高中英语说课教案

高中英语说课教案

一、教材分析

本课是一节写作课，在本单元的最后一个课时。写作课是将一个单元所学知识（输入过程）进行实际应用的过程（输出过程）。教师通过写作课可以达到培养学生写作技巧和能力，同时还可以检查学生对语言知识的综合运用能力，达到进一步巩固和提高一单元中所学知识的目的。写作也是高考中考察学生对语言知识的输出能力的一个重要部分，所以老师应充分利用好写作课将本单元阅读课中所学习的写作技巧和语言知识综合运用到笔头实际中。

二、教学内容与教学目标

本课时是高一上册的第四单元的Integrating Skills 部分。要求学生通过学习一篇四川之行的游记范文，根据老师的讲评，学会游记类作文的写法，然后根据写作步骤提示，用First, Next, Then, Finally表示事情发展先后顺序的词组织材料写一篇自己亲身游记（an unforgettable trip），并能应用含定语从句的复杂句式。

三、教学重点

本课时首先通过一篇游记类文章的讲解分析，重点使学生掌握游记类文章的写作技巧，即：掌握游记类文章的写作顺序：时间、空间和事情发展顺序，同时掌握此类文章写作时常见的关联词语，如：First, Next, Then, Finally等，最终达到培养学生的写作能力和技巧的教学目的。

四、教学难点

培养学生恰当使用关联词、熟练使用复杂句式进行遣词造句。使用正确的写作方法进行句段连贯整体兼顾的写作习惯。同时引导学生能尽量使用所学过的一些复杂句式，如带有状语从句和定语从句等复合句。

五、教学方法

采用先展示范文，让学生通过观察，发现，总结的方式鼓励学生自主探究，自我发现的方式获取知识。另外通过组织学生进行讨论先口头输出为笔头写作做准备。引导学生进行互评的合作学习的方式促进学生更好地掌握写作方法。

教学过程设计

Pre-task: 激发背景知识，明确写作要求，主题目的，写作步骤

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f the unforgettable experiences

In our daily, many things are unforgettable. They are worth writing down. For example, a disaster, a war; a match; a speech; a film; a famous person; a talk with somebody; a trip; etc.

For us, during our holidays, going on a trip is really unforgettable because it is exciting and there are a lot to see in our motherland. Look at the pictures and guess where it is.(showing a few pictures)

Beijing; *The Great Wall;*Mount Huangshan *Mountain Emei; *Hainang Seaside; etc.(or local places of interests.)

(purpose:引起学生兴趣，为阅读做准备；欣赏美丽河山，激发写作欲望；) Activity2. Coming to the model article: A trip to Sichuan

ask the students to read the article and find what made the writer unforgettable. (Buddha in Leshan; Monkeys on Mount Emei.)

Step2. Read again and answer the following questions:

1). When and where did they travel?

2). What did they see during the travel?

3). What did they do during the travel?

4).How did they feel about this travel?

the students to find out what order this article is written,and then find out the key words and important sentences.

This article is written in time key word or phrases are:First,next,g the first day,the next day,the next morning.

Then ask the students to find the sentence with the following meaning:

1)我找出一些成都附近名胜的照片。

2)我接着打电话给一旅行社，我在报纸上发现它的号码。

3)我们带了几瓶水，一些苹果和橘子，装入我的包里。

4)我们先去乐山，在那里我们一直爬到山顶看佛像。

I found some photos of interesting places which were not too far away from Chengdu.

I called a travel agent whose telephone number I found in a newspaper..

We took a few bottles of water,some apples and oranges,which we put into my bag. First,we went to Leshan,where we climbed all the way up the mountain to see the Buddha.

（让学生模仿这些带有定语从句的复杂句式造句，先训练学生对重点句式的记忆和使用）

Step 4.Pair work:Retell the trip to Sichuan,with the help of the following: During the first week of May…First…Next…

The next day…Leshan

The next morning…Emei

Finally…

（目的：输入语言信息为写作做语言上的准备）

Activity 3.discussion

Ask the Ss to discuss their unforgettable trip during their holidays with the “when,what,where, and how”questions.

(目的：引导学生做口头的语言信息输出，为笔头写作做准备)

Activity 4.Ask the Ss to write down what they say about their unforgettable trip paying attention to the writing method of the model , students quickly write down 15-20 short sentences about their trip,with the help of questions in the text. Next, students try to put the sentences in order, using “First, Next, Then, Finally”Then, students write the story , using linking words and relative pronouns.

(训练学生连词组句，连句成段，组段成篇的能力)

Activity 5. Post-task:作文展示、交流评价（同伴评价，课堂集体评价，教师评价）

First ask the students to exchange their writings and assess them each other and correct them

(同伴评价实际上是合作形学习的一种形式)

Then the teacher shows two of the students’writings to all the students and assess them, and after this ask the students to improve their own writings according to the teacher’s assessment ,at last the teacher summarizes the writing method and the writing skill of how to write to a good composition.

这种在学生有了亲自体验写作感受之后再对比别人写作中的优缺点结合老师的