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视频课题：外研版八年级下册Module 7 Unit2 Fill out our form and come to learn English in Los Angeles浙江省 - 衢州
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外研版八年级下册Module 7 Unit2 Fill out our form and come to learn English in Los Angeles浙江省 - 衢州
Module7 Unit2 Fill out form and come to learn English in Los Angeles!
以读促写教学设计
一、教学目标 （一）教学目标
1.To get information from the passage about an English course 2.To understand the main idea of each paragraph 3.To be able to write about a Chinese course （2）能力目标
Help the students to write a Chinese course （3）情感目标
To arouse the students’ interest in learning a language in foreign countries 二、教学重难点 （1）教学重点
1.Analyze the structure of the passage 2.Useful words and sentences （2）教学难点
Get the students to make an outline and write a course 三、教学方法与教具 （一）教学方法
1.Task-based teaching and learning 2.Cooperative learning
3.Discussion(pair work or group work) （二）学习方法 Discussion，guessing （三）教具 The multimedia 四、教学步骤
Step1: Lead in--Brainstorming
Get the students involved in the topic of English learning through the brainstorming.
T: I’m happy to enjoy English with you. What do you think of English? S: I think English is...
T:Come and write down your ideas on the blackboard. And then try your best to make long sentences with the help of “and”,”but” and so on. 设计说明：在导入部分，授课教师采用头脑风暴的形式让学生就英语这个话题展开讨论，把学生的注意力吸引到了英语学习的话题上，并通过扩句让学生运用and，but，or连接的并列复合句。 Step2: Read for information
Get some useful information which is important for writing
T: Let’s learn English in Los Angeles is a passage we learned yesterday. What kind of passage is it? (A. A story B. A novel C. An advertisement) S: C . An advertisement.
T: What’s the purpose of this advertisement?
S: The author wants to/would like to...
设计说明：通过这两个问题的提问引发学生的思考，同时也让学生明确了文章的题材，为写作做好铺垫，因为不同文体的文章写作的要求是不一样的。学生通过思考也知道了作为广告它有自己的目的。 Step3:Read for information
T:(Learning to learn )Some sentences about what will happen are used to convince you to learn English in Los Angeles. Please find the sentences S: You will...
设计说明：因为广告的目的是说服读者去洛杉矶学习英语，所以授课老师就引导学生寻找具有说服力的句子并加以分析，让学生知道什么样的句子是可以使得一个广告更具有吸引力的，为下文的写作提供句子素材。
Sept4：Read for structure
T: How many parts can we divide the passage into? S: Three
Then the teacher will ask some questions to help the students make an
outline of the passage. Questions:
For the beginning: (1)What’s it about?
(2)What can we learn? For the body: (1)What are the teachers like? (2)How long do the courses last? (3)When do they start ? (4)What do they provide? (5)Where can we stay? (6)What can we do? For the ending: More information?
T: Find some key sentences to make the passage logical
设计说明：通过提问，引导学生分析文章的结构，为写作搭建框架。以列提纲的方式复习文章，提纲中所列举的词汇可以作为学生写作的
词汇积累。一些关键句可以让文章更具有逻辑性，列举这些句子使学生学习和使用。 Step5: Read for writing
Some pictures show us that more and more foreign students come to China to learn Chinese.
T:Here is a piece of news for you. Some foreign students are coming to Jiangshan to learn Chinese this summer. So think about a course for them.
T: Work in group : finish an outline first
设计说明：通过图片自然引出作文话题，并要求学生设计课程，可谓是学以致用。将列提纲做为小组活动的任务，目的是引导学生写作前搭建文章框架，并通过小组活动唤醒记忆，为写作提供充足的词汇。 Step6: Writing (15minutes)
Step7: Check the composition and show Here is the check-list:
设计说明：作文的评价都是需要一定的标准的，作为平时的作文课，授课教师并没有将中考作文的标准作为本节课的评价标准，因为作为初二的学生来说他们还不能很好的理解这样的标准。因此，本节课的作文评价标准是以内容作为评价的标准的，评价标准中的各个要点都是本节课所教授的内容，更有利于生生互评。 Step8:Homework
Share your composition with more classmates and correct your passage
课后反思：
1.成功的写作教学可以帮助学生搭建写作内容框架，让学生有内容可写。通过本节课的引导，学生能够写出内容比较丰富的文章。在以读促写的课堂教学模式中，读是为写服务的，只有读得恰到好处了才能写得恰如其分。从学生的表现来看，他们写得还是比较自信的。 2.遗憾的是：作文评价环节时间不是很充裕，没有能够多展示几个学
生的作品。最可惜的是当时的录播教室没有投影设备，所以在展示个别学生作品时不能用更直观的方式，而只能用口头分享自己作品的方式来展示，其他同学也只能通过听来给同学打“心”。
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