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视频标签：第十五届全国初中英语
所属栏目：初中英语说课视频
视频课题：第十五届全国初中英语教师基本功大赛说课视频展示8下写作课Unit 8 Go green3.江苏 闵洁
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8下写作课Unit 8 Go green3. 江苏 闵洁
8下 Unit 8 Go green
Task: Going green
主题语境：人与自然 -- 保护环境
语篇类型：演讲稿
语篇知识：通过英语学习获得环境保护的相关知识
授课时长：45分钟
文本分析：
本课是写作课的第一课时。写作的主题是 “Go green”。本课有两个文本范例。范例1向学生展示了如何在写作前进行信息收集以及分类汇总。范例2向学生展示了如何将写作的草稿转换为文稿。文稿按照总-分-总的顺序展开，学生需要在写作前研读演讲稿的文体特色，例如人称代词“我”的大量使用拉近演讲者与听众之间的距离，排比结构的使用可以加强演讲的语言感染力等等。本课的价值在于学生通过文本的学习、文稿的写作，进一步理解人与自然的关系，在日常生活中身体力行的为环境保护尽自己的一份力。
学情分析：
本班学生英语基础较好，学习态度认真，学习热情高。学生已经具备基本的写作能力，基本能够根据主题表达需要，使用恰当的句子、段落和篇章结构，来增强文章的条理性。但学生在归纳整理分类写作观点时还存在一定的困难。此外，虽然学生对三段式写作的结构比较熟悉，但对演讲稿的文体特征了解的不甚系统，对人称及排比的使用都比较陌生。
I. Teaching aims and learning objectives
By the end of this period, the students are expected to
1) express their opinions with the words, expressions and sentences in this unit;
2) use Millie’s notes as a model to organize their ideas into their own notes;
3) distinguish the notes and the script in language features;
4) use Millie’s script as a model to write their scripts about how to go green;
5) learn to evaluate their writings.
II. Focus of the lesson and predicted area of difficulty
1) Get the students well trained in writing a speech from the perspective of readers / audience of the presentation;
2) Get the students well trained in evaluating their writings.
III. Teaching approach
Process-oriented approach; PWP approach
IV. Teaching procedures
| 步骤 | 教学活动 | 设计意图 | 互动时间&模式 |
| Pre-writing | |||
| Step 1 |
Ss share the activities during their Environment Week and the purpose of their activities. T invites students to think, ‘If possible, what other activities would you like to hold for the Environment Week?’ (Possible answer: make a presentation) Ss discuss in groups how to make a good presentation. |
在真实语境中与学生互动交流与本课主题相关的话题，引出环保主题，充分调动学生参与语言实践的积极性，激发学生的兴趣。 |
2’ IW |
| Step 2 | Ss exchange their ideas on how to go green in their daily life. | 创设语境，导入主题，激活学生已有的关于环保的认知和经验, 为后续写作搭建内容支架。 |
4’ IW GW |
| While-writing | |||
| Step 3 |
Ss read the notes to find out how to save water and power, how to reduce pollution and what else students can do to live a green life. T guides the students to design notes for their own script. (Focus on one aspect of the topic. Discuss in groups of four. ) |
以问题引导学生获取信息，分析语言特征，通过比较分类等手段，指导学生将环保措施进行分类，进一步做好写作前的内容方面的准备工作。 |
10’ IW GW |
| Step 4 |
Ss read and analyze Millie’s script to have a better understanding of its clear structure. T leads the students to appreciate its rich expressions and various ways to show content. 1) How to have an attractive beginning? 2) How to make a presentation in a persuasive way? 3) How to have a convincing ending? T reminds Ss of the purpose of the script. |
通过分析Millie 的文章，让学生对文本的结构有更清晰的认知，并欣赏演讲稿的语言特色（人称，排比……），增强学生在写作中的读者/听众意识,为写作提供一个明确的方向。 |
12’ IW GW |
| Step 5 | Ss complete the script with the help of their notes. | 落实到笔头是初稿阶段教学活动的主要特征。写作之前分析脚本的结构，提醒学生为真正的读者/听者而写，为真实的目的而写。呈现本节课的写作评价量规，教师重点解释本节课写作的训练重点。学生就环保的某一个方面，结合此前讨论的要点，独立完成写作任务。本节课是写作课的第一课时，只要求学生完成作品初稿。 |
10’ IW |
| Post-writing | |||
| Step 6 |
T reminds Ss of tips for making a presentation. T presents one of their writings on the projector, and assesses the writing according to the assessment table. T chooses some other writings and invites Ss students to assess their peers’ writings according to the writing assessment table. |
教师引领学生依据本节课的评估量规评价一篇作品。学生结合习作评价要求，参与评价，给出评价，与教师课后批改的作文评价相比，更具有现实性，同伴也更容易接受。 |
5’ IW |
|
Homework 1. Better their writing or script for a presentation. 2. Work in groups of four and design a poster for their presentation. |
课后学生在自评和修改的基础上，进一步拓展、延伸写作，让学生感受到过程性写作所带来的成功感。 | 2’ | |
| Writing components | Criteria | Scores |
| Structure |
|
10% |
| Contents |
|
50% |
| Language |
|
40% |
视频来源：优质课网 www.youzhik.com
