高中英语写作之Pre-writing教学案例的撰写
读写结合——提高英语写作能力的教学案例
读写结合—提高英语写作能力摘要：英语写作是英语学习的四项基本技能之一，是英语教学中不可缺少的环节。
然而，长期以来，写作一直是困扰我国英语教学的一大难题。
学生面对写作任务时常常不知从何下手。
在教学中或在高考阅卷中常常发现：学生的审题能力差，偏离主题现象严重；文章词语贫乏，语言素材不丰富，句子意识差；表达不得体，结构单一，缺少连贯性，篇章意识差等等。
英语写作已成了英语教学的老大难问题，也成了英语教学的瓶颈。
本文通过整合阅读与写作教学，以读促写，是阅读教学的延伸与深化，是语言学习从语言输入到语言输出的一个质的转变，从而实现提高英语写作能力的目的。
一、案例背景(一) 问题提出语言是人们思想交流的工具，有声语言和书写语言是语言交流的两种媒介。
写作是学习者英语综合能力的体现。
高中英语新课程标准对写作提出了更高的要求，八级要求为“能根据所读文章进行转述或写摘要；能根据用文字级图表提供的信息写短文或报告；能写出与一连关切结构完整的短文，叙述事情或表达观点和态度；能在写作中做到文体规范、语句通顺”。
但在教学中或在高考阅卷中常常发现：学生的审题能力差，偏离主题现象严重；文章词语贫乏，语言素材不丰富，句子意识差；表达不得体，结构单一，缺少连贯性，篇章意识差等等，在学生的口语表达能力有较大提高的情况下，学生的写作能力还相对滞后。
可以说，长期以来，写作一直是困扰我国英语教学的一大难题。
学生面对写作任务时常常不知从何下手。
这一严重现象的出现，笔者认为有以下几个原因：1.目前高中英语教学中一般不开设专门的英语写作课，没有对学生英语写作基本功进行系统训练，往往是在高考前期进行短期的突击性应试模拟训练，平时对学生写作技能的培养较少。
2.学生的阅读量小和阅读面窄，造成词汇量小，写作语言素材贫乏。
3.学生良好的阅读策略与写作策略缺少，导致学生的篇章意识差等。
为了适应发展中的社会，满足社会的需求，使高中毕业生的英语写作水平达到高中英语新课程标准的八级或九级的写作目标，高中英语教学中对学生写作技能的培养必须是长期的、有目的循序渐进的写作技能培养。
pre writing范文
pre writing范文英文回答：Pre-writing is an essential step in the writing process. It involves brainstorming, organizing ideas, and creating a plan before actually starting to write. There are several strategies that can be used during pre-writing, such as freewriting, outlining, and clustering.Freewriting is a technique where you write continuously for a set period of time without worrying about grammar, spelling, or punctuation. It allows you to let yourthoughts flow freely and generate ideas without any restrictions. This can be especially helpful when you are feeling stuck or don't know where to start.Outlining is another effective pre-writing strategy. It involves creating a structured framework for your writingby organizing your main ideas and supporting details. This helps you to see the overall structure of your piece andensures that your ideas flow logically. Outlining can be done in a traditional format with Roman numerals and bullet points, or it can be done in a more visual way using mind maps or flowcharts.Clustering, also known as mind mapping, is a visual technique that allows you to explore connections between ideas. It involves writing down your main idea in the center of a page and then branching out with related ideas. This helps you to see how different ideas are connected and can inspire new ideas or connections that you may not have thought of before.中文回答：预写是写作过程中的一个重要步骤。
prewriting英文写作流程
prewriting英文写作流程英文回答：Prewriting is an essential step in the writing process that helps to organize thoughts and ideas before starting to write. It involves brainstorming, outlining, and planning the structure of the essay or article. Prewriting allows the writer to clarify their purpose, identify the target audience, and gather relevant information.Firstly, brainstorming is an effective prewriting technique. It involves generating ideas and conceptsrelated to the topic. This can be done through freewriting, where the writer writes continuously without worrying about grammar or punctuation. The goal is to let ideas flowfreely and capture any thoughts that come to mind. Another method is mind mapping, which involves creating a visual representation of ideas and their relationships using diagrams or flowcharts.Once the ideas are generated, the next step is to organize them. Outlining is a useful technique to structure the main points and supporting details of the essay. This can be done using a hierarchical format, where the main points are listed as Roman numerals and the supporting details are listed as letters or numbers. Outlining helpsto create a logical flow of ideas and ensures that all relevant information is included.After outlining, it is important to consider thepurpose and audience of the writing. Understanding the purpose helps to determine the tone, style, and content of the piece. For example, if the purpose is to inform, the writing should be objective and provide factual information. If the purpose is to persuade, the writing should be persuasive and appeal to the emotions of the audience. Identifying the target audience helps to tailor the writing to their needs and interests.Lastly, gathering relevant information is crucial for a well-supported and informative piece of writing. This canbe done through research, reading, interviews, or personalexperiences. Gathering information helps to provide evidence and examples to support the main points and strengthen the arguments in the writing.In conclusion, prewriting is a vital step in the writing process that helps to organize thoughts, generate ideas, and plan the structure of the writing. It involves brainstorming, outlining, considering the purpose and audience, and gathering relevant information. By engaging in prewriting, writers can enhance the clarity, coherence, and effectiveness of their writing.中文回答：写作前的准备是写作过程中的重要步骤，它有助于在开始写作之前组织思路和想法。
高中英语教案unit5Writing的写前活动(重庆大学版必修1)
UNIT5 Writing的写前活动
教学内容分析：
本课的写作部分是要求学生以“我最喜欢的一件衣服”为题，进行段落的写作。
学生可以根据段落中提供的线索也已经积累的词汇，写出一个连贯的、完整的段落来。
教学目标：
1、提高学生的写作水平。
2、让学生了解不同国家风俗不同，对服装的需求也不尽相同，了解服装文化差异。
教学步骤：
Step1: Pre-writing
1. Question1: What kind of clothes do you like?
Question2: Which is your favorite clothing? Why?
2. Teacher gives some pictures about different kinds of clothes in different countries.
2. Group work
Ss work in groups, and have a discussion about the two questions.
3. 1) Teacher asks some Ss to talk about their discussions.
2) Teacher makes comments.
4. 1) Individual work.
Do part1 and part2.
2) Pair work
Ss exchange their answer to their partners.
Step2: Writing
Ss write what they want to write in the exercise books.。
高中英语写作教案范文
高中英语写作教案优秀范文一、教学目标1. 认知目标：使学生掌握优秀范文的结构和特点，了解英语写作的基本原则和技巧。
2. 技能目标：培养学生独立分析、模仿和创作优秀范文的能力，提高学生的英语写作水平。
3. 情感目标：激发学生对英语写作的兴趣，培养学生的创新精神和团队合作意识。
二、教学内容1. 优秀范文的特点分析2. 英语写作的基本原则和技巧3. 优秀范文的模仿和创作三、教学过程1. 引入：通过展示一篇优秀范文，引导学生思考优秀范文的特点和写作技巧。
2. 讲解：分析优秀范文的特点，讲解英语写作的基本原则和技巧。
3. 实践：让学生分组合作，模仿和创作优秀范文。
4. 展示：各组展示自己的作品，互相评价和交流。
四、教学评价1. 评价学生对优秀范文特点的理解和掌握程度。
2. 评价学生在模仿和创作过程中的表现，包括语言运用、结构安排和逻辑思维等方面。
3. 结合学生的自我评价、同伴评价和教师评价，对学生的写作能力进行综合评价。
五、教学资源1. 优秀范文素材库：提供各类主题和风格的优秀范文，供学生模仿和创作。
2. 写作技巧指导手册：为学生提供英语写作技巧的指导，帮助他们提高写作能力。
3. 评价标准：制定明确的评价标准，以便学生和教师对学生的写作进行评价。
4. 投影仪、白板等教学设备：用于展示优秀范文和学生的作品，促进课堂互动。
六、教学步骤1. 分析优秀范文：让学生仔细阅读给定的优秀范文，并识别其特点，例如主题、结构、语言风格等。
2. 写作原则讲解：向学生解释英语写作中的关键原则，如一致性、连贯性、准确性等，并给出实例说明。
3. 写作技巧传授：教授学生如何进行有效的头脑风暴、组织文章结构、使用恰当的过渡语等写作技巧。
4. 模仿练习：让学生选择一篇优秀范文，尝试模仿其结构和风格，创作一篇新的短文。
5. 创作练习：鼓励学生根据所学到的写作原则和技巧，独立创作一篇短文，可以选择自己感兴趣的主题。
七、课堂活动1. 小组讨论：学生分组，讨论他们在写作过程中遇到的问题和解决方案。
高中英语写作之Pre-writing教学案例的撰写
高中英语写作之Pre-writing 案例背景写作一直都是高中英语的重头戏，一份高考试卷中其占比之重已经不用赘述了。
但是一直以来，我们要么是不太重视写作的教学，因为其教学效果的即视感不强，要么是不知从何入手去进行写作的教学。
2014年年底，崇明县教师进修学校请来上海名师何亚男和她的两名学员来给我们做了一堂关于写作的讲座，尤其强调了如何有效开展写前----Pre-writing的任务设计，而且强调了师生合作和生生合作精神，给我印象极为深刻。
以前我基本不对学生进行写前的指导，多半是布置作文下去，批改然后大致讲评，效果很不理想。
这次对Pre-writing的学习让我意识到其的重要性并且知道了如何去做，于是我马上应用到接下来的记叙文写前教学中。
案例呈现我先在在课堂上布置了该节课的写作任务，是一篇记事的记叙文，即“在成长过程中，我们有时会和父母意见相左，请叙述你曾经做过的一件违背父母意愿的事，并简要谈谈你现在对此事的感受或看法。
”然后从Pre-writing的四个环节去开展写前辅导。
1. Selecting A Topic先和学生一起读题，然后讨论此次写作的主题，最后定为“关于选修科目的选择，和父母的意见相左”，然后确定体裁为“记叙文”及写作格式为“三段式和时间顺序”，最后确定人称为“I vs They/He/She”、时态为“一般过去时和一般现在时”与读者对象为“老师和同学”。
2. Gathering Ideas讲座上介绍了多种收集信息的方法，我选择了Action-Sensory Chart, 努力激发学生的回忆和联想。
关于此表里面的Action Details和Sensory Details会在第四环节Activating Language详细描述。
Topic：An Disagreement on Selecting a Compulsory SubjectAction Details Sensory Details Beginning（At school）Middle (At home)Ending (At home)3. Organizing Ideas---Outline按照所给的提纲样本和学生们一起制定了此次写作的提纲。
高中英语《写作课》教案教学设计模板
高中英语《写作课》教案教学设计模板一、教学内容二、教学目标1. 掌握论证文章的基本结构，学会如何陈述观点、支持观点以及反驳对方观点。
2. 能够运用所学词汇和语法知识，独立完成一篇论证文章的写作。
3. 提高学生的思辨能力和英语表达能力。
三、教学难点与重点1. 教学难点：如何运用合适的词汇和语法结构进行有效论证。
2. 教学重点：论证文章的基本结构，包括陈述观点、支持观点和反驳对方观点。
四、教具与学具准备1. 教具：多媒体课件、黑板、粉笔。
2. 学具：教材、笔记本、文具。
五、教学过程1. 导入（5分钟）：通过一个实践情景引入，让学生讨论一个热点话题，激发学生的兴趣和思考。
2. 知识讲解（15分钟）：讲解论证文章的基本结构，分析教材中的例文，引导学生关注文章的框架和论证方法。
3. 例题讲解（10分钟）：选取一道论证题目，示范如何陈述观点、支持观点和反驳对方观点。
4. 随堂练习（15分钟）：学生根据所学知识，独立完成一道论证题目，教师巡回指导。
5. 小组讨论（10分钟）：学生分组讨论，互相评价对方的作品，提出修改意见。
六、板书设计1. 论证文章基本结构：陈述观点支持观点反驳对方观点2. 关键词汇和语法结构七、作业设计1. 作业题目：Write an argumentative essay on the topic "Should students be allowed to use mobile phones in school?"2. 答案要求：不少于200词，包括陈述观点、支持观点和反驳对方观点。
八、课后反思及拓展延伸1. 教师反思：关注学生在课堂上的参与度，及时调整教学方法，提高教学效果。
3. 拓展延伸：鼓励学生关注社会热点问题，学会运用所学知识进行论证和表达。
重点和难点解析1. 教学难点：如何运用合适的词汇和语法结构进行有效论证。
2. 教学重点：论证文章的基本结构，包括陈述观点、支持观点和反驳对方观点。
高中英语《写作课》精品教案教学设计模板
高中英语《写作课》精品教案教学设计模板一、教学内容本节课选自高中英语教材第五册第二章，主题为“写作技巧与实践”。
详细内容包括：议论文结构解析、论据展开方法、写作语言技巧以及写作过程中的审题、构思、草稿和修改环节。
二、教学目标1. 让学生掌握议论文的基本结构，能够独立完成一篇完整的议论文。
2. 培养学生运用合理的论据支持观点，提高文章的说服力。
3. 提升学生的写作语言技巧，使文章表达更加准确、流畅。
三、教学难点与重点难点：论据展开方法及写作语言技巧的运用。
重点：议论文结构的掌握、观点明确、论据充分、语言表达准确。
四、教具与学具准备教具：PPT、黑板、粉笔五、教学过程1. 导入：通过展示一篇优秀的范文，引导学生关注文章的结构和语言表达，激发学习兴趣。
2. 讲解：详细解析议论文的结构，讲解论据展开方法和写作语言技巧。
3. 实践：给出一个话题，让学生进行审题、构思、草稿和修改，完成一篇议论文。
5. 例题讲解：分析一篇例文，讲解其优点和可以改进之处，加深学生对写作技巧的理解。
6. 随堂练习：针对本节课所学内容，布置一道练习题，让学生现场完成并给予反馈。
六、板书设计1. 议论文结构：引言、（论点、论据、论证）、结论2. 论据展开方法：举例、对比、引用、解释等3. 写作语言技巧：词汇、句型、连接词等七、作业设计1. 作业题目：以“网络对青少年影响”为话题，写一篇议论文。
2. 答案要求：结构清晰、观点明确、论据充分、语言准确。
八、课后反思及拓展延伸2. 拓展延伸：鼓励学生阅读更多优秀的文章，积累词汇和句型，提高写作水平。
同时，关注社会热点问题，培养学生的思辨能力。
重点和难点解析1. 议论文结构的掌握2. 论据展开方法的运用3. 写作语言技巧的提升4. 教学过程中的互动和反馈一、议论文结构的掌握1. 通过范文分析和讲解，使学生明确各部分的作用和内容。
2. 引导学生关注文章的过渡句和过渡词，理解其在结构中的作用。
3. 练习写作时，要求学生按照结构进行写作，并在修改环节关注结构的合理性。
高中英语《写作课》教案教学设计模板
高中英语《写作课》教案教学设计模板一、教学内容本节课选自高中英语教材第七册“Writing”章节，详细内容包括：文章结构分析、写作技巧讲解、实践写作训练。
重点学习如何构建清晰的文章结构，运用恰当的写作技巧，以及进行有效的实践练习。
二、教学目标1. 理解并掌握文章的基本结构，能够灵活运用到实际写作中。
2. 学会使用写作技巧，提高文章的表达效果。
3. 培养学生的写作兴趣，提高写作能力。
三、教学难点与重点难点：文章结构的设计与运用，写作技巧的灵活运用。
重点：文章结构的掌握，实践写作训练。
四、教具与学具准备1. 教具：PPT、黑板、粉笔。
2. 学具：学生笔记本、教材、写作素材。
五、教学过程1. 导入：通过展示一篇优秀范文，引导学生分析文章结构，激发学生思考。
2. 新课内容：讲解文章结构，分析写作技巧，举例说明。
a. 文章结构：引言、、结尾。
b. 写作技巧：过渡词、同义词替换、句式变化。
3. 实践练习：根据所学内容，进行课堂写作练习。
a. 分组讨论：小组内讨论写作主题，确定文章结构。
b. 个人写作：学生根据讨论结果，进行独立写作。
c. 互相批改：学生互相交换作品，进行批改和评价。
4. 例题讲解：针对写作练习中的共性问题，进行讲解和指导。
5. 随堂练习：针对讲解内容，进行随堂练习，巩固所学知识。
六、板书设计1. 文章结构：引言：背景介绍、主题阐述论点阐述、论据支撑2. 写作技巧：过渡词：表示逻辑关系的词汇同义词替换：丰富词汇，避免重复句式变化：多样化句式，提高表达效果七、作业设计1. 作业题目：以“我的理想”为题，写一篇不少于100词的短文。
2. 答案：见附件。
八、课后反思及拓展延伸1. 反思：本节课的教学效果，学生的掌握程度，以及需要改进的地方。
2. 拓展延伸：鼓励学生多阅读优秀文章，积累写作素材，提高写作水平。
同时，可以开展写作比赛，激发学生的写作兴趣。
重点和难点解析一、教学内容中的文章结构分析1. 引言：背景介绍、主题阐述背景介绍：简要介绍与主题相关的背景信息，为读者理解文章主题提供依据。
高中英语写作教学案例
高中英语写作教学案例TravellingTeaching contents:以本单元的话题“Travel journal”为背景，根据写作要求和提示，组织材料写一篇游记，可以是自己亲身经历过的，也可以是根据材料编造的。
Writing skills:在学习"Travel journal"后，学生通过自己对“Journal down the Mekong”这篇游记的理解，掌握写游记体裁文章的基本技能。
Learning strategies:1. 指导学生欣赏游记，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。
Emotion target:提高学生的业余生活质量，以愉悦的心情欣赏祖国美好河山，从而热爱和保护大自然, 同时加强情感交流。
Teaching difficult point1. 如何做好阅读与写作的衔接。
2. 如何写游记。
3. 对学生模仿的游记进行评论与评价。
Teaching procedure:Step 1: pre-writingActivity 1. Show students some sentences from the reading passage in this unit to remind them of the travel experience of Wang Wei and Wang Kun.1. I had dreamed about taking a great bike trip.2. She loves to go for long bike rides in the countryside.3. She gave a determined look---the kind that said she wouldn't change her mind.4. When are we leaving and when are we coming back?5.At first the river is small, clear and cold.then it begins to move quickly. it becomes a rapids as it passes though deep valleys…. At last, the river's delta enters the south china sea.6. To climb the mountain road was hard work but going down the hillswas great fun.7. We are reaching Dali in Yunnan province where our cousins Dao Wei and Yu Hang will join us. We can hardly wait to see them.At the same time, teacher asks the students to pay attention to the underlined words, from which they could learn ways to describe their trips and share their afterthoughts with us.本教学环节可以起到承上启下的作用，学生在脑海中复现本模块游记的场景的同时；通过回顾下划线的词语或句型，即可复习巩固，又为新的写作训练打下了基础，同时也扫清了许多障碍。
英语“PWPR写作课”课堂教学模式探究与实践
１７２ 英语“ＰＷＰＲ写作课”课堂教学模式探究与实践■朱桂丽 （四川省攀枝花市第二十一中小学校 ６１７０６７）【摘 要】《英语课程标准》要求初中生毕业时写作应该达到的程度是：能根据写作要求，收集、准备素材；能独立起草短文、短信等，并在教师的指导下进行修改；能使用常见的连接词表示顺序和逻辑关系；能简单描述人物或事件；能根据所给图示或表格写出简单的段落或操作说明。
新课程标准下的写作素养，指能够多角度地观察生活，丰富生活经历和情感体验，对自然、社会和人生有自己的感受和思考。
因此，英语写作是学生运用英语来表情达意或完成某项学习任务的活动过程，是一种实践性很强的综合性语言输出活动。
【关键词】英语；课堂教学；探究与实践【中图分类号】Ｇ６３３．４１ 【文献标识码】Ａ 【文章编号】２０９５－３０８９（２０１９）０６－０１７２－０１ 英语“ＰＷＰＲ写作课”课堂教学模式是英语教学过程当中的一种常见的课型。
针对写作教学，“ＰＷＰＲ写作课”课型模式将写作教学分为Ｐｒｅ—ｗｒｉｔｉｎｇ、Ｗｈｉｌｅ—ｗｒｉｔｉｎｇ、Ｐｏｓｔ—ｗｒｉｔｉｎｇ和Ｒｅ－ｗｒｉｔｉｎｇ四个环节，以“导”、“拟”、“创”、“评”、“结”为核心要素，每一环节都有明确的教学目标和相应的教学活动，通过该写作课模式的教学实践，将写作过程视为一个循环往复的、复杂的心理认知、思维创造和社会交际过程，符合写作教学的实质，并且能够引导学生们将所学的英语基础知识落实到具体的书面表达过程当中，有效地提高学生的写作水平和学生们的综合素养。
具体为：一、Ｐｒｅ—ｗｒｉｔｉｎｇ１．教学目标：让学生在教师的指导下明确写作目的、理解题意和材料、确定写作文体、收集写作素材并形成写作提纲。
２．活动建议：（１）“热身导入”。
在此环节师可采取一些激活学生思维的策略与技巧，在知识和情意上为学生写作做好铺垫。
常见的方法有头脑风暴法（ｂｒａｉｎｓｔｏｒｍｉｎｇ）、集束法（ｃｌｕｓｔｅ ｒｉｎｇ）、快速自由写作法（ｒａｐｉｄｆｒｅｅｗｒｉｔｉｎｇ）、“５Ｗ１Ｈ”提问法（ｑｕｅｓｔｉｏｎｉｎｇ）、范文示范法等。
教学实践案例报告英语(3篇)
第1篇IntroductionThe purpose of this report is to document the teaching practice experience I undertook during the academic year 2023. This report will detail the planning, implementation, and reflection of the teaching activities carried out in a secondary school in [City/Country]. The subject taught was [Subject], and the grade level was [Grade Level]. This report aims to provide insights into the effectiveness of the teaching methods used, the challenges faced, and the outcomes achieved.Teaching ContextThe school I taught at is a [public/private] secondary school with a diverse student population. The students come from various cultural backgrounds, and the school prides itself on its inclusive environment. The school has a strong focus on student-centered learning and encourages innovative teaching practices.Teaching ObjectivesThe primary objectives of the teaching practice were as follows:1. To develop the students' understanding of [Subject] concepts and skills.2. To enhance the students' critical thinking and problem-solving abilities.3. To promote effective communication and collaboration among students.4. To foster a positive and engaging learning environment.Teaching Methods and StrategiesTo achieve the aforementioned objectives, I employed a variety of teaching methods and strategies, including:1. Direct Instruction: This involved delivering clear and concise explanations of the subject matter, using visual aids and examples to enhance understanding.2. Group Work: Students were divided into small groups to work on collaborative tasks, which helped them develop teamwork and communication skills.3. Project-Based Learning: Students were engaged in projects that required them to apply their knowledge in real-world contexts, fostering critical thinking and problem-solving skills.4. Flipped Classroom: Students were provided with pre-recorded lectures to watch at home, allowing class time to be dedicated to practical activities and discussions.5. Differentiated Instruction: Adapted teaching materials and activities to cater to the varying needs and abilities of the students.Implementation of Teaching Activities1. Lesson Planning: Each lesson was meticulously planned, taking into account the students' prior knowledge, learning styles, and the curriculum objectives. Lesson plans included specific learning objectives, activities, and assessments.2. Classroom Management: A consistent and fair classroom management system was established to ensure a productive learning environment. This included clear rules, positive reinforcement, and consequences for disruptive behavior.3. Assessment: Formative and summative assessments were used to monitor student progress and adjust teaching strategies as needed. These included quizzes, class discussions, presentations, and project evaluations.Challenges Faced1. Student Engagement: Some students struggled to stay engaged during lessons, particularly when the content was theoretical or challenging.2. Cultural Differences: The diverse student population presented challenges in terms of understanding and respecting different cultural backgrounds.3. Time Management: Balancing the need to cover the curriculum while providing meaningful and engaging activities was a challenge.Reflections and Evaluation1. Student Feedback: The students' feedback was overwhelmingly positive, with many expressing appreciation for the interactive and engaging lessons.2. Teacher Reflection: Reflecting on the teaching practice, I identified areas for improvement, such as enhancing student engagement through more varied activities and addressing cultural differences more effectively.3. Professional Development: This experience has motivated me tocontinue my professional development by attending workshops and seeking mentorship from experienced educators.ConclusionThe teaching practice experience provided valuable insights into the complexities of teaching and the importance of adapting teaching methods to meet the diverse needs of students. While challenges were encountered, the overall experience was rewarding, and I believe that the students benefited from the engaging and interactive lessons. This experience has solidified my commitment to becoming an effective educator and has equipped me with the skills and knowledge necessary to face future teaching challenges.Recommendations for Future Practice1. Further develop student engagement strategies by incorporating more interactive and technology-based activities.2. Enhance cultural competence through workshops and research on diverse student backgrounds.3. Continue to seek feedback from students and colleagues to refine teaching methods and improve outcomes.References[Include any relevant references used in the planning and implementation of the teaching practice.]---This report serves as a comprehensive documentation of the teaching practice experience, highlighting the strategies employed, challenges faced, and reflections on the overall effectiveness of the teaching methods used.第2篇IntroductionThe purpose of this report is to document and reflect upon a teaching practice experience that took place during the academic year 2023. The teaching practice was conducted at [Name of the School], a secondary school located in [Location]. The subject taught was [Subject Taught], and the duration of the practice was [Duration of Practice, e.g., four weeks]. This report will outline the objectives of the teaching practice, the methods used, the outcomes, and the reflections on the experience.Objective of the Teaching PracticeThe primary objective of the teaching practice was to gain hands-on experience in teaching [Subject Taught] to secondary school students. The specific goals included:1. Developing lesson plans that cater to the needs of diverse learners.2. Implementing effective teaching strategies to enhance student engagement and learning outcomes.3. Building positive relationships with students and fostering a supportive classroom environment.4. Gaining an understanding of the school’s curriculum and assessment practices.5. Reflecting on and improving teaching practices based on feedback from students, peers, and mentors.Methods UsedTo achieve the objectives, the following methods were employed:1. Lesson Planning: Detailed lesson plans were prepared for each class, including learning objectives, teaching strategies, resources, and assessment methods. These plans were designed to cater to different learning styles and abilities.2. Teaching Strategies: A variety of teaching strategies were used, such as group work, discussions, interactive whiteboards, and hands-on activities. These strategies were chosen to keep students engaged and promote active learning.3. Classroom Management: Effective classroom management techniques were applied to ensure a conducive learning environment. This included establishing clear rules, using positive reinforcement, and addressing behavior issues promptly.4. Feedback and Assessment: Continuous feedback was provided to students through formative assessments, such as quizzes, class discussions, and peer evaluations. Summative assessments, including exams and projects, were also used to measure student learning.5. Collaboration: Regular collaboration with peers and mentors was essential for sharing ideas, receiving feedback, and reflecting on teaching practices.OutcomesThe teaching practice yielded several positive outcomes:1. Student Engagement: The use of varied teaching strategies and interactive activities significantly increased student engagement and participation in the classroom.2. Learning Outcomes: Students demonstrated a good understanding of the subject matter, as evidenced by their performance in assessments and class discussions.3. Classroom Environment: The implementation of effective classroom management techniques resulted in a positive and supportive learning environment.4. Professional Development: The teaching practice provided valuable insights into the challenges and rewards of teaching, which contributed to the personal and professional growth of the practitioner.ReflectionsReflecting on the teaching practice experience, the following points were considered:1. Strengths: The ability to plan and deliver lessons effectively, adapt to different learning styles, and manage a classroom were identified as strengths. The positive feedback from students and peers alsohighlighted these strengths.2. Areas for Improvement: There were instances where the pace of the lesson was too fast, leading to some students not being able to keep up. Additionally, time management could be improved to ensure that all activities were completed without rushing.3. Feedback: The feedback received from students and mentors was invaluable in identifying areas for improvement. This feedback was used to refine teaching strategies and enhance the overall learning experience.4. Professional Growth: The teaching practice provided a platform for professional growth, both in terms of teaching skills and personal development. The experience reinforced the importance of continuous learning and self-reflection.ConclusionIn conclusion, the teaching practice at [Name of the School] was a rewarding and transformative experience. It provided the opportunity to apply theoretical knowledge in a practical setting, gain valuable insights into the teaching profession, and contribute positively to the learning experience of students. The experience has solidified thecommitment to a career in education and has provided a foundation for further professional development.RecommendationsBased on the teaching practice experience, the following recommendations are made:1. Continuous Professional Development: Ongoing training and workshops should be encouraged to keep teachers updated with the latest teaching methodologies and strategies.2. Collaborative Teaching: Regular collaboration among teachers can facilitate the sharing of best practices and improve the overall quality of education.3. Student-Centered Approach: Emphasizing a student-centered approach in teaching can enhance student engagement and learning outcomes.4. Feedback Mechanisms: Establishing effective feedback mechanisms can help teachers continuously improve their teaching practices and address student needs more effectively.By implementing these recommendations, schools can create a more conducive and effective learning environment for students and teachers alike.第3篇IntroductionThe purpose of this report is to document the teaching practice experience conducted during the semester. The focus of the practice was on English language teaching, specifically targeting primary school students. The report will cover the planning, implementation, challenges, and outcomes of the teaching practice, along with reflections on the effectiveness of the methods used.BackgroundThe teaching practice took place at [School Name], a primary school in [City]. The school has a diverse student population, with students coming from various cultural backgrounds. The age range of the students was from 6 to 12 years old, and they were divided into different classes based on their proficiency levels in English.Teaching ObjectivesThe primary objectives of the teaching practice were as follows:1. To enhance the students' proficiency in English by incorporating interactive and engaging activities.2. To develop the students' listening, speaking, reading, and writing skills.3. To foster a positive learning environment that encourages student participation and collaboration.4. To integrate technology into the classroom to make learning more interactive and accessible.Teaching MethodsThe following methods were employed during the teaching practice:1. Interactive Whiteboard: Utilized the interactive whiteboard to present lessons, engage students in activities, and create a visually stimulating learning environment.2. Group Work: Encouraged group work to promote collaboration, communication, and critical thinking skills.3. Role-Playing: Used role-playing activities to enhance the students' speaking and listening skills.4. Music and Songs: Incorporated music and songs to make learning enjoyable and to reinforce language points.5. Technology: Used educational apps and online resources to provide additional learning materials and to enhance student engagement.Case Study: Lesson on "Animals"For the purpose of this report, a specific lesson on "Animals" will be discussed in detail.Lesson PlanningThe lesson aimed to introduce the students to different animals, their names, and their sounds. The lesson was structured as follows:1. Warm-Up: A song about animals to get the students excited about the topic.2. Introduction: Briefly discussed animals, showing pictures on the interactive whiteboard.3. Activity 1: Group work activity where students had to create a poster showing their favorite animal, its name, and its sound.4. Activity 2: Role-playing activity where students acted out different animals and their sounds.5. Reflection: Discuss the lesson with the students, asking them to share what they learned.ImplementationThe lesson was conducted in a well-lit classroom with all necessary materials and technology ready. The students were attentive and actively participated in the activities. The teacher ensured that each student had an opportunity to speak and contribute to the group work.Challenges1. Language Barriers: Some students struggled with understanding the language, which required additional support and patience.2. Classroom Management: Maintaining discipline and ensuring that all students were engaged was challenging, especially with a large class size.3. Technological Issues: Occasionally, there were technical difficulties with the interactive whiteboard, which required quick problem-solving skills.Outcomes1. Engagement: The students were highly engaged throughout the lesson, showing enthusiasm for learning about animals.2. Language Skills: The students demonstrated improved speaking and listening skills, especially during the role-playing activity.3. Cultural Awareness: The lesson provided an opportunity for the students to learn about different animals from various cultures.4. Critical Thinking: The group work activity encouraged the students to think critically and work collaboratively.ReflectionsThe teaching practice was a valuable experience that allowed me to apply the theoretical knowledge I had gained during my education. Thefollowing points are reflected upon:1. Planning: Adequate planning is crucial for a successful lesson. It is important to consider the students' needs, interests, and learning styles.2. Flexibility: Being flexible and ready to adapt the lesson plan based on the students' responses is essential.3. Technology: Integrating technology into the classroom can greatly enhance student engagement and learning outcomes.4. Reflection: Regular reflection on teaching practices is important for continuous improvement and professional development.ConclusionIn conclusion, the teaching practice provided a unique opportunity to apply teaching methods and strategies in a real classroom setting. The experience was challenging but rewarding, and it highlighted theimportance of effective planning, flexibility, and adaptability in teaching. The students' positive response and improvement in language skills were testament to the effectiveness of the methods used. As a teacher, I am committed to continuous learning and improvement, and I look forward to applying the insights gained from this experience in future teaching endeavors.。
高中英语教育叙事案例范文怎么写
高中英语教育叙事案例范文怎么写
在高中英语教育中，叙事案例是一种常见的学习模式，通过真实的故事和案例
来帮助学生更好地理解英语知识和文化。
下面我将介绍一些写高中英语教育叙事案例的方法和技巧：
1. 选择一个有趣的主题
叙事案例应该选择一个引人入胜的主题，例如个人成长经历、人际关系故事或
者社会事件。
主题应该能够引起学生的共鸣和兴趣，让他们愿意去深入了解。
2. 描述背景和情节
在叙事案例中，你需要描述清楚背景和情节，让读者能够真实地感受到故事的
情节和环境。
通过生动的描述，激发学生的想象力和思考力。
3. 引入适当的对话和情感
对话和情感是叙事案例中的关键元素，通过适当的对话和情感表达，可以让学
生更加深入地了解故事中的人物和事件，从而培养他们的语言表达能力和情感交流能力。
4. 结尾总结和启示
在叙事案例的结尾，应该总结故事的主要内容和启示，让学生能够从中获得有
益的思考和启示。
通过案例的引导，帮助学生思考和探讨英语学习中的问题和挑战。
通过以上几点方法和技巧，你可以写出一篇生动有趣的高中英语教育叙事案例
范文，激发学生的学习兴趣和思考能力。
希望以上内容对你有所帮助，祝你写作成功！。
高中英语教学全英案例
中学英语教学案例一．教材分析本单元以A healthy life为话题，通过谈论人们最关切的健康问题，使学生相识到吸烟、喝酒、吸毒、不良饮食等对健康的危害，了解吸烟的危害及怎样戒烟；通过阅读一篇有关艾滋病的宣扬文章了解一些艾滋病的常识及如何预防艾滋病；并学会如何就健康问题给别人供应一些建议；功能句式要求学生学会如何表达聚会中的礼仪和禁忌。
通过单元学习，要求学生意识到健康的重要性，养成良好的生活习惯，并学会帮助别人解决一些健康问题。
1.1 Warming Up列举了一些年轻人所关切的健康问题，由此引出单元话题。
要求学生列举出更多类似的健康问题，然后在小组和班级范围内进行比较，说出哪个问题是最重要的，并列举出5个有关这个问题人们应当了解的学问。
1.2 Pre-reading要求学生探讨5个与吸烟有关的问题，为后面的Reading做铺垫。
1.3 Reading是一封爷爷写给James的建议信，信中谈到了吸烟为什么会上瘾、吸烟对健康的危害并附上了一篇如何戒烟的文章来帮助James戒烟。
1.4 Comprehending要求学生探讨几个与Reading内容有关的问题，并依据Reading的内容完成表格。
另外还要求学生用自己的语言简要概述一下advice on how to stop smoking。
1.5 Learning about Language包括两部分：Discovering useful words and expressions是两个关于Reading中的一些词汇的练习；Discovering useful structures 是关于it structure的用法介绍和练习。
1.6 Using Language是一篇关于HIV / AIDS的宣扬材料，介绍了一些有关艾滋病病毒和艾滋病的基本学问以及在生活中如何进行预防。
要求学生能推断一些相关陈述的正误。
1.7 Listening是Tina和Sara之间的一段对话，要求学生能听出一些关键词并完成句子。
prewriting英文写作流程
prewriting英文写作流程英文回答：Prewriting is an essential step in the writing process that helps me organize my thoughts and ideas before I start writing. It involves brainstorming, outlining, and researching to gather information and develop a clear structure for my writing.During the prewriting stage, I usually start by brainstorming ideas related to the topic I am going towrite about. I jot down any thoughts, keywords, or phrases that come to mind, without worrying about grammar or coherence. This helps me generate a pool of ideas that I can later expand on.Next, I move on to outlining. I create a basicstructure for my writing, dividing it into sections or paragraphs. This helps me see the overall organization of my ideas and ensures a logical flow in my writing. Forexample, if I am writing an essay, I would outline the introduction, body paragraphs, and conclusion.After outlining, I conduct research to gather more information and evidence to support my ideas. This may involve reading articles, books, or conducting online research. I take notes and highlight important points that I can refer to later when writing. Research helps me strengthen my arguments and provide credible evidence to support my claims.Once I have completed the brainstorming, outlining, and research stages, I am ready to start writing. Prewriting has helped me organize my thoughts, develop a clear structure, and gather relevant information, making the writing process much smoother and more efficient.中文回答：写作前的准备是写作过程中的关键一步，它帮助我在开始写作之前整理思路和想法。
高三英语写作Writing教案
高三英语写作Writing教案Teaching Aims:Knowledge aim: Students will know more about argument and the information it contains.Ability aim: Students’ writing ability of argument can be improved by the end of the class.Emotional aims: Students will how to protect the environment and be willing to share their ideas with others.Teaching Key Points:The information contained in body language.Teaching Difficult Points:It’s hard to find the proof to prove their ideas.Teaching Methods:Communicative teaching method. Task-based teaching method.Teaching Procedures:Step 1 Warming-up1) GreetingT: Hello, boys and girls. How’s the weather?2) Sing a songI have a beautiful song for you. Seasons in the sun. You can sing this with me. Here we go.Step 2 Pre-writing1) Lead-inT: Today we will learn a new kind of writing-argument. Who can tell me how many parts it concludes? Yes, three. What are they? The topic, demonstration, proof.2) DemonstrationT: Please look at the PPT, and there is a argument. Let’s find their topic、demonstration andproof. OK! Stop here, How many section in the article? What is the topic? Where can you find it? What’s the proof? Where you can find it? Try to find the format of this writing. Then I will write it on the blackboard.3) Brain-stormingT: With the development of science, many chemicals are used in daily life. Many farmers welcomed them as a great way to stop crop disease and increase production. Recently, however, scientists have been finding that long-term use of these fertilizers can cause damage to the land and, even more dangerous, to people’s health. How do you think of it? And why?Step 3 While-writingT: Write an argument on your textbook. Pay attention to the format, punctuation, sentence structure and tenses. You have 20 minutes to complete your argument individually. It should contain 120 words. Try your best.Step 4 Post-writing1) Self-editingT: Check your writing after you finish it.2) Peer editingT: Change your article with your desk mate and edit it. Then give him or her some suggestion.3) SharingT: Who wants to share your argument with us. Come to the front please.Step 5 Summary and homework1) SummaryT: What we have learned today? And how many parts it concludes?2) HomeworkT: Copy the article carefully, and hand it in next class. Blackboard Design:Arguement1st paragraph: describe your idea directly and clearly.2nd paragraph: give your proof to prove your idea.3rd paragraph: make a conclusion conform to your opinion. Teaching Reflection:。
高中英语写作课教学设计
高中英语写作课教学设计高中英语写作课教学设计作为一名优秀的教育工作者，时常需要用到教学设计，教学设计是教育技术的组成部分，它的功能在于运用系统方法设计教学过程，使之成为一种具有操作性的程序。
那么问题来了，教学设计应该怎么写？以下是店铺整理的高中英语写作课教学设计，欢迎阅读与收藏。
高中英语写作课教学设计篇1为了提高教学质量和升学率，我校实施了一系列的课堂改革举措。
在“五步学习法”课堂模式的引领之下，我们都在尽自己所能力争将自己的课堂打造成高效的课堂。
作为英语教学我认为结合我校的课堂改革模式我们的外语教学的目的就是培养语言应用能力。
《新课程标准》指出基础教育阶段英语课程的任务是激发和培养学生学习英语的兴趣使学生树立自信心养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作的精神，使学生掌握一定的英语基础知识和基本技能，形成一定的语言综合运用能力。
作为教师我们要转变自身的角色，确认自己新的教学身份。
我们是学生学习活动的组织者、指导者、参与者。
教师与学生都是课程资源的开发者，共创共生，共同发展。
学校对我们的“五步学习法”课堂教学的要求一再强调要突出互动探究环节，这就要求我们的英语教学就必须要建立以学生为主体的英语教育方式，使英语学习既有利于学生打好英语基础，也有利于学生形成健全的人格，更有利于学生去探索，创新。
教学活动的设计和开展不但要使学生的主观能动性得到充分的发挥，做到以学生为主体，同时也要营造一个和谐、民主、轻松的课堂气氛，并在教学过程中注重实效，提高课堂教学效率。
在教学方法上，教师应多采用启发式教学。
教师可以通过设计各种情境，问题来引导学生发现问题，解决问题，并帮助学生自主地总结归纳。
教师的引导要做到含而不露，指而不明，开而不达，引而不发。
下面我谈谈写作课在新课改下的`实施情况及我对此的一些反思。
培养学生规范准确的书面表达是高中英语教学目的之一，而英语听说读写四项技能中，写作是相对较难的．在教学中，学生惧怕写作，教师觉得写作教学难，批改学生作文也难，因此一般对阅读理解较为重视，而对写作的重要性认识不足，忽视对学生写的能力的培养，以致有相当一部分学生学了多年外语后，写作能力仍然很差．学生写作上存在的问题主要表现在用汉语思维方式造句、语法错误多、谋篇布局与衔接能力弱。
(完整)高中英语写作课教学案例
(完整)高中英语写作课教学案例高中英语写作课教学案例一、教学目标1. 培养学生的英语写作能力，包括写作思维的培养、写作技巧的提高和写作惯的养成。
2. 提升学生的英语沟通能力和文学素养，通过写作让学生更好地理解和运用英语。
3. 增加学生对英语写作的兴趣，培养学生对英语研究的积极态度。
二、教学内容1. 写作思维的培养：- 通过教学引导，让学生了解写作的重要性和写作与思维的密切关系。
- 引导学生学会提炼写作素材和整理思路，培养逻辑思维和批判性思维。
2. 写作技巧的提高：- 教学引导学生掌握英语写作的基本结构和常用写作句式。
- 培养学生正确使用词汇、语法和标点符号的能力。
- 引导学生学会使用修辞手法和丰富写作表达方式。
3. 写作惯的养成：- 给予学生足够的写作时间，鼓励他们多写、多练、多反思。
- 定期组织写作比赛和分享会，增加学生对写作的动力和成就感。
- 引导学生建立写作心得和反思的惯。
三、教学方法1. 任务型教学法：- 设计各种角色和情景，让学生在实际的语境中进行写作训练。
- 鼓励学生通过合作和交流，提高写作技巧和策略。
2. 案例分析法：- 选取优秀的英语写作作品，通过分析研究其中的优秀之处，并引导学生进行模仿和创新。
3. 反思式教学法：- 引导学生在完成写作任务后，及时进行反思和总结，找出自己写作中的不足并进行改进。
四、教学过程1. 导入（5分钟）：- 通过展示一张富有想象力的图片，引起学生的兴趣，激发他们的写作欲望。
- 提出一个引人入胜的写作话题，让学生进行初步的思考。
2. 介绍写作技巧和写作结构（10分钟）：- 分享一份简短的写作范文，让学生了解基本的写作结构和句式。
- 教师详细解释写作中常用的句型和表达方式，帮助学生理解和掌握。
3. 小组活动（15分钟）：- 将学生分成小组，每组选择一个写作任务。
- 学生在小组内进行头脑风暴和思路整理，相互合作完成写作任务。
4. 教师点评（10分钟）：- 教师对每个小组的作品进行点评，表扬值得肯定的地方，并指出改进的方向。
高中英语写作教案
高中英语写作教案Title: Developing Writing Skills in High School EnglishI. Objectives:1. To enhance students' writing skills in English through various writing tasks.2. To improve students' ability to express their thoughts, ideas, and opinions effectively in writing.3. To develop students' awareness of audience, purpose, and organization in writing.II. Procedures:1. Pre-Writing Stage:a. Brainstorming: Encourage students to generate ideas related to the given writing topic. Review different types of brainstorming techniques such as free writing, mind mapping, and listing.b. Research: Teach students how to gather relevant information from various sources, such as books, articles, and websites, using proper citation methods.2. Writing Stage:a. Introduction to Different Writing Genres:- Expository Writing: Focus on informative and analytical writing, where students present, explain, or describe a specific topic, using facts, examples, and supporting evidence.- Argumentative Writing: Teach students how to express their opinion on a given topic and support it with well-developed reasoning and evidence.- Narrative Writing: Encourage students to write engaging stories or personal anecdotes, including vivid descriptions and interestingdetails.- Descriptive Writing: Help students learn how to describe people, places, objects, or events in a detailed and engaging manner, using sensory language.b. Revision Techniques:- Teach students the importance of revising their work for clarity, coherence, and flow.- Introduce proofreading strategies like checking for grammar, punctuation, and spelling errors.- Encourage peer editing and provide guidelines for constructive feedback.3. Post-Writing Stage:a. Publication and Presentation:- Provide opportunities for students to share and present their written work to the class or in school publications.- Celebrate students' achievements and organize writing competitions or exhibitions.- Encourage students to post their work on discussion forums or blogs to receive feedback from a wider audience.b. Reflective Writing:- Ask students to reflect on their writing process, strengths, and areas for improvement.- Encourage students to set personal writing goals for future development.III. Assessment:a. Formative Assessment:- Monitor students' progress through regular writing assignments and provide constructive feedback.- Assess their writing based on clarity, organization, coherence, grammar, vocabulary, and style.b. Summative Assessment:- Assign longer writing tasks, such as research papers or argumentative essays, to evaluate students' overall writing proficiency.IV. Materials:- Writing prompts and topics related to various genres.- Examples of well-written pieces.- Writing resources, such as style guides and grammar handbooks. - Online research and citation tools.Note: The given teaching plan provides a general framework for developing writing skills in high school English. Adaptations and modifications can be made based on the specific needs and level of students.。
高中英语写作教案范文
高中英语写作教案范文一、教学目标1. 知识目标：让学生掌握英语写作的基本框架和技巧。
培养学生运用所学知识进行创造性写作的能力。
2. 能力目标：提高学生的英语写作能力，使其能够准确、清晰地表达自己的观点和思想。
培养学生的英语思维能力和想象力。
3. 情感目标：激发学生对英语写作的兴趣和自信心。
培养学生积极思考、主动探究的学习态度。
二、教学内容1. 写作框架：介绍英语写作的基本框架，包括开头、主体和结尾部分。
2. 写作技巧：讲解如何进行有效构思、如何使用恰当的句型和词汇。
3. 实例分析：分析优秀英语作文的特点和亮点，让学生了解优秀写作的标准。
三、教学方法1. 启发式教学：通过提问、讨论等方式激发学生的思维，引导学生主动探究。
2. 案例分析法：通过分析优秀作文，让学生了解写作技巧和表达方法。
3. 实践教学法：让学生通过写作练习，将所学知识应用于实际写作中。
四、教学步骤1. 引入：通过提问方式引导学生思考写作的重要性，激发学生的学习兴趣。
2. 讲解写作框架和技巧：讲解英语写作的基本框架和技巧，让学生了解如何进行有效构思和表达。
3. 分析优秀作文：分析优秀作文的特点和亮点，让学生了解优秀写作的标准。
4. 写作练习：布置写作任务，让学生运用所学知识进行实际写作。
5. 反馈与指导：对学生的作文进行评价和指导，帮助学生提高写作能力。
五、教学评价1. 过程评价：观察学生在写作过程中的表现，了解学生的学习状况。
2. 成果评价：评价学生的作文质量，包括内容、结构、语言等方面。
3. 学生自我评价：鼓励学生对自己的写作进行自我评价，提高学生的自我认知能力。
4. 学生互评：组织学生互相评价作文，促进学生之间的交流和进步。
六、教学资源1. 教材：高中英语写作教材，如《高中英语写作教程》。
2. 参考资料：优秀英语作文集、英语写作技巧书籍。
3. 教学工具：黑板、投影仪、多媒体教学软件。
4. 网络资源：英语写作相关网站、在线写作指导。
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高中英语写作之Pre-writing
案例背景
写作一直都是高中英语的重头戏，一份高考试卷中其占比之重已经不用赘述
了。
但是一直以来，我们要么是不太重视写作的教学，因为其教学效果的即视感不强，要么是不知从何入手去进行写作的教学。
2014年年底，崇明县教师进修学校
请来上海名师何亚男和她的两名学员来给我们做了一堂关于写作的讲座，尤其强调
了如何有效开展写前----Pre-writing的任务设计，而且强调了师生合作和生生合
作精神，给我印象极为深刻。
以前我基本不对学生进行写前的指导，多半是布置作
文下去，批改然后大致讲评，效果很不理想。
这次对Pre-writing的学习让我意识到其的重要性并且知道了如何去做，于是我马上应用到接下来的记叙文写前教学
中。
案例呈现
我先在在课堂上布置了该节课的写作任务，是一篇记事的记叙文，即“在成
长过程中，我们有时会和父母意见相左，请叙述你曾经做过的一件违背父母意愿的事，并简要谈谈你现在对此事的感受或看法。
”然后从Pre-writing的四个环节去开展写前辅导。
1. Selecting A Topic
先和学生一起读题，然后讨论此次写作的主题，最后定为“关于选修科目的
选择，和父母的意见相左”，然后确定体裁为“记叙文”及写作格式为“三段式和
时间顺序”，最后确定人称为“I vs They/He/She”、时态为“一般过去时和一般现在时”与读者对象为“老师和同学”。
2. Gathering Ideas
讲座上介绍了多种收集信息的方法，我选择了Action-Sensory Chart, 努力激发学生的回忆和联想。
关于此表里面的Action Details和Sensory Details会在第四环节Activating Language详细描述。
Topic：An Disagreement on Selecting a Compulsory Subject
Action Details Sensory Details Beginning（At school）
Middle (At home)
Ending (At home)
3. Organizing Ideas---Outline
按照所给的提纲样本和学生们一起制定了此次写作的提纲。
Ⅰ. Introduction
I argued with my mum over selecting a course.
Ⅱ. Development
A. Beginning (at school)
1. Senior 2; the first term;
2. I decided to choose history.
B. Middle (at home)
1. I told mum my decision and she was against it.
2. We argued.
C. Ending (at home)
Cold war; I won and mum had no choice but to support me.
Ⅲ.Conclusion
1. Despite many difficulties in learning history, mum doesn’t laugh at me and gives me great help.
2. I feel ashamed of my previous rudeness and feel that there is no
mother but loves her child.
4. Activating Language
按照提纲启发学生去联想可能发生的动作和感官细节，集思广益，利用
Action-Sensory Chart中的Action Details和Sensory Details去激活语言，使这篇记叙文生动形象起来。
下面这个表格体现了我们当初的互动和学生思考的结
果。
Action Details Sensory Details
Beginning（At school）I: select the
subject
happy, excited, eager
Middle (At home) I: cannot wait to
tell mum
M: show her
disapproval
We: argue with each
other
M: slap my face
happily, eagerly
stare at me, greatly surprised and
give reasons
shout, glare and angry
sad and disappointed
Ending (At home) We: Apologize to
each other
M: show her
approval
hug, smile, embarrassed, happy,
sorry and thankful
案例反思
1. 开展这样的写前辅导后，马上进行了当场写作，学生感觉有话可说，整个写作过程很流畅，但是也因为给了辅导，所以很多学生都选择了这个主题去写，所以虽然和父母意见相左的事情很多，但是这次稍嫌单一了些，而且缺乏每位同学积极的参与。
所以后来让学生自己按照同样方法写了一篇有趣或无趣的校园活动，也是当堂写作，学生写起来明显得心应手多了，特别是感官细节写得很好。
2. 这样的教学过程很花时间和精力，老师还得加强自己的写作功底，并舍得课堂上花时间去做。
而且这是记叙文比较好用的一种模式，其他体裁的写前教学过程还是缺乏一定的资源和辅导，需要我们好好地去开发。