第一篇：高三英語寫作課Travel journal教學案例

高三英語寫作課Travel journal教學案例

一、教學內容

以人民教育出版社教材中“Travel journal”話題為背景，根據寫作要求提示，組織材料寫一篇自己親身游記。

二、教學目標

1、寫作技能目標：

在學習“Travel journal”之后，掌握用英文寫游記體裁文章的基本技能。

2、學習策略目標：

（1）指導學生學會欣賞游記，并能模仿寫出自己的旅游經歷與體會。（2）培養學生選擇使用工具書的技能，促進寫作水平的提高。

3、情感目標：

提高學生的業余生活質量，欣賞美麗河山，熱愛和保護自然，同時加強情感交流。

三、教學重點與難點

1、如何做好閱讀與寫作的銜接。

2、對學生模仿游記的評論與評價。

四、教學過程 Pre-writing

Activity 1.Show the students some sentences from the reading in this unit to remind them of the travel experience of Wang Wei and Wang Kun.1.I had dreamed about taking a great bike trip.2.She loves to go for long bike rides in the countryside.3.She gave a determined look---the kind that said she wouldn't change her mind.4.When are we leaving and when are we coming back? 5.At first the river is small, clear and cold.Then it begins to move quickly.It becomes a rapids as it passes though deep valleys?.At last, the river's delta enters the South China Sea.6.To climb the mountain road was hard work but going down the hills was great fun.7.We are reaching Dali in Yunnan Province where our cousins Dao Wei and Yu Hang will join us.We can hardly wait to see them.At the same time, the teacher asks the students to pay attention to the underlined words, from which they could learn ways to describe their trips and share their afterthoughts with us.(本教學環節可以起到承上啟下的作用，學生腦海中可以復現本單元游記的場景；通過回憶下劃線的詞語或句型，即可復習鞏固，又為新的寫作訓練架起“引橋”。)Activity 2.Travel around our country T: Do Wang Wei and Wang Kun enjoy their bike trip?(S: Yes.)And have you made a trip somewhere in our country/our town/our area? Or “Have you ever had such experiences as Wang Wei and Wang Kun?”(For students living in towns, most of them will say “Yes”, for others the teacher may choose the one the students are familiar with.)For me, traveling around is exciting and there are a lot of places of interest to see in our motherland.Look at the pictures and guess where it is.(Show some slides or pictures.)Hainan Island;Hongkong;Tian'anmen Square;The Great Wall;Mountain Tai;Qingdao;Huanghe, Temple of Heaven etc.（對于大多數學生而言，英語寫作不輕松，也比較乏味。通過師生互動的課堂活動和欣賞圖片，既能較好地激發學生的興趣，引領學生欣賞名勝古跡，又在一定程度上使學生為之振奮，從而激發寫作欲望。）

While-writing: Activity 3.Talk about the writing topic.(handout)假設你是李華，今年五一節，你們班組織了集體登泰山活動，請你根據當時的場景寫一篇游記。記述你們班為什么選擇登泰山？在登山前做了哪些準備工作？如何到達山頂？途中觀察到什么？有什么感受？

1.Do you want to go traveling around these places?(Yes.)So do I.If we had enough time and enough money, we would go there some day.By the way, I was told that your class went to Mountain Tai during the Labour Day.Am I right? Would some of you share the ideas with me? 2.Brainstorming: Get the students to ask and answer the question: Why did you choose to go to Mountain? The students may give some answers as follows: A.Mountain Tai is quite beautiful/famous/close to nature.B.We want to have an interesting trip there.C.During the climb, we students can help each other, which will strengthen the friendship between us.D.We had dreamed about climbing Mountain Tai together for long.E.It's in our province, and we feel proud of it.F.We want to make a study of the wildlife there.G.We should try to overcome any difficulty, no matter how hard it is.H.Mountain climbing is really exciting.??

(For the above questions, the teacher asks the students to give as much information as possible, and do the same with the following ones.)1.What did you do before your trip? 2.How did you get to the top of the mountain? ??

(本階段屬于本節課的核心內容。由景而入，激發了學生的興趣；通過“大腦風暴”活動，既活躍了課堂氣氛，拓展了學生的思維，又能夠鍛煉學生口頭表述事實和交流信息的能力，這些可理解的輸入為下一步的寫作做好了語言上的準備。同時，本環節也體現了讀寫一體的原則，即每個句子的正確性為整篇文章的寫作打下了良好的基礎。)Activity 4.Put the ideas into sentences and then into passages 1.First, ask the students to write down some sentences about their climbing.Ask them to make out an outline, topic sentences of the paragraphs, and some key words and phrases.They can also combine the answers to the above questions and then revise them with the advice from others.2.Next, get the students to put their sentences in order.And share their writing with their partners.(Before getting the students to start, remind them of the differences between a diary and a journal.)3.Then, students write the travel journey, using linking words and relative pronouns.While carrying out this work, the teacher may walk around the students to give some help when necessary.(由問題的互動，學生積累了寫作素材;同時，學生寫作技能的培養在這里也得到了集中體現。從整理思路，組織素材，到列出提綱，遣詞造句，寫出文章，整個過程是連貫的，是一體的。在這個環節中，教師使用了“任務型”教學法，通過學生的班級活動，小組活動，促進了學生之間的交流、合作能力。在小組交流過程中，老師應盡量參與到討論當中，并能適時地加以指導，也就是說教師的身份應該是活動的組織者，學生的指導者和啟發者；學生才是課堂的主體，一切活動也圍繞學生來展開。)Post-writing: Activity5.Get the students to evaluate their compositions in groups.1.Exchange their writing with other members in the groups(two or four students in a group), and ask the students to give some comments on the one he or she has read.2.The teacher should get the students to pay attention to the following points to make necessary corrections while reading their partners' writing.(1).Basic skills(spelling, capitalization, punctuation)(2).Key points(3).Suitable words and expressions(4).Grammar(tense, voice, sentence structures)(5).Logical problems(conjunctions, orders)3.Get each group to recommend one or two passages and share it with the rest of the class.And the teacher chooses one or two of them to mark them in class with the help of overhead projector and gives some comments.)4.Ask the students to make necessary changes in their writing and copy them in their exercise book for further correction.（同伴評價實際上是合作學習的一種形式，其重要理論基礎就是考卡夫（Kafka, K）最早提出的“群體動力理論”（group dynamics）。通過組內討論交流，小組評選，學生對自己所寫作文的要求與要點以及注意事項都有了大體的印象。老師再利用實物投影儀選擇不同層次代表性的文章當堂點評。對于學生作文中比較容易出現的問題，應討論出合理化建議并加以糾正，比如時態錯誤。如果他們能在寫作中出現比較深層次的認識，教師應該及時加以表揚，從而培養了學生的寫作熱情，提高評價和欣賞文章的水平。）

Homework: 找出自己一次外出游玩的系列照片，制成小冊子，配以英語說明，說明中需增加自己的點評，然后向全班展示。

第二篇：高三英語寫作課(書面表達)教學案例

高三英語寫作課(書面表達)教學案例

課題：看圖書面表達（Writing A Story）

教學目的：教會學生如何用英語描寫一個過去的故事。

教學重點：引導學生先仔細觀察所給圖片，掌握故事的中心意思。然后 依次確定出描述每幅圖所需的中心詞，并由詞成句，由句成

文。最后對文章的篇章結構進行修改，實現用詞準確，行文流暢。教學輔助手段：電腦（或實物投影儀）教學方法：討論法 教學步驟：

一、展示(Presentation)1.通過計算機展示上次作為作業的看圖書面表達材料。（幫助回 顧、加深印象）

2.將含有學生在作業中所犯典型錯誤的文章展示出來，作為改錯進 行練習。

二、討論(Discussion)1.學生兩人一組，討論文章的優缺點，并對錯誤之處進行修改。

2.請找到錯誤的學生現場指出并改正錯誤之處，其他學生一起評判 對錯：若改對了，教師可用鼠標單擊文中的那處錯誤，原本隱含的修改部分便會顯示出來；若沒改對，可接著請其他學生幫忙。（在進行此步驟時，學生無須根據文章的先后逐行挑錯，只要找到錯誤即可發言。）

3.教師總結。首先，針對文中學生未找出或改對的錯誤，幫助學生一起改正。其次，對文中的錯誤之處進行分類（如：名詞復數、動詞時態、介詞等），引起學生的重視。

三、展示(Presentation)通過計算機展示給學生一篇新的看圖書面表達材料。要求學生仔細觀察所給圖片，掌握故事的中心意思。

四、討論(Discussion)1.學生兩人一組（必要時可變為四人一組，增強協作性），針對每幅圖進行討論，并確定描述每幅圖的中心詞。

2.按圖片的先后順序，分別要求幾組學生將他們的討論結果告訴大家，由大家一起來討論用詞是否恰當及如何改正。同時，教師將這些詞按圖片順序依次輸入計算機，展示給大家（也可通過實物投影儀展示）。

五、練習(Practice)要求學生參考中心詞，寫出描述每幅圖的一兩個句子，輸入計算機（若通過實物投影儀展示，可寫在紙上）。

六、反饋(Feedback)1.通過計算機，選取兩位學生所寫的第一幅圖的兩組句子，展示給大家（也可通過實物投影儀展示）。和其他學生一起對句中的語法錯誤進行修改。2.重復此步驟，展示其它幾幅圖的句子。

3.從每幅圖的兩組句子中各挑選一組，將這些剛改正的無語法錯誤的句子，通過計算機組合成文，重新展示給學生。

七、討論(Discussion)要求學生先朗讀全文（由于此時的文章是由各自獨立的句子羅列而成，句子之間必然缺乏連貫性。學生只有通讀全文，才會發現）。然后分組討論如何對篇章結構進行修改，使文章更連貫。

八、反饋(Feedback)1.通過計算機，請學生先對他們認為不連貫的地方進行修改，教師引導其他學生進行討論并給予必要的補充和修改，實現用詞準確、行文流暢。2.展示范文并指出范文中的精彩之處。

九、鞏固(Consolidation)總結寫此類看圖書面表達的思路：掌握全文中心——確定每幅圖的中心詞——由詞成句——由句成文——修改篇章結構。

十、作業(Homework)發給學生另一篇看圖書面表達材料，要求學生根據本課所學思路獨力完成。Teaching Plan I.Topic: Writing A story II.Teaching Aim: According to the pictures of a story, teach the students how to write a story using the effective sentences.III.Key Points: Teach the students how to get the key words of each picture and how to use effective sentences to complete a coherent composition.IV.Teaching Aids: Computer V.Teaching Method: Discussion VI.Teaching Procedure: Step 1.Presentation Present the composition with the typical mistakes made by the students to the class.Step 2.Discussion 1.Let the students work in pairs to discuss the composition and try to find out as many mistakes as they can.2.Ask some students to correct the mistakes in public.At the same time, present the right ones to the whole class.3.Classify the typical mistakes.Step 3.Presentation Present the pictures of a story to the class.Give the students two minutes to look through the pictures and try to get the main idea of the story.Step 4.Discussion 1.Let the students work in groups of four to get the key words of each picture orally.2.Ask several students to report their answers to the rest of the class.Present these key words to the whole class.Step 5.Writing According to the key words, ask the students to write down their own sentences about each picture.Step 6.Feedback 1.Present two students’ sentences about Picture 1 to the class as models, and then correct their grammar mistakes with the whole class.2.Present another two students’sentences about Picture 2 to the class and correct the grammar mistakes too.3.Repeat this step with the other pictures.4.Choose either of the models from each picture to make up a passage.Present it to the class.Step 7.Discussion Give the students a few minutes to discuss how to make these sentences more effective and how to make this passage more coherent.Step 8.Feedback 1.Correct this passage with the whole class.2.Present the model to the class.3.Emphasize the way of writing this kind of composition.Step 9.Assignment Write another story as homework.

第三篇：高三英語寫作課favourite singerl教學案例

高三英語寫作課Favorite Singer教學案例

課題組成員：張曉芳

一、教學內容

本次作文課寫作主題是favorite singer，要求根據寫作提示，組織材料寫一篇介紹著名歌手王力宏的文章。

二、教學目標

1、復習電子郵件類作文的書寫格式和注意事項。

2、指導學生根據材料要求寫出一篇120字左右的文章。

3、情感目標：引導學生學會欣賞別人的優點，并且取別人之長補自己之短。

三、教學重點與難點

1、讓學生掌握回復電子郵件的格式。

2、如何指導學生遣詞造句。

四、教學過程 Pre-writing

Activity 1.Review the steps of writing an English email and important tips.(1)開頭部分點明收到對方的郵件, 并點明已知對方遇到的問題;

(2)主體部分根據寫作要求, 結合實際詳細分析對方遇到的問題, 并提出解決問題的具體建議;

(3)結尾部分結束電子郵件, 給出自己的祝福或祝愿等。

3.語言特征: 回復類電子郵件的語言要簡練得體, 表意準確;話語要有禮貌, 要尊重對方, 切忌迎合。

(本教學環節是復習之前學過的回復郵件的格式，提醒學生本節課的話題就是回復郵件，確保學生不犯格式上的低級錯誤。)Activity 2.Talking about popular singers.T: Do you have your favorite singers?(S: Yes.)Can you share with us? Then students may have different answers, for example, Zhang Liangying, Liu Dehua, Zhang Xueyou and so on.The teacher may choose the ones most students are familiar with to discuss the reasons.)Eg.My favorite singer is Chen Yixun.I like him because his songs are wonderful and always make me moved.…

（教師引導學生從各個方面引導學生描述為什么自己喜愛這個歌手，從而激發學生思維，讓他們在后續的寫作活動中有話可寫，有詞可用。這可以很好的緩解有些學生對英語寫作的畏難情緒，讓他們覺得西英語作文并不是一件空洞的事。）While-writing:

Activity 3.Talk about the writing topic.(Present on the screen)

假設你是李華, 你收到美國筆友Mary的郵件, 她談到自己最喜歡的歌手是Taylor Swift, 認為她是鄉村音樂的完美代表。她很想知道你最喜歡的歌手, 請根據以下內容, 給她回復一封郵件, 向她介紹你最喜歡的歌手王力宏。

主要內容如下:

1.1976年5月17日出生于美國紐約羅切斯特市(Rochester)。

2.三歲時, 看見哥哥上小提琴課, 對小提琴產生了濃厚興趣, 之后學習過多種樂器。進入美國威廉姆斯學院學習音樂。

3.1999年, 成為第十屆金曲獎“最佳男演唱人”最年輕的獲獎者。除去音樂,近年來還嘗試做演員和導演, 多方面發展。

注意: 詞數100～120個。

Activity 4.Put the ideas into sentences and then into passages.1.First, ask the students to write down some sentences about their favourite singer.Ask them to make out an outline, topic sentences of the paragraphs, and some key words and phrases.2.Next, get the students to put their sentences in order.And share their writing with their partners.3.Then, students write the passage, using linking words and relative pronouns.(由問題的互動，學生積累了寫作素材;同時，學生寫作技能的培養在這里也得到了集中體現。從整理思路，組織素材，到列出提綱，遣詞造句，寫出文章，整個過程是連貫的，是一體的。在這個環節中，教師使用了“任務型”教學法，通過學生的班級活動，小組活動，促進了學生之間的交流、合作能力。在小組交流過程中，老師應盡量參與到討論當中，并能適時地加以指導，也就是說教師的身份應該是活動的組織者，學生的指導者和啟發者；學生才是課堂的主體，一切活動也圍繞學生來展開。)Post-writing:

Activity5.Get the students to evaluate their compositions in groups.1.Exchange their writing with other members in the groups(two or four students in a group), and ask the students to give some comments on the one he or she has read.2.The teacher should get the students to pay attention to the following points to make necessary corrections while reading their partners' writing.(1).Basic skills(spelling, capitalization, punctuation)(2).Key points

(3).Suitable words and expressions(4).Grammar(tense, voice, sentence structures)

(5).Logical problems(conjunctions, orders)3.Get each group to recommend one or two passages and share it with the rest of the class.And the teacher chooses one or two of them to mark them in class with the help of overhead projector and gives some comments.)4.Ask the students to make necessary changes in their writing and copy them in their exercise book for further correction.（同伴評價實際上是合作學習的一種形式，通過組內討論交流，小組評選，學生對自己所寫作文的要求與要點以及注意事項都有了大體的印象。老師再利用實物投影儀選擇不同層次代表性的文章當堂點評。對于學生作文中比較容易出現的問題，應討論出合理化建議并加以糾正，比如時態錯誤。如果他們能在寫作中出現比較深層次的認識，教師應該及時加以表揚，從而培養了學生的寫作熱情，提高評價和欣賞文章的水平。）Homework: 給自己喜歡的歌手制作一份海報，包括照片和簡介，并用英文加以描述。

第四篇：2005年高三英語寫作教學案例

2005年高三英語寫作教學案例

（一）教學內容

以人民教育出版社教材中“Travel journal”話題為背景，根據寫作要求提示，組織材料寫一篇自己親身游記。

（二）教學目標 1.寫作技能目標：

在學習模塊“Travel journal”之后，學生通過理解與把握“Journal down the Mekong”這篇游記，掌握用英文寫游記體裁文章的基本技能。2.學習策略目標：

（1）指導學生學會欣賞游記，并能模仿寫出自己的旅游經歷與體會。（2）培養學生選擇使用工具書的技能，促進寫作水平的提高。3.情感目標：

提高學生的業余生活質量，欣賞美麗河山，熱愛和保護自然，同時加強情感交流。

（三）教學重點與難點 1.2.如何做好閱讀與寫作的銜接。對學生模仿游記的評論與評價。

（五）教學過程 Pre-writing Activity 1.Show the students some sentences from the reading in this module to remind them of the travel experience of Wang Wei and Wang Kun.1.I had dreamed about taking a great bike trip.2.She loves to go for long bike rides in the countryside.3.She gave a determined look---the kind that said she wouldn't change her mind.4.When are we leaving and when are we coming back? 5.At first the river is small, clear and cold.Then it begins to move quickly.It becomes a rapids as it passes though deep valleys….At last, the river's delta enters the South China Sea.6.To climb the mountain road was hard work but going down the hills was great fun.7.We are reaching Dali in Yunnan Province where our cousins Dao Wei and Yu Hang will join us.We can hardly wait to see them.At the same time, the teacher asks the students to pay attention to the underlined words, from which they could learn ways to describe their trips and share their afterthoughts with us.(簡評：本教學環節可以起到承上啟下的作用，學生腦海中可以復現本模塊游記的場景；通過回憶下劃線的詞語或句型，即可復習鞏固，又為新的寫作訓練架起“引橋”。)Activity 2.Travel around our country T: Do Wang Wei and Wang Kun enjoy their bike trip?(S: Yes.)And have you made a trip somewhere in our country/our city/our area? Or “Have you ever had such experiences as Wang Wei and Wang Kun?”(For students living in big cities, most of them will say “Yes”, for others the teacher may choose the one the students are familiar with.)For me, traveling around is exciting and there are a lot of places of interest to see in our motherland.Look at the pictures and guess where it is.(Show some slides or pictures.)Hainan Island;Hongkong;Tian'anmen Square;The Great Wall;Mountain Tai;Qingdao;Huanghe, Temple of Heaven etc.(Or local places of interest.)（簡評：對于大多數學生而言，英語寫作不輕松，也比較乏味。通過師生互動的課堂活動和欣賞圖片，既能較好地激發學生的興趣，引領學生欣賞名勝古跡，又在一定程度上使學生為之振奮，從而激發寫作欲望。）While-writing: Activity 3.Talk about the writing topic.(handout)假設你是李華，今年五一節，你們班組織了集體登泰山活動，請你根據當時的場景寫一篇游記。記述你們班為什么選擇登泰山？在登山前做了哪些準備工作？如何到達山頂？途中觀察到什么？有什么感受？ 1.Do you want to go traveling around these places?(Yes.)So do I.If we had enough time and enough money, we would go there some day.By the way, I was told that your class went to Mountain Tai during the Labour Day.Am I right? Would some of you share the ideas with me? 2.Brainstorming: Get the students to ask and answer the question: Why did you choose to go to Mountain? The students may give some answers as follows: A.Mountain Tai is quite beautiful/famous/close to nature.B.We want to have an interesting trip there.C.During the climb, we students can help each other, which will strengthen the friendship between us.D.We had dreamed about climbing Mountain Tai together for long.E.It's in our province, and we feel proud of it.F.We want to make a study of the wildlife there.G.We should try to overcome any difficulty, no matter how hard it is.H.Mountain climbing is really exciting.……

(For the above questions, the teacher asks the students to give as much information as possible, and do the same with the following ones.)1.What did you do before your trip? 2.How did you get to the top of the mountain? …

(簡評：本階段屬于本節課的核心內容。由景而入，激發了學生的興趣；通過“大腦風暴”活動，既活躍了課堂氣氛，拓展了學生的思維，又能夠鍛煉學生口頭表述事實和交流信息的能力，這些可理解的輸入為下一步的寫作做好了語言上的準備。同時，本環節也體現了讀寫一體的原則，即每個句子的正確性為整篇文章的寫作打下了良好的基礎。)Activity 4.Put the ideas into sentences and then into passages 1.First, ask the students to write down some sentences about their climbing.Ask them to make out an outline, topic sentences of the paragraphs, and some key words and phrases.They can also combine the answers to the above questions and then revise them with the advice from others.2.Next, get the students to put their sentences in order.And share their writing with their partners.(Before getting the students to start, remind them of the differences between a diary and a journal.)3.Then, students write the travel journey, using linking words and relative pronouns.While carrying out this work, the teacher may walk around the students to give some help when necessary.(簡評：由問題的互動，學生積累了寫作素材;同時，學生寫作技能的培養在這里也得到了集中體現。從整理思路，組織素材，到列出提綱，遣詞造句，寫出文章，整個過程是連貫的，是一體的。在這個環節中，教師使用了“任務型”教學法，通過學生的班級活動，小組活動，促進了學生之間的交流、合作能力。在小組交流過程中，老師應盡量參與到討論當中，并能適時地加以指導，也就

是說教師的身份應該是活動的組織者，學生的指導者和啟發者；學生才是課堂的主體，一切活動也圍繞學生來展開。)Post-writing: Activity5：Get the students to evaluate their compositions in groups.1.Exchange their writing with other members in the groups(two or four students in a group), and ask the students to give some comments on the one he or she has read.2.The teacher should get the students to pay attention to the following points to make necessary corrections while reading their partners' writing.(1).Basic skills(spelling, capitalization, punctuation)(2).Key points(3).Suitable words and expressions(4).Grammar(tense, voice, sentence structures)(5).Logical problems(conjunctions, orders)3.Get each group to recommend one or two passages and share it with the rest of the class.And the teacher chooses one or two of them to mark them in class with the help of overhead projector and gives some comments.)4.Ask the students to make necessary changes in their writing and copy them in their exercise book for further

correction.（點評：同伴評價實際上是合作學習的一種形式，其重要理論基礎就是考卡夫（Kafka, K）最早提出的“群體動力理論”（group dynamics）。通過組內討論交流，小組評選，學生對自己所寫作文的要求與要點以及注意事項都有了大體的印象。老師再利用實物投影儀選擇不同層次代表性的文章當堂點評。對于學生作文中比較容易出現的問題，應討論出合理化建議并加以糾正，比如時態錯誤。如果他們能在寫作中出現比較深層次的認識，教師應該及時加以表揚，從而培養了學生的寫作熱情，提高評價和欣賞文章的水平。）Homework: 找出自己一次外出游玩的系列照片，制成小冊子，配以英語說明，說明中需增加自己的點評，然后向全班展示。

第五篇：[初三英語]寫作課教學案例

寫作課教學案例

It’s important to have a healthy lifestyle.一、教材分析：本單元的目標語言是“Talk about what is important to you”。本課時是一節寫作課，主要是利用前兩節課學習的目標語言進行寫作訓練，通過一系列教學活動的開展，讓學生將所學的新的語言結構運用到實際英文寫作中，真正做到活學活用，培養寫作技能。

二、學情分析： 九年級的學生已經有了三年多的英語寫作訓練，他們已掌握了大量的詞匯及語言知識結構。能夠運用所學知識進行簡單的書面練習，并能夠聯系實際生活表達自己的觀點。本節課的寫作訓練是在學習完Section A 3a的閱讀材料之后，將語言知識進行書面技能的培養，由于寫作內容貼近學生的實際生活，學生對于這一話題非常感興趣，容易下筆，語言材料豐富多彩。完成這一寫作任務對于學生來說難度不是很大。

三、教學目標

知識目標：進一步學習鞏固目標語言結構“It’s important to have a healthy lifestyle”及too…to…，try to(not)do sth及should的用法。

能力目標； 培養運用已積累的詞匯及所學的目標語言結構進行書面訓練，指導寫作方法，提高寫作技能，全面提高學生聽說讀綜合運用語言的能力。

情感目標：通過學生間的交流，讓學生意識到良好的生活方式的重要性，養成良好的生活習慣和學習習慣。

四、教學重難點

教學重點：正確運用目標語言進行寫作訓練。

教學難點：在規定時間內寫出一篇符合寫作要求的英文作品。

五、教學過程 Step 1 Warming up Using “It’s important to …”to make sentences.First ask the students to work in pairs ,then ask some pairs to act in class.思路點撥：在進入寫作活動之前，讓學生對已學的目標語言進行造句練習，達到熟練運用的程度，為下面的活動做鋪墊。Groupwork: Read the articles of 3a quickly and work in groups to talk about Du Fei’s and Wang Le’s good and bad habits.Then ask them to write down on a piece of paper.思路點撥：為了豐富學生寫作所需的語言材料，讓他們通過小組討論并做筆記的形式復習3a的內容，并將Du Fei 和Wang Le 的好習慣和壞習慣記錄下來，為下面的寫作做準備。Groupwork: Talk about “What suggestions do you have for Du Fei and Wang Le to have healthier lifestyles?” Please write down the suggestions.思路點撥：將給出的建議在班級展示，讓學生進一步了解健康生活方式和學習習慣的重要性。

Step 2 To talk about your habits with your partner,and give some advice about the bad habits.Using “You should ….or try not to do…”.思路點撥：在活動開始之前，教師將活動任務所需的目標語板書在黑板上，有利于學生活動的順利開展，繼續為下面的寫作訓練做語言知識積累。并要求學生將交流的情況整理成文，在班級展示。

Step 3 有了以上活動所得到的知識積累，學生對于這方面寫作所要求的語言知識已經很豐富了，下面 給出本節課的寫作任務：結合自己在生活中的具體情況，談一談你自己的生活習慣和學習習慣，并對自己一些不良的行為習慣加以改正。字數要求60—80字之間,書寫要規范，清晰。1 First the teacher read the details to the students.目的是讓學生理解寫作要求，做到心中有數 為了讓學生寫好這篇文章，教師可以將文章開始的第一句話加以指導，讓學生小組討論這篇文章應該怎樣寫好開頭，并找學生在班級展示。Give them 15 or 20 minutes to prepair for the writing.Ask two students to write on the blackboard.思路點撥：讓學生在規定時間內完成寫作任務，讓學生有緊迫感，效率高。4 When time is up,ask the students to exchange their writings with their partner.要求學生互換作品，大聲朗讀文章，欣賞對方的優點，用紅色筆互相改正錯誤，這時教師要在學生中做適當指導，為學生解答疑難問題。

思路點撥：讓學生之間互相批改作品，既能讓學生再次感受目標語言，發現自己的不足之處，又能增加學生間互相交流，溝通的機會，增進了彼此間的感情。5 To look at the blackboard and check the articles on the blackboard.思路點撥：在學生互批完后，教師和學生一起共同批改黑板上的作文，注意要叫兩個代表不同層面的學生，有利于發現存在的問題。Read your own article loudly, ask different kinds of students to read the article in class.思路點撥：學生之間互相批改之后，讓學生大聲朗讀自己的作品，找不同層面的學生在班級朗讀自己的文章，給了學生在班級展示自己的機會，增強了他們學習的自信心。

Step 4 將學生作品統一上交給老師，老師將全面進行了解學生在本節課的學習情況，發現問題可以在下一課時再進行強化要求。

Step 5 將修改好的文章寫在統一要求的紙上，張貼在教室英語角展覽，評選出優秀作品并給予表揚。

六、教學反思：寫作能全面反映學生的英語水平，它既能再現學生的英語基礎知識，又能表現學生靈活運用英語的能力。就初中英語教學而言，教師要在重視對學生進行聽、說、讀的訓練基礎上，重視寫的訓練。初中的寫作教學應貫徹整個初中階段，內容要切合學生實際，讓學生有話可寫。材料應由易到難，訓練形式要多種多樣，聽說結合，把聽到的說出來，把說的寫出來。要求教師能自己組織教學材料，這就需要教師在課前必須花大量時間和精力，設計好每一堂寫作。總之，教師應根據新課標的要求，適應現代現實生活的實際需要，對學生進行寫作教學引導，在教學過程中應從實際情況出發，對學生進行低起點、小步子、容量適中、快速反饋訓練，充分體現學生的主體地位，幫助學生獲得成功，并增加其自信心和意志力，培養學生的優良學習品質。

七、專家點評：本節課是一節成功的寫作課，教師遵循“準備—寫作—修改—展示”的英語寫作教學模式，任務鏈設計較成功，其中設計的每個活動任務能夠緊緊圍繞本節課的寫作主題，活動任務貼近實際生活，學生能夠積極的參與到活動中去。學生通過體驗、實踐、討論、合作等方式發展了聽說讀寫的綜合語言技能。在寫作訓練中，教師按照循序漸進的原則，注意學生之間的層次差異。寫作教學從實際情況出發，顧及到各層次的學生，佳作點評和錯例糾正都是寫作教學過程中不可缺少的環節。教師點評恰當，可以使學生意識到在學習書面表達過程中的成功之處，并得到激勵，建立自信，從而形成繼續進步的動力，也可以讓學生自省和反思自己的不足，調整學習策略和心態。