高中英語(yǔ)uint 8 Writing workshop說(shuō)課稿

Unit8WritingWorkshop說(shuō)課稿安徽省明光中學(xué)仇恒玲Goodmorning,ladiesandgentlemen.It'smygreathonortosharemyteachingideaswithyou.Todaymytopiciswriting.I'mgoingtointerpretitfromthefollowingeightparts:teachingphilosophyandtheories,theanalysisofteachingmaterial,theanalysisofstudents,teachingobjectives,teachingandlearningmethods,teachingprocedures,blackboarddesignandteachingreflection.First,teachingphilosophy.Threefamoussayingalwaysguidemyteaching.Theyare:tolearnistolive,tolearnistothink,andtolearnistogrow.Ihopemystudentscanlearntolive,tothink,andtogrowinmyclass.Andaccordingto2017editionofEnglishcurriculumstandardsforseniorhighschool,myteachingdesignisguidedbythreebasicprinciples.TheyarethecorecompetencyofEnglishsubject,theunitteachingbasedonbigideasandtheviewofEnglishlearningactivities.Basedonmyteachingphilosophyandtheories,I'dliketoanalyzetheteachingmaterial.Itcomesfromstudents’bookthree,unit8.Thetopicofthisunitisgreenliving.Thereareeightpartsinthisunit,rangingfromlistening,speaking,readingtowriting.Andthetextofthisclassiswritingworkshop.Thethematiccontextofthisunitishumanandnature,belongingtoprotectingtheenvironment.Thisisareadingandwritingclass.Thereadingpartisasurveyreportwhichtellsaboutactionstakenbycityresidentstoprotecttheenvironment.Thewholereportisclearlystructuredandtheproperuseofquantityexpressionsmakesthereportmoreaccurateandpersuasive.Thepurposeofthislessonistoencouragestudentstoworkoutpossiblesolutionstoenvironmentalproblems.Nowtheanalysisofstudents.Studentsatthisstageareeagertolearnandhaveacquiredsomeknowledgeaboutprotectingtheenvironment.However,mostofthemshowlittleinterestinwriting,nottomentionthearrangementofstructureandproperuseofquantityexpressions.Sotheteachingdesignwilltrytosolvetheproblemsaccordingly.Basedontheaboveanalysis,teachingobjectivesarelistedasfollows.Attheendofthelesson,studentswillbeabletolearnandapplyquantityexpressionssuchasabout,around.Andalsograspthestructureanddetailedinformationofthesurveyreport.What'smore,studentsthinkingqualitywillbeenhanced.Lastly,theywilldevelopapositiveattitudetoenvironmentalproblems.Thefirsttwoobjectivesareteachingkeypointsandthelasttwoareteachingdifficultpoints.Tobreakthroughtheteachingkeypointsanddifficultpoints.Iadoptthreeteachingandlearningmethods.Theyareexploringandcooperating,process-focusedapproachandactivitybasedlanguageteaching.Withallthepreparationsmade,herecomesthemostimportantpart-teachingprocedures.Togetherthereareninesteps.Theyareactivateandshare,readforstructure,readfordetails,readforlanguage,describethegraph,summary,writingtask,evaluationandhomework.Withfocusonthekeywords-greenliving,threelevelsofactivitiesaredesignedincludinglearningandunderstanding,applyingandpracticing,transferringandinnovating.NowI'llintroducetheactivitiesindetail.Tobegintheclass,studentsareaskedtwoquestions:Whatisasurveyreport?Canyouwriteasurveyreport?Inthisway,Iintroducethetopictoday:readthereporttoexplorehowtowriteasurveyreport.Beforereadingforwriting,studentsareinvitedtoenjoyavideoabouthowtoprotecttheenvironment.Hereispartofthevideo.Thenstudentstrytogiveasmanywaystoprotecttheenvironmentaspossible.let'senjoyoneofthestudents’answer.Inthisway,studentsawarenessofprotectingtheenvironmentisraised.Howtohelpstudentsgraspthestructureofasurveyreport?Theyareinvitedtomatchtheparagraphswiththetopicsandsummarizethestructure.Howtowritethedetailsofeachparagraph?Studentswillreadpara.1,para2&3andpara4toanswersomequestions.Duringtheprocessofansweringthequestions,studentswillbeclearabouthowtowriteeachparagraph.Thatistosay,inopeningpara,theycantalkaboutwhen,who,howmanypeopleandespeciallythepurpose.Inbodyparagraphs,positivefindingsandnegativefindingsshouldbepresented.Inclosingparagraph,studentsnotonlywriteasummarybutalsomakesuggestions.Asweallknow,properuseofquantityexpressionscanmakethereportmoreaccurateandpersuasive,sotwoactivitiesaredesignedtohelpstudents.Studentswillworkingroupsoffourtounderlineallthequantitiesexpressionsinthereport.Andthesentencebuilderhasbeendesignedtohelpthem.Whiledoingthegroupwork，studentswillhavearoughunderstandingofquantityexpressions.ThenIwillhelpstudentsclassifythequantityexpressionsintothreekindssothatstudentscanhaveadeepunderstandingofquantityexpressions.Besidesquantityexpressions,graphscanalsobeusedtomakethereportmorevisualandconvincing.Sostudentsareinvitedtodescribethisgraph:Whatinformationdoesthequestion“doyouusesharedbikes”show?andPleaseusequantityexpressionstodescribethedatainthegraph.Bydescribingthisgraph,studentscanapplywhattheyhavelearnedtopractice.Nowit'stimeforstudentstodrawamindmaptosummarizethekeypointsofwritingasurveyreports.Herearetwomindmapsfromstudents.Inthisway,studentsconsolidatewhattheyhavelearnedandgetreadyforthenextactivity.Thatis,writeasurveyreportbasedonthetwographs.Thetitleandthebeginninghavebeengiven.Duringtheprocessofwriting,studentsapplywhattheyhavelearnedtopracticeandtheirwritingabilityistrained.Afterstudentsfinishtheirwriting,it'snecessaryforthemtoevaluateeachother'swriting.Therefore,studentswillworkinpairstoedittheirwritingaccordingtothechecklisthere.Forthosepoints,ifyes,write√;ifno,write×.Andthentrytoimprovethecrosspoints.Whileeditingtheirwriting,studentsnotonlyimprovetheirwritingbutalsodeveloptheirsenseofcooperating.Nowit'stimeforstudentstosharetheirwritingwiththewholeclass.Let’senjoypartofstudents’presentation.Inthisway,studentsdeveloptheirsenseofsharingandgetreadyforhomework.Thatis:polishyoursurveyreportonsharedbikes.Attheendoftheclass,Iwanttocallonstudentstoenjoywritingandenjoyprotectingtheenvironment.Inthisway,students’awarenessofprotectingtheenviron