高中英语人教新课标必修二Unit2 写作课 教学设计

Unit2 写作课公开课教学设计

写作课教学设计A Letter of Application

一、教学分析与整体设计思路

（一）教学内容分析

本课教学内容为A Letter of Application,课型是写作课。本节课主题为人教版高一英语模块2第二单元Olympics的进一步拓展，结合学生对2016里约奥运会的热情和了解，引发同学们对参与奥运会并做奥运会志愿者的渴望，进一步结合2022年中国主办亚运会的材料，引起学生们学习书写志愿者申请信的兴趣和动力。（二）学情分析

本节课的教学对象为普通高中高一平行班学生，处于初高中英语学习衔接阶段，由于初高中英语教学目标的不同和学生词汇量方面的断层，造成了学生对高一英语学习信心不足，倍感压力。在这种情况下，学生对写作课有一定的畏难情绪，这也对教师教学方法的选择、教学难度的设定提出了更高的要求。

（三）设计思路

本节课的教学设计主要从范文归纳、过渡语连接词的使用、词句的修改润色和学生思维生成几个方面着手。

1.范文归纳

既然学生对英文申请信的书写无从下手，那么教师为学生提供范文，并引导学生从申请信的结构、过渡语、连接词和词句方面进行梳理就显得尤为必要。这种梳理为学生的写作提供了框架和依托，使学生在写作时能有的放矢，想的清楚结构，写的清楚条理。本节课我采用了一封志愿者申请信范文，并以学生观察、老师提问引导、学生总结、老师补充的方式，使学生对申请信的书写结构、段落布局都有了一个清楚的认识。

2.过渡语连接词的使用

对于在写作中能有条理地表达要点，使用过渡语和连接词是十分必要的。尽管过渡语和连接词的学习并不难掌握，但实际写作中的正确合理应用对学生来说是有难度的，是需要训练的。同时，过渡语和连接词的应用是英语应用文写作中的基石，需要学生在写作中有意识地合理应用。本节课，我通过范文示范、学生讨论

和教师补充等方式达到让学生对过渡语和连接词心中有数的目的，并在接下来的写作、修改和润色中对此作用进行强化。

3.词句的修改润色

在申请信基本框架掌握的前提下，教会学生对作文内容进行润色是十分必要的。翻译上有一个标准叫做“信、达、雅”，这个标准运用在申请信的写作上也是可以的。将要点表述清楚为“信”，对写作目的表达确切为“达”，在写作内容上流畅为“雅”，“雅”文可以使人心情愉悦、印象深刻，这也是申请信书写的一个目标。本节课，我通过引导学生观察、练习、修改等方式，试图提高学生应用好词好句的意识，提高学生修改完善写作内容的能力。

4.学生思维生成

学生需要在语言的使用中体验语言的功能和情感。在本节课的写作中，学生通过观察总结、独立写作、合作修改互评、共同分享、全班展示等多种方式，进行了语言体验、交流和改进，使学生认识到通过合作学习、有针对性的修改和实际的应用，写作并不是难题，而是充满乐趣、挑战和进步的积极体验，从而增强了写作的自信心。

二、教学目标

第一，学生通过观察总结，掌握写作中如何利用过渡语和连接词有条理地组织段落，达到要点表述清楚的目的；第二，通过修改和润色，使学生学会有意识地对写作内容进行加工，达到语言表达顺畅的目的；第三，通过学生互评、分享等方式，使学生学会合作修改、互相促进，增强对写作的积极体验；

三、教学过程

Step1: Lead-in:

Talk about 2016 Olympic Games and volunteers’ qualities to stimulate students’ interest

Q1:Talk about the well-known athletes who won gold medals in Rio Olympic Games in 2016 to arouse students’interest of doing something meaningful for Olympic Games.

Q2: What qualities do you think a volunteer should have ?

Through this step ,students get to know what a volunteer should be like and become interested in being a volunteer and eager to write a letter of application.

【设计说明】

本环节主要是教师通过引导学生谈论2016里约奥运会，激发同学们对奥运会的热情和参与奥运会的渴望，增强本课写作主题的代入感。同时，通过谈论奥运会志愿者应该具备的品质和能力，引发同学们对做奥运会志愿者这一问题的思考，为接下来的书写奥运会志愿者申请信做铺垫。

Step2: Sum-up:

Students are presented with an example of an application letter including markers, connectors and sentence patterns.

Q1:How many paragraphs are there in this letter?

Q2:How is the letter organized?

After this step ,students can realize it is necessary to use markers and connectors to organize a paragraph to make it clear and readable .Meanwhile ,markers and connectors are summarized as much as possible .

【设计说明】

本环节提供了志愿者申请信范文，使学生清楚地了解申请信的结构，以及如何通过过渡语和连接词来有效地组织段落，增强学生清楚有条理写作的意识。本环节主要通过学生阅读、观察、讨论、总结来达成教学目标。

Step3: Practice:

1.Practise the usage of markers and connectors

Through some exercises, students are able to use markers correctly.

2.Write the body part of the letter with proper markers, connectors and sentence patterns.

Lead students to use markers and connectors correctly in their letters and make them more readable and flexible.

【设计说明】

在上一环节总结了过渡语和连接词的基础上，本环节结合2022年中国将主办亚运会的材料，训练学生进行写作，要求合理地应用过渡语和连接词使段落层次分明，要点清楚，达到学以致用的目的，完成本节课教学目标中的教学重点。Step4: Evaluation:

1.Teacher’s evaluation for a piece of writing

Teacher leads students t o evaluate a piece of student’s work and helps students master how to make a judgment on their own work.

2.Pair evaluating:

Evaluate deskmates’ work by underlining and correcting mistakes.

It is necessary that students can evaluate their own work and try to correct it by evaluating.

【设计说明】

在初步完成申请信的基础上，教师引领学生对作文进行评价，分别从过渡语和连接词的合理使用，语法和词汇，书写的工整性等方面着手，使学生通过评价和互评认识到作文中出现的问题，并有针对性地进行修改。

Step5:

Polishing:

1.Practise combining sentences and polishing words

Through some exercises ,students are able to combine simple sentences together for a main purpose and make the sentences more flexible.

2.Individual work: Edit and polish your work with sparkling words and sentence patterns

Students are given enough time to finish their own work and make an organized paragraph by using markers ,connectors and sentence patterns.

3.Class work: Sharing your favorite sentences

By sharing ,students are able to master more good sentences

【设计说明】

在段落层次清楚，要点准确齐全的基础上，本环节力图使学生的写作水准有一个初步的提升，至少要使学生能有意识地增强好词好句的应用，提高写作语言的丰富性和可读性，增强段落语言表达的灵活性。本环节主要通过连词使用练习、学生个人修改润色和集体分享好词好句来实现，教师通过引导、评价和提供建议来引导学生突破本节课的难点。

Step 6: Sharing:

Who is the most hopeful volunteer in our class?

Two students come to the front and read their letters for all the students and all the

students make a judgment on who is the most hopeful to be a volunteer in our class. Also, it arouses students’ interest and enthusiasm.

【设计说明】

本环节请全班同学评价两位同学的作品，并举手表决哪位是本班级最有希望成为奥运会支援者的人。通过这一环节，申请信得到了实际应用，增强了学生学习英语的兴趣和积极性。

四、教学反思

本节课教学目标难度适当，有梯度性，主题代入感强，重难点完成和突破有效。同时，提高了学生评价和欣赏英文作品的能力，促进了学生批判性思维的发展，增强了学生合作学习的意识和能力。但也存在一些问题，如课堂时间的使用不够有效，有拖堂现象；另外，在全英授课中，有些学生不能及时准确把握老师意图指令，不能很好地进行课堂互动；在课堂评价中教师对于学生润色文章的指导，从方法上应进一步探讨并实践，提高教师指导学生写作的有效性和艺术性。

刘迪，吉林省珲春市第一高级中学英语教师，研究生学历，吉林省高中英语学科教学新秀，延边州高中英语教学新秀，珲春市骨干教师。其教学风格亲切自然、生动活波，教学思路清晰顺畅，善于激发学生英语学习的积极性，善于引导学生思考，颇受学生爱戴。

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二、教学过程

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B2U2 Wildlife Protection Reading for Writing教学设计 学校年级高一 授课教师 1.文本解读 [What]主题意义和主要内容 本板块是一个读写结合的任务板块，活动主题为：制作高质量的海报(Make an effective poster)，要求学生围绕本单元的主题语境“人与自然”，进行深入一步的主动探寻和意识培养。在自己拥有保护野生动物意识的基础之上，通过制作海报的形式，呼吁全社会共同参与野生动物的保护，教育公众保护野生动物就是保护人类自己，唤起所有人保护野生动物的意识和热情。 阅读文本是两张海报。第一张海报“Give Ugly a Chance!”I呼吁人们保护各种野 生动物，勿因个人好恶而区别对待。动物无论美丑，都因有其存在的意义和价值，世 界因生物的多样性而美丽。第二张海报“Don’t Make Paper with My Home”以考拉 的心声呐喊为标题，批评那些滥砍滥伐树木破坏动物家园的行为，正文则是对标题的 进一步解说。 [Why]写作意图 本课基于保护野生动物的主题意义，通过阅读分析海报的语篇特征和写作方法，引导学生掌握海报的核心要素；通过写作练习制作一幅有视觉冲击力、表意明确、能打动人的海报，提高语言表达能力。 [How]文体结构和语言修辞 阅读文本是两张海报，包含图片(image)，标题(headline)，正文(body)三个部分。第一张海报使用陈述语气，娓娓道来，让人不知不觉接受作者的观点。第二章海报采用拟人的修辞手法，以考拉的心声呐喊为标题，批评那些滥砍滥伐树木破坏动物家园的行为。文中使用了感叹句和反问句，语气强烈，鲜明地表达了作者的态度和观点。另外，两张海报的标题均采用感叹句，带有强烈的诉求和感情色彩，再配上生动的图片，使海报更富震撼力。 2.学情分析

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2019新人教高中英语必修二 Unit 2 Discovering Useful Structures公开课教案Analysis of teaching material: The activity topic of this section is “report an ongoing event”, and the structure is the passive voice of present continuous tense. Rare wild animals are suffering from large-scale poaching, and species are on the brink of danger. Rescue operations are underway. “Being” and “suffering” are the meanings of the present progressive passive voice. The usage of present progressive passive voice is of great importance in writing a good discourse and appreciating some difficult language items, so it is vital to master it and use it flexibly in a context. Teaching aims: 1. Motivate students to deepen the understanding of the usage of present progressive passive voice in a fixed context. 2. Enable students to master the usage of present progressive passive voice and use it flexibly in a context. 3. Lead students to construct sentences or appreciate sentences used master it and use it flexibly in a context. Teaching key and difficult points： 1. Help students to appreciate the function of the usage of present progressive passive voice in a sentence. 2. Instruct students to write essays using the proper usage of present progressive passive voice. Teaching procedures: StepⅠLead-in Pay attention to the underlined parts:the present continuous passive voice,change them into active voice and compare the differences in meaning. 1.African elephants are being hunted.

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Unit2 写作课公开课教学设计 写作课教学设计A Letter of Application 一、教学分析与整体设计思路 （一）教学内容分析 本课教学内容为A Letter of Application,课型是写作课。本节课主题为人教版高一英语模块2第二单元Olympics的进一步拓展，结合学生对2016里约奥运会的热情和了解，引发同学们对参与奥运会并做奥运会志愿者的渴望，进一步结合2022年中国主办亚运会的材料，引起学生们学习书写志愿者申请信的兴趣和动力。（二）学情分析 本节课的教学对象为普通高中高一平行班学生，处于初高中英语学习衔接阶段，由于初高中英语教学目标的不同和学生词汇量方面的断层，造成了学生对高一英语学习信心不足，倍感压力。在这种情况下，学生对写作课有一定的畏难情绪，这也对教师教学方法的选择、教学难度的设定提出了更高的要求。 （三）设计思路 本节课的教学设计主要从范文归纳、过渡语连接词的使用、词句的修改润色和学生思维生成几个方面着手。 1.范文归纳 既然学生对英文申请信的书写无从下手，那么教师为学生提供范文，并引导学生从申请信的结构、过渡语、连接词和词句方面进行梳理就显得尤为必要。这种梳理为学生的写作提供了框架和依托，使学生在写作时能有的放矢，想的清楚结构，写的清楚条理。本节课我采用了一封志愿者申请信范文，并以学生观察、老师提问引导、学生总结、老师补充的方式，使学生对申请信的书写结构、段落布局都有了一个清楚的认识。 2.过渡语连接词的使用 对于在写作中能有条理地表达要点，使用过渡语和连接词是十分必要的。尽管过渡语和连接词的学习并不难掌握，但实际写作中的正确合理应用对学生来说是有难度的，是需要训练的。同时，过渡语和连接词的应用是英语应用文写作中的基石，需要学生在写作中有意识地合理应用。本节课，我通过范文示范、学生讨论

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人教版高中英语必修一 Unit 2 Travelling Around Reading for Writing:Write to a friend about a travel plan 一、教学内容分析 主题语境:人与自我 主题群:生活与学习 语篇类型：电子邮件、旅游手册 文本分析：该板块的活动主题是“写信告诉朋友旅行计划”（Write to a friend about a travel plan)。该板块首先是一封外国学生Richard Richard给他朋友小李的电子邮件，邮件里Richard介绍了国庆节假期他和家人去西安旅行的计划，第一段介绍了主要的目的是参观兵马俑，第二段介绍了参观西安的其他景点，第三段介绍了交通方式，第四段谈了自己的最后想法以及询问朋友的假期计划。邮件内容采用现在进行时来表示将来的计划和打算，时态得当，主题与本单元主题语境相关，文本结构清晰，语言简洁精炼，能够为写作提供很好的范本。板块的第二部分是有关于兵马俑的宣传页，介绍了兵马俑的基本情况，以此为学生提供有关这个旅行计划的背景知识。 兵马俑是中华文化的瑰宝，被称为“世界八大奇迹之一”，受到世界人民的喜爱与推崇，学生应有更深刻的认识，并引以为豪。同时，学生通过写作活动，探索、思考国内外有价值的旅游资及其文化内涵。 二、学习者情况分析 学生刚由初中升入高中进行英语学习，处于初高中英语学习的衔接阶段，英语基础知识较为薄弱，对英语学习存在一定的兴趣。通过前面两个单元的学习，学生复习了简单句的基本句型结构，能够在口头和书面进行较为简单的英语表达。学生对于兵马俑以及相关的背景知识有一定的了解，对旅行存在极大的兴趣，但是对于相关的英语表述的理解和表达存在一定的困难。 三、教学目标 在本课时学习结束后，学生能够：

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