一、写作课教学过程及各环节活动设计
(一)写作课教学过程
步骤一(step 1)：导入(Lead-in)
目的：激发兴趣、建立新旧知识之间的联系, 复习相关词汇，搜索记忆里与主题相关的词汇和话题;
形式：图片、视频、歌曲、谜语、问题导入、头脑风暴……建议把能找到相关作文的主题都写在纸上。
步骤二(step 2)：写前(Pre-writing)
目的：分析整理和组织写作题中的信息;
形式：讨论主题，搜集素材，语言准备，阅读范文，列写提纲，可采取任务型教学法，设计相应任务给学生。建议设计1—2个任务。
步骤三(step 3)：写中(While-writing)
目的：指导学生循序渐进地完成写作;
形式：补全句子，看图写作，句子合并，句子段落重组，补全写作，平行写作，模仿阅读材料写作，小组合作写作，规划文章结构等。建议由小到大，由个人活动到集体活动。
步骤四(step 4)：写后(Post-writing)
目的：检查语言、文法、逻辑、用词、润色;
形式：自我修改，相互修改，个人或小组互批，制作海报或者墙报展示等。
步骤五(step 5)：课堂小结(Summary)
目的：巩固本节写作课中设计到的语法知识和词汇，以及相关写作注意问题，进行情感、态度与价值观的升华;
形式：学生自主小结，教师补充。
步骤六(step 6)：作业布置(Homework)
目的：根据授课内容进行课后巩固，提高学生交际意识。
形式：布置开放性的作业鼓励学生课后收集更多固定句型和词组，用所学句型再写一篇相关主题作文。
(二)活动设计
| 写前活动 | 短文填空complete the passage；讨论主题free talk；阅读范文read the samples 看图描述describe a picture；头脑风暴brainstorm |
| 写中活动 | 写提纲make an outline；看图作文write from a picture；填空fill in the blanks 仿写imitative writing；连句成文put sentences into a passage；调查和报告 survey and report；根据提示写作writing from notes；写初稿first draft |
| 写后活动 | 自我修改self correction；相互修改peer correction；检查语言、文法、逻辑、用词check language, grammar, logic, words；制作板报，墙报make a blackboard design |
二、试题范例【17下】
根据提供的信息和语言素材设计教学方案，用英文作答。
设计任务：阅读下面学生信息和语言素材，设计20分钟的英语写作教学方案。教案没有固定形式，但必须包含以下要点：
·Teaching objectives
·Teaching contents
·Key and difficult points
·Major steps and time allocation
·Activities and evaluations
教学时间：20分钟
学生概况：某城镇普通高中一年级学生，班级人数40人，多数学生已经达到了《普通高中英语课程标准(实验)》五级水平，学生课堂参与积极性一般。
语言材料：
【参考答案】
1. Teaching contents:
This lesson is from senior high school, and it mainly talks about the phenomenon of smoking. Paul is making a survey for adult smoking, so he writes emails to all his pen friends in other countries and seek for help.
2. Teaching objectives:
(1) Knowledge objective:
Students can master the basic structure of an email and get more information about smoking issues in China.
(2) Ability objectives:
Students can improve their writing and speaking abilities and express their opinion about the smoking issues in daily life.
(3) Emotional objectives:
①Students can foster the interest and desire of learning English, and fond of taking part in class activities.
②Students can get the awareness of avoid smoking and keep a good health.
3. Teaching key and difficult points:
Teaching key point: Students can get to know how to write an email to analyze the phenomenon of smoking in China.
Teaching difficult point: Students can distinguish the bad effects of smoking.
4. Teaching procedures
Step 1 Pre-writing (9mins)
①The teacher shows the email of Paul on the screen, and students read it with two questions:
A. What’s the question of Paul?
B. What’s the basic structure of a letter?
Students have three minutes to finish this task and share their answers.
②The teacher chooses two students to read their answers for the first question, they are:
A. Do most adults smoke in China?
B. In most states in the US, it is now against the law to smoke in public buildings, such as banks and offices, on public transport and in restaurants and cafes. Is it the same in China?
C. Is the government planning to change the law about smoking in public?
Then the teacher helps students to summarize the structure of an email: the starting address, main body, and ending wishes.
③Four students in a group to help Paul finish his survey. They need to express their ideas for Paul’s questions and then exchange it with the whole class.
④The teacher invites several groups to write down their findings on the blackboard, and ask students to arrange the writing content.
Justification: Group discussion can strengthen their cooperative spirit and their imaginative ability can be developed. Moreover, students will get the ability to write a letter to express their ideas.
Step 2 While-writing (6mins)
Students need to write an email to answer Paul’s problems, and they have four minutes to finish their first draft. They are required to write their survey results in an email and help Paul to do the survey about the smoking phenomenon. While they write, the teacher will give the instructions for their problems.
Justification: Students will cultivate their ability to write a letter within certain minutes and their good habits of writing will be formed as well.
Step 3 Post-writing (5mins)
①Students need to check their draft by themselves and then exchange with desk-mates to do peer editing.
②The teacher asks three students to read their email at the front, and then give them some comments.
Justification: Editing can provide perfect writing for students, meanwhile the comments will help students learn more from others and improve their writing ability promptly.
