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高三英语写作课Traveljournal教学案例一、教学内容以人民教育出版社教材中Traveljournal话题为背景，根据写作要求提示，组织材料写一篇自己亲身游记。二、教学目标1、写作技能目标：在学习Traveljournal之后，掌握用英文写游记体裁文章的基本技能。2、学习策略目标：（1）指导学生学会欣赏游记，并能模仿写出自己的旅游经历与体会。（2）培养学生选择使用工具书的技能，促进写作水平的提高。3、情感目标：提高学生的业余生活质量，欣赏美丽河山，热爱和保护自然，同时加强情感交流。三、教学重点与难点1、如何做好阅读与写作的衔接。2、对学生模仿游记的评论与评价。四、教学过程Pre-writingActivity1.ShowthestudentssomesentencesfromthereadinginthisunittoremindthemofthetravelexperienceofWangWeiandWangKun.1.Ihaddreamedabouttakingagreatbiketrip.2.Shelovestogoforlongbikeridesinthecountryside.3.Shegaveadeterminedlook---thekindthatsaidshewouldn'tchangehermind.4.Whenareweleavingandwhenarewecomingback?5.Atfirsttheriverissmall,clearandcold.Thenitbeginstomovequickly.Itbecomesarapidsasitpassesthoughdeepvalleys….Atlast,theriver'sdeltaenterstheSouthChinaSea.6.Toclimbthemountainroadwashardworkbutgoingdownthehillswasgreatfun.7.WearereachingDaliinYunnanProvincewhereourcousinsDaoWeiandYuHangwilljoinus.Wecanhardlywaittoseethem.Atthesametime,theteacherasksthestudentstopayattentiontotheunderlinedwords,fromwhichtheycouldlearnwaystodescribetheirtripsandsharetheirafterthoughtswithus.(本教学环节可以起到承上启下的作用，学生脑海中可以复现本单元游记的场景；通过回忆下划线的词语或句型，即可复习巩固，又为新的写作训练架起“引桥”。)Activity2.TravelaroundourcountryT:DoWangWeiandWangKunenjoytheirbiketrip?(S:Yes.)Andhaveyoumadeatripsomewhereinourcountry/ourtown/ourarea?OrHaveyoueverhadsuchexperiencesasWangWeiandWangKun?(Forstudentslivingintowns,mostofthemwillsayYes,forotherstheteachermaychoosetheonethestudentsarefamiliarwith.)Forme,travelingaroundisexcitingandtherearealotofplacesofinteresttoseeinourmotherland.Lookatthepicturesandguesswhereitis.(Showsomeslidesorpictures.)HainanIsland;Hongkong;Tian'anmenSquare;TheGreatWall;MountainTai;Qingdao;Huanghe,TempleofHeavenetc.（对于大多数学生而言，英语写作不轻松，也比较乏味。通过师生互动的课堂活动和欣赏图片，既能较好地激发学生的兴趣，引领学生欣赏名胜古迹，又在一定程度上使学生为之振奋，从而激发写作欲望。）While-writing:Activity3.Talkaboutthewritingtopic.(handout)假设你是李华，今年五一节，你们班组织了集体登泰山活动，请你根据当时的场景写一篇游记。记述你们班为什么选择登泰山？在登山前做了哪些准备工作？如何到达山顶？途中观察到什么？有什么感受？1.Doyouwanttogotravelingaroundtheseplaces?(Yes.)SodoI.Ifwehadenoughtimeandenoughmoney,wewouldgotheresomeday.Bytheway,IwastoldthatyourclasswenttoMountainTaiduringtheLabourDay.AmIright?Wouldsomeofyousharetheideaswithme?2.Brainstorming:Getthestudentstoaskandanswerthequestion:WhydidyouchoosetogotoMountain?Thestudentsmaygivesomeanswersasfollows:A.MountainTaiisquitebeautiful/famous/closetonature.B.Wewanttohaveaninterestingtripthere.C.Duringtheclimb,westudentscanhelpeachother,whichwillstrengthenthefriendshipbetweenus.D.WehaddreamedaboutclimbingMountainTaitogetherforlong.E.It'sinourprovince,andwefeelproudofit.F.Wewanttomakeastudyofthewildlifethere.G.Weshouldtrytoovercomeanydifficulty,nomatterhowharditis.H.Mountainclimbingisreallyexciting.……(Fortheabovequestions,theteacherasksthestudentstogiveasmuchinformationaspossible,anddothesamewiththefollowingones.)1.Whatdidyoudobeforeyourtrip?2.Howdidyougettothetopofthemountain?……(本阶段属于本节课的核心内容。由景而入，激发了学生的兴趣；通过“大脑风暴”活动，既活跃了课堂气氛，拓展了学生的思维，又能够锻炼学生口头表述事实和交流信息的能力，这些可理解的输入为下一步的写作做好了语言上的准备。同时，本环节也体现了读写一体的原则，即每个句子的正确性为整篇文章的写作打下了良好的基础。)Activity4.Puttheideasintosentencesandthenintopassages1.First,askthestudentstowritedownsomesentencesabouttheirclimbing.Askthemtomakeoutanoutline,topicsentencesoftheparagraphs,andsomekeywordsandphrases.Theycanalsocombinetheanswerstotheabovequestionsandthenrevisethemwiththeadvicefromothers.2.Next,getthestudentstoputtheirsentencesinorder.Andsharetheirwritingwiththeirpartners.(Beforegettingthestudentstostart,remindthemofthedifferencesbetweenadiaryandajournal.)3.Then,studentswritethetraveljourney,usinglinkingwordsandrelativepronouns.Whilecarryingoutthiswork,theteachermaywalkaroundthestudentstogivesomehelpwhennecessary.(由问题的互动，学生积累了写作素材;同时，学生写作技能的培养在这里也得到了集中体现。从整理思路，组织素材，到列出提纲，遣词造句，写出文章，整个过程是连贯的，是一体的。在这个环节中，教师使用了“任务型”教学法，通过学生的班级活动，小组活动，促进了学生之间的交流、合作能力。在小组交流过程中，老师应尽量参与到讨论当中，并能适时地加以指导，也就是说教师的身份应该是活动的组织者，学生的指导者和启发者；学生才是课堂的主体，一切活动也围绕学生来展开。)Post-writing:Activity5.Getthestudentstoevaluatetheircompositionsingroups.1.Exchangetheirwritingwithothermembersinthegroups(twoorfourstudentsinagroup),andaskthestudentstogivesomecommentsontheoneheorshehasread.2.Theteachershouldgetthestudentstopayattentiontothefollowingpointstomakenecessarycorrectionswhilereadingtheirpartners'writing.(1).Basicskills(spelling,capitalization,punctuation)(2).Keypoints(3).Suitablewordsandexpressions(4).Grammar(tense,voice,sentencestructures)(5).Logicalproblems(conjunctions,orders)3.Geteachgrouptorecommendoneortwopassagesandshareitwiththerestoftheclass.Andtheteacherchoosesoneortwoofthemtomarktheminclasswiththehelpofoverheadprojectorandgivessomecomments.)4.Askthestudentstomakenecessarychangesintheirwritingandcopythemintheirexercisebookforfurthercorrection.（同伴评价实际上是合作学习的一种形式，其重要理论基础就是考卡夫（Kafka,K）最早提出的“群体动力理论”（groupdynamics）。通过组内讨论交流，小组评选，学生对自己所写作文的要求与要点以及注意事项都有了大体的印象。老师再利用实物投影仪选择不同层次代表性的文章当堂点评。对于学生作文中比较容易出现的问题，应讨论出合理化建议并加以纠正，比如时态错误。如果他们能在写作中出现比较深层次的认识，教师应该及时加以表扬，从而培养了学生的写作热情，提高评价和欣赏文章的水平。）Homework:找出自己一次外出游玩的系列照片，制成小册子，配以英语说明，说明中需增加自己的点评，然后向全班展示。