how to better your sentences写作课教学设计、教学反思及评课

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Lesson plan
How to Better Your Sentences
Period：Period1
Duration: 40minutes  
Teaching material and learning condition  
The analysis of teaching material  
According to the outlines of College entrance examination in 2018, the life in campus is one of the writing topics. Certainly, all the teaching materials are closely related to this topic with every sentence for example and practice carefully collected from the composition part during the College entrance examination.
The analysis of learning condition  
Although the students are senior3, they are very poor in English, especially writing. They have mastered some basic words and most of them can write a sentence with some errors in it. However, they do not know how to write a better sentence with certain skills.
Learning objectives  
1.        Language skills  
Ss can find out the specific word or part which is able to be replaced by a better word or rewritten in a new sentence pattern.
2. Language knowledge 
Ss can master the 20 alternative words and phrases and clearly know the sentence patterns to be used to improve the sentences.
3. Affects 
Ss will realize that writing a better sentence is possible for them and relieve the fear of writing a composition.
Language focuses and anticipated difficulties  
Language focuses  
    The focus is to develop students’ awareness of using better vocabulary and sentence patterns to make better sentences in writing. Many activities are designed to help Ss to find the reason why the second one is better and use the improving techniques to write their own better sentences.
Anticipated difficulties
As the Ss have a limited awareness of applying special sentence pattern or grammar knowledge into their writing, the teacher will directly present them 20 better words or phrases and 3 kinds of sentence patterns to be used in their writing so that they can first have the awareness of using what they have learned in high school to improve the quality of their composition and know in which way they can better their sentences.
Teaching aids  
Multimedia devices and PPT documents
Teaching procedures  
Step1.Warming up
Present two pictures of the teacher and let the students know how to better a person’s appearance.
[Aims]  In this step, T use two pictures which indicate the way of bettering one’s appearance to get the students’ attention focused as well as to ease their intensity. Besides, this also can pave a way to the topic how to make our writing better.      
Step2. Lead in
    Show the students two pieces of writing with different grades. And then lead the students to find in which way the second one is better than the first one.
[Aims]  In this step, the Ss will have a basic understanding two ways to improve a sentence and make it clear that we are going to learn two ways of bettering the composition.
Step3. Two principles of bettering the vocabulary
Activity1. Students will be given 3 couples of sentences with vocabulary learned later in the second one. By observing, the students are expected to conclude that a word acquired latter is usually better than one acquired earlier.   
Activity2. Students will be given 3 couples of sentences with the second one in each couple applying phrase to replace the word used in the first sentence. By observing the students are expected to conclude that a phrase is generally better than a word with the same meaning.
Activity3.Students need to try to remember about twenty better words or phrase which can be used later.
as long as: on condition that                          related: relevant
impress: leave a deep impression on                    plan to do: intend to do
try to do: spare no efforts to do                        prepare: make preparations for
however: nevertheless                               very: extremely
consider: take …into consideration                     support: approve of/be in favor of
tired: exhausted/worn-out                            solve: cope with/deal with
for example: for instance                             many: many a/a majority of
be good at: have a good command of/have strength in      because of: due to
Activity4.Students will complete two exercises to consolidate what they have learned in this part.
[Aims]   By doing the former two activities, the Ss will harvest two relatively simple ways to better their writing. Since the vocabulary bettering is deeply based on the process of accumulating, students can get more than 20 better words and deepen the impression in activity4.
Step4. Improving the sentence pattern
Activity1. Students will be given 9 couples of sentences respectively with emphatic pattern, partial inversion, non-restrictive attributive clause led by which and then they are supposed to feel which one is better.  
Activity2. After they appreciate the change of the sentence brought by emphatic pattern, inversion, non-restrictive attributive clause led by which, they will be asked to finish some exercise to practice these three skills.
[Aims] By doing activity1, the students can understand the sentences used emphatic pattern, inversion, non-restrictive attributive clause led by which is definitely better than the original ones. So they will further be aware of using these there skills. Activity 2 is designed to make the students apply these three skills into practice.
Step5. Practice and presentation
    In this part, the teacher use a piece of writing picked out from the composition that the students wrote 2 days ago as the practice material. The students are supposed to use the skills learned to better the original ones.
[Aims] The part serves to be an output of the class and an evaluation of their learning.
Step5. Homework (1min)
    Write a composition by using the skills of bettering sentences learned today
Blackboard design

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  How to better your sentences写作课教学反思
    本节课是面对高三学生上的一节写作技巧指导课，由于高三学生词汇与英语知识已经积累到一定程度，所以本节课上起来难度并不大。下面，我将从几个方面反思本节课的教学：
一、教学中的“亮点”
对于高中生来说，需要通过大量的输入来掌握英语的形式和功能，所以语言输入在英语学习中占有很重要的位置。学生的学习过程主要是输入和输出的互动过程，输入促进输出，而输出又是对输入的反馈和检验。 在输入阶段，强化记忆词汇、词组、习惯用法，只有牢记在心，它们才可能变成学生自己的语言，学生用起来才会得心应手，信手拈来。
大部分学生虽然已经在高中三年积累了很多的好词好句，但是受汉语习惯思维的影响，欠缺好词好句的运用意识。在英语写作过程中经常脑袋一团乱麻，不太会将自己记忆的高级词汇和句型运用到作文中去。所以，本节课的一大亮点是，我将一些作文中常用的高级词汇和句型呈现出来，让他们记忆，给学生大量的例子，让他们观察、输入、体验、模仿，从而为后面的写作运用打下坚实的基础。有了大量的输入，在后面的输出部分，学生就更有信心，更敢于去尝试，效果就更好。
另外，在课堂的引入环节，设计巧妙，让学生在轻松愉快的氛围中过渡到本节课的话题。在难点的突破上，通过大量例子的呈现，给学生做了很多铺垫，一堂看似较难的写作课对于学生来说就更容易接受和掌握。
二、教学中的“败笔”
    虽然高三学生词汇和知识量已经有了一定的储备量，但在一堂课内给学生呈现这么多的高级词汇和句型，而且还要求他们会运用，对学生来说难度不小。事先，应该让学生做一些准备，或者在课后，还应该督促学生去理解、消化和记忆本堂课所学，才能真正对提升他们的英语写作。
    另外，因为本课的设计偏向实用性，缺乏有趣性，活动的设计也比较单一、枯燥，所以本节课课堂稍显沉闷，学生与老师之间、学生与学生之间的互动都有所欠缺，学生的主体地位没有得到充分显现。
    在今后的教学中，教学设计不仅要注重实用性，也要关注有趣性，要让学生能够在轻松愉快的过程中学到知识和提升技能。

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“How to better your sentences” 写作课评课记录
李胜兵: 导入部分新颖自然，易让学生接受。张老师以自己为话题引入本课题的教学，拉近了师生关系，让学生在轻松愉快的氛围中接受接下来的学习，更快地融入课堂。教学思路清晰，方法指导全面。整堂课的输入与输出关系处理到位。美中不足的是，张老师在调动课堂氛围方面有所欠缺，课堂气氛不够活跃。

封声均：整个课程设计逻辑性强，环环相扣，循序渐进。但教学语言不够精炼，有些部分稍显冗杂。在前面better vocabulary部分，张老师把课件上的内容念出来，少了学生的参与，有点强行灌输的感觉。

罗艳：本节课突出了“学”这一环节，充分考虑学生的学习状态，可适当增加一些“思考”和“活用”的时间。

陈小菊：本节课教学效率高，课堂容量大。但整堂课老师缺乏激情，显得很平淡。

晏雪莲：张老师的本节展示课，教学思路和教学目标清晰，教学任务紧紧围绕教学目标展开。但教师的参与过多，活动活动较少，未能充分体现“教师主导、学生主体”的教学理念。

陈雪：整堂课下来比较流畅、自然，节奏适中，学生能很好地领会教师的意图。但课堂互动可以再加强，活动设计可以更有趣一些。

李莹：张老师很有亲和力，上课时对学生耐心启发，循循诱导。注重方法的指导，给学生足够的输入来培养学生的写作技能。

蒋妍怡：整堂课没有照顾到全体学生，尤其是对后进生有所忽视。英文教学使得好学生能够跟上节奏，但基础差的学生就很难跟上。