2023《ing,a,place,in,a,letter写作课》教学设计【优秀范文】
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《Describing a place in a letter 写作课》 教学设计方案 教学设计方案
课程
Describing a place in a letter 写作课
课程标准
学生能在相关的英语写作中运用好词好句；学生能正确运用所学的写作技能，以促进其写作水平的提高；指导学生掌握有效的地点描写的句式，教会学生利用所学的句型进行地点描写；通过写作思路的指导、写作思维的培养，使学生降低对写作的恐惧心理，增强对写作的兴趣。
教学内容
分析
学生阅读的材料选自外研版教材第三册第一单元中的 Workbook里的一篇阅读文章。该材料难度适中，所出现的词汇主要来自大纲词汇。通过阅读这英语文本，让学生总结出描写地点的顺序，教会学生欣赏并积累地点描写的有用句式，利用所学的句型进行地点描写。学生要在课堂上完成的作文改编自《学生双语报》2015-2016 学年度第37 期 B4 版的“写作一招鲜”。该材料难度适中，符合这单元有关地点描写的英语写作。
教学目标
指导学生掌握有效的地点描写的句式，教会学生利用所学的句型进行地点描写； 通过写作思路的指导、写作思维的培养，使学生降低对写作的恐惧心理，增强对写作的兴趣；
通过写作的内容，培养学生具有中国情怀、国际视野和文化沟通的能力。
学习目标
学生能够阅读语篇，分析段落和语句，探究地点描写的地道表达方式；学生能够在演讲、口语训练和写作中表达正确的、地道的地点描写方式；学生能够学会通过阅读语篇模仿写作的学习策略。
学情分析
授课对象为文科班，该班大部分学生学习态度端正，对英语学习比较重视，英语基础较扎实，课内课外都能配合老师完成各项任务。学生们对提高写作水平的愿望较为强烈，因此写作课符合他们的学习愿望。但学生平时在地点写作中经常使用一些中文式英语的句型，缺乏正确使用地道的描写地点的句型，句型选择缺少多样性，只是进行简单的拼凑；学生在平时写作中缺乏对文章体裁及特点的关注，可能会错用时态和语态、人称等；大部分学生不会润色和修改自己和同学的文章。
重点、 、 难点
阅读语篇，分析段落和语句，探究地点描写中非谓语和 with 机构的地道的表达方式使用。
教与学的媒体选择
语言、文字、图片、计算机、图表、Thinking map 课程实施
类型
偏教师课堂讲授类 √ 偏自主、合作、探究学习类 备注
教学活动步骤
序号
1 1
Step 1 Lead- in 1. One-minute speech: One student is responsible for the one-minute speech every day. The topic for the one-minute speech this week is to introduce one of their favourite places. 2. A guessing game: ask the students to guess which place is being described according to the sentences provided. 2 2
Step 2 Reading 1. Get the students to read the article and match the headings with the paragraphs. There is one extra heading.
A. ancient capital
B. business capital
C. capital of romance
D. entertainment capital
E. capital of football
2. Discuss in groups and try to find out the useful sentence structures of describing a place. 3. Analyze the sentence structures of describing a place. 3 3
Step 3 Sentence Combination Combine some simple sentences into complex sentences by using some non-finite verbs and the structure of with. 4 4
Step4 Oral Translation ：How to describe a place
1. Make sentences with the useful sentence structures of describing a place. 2. Make sentences with the key words by using the non-finite verbs and the structure of with. 5 5
Step 5 Advertising Ask the students to work in groups of 4 and try to advertise one of their favourite cities in our country by using the non-finite verbs and the structure of with to the foreign visitors so that they will come to our country for a visit. 6 6
Step6 Writing 1. Discuss how to write this passage by using the useful sentence structures, the non-finite verbs and the structure of with. 2. Get students to write a passage with the topic “Atlanta”.
Possible version: Dear Liu Yang ，
I have just received your letter and know that you are going to come to Atlanta. How excited I am! I am glad to introduce Atlanta to you.
Located in the east of America ， Atlanta is a famous city.
Covering an area of more than 350 square kilometers, it is the ninth largest city in America. With a population of over 500 thousand, Atlanta is the commercial center of America. In 2007, it became the twin town of the Chinese city--- Chengdu. Many great historic events took place here. For example, the 1996 Summer Olympics was held in this city. Atlanta will become a more popular international city in the future. Welcome to Atlanta.
I hope you will enjoy your stay in Atlanta. I am looking forward to your coming.
Yours,
Li Hua 7 7
Step7 Peer Assessment Ask students to exchange and give comments on their classmates’
compositions according to the ticking list. Tick in the table. What do you think of the work Excellent
Good
Average
Poor
Content
Non-finite words
The Structure of with
8 8
Step8 Lucky Time Give chances for the four groups to get more points: answer some questions to consolidate what they have learnt in class.
9 9
Step9 Summing up Sum up what the students have learnt in class. 10.
Step10 Assignment Finish the letter about describing Hainan Island after class.
教学活动详情
教学 活动 1 1 ：
Reading
活动目标
Activity 1 Read the passage fast and finish the exercises and try to find out the useful sentence structures for describing a place.
解决问题
探究地点描写的方式，并通过巩固非谓语和 with 的结构的语法功能，分析段落，探究正确、地道的地点描写方式。
技术资源
图形/图像类素材，为学生提供直观的阅读素材。
常规资源
文本类素材，为学生提供有效的阅读材料。
活动概述
教师让学生阅读语篇“Describing a place”，回答问题，在完善答案的过程中探究地点描写的方式，并通过巩固非谓语和 with 的结构的语法功能，分析段落，探究正确、地道的地点描写方式，为下一步的 Oral Practice 提供结构支架。
教与学的策略
巩固非谓语和 with 的结构的语法功能，分析段落，探究正确、地道的地点描写方式
反馈评价
1. Read the article and match the headings with the paragraphs. 2. Read the passage again and try to find out the useful sentence structures for describing a place. 教学 活动 2 2 ：
Oral Practice
活动目标
Activity2 Oral Translation 解决问题
继续强化地点描写中非谓语和 with 机构的使用，为下面的 Oral translation 搭建语言支架。
技术资源
图形/图像类素材，音频类素材, 为学生提供练习口语的素材。
常规资源
文本类素材，为学生提供练习口语的素材。
活动概述
通过小组讨论强化解释和举例，为学生有效输入正确、地道的地点描写句型。利用 Oral Practice 这种强制性语言输出的形式，促进学生思辨能力的培养。Oral Practice 的口语输出为下一步的写作输出搭建语言支架。
教与学的策略
利用 Oral Practice 这种强制性语言输出的形式，促进学生思辨能力的培养。
反馈评价
1. Combine some simple sentences into complex sentences by using some non-finite verbs and the structure of with. 2. Make sentences with the useful sentence structures of describing a place. 3. Make sentences with the key words by using the non-finite verbs and the structure of with.
教学 活动 3 3 ：
Writing
活动目标
Activity3 Writing
解决问题
完成从语篇输入到语篇输出的整个环节。
技术资源
图表、Thinking map，为学生进行写作的分析； 计时器，为学生限时写作进行倒计时。
常规资源
文本类素材，为学生提供写作的素材。
活动概述
要求学生运用本节课所学知识，独立完成一封有关地点描写的信件，培养学生具有中国情怀、国际视野和文化沟通的能力。写作中要求学生运用非谓语和 with 的结构。完成从语篇输入到语篇输出的整个环节。
教与学的策略
要求学生运用本节课所学知识，独立完成一封有关地点描写的信件，完成从语篇输入到语篇输出的整个环节，并培养学生具有中国情怀、国际视野和文化沟通的能力。
反馈评价
Ask students to exchange and give comments on their classmates’ compositions according to the ticking list. Tick in the table. What do you think of the work Excellent
Good
Average
Poor
Content
Non-finite words
The Structure of with
……
评价量规
其它
参 考书
外研版教材第三册第一单元中的 Workbook；《学生双语报》2015-2016学年度第 37 期 B4 版的“写作一招鲜”。
备注