第1篇：2005年青岛市英语写作教学案例
写作教学案例
（一）教学内容
以人民教育出版社教材中“Travel journal”话题为背景，根据写作要求提示，组织材料
写一篇自己亲身游记。
（二）教学目标
1. 写作技能目标：
在学习模块“Travel journal”之后，学生通过理解与把握“Journal down the Mekong”这篇游记，掌握用英文写游记体裁文章的基本技能。
2. 学习策略目标：
（1） 指导学生学会欣赏游记，并能模仿写出自己的旅游经历与体会。
（2） 培养学生选择使用工具书的技能，促进写作水平的提高。
3. 情感目标：
提高学生的业余生活质量，欣赏美丽河山，热爱和保护自然，同时加强情感交流。
（三）教学重点与难点
1. 如何做好阅读与写作的衔接。
2. 对学生模仿游记的评论与评价。
（五）教学过程
Pre-writing
Activity 1. Show the students some sentences from the reading in this module to remind them
of the travel experience of Wang Wei and Wang Kun.
1. I had dreamed about taking a great bike trip.
2. She loves to go for long bike rides in the countryside.
3. She gave a determined look---the kind that said she wouldn't change her mind.
4. When are we leaving and when are we coming back?
5. At first the river is small, clear and cold. Then it begins to move quickly. It becomes a rapids as it passes though deep valleys….At last, the river's delta enters the South China Sea.
6. To climb the mountain road was hard work but going down the hills was great fun.
7. We are reaching Dali in Yunnan Province where our cousins Dao Wei and Yu Hang will join us. We can hardly wait to see them.
At the same time, the teacher asks the students to pay attention to the underlined words, from which they could learn ways to describe their trips and share their afterthoughts with us.
(简评：本教学环节可以起到承上启下的作用，学生脑海中可以复现本模块游记的场景；通过回忆下划线的词语或句型，即可复习巩固，又为新的写作训练架起“引桥”。)
Activity 2. Travel around our country
T: Do Wang Wei and Wang Kun enjoy their bike trip? (S: Yes.)
And have you made a trip somewhere in our country/our city/our area? Or “Have you ever had such experiences as Wang Wei and Wang Kun?” (For students living in big cities, most of them will say “Yes”, for others the teacher may choose the one the students are familiar with.)
For me, traveling around is exciting and there are a lot of places of interest to see in our motherland. Look at the pictures and guess where it is.
(Show some slides or pictures.)
Hainan Island; Hongkong; Tian'anmen Square; The Great Wall; Mountain Tai; Qingdao; Huanghe, Temple of Heaven etc. (Or local places of interest.)
（简评：对于大多数学生而言，英语写作不轻松，也比较乏味。通过师生互动的课堂活动和欣赏图片，既能较好地激发学生的兴趣，引领学生欣赏名胜古迹，又在一定程度上使学生为之振奋，从而激发写作欲望。）
While-writing:
Activity 3. Talk about the writing topic. ( handout )
假设你是李华，今年五一节，你们班组织了集体登泰山活动，请你根据当时的场景写一篇游记。记述你们班为什么选择登泰山？在登山前做了哪些准备工作？如何到达山顶？途中观察到什么？有什么感受？
1. Do you want to go traveling around these places? (Yes.) So do I. If we had enough time and enough money, we would go there some day. By the way, I was told that your class went to Mountain Tai during the Labour Day. Am I right? Would some of you share the ideas with me?
2. Brainstorming:
Get the students to ask and answer the question:
Why did you choose to go to Mountain?
The students may give some answers as follows:
A. Mountain Tai is quite beautiful/famous/close to nature.
B. We want to have an interesting trip there.
C. During the climb, we students can help each other, which will strengthen the friendship between us.
D. We had dreamed about climbing Mountain Tai together for long.
E. It's in our province, and we feel proud of it.
F. We want to make a study of the wildlife there.
G. We should try to overcome any difficulty, no matter how hard it is.
H. Mountain climbing is really exciting.
……
(For the above questions, the teacher asks the students to give as much information as possible, and do the same with the following ones. )
1. What did you do before your trip?
2. How did you get to the top of the mountain?
…
(简评：本阶段属于本节课的核心内容。由景而入，激发了学生的兴趣；通过“大脑风暴”活动，既活跃了课堂气氛，拓展了学生的思维，又能够锻炼学生口头表述事实和交流信息的能力，这些可理解的输入为下一步的写作做好了语言上的准备。同时，本环节也体现了读写一体的原则，即每个句子的正确性为整篇文章的写作打下了良好的基础。)
Activity 4. Put the ideas into sentences and then into passages
1. First, ask the students to write down some sentences about their climbing. Ask them to make out 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.
2. Next, get the students to put their sentences in order. And share their writing with their partners.
(Before getting the students to start, remind them of the differences between a diary and a journal.)
3. Then, students write the travel journey, using linking words and relative pronouns.
While carrying out this work, the teacher may walk around the students to give some help when necessary.
(简评：由问题的互动，学生积累了写作素材;同时，学生写作技能的培养在这里也得到了集中体现。从整理思路，组织素材，到列出提纲，遣词造句，写出文章，整个过程是连贯的，是一体的。在这个环节中，教师使用了“任务型”教学法，通过学生的班级活动，小组活动，促进了学生之间的交流、合作能力。在小组交流过程中，老师应尽量参与到讨论当中，并能适时地加以指导，也就是说教师的身份应该是活动的组织者，学生的指导者和启发者；学生才是课堂的主体，一切活动也围绕学生来展开。)
Post-writing:
Activity5：Get the students to evaluate their compositions in groups.
1. 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.
2. The teacher should get the students to pay attention to the following points to make necessary corrections while reading their partners' writing.
(1). Basic skills (spelling, capitalization, punctuation)
(2). Key points
(3). Suitable words and expressions
(4).Grammar (tense, voice, sentence structures)
(5). Logical problems (conjunctions, orders)
3. Get each group to recommend one or two passages and share it with the rest of the class. And the teacher chooses one or two of them to mark them in class with the help of overhead projector and gives some comments.)
4. Ask the students to make necessary changes in their writing and copy them in their exercise book for further correction.
（点评：同伴评价实际上是合作学习的一种形式，其重要理论基础就是考卡夫（Kafka, K）最早提出的“群体动力理论”（group dynamics）。通过组内讨论交流，小组评选，学生对自己所写作文的要求与要点以及注意事项都有了大体的印象。老师再利用实物投影仪选择不同层次代表性的文章当堂点评。对于学生作文中比较容易出现的问题，应讨论出合理化建议并加以纠正，比如时态错误。如果他们能在写作中出现比较深层次的认识，教师应该及时加以表扬，从而培养了学生的写作热情，提高评价和欣赏文章的水平。）
Homework:
找出自己一次外出游玩的系列照片，制成小册子，配以英语说明，说明中需增加自己的点评，然后向全班展示。
第2篇：英语写作教学案例
英语写作教学案例
写作任务: 用书信的形式写一篇讨论网络利弊的文章。要求:
1.合理发挥想像,使文章内容完整。2.上下文连贯通顺、无语法错误。3.词数:100左右。
一、写前阶段
俗话说，“万事开头难”，写作也是这样的。写前阶段作为写作的初始阶段，对后面的整个过程起着至关重要的作用。在这个阶段学生应当考虑三个方面的问题：写作的主题、写作的目的以及文章的读者。写前阶段的准备工作可以给学生提供充分的思考，让学生做到胸有成竹，动笔写的时候就会文思泉涌。
本次写作任务要求对比网络利弊,属议论文体裁。通过审题可得知,本次写作任务属于半开放式命题作文,先要强调使用一般现在时,对于网络利弊有哪些重点内容，仍需同学们合理发挥想像,使文章内容完整充实。
这环节可以通过以下步骤来完成：（1）引导性问题的提出。考虑到可能有些学生的思维不够开阔，提出了一些引导性的问题。（2）通过Brainstorming提出问题，起到了抛砖引玉的作用，学生们开始变得活跃起来。（3）有了 Brainstorming 的这些素材，可以初步打消学生的畏难情绪，接下来要做的就是把这些素材进行选择和整理。（4）小组讨论，确定自己的观点。这不仅可以使尽可能多的学生投入到课堂中来，鼓励他们发表自己的观点，还对他们的口头表达能起到一定的训练作用，同时小组自己的合作意识也会得到极大的开发语言是决定议论文是否精彩的一个重要因素。为了使你的文章生动形象,应尽量使用多种句式,如主动句、被动句和从句。另外,表上下文衔接的词汇和短语也是必不可少的,如first, second, next, last;以及Besides, However,这类词语的使用能使你的文章更加连贯紧凑。
二、写作阶段
要想写好一篇半开放式议论文,首先要明确文章主题。本次写作任务围绕着网络利弊一事展开讨论。首先列出表格：网络给人们带来的好处：1、2、3；网络给人们带来的坏处：1、2、3。老师把全班分成八个小组，让同学们通过讨论来完成表格的形式拓展自己的写作思路。接着老师请八个小组的代表发言，让学生自己确立要点。在写作前，教师指导学生尽量用 topic sentence 来表明本段的思想，选取自己熟悉的两到三点进行详细阐述。在文章结束的时候要用一两句精炼的话来总结整篇文章的主旨。然后要求每个学生花五分钟的时间把他们要写的文章的框架勾勒出来，再动笔往下写。有了上面写前阶段的准备，接下来的写作阶段将不再是让学生们头疼的问题了。
三、文章修改。
出于课堂节奏的安排，将主要精力放在写前阶段的启发学生思维上面。当学生交上初稿之后，教师对文章进行了细致的批改，然后把文章返还下去，要求大家根据教师的批改进行文章的修改。修改本身就是提高作文质量的有效环节，在修改作文的过程当中，有些学生会有新的思路，他们自身的语言知识得以巩固，写作技能也在逐步上升。鉴于学生的好胜心，我还将一些优秀作文张贴出来，以便大家能够互相学习。
下面是我的英语写作教学教案： Teaching goals:
1.Knowledge and ability goals
① Train the students’ writing ability.② Use the linking words correctly.③ Train the students’ ability to cooperate with others.2.Emotional goals
Learn more about the Internet and make better use of it.Teaching important points:
Improve the students’ writing ability.Teaching procedures: Step1 Duty report Step2 Lead-in
1.Brainstorming(1)Do you like computers?(2)What can you do on line?(3)Why do you like Internet?
(4)What do you think it is not good?(5)How should we do properly?
2.Teacher asks some students to answer the questions.3.Do a survey then write a report, using the following guidances:
„likes computers very much.He/She often„ on line.He/She likes Internet because „.But it is „.He/She thinks we should „ Step3 Pre-writing
1.Teacher shows her own opinion towards the Internet.2.Teacher shows a paage on the screen.3.Learn some linking words.Step4 While-writing
1.Thinking about the questions again.2.Write down their own compositions.Step5 After-writing
1.Ask some students to read out their compositions.2.Swap their compositions with their partners and appreciate the beautiful sentences.Step 6 Homework
1.Finish your writing.2.Write a letter to one of your friends to tell him or her how to make better use of computers.
第3篇：高三英语写作教学案例
2005年高三英语写作教学案例
（一）教学内容
以人民教育出版社教材中“Travel journal”话题为背景，根据写作要求提示，组织材料写一篇自己亲身游记。
（二）教学目标 1.写作技能目标：
在学习模块“Travel journal”之后，学生通过理解与把握“Journal down the Mekong”这篇游记，掌握用英文写游记体裁文章的基本技能。2.学习策略目标：
（1）指导学生学会欣赏游记，并能模仿写出自己的旅游经历与体会。（2）培养学生选择使用工具书的技能，促进写作水平的提高。3.情感目标：
提高学生的业余生活质量，欣赏美丽河山，热爱和保护自然，同时加强情感交流。
（三）教学重点与难点 1.2.如何做好阅读与写作的衔接。对学生模仿游记的评论与评价。
（五）教学过程 Pre-writing Ac
第4篇：八年级英语写作教学案例
八年级英语写作教学案例
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更新时间：2012-5-28
10:32:10
八年级英语写作教学案例 安源区教育局教研室 廖志群
一.教学内容
本课以Go for it！八年级（上）Unit4 How do you get to school？的Section B 3a 部分为范文，把阅读与写作结合起来，让学生以How do students around China get to school 为题写一篇短文。此次写作训练联系学生生活实际，帮助学生掌握英语写作的方法和技巧。
二．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、列出提纲、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
第5篇：写作教学案例
九年级上第四单元
写作•口语交际•综合性学习
好读书，读好书
教学目标：
1、提高对读书意义的认识，引导学生喜欢读书，力求养成勤于读书的习惯。
2、认识到读书要有选择，提高对书籍的辨别能力，养成读书的良好兴趣和读好书的习惯。
3、寻找适合自己的读书方式和读书方法。
4、写作关于读书的作文，发表关于读书的意见，能达到一定水平。重点：
从各个角度扩展思维，围绕“书”评述自己的看法，叙写有关“书”的故事，抒发对“书”的情感。难点：
1、注重修辞的运用，借此增强文章的表达效果。
2、观点鲜明，见解独特，有理有据，论证严密。教学方法措施：讨论法、讲授法、练习法。教具准备：多媒体设备 课时安排：1课时
一、导入新课：
书记是人类进步的阶梯。读书破万卷，下笔如有神。读过一本好书，像交了一个益友。同学们，你们还记得那些关于读书意义的
