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視頻課題：人教版選修七unit4 sharing Process Writing---Revising重慶市優課
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人教版選修七unit4sharing Process Writing---Revising重慶市優課
Teaching Design
Process Writing — Revising
課 型 新 授 課 教 材 人教版英語選修7 教 材 內 容 過程性寫作之修改 年 級 高 二
授 課 教 師 施 秀 授 課 時 間 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. 學生分析
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.
教學目標 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.
教學重難點 1. How to guide students to avoid the faults in writing.(重點)
2. How to help students improve their writing by using advanced words and
patterns. (難點) 教具準備 A computer, a TV, a blackboard, pads, pasters.
教學策略
1. Task-based method, Cooperative learning, Constructive method. 2. The teaching mode of Flipped Classroom (翻轉課堂教學模式) ：
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.
教學活動過程
教師活動 學生活動 教學目的
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? 呈現學生寫作結果。
Listen and Look.
S: Pay special attention to their own writing results.
學生已經寫好了文章并修改了多次，通過他們最感興趣的得分情況和修改次數引入，再選取一個修改了多次仍沒得
高分的特例，激發學生
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)?
挑選特例，為提出教學目標做準備，激發學生興趣。
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.
寫好優秀文章的學習興趣。
學生齊讀，可加深對本節課學習目標的了解和認識，在進行之后的教學活動中更有目的性。
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
為了達成第一個教學目標即學生寫作時能盡量少出錯，教學過程中采用3P的教學模式，先提出學生寫作時有關詞類的錯誤，再引導他們自己糾錯，并自行總結歸類，比如拼寫錯誤、詞性誤用、介詞錯誤等。
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. （貼紙呈現）
除了詞類的錯誤，學生寫作過程中還會犯下有關句子的錯誤，比如主 謂不一致、句式不規范等，仍先引導他們改錯并自行總結歸類。
為了達成第一次教學評價，檢測學生能否在引導后知曉并改正自己作文里可能犯下的錯誤，借助平板的輔助，學生回到批改網上馬上改正他們作文里面可能存在的錯誤，關注學生分數
的變化，這里特別關注修改多次的裴姓同學的分數，體現時效性。
學生作文在修改多次后仍不能得高分，此處引導學生分析其原因，得出結論可能因為所用詞
匯和句式結構太普通，
為了達成第二個教學目標，第一個方法就是幫助學生學會使用高級詞匯，教學過程中仍采用3P的教學模式，加入小組活動，引導學生如何將普通詞匯變高級，體現學生的自主性。
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(刪除), 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,
為了達成第二次教學評價，檢測學生能否將所學到的高級詞匯用到作
文中，借助平板的輔助，
學生在批改網上用高級詞匯替換普通達，關注學生分數的變化，這里仍特別關注裴姓同學的分數，體現有效性。
為豐富學生句式結構，為更好地提升寫作能力，便引導學生把簡單句換成定語從句，給出的例句是他們的，再給出一個4S原則，即選取
search-study-select-shift
的首字母進行組合，探索改寫定從的關鍵詞。這樣學生從形、意上快速地鞏固記憶，比起枯燥地學習也多了幾分興趣。
句型學習的第二個思路是學會在句中使用非謂語動詞，記憶方法是SOS字樣，將記憶方法與生
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（升華） (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.
活常識結合，便于學生記憶，另也體現修改并使用高級句式的重性。學生先學習再操練，爭取能學以致用。
學生在學習兩種句式變換的方法后，為達成第三次教學評價，借助平板的輔助，在批改網上找出自己句式結構相似的句子，即學即改。關注學生們分數的變化，也特別關注修改多次的
裴姓同學的分數。
學生學習后，及時借助
思維導圖理清本節課的學習思路，給足學生自主總結的機會，鞏固修改作文的方法和技巧。
學生在本節課后對如何修改作文有了更深刻地體會，引導他們暢所欲言，借機進行情感教育，
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 !
克服覺得寫作文難且寫好作文更難的恐懼心理，激發其提升自我拔高的意識和信心。
本節課，老師緊緊圍繞英語課堂教學設計的要求：依據教學實際，在達到知識目標——學生學會如何修改作文，即關注語言素養的同時，也注重培養學生勇于自我拔高的意識，即關注人文素養的培養和發展；設計不同的教學任務，讓全體學生都能參與，實現課堂的有效性；教學過程中，采用小組合作等方式，關注學生自主學習的能力。通過結合教學實際，將激發學生的興趣和學生探究學習貫穿于教學環節的始終。
本課亮點突出，借助本校翻轉課堂的教學平臺，利用信息化教學技術和手
教 學 反 思 段，結合學生考試中作文想得高分卻難得高分的教學實際，將作文中常見的問
題進行剖析，并找出好學易懂的記憶方式，做到了重點突出，難點突破。關注 學生思維的培養，采用問題設置、思維導圖等方式讓學生學以致用。
巧妙的評價設計，與教學內容融為一體。學生每完成一個Step，都及時回 到批改網將學到的修改文章的方法和技巧進行實踐，并可立馬見到成效，激發 了學生的學習熱情和興趣。學生在設計的一些活動的Tips 的引領下，整個課堂 教學活動有序、有效地進行。老師在教會學生修改文章的方法和技巧的同時， 也升華到提升自我的情感教育，讓他們敢于嘗試，勇于嘗試，讓教學不僅僅拘
板 書
泥于課本，而是產生更為深刻的影響。
本節課中，仍然存在某些不足有待改進。比如，學生修改作文是一個靜態的過程，如何增強其趣味性并提升他們的興趣還有待思考。再者，在整個教學活動過程中，根據學生水平的不同雖設計了不同層次的教學任務，但學生能否在以后的作文中改用定語從句和非謂語動詞仍然有待進一步探究，作為教學難點，這更是需長期關注的一個問題。正因存在問題，所以更有了持續探究的思路和方向，畢竟，教無定法，學無止境。
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