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视频标签：Argumentitiv
所属栏目：高中英语优质课视频
视频课题：高中英语外研版BOOK 1 Module6 Argumentitive Writing贵州省优课
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
Book1 Module6 Writing
Teaching Design
教学设计基本信息
课题 Uing Mobile Phone
授课对象
道真中学高一(6)班 学习主题
Writing：learn to write an argumentation to express views about playing phone or not playing phone in school
学情分析
优势：高一学生在初中阶段学习过表达自己观点的议论文。上课活跃，积极回答问题并参与活动。不足：对于刚进入高中两个月的学生，完成当堂写作训练是一个挑战。由于语言积累不足，缺乏对写作结构的认识，和对于事物优缺点的思考，写作需要老师更多的辅导和帮助。
教材分析
本单元以网络与电信为话题，旨在通过单元教学让学生了解网络与电信的发展与使用，并谈论网络和电信使用中的优缺点，学会分析事物的利弊，做出明智的选择。写作任务中，要求学生表达网络课堂与传统课堂学习相比的不足之处，写出与所给内容相反的观点并说明理由。但由于学生没有使用过网络课堂，理解变得困难，不能呈现足够的想法。因此我将议论话题改为与生活更加贴近的热点话题学生是否可以在校园玩手机。由于完成正反观点对比的议论文对于高一新学生难度太大，我将本节课的难度降低，因此，本节写作课目的是，希望学生通过思考讨论玩手机与不玩手机的优势与劣势，做出选择，表达自己的观点，完成一篇议论文写作。本节课将先引出话题，带领学生讨论为议论文的内容搭建脚手架，然后，通过思考，搭建句型和文章结构的脚手架，最后落实成文。
教学目标（Teaching Objectives）
根据《英语新课程标准》关于总目标的具体描述，结合高一学生实际和教学内容，特设定教学目标及学习目标如下：
1. Knowledge aims:
By the end of this period, students should be able to:
Get to know the structure of an argumentation and get a better understanding of sentence patterns to express advantages and disadvantages as well as some transition words.
2. Ability aims:
By the end of this period, students should be able to:
(1) understand the advantages and disadvantages of two different attitudes of playing phone by discussion.
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(2) know how to give supporting reasons logically by using transition words. (3) write an argumentation with proper writing structures. (4) practice their speaking by talking with each other 3. Emotional aims:
By the end of this period, students should be able to: (1) learn to be cooperative and learn to make the wise choice
(2)answer questions bravely in class and be a good listener and learn from others through peer assessment
教学重点和难点(Key points and difficult points)
1. 重点：句型、作文结构的掌握及运用
2. 难点:运用本课所学词汇、拓展的句型以及衔接词，在规定时间内完成一篇质量较高的半开放性文章 教学辅助：
1. 黑板 2. PPT 幻灯片3. Projector 投影仪 4. 导学案 教学步骤（Teaching Procedure）
Steps
Intentions
Teacher’s Activity
Students’ Activity
Step1: Play a guessing game and watch a video clip to lead in the topic (2min)
Arouse students’ interest in the topic
Show students a video clip about two different attitudes about playing phone and ask a question
Watch the video and find the answer
Step 2: Question thinking (1min) Arouse students’ thinking about
playing phone or
not playing
phone in school.
1.Ask students to tell answer 2. Introduce the writing task for today’s class.
Answer the question and get to know the writing task
Stage 2 While- writing Aims: 体现过程性写作，调动学生一起思考内容、总结句型、发现结
构。
Stage 1 Pre-writing Aims: give students a situation of an argument to arouse students’ thinking between playing phone and not playing phone in school.
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Step 1 Group work (7min) Help students collect
information and prepare writing materials for writing task
Ask students to work together. Every six students work in a team. Group 1to5 to talks about playing phone in school. Group 2 talks about not playing phone in school
1.Finish the Group work.
2. Understand the advantages and
disadvantages of two different attitudes
towards playing phone in school
Step 2
Analyze the writing
structures (3min) Prepare the writing
structures for an argumentation
Ask students to read the material and choose the writing structures Choose the structures for the beginning, body and ending part
Step 3 Discuss the transition words (3min) Help students to learn how to give supporting reasons logically by using
transition words. Ask students to think
how to put reasons together logically. 1.Discuss with team members to think about more transition words. 2. Learn some transition words.
Step 4 Writing time (10min)
Write an
argumentation by using useful words and
sentence patterns
Introduce the writing steps and ask students to make use of the writing structures, sentences patterns and transition words.
Finish an argumentation within 10 minutes.
Stage 3: Post-writing Aim: check writing by peer assessment and presentation Step 1 Peer assessment (2min)
Learn to evaluate their writing and learn from each other
Encourage Ss to work in pairs and finish peer check.
Finish the peer check with the help of the checklist.
Checklist: 1. Does it have good reasons? 2. Does it have any spelling mistakes? 3. Does it have any grammar mistakes? 4. Does it have right writing structures? 5. Does it use any sentence patterns we have learnt in today’s class? 6. Does it use any transition words to be logical?
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Step 2 Show students’ writing (6min)
To share their works with the class to
see :whether the
design of this
lesson has reached its goal.
1. Invite several volunteers to show his or her writing. 2. Do evaluation with
students.
Behave actively in class to share their writing
work. Step 3 Summary& Homework (2min)
Continue to improve your writing by revising and proofreading after class and hand it in. Do self-assessment by following the four questions. Self-assessment:
1. Can I use some sentence patterns to give reasons?
2. Do I remember the writing structures of writing an argumentation ? 3. Can I use right words and transition words in writing the essay? 4. Am I active in working with others?
Aims:
1. To achieve the emotional objectives: to stimulate the students to learn to communicate with each other and help each other. 2. To improve the writing work better.
教学反思：
1.Strengths:①The teaching aims have been finished and the time can be controlled well; ②Make the evaluation in time to motivate students’ interest;
③Try to give students’ help as long as they need and keep interaction among
students. Besides, the handwriting is beautiful.
2.Weaknesses:①The teacher should be more familiar with the PPT;
②try to improve the pronunciation and oral English by listening more, reading
more and speaking more in daily life.
③The teacher still feel nervous while teaching. Thus, try to catch more chances to
practice myself. I should always remember that “ Practice makes perfect!”.
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