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視頻標簽：觀點議論,寫作教學
所屬欄目：高中英語優質課視頻
視頻課題：人教版高一英語觀點議論寫作教學設計-初高中英語作文同題異寫
教學設計、課堂實錄及教案：人教版高一英語觀點議論寫作教學設計-初高中英語作文同題異寫
人教版高一英語觀點議論寫作教學設計
---初高中英語作文同題異寫
一．課例背景
本次寫作教學受啟于一次“初高中英語作文同題異寫研討會”。根據中考考綱要求，初中寫作需掌握觀點類對比類作文，同時在高一人教版Book2 unit1 Using language 部分也要求學生練習觀點類對比寫作。怎樣引導學生使用學習策略幫助學生改善寫作學習行為，提高寫作思考思路和寫作水平。寫作水平的高低歸根到底是由語言篇章的輸入量和水平所決定的，故，在學案制作上需要費心思設計輸入文本內容為學生寫作輸出做鋪墊。 二．教學分析
1. 教學內容分析
把初中教材寫作話題Should students do chores at home? 和book2高一unit1 Using language的觀點類寫作話題相結合，屬于完整的過程性寫作，需要學生審題，理清文章脈絡和框架，抓住文章核心要點，主題句，通過討論找出支撐論點的論據，且有層次的羅列，并適當加以例句支撐分論點。最后做出個人觀點闡述。話題如下：
假設最近你們班就 “中學生是否應該在家做家務” 展開了討論。請根據提示信息，用英語寫一篇短文。
要求：1. 字數120左右，
2. 可適當增減細節，以使行文連貫。 2. 學生分析
本課是高一上學期的內容，這一階段的學生經歷半年的高中英語學習和積累，較之初中具備一定的綜合語言運用能力，此外，該話題在初中也有探討過，學生有一定的熟識度，但是，如何在相同話題情況下，在高中課堂學習策略的調整下寫出更高水平，使用更恰當的詞匯，句型，思維更嚴謹，結構更清晰，語言更流暢的文章是本節課的難點。
3. 教學目標
基于對教學內容和學生的分析，本課預設了以下教學目標： 經過本節課的學習，學生能夠：
（1） 學會審題，審題時明確文章體裁，時態，人稱，段落結構，核心要點等。 （2） 利用討論模式激發學生思維點，提出有層次且有對比的優點和缺點，且具有語
言的豐富性，句型的靈活性。
（3） 語言方面，用詞準確，句型靈活且正確。句與句之間銜接過渡自然流暢，段與
段之間邏輯清晰。
（4） 思維方面，能夠體現學生的獨特思考方式，論證有理有據，具有探究合作學習
能力和批判性思維。
三．教學過程
Step1: warming-up ，lead-in & discussion
觀點 理由 有些人認為應該做家務... 1. 2. 3... 有些人認為不應該做家務... 1. 2. 3... 你的觀點...
2
教師先讓學生閱讀幾組母親和孩子之間的對話，如下：
Mom: Could you please take out the rubbish, fold the clothes and do the dishes? Child A: Just wait a moment. I promise--- I'll do it later. Child B: Aw Mom, do I have?
Child C: Tom doesn't have to do this; why do I have to? Child D: Could I at least finish watching this show? Child E: Sorry, I work all day at school. I'm too tired!
之后引出討論話題Should students do some chores at home? What are pros and cons about students doing chores at home?
< 設計意圖 >
關于對話目的是吸引學生的注意和思考，讓學生對本節課的學習目標有初步了解，為后續的教學環節作鋪墊。
Step 2 presentation 教師邀請學生分享討論觀點，并在老師的幫助下，連詞成句，回答問題時借助句式的幫助，使之出口成句，而非簡單的關鍵詞。如：In my opinion, students should do chores at home because it can be good for.../it can develop.../it can help us...
From where I stand, one of the reasons why students should do chores at home is that... However, I hold the view that students shouldn't do chores at home because... 針對不同學生提問，當學生補充觀點理由時，抓住機會教會學生使用遞進過渡連詞，如：besides, in addition, furthermore, what’s more…
< 設計意圖 >
幫助學生連詞成句，為語篇輸出做鋪墊，有助于推動寫作教學進程。 分支任務：采取自然好奇提問式：what does “it” refer to in the sentence “In my opinion, students should do chores at home because it can be good for.../it can develop.../it can help us...”?
< 設計意圖 >
鼓勵學生采用多種表達方式表達doing chores, 如：
（1） Spending extra time in doing chores at home can develop… （2） Expecting students to do chores at home is good for…
（3） Involving students in household tasks should be beneficial to… （4） Encouraging students to do chores at home can help… Step 3 reading and filling the blanks
A: Do you think students should do some chores at home? Why.
B: , involving students in household tasks at an early age can later in life. , doing chores prepare students for adulthood by teaching them responsibility and new skills.
keys: As far as I am aware(我認為), in other words（換句話說）, have a positive impact（對...有積極的影響）
C: , doing chores give back to their parents for all
you do for them. , students begin to see themselves as important to the family. , they naturally want to be a part of the family and want to help.
Keys: Personally speaking(我認為), to be honest（老實說）, in the meantime, contributor（貢獻者）, give students the opportunity to（給學生們機會做...）
3
D: , by being expected to complete self-care tasks and to help with household chores, students the skills to develop in the outside world.
Keys: For my part(我認為), independently and responsibly（獨立地和有責任感地）, are equipped with（有）
E: , doing chores can keep students much healthier. , plan your chores in a way that allows students to do them to increase heart rate and work your major muscle groups.
Keys: From my perspective（我認為）, in succession（連續地）, for example（例如）,
Each coin has two sides./////////every sword has two edges
B’: , do chores at home. , in today’s contemporary, students are surprisingly busy due to the increasingly fierce competition.
Keys: However, I argue that (然而我認為), there is no doubt that(毫無疑問), as we all know（眾所周知）, it is a waste of time to（做...浪費時間）
C’: , get good grades and key universities, I prefer students to spend more time on their study do chores. Doing chores isn’t an urgent and essential task for students. Keys: Whereas , from where I stand（然而我認為）, be admitted into（被允許進入...）, rather than（而不是...）, in order to(為了...)
D’: , they should play freely once they have , because they suffer from school. , doing chores takes more time away from enjoying childhood.
Keys: On the contrary, I hold a different view that（相反，我認為）, enough stress（足夠大的壓力）, leisure time（空閑時間）, in addition（此外）
教師呈現學案文本，以閱讀為主，并且使用恰當的詞匯填入文本以使行文連貫。 < 設計意圖 >
幫助學生以更標準的語言表達自己觀點，合理利用高中階段所學的詞匯短語，固定搭配和過渡詞，串聯文本。此外，通過對比學生提出的觀點和學案建議觀點，從中領悟思維的局限性，為語篇邏輯思維輸入奠定基礎。
Step 4 Draw a conclusion 教師引導學生關注并總結填入空格的詞匯短語句型，并幫助學生分類歸納整理，到達讀后反思，讀后歸納并學以致用。如：
（1）Express yourself: As far as I am aware, Personally speaking, For my part, From my perspective.
（2）Express different ideas: However, I argue that… Whereas, from where I stand …; On the contrary, I hold a different view that….
（3）Some special transitional words: to be honest, in the meantime, to be honest, in other words, for example, in addition, as we all know.
（4）Useful expressions: have a positive impact, give sb. the opportunity to…, be equipped with, independently and responsibly, in succession, it is a waste of time to…, there is no doubt that…, in order to, be admitted to, rather than,…
< 設計意圖 >
4
明確觀點議論文寫作的相關詞匯和短語，并且呈現形式多樣，擴大學生知識準備，以及大寫作中所需要的邏輯思維。通過引導歸納討論得出結論，培養學生小組合作，個人探究能力。
Step 5 pre-writing
讓學生自行審題，之后教師通過提問方式判斷學生審題是否準確，問題如下： (1) What type of writing is it? (2) What tense shall we use?
(3) What person is most appropriate?
(4) How many paragraphs are included in your passage? …
< 設計意圖 >
本節寫作課是呈現過程性寫作，故從審題要求指導，到最后寫作評價必須完整且規整。通過提問3 what, how 讓學生明確寫作思路，而不是急于寫作。
分支設計：通過ppt呈現規整書寫，提醒學生在動筆前關注書面整潔，字跡工整。
Step 6 while-writing (12mins) Step 7 post-writing
1. 教師組織學生先進行自我批改，自我評價，限時3mins.遇到問題隨時舉手發問。 2. 之后組織學生同桌互批互改，根據學案上所提供的評價標準，如遇困惑隨可以小
組討論或向老師尋求幫助。
Table 1: Self-checklist
Part1. Structure and Content 1. The framework is clear.
2. Each supporting point is related to the title. 3. Each supporting point has a proper topic sentence. 4. Specific details are related to the topic sentence. 5. The ideas are very creative and unique. Part 2. Language
1. The tense in the composition is correct. 2. The person in the composition is appropriate. 3. It is free of spelling and grammatical mistake. 4. The composition is coherent(連貫的). Table 2
5
Peer-Checklist 1. Structure
Beginning (key points): Body(key points): English(key points):
The structure is clear: Yes____ No ____ 2. Content
The idea are related to the topic: Yes____ No ____ Appreciation: Unique ideas: Complementary ideas: 3. Language
Spelling and grammatical mistakes: Yes ____ No ____
Proper conjunctions are used in the composition: Yes ____ No ____ Appreciation:
Good words & phrases: Good sentence patterns: Suggestions for revision:
< 設計意圖 >
學生完成初稿后進入評價和修改階段。過程性寫作法主張采用多元化的評價機制，即學生自評，同伴互評和教師評閱，注重學生不斷審視自己的作文，并在同伴互評，教師指導下進行修改，從而提高自己的寫作水平。 Step 8 本課小結，提出寫作建議。
• 1. Read the requirements carefully and sort out some key points involved in the passage. • 2. Make clear of the structure or framework of the passage. • 3. Organize your passage logically and reasonably.
• 4. Keep your passage coherent. To be exact, transitional words is helpful. (besides, in
addition, to be honest,.....)
• 5. Be free of spelling and grammatical mistakes.
• 6. Try to make languages be proper, correct and native. < 設計意圖 >
回顧寫作要點，鞏固寫作方法和思路。 四．結語
過程寫作教學法讓學生經歷了一個由寫前，寫中，修改和編輯構成的完整的寫作過程，為學生搭建了一個輕松，愉快的交流平臺，鼓勵每位學生積極地參與到寫作的每個環節中，引導他們主動地去構建知識；同時也發揮了同伴指導和教師示范的作用，使學生明確一篇好文章的標準，深化了他們對寫作主題，文章體裁，寫作目的，語篇結構，語言知識和寫作技巧的認識。另外，過程寫作法也采用了多元化的評價方式，有效地結合了形成性評價和終結性評價，幫助學生提高作文質量的同時也激發了他們的積極性和自信心，真正體現了“以學生為主體，教師為主導”的課堂教學理念。
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