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【中图分类号】G633.41【文献标识码】B【文章编号】1001-4128(2011)02-0077-02
1 教学设计的依据
高中英语课程标准（八级）对写作能力的要求是能根据所读文章进行转述或写摘要；能根据用文字及图表提供的信息写短文或报告；能写出语意连贯且结构完整的短文，叙述事情或表达观点和态度；能在写作中做到文体规范、语句通顺。
在日常教学中，大多数英语教师课堂内很少抽出专门的时间来进行写作教学，写作成为了学生课外的作业；讲授作文时教师注重的是分析文章的结构和语言知识，很少考虑写作的内容，即学生思想观点的表达。显然仅限于语言知识、只重视写作结果的英语写作教学不可能达到英语课程标准的要求。英语写作能力的提高是一个逐步的过程，需要学生的主观努力，同样需要教师掌握一定的写作教学的技巧和方法。
“自主探究合作型”的写作课教学模式以新课程标准精神为教学理念，符合学生的认知规律和英语教学原则，既能提高学生的英语水平和写作能力又能培养学生的合作意识和创新精神。
2 学生情况分析
(1)高三学生通过5年来的英语学习，已经掌握了一定的英语知识，包括写作中要用到的基本词汇、语法和句型结构。但他们用英语进行写作的能力还很底，面对高考的压力，他们感到束手无策，因此有提高写作水平的强烈要求。
(2)传统的写作教学是句子翻译法，学生的思维被老师牵着走，对这种单调的教学模式学生缺乏兴趣。
(3)高三学生已具备较强的自主学习能力，在课堂教学活动中能积极地运用英语和同学交流，具备一定的英语听、说、读、写技能。
3 写作题材和要求
应马恩岛巴拉克明中学邀请，我们浏阳一中将组团于2009年6月回访巴拉克明中学。为了确保访问取得圆满成功，学校决定在全校公开选拔赴访学生25名。请用英语向学校对外交流部的刘老师写一封自荐信，介绍自己的优越条件，并说明自己想赴访的理由。要求语言连贯流畅。
注意：1、词数120左右，信的开头和结尾已为你写好；
2、巴拉克明中学：Ballekermeen High School
Dear Mr. Liu,
I’m glad to learn that our school will organize a cultural delegation to visit Ballekermeen High School. I’m interested in it. And I think I am a qualified student.
…
I’m looking forward to receiving your reply.
Yours sincerely,
Li Hua
取材背景说明：2008年10月29日至11月8日英联邦岛国马恩岛上的巴拉克明中学文化交流代表团一行29人与我校师生一起进行了文化交流活动。日前学校正筹备回访时宜。
4 教学目标
4.1 核心任务:学生在规定时间内写出一封120字左右的英文书信，以提高写作能力。
4.2 课堂活动:话题导入→小组讨论→独立写作→伙伴编辑→师生共同评价。
4.3 训练目标
（1）语言知识和技能：能够根据教师所设计的教学活动内容，运用已学过的知识用英语与同学进行交流和讨论，自然地表达自己的观点和想法后用英语写出一封书信并且能纠正伙伴习作中的语言知识等方面的错误。
（2）情感态度：有正确的英语学习动机，敢于用英语进行交流和表达，形成自主探究和合作学习的态度和习惯。
5 教学策略
5.1 教学方法：以学生为主体的自主探究合作学习:学生在老师的指导下，自觉地运用元认知策略、动机策略和行为策略，主动有效地进行学习，探究出适合的语言表达形式；学生在小组活动中从事学习活动，通过同伴之间的相互作用和交流，完成老师布置的任务，促成他们认知和情感目标的共同提高。
5.2 教学辅助手段：多媒体、电脑、课件:课件的使用增强教学的直观性，使教学步骤紧凑，信息输入量充足。
5.3 课前从网上下载马恩岛国旗、国花和无尾猫的图片。
6 教学过程
Step 1 Lead-in(2 minutes)
Show the pictures of the national flag, national flower of Isle of Man and a cat
without tail after greeting. Ask the students what country they stand for. Tell the
students the good news that our school will organize a cultural delegation to visit
Ballekermeen High School next June after their College Entrance Examination. Ask
them if they wished to have such an opportunity. After they say yes, tell them only 25
students can get the chance and since many students want to go, our school will have to
choose the most qualified students to go there. Ask them what qualifications they think
the students should have and why they think so. Then present the topic of a dicussion
for the students: What qualifications do you think the students should have? Why do
you think so? (with the topic of the discussion shown on the screen )
Step 2 Discussion(15 minutes)
Divide the students into groups of four and ask them to have a discussion about the
topic for about 8 minutes. Ask each group to choose a group leader and please each
group leader organize their discussion and write down their ideas and reasons.
Before their discussion, provide them the following useful expressions they can
use while discussing. (show the useful expressions on the screen)
I think the students should be / have…. If they…, they can….
In my opinion, the students should be / have… because….
After about 8 minutes, let some group leaders report their opinions and give their
reasons. At the same time the teacher writes down the proper qualifications and
reasons on the blackboard for the students’reference while writing.
Step 3 Individual writing(15minutes)
The teacher tells the students that if they want to take this opportunity to visit
Ballekermeen High School and if they think they are qualified, they must write a
letter to Mr. Liu, who is in charge of the affair, to express the wish to go there. Ask
them to introduce their good qualifications and explain why they want to go there.
Meanwhile, show the Chinese requirements of writing on the screen. Before
writing, give the students the following aspects of directions for writing the letter.
And then give them about 15 minutes to write the letter individually. (with the
Chinese requirements and directions for writing on the screen:
1. which person they should use when writing (the first person)
2. what basic tense they should use (the present indefinite tense)
3. what main points should be contained in the letter
(the introduction of their qualifications;
the reasons why they want to pay the visit)
4. what the structure of their letter should be
Paragraph 1. the beginning of the letter Paragraph 2. the introduction
Paragraph 3 the reasons Paragraph 4 the closing of the letter)
Step 4 Peer-editing(8 minutes)
Give the students some minutes to check each other’s writing and correct the
mistakes in each other’s writing as many as possible. Before peer-editing, teach
them how to edit others’ writing. (show the following tips on the screen:
1. Read others’ writing with the following questions in mind
(1)What is the main idea?
(2)What is the writing purpose? (3)What do you like most about the writing?
(4)What convincing details does the writer use?
(5)Where could the writer add details to make the writing more convincing?
(6)What areas in the writing seem unclear? How could the writer make the piece clearer?
2. Correct the mistakes from the following aspects
(1)Grammar
(2)Spellings
(3)Punctuations
(4)The uses of joining expressions between sentences)
Step 5 Lockstep-way of editing and evaluation(5 minutes)
The teacher shows some students’ writings with the corrections on the
head-projector to do editing and evaluation in the lockstep-way. Score the writing
and assess the corrections of the students.
Step 6 Homework
Ask the students to surf the Internet to search some more information about the island country, Isle of Man.
7 课后反思
本课教学设计所采用的教学方法和进行的教学活动充分体现了以教师为主导，学生为主体的教学原则。以学生亲身经历过的事情为背景选取写作题材，让学生感到亲切真实、有话要说、有话想说；课的“导入”简单自然，很容易将学生的思维集中于思考What qualifications should the students have? 这一问题；在“讨论”环节中，学生积极性很高、讨论气氛热烈，他们在一个民主、宽松的氛围中充分发表自己对问题的看法，通过讨论学生认识问题、解决问题的能力普遍得到提高，创造性英语思维能力也得到了锻炼，讨论后小组长汇报的结果和教师适当的审题指导为学生限时独立写作作了必要的铺垫；学生的“独立写作”紧张认真，绝大多数学生在15分钟内完成了写作任务；在“伙伴编辑”活动中，运用自己已学过的英语知识纠正同伴习作中的错误，同时借鉴、欣赏和学习他人习作，达到了取长补短的效果；通过“师生共同评价”这一教学环节，学生更明白了写作的标准和评价习作的尺度。
总之，本节课充分的师生、生生互动，使课堂气氛既紧张热烈又轻松愉快，学生在自然的状态下完成了写作任务，表现出了高度的合作意识和行动，自主探究合作的学习精神得到了充分的体现。通过训练不仅学生的写作能力得到了提高，其它的语言技能，特别是口头表达能力得到了很好的训练，真正体现了语言教学以交际为最终目的的教学原则，这种重过程的写作教学显然收到了良好的教学效果。
1 教学设计的依据
高中英语课程标准（八级）对写作能力的要求是能根据所读文章进行转述或写摘要；能根据用文字及图表提供的信息写短文或报告；能写出语意连贯且结构完整的短文，叙述事情或表达观点和态度；能在写作中做到文体规范、语句通顺。
在日常教学中，大多数英语教师课堂内很少抽出专门的时间来进行写作教学，写作成为了学生课外的作业；讲授作文时教师注重的是分析文章的结构和语言知识，很少考虑写作的内容，即学生思想观点的表达。显然仅限于语言知识、只重视写作结果的英语写作教学不可能达到英语课程标准的要求。英语写作能力的提高是一个逐步的过程，需要学生的主观努力，同样需要教师掌握一定的写作教学的技巧和方法。
“自主探究合作型”的写作课教学模式以新课程标准精神为教学理念，符合学生的认知规律和英语教学原则，既能提高学生的英语水平和写作能力又能培养学生的合作意识和创新精神。
2 学生情况分析
(1)高三学生通过5年来的英语学习，已经掌握了一定的英语知识，包括写作中要用到的基本词汇、语法和句型结构。但他们用英语进行写作的能力还很底，面对高考的压力，他们感到束手无策，因此有提高写作水平的强烈要求。
(2)传统的写作教学是句子翻译法，学生的思维被老师牵着走，对这种单调的教学模式学生缺乏兴趣。
(3)高三学生已具备较强的自主学习能力，在课堂教学活动中能积极地运用英语和同学交流，具备一定的英语听、说、读、写技能。
3 写作题材和要求
应马恩岛巴拉克明中学邀请，我们浏阳一中将组团于2009年6月回访巴拉克明中学。为了确保访问取得圆满成功，学校决定在全校公开选拔赴访学生25名。请用英语向学校对外交流部的刘老师写一封自荐信，介绍自己的优越条件，并说明自己想赴访的理由。要求语言连贯流畅。
注意：1、词数120左右，信的开头和结尾已为你写好；
2、巴拉克明中学：Ballekermeen High School
Dear Mr. Liu,
I’m glad to learn that our school will organize a cultural delegation to visit Ballekermeen High School. I’m interested in it. And I think I am a qualified student.
…
I’m looking forward to receiving your reply.
Yours sincerely,
Li Hua
取材背景说明：2008年10月29日至11月8日英联邦岛国马恩岛上的巴拉克明中学文化交流代表团一行29人与我校师生一起进行了文化交流活动。日前学校正筹备回访时宜。
4 教学目标
4.1 核心任务:学生在规定时间内写出一封120字左右的英文书信，以提高写作能力。
4.2 课堂活动:话题导入→小组讨论→独立写作→伙伴编辑→师生共同评价。
4.3 训练目标
（1）语言知识和技能：能够根据教师所设计的教学活动内容，运用已学过的知识用英语与同学进行交流和讨论，自然地表达自己的观点和想法后用英语写出一封书信并且能纠正伙伴习作中的语言知识等方面的错误。
（2）情感态度：有正确的英语学习动机，敢于用英语进行交流和表达，形成自主探究和合作学习的态度和习惯。
5 教学策略
5.1 教学方法：以学生为主体的自主探究合作学习:学生在老师的指导下，自觉地运用元认知策略、动机策略和行为策略，主动有效地进行学习，探究出适合的语言表达形式；学生在小组活动中从事学习活动，通过同伴之间的相互作用和交流，完成老师布置的任务，促成他们认知和情感目标的共同提高。
5.2 教学辅助手段：多媒体、电脑、课件:课件的使用增强教学的直观性，使教学步骤紧凑，信息输入量充足。
5.3 课前从网上下载马恩岛国旗、国花和无尾猫的图片。
6 教学过程
Step 1 Lead-in(2 minutes)
Show the pictures of the national flag, national flower of Isle of Man and a cat
without tail after greeting. Ask the students what country they stand for. Tell the
students the good news that our school will organize a cultural delegation to visit
Ballekermeen High School next June after their College Entrance Examination. Ask
them if they wished to have such an opportunity. After they say yes, tell them only 25
students can get the chance and since many students want to go, our school will have to
choose the most qualified students to go there. Ask them what qualifications they think
the students should have and why they think so. Then present the topic of a dicussion
for the students: What qualifications do you think the students should have? Why do
you think so? (with the topic of the discussion shown on the screen )
Step 2 Discussion(15 minutes)
Divide the students into groups of four and ask them to have a discussion about the
topic for about 8 minutes. Ask each group to choose a group leader and please each
group leader organize their discussion and write down their ideas and reasons.
Before their discussion, provide them the following useful expressions they can
use while discussing. (show the useful expressions on the screen)
I think the students should be / have…. If they…, they can….
In my opinion, the students should be / have… because….
After about 8 minutes, let some group leaders report their opinions and give their
reasons. At the same time the teacher writes down the proper qualifications and
reasons on the blackboard for the students’reference while writing.
Step 3 Individual writing(15minutes)
The teacher tells the students that if they want to take this opportunity to visit
Ballekermeen High School and if they think they are qualified, they must write a
letter to Mr. Liu, who is in charge of the affair, to express the wish to go there. Ask
them to introduce their good qualifications and explain why they want to go there.
Meanwhile, show the Chinese requirements of writing on the screen. Before
writing, give the students the following aspects of directions for writing the letter.
And then give them about 15 minutes to write the letter individually. (with the
Chinese requirements and directions for writing on the screen:
1. which person they should use when writing (the first person)
2. what basic tense they should use (the present indefinite tense)
3. what main points should be contained in the letter
(the introduction of their qualifications;
the reasons why they want to pay the visit)
4. what the structure of their letter should be
Paragraph 1. the beginning of the letter Paragraph 2. the introduction
Paragraph 3 the reasons Paragraph 4 the closing of the letter)
Step 4 Peer-editing(8 minutes)
Give the students some minutes to check each other’s writing and correct the
mistakes in each other’s writing as many as possible. Before peer-editing, teach
them how to edit others’ writing. (show the following tips on the screen:
1. Read others’ writing with the following questions in mind
(1)What is the main idea?
(2)What is the writing purpose? (3)What do you like most about the writing?
(4)What convincing details does the writer use?
(5)Where could the writer add details to make the writing more convincing?
(6)What areas in the writing seem unclear? How could the writer make the piece clearer?
2. Correct the mistakes from the following aspects
(1)Grammar
(2)Spellings
(3)Punctuations
(4)The uses of joining expressions between sentences)
Step 5 Lockstep-way of editing and evaluation(5 minutes)
The teacher shows some students’ writings with the corrections on the
head-projector to do editing and evaluation in the lockstep-way. Score the writing
and assess the corrections of the students.
Step 6 Homework
Ask the students to surf the Internet to search some more information about the island country, Isle of Man.
7 课后反思
本课教学设计所采用的教学方法和进行的教学活动充分体现了以教师为主导，学生为主体的教学原则。以学生亲身经历过的事情为背景选取写作题材，让学生感到亲切真实、有话要说、有话想说；课的“导入”简单自然，很容易将学生的思维集中于思考What qualifications should the students have? 这一问题；在“讨论”环节中，学生积极性很高、讨论气氛热烈，他们在一个民主、宽松的氛围中充分发表自己对问题的看法，通过讨论学生认识问题、解决问题的能力普遍得到提高，创造性英语思维能力也得到了锻炼，讨论后小组长汇报的结果和教师适当的审题指导为学生限时独立写作作了必要的铺垫；学生的“独立写作”紧张认真，绝大多数学生在15分钟内完成了写作任务；在“伙伴编辑”活动中，运用自己已学过的英语知识纠正同伴习作中的错误，同时借鉴、欣赏和学习他人习作，达到了取长补短的效果；通过“师生共同评价”这一教学环节，学生更明白了写作的标准和评价习作的尺度。
总之，本节课充分的师生、生生互动，使课堂气氛既紧张热烈又轻松愉快，学生在自然的状态下完成了写作任务，表现出了高度的合作意识和行动，自主探究合作的学习精神得到了充分的体现。通过训练不仅学生的写作能力得到了提高，其它的语言技能，特别是口头表达能力得到了很好的训练，真正体现了语言教学以交际为最终目的的教学原则，这种重过程的写作教学显然收到了良好的教学效果。