高中写作课英语教案

1、高中写作课英语教案导语：通过教案，可以帮助教师把握课堂教学，提高教学效率。以下是小编带来的高中写作课英语教案，供各位参阅。一、教学过程step 1 leading in1. show some pictures of food and ask the students:what do you prefer/dont like? why?2. discussion.in pairs try to find reasons to persuade your partner to like the same food asyours. try to use the following express

2、ions.i would rather   i dont like becauseid preferbecause   its a great pity that3. group activity:suppose you are a vendor, try to find reasons to persuade people to buy your food and use the above expressions. give students a sample:id rather you bought these apples. look, how clean they

3、 are! my apples are free of insects, and any chemicals, because while they were growing, we wore paper bags for each of them. they are delicious, pretty, clean, and the most important, healthy. an apple a day keeps the doctor away. so dont miss them, buy! come on! buy some!divide the students into g

4、roups of four. one acts a buyer, the others act vendors. give students some minutes to prepare dialogues, and then ask some groups to act out in public.设计目的：用图片展示，把学生的注意力转移到课堂学习中来，调动学生愉快的学习情绪。通过两两对话复习学过的短语，引入写作相关话题。考虑到学习的对象是三级达标校的高一学生，他们的英语基础较差，因此在小组讨论之前，给学生一些例子的引导，让全体学生在小组讨论活动中都能有话说，积极参与，学生的听说技能得到了

5、培养。这些活动的设计，由浅入深，层层递进，使每个学生都能参与其中，同时也为下一步的写作做铺垫。step 2 pre-writing1. ask the students if you want to persuade more and more people to buy your food, what you will do?2. show some sample advertisements. ask the students to pay more attention to the structure of the sentences and the feature of the lan

6、guage.3. according to some samples, ask students to summarize the characters of words and sentences in english ads.4. give the students sample writing. guide them to summarize the structure of a poster.设计目的：逐步引入广告写作的话题，呈现一些广告作品和广告词，让学生自己观察、总结、归纳出广告的语言特点和结构特点。提供范例, 引导学生归纳出英语广告的写作框架，为写的训练积累了必要的素材。5. s

7、kimming. ask the students to skim the short passage in ex.1 page 15, and find out what are the advantages of green food设计目的：读是信息输入的重要手段之一，采用泛读方式，培养学生良好的'阅读习惯和快速捕获信息的能力，为接下去的写作整理出有利的信息。step 3 while-writingdivide the students into groups of four. give them 5 minutes to design a poster.设计目的：通过四人一个小

8、组合作学习的方式来组织教学，旨在营造轻松的学习氛围，小组在完成广告的设计任务时，要求组员交流思想，分工明确，发挥各自的特长。学生在完成任务同时体验与人合作共事的乐趣，培养了合作意识和创新精神。step 4 post-writing1. in groups, the students check their mistakes in the poster and make assessment.写作报告评价量表总分：_               评价人：_2. the students rewrite their poster

9、s.3. the students show their posters in class and the teacher make some comments.设计目的：采用小组互相评价作品的方式，为学生提供足够的学习空间和交流机会。学生在修改后，鼓励他们上台展示自己的学习成果，与大家分享，体验成功的喜悦，教师从宏观上把握课堂节奏,适时对学生的作品进行评价，把学生因领悟不全或分析不到的地方加以指出，既能达到改正效果，又能提高学生的自主分析和学习能力。二、教学反思本节课主要采用过程教学法训练学生的写作。包括写作前阶段，写作阶段和写后修改编辑阶段,写作前已经进行了大量的语言输入，有效的写作指导，

10、学生熟悉了必要的语言表达形式和语篇结构；二是写作的内容和形式都较贴近学生的实际生活，贴近真实的交际行为，难度较小。在合作学习中促进学生写作能力的发展。刘道义曾指出“写作不能仅仅理解成个人行为，因此在教学中不宜总是采取学生单独写出作文来让教师批改的模式，而应该提倡学生开展两人或数人小组活动，通过讨论合作完成写作”。传统的英语写作评价标准过多地注重学生语言的准确性，而忽视了文章的整体性和流畅性。因此教师对学生写作的评价应该扩大视野，从不同角度去评价学生的写作成果。本文设置了一个写作报告评价量表，简单易操作，通过小组互评的形式，学生之间互相借鉴，取长补短，教师给予必要的指导。学生在听取其他同学和教师的意见后进行修改，使其写作水平得到