(完整)英语人教版八年级下册Unit7写作教学设计

英语写作教学设计

——王婷

一、教学内容

本课学习Go for it！八年级（下）Unit7 What's the highest mountain in the world? 的Section B 3a---3b部分，把保护野生动物与写作训练结合起来，帮助学生掌握英语写作的方法和技巧，呼吁更多的人们加入到保护动物的行列中来。

二、背景知识

书面表达是写的一种途径，是英语交际的重要组成部分,目的是检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。在经过了不断的学习和积累后，学生在写作方法及表达方面已经有了一点的进步，写作训练势在必行。

三、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、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，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，保持学生积极的学习态度。

四、教学重点和难点

1.从知识层面上看，写作的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，写作的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。

五、教学过程

Step1 Warming up

1. Do you like animals?

What kind of animals do you like? （目的是活跃气氛，为引出今天的话题做准备。）

2.Lead-in

Animal Protecting Day is coming, some students in our school volunteered to protect the animals. Let's see what they did.(Watch a Micro class of two students), 同时补充poster的含义，通过学生们自己制作的海报和微课，极大提高学生参与课程的热情，充分调动学生们的积极性。

Step 2．Revision.

1.Learn some basic information about pandas.

Pandas are only found in China, they are a symbol of our country. But they are in danger. Let the students discuss the two questions. (1)Why do they have to be protected?

(2) How can we protect pandas?(给学生足够时间讨论为什么保护熊猫和怎样保护熊猫，学生们的思维得到启发，探讨出了很多行之有效的方法)

Step 3. Pre-writing

1. In my opinion, as students, it is a better way to send articles to newspapers, but how to write articles? Here is a structure for the students. Then give students my passage about pandas.（组织素材，划分文章写作结构，分析范文）

2. From the passage, what can students learn about writing? Let the students discuss and share their ideas.

3. Teach students 8writing skills. These skills can help to improve students' writing ability.（用灵活的方式向学生教授写作技巧，深入浅出，利于学生学以致用）

Step 4. . While-writing

1.Give some pictures about whales.

2.Let students discuss the exercise 3a on the book.

Remind students to pay attention to the expressions of the whales. that students might use in the writing.(将课本知识与具体动物相结合，补充写作所需短语及表达方式，给学生们提供足够的写作素材提供）

3. Watch a video about killing the whales, ask students to talk about their feelings. Then write a passage to call on people to protect them.

4. Make sentences about whales according to the pictures.(让学生看图造句，从对于鲸的短语信息过渡到句子表达出来，锻炼学生的语言组织能力。)

5.Give students some more information to help them write better, then ask students to write the passage according to the structure in 3b. (Ask 2 students to write on the blackboard)

At the end of the passage, ask them to make the proposal.

Step 5. Post-writing ：

Teach students some ways to correct the mistakes, then modify one of the passages on the blackboard together in front of the class.(以学生写的一篇范文为例，强调修改文章需注意的几个方面，教会学生如何修改文章。)

Step 6. Share the writing.

Ask students to exchange their writings in their groups, try to modify it with each other.

Step 7. After writing.

1.Ask students to read the sentences on the colorful cards about protecting animals, in order to call on more and more people to take action.

2.Make a summary about what we learned today.

Step 7. Homework

Make posters and put them up on the wall.