高中一年级英语外研版必修1”创意写作“教学设计
新教材 高中英语外研版必修第一册全册各单元英语作文写作指导
外研版必修第一册各单元写作指导Unit 1 A new start .................................................................................................................... - 1 - Unit 2 Exploring English ........................................................................................................... - 3 - Unit 3 Family matters ............................................................................................................... - 6 - Unit 4 Friends forever .............................................................................................................. - 8 - Unit 5 Into the wild ................................................................................................................ - 10 - unit 6 At one with nature ....................................................................................................... - 13 -Unit 1 A new start写一篇日记日记是以记叙一天生活中所见、所闻、所做或所思为内容的一种文体。
外研版高一英语必修一教案
外研版高一英语必修一教案（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用范文，如学习资料、英语资料、学生作文、教学资源、求职资料、创业资料、工作范文、条据文书、合同协议、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides various types of practical sample essays, such as learning materials, English materials, student essays, teaching resources, job search materials, entrepreneurial materials, work examples, documents, contracts, agreements, other essays, etc. Please pay attention to the different formats and writing methods of the model essay!外研版高一英语必修一教案Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over.一起看看外研版高一英语必修一教案!欢迎查阅!高一英语必修一教案1教学准备教学目标1). To learn the knowledge of the cultural relics.2). Discuss how to protect our cultural relics.3).Reading and understanding, catching the history and information of the Amber Room.4). Functional item, how to tell the story about the Amber Room5). Finish the comprehending exercises after the reading passage.6). Use scanning; skimming and careful reading to learn the story of the Amber Room.教学重难点Key pointsTo understand cultural relics.How to tell the story about the Amber RoomDifficultiesTalk about cultural relics at home and abroad in English freely.To learn the story of the amber room.教学工具课件教学过程导入1). Guessing:Teacher present some pictures and statements ,let the students guess whtat or where it is.The Great Wall; The Pyramid ; Taj Mahal2)Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over:A. Can you name them out?Who have the right to own and confirm them?(The shown pictures: Group 1;①Yuanmingyuan; ②Forbidden CityGroup 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boatand Mogao Caves)Step I: Pre-reading1).Ok, you have know something about cultural relics, have you ever seen a piece of amber?And what do you know about it?Show some pictures of amber. Let students know what the amber is and its value.color yellow- brownfeel like feel as hard as stoneAmber is the fossil(化石) form of resin(树脂) from trees.It takes millions of years to form.2). Can you imagine a house made of amber?Please preview “In search of the amber room.”Step II: Fsat reading and thinking about the title:1). Teacher give students the following questions to think:When you see this title, what do you want to know?What is the Amber Room?Why was it called the Amber Room?What was it made for?What happened to it?Why to search for it?(Ask the students just remember these questions in their mind not find the answers.)2). Fast reading to get the main idea:The Amber Room , which _________________sent to the Russianpeople as a _____, was ____by the _____________ soldiers .(Students read the passage quickly and fill in the blans)3). Now, let the students try to answer the questions in part 1). (PPT 7)(Teacher may give some necessary help)Step III: ScanningAsk the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. (exercise 1 on page 2)After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (PPT 9) Step IV: SkimmingAsk students to skim the passage and complete exercise 2 on page2.( 3 ) How did the Amber Room become one of the wonders of the world?( 5 ) How was a new Amber Room built?( 4 ) How did the Amber Room get lost?( 1 ) How was the Amber Room made?( 2 ) Why did the King of Prussia give the Amber Room tothe Czar of Russia as a gift?Step V: Careful readingLet the students read the text carefully and try to find some details to complete the form on PPT 11.Step VI: Role playJust now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors?( Give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)Homework1. Read the story of The Amber Room again after class.2. Write the introduction of the Amber Room you have discussed in class.3. Prepare for next period by underline the difficult points in the text.板书Blackboard DesignUnit 1 Cultural relicsWarming up & pre-readingWhat is cultural relics?A.a cultural relic is sth. that survived for a long timeB.a cultural relic may be a part of old thing has remained when the rest of it had been destroyedC. a cultural relic is something rather rare高一英语必修一教案2教学准备教学目标Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.Process and method: Ss acquire knowledge and improve ability through discussion and competition.Emotion, attitude and values: to arouse Ss's awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.教学重难点important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on.difficult point : how to solve the questions and find the useful information using the reading skills.教学工具课件教学过程Lead in1. show some pictures .2. show the pictures and a short video of amber room.purpose: motive Ss's interest.Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.PresentationLook at the photos here. What do you know about the substance of “amber”? What do knowabout the cultural relics “the Amber Room”?discussion:Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation — to make a difficult choice?listen and answer the questions:Play tape. Ss get the main idea of the passage.Readingpre-reading:1. Have you ever seen a piece of amber?What do you know about it?2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.Reading:1st time:read by yourself as quickly as you can.join the correct parts of the sentences together.2nd time:choices and T/Fcompete between boys and girls.3rd time:answer some question. Ask ss to think over and discuss.purpose: understand the text better and arouse Ss's awareness of competition. Grasp the main information.Discussion and reportThink over of what we discuss in the part of warming up: I find myself falling into the dilemma.you discuss together ,and write down the outline of a report.work in groupConsolidationfill in the blanks (summary).Homeworkmake a report .use the useful information in the passage.高一英语必修一教案3教学准备教学目标1. Ss will be able to master the following useful new words and expressions.well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,us eless,steel,shock,rescue,quake,electricity,army,shelter, fresh, organize, bury, at an end, dig out, coal mine, in ruins2. Ss will be able to know the basic knowledge about Earthquake教学重难点1. The usages of some words and expressions.2. How to train the students’ reading ability in learning the text.教学工具课件教学过程Step I lead-inLet students see a short video and answer the questions1.What happened in the video? Earthquakes2.How do you feel seeing the plots(情节)? Students’discussion.Step II Fast reading1. What is the passage mainly about? In Tangshan ,earthquakes happened on July 28th 19762. Skim the text and answer the questionsThe type of writing (写作体裁)Narrative writingTopic sentence of Paragraph 1Sentence 1Topic sentence of Paragraph 2Sentence 2Topic sentence of Paragraph 3Sentence 1Topic sentence of Paragraph 4Sentence 1Step III Detailed readingAsk students to read the text carefully and answer the questionsTask1: What were the nature signs of the coming earthquake?(选择)Para 11.Water in well( G )2. Well walls(D )3.Chickens &pigs(F )4 .Mice (A) 5.Fish(E ) 6. Bright lights( B) 7. Water pipes(C )A. Ran out of fieldsB. in the skyC. Cracked and burstD. Deep cracksE. Jumped out of pondsF. Too nervous to eatG. Rose and fell, fell and roseTask 2 Fill in the blanksMain IdeaDetailsDamage caused byearthquakePara 2-3At _____ am, the __________ earthquake of the 20th century began ._______ burst from holes in the ground.Hard hills of the rock became rivers of ____.________ covered the ground like red autumn leaves.Two _______ and most of the bridges fell.The railway tracks were now _________pieces of _______.______ now filled the wells instead of water.Water,food,and ______________ were hard to get.The reconstruction(重建) after the earthquakePara 41. The army _____________2. Workers ____________for survivors.3._____________was taken to the city.Details:1. At 3:42 am, the greatest earthquake of the 20th century began.2. Steam burst from holes in the ground.3. Hard hills of the rock became rivers of dirt.4. Bricks covered the ground like red autumn leaves.5. Two dams and most of the bridges fell.6. The railway tracks were now useless pieces of steel.7. Sand now filled the wells instead of water.8. Water, food, and electricity were hard to get.Step IV consolidation (当堂巩固)Let students fill the blanks according to the passageStrange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and 1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In 3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped outOf their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.1 falling2 in3 the4 to eat5 mice6 to hide 7in 8 be heard 9when 10 who这部分目的是让学生进一步巩固课文的内容。
高中一年级英语外研版必修1”创意写作“教学设计
【测评内容】1.学生对该篇文章从记叙文四要素角度的理解（character, plot, theme, setting）与分析，评测并启发学生课前习，对语篇进行深入思考。
【评价方式】1.发放任务卡，完成并回收。
（任务卡附于练习中。
）【练习内容】1. 小组讨论，并给出专家小组汇报，口头汇报【评价方式】1.教师和学生对口头汇报进行补充与现场评价。
【测评内容】1. 请学生课后续写文章，检测学生对篇章的理解，对文章发展方向的讨论是否透彻，以及个人写作能力的检测。
【评价方式】1.写作成品。
2:elements of atheinof活：组成同组材事1. Review with students about the fourelements of a story: character, plot, setting,and theme. 提问故事四要素，引领学生文本分析方法2. Ask students to form groups according tothe material they have been assigned: 同话题整合分组，组成新的专家小组：Character group：Plot group:Setting group：Theme group:（Question organizers attached behind.）Get the four groups to discuss their group topics本活动为实现目标1.素，引导学生根据文体确定分析方法，为学生的深入理解、分析定下方法框架。
2.法，创设学生交流的必要性，使学生学会在交流合识。
形象呈现想法。
Possible characters and their related points:Setting analysis:Theme analysis:标总结课堂任务的完成情况，与学生讨论续写评价标准，并给出叙述性写作清单，供学生自检所写段落。
外研版必修第一册第五单元作文教案
外研版必修第一册第五单元作文教案英文回答：In the rapidly evolving digital landscape, the emergence of artificial intelligence (AI) has sparked both excitement and apprehension. As AI capabilities continue to expand, it raises profound questions about its potential impact on our lives, society, and the future of work.One of the most significant concerns surrounding AI is its potential to automate tasks and displace human workers. As AI systems become more sophisticated, they can perform a wide range of tasks that were previously thought to require human intelligence, such as data analysis, decision-making, and even creative writing. This has led to worries that AI could lead to widespread unemployment and economic disruption.However, proponents of AI argue that it can also create new jobs and opportunities. They point to the fact that AIsystems can handle repetitive and time-consuming tasks, freeing up human workers to focus on more complex and strategic work. Additionally, AI can be used to develop new products, services, and industries, which can lead to job growth in these areas.Another major concern is the potential for AI systems to become biased or discriminatory. AI algorithms are trained on data, and if the data used to train the algorithm is biased, the resulting AI system may also be biased. This could lead to unfair or inaccurate decisions being made by AI systems, which could have negative implications for individuals and society as a whole.To mitigate these concerns, it is essential to develop ethical guidelines and regulations for the development and use of AI. These guidelines should ensure that AI systems are used in a responsible and transparent manner, and that they are not used to discriminate against or harm individuals.Ultimately, the impact of AI on our lives and societywill depend on how we choose to use it. With careful planning and ethical considerations, we can harness the power of AI to create a better future for all.中文回答：人工智能（AI）的发展对未来工作的影响。
外研社高一英语教案（精选3篇）
外研社高一英语教案（精选3篇）外研社高一篇1教学目标1、知识目标：1)Students should learn some useful words and phrases: musician, clap, passer-by, form, extra, earn, advertisement, 2 attractive, instrument, loosely, actor dream of, be honest with, play jokes on, or so, break up. 3)Students should understand the general idea of the passage2、语言能力目标：1)Develop the Ss’skills of skimming, scanning and careful reading. 2) Train the Ss to find the key words and the topic sentences. 3)Encourage the Ssto guess the new words according the reading.3、情感态度与文化意识目标：1)Encourage the Ss to share the different kinds of music. 2)Improve the cooperation and share among the students.教学重难点1、教学重点：a.To understudend the passage better b.To find the main idea of each paragraph2、教学难点：a.Master the reading ability b.Develop the skills of reading教学过程本节课共45分钟，具体教学步骤如下：Step I Leading-in播放一段小视频，内容为歌曲If you are happy的英文版本，通过介绍演唱乐队twins引出本单元话题。
外研版高一英语必修第一册(2019版)_Unit1Understanding_ideas板块教学设计
Activity3
1. T asks Ss to choose the best description in Activity 3.
2. T asks some Ss to share their answers and give the reasons.
教学难点
引导学生根据文本和图片准确理解孟浩的经历和情感，并总结出其情感变化。
教学策略
任务型教学法、P–W–P阅读模式
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’activity
Activity 1
1.T asks Ss to tick the topics they’d like to include in their own diaries in Activity 1.
Unit1Understanding ideas板块教学设计
Understanding ideas板块教学设计
（建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型
Reading+Speaking
主题语境
人与自我——学校生活、积极的生活态度
内容分析
本文是一篇日记，主要讲述了一个叫孟浩的高中生高中第一天的经历及感受。本文共八个自然段。第一段通过使用动词生动展现出孟浩对于高中生活的期待。第二段和第三段作者通过使用直接引语、动词和心理活动描写展示出孟浩对于新学校的好奇和担心。第四段到第七段通过使用直接引语、心理活动描写和动词生动形象写出孟浩第一节课的经历及情感体验。第八段通过引用谚语很自然地展示出孟浩对于自己第一天的评价。整篇日记语言简洁、生动形象。全文主要应用过去时态，人称上主要是第一人称，充分体现了日记的文体特征。
高一英语外研版必修一教案
高一英语外研版必修一教案教案标题：高一英语外研版必修一教案教案目标：1. 通过本课的学习，学生将能够掌握本单元的重点词汇和短语，并能够正确运用于实际语境中。
2. 学生将能够理解并运用本单元的语法知识，包括被动语态和宾语从句。
3. 学生将能够运用所学知识，进行听说读写的综合能力训练。
教学重点：1. 掌握本单元的重点词汇和短语。
2. 理解并运用被动语态和宾语从句。
3. 进行听说读写的综合能力训练。
教学难点：1. 运用被动语态和宾语从句进行实际语境的表达。
2. 进行听说读写的综合能力训练。
教学准备：1. 教材：高一英语外研版必修一教材。
2. 多媒体设备：投影仪、电脑等。
3. 教学资源：课件、练习题等。
教学过程：Step 1：导入（5分钟）通过展示一些图片或视频引起学生对本课主题的兴趣，并通过提问激发学生对话题的思考。
Step 2：词汇和短语学习（15分钟）通过展示词汇和短语的图片或示例句，引导学生理解并掌握本单元的重点词汇和短语，并进行相关练习。
Step 3：语法知识讲解（15分钟）通过教师讲解和示例句的展示，引导学生理解被动语态和宾语从句的用法，并进行相关练习。
Step 4：听说读写综合训练（30分钟）4.1 听力训练：播放相关录音材料，让学生进行听力理解和回答问题。
4.2 口语训练：通过小组讨论或角色扮演等活动，让学生进行口语表达练习。
4.3 阅读训练：让学生阅读相关文章或短文，进行阅读理解和相关练习。
4.4 写作训练：通过写作任务或作文练习，让学生进行写作能力的训练。
Step 5：总结与拓展（10分钟）对本节课的重点内容进行总结，并展示相关拓展资源，鼓励学生进一步学习和提高。
Step 6：作业布置（5分钟）布置相关作业，包括课后练习题、阅读任务或写作练习等，以巩固学生对本课内容的理解和掌握。
教学反思：通过本节课的教学，学生能够掌握本单元的重点词汇和短语，并能够正确运用于实际语境中。
学生能够理解并运用本单元的语法知识，包括被动语态和宾语从句。
外研版高中英语必修1 Module1 写作指导
写作指导■写作任务:高一生活已经过去一半,在你的学习、校园活动和结交朋友等方面都有哪些值得你回味的事情呢？请写一封信给你的英国笔友Max,向他讲讲高一生活中让你觉得获益颇多的一件事。
注意:词数100-120左右。
Dear Max,_____________________________________________________________________ _____________________________________________________________________ Best regards,Wang Hui■任务分析:本次的写作任务是记叙让你获益颇多的事。
对学生而言,高一生活所涵盖的内容有很多,难忘的事情也不止一件,但是我们不可能通过一篇小短文把所有内容都包涵在内,因此在选材方面就必须注意选取能够以小见大的"点",即有代表性的某件事,来反映整个"面",即宽泛的高一生活；在选定某"点"后,我们接下来就可以按"总—分—总"或"总—分"的结构展开叙述。
具体的写法如下:首先在开头做总述,对高一生活进行总结性的回顾,如:高一生活带给我全新的体验,我学到了很多书本外的知识。
在接下来的段落里,你需要给出具体的事例来支撑首段观点。
由于是记叙文,因此在事件描述过程中要注意事件的层次发展。
结尾段和开头相互照应,能够有所升华那就更好。
■初稿:Dear Max,My senior high school has begun for several months. Although it has not been long enough, I have learned about some experiences out of the books. One day, our math teacher introduced us a reference book and he said each of us should get one. I volunteered to buy the books for the whole class. And then I went to some book shops to select the book. When I finally found the book, I bargained with the shop owner. Successfully, every book was cut down to 8 yuan and the price tag read 10 yuan. Therefore, I made this deal. I collected the money in the class, paid for and checkedthe books and gave them to my classmates. I gained my knowledge from a larger book, our society.Best regards,Wang Hui■教师点评:文章条理比较清楚。
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“ 一师一优课、一课一名师”活动精品教学设计案例
2. Play a video clip from Jurassic Park 播放 观形象，激发学
《侏罗纪公园》片段，具象化
生讨论兴趣。
George
的噩梦 。
3. 通过提问展开
学情
理解，再发放任务卡，从小说四要素（人物、情节、场景、主题）四个角度
分析
让学生在课前独立进行问题引领下的深度思考。课上主要以专家小组讨论汇
学情 报的模式进行交流和文本深入探究。
现状
续写任务对学生来说较困难，学生处于高一入学一个月左右的阶段，对
应用文写作熟悉，概要写作刚刚开始进行与精读课文结合的概要写作练习，
力的检测。
以及个人写作能
课堂教学设计操作模式
【评价方式】 1. 写作成品。
教学内容
教学活动
“ 一师一优课、一课一名师”活动精品教学设计案例
设计意图
教学过程设计
Activity 1: Talking about dreams 谈论“梦”引 入文本主题
1. Greet the students by asking问候学生，巧 本活动为实现目
续写对他们是个全新的概念。因此本课作为读后续写教学的先导课，重在激
发学生的续写兴趣、给予学生足够的想象和发挥空间、以及搭建足够的写作
基础，给学生创造第一次独立续写的机会。在写作课的设计上，需要课前学
生有足够的准备，在课堂上进行写作逻辑的合理性和写作标准的探究，因此
在课前布置学生完成续写提纲，让学生有料讨论。在课上试写续写文本的第
启发学生课前习，对语篇进行深入思考。 【评价方式】 1. 发放任务卡，完成并回收。 （任务卡附于练习中。 ）
plot, theme,
setting ）与分析，评测并
课堂练测 【练习内容】
1. 小组讨论，并给出专家小组汇报，口头汇报
【评价方式】 1. 教师和学生对口头汇报进行补充与现场评价。
课后评测
【测评内容】 1. 请学生课后续写文章， 检测学生对篇章的理解， 对文章发展方向的讨论是否透彻，
(1 课
批改、分享
回收学生作品
课后续写
（第 2 课时后 课后任务） 本课课堂学习采用专家小组教学法， 让学生独立思考文本的基础 上，专家组合作讨论，然后根据信息差，教授原小组其他成员，
强调交流、合作、责任，在学习中的重要性。
课前检测
【测评内容】 1. 学生对该篇文章从记叙文四要素角度的理解（ character,
多媒体平台，投影仪
课堂教学设计操作模式
“ 一师一优课、一课一名师”活动精品教学设计案例
该创意写作课在设计上关注写作 思维形成的过程 和学生的 认知变化 ，阅读与写作两课时的前后， 分阶段布置了不同的任务， 具体流程如下。 第一天布置文本， 学生通过阅读进行事实性理解。 第二天布置小 说四要素任务卡（每生研究一个要素） ，课前习，由浅入深，独 立思考。第三天，教师回收任务卡，了解学生理解情况，结合实 际准备阅读课堂重难点。 第四天， 创意写作阅读课， 深入了解文 本，讨论并拟定续写方向。第五天，布置学生设计续写提纲。第 二周第一天，布置学生仿写任务卡，课前习，写作能力提升。第 教学 二周第二天，创意写作课，讨论提纲，试写第一段，评价与拟定
流程
结构 续写标准，布置作业。 第二周第四天， 回收学生续写作品， 批改， 第二周第五天，分享学生作品。
布置文本回收任务卡
创意写作阅读课
创意写作课
仿写任务卡
课堂教学设计操作模式
（课前准备） 时后准备 )
“ 一师一优课、一课一名师”活动精品教学设计案例
教学评分价析方与案目设标计设计
学习
目标 出提纲、小组讨论可行性、 和小组合作互改的方式关注续写文本 的逻辑，自主把握续写段落的行文逻辑。 3. 通过文本语言特征分析，鉴赏仿写，写作标准讨论与展示， 提升学生在记叙性写作表达上的丰富性。
教学 策略
重点 难点 方式 方法 媒体 技术
1。语篇理解 2.续写的逻辑 3。续写的实施 专家小组教学法
对写作要求：描述经历和事实，运用语篇衔接手段，提高表达的连贯性，根据表达要求设 计合理的语编结构。
对给定材料进行阅读和语篇分析，并设计合理的续写逻辑，实施续写
阅读部分：本篇文段的语言符合儿童小说的特点，语言生活化，既有生
动的心理感官描写，又有生活场景化的母子对话，整个事件的讨论环境设置
在家中，围绕学校、恐龙、梦等话题展开。从故事可读性角度看，趣味性强，
是学生喜欢的类型，文章字数也较合适，但文章中也有部分生词短语会对学
生阅读造成障碍，如 grasp, trickle, extinct, dismay, blind, mighty,
eternity 。学生形成事实性理解较简单，形成深入理解有待教师的课堂引导，
因此，本课在设计时，以课前习的模式，先发放文本材料让学生形成事实性
设话题 :
标 1 作铺垫。 1. 相关话题师生
How are you today?
对话，自然导入
Did you have a sweet dream or terrible dream last 文本话题。
night?
How terrible can a dream be?
2. 视频观看，直
课堂教学设计操作模式
课堂教学设计操作模式
“ 一师一优课、一课一名师”活动精品教学设计案例
学段及科目
英语
授课教师
课题及课时
《创意写作》第 1 课时 阅读
教材版本
时 间
2019 年 10 月 25 日
自选材料
学校名称
授课地点
高一 6 班 教学楼 202
课标 要求
学习 内容
普通高中英语课程标准对理解性技能要求为：学生可以提取文章主要信息和观眯，理解语 篇要义；理解语篇中显性或隐性的逻辑关系；
一个段落，因此在课前需要学生了解文本的语言特点，有足够的语言驾驭能
力，所以在课前准备时还布置了学生仿写的任务，为续写的语言要求打下基
础。
课堂教学设计操作模式
“ 一师一优课、一课一名师”活动精品教学设计案例
1. 梳理文本中人物、 情节、场景和主题（character, plot, setting, and theme ），通过课前习、生生讨论、学生报告、师生总结， 深入理解阅读文本，学生把握主题线索和情节走向。 2. 在理解文本的基础上，小组合作讨论文章走向、独立思考列