2022届高考英语专题复习：书面表达邀请函教学设计
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| 名称 | 2022届高考英语专题复习：书面表达邀请函教学设计 |  | |
| 格式 | zip | ||
| 文件大小 | 212.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-12-12 16:51:36 | ||
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Teaching design
Writing------Invitation
Teaching design
ⅠAnalysis of teaching material and learners: Writing is a main test point in NECT and one of the four basic abilities for our students as English learners.It is a very inspiring and meaningful topic which will attract students’ attention.
. Learner analysing: Our students have learned English for almost 5 years. They have had some basic knowledge and ability in this language. However, spoken and reading ability are two main shortcomings of them. In this period, students need to do some oral and reading English practice. Maybe there will be difficulties. Meanwhile, they can learn something useful from it.
Ⅱ. Teaching aims:
1.Knowledge aim: Be able to write an English invitation properly and correctly.
2. Ability aim: Know how to write an organized essay.
3.Emotion aim: Arouse students' confidence and interest in language learning and English writing .
Ⅲ. Key points:
Enable students to write an English invitation properly and correctly.
Ⅳ. Difficult points:
How to express yourself and convey the given information clearly
How to organize your writing
Ⅴ. Teaching aids: Multimedia, blackboard, etc.
Ⅵ. Teaching procedure:
Step 1. Lead - in
Greet the whole class as usual.
Introduce the theme of this period by sharing the topics of writing task in NEMT for past three years.
Introduce our teaching goals for this period:
1.Be able to write an english invitation properly and correctly.
2. Know how to write an organized essay.
3. Arouse students' confidence and interest in language learning and English writing .
Step 2. Teaching content
Ⅰ. Invitation writing
1.In your opinion, how to write an invitation
Students’ activity:discuss and free talk. Ask 1 -2 students to talk about their opinions.
Possible point: analyse the assignment(tense,types of writing, structure,main points, the required information, appropriate expressions and goog manners, good beginning and ending, clearness, no mistakes, etc.)
2.How to organize your writing
Possible answers: 3-paragraph
P1:Beginning-- reason & purpose
P2 Body part ---Cover all the given information; add your own idea if necessary; use proper conjunctions and transitional expressions; be logical and clear.
P3 Ending-- your wish,early reply, etc.
(Get students to think about the question, summarize and share their point of view. Students activity: Pair-work & share)
Polish your writing and handwriting
Ⅱ. Students’ works sharing
Share two samples written by students themselves and ask 2 to 3 of them to check and correct the mistakes, give reasonable marks and tell the reasons.
(Show students the marking criterion for students to refer to before doing the exercise)
Step 3. Class assignment
After learning the basic rules of writing an invitation, try to write an email to invite Gary to take part in the Culture and Art Festival held in your school.
(Give 10 minutes for students to draft an invitation email.)
Attention: Cover all the required information
Have clear structure and logic
Properly use the words, phrases and structures. Be able to use some special sentence pattern and different clauses we learned.
Avoid obvious mistakes(words spelling,tense, subject-verb agreement,etc.)
Neat and clear handwriting
Possible model for students to refer to:
Dear …,
…be going to ... I am writing to invite you to …
The event is to take place in … on … ... will … Then … will ... I am sure it will be great fun. You’d better…
I would appreciate it if you could give me an early reply. Looking forward to your participation.
Yours,
Li Hua
Ask students to share their writing and their main idea.
Step 4. Summary
To write a good invitation, you need to remember the rules of writing and keep practicing it from time to time.
Ⅶ Homework
Polish your writing and hand in your formal copy before 9:00 pm.
Blackboard:
Writing-- InvitationPossible answers: 3-paragraph P1:Beginning-- reason & purposeP2 Body part ---Cover all the given information; add your own idea if necessary; use proper conjunctions and transitional expressions; be logical and clear.P3 Ending-- your wish,early reply, etc.
教学反思
本节课，我的授课目标是让学生掌握英语考试中常见的邀请函的写作方法。从学生的课堂练习效果来看，基本达到了我预期的教学效果。关于英语写作，我还从以下几方面做了反思总结，希望能更好的优化以后的写作教学。
注重写作教学的基本训练阶段
英语属于结构语言，它有自己的基本句型、固定搭配、固定短语等，这些都是不可变的，要想在写作中用上它们，用好它们，必须加强这方面的基本训练。首先，加强五种基本句型结构教学。几乎所有的英语句型都是五种句型的扩大、延伸或变化，因此训练学生“写”就要抓住五种基本句型的训练，让他们把这五种基本句型记牢，不断运用。五种基本句型是：
（１）Ｓ＋Ｖ；
（２）Ｓ＋Ｖ＋Ｏ；
（３）Ｓ＋Ｖ＋Ｏ＋Ｏ；
（４）Ｓ＋Ｖ＋Ｐ；
（５）Ｓ＋Ｖ＋Ｏ＋Ｃ。
五种基本句型虽然能表达一定的意思，但无法比较自由地表达思想，因此还必须对学生进一步进行扩句训练，在课堂上充分发挥学生的想象力，进行扩句练习。其次，加强句型教学，要对一些句子进行分析，增强他们利用各种句子进行一意多种表达的训练。再次，充分利用新教材中“巩固语言的练习，”对学生进行基本语感的训练。
注重写作训练的多样化
听、说、读、写四种技能是相互依赖的，说的能力有赖于听的能力，进而有助于写作。听是理解和吸收口头信息的手段。听和读是输入，只有达到足够的输入量，才能保证学生具有较好的说和写的输出能力。因此，在日常的教学中要注重写作训练的多样化。
首先，在Dialogue的教学中，除了听录音、对话、表演和编写相似的对话外，还要求学生把对话改写成一段短文，这样就要求学生在变成短文的过程中，注意时态、语态、人称和前后的逻辑关系，从而为写作打下基础。
其次，在Reading教学中，回答问题时要求学生必须用自己的语言，且人称、时态要做相应的变化，这样既能搞懂本意，又能用同义句表达，提高了表达能力。还让学生用课文中的词组进行复述，学生复述课文不是件容易的事，既要把握课文中的重点，逻辑关系，又要用自己的语言把主要内容表达出来。这样既锻炼了他们组织篇章结构、句子与句子之间逻辑关系的能力，又提高了语言的精炼度，使自己的写作能力有了很快的提高。
再次，在Listening教学中，除了让学生听懂做完听力练习之外，还让他们把练习作为guide进行复述听力材料，有时还让他们写在作文本上。
注重写作训练的规范化
高中起始阶段的写作训练，培养学生的写作模式是非常重要的。我按教师用书上说明的写作步骤，即：（１）构思（讨论题目）（２）写提纲（理顺思想的逻辑关系）（３）起草（打草稿）（４）校订（检查错误，重新安排内容）（５）修改（定稿）。对学生进行写作模式的训练。这样看起来比较麻烦，但避免了反复，养成了好的写作习惯。再就是书写和文体格式要规范。严格要求学生正确、端正、熟练地书写字母、单词和句子，注意大小写和标点符号，养成良好的书写习惯。同时对各种文体特点、格式要讲清楚，使学生熟悉规范的书面表达形式，用正确的标准评析和规范自己的书面表达。
注重教师的指导作用
教师批改是写作教学的有机组成部分，批改过程中，教师的指导作用就在于肯定学生的成绩，指出错误，给学生以恰当的评价。但在批改过程中，如果抓住学生的错误不放，有错必纠，改到最后，就变成了教师自己的作品；如果对错误视而不见，写得再多也收效甚微。我根据教学实践，对于新教材中的“有指导的写”的写作训练，是规定学生限时写完，同桌、前后桌互相批改，重新行文，再上交。这样批改起来就非常轻松，而且典型错误，很容易找出，有利于讲评。对于新教材中的“自由写作”训练，我指导学生弄清主题，抓住要点，组词造句，安排好顺序，过渡到段落形成短文，多用熟悉的单词和句型，多用五种基本型表达。然后让学生共同研究，互相评论写好的草稿，以便最后写出修改的稿子来，这就有助于减轻教师修改作业的负担，也有利于学生写作的提高。
组内评议记录：
写作前：杨翠老师先带同学们浏览了历年高考英语写作高频考察文体，让学生了解邀请函书写的重要性，引起学生重视。
写作中：杨老师给学生总结了英语考试写作的基本要求和注意事项，总结了写作方式方法，让学生对写作的要点做到心中有数。课堂实时演练环节，教师给了学生充足的时间限时写作。并给学生个别指导，了解学生写作中的各种情况。
写作后：师生共同评阅，目的让学生知道一般阅卷老师品评作文的标准，了解评阅规则。然后学生利用以上原则互评。这是一个相互欣赏相互学习的过程，也是同学们发现问题，改正错误的过程。
总之，杨老师这节课的写作目标设置合理，环节及内容设计独具匠心，培养了学生的思维，启发学生间的互学互帮。对学生的评价语丰富、及时、积极，极大地鼓舞了学生的写作信心。
Writing------Invitation
Teaching design
ⅠAnalysis of teaching material and learners: Writing is a main test point in NECT and one of the four basic abilities for our students as English learners.It is a very inspiring and meaningful topic which will attract students’ attention.
. Learner analysing: Our students have learned English for almost 5 years. They have had some basic knowledge and ability in this language. However, spoken and reading ability are two main shortcomings of them. In this period, students need to do some oral and reading English practice. Maybe there will be difficulties. Meanwhile, they can learn something useful from it.
Ⅱ. Teaching aims:
1.Knowledge aim: Be able to write an English invitation properly and correctly.
2. Ability aim: Know how to write an organized essay.
3.Emotion aim: Arouse students' confidence and interest in language learning and English writing .
Ⅲ. Key points:
Enable students to write an English invitation properly and correctly.
Ⅳ. Difficult points:
How to express yourself and convey the given information clearly
How to organize your writing
Ⅴ. Teaching aids: Multimedia, blackboard, etc.
Ⅵ. Teaching procedure:
Step 1. Lead - in
Greet the whole class as usual.
Introduce the theme of this period by sharing the topics of writing task in NEMT for past three years.
Introduce our teaching goals for this period:
1.Be able to write an english invitation properly and correctly.
2. Know how to write an organized essay.
3. Arouse students' confidence and interest in language learning and English writing .
Step 2. Teaching content
Ⅰ. Invitation writing
1.In your opinion, how to write an invitation
Students’ activity:discuss and free talk. Ask 1 -2 students to talk about their opinions.
Possible point: analyse the assignment(tense,types of writing, structure,main points, the required information, appropriate expressions and goog manners, good beginning and ending, clearness, no mistakes, etc.)
2.How to organize your writing
Possible answers: 3-paragraph
P1:Beginning-- reason & purpose
P2 Body part ---Cover all the given information; add your own idea if necessary; use proper conjunctions and transitional expressions; be logical and clear.
P3 Ending-- your wish,early reply, etc.
(Get students to think about the question, summarize and share their point of view. Students activity: Pair-work & share)
Polish your writing and handwriting
Ⅱ. Students’ works sharing
Share two samples written by students themselves and ask 2 to 3 of them to check and correct the mistakes, give reasonable marks and tell the reasons.
(Show students the marking criterion for students to refer to before doing the exercise)
Step 3. Class assignment
After learning the basic rules of writing an invitation, try to write an email to invite Gary to take part in the Culture and Art Festival held in your school.
(Give 10 minutes for students to draft an invitation email.)
Attention: Cover all the required information
Have clear structure and logic
Properly use the words, phrases and structures. Be able to use some special sentence pattern and different clauses we learned.
Avoid obvious mistakes(words spelling,tense, subject-verb agreement,etc.)
Neat and clear handwriting
Possible model for students to refer to:
Dear …,
…be going to ... I am writing to invite you to …
The event is to take place in … on … ... will … Then … will ... I am sure it will be great fun. You’d better…
I would appreciate it if you could give me an early reply. Looking forward to your participation.
Yours,
Li Hua
Ask students to share their writing and their main idea.
Step 4. Summary
To write a good invitation, you need to remember the rules of writing and keep practicing it from time to time.
Ⅶ Homework
Polish your writing and hand in your formal copy before 9:00 pm.
Blackboard:
Writing-- InvitationPossible answers: 3-paragraph P1:Beginning-- reason & purposeP2 Body part ---Cover all the given information; add your own idea if necessary; use proper conjunctions and transitional expressions; be logical and clear.P3 Ending-- your wish,early reply, etc.
教学反思
本节课，我的授课目标是让学生掌握英语考试中常见的邀请函的写作方法。从学生的课堂练习效果来看，基本达到了我预期的教学效果。关于英语写作，我还从以下几方面做了反思总结，希望能更好的优化以后的写作教学。
注重写作教学的基本训练阶段
英语属于结构语言，它有自己的基本句型、固定搭配、固定短语等，这些都是不可变的，要想在写作中用上它们，用好它们，必须加强这方面的基本训练。首先，加强五种基本句型结构教学。几乎所有的英语句型都是五种句型的扩大、延伸或变化，因此训练学生“写”就要抓住五种基本句型的训练，让他们把这五种基本句型记牢，不断运用。五种基本句型是：
（１）Ｓ＋Ｖ；
（２）Ｓ＋Ｖ＋Ｏ；
（３）Ｓ＋Ｖ＋Ｏ＋Ｏ；
（４）Ｓ＋Ｖ＋Ｐ；
（５）Ｓ＋Ｖ＋Ｏ＋Ｃ。
五种基本句型虽然能表达一定的意思，但无法比较自由地表达思想，因此还必须对学生进一步进行扩句训练，在课堂上充分发挥学生的想象力，进行扩句练习。其次，加强句型教学，要对一些句子进行分析，增强他们利用各种句子进行一意多种表达的训练。再次，充分利用新教材中“巩固语言的练习，”对学生进行基本语感的训练。
注重写作训练的多样化
听、说、读、写四种技能是相互依赖的，说的能力有赖于听的能力，进而有助于写作。听是理解和吸收口头信息的手段。听和读是输入，只有达到足够的输入量，才能保证学生具有较好的说和写的输出能力。因此，在日常的教学中要注重写作训练的多样化。
首先，在Dialogue的教学中，除了听录音、对话、表演和编写相似的对话外，还要求学生把对话改写成一段短文，这样就要求学生在变成短文的过程中，注意时态、语态、人称和前后的逻辑关系，从而为写作打下基础。
其次，在Reading教学中，回答问题时要求学生必须用自己的语言，且人称、时态要做相应的变化，这样既能搞懂本意，又能用同义句表达，提高了表达能力。还让学生用课文中的词组进行复述，学生复述课文不是件容易的事，既要把握课文中的重点，逻辑关系，又要用自己的语言把主要内容表达出来。这样既锻炼了他们组织篇章结构、句子与句子之间逻辑关系的能力，又提高了语言的精炼度，使自己的写作能力有了很快的提高。
再次，在Listening教学中，除了让学生听懂做完听力练习之外，还让他们把练习作为guide进行复述听力材料，有时还让他们写在作文本上。
注重写作训练的规范化
高中起始阶段的写作训练，培养学生的写作模式是非常重要的。我按教师用书上说明的写作步骤，即：（１）构思（讨论题目）（２）写提纲（理顺思想的逻辑关系）（３）起草（打草稿）（４）校订（检查错误，重新安排内容）（５）修改（定稿）。对学生进行写作模式的训练。这样看起来比较麻烦，但避免了反复，养成了好的写作习惯。再就是书写和文体格式要规范。严格要求学生正确、端正、熟练地书写字母、单词和句子，注意大小写和标点符号，养成良好的书写习惯。同时对各种文体特点、格式要讲清楚，使学生熟悉规范的书面表达形式，用正确的标准评析和规范自己的书面表达。
注重教师的指导作用
教师批改是写作教学的有机组成部分，批改过程中，教师的指导作用就在于肯定学生的成绩，指出错误，给学生以恰当的评价。但在批改过程中，如果抓住学生的错误不放，有错必纠，改到最后，就变成了教师自己的作品；如果对错误视而不见，写得再多也收效甚微。我根据教学实践，对于新教材中的“有指导的写”的写作训练，是规定学生限时写完，同桌、前后桌互相批改，重新行文，再上交。这样批改起来就非常轻松，而且典型错误，很容易找出，有利于讲评。对于新教材中的“自由写作”训练，我指导学生弄清主题，抓住要点，组词造句，安排好顺序，过渡到段落形成短文，多用熟悉的单词和句型，多用五种基本型表达。然后让学生共同研究，互相评论写好的草稿，以便最后写出修改的稿子来，这就有助于减轻教师修改作业的负担，也有利于学生写作的提高。
组内评议记录：
写作前：杨翠老师先带同学们浏览了历年高考英语写作高频考察文体，让学生了解邀请函书写的重要性，引起学生重视。
写作中：杨老师给学生总结了英语考试写作的基本要求和注意事项，总结了写作方式方法，让学生对写作的要点做到心中有数。课堂实时演练环节，教师给了学生充足的时间限时写作。并给学生个别指导，了解学生写作中的各种情况。
写作后：师生共同评阅，目的让学生知道一般阅卷老师品评作文的标准，了解评阅规则。然后学生利用以上原则互评。这是一个相互欣赏相互学习的过程，也是同学们发现问题，改正错误的过程。
总之，杨老师这节课的写作目标设置合理，环节及内容设计独具匠心，培养了学生的思维，启发学生间的互学互帮。对学生的评价语丰富、及时、积极，极大地鼓舞了学生的写作信心。