高中英语-必修二--U4-Wildlife-Protection写作课letter-of-advice教案

写作课教案1、teaching materials:
【人教版高中】必修二U4 Wildlife Protection P31~32 2、teaching design:
Teacher ~~~~~~
Teaching
objects
高一，中等水平学生
Material analysis
本课写作体裁为Description 中的Persuasive Writing：a letter of advice，内容是给中国野生动物保护协会（CWCA）写信，针对如何保护藏羚羊给出自己的建议；
，与本单元保护野生动物的主题切合，写作时态应以一般现在时为主。

Teaching aims 1. 语言技能: 锻炼学生整理写作思路、列提纲的写作微技能
2.语言知识：帮助学生掌握一些发表建议的常用表达：It is better to......./my suggestion
is......../ I suggest that.... ；并进一步熟悉有关濒危动物保护方面的话题
3.3. 学习策略：培养学生写作后自我修订、与他人互改互评、与人合作的习惯
4. 文化意识：增强学生保护野生动物的意识。

predictions about S s’ difficulties
1、学生可能不太熟悉英文的书信格式和英文建议的表达；
2、学生对写作的微技能不熟悉，不知写什么、怎么写，对写作有种畏惧的心理，所以写前老师要让学生知道写作的目的、对象和内容；
3、学生在自己修正自己的作文时很难发现自己的错误，可能会有点不知所措，所以，老师要指导学生具体从哪些方面去检查自己的作文。

Teaching design Activities and reasons for the designs
Step 1 Warming-up (6mins) 【活动】
1.Lead to the topic through the antelope with a sad face looking at Daisy. Introduce the current situation of the Tibetan Antelopes.
2. Show some pictures of the Tibetan Antelope. Stimulate students’s thinking of protecting the Tibetan Antelopes by mentioning the story of The Tibetan Antelope Kneeling On Its knees.
3. Watch a video on “How to protect Tibetan Antelopes”
【理由】
1、通过前面课文的内容引入较自然，切合本单元主题；
2、通过向猎人下跪的藏羚羊妈妈的故事，让学生对藏羚羊产生同情，为下面写信埋下伏笔；
3. 利用图片、视频等让学生对写作的内容进行预测，激发他们的写作兴趣，并激活学生原有的背景知识。

Step 2 Pre-writing (8 min) 【活动】
1.（Brainstorming）Have a discussion---If you are going to write a letter to CWCA to offer some advice on antelope protection, what advice should you give?
【Use a mind map to stimulate your thinking and write down your ideas】
【Provide some useful expressions for them and give some examples】
2. Teacher encourages students to review the form of letter and remind them of the tense of the argumentation.
-----T: Do you still remember the form of a letter ?
-----T: Hey, pay attention to that we are going to write a argumentation so that we will mainly use the simple present tense.
【理由】
1. 先让学生进行头脑风暴活动，思考动物灭绝的原因，再到相应建议，有利于学生理清思路，并增强建议的合理性。

2. 让学生们进行小组讨论，在交流中开阔思维，为写作做好铺垫。

3. 学生已学过书信的格式，对其简单的回顾，及时态的使用、常见建议的英文表达的提示，可以帮助学生更好的组织语言，安排文章的结构，让他们知道该怎么去完成该写作。

Step 3 While-writing (16 min) 【活动】
1.Teacher show Ss how to make a brief outline first, then Ss are asked to make their own outline with their own suggestions.
----- T: Let me show you how to draw a outline in order to well-organize the structure of the letter..........Now, It is your turn to make your own outline.
Date:
Salutation:
purpose
Body of
letter: situation
advice
28/5/2014
Dear sir/madam
Propose some advice
Some animals are in danger…
Forests have been destroyed
Laws, propaganda …
2. Ss write the letter in 10 minutes. (Ask one student to write his words on the blackboard. Teacher leads the whole class to edit it.)
【理由】
1、老师先展示学生怎么列提纲，然后让学生自己去列，考查学生是否理解如何写该作。

2、限时完成写作可以帮助学生养成良好的写作习惯，杜绝拖拉的行为，使得课堂教学更加高效；让学生上黑板写可以很清楚地看到其写作思路，且便于与全班一起点评。

Step 4 Post-Writing (6 min) 【activities】
1. After writing, ask student to self-check. Pay attention to the structure, idea, logic and expression.
2. Check the writing on the blackboard with the whole class. Ask the student to give some comments on the writing.
3.Work in pairs and check your partner’s writing.
. ----T: Ok, time is up. Have you finished it now? Please self-check the structure, idea, logic and expression......Pass it to your neighbour to have another check for its meaning, spelling and grammar etc.
【理由】
1、学生自改和同桌的互评可以帮助他们更好掌握该写作的格式、逻辑思维等，这有利于帮助养成自我检查的习惯，并学会评价他人的作文，取长补短。

2、对上黑板写的学生的作文的点评，能为学生的互改提供很好的模范作用，让学生知道可以从哪些地方去修改别人的作文。

Step5 Summary & homework (3 min) 【总结】如何整理思路和写提纲
1. Use the mind map to stimulate your thinking（Try to broaden your thinking）
2. If you have a lot of ideas, choose the more important and more appropriate ones.
3. Organize your ideas in the logical way。

【作业】
课后根据同学的批改和老师的点评完善自己的作文，并与同学分享，下节课交作文。

【理由】让学生养成检查错误和改正错误的良好习惯。

3、teaching reflection
respectfully。