寫作教學案例
（一）教學內容
以人民教育出版社教材中"Travel journal"話題為背景，根據寫作要求提示，組織材料
寫一篇自己親身游記。
（二）教學目標
1. 寫作技能目標：
在學習模塊"Travel journal"之后，學生通過理解與把握"Journal down the Mekong"這篇游記，掌握用英文寫游記體裁文章的基本技能。
2. 學習策略目標：
（1） 指導學生學會欣賞游記，并能模仿寫出自己的旅游經歷與體會。
（2） 培養學生選擇使用工具書的技能，促進寫作水平的提高。
3. 情感目標：
提高學生的業余生活質量，欣賞美麗河山，熱愛和保護自然，同時加強情感交流。
（三）教學重點與難點
1. 如何做好閱讀與寫作的銜接。
2. 對學生模仿游記的評論與評價。
（五）教學過程
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.
(簡評：本教學環節可以起到承上啟下的作用，學生腦海中可以復現本模塊游記的場景；通過回憶下劃線的詞語或句型，即可復習鞏固，又為新的寫作訓練架起“引橋”。)
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.)
（簡評：對于大多數學生而言，英語寫作不輕松，也比較乏味。通過師生互動的課堂活動和欣賞圖片，既能較好地激發學生的興趣，引領學生欣賞名勝古跡，又在一定程度上使學生為之振奮，從而激發寫作欲望。）
While-writing:
Activity 3. Talk about the writing topic. ( handout )
假設你是李華，今年五一節，你們班組織了集體登泰山活動，請你根據當時的場景寫一篇游記。記述你們班為什么選擇登泰山？在登山前做了哪些準備工作？如何到達山頂？途中觀察到什么？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?
…
(簡評：本階段屬于本節課的核心內容。由景而入，激發了學生的興趣；通過“大腦風暴”活動，既活躍了課堂氣氛，拓展了學生的思維，又能夠鍛煉學生口頭表述事實和交流信息的能力，這些可理解的輸入為下一步的寫作做好了語言上的準備。同時，本環節也體現了讀寫一體的原則，即每個句子的正確性為整篇文章的寫作打下了良好的基礎。)
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.
(簡評：由問題的互動，學生積累了寫作素材;同時，學生寫作技能的培養在這里也得到了集中體現。從整理思路，組織素材，到列出提綱，遣詞造句，寫出文章，整個過程是連貫的，是一體的。在這個環節中，教師使用了“任務型”教學法，通過學生的班級活動，小組活動，促進了學生之間的交流、合作能力。在小組交流過程中，老師應盡量參與到討論當中，并能適時地加以指導，也就是說教師的身份應該是活動的組織者，學生的指導者和啟發者；學生才是課堂的主體，一切活動也圍繞學生來展開。)
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.
（點評：同伴評價實際上是合作學習的一種形式，其重要理論基礎就是考卡夫（Kafka, K）最早提出的“群體動力理論”（group dynamics）。通過組內討論交流，小組評選，學生對自己所寫作文的要求與要點以及注意事項都有了大體的印象。老師再利用實物投影儀選擇不同層次代表性的文章當堂點評。對于學生作文中比較容易出現的問題，應討論出合理化建議并加以糾正，比如時態錯誤。如果他們能在寫作中出現比較深層次的認識，教師應該及時加以表揚，從而培養了學生的寫作熱情，提高評價和欣賞文章的水平。）
Homework:
找出自己一次外出游玩的系列照片，制成小冊子，配以英語說明，說明中需增加自己的點評，然后向全班展示。