英语写作课课例反思-教学心得体会

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英语写作课课例反思-教学心得体会

　　当我们有一些感想时，将其记录在心得体会里，让自己铭记于心，这么做能够提升我们的书面表达能力。怎样写好心得体会呢？下面是小编精心整理的英语写作课课例反思-教学心得体会，仅供参考，希望能够帮助到大家。

英语写作课课例反思-教学心得体会

　　近年来，山西中考的命题方向以“一核，六维度，四手段”为总体指导。在英语学科方面，改革与探索以核心素养视角下的课程标准为基准。英语学科的核心素养主要包括语言能力、文化品质、思维品质和学习能力四个方面。在这个大背景下，教师需要在教学活动中立足于核心素养，明确教学目标，设计合适的教学环节，并运用相应策略来完成教学任务。

　　结合四大素养，针对本课时，具体分析如下：

　　（1）学生的语言能力：根据本课时的教学要求和目标，学生将能够收集并理解所需语言的基础信息，例如总结回顾所有的频度副词和描述人们的生活习惯词汇。他们将能够理解英汉思维方式的差异，并能够用英语思维表达自己的观点和看法。此外，他们还将能够流畅而有逻辑地组织句子，并合理安排语篇结构。

　　（2）思维素养：重视学生的写作思维培养，注重将思维素养与文化品格有机结合。学生通过学习，全面、多角度、多元化地吸收所学知识。在写作过程中，注重语篇的整体性、结构性、逻辑性以及通过结构特点反映出的思维素养。

　　（3）文化品格:学生根据课前大量的语篇学习（口语语篇或阅读语篇），把语言学习与文化学习相结合。学生运用英语思维进行学习，体现文化差异，整理归纳词汇、句子及语篇，为课上的写作做出充分准备。

　　（4）学习能力是学生在学习过程中通过不断积累词汇来扩展自己的词汇量，这对于提高阅读和写作能力非常有益；同时，整理和归纳语言结构和语言知识也可以帮助学生提升表达能力，使其在运用词汇和句子时更加准确和凝练。此外，小组合作学习有助于培养学生的团队精神，增强他们的团结合作意识。而在课堂上进行互批作文活动可以提升学生的思辨和写作能力。最后，通过课后实操训练，我们可以培养学生对语言知识的灵活运用能力，使他们具备举一反三和触类旁通的能力。

　　【活动策略】

　　一堂半课时内完成教学内容；在课前，要求学生收集有关描述人们生活习惯的短语，并进行复习和总结如何使用频度副词来描写人们的生活习惯。

　　以下是Unit 2 Writing课例

　　Unit2 How often do you exercise?

　　Section B Writing

　　Teaching aims:

　　1.Knowledge aims：

　　1)Students can understand the following phrases: go to the dentist, watch TV for over 2 hours, more than

　　2)Students can master the use of the adverbs of frequency

　　2.Ability aims：

　　1)Students can write about their good habits and bad habits by using the adverbs of frequency.

　　2)Students can learn to correct the mistakes in their compositions and grade their compositions in pairs.

　　3. Moral aims：

　　Students can know about their good habits and bad habits and try to get rid of their old habits.

　　Teaching keys and difficulties:

　　1. Students can use the adverbs of frequency correctly.

　　2. Students can write the composition correctly.

　　Teaching procedures:

　　Step1Lead-in

　　Review the adverbs of frequency.

　　(环节说明：通过复习频率副词，让学生便于正确做题，同时为写作打下坚实的基础。）

　　T：We have learnt the adverbs of frequency. What are the adverbs of frequency?

　　S1: always, usually, often, sometimes, hardly ever, never.

　　T:Good. Where should they put in the sentence?

　　S2: They should be put in front of the action verbs and behind the link verbs.

　　T:Good. And what are other adverbs of frequency?

　　S3:every day , 次数+ a day/ week/ month/ year

　　T:Good. Where should they put in the sentence?

　　S4:They should be put at the end of the sentence.

　　T:Excellent. Now open your books and turn to Page 15 and finish 3a by using the adverbs of frequency.

　　Step 2 Writing

　　Before writing

　　After the students finish 3a, they will be given time to check the answers in groups.

　　T: Let’s read the report together.

　　Ss: ……

　　T: What are the key sentences of the passage?

　　S1: Jane has a lot of good habits.

　　T: Good. What are other sentences?

　　S2: However, she has some bad habits, too.

　　T: Good. So if you write your habits. You should use the two sentences.

　　Ss: OK.

　　T: What are the conjunctions in the passage?

　　S3: and, also, however, because.

　　T: Good. If you write a composition, you have to use the main sentences and conjunctions.

　　(通过通过填写频率副词完成作文范例，同时找出范文里的过渡句为自己写作文做铺垫。）

　　T: What good habits do you have?

　　S1: I exercise every day. (Write it on the blackboard.)

　　S2: I read books every day. / I always read books.

　　S3: I go to bed early five times a week.

　　S4: I never stay up late.

　　T: Good. What bad habits do you have?

　　S1: I eat junk food every day.

　　S2: I hardly ever help with housework.

　　S3: I play the games for over 3 hours on weekends.

　　T:Good..

　　(学生通过写出自己好习惯和坏习惯的活动和频率的关键词，为自己写作文列好提纲。)

　　While-writing

　　Write a report about your good habits and bad habits and say how often you do things.

　　T: Ok, it’s time to show you. Now you have ten minutes to write down your good habits and bad habits and their frequency in 3b. You have to write at least 3 activities for each one.

　　Ss: OK.

　　T: And you have to use the main sentences and conjunctions in 3a.

　　Ss: Ok.

　　After-writing

　　After a few students finish their compositions, two students are chosen to write their compositions on the blackboard.

　　T: I see most of you have finished, now let’s look at the compositions on the blackboard. First, let’s see the two main sentences “I have some good habits.However, I have some bad habits, too. ”

　　S1: One student writes the two sentences, but the other one doesn’t write the two sentences.

　　T: Ok. Then, let’s see if three activities are written in good habits and bad habits.

　　S2: One student writes enough activities, but the other one doesn’t have enough ones.

　　T: Next, let’s see if there are mistakes in each sentence.

　　S3: every day should be put at the end of the sentence.

　　S4: always should be put in front of the action verbs.

　　S5: There should be conclusion at the end of the composition.

　　T: Excellent. What’s the point of the composition?

　　S6: 12

　　S7: 11

　　T: Ok, his handwriting isn’t tidy enough. So 12 is Ok. Now, exchange the composition in pairs and grade it.

　　Step4 Homework

　　Write down your compositions in your exercise book.

　　Teaching Reflection:

　　在3b部分，同学们聚在一起，在黑板上共同讨论好习惯和坏习惯，这个环节花费了较长的时间。我给出了两个范例供同学们参考，并鼓励他们自己动手写作。我给予了足够的时间，以确保同学们能够完成3c的作文任务。同学们完成作文后，我们进行了第一次全班一起批改的活动，这让同学们感到非常兴奋和激动。在同桌互改作文的环节中，我发现有很多同学并不擅长发现作文中的错误。然而，让他们有这样的经历对于他们来说非常重要。因此，我鼓励那些能够发现同桌错误的同学，并对他们给予了表扬和支持。

　　Group Advice:

　　1.时间充裕的话，可以在班里展示优秀作文。

　　2.在学生互相评价完作文之后，应该再收上来看下有没有其他错误。

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