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  • 您的位置:在点网 > 教案 > 高三教案 > 高三英语写作课教案 正文 2017-07-29

    高三英语写作课教案

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    篇一:高三英语写作课教案

    高三英语写作课教案 A Teaching Plan of Writing

    I. Teaching Goals:

    1.Learn how to write an article about a hot topic--Microblog . 2. Master the writing skills of making an outline for an article . 3. Learn to work cooperatively with others.

    II. Teaching Important Points:

    1. Discuss the hot topic “Microblog”; 2. Write an article about Microblog.

    III. Teaching Difficult Point: Work individually to write an article about

    Microblog.

    IV. Teaching Aids: CAI, a computer V. Teaching Procedure Step 1 Pre-writing

    Activity 1 Warming-up

    T: Today , we’ll talk about a hot topic and then write it down. As we all know, a lot of new things have come out in 2012. Do you know what the year of 2012 is called? Ss: “微博年”。

    T: Yes, the English for “微博” is “Microblog”. The hot topic we will talk and write about is Microblog. How much do you know about microblog? Can you answer the following questions?(PPT)

    1) What is the use of microblog?

    2) What are the advantages and disadvantages of microblog? 3) What is your opinion about using microblog? Let’s have a discussion. Activity 2 Discussion

    T: Now, the students in row 1,row 3 and row 5 turn around and join in your group to have a discussion.(Divide the students into 10 groups , with each group including 6 students)Everyone, you must talk in English, and each group leader, not only need you organize your group well, but also you need to take some notes of what your members talk about.

    Ss: Discuss in groups about 10 minutes.

    T: (During the discussion, join in them to express opinions or give some advice or offer some help when necessary.)

    Step 2 While-writing

    Activity 1 Making an outline

    T: Ok. Since each group has discussed about microblog, now let’s write an article about it.Which factors should your article contain? Please make an outline . You can just use some key words or phrases to make your outline. It is not necessary for you to write down the whole sentences.

    Ss: Work individually to make an outline for their article at first. And then ask their partners to give them a hand.Such as some words’ usage, some phrases’choice. Activity 2 Making a draft

    T: Now , Please make a draft of your article. You need to write using the whole sentences to make your draft this time. Ss: Finish their draft by themselves.

    Step 3 Post-writing

    Activity 1 Individual work

    Ss: Look through their own article to correct some obvious mistakes alone.Such as words’ spelling , verbs’ tense . Activity 2 Pair work

    Ss: Exchange their articles with their partner and ask their partner to read their article to point out the mistakes.And at the same time they need to give each other some suggestions about writing such as : how to express the same meaning better.

    T: Join in the students to comment on their writing and give some students a brief comment.And then take photographs of some typical articles.

    Step 4 Feedback

    Activity 1 Article- Show

    T: Show some typical articles to the students and let them give comments according

    criteria.

    Activity 2 Comparison

    T: Show the students the similar writing material and its full-mark model .(PPT) 当今,微博在人们的日常生活中已经成为一种时尚,成为一种必不可少的交流工具。但过度或不当的使用不仅浪费时间、精力和金钱,还会影响生活的和谐。请根据下图提示,用英语写一篇短文, 对图片所示现象加以分析,并谈谈你的观点(至少两点)。注意:

    1. 词数150左右 (开头已给出不计入总词数) 2. 可进行必要的想象和发挥,但不要逐句翻译。 3. 参考词汇:微博microblog; 时尚fashion 满分范文

    Microblog,as its name indicates, is a kind of blog, which differs from a traditional blog in that its content is typically smaller in size. It is more and more widely used by a growing number of young people to find fun in life in their spare time, to relieve the

    pressure from study, to get well-informed of the latest news and so on.

    There is no denying the fact that it has become a symbol of fashion and brought much convenience to our life. With a computer or a cell phone, we can text whatever we like, and immediately people who are concerned about us may receive it. Not only can we respond to it immediately, we can also type some words in reply to them . While blog has become a trend, we should take care not to devote too much time and energy to it because we can’t afford to. Besides, sometimes it’s very hard to check whether the information we get is true

    Ss: Compare their articles with the model and analyse how to improve .

    Step 5 Summary

    T&Ss: Sum up the points for attention of how to write this kind of articles.

    Homework:

    Revise your draft further to complete your article and then hand in your compositions.

    作业参考:The Popularity of Micro-blogging

    1.近年来“微博”越来越流行,许多人利用“微博”来表达心声、交流想法。 2.微博流行的原因。3.微博可能引起的弊端。 4. 你的看法。

    课时评价设计

    教后记:

    本课时为高三学生每周一练的例行写作课,主要内容是针对今年的一个热点话题“微博”进行写作训练。基于我校区高三学生的实际情况:部分学生对写作有畏难心理,而部分学生觉得无话可写,甚至还有部分学生词汇欠缺严重。因此设计写前让学生参与小组讨论,把作文提纲或者要点在小组互助中完成,从而进一步完成作文草稿的撰写任务。这样在一定程度上降低了写作的难度,同时也培养了学生间的互助合作精神。在当堂的作品展示环节,特别强调了卷面书写。这点对学生触动较大。

    本节课的不足之处是在讨论环节中,部分学生不是用英语交流,而是用母语说然后用英语翻译。鉴于此,要提醒学生作文不是逐词逐句的翻译。

    篇二:高三英语一轮复习写作部分教学设计

    高三英语一轮复习写作部分—

    如何掌握五种基本句型教学设计

    教学内容:高三英语写作部分—高考英语五种简单句型

    授课班级:高三(8)班

    授课时间:2014-11-10

    授课人:何晓娟

    教学目标:

    Ⅰ、认知及准确判断五种基本句型

    Ⅱ、能够在写作中灵活运用五种句型

    教学重点与难点:

    主+谓+直宾+间宾(S+V+IO+DO)主+谓+宾+宾补(S+V+O+OC)

    教学方法:

    多媒体教学和两种教学方法,即:1、任务学习法 2、合作学习法

    学法指导:

    合作学习:指学生通过分工合作共同达成学习目标的一种学习方式。本节课在最后的课堂活动中我把学生分成四人一小组的学习小组,让他们围绕着课堂任务分工合作,在活动中相互探讨、相互交流、相互合作,从而获得知识、技能,发展他们的写作能力。

    教学工具:

    幻灯片(包括:音乐、图片及文字)

    教学步骤:

    StepⅠ、问候和导入

    一、基本概念:

    主(S)谓(V)系(LinkV)表(P)宾(O)宾补(OC)

    二、认知五种简单句型

    1.S+V (主语+不及物动词)

    2.S+V+O(主语+及物动词+宾语)

    3.S+LinkV+P(主语+系动词+表语)

    4.S+V+IO+DO(主语+及物动词+间接宾语+直接宾语)

    5.S+V+O+OC(主语+及物动词+宾语+宾语补足语)

    StepⅡ、高考链接(个人活动)

    语法填空

    StepⅢ、巩固练习(结对活动)

    单句改错

    StepⅣ、写作(小组活动)

    每组围绕话题任意写四个简单句

    StepⅤ、小结和作业

    任选一个话题写一篇小短文(用本节课学过的五种简单句型)

    StepⅥ、板书设计

    篇三:高三英语写作课教学设计

    高三英语写作课教学设计

    (时间:2009-3-11 15:04:26 )

    一、 教学目标

    知识目标:1、明确高考书面表达的要求,学会在规定时间内完成审题、确定文体、抓住要点、组织语言、书写修改等一系列工作。

    2、学会内容表达的完整性、行文的连贯性、遣词造句的准确性。 能力目标:提高学生写作水平和综合运用英语的能力。

    二、教学辅助:多媒体

    三、 教学过程:

    (一)Lead-in

    导入的任务是唤起注意,酝酿情绪,带入特定的语言交际场。在教师的指导下进行回答问题,小组讨论。

    1、要求学生回答下列问题:

    What is(转 载 于:wWw.zAIdian.cOM 在 点 网:高三英语写作课教案) pocket money?

    Do you have pocket money?

    2、四人小组讨论下列题目:

    How do we deal with our pocket money?

    通过以上提问,让学生尽快进入角色,对如何使用零花钱,说出自己的看法。让学生分小组活动,四人一组,教师巡视,需要时给予帮助,并参与学生的讨论。引导学生扩大词汇量和英语惯用法,指导他们掌握英语基本句型,尤其是五个基本句型和动词句型。然后,选出某一小组的代表向全班汇报他们小组讨论的内容,再请1—2位学生发表他们的观点。

    3、将 “How to use our pocket money?” 写在黑板中的上方。向学生布置接下来的任务:Today we are going to discuss how to write a report on “How to use pocket money for high school student?”

    (二)Presentation

    指导学生分析写作材料,找出所有内容要点,已有材料,掌握事实。用大屏幕展示写作材料:

    书面表达(满分25分) (NMET2004天津卷)

    假设你班将举行一次英语班会,主题为“中学生应如何使用家长给的零花钱”。请你根据提示写一篇发言稿。

    使用方式 好处

    存入银行 养成节约的习惯

    购买书籍 获取知识

    其他 培养兴趣(音乐、体育、集邮等)

    注意:1、词数:100左右;

    2、考词汇:零用钱——pocket money

    Dear friends,_______________________________________________________________

    _____________________________________________________________________ _____________________________________________________________________ 要求学生认真阅读材料,读完材料后,问学生有关问题:

    1) What should we write?

    2) What expressions and sentence can we use?

    3) How can we organize the necessary information and the related ideas we want to write?

    再要求学生分小组讨论(4人1组)。这一过程的任务是拓宽思路,集思广益,讨论找出全部要点并交流如何表达这些要点以及可用哪些词组和句型,应用什么时态。同时进一步引导学生复习和扩大词汇和短语,使用相关的基本句型。教师巡视,必要时给予帮助和指导或参与学生的讨论。

    (三)Collection

    选出某一小组的代表向全班汇报他们小组讨论的结果;听同学反馈,请1—2名学生对刚才的汇报作简要的评述。从文章的内容要点、结构、语言形式、及交际功能的体现等方面进行评述。然后教师作简要的评述。收集并整理学生所用词汇、短语,写在黑板上。

    (四)Outline

    要求每位学生各自完成拟写提纲的任务,可以是潦草提纲,这种提纲不仅字迹潦草,往往也是只言片语。但在应试写作中往往是很有实效的一种写作提纲。也可以是句子式提纲,在这种提纲中,每一部分的内容用完整的句子列出,能较详尽地体现出实质内容和各部分之间的逻辑联系。

    (五)Writing

    要求学生根据大家的讨论和教师的指点以及他们所拟的提纲,尽快地把文章写出来。学生在充分准备的基础上进行文字写作实践。这一阶段的具体任务有四项:1、草稿;2、自检错误;3、文字推敲、润饰;4、初步定稿。

    在这一过程中,教师巡视,给以学生必要的帮助和指导,特别是帮助指导一些有困难的学生。查看学生写作的内容要点是否齐全,表达是否准确,用词、句型结构的使用是否正确,单词拼写是否有误,语法结构的数量和准确性,上下文的连贯性以及语言的得体性。鼓励学生在完成这一任务的过程中应用较多的语法和词汇,合理使用较复杂结构和较高级词汇。

    (六)Checking

    教师在引导学生实施这一过程的任务之前,首先应向学生展现作文评分标准,特别是高考作文的评分标准、评分原则、给分要求,以及各个档次的要求和分值。在评价作文时,重点放在它所表达的思想及表达方式上,看作者对材料的分析是否准确、有新意,文章是否切中题目,是否完全完成了规定的任务,等等。这一过程

    的具体任务有:

    1、Checking in pairs

    同桌交流习作,通过辨认并改正彼此的内容要点的遗漏,句子结构和语法以及用词的错误,再一次为学生提供学习的机会,并强化同学间的合作性学习。

    2、Class correction

    听班级反馈。选出一篇学生习作,通过投影进行讨论并集体修改,让1—2位同学提出修改意见。评述学生习作的内容要点、语言的准确性、遣词造句、语法结构、句子句型、过渡词语、语篇结构以及标点符号的使用。采取反馈和同学间相互阅读作文的方法。学生既是作者又是读者,他们通过阅读别人的作文,可以学到更多的写作技巧。

    3、Teacher feedback

    学生听教师评述。教师对学生的修改意见进行简要的评述,然后通过幻灯展示范文,并强调写作要点。然后,要求学生再次对作文进行修改,不但要求要点齐全,语言表达准确连贯,而且在此基础上,求新、求精。适当使用并列句、定语从句、名词性从句。

    4、Hand in

    学生将写好的作品上交老师,教师审阅后把优秀作品在班级阅读展览。

    篇四:高三英语写作课Travel journal教学案例

    高三英语写作课Travel journal教学案例

    一、教学内容

    以人民教育出版社教材中"Travel journal"话题为背景,根据写作要求提示,组织材料写一篇自己亲身游记。

    二、教学目标

    1、写作技能目标:

    在学习"Travel journal"之后,掌握用英文写游记体裁文章的基本技能。

    2、学习策略目标:

    (1)指导学生学会欣赏游记,并能模仿写出自己的旅游经历与体会。

    (2)培养学生选择使用工具书的技能,促进写作水平的提高。

    3、情感目标:

    提高学生的业余生活质量,欣赏美丽河山,热爱和保护自然,同时加强情感交流。

    三、教学重点与难点

    1、如何做好阅读与写作的衔接。

    2、对学生模仿游记的评论与评价。

    四、教学过程

    Pre-writing

    Activity 1. Show the students some sentences from the reading in this unit to remind them of the travel experience of Wang Wei and Wang Kun. 1. I had dreamed about taking a great bike trip. 2. She loves to go for long bike rides in the countryside.

    3. She gave a determined look---the kind that said she wouldn't change her mind. 4. When are we leaving and when are we coming back?

    5. At first the river is small, clear and cold. Then it begins to move quickly. It becomes a rapids as it passes though deep valleys?.At last, the river's delta enters the South China Sea. 6. To climb the mountain road was hard work but going down the hills was great fun.

    7. We are reaching Dali in Yunnan Province where our cousins Dao Wei and Yu Hang will join us. We can hardly wait to see them.

    At the same time, the teacher asks the students to pay attention to the underlined words, from which they could learn ways to describe their trips and share their afterthoughts with us.

    (本教学环节可以起到承上启下的作用,学生脑海中可以复现本单元游记的场景;通过回忆下划线的词语或句型,即可复习巩固,又为新的写作训练架起“引桥”。)

    Activity 2. Travel around our country

    T: Do Wang Wei and Wang Kun enjoy their bike trip? (S: Yes.)

    And have you made a trip somewhere in our country/our town/our area? Or "Have you ever had such experiences as Wang Wei and Wang Kun?" (For

    students living in towns, most of them will say "Yes", for others the teacher may choose the one the students are familiar with.)

    For me, traveling around is exciting and there are a lot of places of interest to see in our motherland. Look at the pictures and guess where it is.

    (Show some slides or pictures.)

    Hainan Island; Hongkong; Tian'anmen Square; The Great Wall; Mountain Tai; Qingdao; Huanghe, Temple of Heaven etc.

    (对于大多数学生而言,英语写作不轻松,也比较乏味。通过师生互动的课堂活动和欣赏图片,既能较好地激发学生的兴趣,引领学生欣赏名胜古迹,又在一定程度上使学生为之振奋,从而激发写作欲望。)

    While-writing:

    Activity 3. Talk about the writing topic. ( handout )

    假设你是李华,今年五一节,你们班组织了集体登泰山活动,请你根据当时的场景写一篇游记。记述你们班为什么选择登泰山?在登山前做了哪些准备工作?如何到达山顶?途中观察到什么?有什么感受?

    1. Do you want to go traveling around these places? (Yes.) So do I. If we had enough time and enough money, we would go there some day. By the way, I was told that your class went to Mountain Tai during the Labour Day. Am I right? Would some of you share the ideas with me?

    2. Brainstorming:

    Get the students to ask and answer the question:

    Why did you choose to go to Mountain?

    The students may give some answers as follows:

    A. Mountain Tai is quite beautiful/famous/close to nature.

    B. We want to have an interesting trip there.

    C. During the climb, we students can help each other, which will strengthen the friendship between us.

    D. We had dreamed about climbing Mountain Tai together for long. E. It's in our province, and we feel proud of it.

    F. We want to make a study of the wildlife there.

    G. We should try to overcome any difficulty, no matter how hard it is.

    H. Mountain climbing is really exciting.

    ??

    (For the above questions, the teacher asks the students to give as much information as possible, and do the same with the following ones. )

    1. What did you do before your trip?

    2. How did you get to the top of the mountain?

    ??

    (本阶段属于本节课的核心内容。由景而入,激发了学生的兴趣;通过“大脑风暴”活动,既活跃了课堂气氛,拓展了学生的思维,又能够锻炼学生口头表述事实和交流信息的能力,这些可理解的输入为下一步的写作做好了语言上的准

    备。同时,本环节也体现了读写一体的原则,即每个句子的正确性为整篇文章的写作打下了良好的基础。)

    Activity 4. Put the ideas into sentences and then into passages

    1. First, ask the students to write down some sentences about their climbing. Ask them to make out an outline, topic sentences of the

    paragraphs, and some key words and phrases. They can also combine the answers to the above questions and then revise them with the advice from others.

    2. Next, get the students to put their sentences in order. And share their writing with their partners.

    (Before getting the students to start, remind them of the differences between a diary and a journal.)

    3. Then, students write the travel journey, using linking words and relative pronouns.

    While carrying out this work, the teacher may walk around the students to give some help when necessary.

    (由问题的互动,学生积累了写作素材;同时,学生写作技能的培养在这里也得到了集中体现。从整理思路,组织素材,到列出提纲,遣词造句,写出文章,整个过程是连贯的,是一体的。在这个环节中,教师使用了“任务型”教学法,通过学生的班级活动,小组活动,促进了学生之间的交流、合作能力。在小组交流过程中,老师应尽量参与到讨论当中,并能适时地加以指导,也就是说教师的身份应该是活动的组织者,学生的指导者和启发者;学生才是课堂的主体,一切活动也围绕学生来展开。)

    Post-writing:

    Activity5. Get the students to evaluate their compositions in groups.

    1. Exchange their writing with other members in the groups (two or four students in a group), and ask the students to give some comments on the one he or she has read.

    2. The teacher should get the students to pay attention to the following points to make necessary corrections while reading their partners' writing.

    (1). Basic skills (spelling, capitalization, punctuation)

    (2). Key points

    (3). Suitable words and expressions

    (4).Grammar (tense, voice, sentence structures)

    (5). Logical problems (conjunctions, orders)

    3. Get each group to recommend one or two passages and share it with the rest of the class. And the teacher chooses one or two of them to mark them in class with the help of overhead projector and gives some comments.)

    4. Ask the students to make necessary changes in their writing and copy them in their exercise book for further correction.

    (同伴评价实际上是合作学习的一种形式,其重要理论基础就是考卡夫(Kafka, K)最早提出的“群体动力理论”(group dynamics)。通过组内讨论交流,小组评选,学生对自己所写作文的要求与要点以及注意事项都有了大体的

    印象。老师再利用实物投影仪选择不同层次代表性的文章当堂点评。对于学生作文中比较容易出现的问题,应讨论出合理化建议并加以纠正,比如时态错误。如果他们能在写作中出现比较深层次的认识,教师应该及时加以表扬,从而培养了学生的写作热情,提高评价和欣赏文章的水平。)

    Homework:

    找出自己一次外出游玩的系列照片,制成小册子,配以英语说明,说明中需增加自己的点评,然后向全班展示。

    篇五:高中英语写作课教学设计

    高中英语写作课教学设计

    院系:外国语学院

    班级:2010级(1)班

    姓名:赵乙徽

    英语写作课教学设计

    设计意图:运用“讨论式”的英语教学模式和采用“任务型”英语教学

    途径,培养同学们的听说读写能力,突出阅读和写作技能的

    训练、学习策略的培养、阅读和写作的实践,从而使学生领

    教学年级:高一

    课题名称:

    授课类型:英语写作

    教材版本:人教版

    相关领域:景点描写

    授课时间:

    教学目标:

    2.

    3.

    教学重点:引导学生仔细阅读文章,了解文章中心思想,并能之后用自教学难点:学生需要学会合理运用有关的语法项目来描述地点教学方法:讨论法

    教学手段:多媒体

    教学过程:会语言信息的输入与输出、阅读和写作之间的内在联系,并引导学生独立思考并以讨论、合作学习的方式练习英语写作。 Unit 3 Information Report——Moon Park 45分钟 1.培养学生的阅读策略和提高阅读能力 下课后学生能够写一篇描述地点或景点的文章 能够正确的运用本单元学到的单词、短语和语法 己的话描述一个喜欢的地方,实现用词准确,行文流畅Powerpoint

    第一环节:信息输入——阅读课(用时约20分钟)

    Step 1:Pre- reading

    课前给学生布置如下任务:1):what kind of things can you

    do at a fun park? 2):look at the picture below.do you

    know what this ride is called?what does it do?

    要求学生带着这些问题预习课文。由于学生是在任务目标驱

    使下预习,预习就很有成效,而不是走过场。为课堂讨论奠

    定了基础,同时也提高了课堂教学的效率,发挥了学生的主

    体作用,培养了学生查找信息的能力和较强的自学能力。

    Step 2: Lead-in

    让学生讨论以下问题:

    Answer the following questions:

    1):Have you ever been to a fun park? What kind of things

    can you do at a fun park? Look at the picture below.Do

    you know what this ride is called?What does it do?

    分组展示预习任务的完成情况。一方面教师可以检查学生的

    预习效果,另一方面做到以学生为中心自然导入新课。学生

    分组(四人一组)讨论,(也是初步展示预习成果),学生

    交流气氛热烈,学习兴趣很高。为使学生主动参与教学的全

    过程开了好头。

    Step 3: Reading

    这一阶段为学生对语言知识、语言材料进行加工、处理的

    过程。在学生预习的基础上,围绕话题和文章,指导学生进行阅读技巧训练。包括讨论分析文章结构、归纳中心思想,开展语言交际活动,逐步落实学生的各项预习目标和要求。指导学生进行反复的讨论、查阅、归纳、总结等口头交际活动。

    给学生设计如下任务:

    Task 1: Skimming to find out what’s the passage going to talk about.

    Task 2: Analyze the structures of the passage, expressing your opinions actively.

    Task 3: What’s the main idea of this passage

    Task 4: Discuss the following detaile information in groups of 4

    a. Where is the Moon Park?

    b. What’s the most popular ride in Moon Park?Can you talk about it?

    c. What can you do when you are going on the rides? d. If you were hungry,where would you go in the Moon Park?

    教师指导学生重新领悟教材,在个体学习的基础上与同学讨论完成以上任务并分组向全班同学汇报讨论情况。

    Task 5.Do the exercices on the textbook

    a. Where do you think you might see a text like“Moon Park”?Tick one or more answers.

    b. What is the purpose of this text?Tick one or more answers.

    c. Now you have read about Moon Park,do you think you would enjoy going there?Give reasons.

    学生做完问题后,叫4到5个学生回答问题。

    Step 4: Consolidation

    Task 1: Ask the students to pay attention to the difficult phrases.

    Task 2: Get the students to summarize the structure of the passage. 第二环节:信息输出——讨论、写作( 用时25分钟)

    教学目标:

    1)、培养学生的合作意识和合作能力以及鉴赏能力;

    2)、检验阅读与写作整合的效果。

    3)、讨论中鼓励学生把在阅读中所获得的信息或知识和自己的已有经验联系起来 提高表达能力,并为写作做好铺垫。 Step 1. Get the students to know the writing tips.

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