英语写作课教学设计(精选5篇)

英语写作课教学设计(精选5篇)

  引导语:教学设计的过程实际上就是为教学活动制定蓝图的过程。通过教学设计,教师可以对教学活动的基本过程有个整体的把握,下面是小编整理的英语写作课教学设计:

  英语写作课教学设计 篇1

  一、教学目的:

  教会学生用英语准确表达表格中涉及的要点。

  二、教学重点:

  引导学生根据表格中的中文要点,由词成句,由句成文。最后适当使用连接词,组句成篇,实现用词准确,行文流畅。

  三、教学辅助手段:

  电脑(或实物投影仪)

  四、教学方法:

  讨论法

  五、教学步骤:

  (一)介绍书面表达六步法(Introduction)

  1.仔细审题,确立主题,明确要求.

  2.围绕主题,提炼要点,编拟提纲.

  3.分析要点及提纲,提炼关键单词和短语

  4.恰当使用句型,连词成句

  5.恰当使用连接词,组句成篇

  6.规范誊写

  (二)呈现学生得分情况(Presentation)

  反映出学生得分差距,引起学生共鸣:希望在作文上获得提高。

  (三)讨论 (Discussion)

  1.写作人称为第三人称和第一人称,词数150词左右,时态一般现在时.

  2.明确要点,确定核心词、词组、句型。

  (要点“你的看法”:鼓励学生畅所欲言,激起课堂高潮。)

  (四)呈现(Presentation)

  1. 高考英语写作关键:A.学会使用较高级词汇。B.学会使用较丰富的句式。C.学会使用恰当的连接词。

  2.呈现学生作文中出现的典型句子。要求学生用高级词汇、高级句型进行改写,加以完善。

  3. 展示挖空后的范文,要求学生填入适当的关联词,并指出范文中的精彩之处。

  (五)反馈 (Feedback)

  1.学生修改作文,互查互改错误。

  2. 教师总结。首先,针对文中学生未找出或改对的错误,帮助学生一起改正。其次,对文中的错误之处进行分类(如:名词复数、动词时态、介词等),引起学生的重视。

  (六)提高书面表达建议:(Suggestions)

  1.准确记忆单词

  2.掌握足够的语言知识点,如构词法,语法知识等

  3.经常进行写作练习

  4.适当背诵作文参考答案

  5.大量阅读

  (七)作业 (Assignment)

  发给学生另一篇体裁相似的书面表达材料,要求学生根据本课所学思路独力完成。

  Teaching plan

  Topic: writing a composition

  Teaching Aims:

  According to the form, teach students how to write a composition using the effective sentences. Train the students’ writing ability.

  Teaching Important Points:

  1.Improve the students’ writing ability.

  2. Teach the students how to get the key words and how to use effective sentences to complete a coherent composition.

  Teaching Methods:

  Discussion, Presentation

  Teaching Aids:

  1.the multimedia

  2.the blackboard

  Teaching Procedures:

  Step 1:Introduction of the basic elements

  Six steps to write a composition

  ① Analyzing the task

  ②Finding out the main points

  ③Thinking of key points/phrases

  ④Forming sentences

  ⑤Combining the sentences into a passage

  ⑥Copying normally

  Step 2:Showing results:

  Five levels:

  level 1 21-24: 2 people (excellent)

  level 2 16-20: 15 people (Above average)

  level 3 11-15: 21 people (average level)

  level 4 6-10: (below average)

  level 5 1-5:

  ask: As you can see, only 5 students in our class got a mark above 18. Are you satisfied with this result?(Ss: No. )Do you want to make some improvements?(Ss: Yes.)

  Say: OK, now let’s analyze the composition together.

  Step 3 Discussing the composition

  Present the writing materials to the class, ask students to do some brainstorming:

  目前,许多学校对学生采取封闭式管理,学生对此看法不一。请根据下表所提供的信息,写一篇短文,谈谈自己的看法。(字数:150左右)

  有的同学认为

  有的同学认为

  1. 学校限制我们的自由;

  2. 学生和社会接触少;

  3. 学生的兴趣和爱好得不能得到充分的发展。因此…

  1. 学校是学习知识的地方;

  2. 学生应该安心在学校里学习;

  3. 学生缺乏自觉性,离开了老师,可能会…

  你的看法:….

  ① Analyzing the task:

  写作人称为第三人称和第一人称,词数150词左右,时态一般现在时.

  ②Finding out the main points

  第一段:有的同学认为:

  1.学校限制我们的自由.

  2.学生和社会接触少.

  3.学生的兴趣和爱好得不到充分的发展.因此…

  第二段:有的同学认为:

  4.学校是学习知识的地方.

  5.学生应该安心在学校里学习.

  6.学生缺乏自觉性,离开了老师,可能会….

  第三段:你的看法:

  7.呈现观点:赞成哪一方?

  英语写作课教学设计 篇2

  ③Thinking of key points/phrases :

  1.Let the students work in groups of four to get the key words of each point orally.

  2. Ask several students to report their answers to the rest of the class. Present these key words and phrases to the whole class. (Point 7&8 is flexible, encourage students to express whatever they want to say freely. If they can’, Chinese is also allowed. Then help them to translate what they say into English.)

  要点序号

  关键单词和短语

  1.Limit freedom

  2.Have little chance to get in touch with

  3.Interests and hobbies/ fully developed

  4.The best place to get knowledge

  5.Put one’s heart into

  6.Lack the ability to control / affect

  7.It is ….to keep students at school / (dis)agree to

  8.Organize various activities /develop .

  ④Forming sentences (pay attention to the use of conjunction)

  Ask students to say sentences one by one according to the points given.

  Step 4 Presentation

  1. Three keys to improving your composition:

  A. learn to use superior phrases.

  B. learn to use abundant sentences.

  C. learn to use suitable conjunction.

  逻辑角度

  合适的过渡性词汇

  时间顺序

  first, then, finally/at last , soon after, immediately, suddenly, next

  空间顺序

  here, there, on one side…on the other side,

  in front of, at the back of, next to

  并列关系

  and, as well as, also

  转折关系

  but, however, yet, instead, though, otherwise, despite, on the contrary, in spite of

  因果关系

  because, since, as, thanks to, as a result, thus, owing to, due to

  条件关系

  as long as, so long as, on condition that, if, unless

  对比关系

  similarly, like, unlike, on the contrary, on the other hand,

  递进关系

  Besides, in addition, moreover, what’s more, furthermore,

  what’s worse, to make matter worse

  举例

  for example, for instance, such as, in other words, that is to say

  让步关系

  though, as, even if/though, whether, who/where/what/when+ever

  总结归纳

  in general, generally speaking, above all, after all, in short,

  in a word, in brief, in conclusion, all in all

  过渡性

  插入语

  I think, I’m afraid, you know, as we all know, as far as I know,

  in my opinion, personally

  2.Change sentences:(Present some typical sentences written by the students to the class. Ask students to use superior phrases or sentences to change the sentences)

  ⑴. In addition, students don’t have the ability to control themselves.

  →In addition , students lack the ability to control themselves. /In addition, students can’t manage themselves well due to a lack of self-control.

  ⑵ They may play computer games and forget to study.

  →They may spend much time playing computer games instead of studying. /They may get addicted to playing computer games instead of studying hard.

  ⑶ In school we should study hard.

  → In school we should concentrate on/be absorbed in /devote our body and soul to studies.

  ⑷ Keep students in school all day are bad for students.

  →It’s bad to keep students at school all day.

  ⑸School is the best place to get a lot of knowledge, students should put their heart into their studies in school.

  →School is the best place to get a lot of knowledge so that students should put their heart into their studies in school.

  ⑹Some students can’t behave themselves well but for teachers remind us.

  →Some students couldn’t have behaved themselves well but for/without teachers’ help ./Some students can’t behave themselves well unless teachers remind us to do so .

  ⑺Some students leave the school may do something unrelated to their studies.

  →Once they leave school, they may do something unrelated to their studies.

  ⑻We can only enjoy ourselves when we have school holidays..

  →Only when schools break up can we enjoy ourselves.

  3.Fill in the blanks: Present the model one (without some conjunction )to the whole class, ask students to fill in suitable conjunction ,

  Nowadays a lot of schools keep their students in school all day long. Students have different opinions about it.

  Some of the students think they enjoy less freedom , and have little chance to get in touch with society .They are not able to fully develop their interests and hobbies ,______they have less interest in their studies.

  Some other think school is the best place to get knowledge _________they should put their heart into their studies.________, Some students lack the ability to control themselves ._______out of school, they may lose control of themselves and do something that will affect their studies.

  _________, it is necessary to keep students at school .________at the same time schools should organize various activities ______ students can enjoy their school life.

  Step 5. Feedback

  1. Let the students work in groups to correct each other’s composition and try to find out as many mistakes as they can.

  2. Classify the typical mistakes.

  Step 6. Suggestions:

  1 remember as many words and phrases as you can .

  2.Have a good knowledge of language points.

  3.Practise more

  4.Recite good passages regularly.

  5.Do a lot of reading

  Step 7. Assignment

  Write another composition as homework.

  附:假如你叫李华,今年读高三。在下午的班会课上同学们展开了一场讨论,主题是高三学生要不要参加体育锻炼。请你根据下表提供的信息,给某英文报社写一封信,介绍讨论情况。

  55%的同学认为

  45%的同学认为

  每天应该进行适量的体育锻炼

  锻炼浪费时间

  可以做早操,打乒乓球、篮球,但时间不要太长

  锻炼使人疲劳

  锻炼能增强体质、减少生病的机会

  运动后很兴奋,耽误学习时间

  运动能使大脑得到休息,学习效率更高

  运动时还有可能受伤

  注意:词数150左右,开头已为你写好。

  Dear editor,

  I’m writing to tell you about a discussion we have had about whether Senior Three students should take physical exercise or not…

  教师可以根据英语写作教学情境的需要和教育对象的特点确定合理的教学目标,选择适当的英语写作教学方法、教学策略,采用有效的教学手段,创设良好的.教学环境,实施可行的评价方案,从而保证英语写作教学活动的顺利进行。

  英语写作课教学设计 篇3

  一、教学内容

  议论文写作训练,以“九年级的学生应不应该进行体育锻炼”为话题,针对学生不知道如何才能写好一篇议论文的情况,开展一节如何写好一篇议论文的专题课。

  二、学情分析

  本堂课的教学对象是九年级的学生。他们积累了语言运用的一定基础,班级整体英语学习的氛围较好,有能力完成本堂课的写作任务。但是大部分学生缺乏谋篇布局的能力:句子结构单一,篇章缺乏逻辑性和条理性;尤其是对议论文的写作,很大一部分学生不能抓住重点,写出的文章观点不明确,论据不充分。在这样的情况下,给予学生正确的方法和理念的指导是非常必要的。

  三、教学目标

  (一)、写作技能目标

  1、了解并掌握议论文的写作的基本技能,并能运用这些基本技能更好地完成一篇短文。

  2、培养学生发现问题的能力,提高学生解决问题的水平。

  3、学会把握语篇的整体性、关联性和逻辑性。

  4、培养写作中的创新意识和想象力。

  5、学会运用正确的评价方式反思自己的写作行为和结果。

  (二)、学习策略目标

  1.从字词到句子再到文章的整体教学流程,使学生能学会如何思考一篇文章的写作流程。

  2.采取小组合作形式,与同伴合作交流,互相帮助共同提高写作技能。

  (三)、情感目标

  使学生能明白体育锻炼和抓好学习二者之间的辩证关系,能过正确对待合理的体育锻炼;培养学生的合作学习的意识,为今后的学习打好基础。

  四、教学重点与难点

  1. 如何掌握议论文的基本结构,写好一篇议论文。

  2.掌握议论文的基本写作技巧;怎样把握文章的整体性、关联性和逻辑性。

  五、教学过程

  Pre-writing

  Activity 1. Show the students some sentences in Chinese, get the

  students to translate them into English.

  1. 作为九年级的学生,我们每天都有大量的功课要做。

  2. 学习对于我们来说是重要的。

  3. 进行必要的体育锻炼对于我们来说是必要的。

  4. 体育锻炼可以使我们有一个健康的身体。

  5. 劳逸结合才能提高工作效率。

  Activity2. Write an outline

  标题:(要求每个字母都大写)

  Let students discuss the title of the composition in groups. Then call out some students to show their answers on the blackboard.

  首段:引出话题-----提出论点

  Let students think it over, and show their ideas to the class.

  第二段:至少三个观点,每个观点之后至少有一句阐述性的语言。

  First,

  Second,

  Third,

  Finally,

  Let students list their ideas on the notebooks, then call out some students to read them in class.

  尾段要先总结,再重申一遍观点,最后要有升华。

  All in all,

  While-writing:

  Activity3. Write an out line about the topic that you give.

  Activity4. Write the composition.

  1. Let students write down the main ideas on the notebooks.

  2. Put the ideas into sentences.

  3. Put the sentences into passages

  4. Let students write the composition, using linking words and relative pronouns.

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

  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.

  Homework:

  练习是学习中一个重要环节。通过英语练习,我们可以查缺补漏,拓展知识,提高成绩,但是有人认为做大量的英语练习增添负担,浪费时间,使人疲劳请你围绕九年级学生是否应该做大量的英语练习(English exercises)这一话题展开思路谈谈你的感想。

  英语写作课教学设计 篇4

  一、教学目标:

  1.学会描述良好的的生活习惯。

  2.学习根据所给词或词组, 写出关于均衡的饮食对于保持健康的重要性的文章。

  3.重点和难点:描述出保持健康的方法,以及自己的看法。

  二、课前准备:

  1.掌握描述健康的词汇:eating habit , important , food , strong, keep, healthy 等词语。

  2.收集自己亲身经历过的如何保持健康的方法与经验以供讨论。

  三、教学过程:

  1.导入(Lead in):通过讨论不同保持健康的方法,引出本节课的大任务。吸引学生,激发其学习兴趣,提高学生作为学习主体课堂参与意识。

  2.通过展示大量单词、词组以及学生本人的提出的保持健康方法,将他们注意力吸引到课堂中,此时老师恰到好处地让学生汇报导入任务切入主题。

  3、具体活动——设计本话题的习作:

  良好的生活习惯,尤其是均衡饮食对于保持健康非常重要请就该内容写一篇英语短文,谈谈你的看法。

  词语:eating habit , important , food , strong , keep …

  句子:1、As we know ,having a balanced diet is good for our health/It is important for us to have a balanced diet.

  2、The more healthy food we eat, the healthier we will be.

  3、通过让学生先写作,然后在指导学生确定写作的主题:“告诉他们本篇习作通过阐述好的生活习惯对健康的重要性来提倡健康的生活方式。”

  4、指导学生如何谋篇布局:

  文章的结构:采用“总—分—总|的结构来写。

  每个段落的具体写法:

  ①总述好的生活习惯对健康的重要性。

  ②具体介绍有哪些良好的生活习惯对健康有益;

  ③总结概括,呼吁大家要养成健康的生活习惯。

  5、评比最佳习作。本次的任务是让学生在活动中灵活的运用所学过的有关描述保持健康的句子。利用多媒体教室的幻灯片展示学生的作文,并进行必要的修改,评出谁是最优秀作文获得者,并给予相应的奖励。

  6、本环节任务:开放性小结本课的内容。教师用上个任务的活动结果引出本单元的重点句型,并要求学生写出所学的重点句型。鼓励学生写出今日自己所学或使用的其他句型,要求越多越好。要求学生把自己所写的句子在小组内进行交流,同时记下其他组员所说的新的句子。

  7、Homework:具体实践:

  假如你是康康,请你根据所给提示给你的美国朋友吉姆写封信,就如何保持身体健康,给他一些建议。80词左右。

  提示:①吃各种各样的食物,多吃蔬菜和水果;

  ②多做运动;

  ③少吃或不吃垃圾食品;

  五、课后小结

  1. 有部分学生平时背记词语与词汇量不够,生活经历也不够造成一定的写作困难。

  2. 一些学生还是中式思维句式,逻辑思维也较混乱。

  3. 口语表达能力不够,无法运用英语来较好的表达。

  六、今后措施:要求写作要 1. 认真审题,抓住要点,切中题意,文理通顺 2. 语句完整 语言准确,使用得当3. 写作前要草拟提纲,理清思路 4、要求学生多背诵好词好句

  英语写作课教学设计 篇5

  一、教学目标:

  1. 能力目标:通过本次作文练习提高口语表达能力。

  2. 知识目标:通过本次的写作提高学生的词汇量。

  3. 情感目标:增强学生之间的了解,提升生生之间的友谊。

  二、教学重难点:

  引导学生使用一些基本的简单的句型来介绍自己。

  教学用具: 黑板、纸

  三、教学过程:

  1. 导入:今天班里来了一位新同学,你和他会展开怎样的对话呢

  2. 课题呈现:

  ⑴今天我们就以introduce yourself为题来讨论一下这个话题。

  (2)现在请你们讨论一下我们在对话过程中可能涉及到哪些话题呢?请同学来回答,师生共同总结可能遇到的话题

  a. Where are you from?

  b. Do you like the weather?

  c. What’s your parents?

  d. What fruit do you like?

  (3)老师提示有可能遇到的词汇:China、America、

  England、Singapore、sunny 、cloudy、snowy、rainy、doctor、 nurse postman、 teacher、 watermelon、kiwifruit、 apple banana、 orange、 friends等等

  (4)请同学们和同桌就我们已经讨论并总结过的内容编一个小对话,要求把所有的内容都能够设计进去。

  (5)请同学们表演自己的对话,在表演的过程中其他同学注意他们是否出现错误,是否有漏掉的信息点并且记下你不知道的词汇和句型。

  3.评价最佳对话:在这里我们评出对话做的内容最丰富的,词汇量最佳的一组,你觉得你从这一组中能学到更多的词汇和句型对你的帮助最大。

  4.习作练习。现在请你就你和你的同伴所编的小对话换一种形式写出来也就是Introduce yourself.将对话中所涉及的各种个人信息总结起来就是你自己的个人信息我们来试着写一下。

  5.挑选个别同学的作文进行讲解,指出优点和缺点并且再次强调写作的方法和要求。

  6.Homework:具体实践:

  请你就今天你所学的到的相关信息写一篇作文Thisis me.80词左右。

  提示:

  ①你的基本信息,姓名、年龄、等等

  ②你来自哪里

  ③你的父母是干什么的

  ④你喜欢吃什么水果等等。

  四、课后小结

  1. 有部分学生词汇量不够,造成了一定的写作困难。

  2. 一些学生的中式思维句式,逻辑思维也比较乱。

  3. 口语表达能力不够,无法用英语来较好的表达。

  五、今后措施

  1. 抓住作文的主题,要做到基本的句式正确,语句通顺。

  2. 增加词汇量,基本句型的背诵。

  六、教学反思

  本课从学生的实际设计,要求学生能够用英语做简单的自我介绍,有一部分学生因为词汇量的干扰并不能很好的完成本节课的任务,但是大部分学生还是可以的,以后要注意培养学生的口语表达能力,注意词汇的记忆以及基本句型的掌握,从而提高学生能够的写作能力。

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