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视频课题：人教版选修七unit4 sharing Process Writing---Revising重庆市优课
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人教版选修七unit4sharing Process Writing---Revising重庆市优课
Teaching Design
Process Writing — Revising
课 型 新 授 课 教 材 人教版英语选修7 教 材 内 容 过程性写作之修改 年 级 高 二
授 课 教 师 施 秀 授 课 时 间 1 period
教材分析 Analysis of Teaching Material
This part is the third period of process writing based on the teaching mode of Flipped Classroom, which is to revise. For the first two periods, the writing task, which is about paper-cutting, has been assigned to students and they have finished writing for the first time on pigai.org. According to their writing outcome, we have such findings. First, there are some mistakes in their compositions, including both
words and sentences. Second, the words and sentences they use seem too common.
Therefore, after the class, students are supposed to know and master how to correct
the faults in their compositions, and improve their writing by using some advanced words and patterns. For teachers, it’s necessary to find appropriate ways to guide students to write a good composition. For students, it’s important to have self-analysis spirit and master some writing skills and raise their sense of self-improvement. 学生分析
Analysis of the Students
In this stage, students have accumulated some advanced words and phrases. Besides, they have learned the general use of the attributive clause and the non-infinitive verbs. However, they always ignore or forget to use them in their writings. Thus, it’s necessary to help our students raise their awareness and improve their writing
abilities by using some advanced words and sentence patterns. What’s more, they often have group works so that they are supposed to discuss and revise their works. Students are in different situations, but we still need to pay attention to all the students, and design different level of tasks to ensure they all can achieve something after class.
教学目标 Knowledge Objectives:
In this period, students will be able to:
1) know the faults they always make in their writings, for example, spelling mistakes, misuse of word form, etc. 2) master how to correct the faults,
3) know how to write a good composition by using the attributive clause and
non-infinitive verbs.
Ability Objectives:
In this period, the students will improve their writing by using advanced words and patterns, mainly about the attributive clause and non-infinitive verbs. Emotional Objectives:
In this period, the students will develop their sense of group cooperation and raise the awareness of self-improvement.
教学重难点 1. How to guide students to avoid the faults in writing.(重点)
2. How to help students improve their writing by using advanced words and
patterns. (难点) 教具准备 A computer, a TV, a blackboard, pads, pasters.
教学策略
1. Task-based method, Cooperative learning, Constructive method. 2. The teaching mode of Flipped Classroom (翻转课堂教学模式) ：
Before class, hand out the pre-writing task to students and guide them to write the composition about paper-cutting. They need to finish the task on the pigai.org and revise the writing by themselves.
教学活动过程
教师活动 学生活动 教学目的
Step 1 Lead in ( 3 min) Asking Questions.
T: Before this class, we have had two periods of writing class, and you wrote out the composition and have revised it for many times. So, do you want to know your results? 呈现学生写作结果。
Listen and Look.
S: Pay special attention to their own writing results.
学生已经写好了文章并修改了多次，通过他们最感兴趣的得分情况和修改次数引入，再选取一个修改了多次仍没得
高分的特例，激发学生
T：Please pay attention, on the picture, you can see the ten top highest scores and the most revising times.
But what you need to focus on is that though some of us has got 22.5, it’s not high enough, right? And though student Pei has revised the composition for more 32 times, his name is still isn’t on the list. What a pity! So, Pei, do you want to get higher score? And what about other students, do you want to improve yourselves and appear on this honor roll(list)?
挑选特例，为提出教学目标做准备，激发学生兴趣。
T: Now, let’s get to know the learning objectives for this class.
S: Reflect how to get higher scores when writing.
Read the learning objectives together.
写好优秀文章的学习兴趣。
学生齐读，可加深对本节课学习目标的了解和认识，在进行之后的教学活动中更有目的性。
Step 2: Proof Reading
Task 1: Correct mistakes of words ( 3 min )
T: In order to achieve our first goal, let’s do some proof reading to check our mistakes. These sentences are all from your own mistakes. First, correct the mistakes about words and figure out what kinds of mistakes they are. One fault for one sentence.
Now, you have three minutes!
S: Correct the mistakes about words in each sentence and analyse what kind of mistake they are.
Presentation Practice Production
为了达成第一个教学目标即学生写作时能尽量少出错，教学过程中采用3P的教学模式，先提出学生写作时有关词类的错误，再引导他们自己纠错，并自行总结归类，比如拼写错误、词性误用、介词错误等。
Task 2: Correct mistakes of sentences ( 3 min )
T: Correct the mistakes about sentences and figure out what kinds of mistakes they are.
One fault for one sentence.
Task 3: Checking time ( 3 min )
T: Now, you can see here is the guideline for you to correct the mistakes on pigai.org.
Take out your pads and correct the faults in your composition. ( Here observe and pay special attention to the result of student Pei. )
Step 3: Polish words
Task 1：Polish words ( 8 min ) T: Even though we have corrected the mistakes, we still can’t get enough high grades, right?
Then, what should we do? T: In order to get high grades and achieve our second learning objective, first, we will polish our words. Here are some sentences written by yourselves, can you use some better ones to replace them? Come on and have a try. OK?
S: Correct the mistakes about sentence in each sentence and analyze what kinds of mistake
they are.
S: Check and correct the mistakes in their compositions on the pads.
S: Maybe we should use some good structures.
Work in groups and find better words or phrases to replace the underlined ones. （贴纸呈现）
除了词类的错误，学生写作过程中还会犯下有关句子的错误，比如主 谓不一致、句式不规范等，仍先引导他们改错并自行总结归类。
为了达成第一次教学评价，检测学生能否在引导后知晓并改正自己作文里可能犯下的错误，借助平板的辅助，学生回到批改网上马上改正他们作文里面可能存在的错误，关注学生分数
的变化，这里特别关注修改多次的裴姓同学的分数，体现时效性。
学生作文在修改多次后仍不能得高分，此处引导学生分析其原因，得出结论可能因为所用词
汇和句式结构太普通，
为了达成第二个教学目标，第一个方法就是帮助学生学会使用高级词汇，教学过程中仍采用3P的教学模式，加入小组活动，引导学生如何将普通词汇变高级，体现学生的自主性。
Task 2：Checking time
( 3 min )
T: Practice makes perfect, take out your pads and polish your words on pigai.org in your composition. Three minutes for you.
( Here we will observe and pay special attention to the result of student Pei. )
Step 4: Polish sentences Task 1: Use attributive clause ( 5 min )
T: In order to better achieve our second learning objective, after polishing words, we should also polish the sentences.
Here are two ways to be used.
The first one is using the attributive clause. Here, I have a tip for you, that is 4S rule, and 4S refer to search, study, select and shift.
We choose the first letter S, then we have 4S, and that is our rule.
Task 2: Use non-infinitive verbs (5min)
T: The second is to use non-infinitive verbs.
Similarly, we got the rule --- SOS. The first S refers to search, O
refers to omit(删除), and the second S：Polish their works on pads.
S: Study and practice the rule of 4S.
To get an attributive clause,
first search the same noun /pronoun in the sentence, study the function of the word, select
an appropriate relative to replace it, and finally shift one of the sentences into the attributive clause.
S: Study and practice the rule of SOS.
First, search the same subject and the adverbial clause, omit the lead word and subject, then shift the predict into non- infinitive verb in the clause,
为了达成第二次教学评价，检测学生能否将所学到的高级词汇用到作
文中，借助平板的辅助，
学生在批改网上用高级词汇替换普通达，关注学生分数的变化，这里仍特别关注裴姓同学的分数，体现有效性。
为丰富学生句式结构，为更好地提升写作能力，便引导学生把简单句换成定语从句，给出的例句是他们的，再给出一个4S原则，即选取
search-study-select-shift
的首字母进行组合，探索改写定从的关键词。这样学生从形、意上快速地巩固记忆，比起枯燥地学习也多了几分兴趣。
句型学习的第二个思路是学会在句中使用非谓语动词，记忆方法是SOS字样，将记忆方法与生
S refers to shift.
We choose the first letter, then we have SOS.
Task 3：Checking time
( 3 min )
T: After learning ,we will learn to use. Take out your pads and polish your sentences on pigai.org in your writing. ( Here we will observe and pay special attention to the result of student Pei. )
Step 5: Reflect to conclude (2min)
T：After this class, how can we achieve a better composition?
Anybody can help us to conclude and review?
Step 6: Emotion Sublimation（升华） (2min)
T: We have checked our writing many times, and more students get higher
if active voice, use doing; if passive voice, use done.
S: Apply the rule.
Find and polish the sentences in their writing with pads on pigai.org.
S：Review the question from two aspects.
S: Express their own feelings. Read together.
活常识结合，便于学生记忆，另也体现修改并使用高级句式的重性。学生先学习再操练，争取能学以致用。
学生在学习两种句式变换的方法后，为达成第三次教学评价，借助平板的辅助，在批改网上找出自己句式结构相似的句子，即学即改。关注学生们分数的变化，也特别关注修改多次的
裴姓同学的分数。
学生学习后，及时借助
思维导图理清本节课的学习思路，给足学生自主总结的机会，巩固修改作文的方法和技巧。
学生在本节课后对如何修改作文有了更深刻地体会，引导他们畅所欲言，借机进行情感教育，
grades. How do you feel? Here we will observe and pay special attention to the result of student Pei.
Pei, do you have anything to tell your self？
And also ask other students.
Never underestimate your power to change yourself !
克服觉得写作文难且写好作文更难的恐惧心理，激发其提升自我拔高的意识和信心。
本节课，老师紧紧围绕英语课堂教学设计的要求：依据教学实际，在达到知识目标——学生学会如何修改作文，即关注语言素养的同时，也注重培养学生勇于自我拔高的意识，即关注人文素养的培养和发展；设计不同的教学任务，让全体学生都能参与，实现课堂的有效性；教学过程中，采用小组合作等方式，关注学生自主学习的能力。通过结合教学实际，将激发学生的兴趣和学生探究学习贯穿于教学环节的始终。
本课亮点突出，借助本校翻转课堂的教学平台，利用信息化教学技术和手
教 学 反 思 段，结合学生考试中作文想得高分却难得高分的教学实际，将作文中常见的问
题进行剖析，并找出好学易懂的记忆方式，做到了重点突出，难点突破。关注 学生思维的培养，采用问题设置、思维导图等方式让学生学以致用。
巧妙的评价设计，与教学内容融为一体。学生每完成一个Step，都及时回 到批改网将学到的修改文章的方法和技巧进行实践，并可立马见到成效，激发 了学生的学习热情和兴趣。学生在设计的一些活动的Tips 的引领下，整个课堂 教学活动有序、有效地进行。老师在教会学生修改文章的方法和技巧的同时， 也升华到提升自我的情感教育，让他们敢于尝试，勇于尝试，让教学不仅仅拘
板 书
泥于课本，而是产生更为深刻的影响。
本节课中，仍然存在某些不足有待改进。比如，学生修改作文是一个静态的过程，如何增强其趣味性并提升他们的兴趣还有待思考。再者，在整个教学活动过程中，根据学生水平的不同虽设计了不同层次的教学任务，但学生能否在以后的作文中改用定语从句和非谓语动词仍然有待进一步探究，作为教学难点，这更是需长期关注的一个问题。正因存在问题，所以更有了持续探究的思路和方向，毕竟，教无定法，学无止境。
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