互动式写作教案设计_写作教学设计教案

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初中英语互动式写作教学教案设计

李春霞

以 “ My hometown ” 为题，介绍我的家乡。

教学目标 ： 通过听、说结合，提高学生英语实践能力和创作能力，加强师生，生生间的情感交流；激发学生对家乡的热爱之情。教学过程:

写前准备：引导学生谈论自己的家乡。Activity 1: 教师设疑： A.Where were you born ?

B.What’s the climate like in your hometown ? C.Are there any snacks in your hometown? D.Are there any interesting places in your hometown? E.What’s the most special building in your hometown? What does it like? F.Do you love your hometown ? Why? G.How are the people there? 本教学环节旨在让多种素材浮现在学生的脑海中，为下面的活动做铺垫。Activity 2:信息交流。各小组成员根据问题（也可另外创设问题）相互交流并记下相关信息，在交流时要做笔记，开阔自己的思维，形成自己的立场。(在交流的过程中，教师要关注学生的思想，并随时进行辅导。)如：

A: My hometown is in the north of Shangdong Province.B: There are many places of interesting there.C: She is famous for the kites.So she is also called “the kite city”.All kinds of kites are as beautiful as flowers.When the kites are flying in the sky , the sky is just like a big garden.D: People in Weifang are kind.They love lives.They are ready to help others.E: We have a KITE FESTIVAL every year.Many foreiners come here to take part in the activity.F: I love the snacks of Weifang very much.Old Weifangs love a kind of noodle named Hele.The word “Hele” means happy and amicable in Chinese.此环节属于此次作文的核心内容，是学生贴近显示生活的体验，是发自学生内心的真情流露，情景真切。此环节能够锻炼学生积极思考问题的能力和交流能力。这种直接的感性输入为下一步的写作在语言上准备了材料，做到了由说到写的自然过渡，由感性向理性的延伸。

Activity 3:规范模仿。教师给出同类题材的，长度适当的范文，让学生进行讨论分析其篇章结构和使用的短语和句式。如：

My hometown In the east of China, there is a small city---Haimen.I was born there.Today, I am telling you about my hometown.Haimen is not far from Shanghai.It’s at the mouth of the Changjiang River.Haimen is a modern city.There are lots of high buildings in it.Most of us live in flats.We like to live in flats because we can be close to our friends.In the center of Haimen, there are many shops.You can buy some nice things here.Things in most shops aren’t expensive.You can pay a little money and they are yours.My hometown is a beautiful city.On each of the roads, there are some big trees and nice flowers.The roads are also very clean.They make people happy and comfortable.The seasons here are very nice.I like autumn best.It’s neither hot nor cold.A poem says “Flyer of summer come to my window to sing, then fly away.And yellow leaves of autumn, which have no songs, just fall there with a sign.” It’s very cool.I love Haimen.It’s a nice place to live.Welcome to my hometown.这一个环节中，学生可以借鉴文章的写作技巧、结构方式，乃至对个别句子的仿写。掌握范文的语法和结构，进而结合自己的知识积累，消除对英语作文的畏难情绪让学生初步尝到成功的喜悦，从而激发起更加浓厚的写作热情。美国诗人Gary Snyder在其“Axe Handles”这首诗中归结出一条学习的基本方法：我们要从别人的范文中学习写作，反过来，我们的作品也会成为他人学习写作的范文。事实上，对那些写作经验贫乏、缺少基本写作知识积累的学生来说，模仿是一种非常有用的写作方法．它可以帮助学生少走弯路，轻松入门。模仿是为了创新，模仿孕育着创新，是创新的过渡。提倡模仿，并不是主张生搬硬套，一成不变，而是吸取范文的长处。也就是说，学生要在模仿中摸到英语写作的路子，要有自己的思想，创作出有新意的文章。独立写作阶段：整合成篇

A: First ,ask the students to write down some sentences about their hometown.Ask them to write down an outline ,topic sentences of the paragraphs,and some key words and phrases.They can also combine the answers to the above questions and then revise them with the advice from others.B: Next ,get the students to put their sentences in order.And share their writing with their parters.C: Then ,students write the tour guide,using linking words and relative pronouns.(While the students do this work ,the teacher may walk around the students to give some help when it is neceary)通过以上的师生互动，学生积累了写作素材，理顺了思路，而且从积累素材、组织素材，范文模仿，到列出提纲，遣词造句，谋篇成文，整个过程是连贯的，是一体的。在这个环节中，学生通过互动解题活动，促进了交流，有利于培养学生的合作能力。教师同时参与到讨论之中，适当的加以指导，启发，以利于达到写作教学的目标。写后阶段：互动批阅

A.Exchange their writing with other members in the groups(two or four students in a group),and ask the students to give some comments on the one he or she has read.B.The teacher should get the students to pay attention to the following points to make neceary corrections while reading their partners’ writing.(1)Basic skills(spelling,capitalization ,punctuation)(2)Key points(3)Grammar(tense,sentence structures)(4)Suitable words and expreions(5)Logical problems(conjunctions ,orders)C.Get each froup to recommend one or two paages and share it with the rest of the cla.And the teacher chooses one or two of them to mark them in cla with the help of them to mark them in cla with the help of overhead projector and gives some comments.D.Ask the stuents to make neceary changes in their writing and copy them in their exercise book for further correction.本环节通过组内交流，小组互评，学生对自己写作文所出现的问题及注意事项都有了大体了解。教师可利用投影仪对不同层次的有代表性的作文当堂点评，对于学生作文中比较容易出现的有代表性的问题，如时态错误，个别句式的用法错误等，教师要及时指出并加以纠正；如果学生出现的比较好的创意和优美的句子，教师应加以表扬，从而培养学生的写作热情，提高学生的评价和欣赏文章的水平。

评价：

该教学模式能有效改善“成果法”教学的弊端，充分调动了学生写作的积极性。在写作过程中，各小组成员根据问题相互交流并记下相关信息，能开阔自己的思维，形成自己的立场。在交流的过程中，教师关注学生的思想，并随时进行辅导，改善了以往学生在写作的过程中得不到帮助的情况。