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在線播放:第十五屆全國初中英語教師基本功大賽說課視頻展示8下寫作課Unit 8 Go green3.江蘇閔潔

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8下寫作課Unit 8 Go green3. 江蘇閔潔

8下 Unit 8 Go green
Task: Going green
主題語境：人與自然 -- 保護環(huán)境
語篇類型：演講稿
語篇知識：通過英語學習獲得環(huán)境保護的相關知識
授課時長：45分鐘
文本分析：
本課是寫作課的第一課時。寫作的主題是 “Go green”。本課有兩個文本范例。范例1向學生展示了如何在寫作前進行信息收集以及分類匯總。范例2向學生展示了如何將寫作的草稿轉換為文稿。文稿按照總-分-總的順序展開，學生需要在寫作前研讀演講稿的文體特色，例如人稱代詞“我”的大量使用拉近演講者與聽眾之間的距離，排比結構的使用可以加強演講的語言感染力等等。本課的價值在于學生通過文本的學習、文稿的寫作，進一步理解人與自然的關系，在日常生活中身體力行的為環(huán)境保護盡自己的一份力。
學情分析：
本班學生英語基礎較好，學習態(tài)度認真，學習熱情高。學生已經(jīng)具備基本的寫作能力，基本能夠根據(jù)主題表達需要，使用恰當?shù)木渥印⒍温浜推陆Y構，來增強文章的條理性。但學生在歸納整理分類寫作觀點時還存在一定的困難。此外，雖然學生對三段式寫作的結構比較熟悉，但對演講稿的文體特征了解的不甚系統(tǒng)，對人稱及排比的使用都比較陌生。
I. Teaching aims and learning objectives
By the end of this period, the students are expected to
1) express their opinions with the words, expressions and sentences in this unit;
2) use Millie’s notes as a model to organize their ideas into their own notes;
3) distinguish the notes and the script in language features;
4) use Millie’s script as a model to write their scripts about how to go green;
5) learn to evaluate their writings.
II. Focus of the lesson and predicted area of difficulty
1) Get the students well trained in writing a speech from the perspective of readers / audience of the presentation;
2) Get the students well trained in evaluating their writings.
III. Teaching approach
Process-oriented approach; PWP approach
IV. Teaching procedures

步驟	教學活動	設計意圖	互動時間&模式
Pre-writing
Step 1	Ss share the activities during their Environment Week and the purpose of their activities. T invites students to think, ‘If possible, what other activities would you like to hold for the Environment Week?’ (Possible answer: make a presentation) Ss discuss in groups how to make a good presentation.	在真實語境中與學生互動交流與本課主題相關的話題，引出環(huán)保主題，充分調動學生參與語言實踐的積極性，激發(fā)學生的興趣。	2’ IW
Step 2	Ss exchange their ideas on how to go green in their daily life.	創(chuàng)設語境，導入主題，激活學生已有的關于環(huán)保的認知和經(jīng)驗, 為后續(xù)寫作搭建內容支架。	4’ IW GW
While-writing
Step 3	Ss read the notes to find out how to save water and power, how to reduce pollution and what else students can do to live a green life. T guides the students to design notes for their own script. (Focus on one aspect of the topic. Discuss in groups of four. )	以問題引導學生獲取信息，分析語言特征，通過比較分類等手段，指導學生將環(huán)保措施進行分類，進一步做好寫作前的內容方面的準備工作。	10’ IW GW
Step 4	Ss read and analyze Millie’s script to have a better understanding of its clear structure. T leads the students to appreciate its rich expressions and various ways to show content. 1) How to have an attractive beginning? 2) How to make a presentation in a persuasive way? 3) How to have a convincing ending? T reminds Ss of the purpose of the script.	通過分析Millie 的文章，讓學生對文本的結構有更清晰的認知，并欣賞演講稿的語言特色（人稱，排比……），增強學生在寫作中的讀者/聽眾意識,為寫作提供一個明確的方向。	12’ IW GW
Step 5	Ss complete the script with the help of their notes.	落實到筆頭是初稿階段教學活動的主要特征。寫作之前分析腳本的結構，提醒學生為真正的讀者/聽者而寫，為真實的目的而寫。呈現(xiàn)本節(jié)課的寫作評價量規(guī)，教師重點解釋本節(jié)課寫作的訓練重點。學生就環(huán)保的某一個方面，結合此前討論的要點，獨立完成寫作任務。本節(jié)課是寫作課的第一課時，只要求學生完成作品初稿。	10’ IW
Post-writing
Step 6	T reminds Ss of tips for making a presentation. T presents one of their writings on the projector, and assesses the writing according to the assessment table. T chooses some other writings and invites Ss students to assess their peers’ writings according to the writing assessment table.	教師引領學生依據(jù)本節(jié)課的評估量規(guī)評價一篇作品。學生結合習作評價要求，參與評價，給出評價，與教師課后批改的作文評價相比，更具有現(xiàn)實性，同伴也更容易接受。	5’ IW
Homework 1. Better their writing or script for a presentation. 2. Work in groups of four and design a poster for their presentation.		課后學生在自評和修改的基礎上，進一步拓展、延伸寫作，讓學生感受到過程性寫作所帶來的成功感。	2’

Writing components	Criteria	Scores
Structure	Does the script have a clear structure? Does the script include three parts in a proper way?	10%
Contents	Have you expressed your ideas with the words, expressions and sentences in this unit? Have you stated the reasons for the environmental protection? Have you suggested enough ways to go green? Have you organized your ideas in categories? Have you called on the audience to take part in the environmental protection?	50%
Language	Have you noticed the typical language feature of a public speech? Have you used proper pronouns to shorten the relationship between you and the audience? Have you used parallelism to strengthen the persuasion of the speech?	40%

寫作評價表

板書設計

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在線播放:第十五屆全國初中英語教師基本功大賽說課視頻展示8下寫作課Unit 8 Go green3.江蘇 閔潔

在線播放:第十五屆全國初中英語教師基本功大賽說課視頻展示8下寫作課Unit 8 Go green3.江蘇閔潔