鲁教版初中英语七年级上册
Unit
3
How
was
your
school
trip （3a—4）写作课
教学设计
一、【教学目标】
1.
语言知识目标
学生能够顺利的完成阅读材料，能够掌握vi
( http: / / www.21cnjy.com )sit,
go
to
,see,
take
photos
,buy
gifts
……这些涉及到旅行的动词及动词短语，能够熟练掌握一般过去时这一时态。
2.
语言技能目标
能够比较流利的口述自己的旅行经历，能够书写出一篇完整的作文。
3.
情感态度目标
在自评、互评和师评中，展现个性，增强自信，提高学习英语的积极性，学生能在活动中进一步强化相互了解、进行协作以及文明出行爱护公物的情感。
4.
学习策略目标
a.
通过看图片，捕捉文章信息，学会通过图片获取信息。
b.
通过比较、总结写文章的要领及规律，激活思维，掌握正确的学习写作的思维过程与方法。
c.
通过展示课本3a,
共同完善，从而增强自我提高的能力。
5.
文化意识目标
能描述具有本地特色的景点并能描述一到两个国内外比较有名的景点。
二、【教学重难点】
1.
教学重点：让学生学会用“思维导图”的写作策略，重点动词的先后贯穿，完成本课的写作任务。
2.
教学难点：让学生掌握不同的旅行带给人们的不同感受以主线去贯穿上下文，以不同的视点扩展文章的内容，使之更完善。
三、【目标达成评价】
1.
将全班同学分成小组，表扬表现优秀的同学和小组。
2.
同桌之间互评、小组成员之间互评。（比较优秀的语句，语段）
四、【教学策略】
直观展示
亲身示范
小组讨论
以优带差
自主创作，交流分享
五、【教学资源】
课本，
学案，多媒体
六、【教学过程】
Step1
Warming
up.
1.
Greeting
2.
The
teacher
shows
some
photos
on
National
Day
.
( http: / / www.21cnjy.com )
( http: / / www.21cnjy.com )
( http: / / www.21cnjy.com )
( http: / / www.21cnjy.com )
T:
The
National
Day
was
just
over.
Were
you
happy
during
your
holiday
You
must
go
somewhere
interesting
or
boring.
I
had
a
wonderful
tri
( http: / / www.21cnjy.com )p.
There
are
some
photos
of
my
trip.
I
visited
the
Silver
Beach
on
National
Day.
I
saw
many
people
,
the
sea
was
beautiful
and
I
bought
many
gifts,
I
took
photos
with
my
family.
I
think
it
was
great.
How
was
your
trip
Th
( http: / / www.21cnjy.com )is
class,
let’s
share
our
trip
with
our
classmates!
My
school
trip(板书)
（教师通过展示国庆假期的银
( http: / / www.21cnjy.com )滩旅行，运用即将在本课中重点出现的动词短语，与学生进行交流分享假日经历和感受，既对上节阅读课中出现的旅行记录进行复习，又对即将开始的习作课做好铺垫。）
Step
2
Pre-writing.
1.
Let’s
enjoy!
T:
First,
let’s
enj
( http: / / www.21cnjy.com )oy
others’
school
trip.
These
pictures
are
about
Bob’s
school
trip.
Look
at
them
and
guess
the
questions.
OK
How
did
he
go
there
(He
took
a
bus
to
go
there.)
Where
did
Bob
go
(Bob
went
to
a
zoo.)
What
did
he
see
(He
saw
many
animals.)
What
did
he
do
there
(He
took
some
photos
and
bought
some
gifts.)
（让学生根据图片去猜问题的答案，既能锻炼学生根据图片获取信息的能力，又能激发学生完成3a文章的热情）
2.
Let’s
complete
Bob’s
diary!
T:
Bob
wrote
a
di
( http: / / www.21cnjy.com )ary
about
his
trip.
But
he
missed
some
words.
Can
you
help
him
complete
it
Yesterday
my
scho
( http: / / www.21cnjy.com )ol
visited
the
zoo.
It
was
really
________.
We
went
there
by
bus
at
the
zoo.
I
saw
a
lot
of
________
and
I
took
photos.
My
classmates
and
I
also
went
to
the
________
and
bought
some
________.
It
was
a
great
day.
(通过开始的图片猜测环节，这一环节很快顺利完
( http: / / www.21cnjy.com )成，再读一遍感受语言语境，通过讨论让学生发表各自的意见，因为总有不喜欢这类旅行的同学，所以就为下一环节同样不喜欢此类旅行的Linda做铺垫。)
T:
Did
Bob
li
( http: / / www.21cnjy.com )ke
his
trip
Different
people
feel
the
same
things
differently.
This
is
Linda.
She
went
to
the
zoo,
too.
But
how
did
she
feel
about
the
trip
Let’s
complete
Linda’s
diary!
My
school
w
( http: / / www.21cnjy.com )ent
to
the
zoo
yesterday.
The
trip
was
________.
At
the
zoo
I
________
but
I
didn’t
like
them.
I
also
went
to
________
with
my
classmates,
but
I
didn’t
buy
anything
because
________.It
was
a
boring
day.
(本环节通过对比两个不同的旅行记录，启发点拨--小组讨论--共同总结写trip的要点和规律，引出下面的下一学习环节。）
Step
3
While-writing.
1.
Let’s
talk!
T:
Bob
and
Linda
ha
( http: / / www.21cnjy.com )d
the
same
trip.
But
they
had
different
feelings.
Let’s
talk
about
their
feelings
in
group.
Two
feelings:
So,
when
we
write
o
( http: / / www.21cnjy.com )ur
own
diary,
we
have
two
feelings
too.
Recall
your
trip.
How
did
you
feel
your
trip
(相同的旅途可以有不同的感受great/boring，不同的日记有各自鲜明的主题like/dislike，感受与主题统一，首尾呼应。)
T:
What
did
they
do
on
their
school
trip
Some
activities:
T:
What
did
you
do
on
your
school
trip
The
answer
maybe:
climbed
the
mountains
played
computer
games
visited
a
museum
rode
a
horse
went
to
the
park/zoo
went
fishing
fed
chickens
took
some
photos
milked
a
cow
went
for
a
walk
watched
TV
went
to
the
mall
(Bob
and
Linda的
t
( http: / / www.21cnjy.com )rip其实都用到的动词有
visited/went
to……,
saw……,
took
photos
or
not,
bought
some
gifts
or
not.但其实同学们的school
trip
可以做的事情有很多，小组讨论拓展自己丰富多彩的school
trip。)
T:
So,
when
we
write
( http: / / www.21cnjy.com )
our
trip
diary,
we
can
use
a
mind
map.
Could
you
complete
it
You
can
talk
about
it
with
your
partner.
2.
Let’s
speak!
T:
Let’s
answer
some
questions
according
to
this
map.
①Which
day
do
you
want
to
write
down
(on
October
1st,
on
the
second
day)
②How
was
the
weather
on
that
day
(cloudy,
windy,
sunny,
rainy,
hot,
cool,
clean,
cold)
③Where
did
you
go
(go
to
the
seaside,
go
to
the
countryside,
go
to
the
museum)
④Who
did
you
go
with
(friends,
parents,
cousins)
⑤How
did
you
go
there
(ride
a
bike,
by
bus,
by
car,
by
train,
by
plane)
⑥What
did
you
see
(sea,
mountain,
farm,
horse)
⑦What
did
you
do
there
(go
fishing,
climb
the
mountains,
take
photos)
⑧Were
the
people
there
friendly
(Yes,
No)
⑨How
did
you
feel
(happy,
boring,
te
( http: / / www.21cnjy.com )rrible,
beautiful,
worried,
fun,
lovely,
cool,
expensive,
cheap,
delicious,
fast,
lucky,
large,
exciting,
great
)
⑩When
did
you
go
back
home
(on
October
3rd,
on
the
fifth
day)
（设计意图：引导学生初步感知写作任务内
( http: / / www.21cnjy.com )容，梳理要点，明确要点、人称、时态，通过说写结合，读写结合或问答结合等方式，聚焦词汇拓展、句法辅助、段落组织等具体目标进行强化意识训练，进行先口头作文，后写作落实。）
3.
Let’s
write!
T:
Let’s
write
( http: / / www.21cnjy.com )the
answers
down
and
it
will
become
a
composition.
We
should
pay
attention
to
the
simple
past
tense,
the
date,
the
handwriting,
the
feeling,
the
punctuation
and
so
on.
（设计意图：通过归纳总结以上问题的答语
( http: / / www.21cnjy.com )以及独立思考等过程完成写作任务。学生形成知识正迁移，灵活运用所学知识来解决实际写作任务的关键环节。老师可以在学生需要时,如选词和句型没把握，写作思路上出现了中断等等，可以和他们进行探讨，做一个助学者，鼓励学生在写作实践中迸发出创造性的火花，让写作过程更流畅。）
Step
4
After-writing.
1.
Let’s
perfect!
T:
This
is
Bob’s
diar
( http: / / www.21cnjy.com )y.
We
can
make
it
more
perfect.
Please
read
it
and
feel
it.
Yesterday
my
s
( http: / / www.21cnjy.com )chool
visited
the
zoo.
It
was
really
interesting.
The
weather
was
very
sunny,
We
went
there
by
bus
happily
.At
the
zoo.
I
saw
a
lot
of
animals
and
I
took
some
photos
.The
animals
were
very
interesting
and
friendly.
My
classmates
and
I
also
went
to
the
shop
and
bought
some
gifts,
because
they
were
very
beautiful.
All
in
all,
it
was
a
great
day.
T:
Exchange
your
di
( http: / / www.21cnjy.com )ary
in
group,
and
help
others
check
the
mistakes.
There
is
a
vine
beside
the
diary.
Choose
the
dairies
you
like
and
give
them
leaves.
（通过对课本3a的再次加工，加入天气
( http: / / www.21cnjy.com )因素，扩展感情因素等，让学生明白即使是课本上的文章，还可以将它扩展的更广些、更深些。指导学生除了关注习作中的内容、结构、语言和逻辑四个方面，还要注意语言细节要素，如语法、词汇、标点和字迹。学生通过分析、讨论、协商发现问题、分析问题并解决问题。作文小组交流，可以让更多的人来评价，分享的过程也是学习的过程，觉得不错的文章在学案的曲线上划上小叶子，也可以在小叶子上签上自己的名字。既可以知道自己的文章被谁欣赏，也可以发现谁的藤枝长得最高，谁就是最棒的。将长得最高的藤枝的作文展示一下，让同学们说出优点的同时，还可以找出自己的差距，设计这一点，目的在于表扬写作优秀的同学，同时激发其他同学们的学习热情，再次分享再次成长。再将自己已经觉得比较完善的作文，再修缮，让学生明白，没有最好，只有更好。）
2.
Let’s
share
and
enjoy!
T:
Whose
vine
is
the
( http: / / www.21cnjy.com )
highest
in
your
group
Would
you
like
to
share
with
us
Let’s
share!
（运用投影仪、板书或者朗读等方式同伴展示交
( http: / / www.21cnjy.com )流，陈述互评结果，分享合作成果。通过展示进一步发现问题，纠正学生在互评阶段生成的问题，及时给予肯定或纠正，让所有学生朝正确的评改目标努力，达到提升能力的目的。将优秀同学的作文用投影展示出来，一起学习，一想分享！）
3.
Let’s
display!
Display
the
good
article
on
the
wall!
（将这些优秀的作文张贴在墙上的目的，
( http: / / www.21cnjy.com )是为了课后让同学们的细细欣赏，让他们把自己的作文完善好后也可以张贴在墙上，等待其他同学也来画上欣赏的小叶子，目的就是为了让大家明白，只要功夫深，迟早会成功。）
4.
Let’s
sum!
T:
What
have
you
le
( http: / / www.21cnjy.com )arned
in
this
class
When
we
write
a
trip
diary,
think
over
our
feelings,
activities,
and
we
can
make
a
mind
map
first.
Pay
attention
to
the
hand
writing,
the
grammar,
the
spelling,
your
own
feelings,
the
right
punctuation…
After
class,
put
your
diary
on
the
wall
and
show
your
diary
with
more
classmates.
If
you
find
a
good
one,
give
him
a
leaf.
（总结本节课所学，回顾加深的过程不可缺）
5.
Let’s
do
homework!
Group
1
Write
a
composition
about
your
parents’
trip.
Group
2
Perfect
your
( http: / / www.21cnjy.com )
diary,
try
to
get
more
stars
and
put
them
up
on
the
learning
wall.
（作业设计主要关注两点，第一，把自
( http: / / www.21cnjy.com )己的旅行写的很好的同学还可以写写父母的旅行，感受体会一下第三人称旅行。第二
，没有受到老师张贴作文的学习较差的同学，只需回家完善好自己的旅行，尽力能够达到一个比较高的水平来张贴于墙上，不加重负担，超越自己就好。）
七、【板书设计】
like-great/
exciting/
interesting
dislike-boring/
unhappy/
terrible
visited…
went
to…
saw…
took
photos
or
not
bought
some
gifts
or
not
saw…
My
holiday
When
Where
Who
What
How
写作小提示：
1.
一篇衔接自然的好文章会令人难忘，耳目一新。文章中加入恰当的连接词，就会使之更流畅，衔接更自然，更具条理性。比如：and,
but,
all
in
all…
2.
“文似看山，不喜平。”变换句子的开头，变换句子的长度，变换句型和句子种类等。在写作中，变换句式，则可以收到较好的表达效果，使文章增色不少。
3.
文章中多写一些自己的“感情”、“感觉”。比如：happy,
terrible,
boring,
be
interested
in,
it
is
difficult
to
do
sth.
My
school
trip
Two
feelings:
Some
activities:
Mind
map:
My
school
trip(共13张PPT)
Unit
3
How
was
your
school
trip
Section
B
(3a-4)
写作课
鲁教版初中英语七年级上册
My
trip
on
National
Day
Let’s
feel!
Let’s
guess!
1.
How
did
he
go
there
2.
Where
did
Bob
go
3.
What
did
he
see
4.
What
did
he
do
there
He
took
a
bus.
He
went
to
a
zoo.
He
saw
many
animals.
He
took
some
photos
and
bought
some
gifts.
Let’s
complete!
Yesterday
my
school
visited
the
zoo.
It
was
really
__________.
We
went
there
by
bus.
At
the
zoo,
I
saw
a
lot
of
__________
and
I
took
some
photos.
My
classmates
and
I
also
went
to
the
___________
and
bought
some
__________.
It
was
a
great
day.
interesting
animals
gift
shop
gifts
June
23rd
Let’s
complete!
My
school
went
to
the
zoo
yesterday.
The
trip
was
__________.
At
the
zoo,
I
________________
but
I
didn’t
like
them.
I
also
went
to
_______________
with
my
classmates,
but
I
didn’t
buy
anything
because
___________________.
It
was
a
boring
day.
boring
saw
many
animals
the
gift
shop
they
were
so
expensive
June
23rd
Let’s
talk!
My
school
trip
Two
feelings:
great/exciting/
interesting
boring/unhappy/terrible
like
dislike
visited/went
to……
saw……
took
photos
or
not
bought
some
gifts
or
not
Some
activities:
My
holiday
When
Where
Who
What
How
Let’s
talk!
My
school
trip
1.
Which
day
do
you
want
to
write
down
2.
How
was
the
weather
on
that
day
3.
Where
did
you
go
4.
Who
did
you
go
with
Let’s
speak!
My
school
trip
5.
How
did
you
go
there
6.
What
did
you
see
7.
Were
the
people
friendly
8.
What
did
you
do
there
9.
How
did
you
feel
10.
When
did
you
go
back
home
My
school
trip
Let’s
write!
Pay
attention
to
the
tense
the
handwriting
the
feeling
the
punctuation
……
Let’s
perfect!
Yesterday
my
school
visited
the
zoo.
It
was
really
__________.
We
went
there
by
bus.
At
the
zoo,
I
saw
a
lot
of
__________
and
I
took
some
photos.
My
classmates
and
I
also
went
to
the
___________
and
bought
some
__________.
It
was
a
great
day.
interesting
animals
gift
shop
gifts
The
weather
was
very
sunny.
happily
The
animals
were
very
interesting
and
friendly.
Because
they
were
very
beautiful.
All
in
all
If
you
use
your
head,
it
can
be
better.
My
school
trip
Let’s
share
and
enjoy!
To
share
is
to
learn
and
to
be
happy.
My
school
trip
Let’s
do
homework!
Group
1
Write
a
composition
about
your
parents’
trip.
Group
2
Perfect
your
diary,
try
to
get
more
leaves
and
put
them
up
on
the
learning
wall.Unit
3
How
was
your
school
trip （3a—4）写作课
教材分析
我所执教的是山东教育出版社初二上册中U
( http: / / www.21cnjy.com )nit
3
How
was
your
school
trip 第四课时的写作课。本部分在section
A的基础上，围绕单元话题进一步丰富“学校旅行”的内容，增加目标语言的输入。在上节课阅读课上已有的两篇日记的阅读基础上，再进行另外两篇日记的阅读，为做好口头输出和笔头输出做好铺垫，逐步引导学生由过渡到非控制性的写作。这堂课不仅能够让学生有意识的运用目标语言进行输出，同时还启发了学生从所学阅读篇章中吸取供模仿写作的句型和表达，进而提高自己的语言表达能力。通过写作让学生加强文明出行的社会公德认识。通过本节写作课上作文的不断完善，也让学生明白只要用心永远只有更好没有最好的道理。Unit
3
How
was
your
school
trip （3a—4）写作课
课后反思
本节课我所执教的是山东教
( http: / / www.21cnjy.com )育出版社初二上册Unit
3
How
was
your
school
trip
3a-4
的写作课。写作在语言学习过程中属于语言输出部分，也是学生各方面知识、能力的综合体现，是英语学习中最难的一个环节。本单元的课题是school
trip，这次的写作课题目是My
school
trip。根据教学进度的安排，这一单元正好是十一国庆节长假后的学习内容。与学生的生活经历也息息相关。
针对这样的一个话题，我准备了三个大
( http: / / www.21cnjy.com )的教学环节：Pre-writing——While-writing——After-writing。设计梯度也是由易到难，写前中学习任务是两篇日记的填空，难度低，同学们完成得很好。写中任务里，讨论的环节，同学们刚开始不知道说些什么，用哪些词语表达。后经提示，发现同学们的想象力挺丰富的，让我惊喜的是，动词的过去式用得很正确，而且表达的来的句子很完整，也不重复。这意味着，在接下来写的环节对他们来说不会太难。落笔写之前，给了学生一些关于写作方面的其它要求，比如：语法、标点、连词等。这里写的时间给出的是12分钟，我观察了一下，95%的同学已经完成，在进行自我修改。写后任务中，主要设计评改作文环节。每一小组都有好、中、差三个层次的学生。我的想法是自由交换，好同学可以帮差一点的同学评改。差一点的同学可以学习好同学的好词好句。所谓“当局者迷，旁观者清”，利用初二学生活泼爱争优先的心理特征，帮同伴找出语法、拼写等方面的问题。由于课堂时间的局限性，所以，每位同学最多能看两个同伴的作文。我把后期的评改放在课后，同学们都把作文贴在learning
wall上，每个同学课后都去读，在自己喜欢的作品上画上“小叶子”，也可以直接用红笔在上面做修改。最后一个环节进行作文展示，利用课前的几分钟的时间，找优秀、良好的两篇作文进行展示。这一过程的目的是让同学们与其它同学有一个对比，相互学习，激励他们写出更优秀的句子。遗憾的是，这两个孩子的书写不太美观。但句子还是很美的，也希望学生们能取之所长，补已之短。
对于写作课，我也是初探，希望在尝试中学习，在探索中前进。Unit
3
How
was
your
school
trip （3a—4）写作课
评测练习
My
family’s
vacation
写作要求：
用本节课所学描述你和家人曾经经历的一次旅行。字数在80左右。
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