天津教师资格证中学教师写作课教学设计What were you doing when the rainstorm came.

　　Teaching aims:

　　Knowledge aims:

　　Students can know how to write a short article about the important event in their life.

　　Students will collect writing materials about an important event they remember.

　　Ability aims:

　　Through brainstorming, students can communicate with their classmates to collect writing materials and write a complete article.

　　Students can learn how to polish their own writing.

　　Emotional aims:

　　Students would like to share their experiences with others.

　　Students will like to cooperate with their classmates to finish tasks in English class.

　　Teaching key points and difficult points:

　　Key points:

　　Students can know how to write a short article about the important event in their life.

　　Through brainstorming, students can communicate with their classmates to collect writing materials and write a complete article.

　　Difficult Points:

　　Students can learn how to edit their own writing.

　　Students will like to cooperate with their classmates to finish tasks in English class.

　　Teaching procedures:

　　Step 1 Lead-in

　　Greet students and tell students a short story happened to me. Then ask students to recall an important thing they remember well. In this way, the teacher will lead the topic of “What were you doing when the rainstorm came?”.

　　(Justification: It can attract students’ attention and enlighten their mind and can guide students to prepare for this class.)

　　Step 2 Pre-writing

　　Ask students to work in groups to have a brainstorming to talk about an event they remember well and answer the following questions of 3a, at the same time, they should make notes.

　　(Justification: Students can recall an important event happened in the past, talk with their classmates freely and collect more useful writing materials for their following writing.)

　　Step 3 While-writing

　　Students will be given 10-15minutes to write a draft.

　　(Justification: It can train students’ writing ability within the required time, and improve their writing efficiency.)

　　Step 4 Post-writing

　　1. self-edit

　　Ask students to check their own writing and pay attention to the spelling, punctuation and so on.

　　2. peer-edit

　　Ask students to exchange their writing with their classmates and check for each other. Pay attention to grammar and logic.

　　3. teacher’s evaluation

　　The teacher invites some volunteers to show their writings and give them some evaluations from advantages and disadvantages.

　　(Justification: Through this editing procedure, students will develop a good habit of editing, which will be very useful for their future writing. Teacher’s feedback is very important for students to know their merits and demerits.)

　　Step 5 Summary and homework

　　Summary: Some students will summarize what we have learned today together, and the teacher will give some supplements.

　　Homework: Ask students to continue to edit their writings and write another short article about an unforgettable thing in their life.