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B1U3 SPORTS AND FITNESS 读写课教学设计
（一）教学内容分析
1、教材分析
本课教学语篇内容选自2019人教版高中英语必修第一册书本第三单元SPORTS AND FITNESS的Reading for Writing的文本Going Positive，语篇属于人与自我主题语境下的生活与学习主题群，通过标题Going Positive我们可以初步感知这篇文本主题为一些让学生过健康生活的例子。学生通过该片课文的阅读，首先可以看到故事主人公对自己的介绍：她因羡慕身材苗条的人开始节食，绝食，但是并没有取得她想要的结果，直到她看到一篇关于对于fat和fit的介绍她幡然醒悟，开始追求健康的生活。从主人公的自我的介绍中，学生可以初步了解高考英语应用文写作中介绍信的写作格式，特别是人物介绍信的写作方法。
新课标指出，研读语篇就是对语篇的主题、内容、文体结构、语言特点、作者观点等进行深入的解读。这就需要教师思考What，Why和How这三个层面的问题，对语篇进行深入分析。其中How层面的问题是针对语篇的文本特征，内容结构，写作形式等方式出发对语篇进行研读，这与我们这节读写课关联性最大。
从What层面看Going Positive，该文本主要通过作者个人的现身说法展开，作者先是介绍了自己的一个故事，她曾经羡慕那些身材苗条的女孩，励志成为他们的一员，因此她开始节食减肥，到最后身体变得不健康了。机缘巧合之下她阅读到了一篇文章，对她发出了灵魂提问instead of asking am I fat, you should ask am I fit.在这之后作者开始追求健康的生活，追求乐观的生活态度，变得更加健康。
从Why层面来看，本单元以运动和健康为主题，reading and thinking的两篇短文从不同方面说明运动除了竞赛的目的，更多的是为了身心的健康。青年人参加运动不仅能强身健体，还可以锻炼意志和耐力，学会与人合作，学会承受压力和失败，学会挑战自己的极限。同时语篇还传达了郎平的努力拼搏、为国争光，旨在引导学生学习中国女排团结合作、顽强拼搏、永不言弃的精神。而在reading for writing的文章作者通过个人的经历的介绍和叙述，向我们提出核心问题，我们应该追求完美的身材还是健康的身体？毫无疑问，作者选择了后者也通过个人经历建议我们选择后者。这也是这个文段的育人价值所在。
从How层面来看，这节读写课主要要教会学生如何进行介绍信的写作，因此我们需要特别关注该语篇的组织手段和写作手法。文章的前半段作为作者对个人经历的介绍，对学生开展介绍信写作具有指导意义。文中用了许多修辞手法，如metaphor暗喻：“I almost went bananas, too.”; enumeration 枚举：“I tried no-fat, low-fat, 5:2, only bananas, no bananas…”; antithesis 对照：“Am I fat ” “Am I fit？”通过两个形似，音近的缺传达相反意义的两组形容词，通过相同的句型结构来突出表达我们应该追求fit；contrast对比: “I want to lose three kilos” “I want to run two kilometers”…作者在写这篇文章时采取了大量的修辞手法，从语篇上让文本结构更加紧凑，从语意上更加突出了文章重点要强调的内容。
最后从思维层面来看，作者为了强调他的中心思想Going Positive采取了各种方法，文章的各种事例和论证都是围绕这一中心展开的，具有很强的逻辑关系。学生需要对文本信息进行分析和判断，厘清作者的思路，并且加以模仿学习，运用于自己的写作中去。
2、学情分析
本课学生来自Z省某普通高中高一年级，大部分学生对于英语高考应用文写作的模式还有陌生，处于写作的起步阶段，因此在教学过程中应该注重框架的搭建。同时班级同学平时热爱运动，可以先向同学询问一些他们平时的体育爱好以及保持健康的方式来引入课堂，学生对于体育和健康这一话题很感兴趣，这为本次读写课的学习提供了有利条件。经过初中三年的学习，多数同学有一定的语言表达能力和组织能力，但是在中英文转化的过程中，很多学生可能缺乏和体育赛事，人名，地名相关的词汇，不熟悉介绍信的结构，功能和句型，缺少对应的写作技巧，无法独立完成一封高质量的介绍信。因此在设计教学过程时，我们需要搭建框架，同时作为高中英语写作的起步，要让学生养成一定的写作习惯。因此，在教学过程的设计中，我将有机融合读写结合教学法与过程性写作，让学生先通过Going Positive这一文本的学习，从结构，内容，语言三个视角观察该文本，体会介绍信的写作模式，再通过过程性写作来培养学生的写作习惯，完成本次教学任务。
3、学习目标
1.语言能力
（1）班级里90%以上的学生能够掌握本次读写课相关的词汇如，introduce，renowned，robust…
（2）班级中大多数学生能够学习并且使用排比句来介绍一位明星的多个荣誉，如As a player... As a coach... As a person...
（3）多数学生能够根据文本Going Positive中作者写作手法来感知增强语言说服力的手段。
2.思维品质
班级中一半以上的学生能够意识到，介绍信不是简单的讲述自己喜欢的体育明星的光辉事迹，而是要通过自己的组织和归纳形成一片结构紧凑，逻辑严明，令人信服的文章。并且在自己的写作中，体现内容安排的逻辑性。（教学重难点）
3.文化意识
通过文本中作者的个人经历，学生能体会到fit和fat哪个是自己应该追求的，能让学生养成良好的健康习惯。
4.学习能力
（1）多数学生能够根据教师的要求，在过程性写作中的revising环节可以通过self-editing来修正，提高自己的写作。（教学重难点）
（2）多数学生能够在过程性写作的revising环节里通过peer editing发现自己小组成员写作的优缺点，并且通过观察他人习作，能够意识到自己写作存在的不足之处，加以改进。（教学重难点）
（3）有一半的学生经过本次读写课，可以体会到高中英语应用文过程性写作步骤，并且学以致用。（教学重难点）
4、教学重难点
1.如何正确引导学生在self-editing环节发现自身文章可能存在的逻辑不严明问题；（难点）
2.如何指导学生提炼过程性写作的精髓之处，并且将其用于其他作文的写作；（重点）
3.如何让学生在学习Going Positive课文后，利用文本写作的可取之处和过程性写作的思路，完成一封关于“介绍你最喜欢的体育明星”的介绍信。（重难点）
（二）教学思路
教学流程图
应用文写作是高考常规写作题型，历来受到教师和学生的重视。然而，在长期的教学过程中，多数教师忽视教材文本的开发与使用，只重视应试技巧的培养，往往是先分析范文，解读范文，要求学生背词段的教学，造成了学生语言输入不足，写作内容单一，写作框架缺失，写作思维匮乏的现象。本篇文本Going Positive主要介绍了作者的人格经历并且通过现身说法来达到劝诫大家追求健康生活的目的，结合学生正处于初高中承接阶段，还未适应高中英语应用文写作的实际情况同时为了解决上述教学上存在的写作课缺乏语言技能培养的问题，本次读写课采用读思结合的模式，以文本为背景创设情境，让学生展开过程性写作的教学模式。第一阶段阅读与思考，作为一节读写课，我们在对阅读文本的思考上应该把重心偏向how的问题，即文章是如何写的，如何组织的，如何让一个个细节组成一篇逻辑严明的文章，以便后续写作课的展开，基于这样的安排，我们阅读课的教学在了解文本大意之后要求学生提炼作者在阅读article 前后心理和行为上的变化，并且分析作者是怎么安排这些细节的，怎么将这些细节整合成完整的片段的。经过这样的分析之后，基于本单元啊reading and thinking中提及的关于体育明星的介绍，教师再抛出一个可以让学生自由发挥的问题：你心目中的（体育）明星是谁？你为什么喜欢他来创设写作动机，以此来引入本节课的第二部分——过程性写作的教学。现在我们已经有了一个写作动机，即：介绍心目中的（体育）明星，之后我们应该引导学生进行brainstorming，在这一环节，我们应该鼓励学生小组讨论，不论想到什么和这个题目有关的东西，都可以写在纸上，在这一基础之上教师引导学生发言并且对照ppt上教师给出的一些关键词与学生的比较，进行补充和引导，这样学生能有更多的想法。（这些关键词可以是：明星的名字：刘翔，成为明星的原因：为国争光，性别：男，爱好：…在brainstorming阶段教师应该尽可能的鼓励学生扩展自己的思维，把能想到的都记下来，而在mapping阶段教师要将学生想到的关键信息进行引导，引导转化为写作可用到的内容上，剔除一些可能无效的信息如性别）下一阶段学生可以进行freewriting，这一阶段的主要目标是将一些通过mapping后的有用信息连词成句，学生可以根据关键词随意写一些句子，之后教师引导学生列出提纲，提纲包括写作的主要内容，关键信息等，列完提纲，学生就可以开启写作，进行草稿的编排。下一阶段教师让学生先自己查阅文章内部结构的严谨性和上下文的关联性，自己检查完之后交给同伴进行互评，互评的阶段，同伴阅读另一方的文章，探寻对方文章的逻辑的严谨性并且反思自己的文章，再这之后学生检查自己文章的拼写，大小写，选词等方面的问题，特别要注意的是这样审阅的过程在时间充足的情况下可以反复进行，因为每次生生之间不同想法的碰撞都有可能给对方一定的启示。最后学生将自己修改完善的作为交由老师评判，教师在批阅后给与建议，并且交还学生，学生又可以进一步改进，生生互评再交由老师评阅，以此进入不断修改，不断提高的过程。
（三）教学过程
步骤一：读前猜测，引入文本（2mins）
See the pictures presented in the PPT and can make a guess.
【教学问题】
Q1: Who is he
【课堂实录】
(See the pictures presented.)
T: I have a friend and take a picture of him 2 years ago. Let‘s see the picture presented in the PPT and use a word to describe the boy.
Ss: Fat
T: Great, the boy was fat. Recently I met him in the street and took another picture of him. Can you believe the two pictures actually describe the same person
Ss: wow.
T: Some of you might be very shocked about the great difference between the picture and the person standing ahead of you Now can you guess what did he do to lose weight
S1: He went on a diet.
T: Oh, maybe. What about you
S2: He ran every day.
T: Do you mean he kept exercising every day to lose weight, nice guessing!
S3: Maybe he went to the hospital and did the operation.
T: Operation for losing weight I admire your wild guessing, but he hadn’t done that. OK, let me reveal the secret, at first he went on a diet as S1 guessed, but it didn’t work out until he started to exercise and gradually he lost 10 kilograms.
【设计说明】
以一组动漫人物减肥前后变化图片来导入课堂，k可视的案例和情境可以有效吸引学生的注意力，并且通过这样的对比顺利进入今天的课堂文本Going Positive.
步骤二：阅读文本，了解大意思（8mins）
Have students read the passage and get the main ideas.
【教学问题】
Q1: What problem did Kayla have in the past And what made her change her thinking
Q2: Work in pairs to make a list of her changes.
Q3: Can we find any similarities between Lang Ping and Jordan
【课堂实录】
T: What problem did Kayla have in the past
S3: She wanted to lose weight but she failed.
T: You’re right. My next question what made her change her ideas
S3: It was an article, and its title lets us ask the question: are you fit instead of are you fat.
T: Excellent. As S3 has said, in the first paragraph, the author told her problem in the past, and have you noticed the sentence: I almost went on bananas It’s an interesting sentence, do you know what did the author mean by saying this
S3: I think the author means she ate so many bananas that she looked like a banana.
T: Great, and since we have mentioned that Kayla changed a lot since she read the article. Now work in pairs to make a list of her changes.
2 mins later
T: Look at the PPT, and tell me your group’s answer.
S4: She began to run kilometers instead of thinking all day about how to lose three kilos.
T: Yes, other aspects
S5: She didn’t cut out the foods while she added healthy food to her meals.
T: What’s more
S5: She stopped comparing herself with those actresses and models and started to look for things that were wrong with her face or body.
【设计说明】
这一活动旨在帮助学生理解文本的内容意义、分析文本的语篇结构，同时在学生寻找相关答案时会发现这两篇文章在组织相关细节时采用的手法，如第一篇在描写她过去的问题时，使用暗喻的手法，第二段又采用排比层层递进，使文章结构更紧凑也具有一定的逻辑性，这一点是学生在后写写作时可以用到的写作方法。同时，学生在教师的引导下对源文本进行解构与整合，对文本各部分进行分析、概括、归纳，了解郎平和乔丹能成为人们追捧的体育明星的原因，并且形成不轻易放弃的良好品质。这一活动害有利于培养学生的概括分析能力，锻炼学生快速准确寻找信息，归纳概括分析的能力，锻炼学生的语言表达能力。
步骤三：提炼细节，探寻手法（5mins）
Have students read the passage and find the writing techniques used in these two short passages.
【教学问题】
Q1: What writing techniques are used in this short passage
【课堂实录】
T: Read the first paragraph and can you find some unique techniques the author chose when writing this passage
S7: Err, in the first passage, I find the phrases I almost went bananas, too. It is a very interesting description and it is like the phrase in Chinese called 比喻. (If students can’t give any answers, we can them compare the techniques with 修辞手法 in Chinese and lead them to find the last sentence I almost went bananas.)
T: You’re right. And in English, we call it metaphor. When you are going to describe something and make your saying more persuasive and vivid, you can use this technique. And can you make a sentence using metaphor to describe Jordan
S7: A player, Jordan is like an airman, flying on the ground.
T: Excellent example, thank you but when we use metaphor, words, like, as, can’t appear. Otherwise, it became another technique called simile. 明喻 Now, can you refine your answer
S7: A player, Jordan is an airman, flying on the ground.
T: Good! How about paragraph two, is there any unique techniques
S8: Err, in the second paragraph, I find a similar structure repeated many times and it is like the phrase in Chinese called 排比. (If students can’t give any answers, we can let him compare the techniques with 修辞手法 in Chinese and lead him to find the parallelism used in the second passage)
T: You’re right. And in English we call it parallelism. When you are going to introduce a person and he has many accomplishments, then you can use this technique to let your description more powerful. Since you’ve found the parallelism, can you summarize reason for people’s respect for Lang Ping’s every identity
S8: A player, she won many prizes in Olympic Games; as a coach, she led our team to win many champions; as a person, she’s known for never giving up.
T: Excellent summaries, thank you.
【设计说明】
这一活动旨在帮助学生在挖掘文章提供的信息的同时探寻文章的写作手法，进而便于后续写作课的展开。学生在教师的引导下发现第一段采用暗喻，第二段中文章中采用排比的修辞方法，了解这两种修辞方法具备的好处，并且加以学习模仿，同时作为本课的重点内容之一：加强学生写作的逻辑性与紧凑性，这两篇文章作为案例，经过教师的引导分析可以起到较好的示范作用。
步骤四：创设情境，写作动机（2mins）
Let students share their favorite stars (both sports stars or pop stars are acceptable) and can tell something about their idol.
【教学问题】
Q1: After learning Jordan and Lang Ping’s story. I’d like to know who’s your favorite star, and can you tell us his or her story
【课堂实录】
T: After learning her introduction about her story and her writing techniques I’d like to know who’s your favorite star, and can you tell us his or her story just like the author
S9: Yao Ming.
T: Why Can you tell us what makes you like him so much
S9: Because of him, I love playing basketball. He is my idol.
T: You mean you like playing basketball because of him, is there something that attracts you to play basketball
S9: He is so excellent that he joined in NBA when he was only 22 years old. He is the proud of our nation. His excellent performance in the match always inspires many Chinese.
T: I see, you like Yao Ming because he is powerful and does very well in his field, right
S9: Yes. That’s why I like him.
T: Thank you for your sharing.
【设计说明】
这一活动作为学生从阅读到写作的过渡，旨在创设写作的情境，这是过程性写作的第一步，也是最重要的一步。我们常说完事开头最重要，如果学生写作仅仅是为了写作或者完成作业，他们常常会发现自己难以想出一些出色的观点，只有当他们清楚的目标或者是写作的动机时，他们才会有写作的欲望，基于这个原因，我们在设计这一活动时，尽量在主题范围内给与学生自由发挥的空间，不再将偶像局限于主题语境下的体育明星，而是开放至学生自身的偶像。同时这一师生对话也是教师纠正学生上下两句逻辑关联性的好时机，如上文预设的情境，当被问及喜欢姚明的原因时，学生简单的回答因为他打篮球所以我喜欢他，这个理由显然是不具有充足说服力的，因此教师要引导学生进一步回答出姚明篮球打的好，为国家争得荣誉，因此我们喜欢姚明。这一过程教师步步引导学生完善答案，做到逻辑性与紧凑性兼具。因此虽然这一环节是一个简单的过渡，但是并不意味着我们可以简单地敷衍这个环节，行文逻辑性与紧凑性承上启下，上接文本研读的analysis question下启学生自身写作时reason sufficient的考虑，需要我们认真对待。
步骤五：头脑风暴，映射反思（8mins）
Give students time to work together to brainstorm ideas for writing; Give students the opportunity to select from the list to see how these ideas can be put together in a coherent or logical way to present a convincing argument.
【教学活动】
In this activity, the teacher will give students first 3 minutes to free talk with their partners about anything they can think of concerning the topic my favorite (sports) stars, and they are required to scribble down anything they have thought regardless of its relevance or correctness. Then they are encouraged to share in class. After that, teachers show a mapping in the PPT which contains many relevant information, Seeing the given material, students themselves also need to pick out and select the most suitable words, details, useful ideas and consider how these materials can be put together in a coherent or logical way to present a convincing argument.
【课堂实录】
T: Ok, class. Now let’s expand our mind to anything that you can think of about your idols. I will give you 3 minutes. Pay attention, write it down as soon as you think of a point, are you clear
Ss: Yes.
T: Ok, Let’s start.
3 minutes later
T: Ok, time is up, is there anyone wanting to share us with what you have wrote You please.
S10: I’ve wrote Liu Xiang, runner, gold medal, honour.
T: Excellent, we all know Liu Xiang is famous for his achievement in hurdling. Do others have different words
S4: Mental power.
T: Oh, mentality, it’s a novel answer, I’d like to ask what do you mean when you write down mentality.
S4: Maybe their perseverance.
T: Good, I quite agree with you, sometimes one’s strong mental power plays an important role in helping him get great achievements.
T: Shall we now look at the projector now I put a list of key words in this PPT, and you can compare it with yours. Don’t forget to do one thing while comparing, that is you are also required to think how these materials can be put together in a coherent or logical way to present a convincing argument. And can you free write something with two to four given information
2 minutes for free writing
T: Who can have a try Can you
S6: My favorite star is Liu Xiang and he’s famous for winning the gold medal for our country.
T: Nice try!
【设计说明】
高考英语应用文的写作过程中，学生常常会碰到这样两种烦恼，一种是无话可说，另一种是有太多话说了，不知道说哪一方面好，最终导致自己的篇章洋洋洒洒一大段难以收场。第一部分的活动brainstorming的设计正式为了解决一个种类型的问题，通过brainstorming，学生按照要求写下所有他们能想到的，关于话题——favorite star的任何信息，通常来说每个人会想到一些不同的方面，因此通过小组讨论大家的观点得以交流传播，打开了大家的脑洞；而活动的第二部分设计mapping，则是为了解决第二方面的问题，学生在brainstorming环节举出的各种信息可能是与话题相关度较低的，难以展开描写的，故事事例与作者想表达的情感是不对应的等问题，这时候就需要教师进行mapping来规范和引导学生选择一些恰当的话题和材料。而最后的free writing 的设计虽然比较简短，但是有承上启下的作用，不仅将一些字词片段组成完整的，有逻辑的句子，还对阅读文本要求的话语前后连贯性，逻辑性，说服性产生回应。
步骤六：列出提纲，起草初稿（13mins）
When students have gathered enough ideas, they need to write a more detailed outline which illustrates the main organizing structure and the most important points of the essay. After this, they can start to write.
【教学活动】
In this activity, teachers give the writing request can have students first to write a more detailed outline then a draft.
从小到大你一定有过喜欢明星人物吧，或者你有没有听说过一些英雄人物的英勇事迹呢，请你尝试用英语给我们写一封信介绍一下他/她内容包括：
1.他/她的基本信息；
2.他/她为什么能成为你的偶像；
注意：
1.词数80词左右；
2.可以适当增加细节，以使行文连贯。
【课堂实录】
T: Now, boys and girls, let’s see the PPT and I will give2 minutes to write an ouline.
2 minutes later
T: Is there anyone willing to share his outline with us
S10: In the first part I’d like to introduce some basic information about my favorite star Yao Ming concerning his career, achievements and age maybe. In the second part, I will tell a experience about him when he is playing basketball in a critical match. Last, I would say I will learn from my idol and become a strong player as him.
T: Excellent organization, now I will give you another 10 minutes to have a simple draft.
【设计说明】
很多学生在写高考英语应用文时会忽略大纲和草稿直接进行写作，这样的做法往往会导致他们思路混乱，导致最后的文章缺乏连贯性与逻辑性。既然作为初高中衔接阶段，学生刚刚接触高考英语应用文写作的打基础的课程，在设计有必要抓住这些细节。
步骤七：修订文章，初探逻辑
步骤八：检查拼写，生生互鉴（7 mins）
Process seven and eight are both revising parts, so I put them together and also, time spent on these two parts should be flexible. Time permitting, we can let these two part circulate over and over again for every time one student read his or his partner’s work, he might have new thoughts and new ideas.
【教学活动】
Editing is the stage when students read through their writings and check the clarity or ideas or the logical development of their writing, while proofreading is the stage before students hand in their final draft, and at this stage, students should be guided to read their writing again carefully for any mistakes in grammar, spelling, punctuation, or capitalization. Of course, both these two activities can be conducted in two different ways—peer-editing or self-editing.
Box’s writing sample:
Dear Li Hua:
Long time no see, I’m writing to tell you about my idol. Many years ago, I saw a man running so fast on the 110 meter race, he beat the black men and won the match. His name is Liu Xiang, he is the first Asian man to win the 110 meter race.
He is the pride of China. Liu Xiang made many records, he shows to the world that yellowman can win a place in the track and field.
I admire Liu Xiang so much, he is my idol. I learn many things from him. When I meet difficulties, I will think about him, I want to be the tough person as him. He makes the good example for me all the time.
Hope things go well.
Yours,
Li Hua
【课堂实录】
T: Now we’d better do a peer-assessment. For example, let’s look at Box’s writing. Is his writing draft organized in a logical or coherent way
Ss: Yes. He supported his ideas with sufficient reasons.
T: Great. Then does he make the idol vivid to you
Ss: Yes. Seeing the essay, we know Liu Xiang more.
T: And what’s his addition part in the writing
S3: He added that he admired Liu Xiang and wanted to be the tough person as him.
T: Yeah, you’re right. What can you learn from Box’s writing Now I will give you time to read your partner’s writing and after reading you should give him some suggestions on either logical organization or spelling.
【设计说明】
这一活动首先是展示Box的作文让同伴评价，给学生提供机会赏析同伴的习作，Box能够并结合老师及同学的评价修改完善自己的作文，同时其他学生在后续的活动中有学习榜样，同伴互评与自身评价相结合的模式有利于提高学生的语言赏析能力、合作协商能力以及批判性思维。此外，这一评价形式加强了教师和学生之间的互动，实现了多元评价。
步骤九：教师评阅，给予点评（作业，课后完成）
Students revise their work after school and finally the teacher take use of free time to have a face-to-face instruction for as many his students as he can, and in the next class, the teacher is required to show main problems in the writings he has seen and provide good example for excellent writing.
【设计说明】
最后的教师评阅环节，对学生帮助最大的方式是开展一对一面对面的帮扶，但是对于一个教师需要教大班的情况，这显然是不现实的，因此教师需要在看过几个不同水平的学生的作文之后总结出学生作文中存在的问题，呈现在ppt上，并且展示一些优秀范例。
（三）教学反思
本节课将读思写结合的教学模式与过程性写作有机融合用于原用于读思课的文本Living Legends，借用Living Legends文本介绍性强，富有逻辑性和连贯性的特点，来开展一堂别样的读写课，其中读中亦要有思，思后需增有写，读是学生学习模仿的阶段，读的步骤要聚焦介绍信的框架结构，功能句型和写作技巧，思的步骤融贯在读之中，学生主要反思教学文本叙述的逻辑性与连贯性，思考作者是如何达到这一效果的，思考如何能将这些手法融贯运用到自身的写作中去。写的阶段通过独立写作，合作评改学以致用，以生生互鉴的方式实现学生之间互促互学。
1.学生为本，任务导向，争对目标学生已有水平进行教学。
本课教师首先要留意到本班学生是高一新生，处于初高中衔接的关键阶段，基于前几期学生存在的学生不知写什么，写作的重心偏向不明确等问题，强调过程性写作中brainstorming和mapping的环节，brainstorming旨在让学生通过头脑风暴给学生提供尽可能多的关键词来解决不知写什么的问题；mapping旨在教师通过课件映射引导学生找出哪些有话可说，说之有理。而通常学生不习惯于习作前列大纲与草稿，这将会导致学生在写作中思维混乱，不知所云，导致最终成品逻辑性与连贯性的缺失。因此在这一初高中衔接，应用文写作起步的关键阶段，我们拟采用过程性写作中的outlining和drafting步骤来促进学生这一习惯的养成。此外，对于阅读文本的处理，我们将更加关注阅读文本是如何展开描述或是怎么展开写作的，于是我们特别注重两篇文章写作手法的应用。
2.线性环节，循环互评，促进学生渐进式写作能提提高
本节读写课重心放在后半程的写作课上，主体上利用过程性写作来实现。值得一提的是过程性写作各个环节的展开虽然是线性呈现的，但是我们一定要需要按照所提供的步骤严格展开，相反，教师应该灵活运用过程性写作的各个步骤，如本课我们特别强调学生自评与他评能力的培养提升，所以我们在时间允许的情况下我们多次循环展开步骤七与步骤八，帮助学生在相互观察习作的过程中提升。在最后的步骤九结束之后学生依旧可以进行前面的步骤来修正改进自己的文章。
【板书设计】
【教学文本】

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