广东教育科学研究“十二五”规划重点课题

“基于单元话题的初中英语写作教学研究”

教学设计评比

册数：   人教版新目标八年级下册 

单元： Unit 10 I’ve had this bike for three years.

话题：  The favorite thing from childhood.  

体裁：          说  明  文

设计者姓名：    林      铃

所在学校：  湛江市二中海东中学

参赛日期： 2015年6月25日

一、单元写作优化设计的基本信息

年级册数	八年级下册	单元	Unit 10
话题	The favorite thing from childhood.	题目	My favorite thing From childhood.
体裁	说明文	题型	自由作文

二、教学背景分析

本节课为写作课，内容为Section B3a-3b，话题是谈论The favorite thing from childhood.。3a旨在进行写前铺垫，提供写作素材，激发学生的兴趣，为后面的写作建构支架；3b则整合3a获取的信息，根据所提供的语言提示整理信息，独立完成写作。

在本册教材的8、9、10三个单元中，学生不断感知体会现在完成时，基本能够明确其句式结构及在不同情境中的运用。在本单元的Section A，听力和阅读教材以旧货甩卖和赠送为话题，学生已经获取了许多相关旧物和记忆的词汇、短语，为本节课积累了部分目标语言。此外，经过近一学期的写作训练，学生基本能够在写作中关注写作技巧策略，例如在写前环节自主将一些写作信息记录下来等。

三、整体设计思路

    培养学生过程性写作的能力，通过小组讨论和分享合作，复习、挑选、组合和形成新的文章。引导学生通过小组合作学习，讨论如何描述自己的心爱之物，并激发学生讲述自己与该事物之间的小故事。在写作前的准备活动中融入口语交际，为学生提供综合语言运用能力的机会，学以致用。把学生作为教与学的主体，尽量满足不同学生的需要，让学生在写作素材丰富的情况下进行写作练习。

教学流程：Lead in —— Objective —— Group work -- free talk and make notes —— Read Sample Writing —— Writing —— Showing and Correcting —— Summary and Homework

四、教学目标分析

1. 知识性目标：

能正确运用childhood, toy…，good/sweet memories, give/send sb. sth. / give sth. to sb., buy sb. sth, / buy sth. for sb , keep, be special to, have special meaning to, remember等目标词汇短语表情达意。

2. 能力目标：

（1）能关注写作时态，尤其正确选择一般过去时和现在完成时表达意思。

（2）能注意在写作前要谋篇布局列提纲，合理安排段落。

（3）能在写作中注意过渡连词的挑选使用。

（4）写作时能够遣词造句，表达充分，真情流露。

（5）能正确使用标点符号，注意大小写及认真书写。

（6）能根据写作标准，在老师的帮助引导下或以小组讨论的方式起草和修    改。

3. 情感目标：

引导学生在描述事物和表达事实、观点时学会合作学习，交流信息。教导学生珍爱物品、感恩亲人和朋友。

五、教学辅助手段

多媒体，黑板

六、教学过程

    1. Pre-writing

    （1）Lead-in   (3’)

     ①Show the students some pictures of toys of the students in the class.       

     ②Play a game-- ask the students to guess the owners of those toys.

     设计意图：活跃气氛导入写作话题，初步输入话题词汇短语如childhood, toy…, sweet memories等。

     （2）Objective    (1’)

     We are having a survey about students’ favorite thing from childhood. The topic is to talk about your favorite thing from childhood.

     设计意图：出示写作话题，让学生明确本节课的目标，以便在接下来的活动中主动积累写作素材。

     （3）Group work -- free talk and make notes     (6’)

     (1) Answer the questions about the topic.   

     ① What’s your favorite thing from childhood?

     ② How long have you had it?

     ③ Who gave it to you? / How did you get it?

     ④ Why do you like it? / Why is it special to you?

      (2) Talk about the story or memory about your favorite thing. The students can learn from the sample paragraph.

    设计意图: 小组合作运用回答问题的方式交流话题，并引导学生将讨论中获取的信息做好笔记，加强写前输入，在第三个话题中提供Sample Writing降低难度。在此过程中注意引导学生的写作思路。

     （4）Reading    （5’)

     （1）Read and talk about the three questions, and take notes.

      ① How many paragraphs are there in this article?

      ② What’s the main topic of each paragraph?

      ③ What are the good expressions and sentences in the article? (Remind the students to make useful notes)

      Sample Writing：

My favorite thing

My favorite thing from childhood is a toy bear. I’ve had it since my fifth birthday. My father gave it to me.

I like it so much because it’s beautiful and cute. It’s special to me because it has accompanied me for a long time. I think it’s important for me.

  It has given me many memories. I remember when I was seven. At that time, my brother was a six-year-old boy. We often quarreled because our opinions are different. My parents went to the cinema with my brother and me. I wanted to see Harry Potter. But he wanted to see Robinson Crusoe. We saw Harry Potter at last. My brother was not happy. As soon as we were back at home, he hid my bear under the bed. I cried when I found my bear lost. Then my brother was ashamed and quickly returned my bear to me. He made an honest apology to me. In the end, we become reconciled.

To be honest, the toy bear has given me so much happiness. It’s so valuable to me that I will keep it forever.

设计意图:在小组合作自由讨论，后给学生提供可模仿的范文，加大话题信息的输入量，并通过回答的问题引导学生学习篇章构造，学习在写作前列提纲，谋篇布局。同时学生可以从范文中学习优秀的语句，用于自己的习作中。

2. While-writing    （15’）

Write the passage. Pay attention to your notes.

设计意图:布置写作任务后，学生自由写作，教师应关注到每个学生，进行实时指导。同时提供评价标准，能有效的指导学生写作。

3. Post-writing

（1）Showing time    （3’）

Show the writing in front of the class, the teacher helps to correct.

（2）Correcting in pairs.     (5’)

设计意图:通过教师在多媒体展台的批阅作为范例，引导学生怎样修改习作。同时温习作文修改符号，然后进行同伴互改。

4. Summary     （1’）

设计意图：通过小结回顾，引导学生整体梳理写好这一类说明文的策略标准。

5. Homework     （1’）

(1) Correct and finish your writing again.

(2) Try to learn about your parent’s favorite thing from childhood, write an article about it.

设计意图:督促学生在互改后，再认真修改自己的文章。作业二是转换了人物的同类作文，目的是让学生进一步延伸巩固本节课所学，促进目标的有效达成。