<div style="text-align: center;"><b><font color="#b06fbb">Unit2 How often do you exercise?</font></b></div><div style="text-align: center;"><b><font color="#b06fbb">writing</font></b></div><div style="text-align: center;"><b><font color="#b06fbb">八年級英語組 馬銅豪</font></b></div> 本節(jié)課選自人教版八年級上冊Unit2 的寫作課。本單元的話題是Free time activities，功能是Talk about how often you do things. 本課時(shí)是Unit2 Section B的寫作部分的教學(xué)，引導(dǎo)學(xué)生反省討論個(gè)人的好習(xí)慣和壞習(xí)慣。教師在教學(xué)過程中應(yīng)注意引導(dǎo)學(xué)生參與課堂，力爭將枯燥無味的課堂轉(zhuǎn)別成討論積極，生生參與的課堂。本節(jié)課遵循了“案例示范-內(nèi)容剖析-模仿寫作”的原則，根據(jù)范例文本，學(xué)生能夠總結(jié)出寫作大綱并按要求完成了寫作輸出。<br> 本課時(shí)由身體健康測驗(yàn)導(dǎo)入，引出“習(xí)慣”話題。學(xué)生探討個(gè)人習(xí)慣總結(jié)得出習(xí)慣類型——好習(xí)慣和壞習(xí)慣。通過創(chuàng)設(shè)主題情境，展示范例文本并引導(dǎo)學(xué)生分組深入剖析文本結(jié)構(gòu)得出寫作大綱，為后期寫作做鋪墊。同時(shí)，教師對文本細(xì)節(jié)進(jìn)行指導(dǎo)，注意提升寫作的質(zhì)量。課中學(xué)生根據(jù)要求進(jìn)行15分鐘當(dāng)堂寫作，經(jīng)過小組互評，作品展示教師幫助掃清寫作障礙和易錯(cuò)點(diǎn)。最后幫助學(xué)生深刻地認(rèn)識到無論是青少年學(xué)生還是成年人都會存在不良行為，每個(gè)人都應(yīng)該堅(jiān)持改正，合理健康的生活方式是我們一直追求的目標(biāo)。本單元已經(jīng)基本結(jié)束，學(xué)生對運(yùn)用頻率副詞和一般現(xiàn)在時(shí)相應(yīng)句子結(jié)構(gòu)談?wù)摿?xí)慣有一定的了解和掌握，并且能夠初步運(yùn)用，寫作任務(wù)基本能完成。<br><b>Step 1: Lead in</b><br>The class begins with a health quiz shown on PPT. Students assess their health by answering six questions. After the quiz, some students share their results and the teacher gives some comments and then leads in the topic today-“Habits”. <b>Step 2: Pre-writing</b><br>1. Students think and share their habits with the whole class. Meanwhile, the teacher writes key words and phrases on the blackboard. Then, the teacher helps summarize good habits and bad habits and share a famous saying with the students to evoke a response in them. 2. The teacher shows the report of Helen’s habits from Gaoxin Teenager magazine. Students help to complete the sample writing with frequency words. 3. Students discuss the structure of a person’s habit report in group of 6 and make the outline with the example. 4. The teacher fills in some details. <b>Step 3: While-writing </b><br>Students write a report about their head-teacher's habits with the writing framework. <b>Step 4: Post-writing</b><br>1. Students evaluate their writings in group of 6. (Standards are shown on PPT) 2. Students share their writings with the whole class and the teacher gives some guidence. <br><br>At the end of the class, students will have positive attitudes towards different habits and try their best to break bad habits. <b>Step 5: Homework</b><br>Level A: Interview your father’s or mother’s daily habits and make a report.<br>Level B: Try to polish your report.<div><br><b>Blackboard design:</b></div> <b>教學(xué)反思：</b><br>1.整體情境設(shè)置連貫真實(shí)，首尾呼應(yīng)。<br>2.課堂教學(xué)過程完整，講寫評一體化；對教材有思考整合。<br>3.板書設(shè)計(jì)比較清晰，可以添加句型。<br>4.課堂顯緊張，指令發(fā)布比較快，學(xué)生還來不及反應(yīng)；標(biāo)題要求字?jǐn)?shù)再精簡。<br>5.寫作時(shí)間有限，課程內(nèi)容可以再次整合，學(xué)生做完測試題后直接引出good/bad habits。<br>6.學(xué)生寫作時(shí)應(yīng)運(yùn)用完整寫作模板；兩處知識性錯(cuò)誤注意改正。