Ｕｎｉｔ ２ Ｗｈｙ ｓｈｏｕｌｄ Ｉ ｌｅａｒｎ Ｅｎｇｌｉｓｈ？ 寫作課案例

教學內(nèi)容：

以人民教育出版社英語必修1第二單元的話題English around the world為背景，在討論、brainstorming后按要求寫作，從學生的學習、生活的角度，寫出他們?yōu)槭裁磳W習英語。

教學目標：

1.閱讀簡短文字，并能記憶有關(guān)英語重要性的數(shù)字；

2.能對本單元學習英語的重要性和必要性進行討論并匯總；

3.了解簡單議論文的習作特點，結(jié)構(gòu)及識記一些簡單的小品詞、短語；

4.感受英語在當今世界的重要性及與自己學習生活的關(guān)系，培養(yǎng)學習英語的興趣、熱情，培養(yǎng)跨文化意識。

教學重難點：

重點：說出英語的重要性及與自己學習生活的關(guān)系；有條理地進行敘述及寫作；了解議論文的較好的結(jié)構(gòu)

難點：敘述及寫作的條理、準確、順暢、得體

教學過程：T for ‘teacher’， S for ‘student’

Pre-teaching

Activity 1:Tongue moving

tongue twisters:

Black bugs' blood.

Brad's big black bath brush broke.

Betty beat a bit of butter to make a better batter.

簡評：課前進行英語繞口令練習，可以迅速調(diào)動學生的積極性，創(chuàng)設英語氛圍，強化學生學習英語的興趣，培養(yǎng)學生說英語的信心，還對學生的口語提高有相當?shù)鸟砸妗＠@口令練習關(guān)注了不同的學生層次，學生可以根據(jù)自己的英語情況選擇適合自己英語水平的長度的繞口令，也鼓勵學生說較長一點的句子，符合分曾教學，以生定教的原則。

Step 1:leading-in

After the students have practised the tongue twisters，ask: them:

Do you think English is very interesting?

S1:Yes， and I love it.

T: Yes，English is very interesting，but do you think it is very important or not?

Let’s read a short passage and then please prepare to answer me the above question and the questions about the numbers.

Step 2: pre-writing

Activity 2 (showing the passage on the screen )

English is widely used in the world.70% of mail or the addresses are writtten in English.60% of the radio programs are broadcast in English.In the near 10 years，about 3 billion people will speak

English.

Questions:

T:1)What percentage of programs are broadcast in English?

S2: 60% of the radio programs are broadcast in English.

2)How many people will speak English in the near 10 years?

S3: In the near 10 years，about 3 billion people will speak English.

T:Do you think English is very important?

S4:Yes，it’s very important all over the world.

簡評：把閱讀、寫作結(jié)合在一起。本段文字材料突出了英語的重要性，是后面說、寫前的輸入，在迅速閱讀后，考察對于數(shù)字的問題，不僅凸顯了英語的重要性，而且也訓練學生的有意注意，對學生的記憶力進行強化練習。

T:Not only us，but many stars know the importance of learning English?

Activity 3: Why do they learn English?

(showing the pictures of Zhou Jielun，Zhang Ziyi，and Yao Ming) ，ask the students who they are.

Then guess why they learn English(pair work)

Check the answers and write they answers on the blackboard in short.

簡評：把學生熟悉的歌手，影視、體育明星素材鏈接入課堂，可以活躍課堂氣氛，增加英語課堂的趣味性，也符合新課改要貼近學生的生活學習實際的原則。明星的學英語的話題，會引出learn English for singing songs，learn English to communicate well with others/to make friends with others…， get along well with…短語也是對Unit 1重要內(nèi)容的回顧，增加復現(xiàn)率。上面的表達是下面說寫前的語言輸入。

Activity 4: group work

T:English is very important for them， then why should we learn English? You must have many good reasons，but how can you tell your groupmates and me in a good order? Now read a passage about my reasons about reading

I think reading is very important to my study and life.Firstly，I can get a lot of knowledge from books;then， I really enjoy some stories; and also， reading can make me feel relaxed and happy.

Activity 5:Brainstorming

Then discuss with the students the order in the passage.

Then group work，discuss Why they should learn English.

Brainstorm about their reasons for learning English and write the reasons in short on the blackboard.

簡評：為了讓學生說得更加有條理，給了一小段材料，強化語篇整體教學，也讓學生有框可依。引導學生注意過渡詞的使用及作用。小組活動充分調(diào)動學生的參與積極性，培養(yǎng)學習自主與合作精神。老師把學生的理由以短語的形式書寫，注意了在多媒體使用日益增多甚至泛濫的今天，課堂預設與生成的處理，更多的關(guān)注課堂的隨時生成。本部分也是寫前的充分鋪墊，進一步降低寫的難度，讓層次較低的學生也有話可寫。層次較高的學生可以少參照黑板上的內(nèi)容，可以有更好的發(fā)揮。

Step 3: While-writing

Before writing ，discuss the order and the structure about an argumentative essay.

Argumentative

Activity 6: Then write the essay according to the directions;

Step 4:Assessment

Activity 7:Self-correction

Activity 8:pair-assessment

Activity 9:Group-assessment

Activity 10:sample-assessment

Activity 11:example-assessment

簡評：寫作的評改是寫作課重最重要的部分，而老師們也一直在探索評改的方式。在本課的改評部分，老師充分發(fā)揮并著意培養(yǎng)學生的自主+合作的學習精神與習慣。改評多層次進行。老師給出的范文，體現(xiàn)了本節(jié)課的寫作要求，結(jié)合高一新生的寫作實際，給初接觸寫作的學生一個較好的可參照的范例，沒有用較高級的從句、詞匯、較多的過渡詞，首要著眼于語篇的結(jié)構(gòu)、通順，然后準確、得體。

Summary

Hw:

1、Go through your essay and write it in your composition book.

2、Preview the words and expressions of Unit 3.