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视频标签：观点议论,写作教学
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视频课题：人教版高一英语观点议论写作教学设计-初高中英语作文同题异写
教学设计、课堂实录及教案：人教版高一英语观点议论写作教学设计-初高中英语作文同题异写
人教版高一英语观点议论写作教学设计
---初高中英语作文同题异写
一．课例背景
本次写作教学受启于一次“初高中英语作文同题异写研讨会”。根据中考考纲要求，初中写作需掌握观点类对比类作文，同时在高一人教版Book2 unit1 Using language 部分也要求学生练习观点类对比写作。怎样引导学生使用学习策略帮助学生改善写作学习行为，提高写作思考思路和写作水平。写作水平的高低归根到底是由语言篇章的输入量和水平所决定的，故，在学案制作上需要费心思设计输入文本内容为学生写作输出做铺垫。 二．教学分析
1. 教学内容分析
把初中教材写作话题Should students do chores at home? 和book2高一unit1 Using language的观点类写作话题相结合，属于完整的过程性写作，需要学生审题，理清文章脉络和框架，抓住文章核心要点，主题句，通过讨论找出支撑论点的论据，且有层次的罗列，并适当加以例句支撑分论点。最后做出个人观点阐述。话题如下：
假设最近你们班就 “中学生是否应该在家做家务” 展开了讨论。请根据提示信息，用英语写一篇短文。
要求：1. 字数120左右，
2. 可适当增减细节，以使行文连贯。 2. 学生分析
本课是高一上学期的内容，这一阶段的学生经历半年的高中英语学习和积累，较之初中具备一定的综合语言运用能力，此外，该话题在初中也有探讨过，学生有一定的熟识度，但是，如何在相同话题情况下，在高中课堂学习策略的调整下写出更高水平，使用更恰当的词汇，句型，思维更严谨，结构更清晰，语言更流畅的文章是本节课的难点。
3. 教学目标
基于对教学内容和学生的分析，本课预设了以下教学目标： 经过本节课的学习，学生能够：
（1） 学会审题，审题时明确文章体裁，时态，人称，段落结构，核心要点等。 （2） 利用讨论模式激发学生思维点，提出有层次且有对比的优点和缺点，且具有语
言的丰富性，句型的灵活性。
（3） 语言方面，用词准确，句型灵活且正确。句与句之间衔接过渡自然流畅，段与
段之间逻辑清晰。
（4） 思维方面，能够体现学生的独特思考方式，论证有理有据，具有探究合作学习
能力和批判性思维。
三．教学过程
Step1: warming-up ，lead-in & discussion
观点 理由 有些人认为应该做家务... 1. 2. 3... 有些人认为不应该做家务... 1. 2. 3... 你的观点...
2
教师先让学生阅读几组母亲和孩子之间的对话，如下：
Mom: Could you please take out the rubbish, fold the clothes and do the dishes? Child A: Just wait a moment. I promise--- I'll do it later. Child B: Aw Mom, do I have?
Child C: Tom doesn't have to do this; why do I have to? Child D: Could I at least finish watching this show? Child E: Sorry, I work all day at school. I'm too tired!
之后引出讨论话题Should students do some chores at home? What are pros and cons about students doing chores at home?
< 设计意图 >
关于对话目的是吸引学生的注意和思考，让学生对本节课的学习目标有初步了解，为后续的教学环节作铺垫。
Step 2 presentation 教师邀请学生分享讨论观点，并在老师的帮助下，连词成句，回答问题时借助句式的帮助，使之出口成句，而非简单的关键词。如：In my opinion, students should do chores at home because it can be good for.../it can develop.../it can help us...
From where I stand, one of the reasons why students should do chores at home is that... However, I hold the view that students shouldn't do chores at home because... 针对不同学生提问，当学生补充观点理由时，抓住机会教会学生使用递进过渡连词，如：besides, in addition, furthermore, what’s more…
< 设计意图 >
帮助学生连词成句，为语篇输出做铺垫，有助于推动写作教学进程。 分支任务：采取自然好奇提问式：what does “it” refer to in the sentence “In my opinion, students should do chores at home because it can be good for.../it can develop.../it can help us...”?
< 设计意图 >
鼓励学生采用多种表达方式表达doing chores, 如：
（1） Spending extra time in doing chores at home can develop… （2） Expecting students to do chores at home is good for…
（3） Involving students in household tasks should be beneficial to… （4） Encouraging students to do chores at home can help… Step 3 reading and filling the blanks
A: Do you think students should do some chores at home? Why.
B: , involving students in household tasks at an early age can later in life. , doing chores prepare students for adulthood by teaching them responsibility and new skills.
keys: As far as I am aware(我认为), in other words（换句话说）, have a positive impact（对...有积极的影响）
C: , doing chores give back to their parents for all
you do for them. , students begin to see themselves as important to the family. , they naturally want to be a part of the family and want to help.
Keys: Personally speaking(我认为), to be honest（老实说）, in the meantime, contributor（贡献者）, give students the opportunity to（给学生们机会做...）
3
D: , by being expected to complete self-care tasks and to help with household chores, students the skills to develop in the outside world.
Keys: For my part(我认为), independently and responsibly（独立地和有责任感地）, are equipped with（有）
E: , doing chores can keep students much healthier. , plan your chores in a way that allows students to do them to increase heart rate and work your major muscle groups.
Keys: From my perspective（我认为）, in succession（连续地）, for example（例如）,
Each coin has two sides./////////every sword has two edges
B’: , do chores at home. , in today’s contemporary, students are surprisingly busy due to the increasingly fierce competition.
Keys: However, I argue that (然而我认为), there is no doubt that(毫无疑问), as we all know（众所周知）, it is a waste of time to（做...浪费时间）
C’: , get good grades and key universities, I prefer students to spend more time on their study do chores. Doing chores isn’t an urgent and essential task for students. Keys: Whereas , from where I stand（然而我认为）, be admitted into（被允许进入...）, rather than（而不是...）, in order to(为了...)
D’: , they should play freely once they have , because they suffer from school. , doing chores takes more time away from enjoying childhood.
Keys: On the contrary, I hold a different view that（相反，我认为）, enough stress（足够大的压力）, leisure time（空闲时间）, in addition（此外）
教师呈现学案文本，以阅读为主，并且使用恰当的词汇填入文本以使行文连贯。 < 设计意图 >
帮助学生以更标准的语言表达自己观点，合理利用高中阶段所学的词汇短语，固定搭配和过渡词，串联文本。此外，通过对比学生提出的观点和学案建议观点，从中领悟思维的局限性，为语篇逻辑思维输入奠定基础。
Step 4 Draw a conclusion 教师引导学生关注并总结填入空格的词汇短语句型，并帮助学生分类归纳整理，到达读后反思，读后归纳并学以致用。如：
（1）Express yourself: As far as I am aware, Personally speaking, For my part, From my perspective.
（2）Express different ideas: However, I argue that… Whereas, from where I stand …; On the contrary, I hold a different view that….
（3）Some special transitional words: to be honest, in the meantime, to be honest, in other words, for example, in addition, as we all know.
（4）Useful expressions: have a positive impact, give sb. the opportunity to…, be equipped with, independently and responsibly, in succession, it is a waste of time to…, there is no doubt that…, in order to, be admitted to, rather than,…
< 设计意图 >
4
明确观点议论文写作的相关词汇和短语，并且呈现形式多样，扩大学生知识准备，以及大写作中所需要的逻辑思维。通过引导归纳讨论得出结论，培养学生小组合作，个人探究能力。
Step 5 pre-writing
让学生自行审题，之后教师通过提问方式判断学生审题是否准确，问题如下： (1) What type of writing is it? (2) What tense shall we use?
(3) What person is most appropriate?
(4) How many paragraphs are included in your passage? …
< 设计意图 >
本节写作课是呈现过程性写作，故从审题要求指导，到最后写作评价必须完整且规整。通过提问3 what, how 让学生明确写作思路，而不是急于写作。
分支设计：通过ppt呈现规整书写，提醒学生在动笔前关注书面整洁，字迹工整。
Step 6 while-writing (12mins) Step 7 post-writing
1. 教师组织学生先进行自我批改，自我评价，限时3mins.遇到问题随时举手发问。 2. 之后组织学生同桌互批互改，根据学案上所提供的评价标准，如遇困惑随可以小
组讨论或向老师寻求帮助。
Table 1: Self-checklist
Part1. Structure and Content 1. The framework is clear.
2. Each supporting point is related to the title. 3. Each supporting point has a proper topic sentence. 4. Specific details are related to the topic sentence. 5. The ideas are very creative and unique. Part 2. Language
1. The tense in the composition is correct. 2. The person in the composition is appropriate. 3. It is free of spelling and grammatical mistake. 4. The composition is coherent(连贯的). Table 2
5
Peer-Checklist 1. Structure
Beginning (key points): Body(key points): English(key points):
The structure is clear: Yes____ No ____ 2. Content
The idea are related to the topic: Yes____ No ____ Appreciation: Unique ideas: Complementary ideas: 3. Language
Spelling and grammatical mistakes: Yes ____ No ____
Proper conjunctions are used in the composition: Yes ____ No ____ Appreciation:
Good words & phrases: Good sentence patterns: Suggestions for revision:
< 设计意图 >
学生完成初稿后进入评价和修改阶段。过程性写作法主张采用多元化的评价机制，即学生自评，同伴互评和教师评阅，注重学生不断审视自己的作文，并在同伴互评，教师指导下进行修改，从而提高自己的写作水平。 Step 8 本课小结，提出写作建议。
• 1. Read the requirements carefully and sort out some key points involved in the passage. • 2. Make clear of the structure or framework of the passage. • 3. Organize your passage logically and reasonably.
• 4. Keep your passage coherent. To be exact, transitional words is helpful. (besides, in
addition, to be honest,.....)
• 5. Be free of spelling and grammatical mistakes.
• 6. Try to make languages be proper, correct and native. < 设计意图 >
回顾写作要点，巩固写作方法和思路。 四．结语
过程写作教学法让学生经历了一个由写前，写中，修改和编辑构成的完整的写作过程，为学生搭建了一个轻松，愉快的交流平台，鼓励每位学生积极地参与到写作的每个环节中，引导他们主动地去构建知识；同时也发挥了同伴指导和教师示范的作用，使学生明确一篇好文章的标准，深化了他们对写作主题，文章体裁，写作目的，语篇结构，语言知识和写作技巧的认识。另外，过程写作法也采用了多元化的评价方式，有效地结合了形成性评价和终结性评价，帮助学生提高作文质量的同时也激发了他们的积极性和自信心，真正体现了“以学生为主体，教师为主导”的课堂教学理念。
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