九年级英语写作教学过程
新丰县遥田中学：张桂英 人教版九年级英语上册，Unit 7
一、教学课型：综合写作课
二、教材分析：
1.教学内容：人教版教材九年级 Unit7 where wound you like to visit ? 2.学生情况分析
本节课的授课对象是笔者学校实行因材施教九年级普通班学生，该层次学生的英语水平较低，考试平均成绩均在40多分（试卷总分为120分），英语口头和笔头表达能力相当薄弱。这就要求在任务型教学中，教师应恰当地提供更多的帮助。
三、教学目标：
写作技能目标：
在学习完Unit 7 Where would you like to visit ?之后，通过学习旅游和度假的文章，掌握用英语写游记的基本技能。
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及体会
2、培养学生使用工具书的技能，促进写作水平的提高。 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。
四、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 Wang Wei and Wang Kun 1,I had dreamed about taking a great bike trip 2,she loves to go for long bike trip
3 she gave a determined look - -the kind that she wound not change her mind
4.when she was leaving when are we coming back ?
5.at first the river is small ,clean and cold ,then it begins to moved quickly .It becomes a rapids as it paes though deep valleys „At last ,the rivers 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 will join us .We can hardly wait to see them At the same time ,the teacher asks the students to pay attention to the words ,from which they could learn ways to describe their trips and share their afterthoughts with us .
( 本教学环节具有承上启下的作用，学生脑海中可以呈现本模块游记的场景，通过回忆词语和句型，即可复习巩固，又为新的写作架起“引桥”。) Activity 2 .Travel around our country
T : Do Wang Wei and Wang Kun enjoy their bike trips? (Ss :Ye! )
And have you take a trip in our country |our city\\our areas? Or have you ever had such experiences as them ? ( most students will say Yes! ) 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 gue where it is (show some slides and pictures)
Hainan island Hongkong The Great Wall Mounttain tai
（对大多数学生而言，英语写作并不轻松也比较乏味。通过师生互动的课堂活动和欣赏图片，既能较好的激发学生的兴趣，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.(hand out )
假如你是小明，今年国庆节，你们班组织了集体登山活动，请你根据当时的情景写一篇游记，记述你们班为什么选择登丹霞山？在登山前做了哪些准备？如何到达目的地？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 go to Danxia Mountain in Internation Day would some of you share the ideas with me
2 Brainstorming:
Get the students ask and answer the questions: Why did you choose to go to DanXia ?
The students may give the answers as follows:
A DanXia Mountain is a beautiful place\\famous \\ close to nature B We want to have an interesting trip there .
C Durling the climbing ,we can help each other, which will strengthen the friendship
D We had dreamed about going there for long E It is 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 poible and do the same as the following ones .)
1 What did you do before your trip?
2 How did you get to the top of the mountain „„ ( 本阶段属于本节课的核心内容，由景而入激发学生的兴趣，通过“大脑风暴”活动，既可活跃课堂气氛，拓展学生的思维，又可以锻炼学生开头表述和交流信息的能力，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，既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 paages
1 First,ask the students to write down some sentences about their climbing ,ask them to make out an outline ,topic sentences of the paragraphys, 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 the diary and a journal )
3 Then ,students write the travel journey ,using linking words and relative pronouns.
While carrying this work ,the teacher may walk around the students to give some help when neceary.
( 由问题的互动，学生积累了写作素材，同时，学生写作技能在这里得到集中体现。从整理思路，组织素材，到列出提纲，遣词造句，写出文章，整个过程都是连贯的。是一体的。在这个环节中运用任务型教学法，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，老师参与到讨论中，并能适时加以指导。也就是说教师的身份是活动的组织者，学生的指导者和启发者。学生才是活动的主体，一切活动围绕学生展开。)
Post-writing
Activity 5 Get the students to evaluate their compositions in groups.
1.Exchange their writing with other members in the groups (two or four in a group
(1) Basic skills ( spelling capitalization punctuation ) (2) Key points
(3) Suitable words
(4) Grammars(tense,voice , sentences structures) (5) Logical problems ( conjunctions,orders)
2.Get each groups to recommend one or two paages and share it with the rest of cla .and the teacher chooses one or two of them to mark them with the help overhead projector and gives some comments.)
3.Ask the students to make neceary changes in their writing and copy them in their exercise book for hurther correction .( 同伴评价实际是合作学习的一种形式，其重要理论基础就是考卡夫最早提出的“群体动力理论”。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的代表性文章进行点评。对于学生作文中比较容易出现的问题，讨论出合理化建议并加以纠进，比如时态错误，他们在写作中出现比较深层次的认识，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经历系列照片，制成小册子，配一英语说明，说明中需增加自己的点评，然后向全班展示。
课后总结：
大部分学生能掌握此次写作。
