高中英语写作课堂实录及点评

高中英语写作课堂实录及点评 StepIGreetingandLeading-in:T:Classbegins!Ss:Goodafternoon,teacher!T:Goodafternoon,everybody.Sitdown,please!Ss:Thankyou.T:NicetohavethisEnglishclasswithyou.Firstofall,pleaselookatthelearningaimsofthisperiod.1.Writeaparagraphgivingtheoppositeview.2.Developagoodwritinghabit—read,discussandwrite.3.LearntostudyontheInternetinaproperway.【评：首先出示本节课学习目标，而且学习目标设定具体，明确：会写表达自己观点的小文章；课型：写作课；写作过程：读→讨论→写。这样学生听课过程中有的放矢，心中有数。】T:ThinkaboutasmanythingswecandoontheInternetaspossibletorelaxoneself,tocommunicate,toworkorstudyandsoon.WhatcanwedoontheInternet? Thinkaboutasmanythingsaspossible. A.torelaxoneself:① ② ③ …B.tocommunicate:① ② ③ …  C.towork/study:①  ② ③ …D.______________________________S1:Wecanlistentomusicandwatchvideosormoviesonline.S2:Wecanplaycomputergamesandchatonlinewithfriends.S3:WecansendE-mailstoourfamilyandfriendsaswell.S4:Wecandoonlineshopping,whichisbothconvenientandcheap.S5:WecansearchforallkindsofinformationeasilyandquicklyontheInternet. S6:Wecanalsostudyonline,forexample,listentoEnglishlisteningmaterials.S7:Wecanlearnnewsathomeandabroad.【评：通过开放性问题激活学生已有知识。学生们各抒己见，表达自己的观点，为下一步评价作者观点做好铺垫。开放性的问题有利于引导学生思考，从而展示学生不同观点，体现了学生即资源，不同即丰富的理念。】T:Welldone.Yes,wecandoanumberofthingsontheInternet.SosomestudentsthinkwecanlearnallweneedontheInternet.Doyouagreewiththisopinion?Ss:Yes!/No.T:Differentpeoplehavedifferentopinions.Let’sreadashortessayfirst.【评：引导学生通过阅读了解他人对某事的看法和观点，从而导入本课阅读文章。】StepIIPre-writingTask1.ReadingT:Readtheessayonpage56anddotheexerciseonyourguidingpaper.1.         What’sthewriter’sopinionaboutstudyingontheinternet?2.         What’sthesupportingideastosupporthisopinion?3.         What’sthewritingstyleofthepassage?4.         What’sthetenseofthepassage?【评：问题 设计 领导形象设计圆作业设计ao工艺污水处理厂设计附属工程施工组织设计清扫机器人结构设计 很有价值。通过这四个问题，首先引导学生在阅读中学会找到作者观点和支撑观点的论据，然后观察文章的写作风格和时态，为下一步学生自己的写作做了非常好的铺垫。】[Thestudentsreadtheessaysilentlyandthendotherelatedexercisefortwominutes.]T:Haveyougottheanswers?Ss:… （学生没有回答）[Itseemsthatsomeofthestudentsarenotsureabouttheiranswers.]T:Ifyouhaveanydifficulty,youcandiscussyouranswerswithyourpartners. [Thestudentsdiscussforawhile]（学生热烈讨论起来）【评：在学生学习过程中，关注学生之间的分享和交流，既丰富了学生思维，又达到了兵教兵的目的。始终贯穿“差异即资源，不同即丰富”的理念。】T:Let’ssharetheanswers.Whowouldliketoanswerthefirstquestion?S1:WecanlearnallweneedontheInternet.T:Doesanybodyhavedifferentopinion?Ss:No.（学生齐声回答）T:Ok,youareright.Youhavegottherightanswer.Howaboutthesecondone?S2:Thefirstoneisthattheteachercan’thelpeveryoneintheclassin50minutes.Thesecondoneisthatitwouldbemuchbetterifwespentthetimeworkingonacomputer.T:Doyouallagreewithhim?Ss:Yes.（学生齐声回答）T:Youhavegotit.Howaboutthethirdone?S3:Thewritingstyleisargumentativewriting.T:Youarequiteright.Howaboutthefourthone?S4:Thetenseoftheessayisthepresenttense.T：Good！【评：通过阅读和讨论，学生解决了四个问题的同时也就明白了作者如何表达自己观点。学习写作就是模仿，模仿作者的表达方式，模仿作者的构思框架。让学生在模仿中学习写作，既有据可循，又降低了难度，增强了学生敢写的信心。】Task2.DiscussingT:Afterreadingwehavegotthewritingstyle,thetenseandthestructureoftheessaygivingaview.Nowit’stimeforustothinkabouthowwecanwriteaparagraphtogivetheoppositeview.Discusshowtosupporttheoppositeviewandwritedownthekey(关键的)words. 1.theimportanceofhavingteachers:2.theimportanceofworkingtogether: 3.thedangerofspendingtoomuchtimelookingatthecomputer:  4.Othersupportingideas: 5.Whatconclusion（结论）canyoudrawfromthediscussionabove?T: Pleasereadthegivenexpressionsandpatternssilently.Ss:Idon’tagreewiththisopinion…Inmyopinion…It’sveryimportantto…   Itwouldbeverydifficultto…（学生们默默的读着） 【评：这是在为学生写作准备素材和语言材料，给学生写作继续搭支架，为下一步写做准备。】T:Pleasediscussingroupsoffourhowtosupporttheoppositeviewandwritedownthekeywordsonyourguidingpaper.Ss:…  （学生热烈的讨论起来）[Afterdiscussingingroupsoffourforaboutfiveminutes.]T:Now.Let’sappreciatesomeofyouropinions.Whowouldliketotellustheopinionsabouttheimportanceofhavingateacher?S1:Inmyopinion,it’sveryimportanttohaveateacher.Wecanaskteachersquestionsandchatwiththem.Theycanalsotellushowtolearnwellandwecangetalongwellwithteachers.T:OK!Sitdown,please.Anyotheropinions?S2:Wecanasktheteacherforhelpwhenweareintrouble.S3:Theteachercanexplainthingsmoreclearlyanditismorerelaxingforustostudywithateacher’help.T:Oh,Iagreewithyou.Teacherscanexplainthingsmoreclearlyandvividly,comparedwithcomputers.Whatdoyouthinkoftheimportanceofworkingtogether?【评：学生们对第一个问题回答后，老师及时加以总结和提升。】S4:Itwouldbeverydifferenttosolveproblemsalone.Ifweworktogether,wecanhelpeachother.S5:Wecanlearnfromeachotherandwecanexchangeourideas.S6:Wecanalsomakefriendswhenworkingtogetherasaclass.T:Yes,friendshipisveryvaluable.Anyotheropinions?S7:Workingtogether,wecanbemoreenergeticandmoreinterestedinwhatwelearn.T:Welldone.Howdoyoufindthedangerofspendingtoomuchtimelookingatthecomputer?S8:Itwilldoharmtoourhealthandit’sbadforoureyes.S9:Spendingtoomuchtimelookingatthecomputermaywasteourvaluabletimeandinfluenceourstudy.S10:Ifsomeonespendstoomuchtimewithcomputers,hemaybecomecold-bloodedandhavedifficultyingettingalongwellwithpeoplearound.S11:Sometimeswemaybelostincomputergames.T:Oh,thatwouldbealittledangerous.Doyouhaveothersupportingideasbesidesthethreepointsabove?[Itseemsthatthestudentsdon’tknowhowtoanswerthequestion.]T:Areallthewebsitesandinformationgoodforthestudentslikeus?【评：在同学们解决完课本上的问题后，老师引导学生回答开放性问题，为了便于学生理解，老师使用了back-upquestion.】S12:Maybethereissomeinformationandwebsitesonlinewhicharenotsuitableforusstudents.T:That’strue.Somepeoplewhospendtoomuchtimeoncomputersmayhavementalproblems.Thenwhatwillyoupayspecialattentiontowhilestudyingonline?【评：老师继续使用back-upquestion,引导学生更深入思考。】S13:Weshouldn’tspendtoomuchtimeoncomputers.S14:Weshouldnotbecrazyaboutcomputergames. T:Howaboutthefifthquestion?Whatcanwegetfromthediscussion?S15:TheInternethasbothadvantagesanddisadvantages.T:Yes,weshouldusetheInternetasatool.Thatistosay,wecanstudywiththehelpofit.Don’tdependonitcompletely.【评：通过讨论，学生知道了如何正确使用电脑。电脑不是万能的，这和作者提出的观点恰恰相反。学生们在不知不觉中已经学会了如何提出相反观点，如何表达自己观点，为下一步写作做好了充分的准备。】StepIIIWhile-writingT:Afterdiscussionandsharingtheopinionsofyourclassmates,youmusthavegotalotofinformationontheview.Nowit’stimeforyoutowriteaparagraphonyourguidingpapergivingtheoppositeview.Youcanrefertothenotesyouhavetaken,theexpressionsandpatternsonthetextbook.Tomakeyourpassageclearlyorganized,youcanusethephrasesonthescreen,suchasFirstly;Secondly;Thirdly;Inaword;orTobeginwith;Inaddition;What’smore;Inconclusion,andsoon.. Aboutfifteenminutesforyoutowriteaparagraphabout100words.Iwillaskoneofyoutowriteontheblackboard. [Thestudentswriteaparagraphontheguidingpaperandonegirlisaskedtowritehersontheblackboard.Aftertenminutes,mostofthestudentshavefinishedit.]【评：通过以上各种活动，学生明白了写作任务，知道写什么，怎样写，然后给学生一个相对安静的环境，限时写作。老师走到学生中间巡查，个别指导，以了解信息。】StepIVPost-WritingT:Sinceyouhavefinishedwriting,it’stimetoevaluateyourwork.Firstofall,lookatthestandardsonthescreen.Andthenreadyourwritingandcheckthemistakesbyyourselffirst.[Twominutesforthestudentstochecksomesimplemistakesbythemselves.]T:Let’sevaluatetheworkontheblackboardinpublic.Pleaseappreciatesomebeautifulsentencesandphrases.Aboveall,whatdoyouthinkofthehandwriting?Ss:Ok.Butit’snotverybeautiful.T:Iagreewithyou.Herhandwritingneedsalittleimproving.Let’sseethestructure.Hasshegiventheviewfirst?Ss:Yes.That’sthefirstsentence.T:Aretheresomesupportingideasandaconclusion?  Ss:Yes.T:Shehasalsousedsomeoftheexpressionsandpatternsmentionedabove.That’sgreat.Whocantellushowtomakeherwritingbetter?Ss:Byusingsomephrasestomakeitmoreorganizedandclear.【评：老师先引领学生批改，目的是让学生知道怎样批改，学会欣赏美句。】T:That’sright.Now,pleaseexchangeyourpassageswithyourdeskmatestoevaluate.Later,Iwillchoosesomeofyoutoshowinpublic. 评价内容标准自评互评教师评价书写5分整洁、美观词汇6分拼写正确，选词得当语法4分时态、句子结构准确行文15分要点齐全，结构紧凑总分30分[Thestudentsexchangetheirwritingandevaluateeachother’saccordingtothegivenstandards.Fourminuteslater.]【评：给出评价依据，学生两两互批，老师走动指点,这及照顾个体有关注全体，有面及点，效果好。】T:Nowlet’sappreciatemore.Pleaselookatthescreen.Howdoyoufindthehandwriting?Ss:Notsogood.T:Thehandwritingneedsimproving.AndthefirstletterofInternetshouldbecapitalized.Theboyhasusedthepatternsandexpressionsdiscussedabove.T: Anothercomposition.Ithinkthehandwritingismuchbetter.Pleasepayattentiontothepatternsandsupportingideas.【评：展示学生的作品，师生共同评价，提升学生评价能力。】T:Well,inthisperiodwehaveknownhowtowriteanessaygivingoppositeview,raisingyourownopinion.Byevaluating,youwillimproveyourfirstdraft.    Homeworktodayistorewritethewritingandhandinthefinaldraft.【评：老师做总结，回扣本文开头的教学目标，让学生明白目标已经达成。】T:Classisover.Good-bye,everyone!Ss:Good-bye,teacher! 课堂简评：唐老师这节写作课获枣庄市优质课一等奖第一名。大家知道写作一直是老师头疼、学生们恐惧的课型。尤其是高一阶段，老师不知怎样引导，学生也不会写。但唐老师这节写作课给了我们一个信心：写作不难也不可怕。唐老师的写作课分为写作前，写作中和写作后三部分，思路清晰。写作前：唐老师先明确写作目标：Writeaparagraphgivingtheoppositeview；然后通过阅读了解作者观点，分析作者是怎样阐述自己观点的，是什么文体，这种文体应该用什么时态等等；又通过讨论让学生学会提出自己观点；再后来给学生写作准备语言知识。这样从文章框架、素材及语言上为写作做好了充分的准备。写作中：老师给学生充足的时间限时写作，营造了一格外静内动的写作环境。老师则巡查随时给学生个别指导，同时还了解学生写作中的各种情况。写作后：师生共同评阅，目的让学生知道怎样评阅，了解评阅规则。然后学生利用以上原则互评。这是一个相互欣赏相互学习的时刻。互评后，老师把学生认为好的文章再集中起来共同点评，学生彻底明白了如何评价作文。最后作业是完善自己的作文。总之，唐老师这节课的写作目标设置合理，在写作前通过阅读、讨论等活动为学生做了大量的支架，为学生自己写作做好了铺垫。另外，唐老师整节课始终贯穿“差异即资源，不同即丰富”的理念，每个环节都处在学生的讨论之下，问题设计独具匠心且极具开放性，尊重了学生的差异，培养了学生的思维，重视了学生间的互学互帮。老师对学生的评价语丰富、及时且积极，旨在鼓励学生敢于开口、敢于思考、敢于尝试、敢于写作。