Writing教学叙事
内容提要：
本节课的教学内容选自人教版新课标全日制普通高级中学教科书《英语》（必修）第一册（上）第七单元《文化遗产》的最后一课时，即（Reading and writing on） P48 “综合技能—写作训练”。通过本课时的教学后，将达到如下的课程目标：
1. 语言目标：掌握并运用以下重点词组与句式：
Key words and expressions: be worried about, air pollution, not…but, solve the problem
Key sentences: And we should build a website where people can look at the pictures and paintings.
If-clause.
There be / live / stand / lie / come /…+ subject.
I suggest (that)…
2. 能力目标：知道如何给编辑写信。
3. 情感、态度和价值观目标：通过系列活动，使学生明确如何在信中表达自己的情感和态度，从而树立正确的价值观。
4. 过程与方法目标：通过系列活动，提高学生保护文化遗产的意识，同时培养学生从阅读中获取信息的能力，并进行提取、加工的能力和分析问题的能力，让学生学会学会解决问题。
设计理念：
1、力求凸显学生的主体地位，让学生主动参与，积极思考，敢于创新；
2、着重于从如何提高学习的有效性出发，充分引导和发挥学生合作、交流、人机互动的作用，实现课程资源共享；
3、实现多维目标的统一。让学生在活动中感悟知识和技能的生成、发展和变化，同时提高保护文化遗产的意识和正确的价值观的培养也水到渠成。
教学实录：
（一）
师生问好后
T: Let’s continue Unit 7 Cultural Relics. Now revise language points first. Look at the screen, please.
1) 有河的地方就有城市。Where there is a river, there is a city.
2) 圣彼得堡人民坚强不屈、充满自豪、团结一致。他们是俄罗斯当代的英雄。Strong, proud and united, the people of St. Petersburg are the modern heroes of Russia.
3) 包括 include 4) 代表，象征 represent
5) 使…恢复生气 bring…back to life 6) 变成废墟 in ruins
7) 变成碎片 in pieces 8) 实现 come true 9) 受到攻击 under attack
10) 看起来象神话里的东西 something out of a fairy tale
T: Now it’s time for duty report. Whose turn?
（值日生上讲台讲了一个故事）
突然发现自己尽管教了十几年的书，此时还是很紧张。居然忘记了往常的值日报告。还好及时补救，不过步骤颠倒了，即值日报告本来在师生问好后进行。
（二）
T：Would you like to look at some beautiful pictures?
Ss: Yes.
T: Ok, Let’s look at the pictures on the screen and enjoy them.
Laozi Stone Statue, Zhenchenggong’s Memorial Hall, Daishan Waterfall, West Lake Park, The Great Wall, The Eiffel Tower in Paris, The Sydney Opera House in Australia ,The Pyramids in Egypt,Classical Gardens of Suzhou
T: Just now we saw the beautiful pictures. Would you like to go traveling to these places one day?
Ss: Yes, we’d like to.
T: But when you arrive there to find they have been destroyed, how would you feel?
S1: Disappointed.
T: So who can tell me why it is so important to protect cultural relics?
S1:One reason is that cultural relics can help us understand how people lived in the past; protecting our cultural relics is a way to help protect our history; cultural relics can help us understand who we are and where we come from.
学生主动站起来回答，让我有些感动。
T: Now, it’s your turn to show yours. Do you remember the homework?
Ss: Yes.
T: Good! Show some pictures of cultural relics which you have collected for homework and say something about them in English.
T: Who comes first?
S2: Let me have a try. ( The student opens his own E-mail box to show his homework: a picture of Dongxi Tower in Quanzhou)
Dear friends and classmates,
Good afternoon, today, we will talk about the scenic spots and historical sites in Quanzhou and its protection. Now , let us look at the picture of Dongxi Tower. It lies in Kaiyuan Temple in the west street of Quanzhou. The two towers, which have stayed up even in earthquakes, have displayed the high achievement of constructing the building and stone carving art of Quanzhou of Song Dynasty and have become the unique sign of the ancient city of Quanzhou and symbolized one historical relic that have experienced various life which reminds us of the past. But visitors are destroying them.They are littering everywhere at will , causing serious destruction. We have to take a series of protective measures, for example, closing the route to the inside of the towers. Protecting the towers has become one heated topic.Here are some protective measures:
1 Enforce the rules to protect historical relic recording those who break the rules and punish them.
2 Devote more efforts to develop the sense of protecting historical relic making people feel guilty when they are destroying the cultural relics.
My dear friends, let us protect the historical relics together!
T: Who else wants a try?
S3: Let me have a try. (The student uses her floppy disk to show her homework—some beautiful pictures of The Stonehenge in England)
This used to be Stonehenge It still is
Please help us fight for its future
The British government wants to construct a new
4-lane highway through the Stonehenge World Heritage site and its surrounding landscape
Less than 20% of the highway would be in a tunnel
Over 80% would be bulldozed at ground level or in deep cuttings
The stone circle would not be damaged or destroyed
But the highway would be massively destructive of the World Heritage Site around it
help us Save Stonehenge!今天学生都挺配合的，我开始不紧张了。学生的主动参与让我很感动。展示作业这一环节是我课前作为作业布置的，要求学生上网查找有关文化遗产的资料并用英语介绍，特别注意文化遗产的保护情况。要求学生把相关资料保存在邮箱里或保存到软盘上，以便课堂上展示。原来我还担心这一环节做不好，现在看来这种担心是多余的。我们教师应把主动性交还给学生，给学生多提供发展的空间。适当布置一些任务给学生，相信我们的学生是能够做好的。这两位学生不是做得很好吗？
通过任务的完成，既提高了学生保护文化遗产的意识，同时又培养了学生获取信息的能力，并对信息进行提取、加工的能力和分析问题的能力，让学生学会解决问题。
（三）
活动：学生练习写作，同时请一位学生直接在电脑上打出，教师关掉投影仪，到学生当中，看看是否给予必要的帮助。
十二分钟后，教师打开投影仪，让同学们评价习作，修改习作。
T: Now you have finished your writing, let’s look at the one that Weidanyi(魏丹艺)has finished, OK?
(Ss look at the screen)
T: Can you make an evaluation?
S(黄秋霞): She introduced herself; she revealed the problem; she told of the causes of the problem; she made some suggestions.
T: You have done very well. Thank you very much. Now let’s go over the whole writing and make any changes where necessary, shall we?
这个环节我原来的计划是让学生写完以后，叫两位学生把他们的习作念一念，让其他同学进行评价后，再学习两篇范文。前面两位学生上机展示作业时，我突然灵机一动：何不叫一位学生直接在电脑上打出习作？何不让同学们一起修改习作？这不也是很好的改错练习吗?就这样决定了，于是就有了上面的活动，进一步体现了学生的主体地位，着重学生参与，也体现了多媒体教学的人机互动。遗憾的是由于本节课的内容丰富，最后的改错练习时间较紧，没有对习作的字体、颜色和改错符号进行设计。