初中英語書面表達教學有效性探析以評卷人的視角看英語書面表達：◆

內容◆

連貫性◆

書寫

題意清晰、要點齊全；

語言精煉、句式豐富；

邏輯嚴謹、表達恰當；

書寫規(guī)范、標點正確。●

堅持“一把尺子量到底”評分標準●

字體：養(yǎng)眼、散眼、殘眼●千篇一律、空洞無物最能影響評卷人情緒的主要因素：好看的皮囊有趣的靈魂PK可讀性自己獨特的思維考察生活，調動體驗，激發(fā)思考Wedon’tteachstudentswhattothink,buthowtothink.Wedon’tteachEnglish.WeteachinEnglish.◆◆讓精彩的話從學生嘴里說出來教師授課時不能搶了學生的風頭。學生才是演員，才是舞臺的中心，精彩的思想和表達要從學生的嘴里說出來。

《義務教育英語課程標準（2011版）》指出:現代外語教育注重語言學習的過程，強調語言學習的實踐性，主張學生在語境中接觸、體驗和理解真實語言，并在此基礎上學習和運用語言。

因此，在英語教學中輸入與輸出應該并重。在重視輸入的同時，也要為學生提供大量的輸出實踐。書面表達教學有效性探析（一）仁愛教材八（上）Unit103SectionAA.

It’smyfirsttimetotakepartinthehighjump.IthinkI’llhavelotsoffun.B.I’mpreparingforthelongjump.I’lldomybest.Iwon’tlose.C.

Ienjoyrunning.Iwanttobeintherelayrace.I’llmakemanyfriendsduringthesportsmeet.D.Iboughtapairofrunningshoeslastweek.I’llrunintheteachers’relayrace.ABCDHeisoftenlateforschoolbecause...becausehealwaysstayuplatetoplaycomputergames.often,latesothat...However...Infact,...sothatsomeofusdislikehimandtheothersdon’tbelievehim.However,

heneverfailsinhislessons.Sometimes,heevengetsgoodgrades.Infact,heiscrazyaboutplayingbasketballandalwaysforgetstime.“1+1”1：例子、原因、感受、目的、看法、結果等看圖寫話的另類用法becausehegetsuplateandusuallymissestheearlybus.often,latebecausehealwayshasabigbreakfastbeforeleavingforschool.because

hehastofinishthehomeworkhedidn’tdolastnight.becausehealwaystalkstothehomelesscatsordogsonthewaytoschool.__________,healwaysgetsupearlyandhelpshismotherwithhousework.__________,hedoesn’tcareaboutit/theteacherdoesn’tshoutathim.__________

heusuallyforgetssomethingathomeandhastoreturnhometogetit.__________hisheadteachercanspendtimetalkingwithhimandhereallyenjoysit.Heisoftenlateforschool“1+1”1：例子、原因、感受、目的、看法、結果等看圖寫話的另類用法InfactHoweverbecausesothat學生的限時寫作為何容易千篇一律或空洞無物？日常教學中可能存在的問題：◆教師是否要求學生按照范文的思路去寫？◆教師是否把控太緊，扼殺學生個性思維的發(fā)展？文本的深度閱讀書面表達教學有效性探析（二）仁愛教材七（下）Unit503SectionAMyFavoriteDayatschoolafterschoolASadDayAHappyDayABadDay仁愛教材八（上）Unit202SectionC通過提問來發(fā)展自己的寫作思路，拓展句子。書面表達教學有效性探析（三）提問有效的課堂提問和英語教學：◆課堂提問

實現“溝通”和“理解”的主要途徑，是師生之間信息交流和情感交流的重要手段?！粲行У恼n堂提問

是指教師在精心預設問題的基礎上，在教學中創(chuàng)設良好的問題情境，在教學中生成適當的問題引導學生主動思考和參與對話，全面實現預期教學目標，并對提問及時反思與實踐的過程（洪松舟，盧正芝，2008）。教材分析：人教版Goforit8aUnit1Wheredidyougoonvacation?第一課時。本單元主要圍繞假期這個話題，要求學生能用動詞一般過去時談論過去發(fā)生的事情。學情分析：兩個上課班級七（7）班和七（8）班是同等層次的班，學生人數均為45人，學生英語水平一般，存在一定程度的兩極分化，上課學生參與程度不高，考試成績基本相當。兩位老師均為七年級任課教師，均為借班上課，課前備課各一個半小時。人教教材Goforit八（上）Unit1從兩節(jié)同課異構課的對比分析看有效課堂提問TeacherA:T:(Greeting)Whatdidyoudoyesterday?S1:Istudiedatschool.T:Whataboutyou?S2:Me,too.T:Whatdidyoudoyesterday?S3:Me,too.(全班同學聞言大笑……)T:OK.Youwerebusystudyingyesterday.WhataboutTom?Whatdidhedoyesterday?Pleaselookatthepicturesanddopairwork.

(邊說邊在課件中打出這么一頁)機械操練TeacherB:T:(Greeting)I’myournewteachertoday.Doyouwanttoknowsomethingaboutme?PleaseguesswhatIdidyesterday.

(出示一張幻燈片……)TeacherB:S1:Ithinkyoustayedathomeyesterdayevening.

S2:Ithinkyouvisitedyourgrandparentsyesterdayevening.

S3:IthinkyouwatchedTVyesterdayeveing.

S4:Ithinkyouwentshoppingyesterdayevening.……

S9:Ithinkyouwentoutfordinnerwithyourboyfriends.T:Someofyouareright.Istayedathomeandreadabook.WhatdidmyfriendSusandoyesterday?Pleaselookatthepictureandguess.(出示下一張幻燈片)TeacherB:S1:WhatdidSusandoyesterday?

S2:Ithinkshedancedyesterday.Sheisdancinginthepicture.TeacherB:S3:Lookatthepicture.WhatdidSusandoyesterday?Canyouguess?

S4:I’mnotsure.ButIthinkshetookphotosyesterday.S5:mike,whatdidSusandoyesterday?

S6:Ithinkshedidmorningexercisesyesterday.S5:Whydoyouthinkso?S6:Look!Sheisdoingsportsinthepicture.S7:WhatdidSusandoyesterday?

S8:IthinkshesawJayZhouyesterday.Becauseshelooksveryhappy.TeacherB:T:Greatjob!Butyouranswersarenotexactlyright.Let’slookatthispictureandfindoutwhatSusandidyesterday.Ss:Oh,sheplayedthepianoyesterday.新目標教材八（上）Unit1Whatdidyoudoonvacation?InterviewQuestions:Where…?When…?How…?Who…?What…?Did…?●Wheredidyougo?●

Whendidyougo?●

Howdidyougothere?●

Whodidyougowith?●Whatdidyoueat/see/buy/…?●

Howwastheweather/food/…?●

Howwerethepeople/stores/…?●Didyou…●Whatdoyouthinkofyourvacation?Answers:lastvacationWeathersunnyrainycold…Peoplefriendly…Activitieswenttothebeachvisitedmuseums…Storescrowdedexpensive…smartFooddeliciousspicy…Transportation(交通方式)byplane/car…A:Hello,Mr.Bean.Howwasyourvacation?B:…A:Wheredidyougoonvacation?B:…A:Whendidyougothere?B:…A:Howdidyougothere?B:…A:Howwastheweather/food…?B:…A:Howwerethepeople/stores…?B:…A:Didyou…?B:Yes,Idid./No,Ididn’t.A:Oh,youreallyhada(n)…vacation.A:Hello,Mr.Bean.Howwasyourvacation?B:Itwasgreat!A:Wheredidyougoonvacation?B:Iwenttothemoon.A:Whendidyougothere?B:Iwenttherebybus.A:Howdidyougothere?B:Iplayedsoccerthere.A:Howwasthefood?B:Wow,itwasreallydelicious.A:Howwerethepeoplethere?B:Theywerefriendly.A:DidyouvisitChang’e?B:Yes,Idid.AndIhaddinnerwithher.A:Oh,youreallyhada(n)…vacation.A:Hello,Mr.Bean.Howwasyourvacation?B:…A:Wheredidyougoonvacation?B:…A:Whendidyougothere?B:…A:Howdidyougothere?B:…A:Howwastheweather/food…?B:…A:Howwerethepeople/stores…?B:…A:Didyou…?B:Yes,Idid./No,Ididn’t.A:Oh,youreallyhada(n)…vacation.A:Hello,Mr.Bean.Howwasyourvacation?B:Itwasgreat!A:Wheredidyougoonvacation?B:Iwenttothemoon.A:Whendidyougothere?B:Iwenttherebybus.A:Howdidyougothere?B:Iplayedsoccerthere.A:Howwasthefood?B:Wow,itwasreallydelicious.A:Howwerethepeoplethere?B:Theywerefriendly.A:Didyouvisit