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視頻標(biāo)簽：第十五屆全國初中英語
所屬欄目：初中英語說課視頻
視頻課題：第十五屆全國初中英語教師基本功大賽說課視頻展示8下寫作課Unit 8 Go green3.江蘇 閔潔
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8下寫作課Unit 8 Go green3. 江蘇 閔潔
8下 Unit 8 Go green
Task: Going green
主題語境：人與自然 -- 保護(hù)環(huán)境
語篇類型：演講稿
語篇知識：通過英語學(xué)習(xí)獲得環(huán)境保護(hù)的相關(guān)知識
授課時(shí)長：45分鐘
文本分析：
本課是寫作課的第一課時(shí)。寫作的主題是 “Go green”。本課有兩個(gè)文本范例。范例1向?qū)W生展示了如何在寫作前進(jìn)行信息收集以及分類匯總。范例2向?qū)W生展示了如何將寫作的草稿轉(zhuǎn)換為文稿。文稿按照總-分-總的順序展開，學(xué)生需要在寫作前研讀演講稿的文體特色，例如人稱代詞“我”的大量使用拉近演講者與聽眾之間的距離，排比結(jié)構(gòu)的使用可以加強(qiáng)演講的語言感染力等等。本課的價(jià)值在于學(xué)生通過文本的學(xué)習(xí)、文稿的寫作，進(jìn)一步理解人與自然的關(guān)系，在日常生活中身體力行的為環(huán)境保護(hù)盡自己的一份力。
學(xué)情分析：
本班學(xué)生英語基礎(chǔ)較好，學(xué)習(xí)態(tài)度認(rèn)真，學(xué)習(xí)熱情高。學(xué)生已經(jīng)具備基本的寫作能力，基本能夠根據(jù)主題表達(dá)需要，使用恰當(dāng)?shù)木渥印⒍温浜推陆Y(jié)構(gòu)，來增強(qiáng)文章的條理性。但學(xué)生在歸納整理分類寫作觀點(diǎn)時(shí)還存在一定的困難。此外，雖然學(xué)生對三段式寫作的結(jié)構(gòu)比較熟悉，但對演講稿的文體特征了解的不甚系統(tǒng)，對人稱及排比的使用都比較陌生。
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
| 步驟 | 教學(xué)活動 | 設(shè)計(jì)意圖 | 互動時(shí)間&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. |
在真實(shí)語境中與學(xué)生互動交流與本課主題相關(guān)的話題，引出環(huán)保主題，充分調(diào)動學(xué)生參與語言實(shí)踐的積極性，激發(fā)學(xué)生的興趣。 |
2’ IW |
| Step 2 | Ss exchange their ideas on how to go green in their daily life. | 創(chuàng)設(shè)語境，導(dǎo)入主題，激活學(xué)生已有的關(guān)于環(huán)保的認(rèn)知和經(jīng)驗(yàn), 為后續(xù)寫作搭建內(nèi)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. ) |
以問題引導(dǎo)學(xué)生獲取信息，分析語言特征，通過比較分類等手段，指導(dǎo)學(xué)生將環(huán)保措施進(jìn)行分類，進(jìn)一步做好寫作前的內(nèi)容方面的準(zhǔn)備工作。 |
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. |
通過分析Millie 的文章，讓學(xué)生對文本的結(jié)構(gòu)有更清晰的認(rèn)知，并欣賞演講稿的語言特色（人稱，排比……），增強(qiáng)學(xué)生在寫作中的讀者/聽眾意識,為寫作提供一個(gè)明確的方向。 |
12’ IW GW |
| Step 5 | Ss complete the script with the help of their notes. | 落實(shí)到筆頭是初稿階段教學(xué)活動的主要特征。寫作之前分析腳本的結(jié)構(gòu)，提醒學(xué)生為真正的讀者/聽者而寫，為真實(shí)的目的而寫。呈現(xiàn)本節(jié)課的寫作評價(jià)量規(guī)，教師重點(diǎn)解釋本節(jié)課寫作的訓(xùn)練重點(diǎn)。學(xué)生就環(huán)保的某一個(gè)方面，結(jié)合此前討論的要點(diǎn)，獨(dú)立完成寫作任務(wù)。本節(jié)課是寫作課的第一課時(shí)，只要求學(xué)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. |
教師引領(lǐng)學(xué)生依據(jù)本節(jié)課的評估量規(guī)評價(jià)一篇作品。學(xué)生結(jié)合習(xí)作評價(jià)要求，參與評價(jià)，給出評價(jià)，與教師課后批改的作文評價(jià)相比，更具有現(xiàn)實(shí)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. |
課后學(xué)生在自評和修改的基礎(chǔ)上，進(jìn)一步拓展、延伸寫作，讓學(xué)生感受到過程性寫作所帶來的成功感。 | 2’ | |
| Writing components | Criteria | Scores |
| Structure |
|
10% |
| Contents |
|
50% |
| Language |
|
40% |
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