英语作文教学案例分析

高中英语新课程写作教学案例分析及反思

本人结合一堂英语写作课，谈谈自己是如何进行高中英语教学活动设计与实施的。

一、教学内容分析：

高二必修5 第四单元Making the news的中心话题是“新闻”，具体内容涉及新闻工作者应该具备的素质和新闻采访的基本程序等。教科书前部分的usi -ng language和练习册中的writing的写作任务都是让学生通过讨论写出一篇新闻。此外，新课标在六、七级中对于写的要求中有“能（简单地）描述人物或事件，并进行简单的评论。”，七级中有“能用文字及图表提供的信息进行简单描述。”基于此，我参照练习册中的writing部分，结合学生实际情况，将新闻写作的任务设定为中文加图画的方式，通过引导学生分析写作格式及特点，读图表获取信息，并把信息加工整理来完成写的任务。

二、教学方法和教学手段

根据材料的形式及内容特点，考虑了不同层次学生的实际学习情况及学习能力，本人设计了“布置任务－读取信息－整理结构－语言聚焦－自主运用”几个步骤。教学手段是任务型，自主学习与合作学习相结合。

三、教学步骤：

Step 1 Lead in

Ask Ss the following questions: Q1: what is the topic of this unit?

T: “yes, we’ve learnt about the qualiti es needed for a good journalist and how news report is produced.

Now tell me, Q2: can you write a piece of news?

引入：以问题导入本课，引导学生回忆本单元学习内容，继而提出具有挑战性的问题（问题2），激发学生的学习兴趣，并引出本节课的学习任务――写新

闻

Step 2 Pre-writing

I .Task-presenting Present the writing task to Ss on PPT

Task:你是学校English Corner 报社的记者，请根据下面的图片撰写一篇新闻报道，记录你校高二年级学生陈菲在周一早晨上学途中目击的一场交通事故。

注意：

1．新闻的标题已为你写好； 2. 词数不少于60。

标题：Impossible to Escape Being Punished

II. Learn the structure and the features of news reports.

T: do you know how to write a news report? Now let’s first read a mo del and look at the structure of a news report.

Model:

A Robbery（抢劫案）at a Jewellery Shop

At eight o’clock in the morning, a robbery happened in Li Gang’s J ewellery(珠宝) shop in Nan Jing Street. Li Gang was getting some more rings out of the back of his shop, suddenly, a stranger entered his sho p and stole three rings(戒指). “It all happened so quickly,” he said. Run ning after the man he tripped(跌倒) and fell over, pushing the thief to t he ground too. Eyewitnesses(目击者) said it was the best football tackle (橄榄球中的擒拿) they had ever seen!

The thief went to prison and Li Gang got his rings back. “He must p ay the price!”(他必须为此付出代价) said Li Gang.

III.Summary: a short piece of news often has four parts: the title, th e topic sentence, the main content and the ending or comments.

写作前：学习有关新闻报道写作的格式和特点，为写作做铺垫。通过分析例文，得出新闻报道的格式，特征和所含内容。

Step 3 While-writing

I. Write the topic sentence

T: Read the task again, underline the key words, fill in the chart (when, where, who, what happened) and then write the topic sentence

II. Write the main content (describe the four pictures)

Picture 1: a boy, ride a bike, along the street

Picture 2: knock down; knock off the bike; run into;

Picture 3: drive away fast; escape from the scene

Picture 4: remember the number, report sth. to sb., catch sb., punish III. Deal with the logic

Ask ss question: can we write a good report only by linking the fou r sentences together? Ask ss to observe the four pictures again and thin k of some link words.

IV. Write the comment

Comments: pay the price; be careful when we ride in the street;…V. write the report.

写作过程：第一、根据结构图填出主题句通常包含的内容，并写出主题句；第

二、用问题引导学生从多个角度观察图片。由个人活动到小组活动，再到全

班一起说，使学生既能独立思考，又有小组合作。第三、以问题激发学生思考，使学生在写作中有处理逻辑关系，使用连接词的意识。学生通过自己思考，小组讨论和集体扫障，写出对应每一幅图的句子。第四、教师通过问题启发学生思考对图中所示事件的看法，在指导学生写作的同时渗入思想道德教育。第五、为培养学生良好的写作习惯，指导学生写前浏览自评表，明确写作标准及注意事项。

学生将前面讨论得出的词汇和句子连成一篇文章，并做适当发挥。

Step 4 Post-writing