写作课教学设计-英语教师招聘考试备考指导

紧扣生活，“写”出鲜活

——人教版初三全一册Unit 7 Teenagers should be allowed to choose their own clothes.写作课教学设计

学生对英语写作常抱有“恐惧”心理，根本原因在于学生对写作话题兴趣不强。根据《义务教育阶段英语课程标准》，英语课程应做到“贴近学生、贴近生活、贴近时代”，紧扣学生生活，令学生明白该写作话题对自身的重要性，在需求的推动下，让学生产生一定的写作动机，只有这样，学生才能结合自身生活实际，有话可说，有话可写，说出自己的想法，写出自己的生活。本文以人教版初三全一册Unit 7 Teenagers should be allowed to choose their own clothes.写作课为例进行教学设计。

Teaching Objectives:

Knowledge objectives:

Students can review the passive voice of grammar structure: should be allowed to do....

Students can know how to write a note to parents to express their opinions.

Ability objectives:

Students can talk about things they disagreed with, give reasons and solutions.

Students can write a note to express their agreement and disagreement.

Emotional objectives:

Students will have a right attitude toward rules at home.

Students can cultivate good habits in their daily life.

Teaching key points and difficult points:

Key point:

Students can write a note to express their agreement and disagreement, give reasons and solutions.

Difficult Point:

Students will have a right attitude toward rules at home.

Teaching procedures:

Step 1 Lead-in

Greet students and show some pictures about arguments between parents and children. Ask students to guess what may result in these arguments.

(Justification: Pictures can attract students’ attention to the lesson. Asking students to guess what happened to people in the pictures can help them relate their own life so that they can begin to think about it.)

Step 2 Pre-writing

1) Demonstrate teacher’s rules at home. Ask students a question: What rules do you have at home?

2) Give students 1 minute to think about it and invite students to share at least 2 rules per person. Encourage them to detail rules as much as possible. Write students’ rules on the blackboard.

3) Encourage students to generalize their rules with one sentence: I am not allowed to....at home.

4) Conclude all the rules and make a comment. Ask students a question: Do you agree with the rule? Why? Encourage them try to use sentence structure: I/We/.... should be allowed to....

5) Work in pair. Ask students to talk about their rules at home and give suggestions to help each other. Encourage them try to use sentence structure: Could I/we/.... be allowed to.... if I/we ....?

(Justification: This step is to help students get prepared for the topic. By asking effective questions, the teacher can help students understand thinking way. Pair work can help students concern more about problems and be willing to help others.)

Step 3 While-writing

Give students 10 minutes and write a note to their own parents. Remind them to give certain explanation, reason and how they think the rule should be changed. An outline and the chart is given as reference.

(Justification: In this step, students can begin to write according to discussion in step 2 so that they can have better access to think and write. An outline can help them be more organized while they are writing.)

Step 4 Post-writing

1) Editing. Ask students to exchange their writing with their partners and help correct. Remind them to pay attention to the spelling, punctuation, expressions and logic structure.

2) Sharing. Invite some students to read their writing out loud.

3) Evaluation. Invite students in other groups to evaluate their classmates’ writings.

(Justification: Students can learn to correct and find problems. Through sharing, they can be more confident. By evaluation, students can learn what are their strengths and weaknesses in writing. After that, they can improve.)

Step 5 Summary and homework

Summary: The teacher makes conclusion to all the rules mentioned in the class. Encourage students to understand their parents and learn how to listen to advice reasonably.

Homework: Encourage students to send their notes to their parents and try to share their ideas with their parents.

Blackboard design: