用英語寫事物訓練的正反面

英語寫作是高中英語教學的重點和難點，我們可以充分利用和挖掘教材的內容，在課堂上訓練學生的限時寫作，這樣我們既可以完成教學任務，又能提高學生的英語寫作能力，可謂一石二鳥，一舉多得。下面是根據牛津高中英語M7U1 Project的內容設計的限時寫作訓練。

一、設計內容

1.教學策略。課堂以學生為中心，學生在老師的啟發和指導下通過自己的努力逐步達到學習目標和要求;設計學生獨立、學生群體、師生互動、生生互動等四種活動形式來完成一系列說、讀、寫的英語運用能力的訓練;力求教學各環節設計得既簡潔又完整、操作得既透徹又有效、過渡得既自然又流暢。

2.教學內容。閱讀、理解、分析一篇關于手機對人類健康有潛在危害的課文;學寫一篇有關電腦或電視的正反面的短文。

3.教學目標。學生在啟發下能夠分析這篇課文的結構，從而得出有關事物正反面文章的寫作方法;大部分學生在指導下能在限定時間寫完一篇有關電腦或電視的正反面的短文。

4.教學重難點。重點是分析如何寫事物正反面一類的文章;難點是在限定時間完成寫作任務。

5.教學對象。普通文科班學生，班內學生英語能力差距較大。教師授課不但要簡潔、清晰、有層次，還要有親和力、激情，使得各檔次學生均有收獲。

6.教學過程。

Step 1 Lead-in:1.Boys and girls，today we are going to complete two tasks.First we’ll read，understand and analyze a passage;and then learn to write a short article.2.Please guess what the passage is about.OK，I’m sure most of you have it and you are familiar with it.You like it very much and you can do a lot with it.You can ring，talk，read and play games....All right，you got it，mobile phone.Now，please give us advantages of mobile phones;What about disadvantages?Talk freely and bravely...Well done!Perhaps we need to learn something more about it.

Step 2 Reading comprehension:OK，open the books to P14.1.Please read the passage and try to understand it.Then fill in the blanks in the sentences.(1)Two studies in Sweden and Australia have suggested that using a mobile phone doubles the risk of developing brain cancer because of being exposed to radiation.(2)There is no definite scientific evidence available about negative effects on mobile phones because the telecommunications industry is huge and rich and unwilling to say.(3)Sir William Stewart advises children to reduce use of mobiles because children’s bones are not as thick as adults’ and they will be using mobiles longer in their lives.2.Check the answers and then read the sentences aloud together.

Step 3 Structure analysis:1.Please read the passage fast and pay great attention to its structure.Try to think:How should we write a short article about the advantages and disadvantages about a thing we are familiar with?How should we begin it?What do we write in the middle?What about the end?

2.Think about how to write negative effects and positive effects.Encourage the students to answer.As to negative effects，we first introduce negative effects，then present the opposite or different opinions，next prove effects with cases (studies，facts...)，at last we come to conclusion.As to positive effects，we first introduce positive effects，then present the opposite or different opinions，next prove effects with cases (studies，facts...)，at last we come to conclusion.

Step 4 Group discussion:1.Next we’ll have a group discussion.Rows 1，3，5，please turn back.Group 1 and Group 3 discuss the advantages and disadvantages of computers;Group 2 and Group 4 discuss the advantages and disadvantages of TVs.2.Then invite some students to give us their answers.Meanwhile，the teacher writes them on the blackboard.About computers:advantages(search for information，play games，send e-mail and talk online，shop online，see films and watch live games);disadvantages(harm our eyes，waste time，reduce face-to-face talk，do illegal things).About TVs:advantages(know the latest news，see films，watch live games，learn different information;disadvantages(harm our eyes，reduce family communications，waste time).

Step 5 Writing:We have four different topics.You may choose any of them to write.1.Computers are useful.2.Not all like to use computers.3.TV is excellent.4.Not all people like TV.Let’s begin writing.Try to finish it in class.(24 minutes later)Now let’s enjoy one essay.Invite a student to read his/her essay.

Step 6 Homework:1.Improve your essay carefully.2.Read the text learned today and try to get further understanding.3.Revise the important expressions in this unit.

二、教學各步驟的時間和設計說明

第一步導入用1分鐘，簡潔明了，開門見山引導學生思考，激發學習積極性和興趣。第二步閱讀理解用7分鐘，努力培養學生的自主學習和概括能力。第三步結構分析用4分鐘，訓練學生的分析能力和歸納能力。第四步小組討論用8分鐘，培養學生的合作精神和探究意識。第五步限時寫作用25分鐘，訓練學生在固定時間里的寫作能力。最后的家庭作業可以養成學生當天復習和階段復習的學習習慣。

三、教學反思

教材只有一篇關于手機對人類健康有潛在危害的課文和一個列舉電子產品優劣的練習，雖然課文中的語言點和語法點簡單，但是文章結構很好，列舉電子產品優劣對于高二學生來說容易，所以我這堂課在原教材基礎上進行了徹底的創新，設計成了一節學習寫事物正反面的寫作課。事實上，這樣的以課本教材為基本材料的英語延伸的或者深化的課堂教學確實是有效的。1.師生都注重教材的教與學，通過這樣的學習，學生獲得英語的基礎知識和運用能力，避免目前存在的重做題、輕教材的現象。2.老師挖掘教材內容，邊教知識邊訓練學生的聽、說、讀、寫能力，不必拋開課本去做單一的集中訓練，節省重復環節，就是節省寶貴的時間和精力。3.老師不拘泥于課本、駕馭課本的能力、做事重視實效和方法等，肯定會潛移默化地影響學生，這點非常有益于學生的終身發展。

這堂課上得很順利，學生們積極思考，熱心討論，認真寫作。有兩個不理想的地方，一個是最后有五名學生沒寫完，請他們課后接著完成;第二是學生在短時間里寫作，來不及反復檢查，會存在一些語法錯誤或用詞不當，這個需要適當、足夠的訓練來克服。我們只有堅持不斷地用科學有效的方法來鼓勵和指導學生寫作才能達到提高英語寫作能力的目標。