(完整)高三英语写作教学案例
完整)高中英语写作课教案
完整)高中英语写作课教案1.Honesty2.XXX3.orthiness4.Supportiveness5.Sense of humor6.Kindness7.XXX8.iveness9.Respectful10.XXXBad qualities:1.XXX2.Disloyalty3.orthiness4.Unsupportiveck of humor6.Unkindness7.iving8.Disrespectful9.Unreliable10.SelfishnessStep 2 WritingNow。
let’s write a short story about friends or friendship。
You can use the following prompts to help you:1.Who are the main characters in your story。
What is their nship?2.What is the conflict or problem in the story?3.How do the characters resolve the conflict?4.What is the theme or message of the story?XXX:XXX: XXX FriendsMain characters: Lily and Jane。
best XXX.Conflict: Jane moves away to a different state and they lose touch.n: Lily decides to visit Jane and they reconnect。
realizingthat distance can’t break their friendship.XXX: True friendship XXX.Step 3 SharingShare your stories with the class。
高三英语写作课the moon教学案例
高三英语写作课The Moon教学案例课题组成员：张晓芳一、教学内容本次作文课写作主题是the moon，要求根据写作提示，组织材料写一篇介绍月球的文章。
二、教学目标1、复习书写作文六步骤。
2、指导学生根据材料要求写出一篇120字左右的文章。
3、情感目标：培养学生的科学探索精神。
三、教学重点与难点1、让学生领悟书写英语作文六步骤的方法。
2、如何指导学生将简单句扩展成高级句式。
3、连句成篇，并适当润色。
四、教学过程Pre-writingActivity 1. Review the six steps of writing an English passage..1.审题谋篇，确定体裁、时态、人称及段落布局。
2.选定文章涉及到的主要词汇或短语，如果遇到不会写的单词，可换成同义词，尽量用高级词汇或短语代替简单词汇，增加文采，丰富语言表现力。
3.连词成短句（简单句），检查句子结构是否完整（主谓宾）。
4.使用主从复合句、分词、不定式等来代替简单句，能使书面表达行文更加流畅有力。
5.适当加入连词，使文章逻辑清晰，层次分明。
6.再次检查全文，有无单词拼写，逻辑不顺等错误。
(本教学环节是复习之前学过的书写作文的六步骤，让学生在写作之前清晰的知道写作文的每一个环节是什么，应该怎么去构思一篇作文，做到心中有数，避免思维混乱，无从下手。
)Activity 2.Talking about the moon.T: What information do you know about the moon?Students may answer like these:a. The moon is a planet.b. The moon is far from us.c. The moon stands for the uniting of family in China.…（本环节是由教师带领学生一起谈论月球，教师要引领学生尽可能多的说出关于月球的信息，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,为稍后的正式写作提供素材，避免学生无话可说、无从下手。
(完整word版)高三英语写作教学案例
高三英语写作教学案例姜淑玲长沙市第十二中学外语组（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：在学习模块"Travel journal"之后，学生通过理解与把握"Journal down the Mekong"这篇游记，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。
（五）教学过程Pre-writ ingActivity 1 . Show the stude nts some senten ces from the readi ng in this module to remi nd them of the travel experie nee of Wang Wei and Wang Kun.1.1 had dreamed about taking a great bike trip.2. She loves to go for long bike rides in the coun tryside.3. She gave a determined look---the kind that said she would n't change her mind.4. When are we leavi ng and whe n are we coming back?5. At first the river is small, clear and cold. Then it beg ins to move quickly. It becomes a rapids asit passes though deep valleys….At last, the river's delta enters the South China Sea.6. To climb the mou nta in road was hard work but going dow n the hills was great fun7. We are reach ing Dali in Yunnan Provi nee where our cous ins Dao Wei and Yu Hang will joinus. 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.（简评：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模块游记的场景；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”。
高三英语写作课教案
高三英语写作课教案A Teaching Plan of WritingI. 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 an article about Microblog.III. Teaching Difficult Point:Work individually to write an article about Microblog.IV. Teaching Aids: CAI, a computerV. Teaching ProcedureStep 1 Pre-writingActivity 1 Warming-upT: 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 DiscussionT: 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-writingActivity 1 Making an outlineT: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 draftT: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-writingActivity 1 Individual workSs: Look through their own article to correct some obvious mistakes alone.Such as words’ spelling , verbs’ tense .Activity 2 Pair workSs: 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 FeedbackActivity 1 Article- ShowT: Show some typical articles to the students and let them give comments accordingcriteria.Activity 2 ComparisonT: 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。
高三英语写作指导课 教案设计
高中英语写作课教案设计---推荐信的写作教学指导一、授课类型：高三英语总复习写作指导课课题题目： How to polish our writing ---an example of describing a person 相关教材：人教版必修四第二单元相关领域：介绍人物推荐信授课时间：45分钟二、教材分析：写作是英语教学和语言训练的重要内容，也是语言学习评价的重要项目。
然而在高三阶段，绝大部分教师对如何提高学生的写作能力都颇为头疼，同时，几乎每位学生一谈到写作就觉得力不从心。
最终形成了两难：老师认为教写作难，学生认为学写作也难。
本课例是人教版必修4第二单元复习教学的延伸和拓展，属于写作探究课，目的是通过教学策略和训练方法，让学生之间分工合作，来完成一项推荐人物的任务。
三、学情分析：笔者首先考虑上什么、为什么和怎么上这节课，从而使得教学目标的设计实在可行。
这节指导课面对的对象是高三学生，学生英语学习能力相对较好，接受能力也较强。
大部分学生的思维活跃、学习热情比较高、表现欲望强烈，并且具备一定的合作精神。
教师设计了不同层次的教学任务，包括说读写，指导学生在“学中做，做中学”，从而让学生能够用准确的用词来描述人物和阐述自己的观点。
四、教学目标：1、通过这节课的学习，学生能够能写出常见体裁的应用文---推荐信。
2、通过这节课的学习，学生能够学会准确地使用单词、短语和相关句型。
3、通过这节课的学习，学生能够使用恰当的语言形式完成一篇关于人物介绍的书面交际任务。
五、设计理念：这堂课是笔者根据新课程标准,结合本人对高三英语写作教学方法的实践积累和思考进行设计的一堂探究课。
本课例创造性地结合了教材内容，对使用性较强的词汇和表达方法进行了整理与补充，改变重知识轻运用的倾向，采用“任务型”和“探究性”教学模式，进行了一次有益的实践。
首先，教师先开门见山宣布本节课的学习任务，即：你校将在假期组织部分学生赴英国学习。
北京市房山区中学高三英语 作文写作教案1
高三书面表达复习与应试•趋向与书信、日记、通知、报道等应用文文体形式相结合。
•趋向让学生打开思路，给予考生更大的想象和发挥的空间。
有利于加大区分度。
二、文体三、问题分析扣分原因1。
与内容无关。
2。
句子构架搭不起来，意思出不来。
如：He went family.3。
行文不连贯。
如：人称使用前后矛盾，词频度过高，不会用连接词语等。
4。
缺少谓语动词。
如：He very happy very much.5。
拼写错误，行文潦草，无法看清、看懂。
6。
语言不得体：不看对象，不看场景，用语不当。
7。
标点混乱；人称代词及时态、语态乱用。
8。
内容要点不全，缺项，整体结构不完整。
9。
文段多于或少于规定的字数。
10。
格式不规范，如书信体中漏缺开首词和结尾语等。
得分条件1。
行文连贯流畅—人称、时间、地点、情节交待有层次。
2。
恰当使用连接词语。
如：and/or/but/so/not only…but also…/however/besides/otherwise/ like/in the same way/unless/in case/as long as/on one hand, on the other hand等词或短语。
3。
语句简明扼要，无或少词语重复。
4。
行文整洁，字体规范，会增加好印象。
5。
尽量写出与题目有关的词语。
考生牢记文法概要•行文要连贯流畅•语句要严谨、准确•表达要简明、清楚•句型结构要有变化•语言使用适当得体四、解题步骤一、审题二、搭架子、填内容•连词成句—给出时间、地点、人称、主要词组或句型。
•连句成文—组句搭架、打好草稿。
三、写出连接词•时间•方位•因果•转折•承接•总结概括•对比四、点题、扣题、突出中心•注意首尾呼应，突出中心思想。
五、检查、润色•确保每个句子有主语、谓语。
•确保恰当地使用1. 并列句2. 状语从句3. 分词结构作定语或作状语：When crossing the road, …/ There are a lot of people living in my hometown.4. 介词短语作定语或作状语：the teachers in our school5. 定语从句。
高中英语写作教案15篇
高中英语写作教案15篇高中英语写作教案篇12高中英语写作教案篇13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“五步学习法”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念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，使学生把握肯定的英语基础学问和基本技能，形成肯定的语言综合运用能力。
作为老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。
老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“五步学习法”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需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，更有利于学生去探究，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，老师应多采用启发式教学。
老师可以通过设计各种情境，问题来引导学生发觉问题，解决问题，并帮忙学生自主地总结归纳。
老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，老师觉得写作教学难，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，写作能力仍旧很差．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、谋篇布局与连接能力弱。
高三英语写作课favourite singerl教学案例
高三英语写作课Favorite Singer教学案例课题组成员：张晓芳一、教学内容本次作文课写作主题是favorite singer，要求根据写作提示，组织材料写一篇介绍著名歌手王力宏的文章。
二、教学目标1、复习电子邮件类作文的书写格式和注意事项。
2、指导学生根据材料要求写出一篇120字左右的文章。
3、情感目标：引导学生学会欣赏别人的优点，并且取别人之长补自己之短。
三、教学重点与难点1、让学生掌握回复电子邮件的格式。
2、如何指导学生遣词造句。
四、教学过程Pre-writingActivity 1. Review the steps of writing an English email and important tips.(1)开头部分点明收到对方的邮件, 并点明已知对方遇到的问题;(2)主体部分根据写作要求, 结合实际详细分析对方遇到的问题, 并提出解决问题的具体建议;(3)结尾部分结束电子邮件, 给出自己的祝福或祝愿等。
3. 语言特征: 回复类电子邮件的语言要简练得体, 表意准确; 话语要有礼貌, 要尊重对方, 切忌迎合。
(本教学环节是复习之前学过的回复邮件的格式，提醒学生本节课的话题就是回复邮件，确保学生不犯格式上的低级错误。
)Activity 2. Talking about popular singers.T: Do you have your favorite singers? (S: Yes.) Can you share with us?Then students may have different answers, for example, Zhang Liangying, Liu Dehua, Zhang Xueyou and so on. The teacher may choose the ones most students are familiar with to discuss the reasons.)Eg. My favorite singer is Chen Yixun. I like him because his songs are wonderful and always make me moved.…（教师引导学生从各个方面引导学生描述为什么自己喜爱这个歌手，从而激发学生思维，让他们在后续的写作活动中有话可写，有词可用。
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高三英语写作教学案例（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：在学习模块Travel journal之后，学生通过理解与把握Journal down the Mekong这篇游记，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-writingActivity 1. Show the students some sentences from the reading in this module 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 wouldn't 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 river's 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 andshare 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模块游记的场景；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 countryT: Do Wang Wei and Wang Kun enjoy their bike trip? (S: Yes.)And have you made a trip somewhere in our country/our city/our area? Or Have you ever had such experiences as Wang Wei and Wang Kun? (For students living in big cities, 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; Tian'anmen Square; The Great Wall; Mountain Tai; Qingdao; Huanghe, Temple of Heaven etc. (Or local places of interest.) （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. It's 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 passages1. First, ask the students to write down some sentences about their climbing. Ask them to make outan 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 sentencesin 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。