高中英语写作课堂实录x.docx
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高中英语写作课堂实录
关键词：
引导欣赏合作模仿自主探究教学内容：
HowtostudyontheInternet教学目标：
在本节课结束时，学生能够
1、在写作前能通过阅读了解作者观点，分析作者是怎样阐述自己观点的，是什么文体，这种文体应该用什么时态等等；
2、学习写作就是模仿，模仿作者的表达方式，模仿作者的构思框架。
让学生在模仿中学习写作，既有据可循，又降低了难度，增强了学生敢写的信心。
3、学会如何提出相反观点，如何表达自己观点
（1.Writeaparagraphgivingtheoppositeview.
2.Developagoodwritinghabit—read,discussandwrite.
3.LearntostudyontheInternetinaproperway.）
教学过程：
StepIGreetingandLeading-in:
T:
Classbegins!
Ss:
Goodafternoon,teacher!
T:
Goodafternoon,everybody.Sitdown,please!
Ss:
Thankyou.
T:
NicetohavethisEnglishclasswithyou.Firstofall,pleaselookatthelearningaimsofthisperiod.
1.Writeaparagraphgivingtheoppositeview.
2.Developagoodwritinghabit—read,discussandwrite.
3.LearntostudyontheInternetinaproperway.
【反思：
首先出示本节课学习目标，而且学习目标设定具体，明确：
会写表达自己观点的小文章；课型：
写作课；写作过程：
读→讨论→写。
这样学生听课过程中有的放矢，心中有数。
】
T:
ThinkaboutasmanythingswecandoontheInternetaspossibletorelaxoneself,tocommunicate,toworkorstudyandsoon.WhatcanwedoontheInternet?
Thinkaboutasmanythingsaspossible.
A.torelaxoneself:
①②③…B.tocommunicate:
①②③…
C.towork/study:
①②③…D.
S1:
Wecanlistentomusicandwatchvideosormoviesonline.S2:
Wecanplaycomputergamesandchatonlinewithfriends.S3:
WecansendE-mailstoourfamilyandfriendsaswell.
S4:
Wecandoonlineshopping,whichisbothconvenientandcheap.S5:
Wecansearchforallkindsofinformationeasilyandquicklyonthe
Internet.
S6:
Wecanalsostudyonline,forexample,listentoEnglishlisteningmaterials.
S7:
Wecanlearnnewsathomeandabroad.
【反思：
通过开放性问题激活学生已有知识。
学生们各抒己见，表达自己的观点，为下一步评价作者观点做好铺垫。
开放性的问题有利于引导学生思考，从而展示学生不同观点，体现了学生即资源，不同即丰富的理念。
】
T:
Welldone.Yes,wecandoanumberofthingsontheInternet.SosomestudentsthinkwecanlearnallweneedontheInternet.Doyouagreewiththisopinion?
Ss:
Yes!
/No.
T:
Differentpeoplehavedifferentopinions.Let’sreadashortessayfirst.
StepIIPre-writingTask1.Reading
T:
Readtheessayonpage56anddotheexerciseonyourguidingpaper.
1.What’sthewriter’sopinionaboutstudyingontheinternet?
2.What’sthesupportingideastosupporthisopinion?
3.What’sthewritingstyleofthepassage?
4.What’sthetenseofthepassage?
[Thestudentsreadtheessaysilentlyandthendotherelatedexercisefortwominutes.]
T:
Haveyougottheanswers?
Ss:
…（学生没有回答）
[Itseemsthatsomeofthestudentsarenotsureabouttheiranswers.]
T:
Ifyouhaveanydifficulty,youcandiscussyouranswerswithyourpartners.
[Thestudentsdiscussforawhile]（学生热烈讨论起来）
【反思：
在学生学习过程中，关注学生之间的分享和交流，既丰富了学生思维，又达到了兵教兵的目的。
始终贯穿“差异即资源，不同即丰富”的理念。
】
T:
Let’ssharetheanswers.Whowouldliketoanswerthefirstquestion?
S1:
WecanlearnallweneedontheInternet.
T:
Doesanybodyhavedifferentopinion?
Ss:
No.（学生齐声回答）
T:
Ok,youareright.Youhavegottherightanswer.Howaboutthesecondone?
S2:
Thefirstoneisthattheteachercan’thelpeveryoneintheclassin50minutes.Thesecondoneisthatitwouldbemuchbetterifwespentthetimeworkingonacomputer.
T:
Doyouallagreewithhim?
Ss:
Yes.（学生齐声回答）
T:
Youhavegotit.Howaboutthethirdone?
S3:
Thewritingstyleisargumentativewriting.
T:
Youarequiteright.Howaboutthefourthone?
S4:
Thetenseoftheessayisthepresenttense.T：
Good！
【反思：
通过阅读和讨论，学生解决了四个问题的同时也就明白了作者如何表达自己观点。
学习写作就是模仿，模仿作者的表达方式，模仿作者的构思框架。
让学生在模仿中学习写作。
】
Task2.Discussing
T:
Afterreadingwehavegotthewritingstyle,thetenseandthestructureoftheessaygivingaview.Nowit’stimeforustothinkabouthowwecanwriteaparagraphtogivetheoppositeview.Discusshowtosupport
theoppositeviewandwritedownthekey（关键的）words.
1.theimportanceofhavingteachers:
2.theimportanceofworkingtogether:
3.thedangerofspendingtoomuchtimelookingatthecomputer:
4.Othersupportingideas:
5.Whatconclusion（结论）canyoudrawfromthediscussionabove?
T:
Pleasereadthegivenexpressionsandpatternssilently.
Ss:
Idon’tagreewiththisopinion…Inmyopinion…It’sveryimportant
to…
Itwouldbeverydifficultto…（学生们默默的读着）
T:
Pleasediscussingroupsoffourhowtosupporttheoppositeviewand
writedownthekeywordsonyourguidingpaper.
Ss:
…（学生热烈的讨论起来）
[Afterdiscussingingroupsoffourforaboutfiveminutes.]
T:
Now.Let’sappreciatesomeofyouropinions.Whowouldliketotellustheopinionsabouttheimportanceofhavingateacher?
S1:
Inmyopinion,it’sveryimportanttohaveateacher.Wecanaskteachersquestionsandchatwiththem.Theycanalsotellushowtolearnwellandwecangetalongwellwithteachers.
T:
OK!
Sitdown,please.Anyotheropinions?
S2:
Wecanasktheteacherforhelpwhenweareintrouble.
S3:
Theteachercanexplainthingsmoreclearlyanditismorerelaxingforustostudywithateacher’help.
T:
Oh,Iagreewithyou.Teacherscanexplainthingsmoreclearlyandvividly,comparedwithcomputers.Whatdoyouthinkoftheimportanceofworkingtogether?
S4:
Itwouldbeverydifferenttosolveproblemsalone.Ifweworktogether,wecanhelpeachother.
S5:
Wecanlearnfromeachotherandwecanexchangeourideas.S6:
Wecanalsomakefriendswhenworkingtogetherasaclass.
T:
Yes,friendshipisveryvaluable.Anyotheropinions?
S7:
Workingtogether,wecanbemoreenergeticandmoreinterestedinwhatwelearn.
T:
Welldone.Howdoyoufindthedangerofspendingtoomuchtimelookingatthecomputer?
S8:
Itwilldoharmtoourhealthandit’sbadforoureyes.
S9:
Spendingtoomuchtimelookingatthecomputermaywasteourvaluabletimeandinfluenceourstudy.
S10:
Ifsomeonespendstoomuchtimewithcomputers,hemaybecomecold-bloodedandhavedifficultyingettingalongwellwithpeoplearound.
S11:
Sometimeswemaybelostincomputergames.
T:
Oh,thatwouldbealittledangerous.Doyouhaveothersupportingideasbesidesthethreepointsabove?
[Itseemsthatthestudentsdon’tknowhowtoanswerthequestion.]T:
Areallthewebsitesandinformationgoodforthestudentslikeus?
S12:
Maybethereissomeinformationandwebsitesonlinewhicharenotsuitableforusstudents.
T:
That’strue.Somepeoplewhospendtoomuchtimeoncomputersmayhavementalproblems.Thenwhatwillyoupayspecialattentiontowhilestudyingonline?
S13:
Weshouldn’tspendtoomuchtimeoncomputers.S14:
Weshouldnotbecrazyaboutcomputergames.
T:
Howaboutthefifthquestion?
Whatcanwegetfromthediscussion?
S15:
TheInternethasbothadvantagesanddisadvantages.
T:
Yes,weshouldusetheInternetasatool.Thatistosay,wecanstudywiththehelpofit.Don’tdependonitcompletely.
【反思：
通过讨论，学生知道了如何正确使用电脑。
电脑不是万能的，这
和作者提出的观点恰恰相反。
学生们在不知不觉中已经学会了如何提出相反观点，如何表达自己观点，为下一步写作做好了充分的准备。
】
StepIIIWhile-writing
T:
Afterdiscussionandsharingtheopinionsofyourclassmates,youmusthavegotalotofinformationontheview.Nowit’stimeforyoutowriteaparagraphonyourguidingpapergivingtheoppositeview.Youcanrefertothenotesyouhavetaken,theexpressionsandpatternsonthetextbook.To
makeyourpassageclearlyorganized,youcanusethephrasesonthescreen,suchasFirstly;Secondly;Thirdly;Inaword;orTobeginwith;Inaddition;
What’smore;Inconclusion,andsoon..Aboutfifteenminutesforyoutowriteaparagraphabout100words.Iwillaskoneofyoutowriteontheblackboard.
[Thestudentswriteaparagraphontheguidingpaperandonegirlisaskedtowritehersontheblackboard.Aftertenminutes,mostofthestudentshavefinishedit.]
StepIVPost-Writing
T:
Sinceyouhavefinishedwriting,it’stimetoevaluateyourwork.Firstofall,lookatthestandardsonthescreen.Andthenreadyourwritingandcheckthemistakesbyyourselffirst.
[Twominutesforthestudentstochecksomesimplemistakesbythemselves.]
T:
Let’sevaluatetheworkontheblackboardinpublic.Pleaseappreciatesomebeautifulsentencesandphrases.Aboveall,whatdoyouthinkofthehandwriting?
Ss:
Ok.Butit’snotverybeautiful.
T:
Iagreewithyou.Herhandwritingneedsalittleimproving.Let’sseethestructure.Hasshegiventheviewfirst?
Ss:
Yes.That’sthefirstsentence.
T:
Aretheresomesupportingideasandaconclusion?
Ss:
Yes.
T:
Shehasalsousedsomeoftheexpressionsandpatternsmentionedabove.That’sgreat.Whocantellushowtomakeherwritingbetter?
Ss:
Byusingsomephrasestomakeitmoreorganizedandclear.
【反思：
老师先引领学生批改，目的是让学生知道怎样批改，学会欣赏美句。
】
T:
That’sright.Now,pleaseexchangeyourpassageswithyourdeskmatestoevaluate.Later,Iwillchoosesomeofyoutoshowinpublic.
评价内容
标准
自评
互评
教师评价
书写5分
整洁、美观，
词汇6分
拼写正确，选词得当
语法4分
时态、句子结构准确
行文15分
要点齐全，结构紧凑
总分30分
[Thestudentsexchangetheirwritingandevaluateeachother’saccordingtothegivenstandards.Fourminuteslater.]
T:
Nowlet’sappreciatemore.Pleaselookatthescreen.Howdoyoufindthehandwriting?
Ss:
Notsogood.
T:
Thehandwritingneedsimproving.AndthefirstletterofInternetshouldbecapitalized.Theboyhasusedthepatternsandexpressionsdiscussedabove.
T:
Anothercomposition.Ithinkthehandwritingismuchbetter.Pleasepayattentiontothepatternsandsupportingideas.
【反思：
展示学生的作品，师生共同评价，提升学生评价能力。
】
T:
Well,inthisperiodwehaveknownhowtowriteanessaygivingoppositeview,raisingyourownopinion.Byevaluating,youwillimproveyourfirstdraft. Homeworktodayistorewritethewritingandhandinthefinaldraft.
T:
Classisover.Good-bye,everyone!
Ss:
Good-bye,teacher!
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