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1、八年级英语写作教学案例 安乡中学 李琳 一 . 教学内容 本课以 go for it！八年级（上）unit4 how do you get to school？的 section b 3a 部分为范文，把阅读与写作结合起来，让学生以 how do students around china get to school 为题写一篇短文。此次写作训练联系学生生活实际，帮助学生掌握英语写作的方法和技巧。二教学目标 1知识与技能通过写作训练帮助学生运用所学过的语言知识写作，使学生逐步获得组织素材、划文章结构、列出提纲、组织语言、修改文章等写作的技巧和能力。2. 过程与方法通过套用范文结构的写作教学，引
2、导学生收集信息、组织学生讨论、帮助学生储备充足的素材，为写作做准备。3 情感目标教师帮助学生克服对写作的畏难心理，激发写作兴趣，保持学生积极的学习态度。三教学重点和难点1.从知识层面上看，写作训练的教学重、难点在于帮助学生谋篇布局，用文章框架填充信息进行写作，教师要引导学生掌握写作的步骤。2.从能力层面上看，写作训练的教学重、难点在于培养学生组织素材的能力、适当地模仿或创造性地运用好词好句并进行自我修改的能力。3 从情感态度层面看，写作训练的教学重、难点在于帮助分学困生克服写作时的畏难情绪，积极参与课堂教学；鼓励学生学习他人的长处，弥补自己的不足。四、教学过程 steppre-reading
3、1.warming up: sing a song 2 lead-in: watch a cartoon and answer :what kinds of transportation can you see ? then present different means of transportation with picture : train、plan、bike、 car、school bus 、boat .同时补充ship ,motorbike, electricbike, subway 等交通工具。通过有趣的迪斯尼动画再次激活学生大脑中的相关词汇，同时以旧引新，自然引出新词汇。）3
4、look and answer：how do they get to school ?t: there are some people in the picture. how do they get to school ?first, let”s look at the boy. how far is it from his home to school?（呈现步行上学的动画） how does he get to school?(he walks to school=he gets to school on foot.)（用 同样的方式呈现各人上学的不同方式， 分别用几种不同的表达方式）pi
5、cture 1 : she lives 2 kilometers from school. she rides a bike to school .she gets to school by bike .she gets to school on her bike.用超级链接增加一幅图：they ride the bikes to school. they get to school by bike.picture 2: he lives 15 kilometers from school .he drives to school. he gets to school by car.pictu
6、re 3 : he lives 8 kilometers from school. he takes a bus to school. he gets to school. by bus. 用超级链接增加一幅图:they take school buses to school. they get to school by school bus.picture 4: he lives 4 kilometers from school. he rides a motorbike to school. he gets to school by motorbike.(t: whatdo you thi
7、nk of the transportation?) that must be a lot more dangerous than riding a bike.(t:a lot more means muchmore than)t: they live in different places and go to school in different ways. it depends on where they live.（设计说明：用幻灯片中的 图片和动画设计创设了一个情境，在这个情境中复习 section a 学过的各种交通方式的表达法，特别是把几种不同的方式罗列出来进行对比，为课文中的表
8、达作语言铺垫。句子的灵活使用也为后面的阅读和写作做好了准备。）4.: do a survey how do you get to school?t: do you live near to school or far from school? how do you get there ?s: i live near to school , so i walk here.t: how many students get to school on foot? hands up!用同样的方式调查骑自行车、乘公交车等来校的学生数后总结：walking to school is popular in o
9、ur school .riding bikes is more popular. buses are the most popular means of transportation.设计说明:活跃气氛，在歌曲中复习各种交通方式的表达，导入主题.(设计说明:从创设的情境中走出来，走进学生的生活，引出新的表达：more popular, the most popular,同时也为自然过渡到课文做准备。)step while-readingt: do you want to know how students around the world get to school ?present the
10、map of the world and point out: north america and south america.t: look at the map of the world, there are many different parts in the world. its north america, this is south america.（设计说明：引入课文主题，用世界地图给学生一个直观的印象，解决部分生词：part north america（设计说明：地点的列出使文章框架结构一目了然，用流程图能给学生更清晰、深刻的印象。谋篇布局是写作中一个相当重要的环节。只有华丽
11、的辞藻，而无篇章之层次、脉络，文章就犹如一盘散沙。而多数学生只关注语法有无错误，篇章意识非常淡薄。所以，这一步对学生来说是非常重要的。）2 reading carefully and find more information .（设计说明：在抓篇章结构的基础上更进一步，让学生在文章中找出更多的信息，把骨架填充饱满，也给学生一种具体的写作策略：根据骨架填充信息。）3 read again and write “t” or“f”.（1） in north america, not all students take the bus to school.（2） other parts of the
12、 world are different from the unite states （3） in japan , the three most popular ways of getting to school are bus, train and bike.（4） in china , bikes and buses are the most popular.（5） students in hongshanhu and kaishandao have to take a boat to get to school.（设计说明：通过细读关注文章细节。）step post reading1.
13、listen and read aloud.（设计说明:朗读可以增强语感。学生在 朗读过程中能够感悟英语语言的习惯表达，形成写作的英语思维定势，它使口头与能力结合在一起，语言的形式与所表达的意义结合在一起。）2 retell the article according to the words and pictures.（设计说明:课文复述是 学生对语言材料吸收、存储内化、整理和表达的过程。复述是一种基于理解的创新。它不仅有利于加深学生对语言材料的理解、巩固和积累，还有利于提高学生的想象能力、思维能力以及系统、连贯的言语能力。复述是阅读通向写作的一座桥梁。）step write an arti
14、cle : how do students around china get to school?t: this is my pen pal from america ,ted. he wants to know how students around china get to school. thats a big problem for me . how can i make a survey in such a country ? (ss: surf the internet) good idea! so, yesterday i surfed the internet and got some information from . do you want to know the result?(学生迫不及待地说yes) 接着呈现图二，让学生先口头作为，在落实到笔头。 让两个学生到黑板上当堂展示，其他同学在纸上写。几分钟后，教师和设计说明:让学生结合实际情况，介绍中国学生上学的交通工具。 由于由了前面的铺垫，对学生来说可能有点难度的写作任务变得非常简单，许多基础不好的学生也能写好。当堂讲评又使学生对写作文有了一个更清晰的认识。
