高中写作课英语教案

高中写作课英语教案

【篇一：高一英语写作课教学设计】

高中英语写作课教学实施及反思

为了提高教学质量和升学率，我校实施了一系列的课堂改革举措。

在“三段六环”课堂模式的引领之下，我们都在尽自己所能力争将自

己的课堂打造成高效的课堂。作为英语教学我认为结合我校的课堂

改革模式我们的外语教学的目的就是培养语言应用能力。《新课程

标准》指出基础教育阶段英语课程的任务是激发和培养学生学习英

语的兴趣使学生树立自信心养成良好的学习习惯和形成有效的学习

策略，发展自主学习的能力和合作的精神，使学生掌握一定的英语

基础知识和基本技能，形成一定的语言综合运用能力。作为教师我

们要转变自身的角色，确认自己新的教学身份。我们是学生学习活

动的组织者、指导者、参与者。教师与学生都是课程资源的开发者，共创共生，共同发展。学校对我们的“三段六环”课堂教学的要求一

再强调要突出互动探究环节，这就要求我们的英语教学就必须要建

立以学生为主体的英语教育方式，使英语学习既有利于学生打好英

语基础，也有利于学生形成健全的人格，更有利于学生去探索，创新。教学活动的设计和开展不但要使学生的主观能动性得到充分的

发挥，做到以学生为主体，同时也要营造一个和谐、民主、轻松的

课堂气氛，并在教学过程中注重实效，提高课堂教学效率。在教学

方法上，教师应多采用启发式教学。教师可以通过设计各种情境，

问题来引导学生发现问题，解决问题，并帮助学生自主地总结归纳。教师的引导要做到含而不露，指而不明，开而不达，引而不发。下

面我谈谈写作课在新课改下的实施情况及我对此的一些反思。

培养学生规范准确的书面表达是高中英语教学目的之一，而英语听

说读写四项技能中，写作是相对较难的．在教学中，学生惧怕写作，教师觉得写作教学难，批改学生作文也难，因此一般对阅读理解较

为重视，而对写作的重要性认识不足，忽视对学生写的能力的培养，以致有相当一部分学生学了多年外语后，写作能力仍然很差．学生

写作上存在的问题主要表现在用汉语思维方式造句、语法错误多、

谋篇布局与衔接能力弱。针对以上问题，我认为高中英语写作教学

的目标必须做到：

1、明确书面表达的要求，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。

3、通过词到句子再到文章的训练，提高学生用英语进行思维的能力，培养学生自主学习和协作学习的习惯，锻炼学生用英语进行自我表

达和交际的能力；拓展学生的英语思维，发展学生观察与分析问题

和归纳事物特点的能力提高学生写作水平和综合运用英语的能力。

通过写作，教育学生积极参与、主动思维、大胆实践，感受“合作学习”是一种非常有效的学习策略,体会交流思想和共享知识的乐趣。

我以一个教学案例来谈谈我的认识和感悟。

这堂课我主要是要求学生通过所学的单元话题，进行讨论来写出我

们如何保持健康。具体过程如下：

step1: lead-in

应用2则谚语导入：

1. an apple day keeps the doctor away.

2. two heads are better than one.

唤起注意，酝酿情绪，让学生清楚本次课内容是：

1.关于健康话题的写作

2.完成写作方式采取“合作”策略

在教师的指导下进行回答问题。

1、要求学生回答下列问题（全班分为三大小组分别讨论下列题目）

1).what is healthy eating habit?

2).what food should we eat to have a balanced diet?

3).how can we keep healthy?

2、每一组将讨论结果在讲台上展示。

1).关于healthy eating habit

2). 关于a balanced diet

3).关于keep healthy

3、收集话题素材，为写作做热身。

通过以上提问，让学生尽快进入角色，对健康话题说出自己的看法。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

话题词汇。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。

4、向学生布置接下来的任务：

today we are going to write an essay about“how to keep healthy for us students?” step2: 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）

假如你们学校“英语爱好者俱乐部”将对“健康话题”进行讨论。

请根据下列提示，用英语写一篇发言稿。内容要应包括:

1.部分同学的饮食习惯

2.良好的饮食习惯

3.个人看法

注意：

1.发言稿必须包括所有内容要点，可适当发挥；

2.发言稿开头与结尾已为你写好，不计入总词数;

3.词数：100左右.

dear friends,

as we all know, we are what we eat. therefore , it’s very important for us to form healthy eating habits.

______________________________________________________ ________ that’s all. thank you!

一、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?

二、discussion (讨论)

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（搜集）

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 （提纲）

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（请3位同学板书分段落共同完成作文）

要求其他学生将写作完成在特定地作文纸上（附有作文评判标准）：writing

在这一写作阶段，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

【篇二：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 a n 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 becau se 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

tss: 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。

【篇三：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 wouldnt 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 rivers 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; tiananmen 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. its 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。