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視頻標簽：Inventors,invent
所屬欄目：高中英語優質課視頻
視頻課題：人教版高中英語選修八Book8 Unit 3 Inventors and invent西安
教學設計、課堂實錄及教案：人教版高中英語選修八Book8 Unit 3 Inventors and invent西安市長安區第一中學
A Teaching Design for Writing
課題
Writing
課型
新授課 選用教材 人教新課標選修八Unit 3
教學時數
1
教學目的
本節課是一節以訓練學生思維為主導的探究性寫作課，目的是要讓學生掌握如何寫一封申請信。通過學生自主學習、合作探究、教師點撥、歸納總結等過程幫助學生尋找到申請信的寫作方法。同時讓學生運用課堂所學的知識，小組內合作完成寫作任務，并通過自我評價、生生互評和師生互評學會如何修改一篇作文來使之更加完善。最終把學生獨立寫作作為作業來呈現，以達到學有所用，以學致用的目的。在這堂課中，教師僅僅是提出問題、提示思路的導演，學生才是課堂的主角。所以應以學生的課堂表現和最終是否通過獨立思考和小組合作來呈現作文來評判這節課的價值。 教學重難點
教學難點 文章框架的確定和相關寫作要素的積累
教學重點 發現申請類信件的寫作要素和方法
三維目標 知識與技能 幫助學生了解和應聘工作相關的表達，發現并掌握申請類信件
的寫法，提高學生的寫作能力和自主學習能力。 過程與方法 通過思考、討論、總結、寫作、修改、評價、再總結等一系列
自主合作和過程性寫作，啟發學生們從材料中找方法，從討論中促進步。
情感、態度與價值觀 讓學生們初步認識應聘工作這一社會活動；與此同時，通過學生的小組合作和探討，激發學生的寫作興趣，提高學習的熱情。 教學策略制
定
教學方法 探究法、交際法教學、任務型教學、小組合作的體驗式和過程性寫
作模式。
教學工具 黑板、多媒體課件、教材
教學過程設計
Teaching procedure
Purpose Step One: Lead-in
Lead-in:
Question: What kind of job do you want to do in the future? Several pictures about a job hunting: What’s in their hands?
To arise the interest of students and lead in the
topic------a letter of application
2
Step Two
Pre-writing
1. Guessing game
Give each group a sheet which has a description on it. Let students
guess: what kind of job does he/she apply for?
A
My name is LiHua. I studied in Xi’an Jiaotong University and
graduated this summer. I like computer and English best and I am very good at them. Last year, I won first prize in the school computer competition. I want very much to devote my life to computer engineering. B I am Zhanghong, female. I was born on July 4, 1980 in Qingdao and graduated from Qingdao Teachers’ College in July 1999. I have learned English for twelve years. I am good at listening and spoken English. I’m patient and can get along well with others. C I’m Wangjing, a world champion in pingpong. I began to play pingpong at the age of seven. I trained hard and have won scores of gold medals in international table-tennis games and won great honour for our homeland. To train more excellent athletes is my ambition. D My name is Fangwei. I once worked in Jianguo Hotel for three years. I like singing and dancing. Besides, I can cooperate with others well. In my spare time, I have studied Business Management and practise speaking English. I think I’m qualified as a duty manager.
Answers: A. Computer engineer B. English teacher C. Pingpong coach D. Duty manager
Through a guessing game let students
have a
sense of application letter and help them find out the
necessary information that may be used in
writing in
the next part
3
2. Let’s brainstorm
What information should be included in an application letter? (based on the descriptions)
Let students discuss in groups and the representative write down their ideas on the blackboard, and teacher will guide students to conclude together.
To find out some common information for
application
letter and prepare for their writing
3. Let’s read and find
Read the model on page 27 and find out some useful writing skills from it. (any aspect is accepted) To let students find out how to write an application letter by themselves
Step Three Writing
1. Let’s practise
Will you be my TA(teacher’s assistant)? Writing Task: Write a letter to your English teacher, telling her that you want to be a TA of English subject. (100 words) Let students cooperate with group members to finish the letter with instructions. After that, ask the students to evaluate their writing, and then present 1 or 2 in the class. Guide students to find out the merits and shortcomings of other group’s writing and think together to make the writing a better one. To guide the students learn to evaluate their writing and let them be aware of their advantages and disadvantages in writing
2. Let’s polish
Discuss in groups to polish your writing. You may change some words and sentences if necessary. (use a red pen) Evaluate their writing again and then present 1 or 2 in the class. Guide the students to find out their improvements they have made by looking at their own revisions . To develop students’ ability to polish their writing and let them have a knowledge of the criteria of a good essay 1. Summary
Let students think about what they have learned in this class: Did I enjoy the class?
Have I learned some writing skills?
Have I participated in group discussions politely and helpfully? I have made progress in ______________________________ I need to improve in _________________________________ To let
students summarize what they have
learned in this class and have a clear mind about their learning today
2. Teacher’s words to students:
My dear students,
Rome is not built in a day! You can not master all writing skills in just one class. Keep trying , and you'll gain confidence and pleasure from learning.
Remember, practice makes perfect!
To stimulate the interest of writing and give them
confidence to learn English Step Five
Homework
Show the homework on the screen and also by speaking Individual writing:
(Use what we have learned today) The editor of 21st Century Newspaper wants to employ some high school students as part-time journalists. Write an application letter to
him to ask for a job.
To
consolidate the writing skills learned from the class
板書設計
Information may include: Group 1 Group 2
Group 3
Group 4
A Letter of Application
What we find: Purpose: apply for a job Structure:
Part 1 Beginning Personal details Part 2 Body Work experience Part 3 Ending
5
課后反思
本節課是一節以訓練學生思維為主導的探究性寫作課，目的是讓學生掌握申
請信的寫作方法。我設計的思路是想讓學生經歷自主學習、合作探究、教師點撥、歸納總結等過程尋找到申請信的寫作方法并通過自我評價、生生互評和師生互評學會如何修改一篇作文來使之更加完善，最后把獨立寫作作為作業布置下去。以達到學有所用，以學致用的目的。反思這節課，我覺得有以下幾點值得自己在以后的教學過程中繼續實施和發揚：
1. 授人以魚不如授人以漁。本課注重培養學生運用自主思考策略和小組合作策略從所給素材及課本范文中獲取信息，引導學生學會學習、學會發現。通過過程性寫作教學，使學生初步了解寫作該類作文的基本步驟和方法，激發學生的寫作興趣，促進學生學習習慣的養成。為了避免傳統寫作教學當中存在的學生語言積累不夠，感到難無從下筆的情況，我力求從多方面整合教材，大膽改革，實現寫作的快樂化、高效化，并為學生的思考、討論、構思、寫作過程、修改及評價進行有效策略指導。
2. 教學環節層次分明，環環相扣，前后統一，共同服務于教學目標。從課前導入，到寫guessing game環節后的歸納總結，到閱讀課本范文的探索發現，到小組合作完成寫作模板并修改潤色，到課后作業使用課堂所學獨立寫作，每一個環節都為了讓學生通過合作式體驗和過程性寫作感知英語申請信作文的寫作特點，并模仿范文進行了寫作訓練，最終達到提高學生此類體裁的書面表達能力的目的。
3. 打破傳統，考慮學生的實際情況，力求讓各個水平的學生體驗成功的快樂。充分考慮到我們學生的現狀，我把課堂上傳統的individual writing變成了cooperative writing,把個人獨立寫作當做作業布置下去，從而和課堂上的學習形成一個整體，體現了以學致用。這樣做一方面消除了一些原本英語水平較弱的同學的自卑心理，讓他們敢于探討，敢于參與，敢于表達自己想法，另一方面通過小組合作，，使程度較弱學生知道怎樣構思、怎樣下筆寫一篇作文以及怎樣的作文是一篇好的作文，從哪些方面入手，最后以小組的形式呈現，這激發了學生的學習興趣，調動了學習的積極性，尊重了不同智力類型的學生，讓更多學生體驗到了學習的成功和快樂，讓他們愛上學習、愛上寫作。
4. 側重學生的自主合作學習。自主合作學習模式是經過專家論證的高效學習模式，有利于學生改變傳統的被動接受的學習方式而采用積極主動的、參與式和合作式的英語學習方式，發揮自己的學習潛能，提高學習效率。從寫前的guessing game 到brainstorming，從閱讀文本發現寫作要素到共同合作完成作文，從組內探討修改文章到小組之間互相評價，自主合作學習充分的發揮了它的積極作用，實現了課堂的有效教學，促進了學生能力的發展。
當然，課堂是一個不斷追求卓越的平臺，對這節課我也有感覺遺憾，有待繼續完善的地方。首先，對課堂臨時出現的情況未能有效處理，例如在學生黑板上呈現討論結果的過程中，有的小組寫的答案超出了表格所給范圍，導致板書布局有些偏差。其實，學生能想到更多的personal information是值得表揚與鼓勵的，雖然在形式上影響了板書的美觀，但對于課堂來說，就并不重要了。其次，在教學過程中，由于考慮課堂時間的關系，我最后的修改后作文呈現略顯著急，節奏有點趕�？傊谧约旱慕虒W中，我還存在者很多不足，在今后的教學中，我會不斷的超越自己，更好的提高自己的教學水平，服務于全體學生。
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