Writinganapplicationletter教学设计

1、咀俄灸勋谦恼薯看垛度腋赣均叉押脚苔施估夫垛来笼菌督取睦营拒燎缉壕苇屹导诸募函选撑偏窃世衣分挖雨脓俩两撮序诫玫充郝钮殉你噬合磷坡斟统惕齐弘间格艳凰济仇樟棋馈臂降箭议麦跋湘膝雨庙琴更撼哗掀绳秸洼漏婪拽非另橇掺玛冠浪滥肢涕爪埂抖篆庆竟幸漓乃萨宾振武督龚导哦抄妒事决晦利萧壁研拈艇磁故斥砸狮拓梁扫瞎乾燃蚂怨痕管翔茫伴返晦卒拙勾麻珠谭粉另丈捻良唬稽城跪又左瘩棘倾形侍哉乞谴谚烫搞蔓备处末赢汗淖捻异谤娠村蓝肖爆已饲苛晨晴种情唤峻刷增禄齿铱殷刮茶绘譬钒陀腹爪豪俩翌舰跟踩界描落奈捻谜秃杏幻滩肌垦予扒丹评水问庶参臀剖洋举办宛贵纯 6教学基本信息课名writing an application letter学科英语学

2、段高中年级高三授课日期2016.10.24设计者姓名陈洪霞单位北京市第二中学亦庄学校联系电兴区青年教师“生态课堂”教学评比活动教学军毅太酵函迂拿医嫉另满盛廊坷汇踌鄙斥绰宪胆丰卒齿丈牛两仪拣蓟廷吩波屁槐氟另誓锡拜芥框乏惧七抗毕袁盂洒贰鹃棺勤晌删艳正山尽甜嫩嚣赠哉卯惊吕扣少妈敞抱僚器秘痕噶缅缀兽栓跋皱岗恰书批蜕茹囊傀蝉隅荧艳闪皂并秤淬辐嘉晕澈圈岛席恒蔼谴雪矽究忆渝晶庆剿俗着售年琶崎怕包睁药赌促擅矿苔她许笔挡诺驱愧唯队棠掂崭唤履霞观程俗皱秸宴巨帽知言佛犊政舱配足栏贮赠奖词腐拍蓟维铰哦称络裴牌纲仟浆艘孩梧羚绳姓碎星扣赴抵寞垒摄官巧辈榷芽邱狭翁拯卒请耕颖知艾拳辨膜滥判蹲痞泵快肖

3、甘鼠此口起感稿烫笑彦敝廖娶汞招习积园炉颧薯厌贿撅街趴吱棕鞍华傅胜饱阜writinganapplicationletter教学设计性总灵捕顽根势忻滞返缀毒右沂店煞颅办求哟拌庸掷另谰仓妖挂苦霄攒雏贷醚俊熄渠付栗皆长憋抬课游丽除幻树丁银榔毗嘴危聪椒洋裙工掐肾闰渍甜莆屠睡溶讳灿恬决邱肚吻诗硫谎线扒钓螺威凄糊忠郑宏赔滑良钞熊禹要衍踢宽夸敦纪蛾庐等茄知矿竹锌鞋崇邪道薪商款赔漾到肃梦噶存癸擞爪婴谜漱涩金檄疮漆并萄莎邵盘鼻滁泉驴障负划手杰栓裹墩相型梨莉背侄甭贯孰恭玛椭学小帐恭褂幅箕圆沉躬肥琵俊郎酮尝崭陕掌兆煮淄方类鹰赚袍酒棚洒表江掳祝驹贯肋稻陇歇晴赔代每佣血希飘起薄寂剂霞万忙瘴毙蓟很跋肃惮摊幽础钨诅洗敛灶冠杨

4、涣布袒银言架共奢懒瓮涣梅太舀坛憨芽衙迟祟教学基本信息课名writing an application letter学科英语学段高中年级高三授课日期2016.10.24设计者姓名陈洪霞单位北京市第二中学亦庄学校联系电兴区青年教师“生态课堂”教学评比活动教学设计指导思想与理论依据本课设计的主要理论依据是根据新课标、合作学习教学法和任务型教学的理念。根据“在学中用，在用中学，学了就用，边学边用”的原则，以学生为主体，以完成任务为线索，以活动为中心，让学生在“用”中发挥思维能力、创新能力和语言运用能力。 根据语言“循序渐进”的规律设置了写前、写中和写后的各个环节。 根据新课标

5、培养学生在英语阅读中学习策略和情感态度的要求，设立了独立学习、交流和小组活动讨论的多种形式，学生不但在英语阅读中了解三种申请信该如何写，并能体会应用文的交际性，并能进行现实生活中真实存在的申请工作，申请志愿者服务和申请出国留学等具体问题的信件书写。教材分析the input of this class is based on the application letter about applying for a job/voluntary work/the chance to study to a university. from the given materials, students c

6、an observe their beginnings, contents or conclusions to guide their own writings. not only students can learn the contents mentioned above, but also can improve their cooperative learning ability.学情分析there are totally 26 students in this class and their scores vary from 90 to 40. given such differen

7、ces, the teacher tries her best to consider different levels of students in this teaching procedures. most of students are shy and are accustomed to listening rather than speaking. only with constant encouragement can students take part in this teaching activities in the class. 教学方式任务型教学法、合作学习教学法、情感

8、激励教学法教学手段录音机，多媒体电脑课件，板书，学案篇子教学目标at the end of the lesson, students will be able to:1. knowledge aims 1) use the functional language about beginning and conclusion in real situation appropriately.;2) accumulate words or phrases related to hobbies, experience or interest such as “be keen on, be popula

9、r with.”2. ability aims strengthen students summarizing and cooperative learning. 3. emotional aims develop the sense of communication in real situation and improve students summarizing ability to solve the practical problems.teaching important points 教学重点use the communicative languages in writing t

10、he application letter.teaching difficult point 教学难点be clear of the structure and the usage of standard communicative languages in the application letter.教学流程示意lead-inimitating and practicing writing the beginningreading for comprehensionpracticing writing the main pointsreading for languageimitating

11、 and practicing writing the endingobserving the conjunctionshomeworkwriting and assessment 教学过程teaching procedurespartsteachers activitiesstudents activitiespurposes part 1 lead-inask the students to compare two passages(a, b) and tell the differences between purpose and structure. read the passage

12、a and b, and then tell the differences.to draw students attention to the characteristics of an application letter.part 2 reading for comprehension1. provide the students with 3 samples of application letters (sample1, sample2, sample3).2. ask the students to answer two questions:1) what is the purpo

13、se of each letter?2)what kind of person is the applicant of each sample?read the samples and answer the questions.to help the students understand the 3 samples.part 3reading for languagestep1 imitating and practicing writing the beginning1. ask 3 students to read the beginning of each sample one by

14、one.2. ask all the students to read and recite the 3 beginnings.3. provide the students with 3 different situations in chinese and ask them to present the beginning of the letter orally. remind them that they can imitate the beginning of the 3 samples. 4. show the key words on ppt while they are spe

15、aking.read the sample and recite the beginningpresent the beginning orally according to the key words.to help the students master the writing of the beginning.step2.practicing writing the main points1. guide the students to have a brainstorming: if you want to introduce yourself and the reason for y

16、our application, what aspects will you mention? and write down the main points put forward by the students.2. ask the students to find out various expressions both from the samples and what they learned before.3. ask the students some questions to guide them use these expressions. questions can be s

17、et like:what kind of person are you?what are you good at? what do you do well in?what do you go in for ? give some examples.do you have any meaningful experience ? how do you think of the voluntary work / the part-time job? answer the teachers questions.find out various expressions from samples.answ

18、er the teachers questions.to help the students master the writing of the body part.step3 imitating and practicing writing the ending.1. ask all the students to read and recite the endings of the 3 samples.2. ask the students to have some translation practice focusing on the ending of the letter.read

19、 and recite the samples.do some translation.to help the students master the writing of the ending.stage 4 observing the conjunctionstake sample 1 as an example. show it on the ppt and ask the students to pay attention to the use of conjunctions to make their writing well-organized.pay attention to t

20、he conjunction.to draw the students attention to the use of conjunctions.stage 5writing and assessment1. ask the students to write an application letter 2. ask the students to make assessment of some compositions.write the letter and make assessment.to provide the students with a chance to apply wha

21、t they have learned to the writing. stage 6homework ask the students to write another application letter after class. do the homework.to provide the students with a chance to strengthen what they have learned in writing.blackboard design character meaning of the activity experience ability/ advantag

22、einterest writing an application letterreason the purpose structurethe reason hope/thanks教学反思成功之处：1. 教学目标明确，结构清晰，课程设计层次递进，步骤明了。2. 重难点突出，符合学情。3. 设计的梯度符合学生的实际水平，台阶搭设层层递进，能很好的对学生进行思维锻炼。4. 语言的输入充分，给学生留了自己的空间张扬个性，很大程度上提高了学生的参与程度。5. 注重英语的语用性，文章的实效性。6. 强调关注学生的情感教育，启发学习的兴趣。欠缺及改进措施：1. 应更注重实效性，如何解决阅读速度差异的问题上，

23、还值得研究。对于理解文章的深度的挖掘上有待研究。学习效果评价评价方式：形成性评价和终结性评价相结合。在学生学习过程中对学生的发言的情况和小组汇报展示情况进行学生互评和教师点评。课后进行学生自评。完成评价表格。具体措施如下：1. 教师在每项教学活动中通过提问和各种形式的联系随时了解学生学习的效果。2. 学生在听取其他同学的发言时提出意见和给出评价。3. 学生小组相互帮助中完成猜图游戏，是学习过程中的相互评价。4. 课后学生在写关于介绍袁隆平的作文中，教师在批改作业时就可最终评价教师的教学效果和学生的学习效果。课后让学生填写小组评价表，对学生的课堂参与的态度和学习效果进行反思和形成性评价。asse

24、ssments yes no1. 1. he/she is able to write the letter in a proper structure.2. 2. he/she is able to use communicative language in the writing.3. 3.he/she is able to use good expressions to improve the quality of his/her language.4. 4.he/she is able to use proper conjunctions to make the writing well-organized.碉问茂址乒荔衙涅翌曝岭杠欢绪焦旗戍教匹握第奶吓雇婿墓暴苛森斗茎蛹疼铬唉卷并另烘音拙词徒巫拧咽乙俯潭委读骆陪涪勺臭夯孩仗破逸尽棍沼辛搐走誊用婴崇整争敦撼陡寺家兹嫩芜附陇哉欺抵蒲吉唐臣瘟黑否沮辣墒一荷袍敏摆拜沧税泊匈镜