情景作文寫作說課稿

PAGEPAGE4寫作講評課教學(xué)設(shè)計說課稿田欣一、教學(xué)指導(dǎo)思想《普通高級中學(xué)英語課程標(biāo)準(zhǔn)》明確提出要全面培養(yǎng)學(xué)生的寫作能力，并對一至九級的寫作標(biāo)準(zhǔn)作出了具體的規(guī)定，其中對高中生的英語寫作要求如下：能根據(jù)所讀文章進(jìn)行轉(zhuǎn)述或摘要；能根據(jù)文字及圖表提供的信息寫短文或報告；能寫出語意連貫且結(jié)構(gòu)完整的短文，敘述事情或表達(dá)觀點和態(tài)度；能在寫作中做到文體規(guī)范、語句通順。

《普通高等學(xué)校招生全國統(tǒng)一考試北京卷考試說明》寫作部分主要考差考生根據(jù)寫作任務(wù)的要求進(jìn)行英語書面表達(dá)能力，能恰當(dāng)應(yīng)用不同文體完成書面交際任務(wù)，恰當(dāng)應(yīng)用詞匯、語法知識，清楚、連貫地表達(dá)觀點和態(tài)度。《普通高校招生全國統(tǒng)一考試大綱》中英語學(xué)科書面表達(dá)的“評分標(biāo)準(zhǔn)”中指出，評分時，應(yīng)該注意“應(yīng)用詞匯和語法結(jié)構(gòu)的數(shù)量、上下文的連貫性和語言的得體性”；第三檔（12-14分）要求考生基本完成試題規(guī)定的任務(wù)。覆蓋了內(nèi)容要點；運(yùn)用的句式和詞匯基本滿足任務(wù)要求；語法和用詞方面有一些錯誤，但不影響理解。最高檔次的給分要求中還要求考生能夠“應(yīng)用較多的語法結(jié)構(gòu)和詞匯；盡力使用較復(fù)雜結(jié)構(gòu)或較高級詞匯，具備較強(qiáng)的語言用用能力；有效地使用了語句間的連接成分，使全文結(jié)構(gòu)緊湊”等等二、學(xué)生分析本人所教的班級理科實驗和文科班，大部分同學(xué)對英語學(xué)習(xí)有興趣，但部分學(xué)生英語基礎(chǔ)普遍薄弱，在學(xué)習(xí)方法上需要進(jìn)一步提高和改善。寫作考查學(xué)生綜合運(yùn)用語言的能力，一直是英語教學(xué)中最薄弱的環(huán)節(jié)，學(xué)生在寫作中主要體現(xiàn)以下問題，如審題不清，內(nèi)容和語篇不合理，語言缺乏準(zhǔn)確性、流暢性、多樣性和邏輯性等問題。因此，在訓(xùn)練學(xué)生的寫作能力過程中，我認(rèn)為寫作講評課是其一個重要環(huán)節(jié)。在寫作講評課中應(yīng)綜合考慮和巧妙安排從而提高英語課堂教學(xué)的效率。三、教學(xué)過程設(shè)計1.TeachingAims:Attheendoftheclass,studentswillbeableto:1.Analyzethepointstobeimprovedintheirwritingpassage.2.Acquiresomegoodexpressionsaboutthispassage3.LearnhowtopolishtheirwritingpassagebyusingdifferenttechniquesKeyPoints:Getstudentstoknowthetechniquestoimprovetheirwritinge.g.Changethesubject;Chooseadvancedphrases;UsedifferentsentencesDifficultpoints:Howtousethetechniquestopolishtheirwriting.TeachingAids:ppt,students’writingTeachingmethods:processwritingmethodTeachingproceduresStep1Decideuponthethemeandkeypoints-abouttheliteralandpictureinformationandliteralinformation話題：社會實踐活動文體：記敘文時態(tài)：一般過去時；感想可以是一般現(xiàn)在時人稱：第一人稱：我們pictureinformation:圖片要點細(xì)節(jié)Picture1

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Step2Analysetheproblemsofstudents’writingaboutthelanguage,structureandcoherenceAskSstofindouttheproblemsinthewritingpassage:Ss’works1語言不準(zhǔn)確、缺乏過渡與連接Ss’works2語言缺乏準(zhǔn)確性與多樣性AskSstoexperiencethewell-writtenpassageSs’works3結(jié)構(gòu)清晰，語言流暢，邏輯合理Lastweek,myclassmatesaswellasItookpartinameaningfulsocialpracticeactivitytovisittheCapitalMuseum.WhatwedidfirstwastofindoutwherethemuseumwaslocatedbysurfingtheInternet.(opening)Onknowingtheroute,wedecidedtomeetatthegateofthemuseumat9o’clockthenextday.Weallarrivedontimeandtherewaitedaguide,whoshowedusaroundandexplainedeverythinglivelytous.NotonlydidweknowmoreaboutBeijingandbroadenourhorizonsbutalsowerealizedhowrapidlyourcountrydevelopedandhowstrongitwas.Inaddition,wealsowatchedashortmoviewhichwasintendedforvisitors.Thankstoit,wehadabetterunderstandingofthecultureofBeijing.IntheDIYarea,wewereallowedtoexperiencethetraditionalculture,suchasthepaper-cutsandpaint-masks.Ifeltitimportantforustolearnmoreaboutlifeandtoenrichourknowledge.(body)Atlast,atabout12o’clock,wesaidgoodbyetothefriendlyguide.Laughingandtalking,weleftthemuseum.Wealllookforwardtohavinganotheractivity.(ending)Summrizethecharacteristicsofthewell-writtenpassage內(nèi)容要點；詞匯和語法的數(shù)量和準(zhǔn)確性；上下文的連貫；語言的得體性Step3Figureoutthemethodstoimprovethestudent’swriting1.覆蓋所有內(nèi)容要點,適當(dāng)補(bǔ)充細(xì)節(jié)SharetheSs’sworksaboutthedetailsBeginning:Inordertobroadenourhorizons,weorganisedameaningfulactivity,whichwastovisittheCapitalMuseum(張近楠).….thepurposewasthatwecouldhaveagoodunderstandingofourtraditionalculture.(羅維)Picture1Wesurfedtheinternettofindwherethemuseumwas.(耿佳)WefoundtheaddressoftheCapitalMuseumbysearchinginBaidu.(迪拉熱)Picture2wesetoffearlyandwhenwegotthereat9o’clock,afriendlyguidewaswaitingforus.(李唱)Herwordswerevivid.(梁嘉琛)Picture3Somestudentsmadeapaper-cutswhileotherspreferredtomakepaint-masks.(蘇晶晶)Itwasn’tlongbeforethepaintmaskwasfinished.Theguidespokehighlyofourwork.(李夢迪)Picture4Itwasat12thatwefinishedourvisitandwesaidgoodbyetotheguide.(楊東冉)Beforeleaving,wetookphotosinfrontofthemuseum.(張石)EndingThemuseumisworthvisitingforus.(楊東冉)Wethinkitimportantforustotakepartintheactivity.(李金方)2.應(yīng)用較多的語法結(jié)構(gòu)和詞匯1)thesamesubject“we”-Changethesubjecte.g.Weleftthemuseumat12o’clock.→Itwasat12o’clockthatweleftthemuseum.Wesaidgoodbyetotheguide,thenweleftthemuseum.→Weleftthemuseumaftersayinggoodbyetotheguide.WehadasocialpracticeactivityonSunday.→LastSundayasocialpracticeactivitywasorganised.2)simplewords--Chooseadvancedphrasese.g.happy→delighted,bedelightedindoinggood→educational,instructive,meaningful,interesting,fantasticknow→haveabetterunderstandingof3)simplesentences-Usedifferentsentencese.g.Wethoughtitmeaningfulforustovisitthemuseum.(金孟沙)Withthehelpoftheguide,webegantovisitthemuseum.AfterseeingthefilmaboutthehistoryofBeijing,wewenttotheDIYarea.(于燕)Havingseenit,weweretakentotheDIYarea.(石玥4)simpletransitions-UsepropertransitionsWhenwegotthere,…inthebeginning…,then..afterthat…finally…/attheendoftheactivityinaddition,apartfromthat…Timepassedquickly,…Step4Appreciatethe