文档介绍：英语中以听写写作套语促进写作的教学设计
陈俊杏陆丰市林启恩纪念中学
1 .整体设计思路、指导依据说明
本节课的整体设计思路是通过让学生理解背诵写作套语，然后在课堂上听写并检查，最后让学生运用 所记的写作套语进行写作，直接在课堂上强化并性，树 立学生的 写作信心。
Step 3: Dictation
4. Ask 4 students with different levels to go to the blackboard and have a dictation. (The
4. Write down the sentences on the
于检查不
(10 minutes)
teacher gives out the Chinese meanings of the five sentences and the students translate the sentences on the blackboard by listening.)
Ask the rest of the students to write down the sentences in their exercise book .After dictation , ask some volunteers to correct the mistakes.
Check the answers as a whole class and then read it together.
blackboard by listening to their meanings.
Write down the sentences in their exercise book and then go to the blackboard to correct the mistakes the four students made.
Check the answers and pay more attention to the their mistakes.
同层次的 学生对这 一任务的 掌握情况。
让学生 修改可以 发挥学生 的主观能 动性及积 极性。
巩固所 记目标任 务。
Step 4: Writing
7. Ask the students to write a composition on the advantages and disadvantages of using mobile phones among students.
Divide the whole class into three groups and
7. Write a composition according to the information given for them without looking at
生在不看 写作套语 的情况下
(10 minutes)
each group is responsible for different part.
Group 1 is responsible for the advantages.
Group 2 is responsible for the disadvantages.
Gr