能力四大素養。在此宏觀背景下，要求我們教師在教學活動中應立足於核心素養明確教學目標，設計教學環節，使用相應策略，完成教學任務。

結合四大素養，針對本課時，具體分析如下：

（1）語言能力:根據本課時的教學要求及目標，學生能夠蒐集、理解所需要語言的基礎信息（如總結回顧所有的頻度副詞、描述人們的生活習慣詞彙等）；學生能夠理解英漢思維的差異，能夠用英語思維來表達自己的看法及觀點；能夠流暢而且有邏輯性地組織句子，合理安排語篇結構。

（2）思維品質:重視學生的寫作思維訓練，注重思維品質與文化品格相結合。學生通過學習，多層次、多角度、多元化地內化所學知識。寫作中，注重語篇的整體性、結構性、邏輯性以及結構特點所反映出的思維品質。

（3）文化品格:學生根據課前大量的語篇學習（口語語篇或閲讀語篇），把語言學習與文化學習相結合。學生運用英語思維進行學習，體現文化差異，整理歸納詞彙、句子及語篇，為課上的寫作做出充分準備。

（4）學習能力:學生通過收集詞彙擴大自己的詞彙量，有利於閲讀和寫作；通過整理歸納學習語言結構及語言知識，提高遣詞造句表達的能力；通過小組合作學習，提高團隊精神，培養團結協作意識；通過課上互批作文，提高學生的思辨能力和寫作能力；通過課後實操訓練，培養學生使用語言知識的靈活性，培養學生對語言知識舉一反三、觸類旁通的能力。

【活動策略】

一個半課時完成教學內容；課前需要學生收集有關描述人們生活習慣的短語，複習歸納如何用頻度副詞描寫人們的生活習慣。

以下是Unit 2 Writing課例

Unit2 How often do you exercise?

Section B Writing

Teaching aims:

ledge 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

ity 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.

(環節説明：通過複習頻率副詞，讓學生便於正確做題，同時為寫作打下堅實的基礎。）

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 , 次數+ 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.

(通過通過填寫頻率副詞完成作文範例，同時找出範文裏的過渡句為自己寫作文做鋪墊。）

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..

(學生通過寫出自己好習慣和壞習慣的活動和頻率的關鍵詞，為自己寫作文列好提綱。)

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 ver, 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，同學們一起説，我在黑板上板書好習慣和壞習慣，佔用的時間過長；應給兩個範例，讓學生們自己開始寫，可以留給學生足夠的時間來完成3c. 在同學們完成3c作文之後，由於是第一次全班一起批改作文，同學們很興奮和激動。在同桌互改作文環節，我發現很多同學不會發現作文中的錯誤，但讓學生有這樣的經歷很重要，所以我對於發現同桌錯誤的同學給予鼓勵。

Group Advice:

1.時間充裕的話，可以在班裏展示優秀作文。

2.在學生互相評價完作文之後，應該再收上來看下有沒有其他錯誤。