高中英语写作教学案例分析报告

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读写结合——提高英语写作能力的教学案例

读写结合—提高英语写作能力摘要：英语写作是英语学习的四项基本技能之一，是英语教学中不可缺少的环节。

然而，长期以来，写作一直是困扰我国英语教学的一大难题。

学生面对写作任务时常常不知从何下手。

在教学中或在高考阅卷中常常发现：学生的审题能力差，偏离主题现象严重；文章词语贫乏，语言素材不丰富，句子意识差；表达不得体，结构单一，缺少连贯性，篇章意识差等等。

英语写作已成了英语教学的老大难问题，也成了英语教学的瓶颈。

本文通过整合阅读与写作教学，以读促写，是阅读教学的延伸与深化，是语言学习从语言输入到语言输出的一个质的转变，从而实现提高英语写作能力的目的。

一、案例背景(一) 问题提出语言是人们思想交流的工具，有声语言和书写语言是语言交流的两种媒介。

写作是学习者英语综合能力的体现。

高中英语新课程标准对写作提出了更高的要求，八级要求为“能根据所读文章进行转述或写摘要；能根据用文字级图表提供的信息写短文或报告；能写出与一连关切结构完整的短文，叙述事情或表达观点和态度；能在写作中做到文体规范、语句通顺”。

但在教学中或在高考阅卷中常常发现：学生的审题能力差，偏离主题现象严重；文章词语贫乏，语言素材不丰富，句子意识差；表达不得体，结构单一，缺少连贯性，篇章意识差等等，在学生的口语表达能力有较大提高的情况下，学生的写作能力还相对滞后。

可以说，长期以来，写作一直是困扰我国英语教学的一大难题。

学生面对写作任务时常常不知从何下手。

这一严重现象的出现，笔者认为有以下几个原因：1.目前高中英语教学中一般不开设专门的英语写作课，没有对学生英语写作基本功进行系统训练，往往是在高考前期进行短期的突击性应试模拟训练，平时对学生写作技能的培养较少。

2.学生的阅读量小和阅读面窄，造成词汇量小，写作语言素材贫乏。

3.学生良好的阅读策略与写作策略缺少，导致学生的篇章意识差等。

为了适应发展中的社会，满足社会的需求，使高中毕业生的英语写作水平达到高中英语新课程标准的八级或九级的写作目标，高中英语教学中对学生写作技能的培养必须是长期的、有目的循序渐进的写作技能培养。

高中英语教学案例分析

高中英语教学案例分析高中英语教学案例分析引言：高中英语教学是培养学生英语语言能力和综合运用能力的重要一环。

在教学过程中，教师常常面临着各种挑战和困惑。

本文通过分析一则高中英语教学案例，探讨了教学目标的设定、教学方法的选择以及学生的学习动机等方面，旨在帮助读者更好地理解高中英语教学，并对相关问题作出个人观点和理解。

第一部分：案例背景介绍在某高中英语教学中，教师在教授Unit 5《Canada--“The True North”》时，遇到了以下问题：学生对课本的阅读理解技巧掌握不够，缺乏对文章理解的能力；学生对英语听力材料中的单词发音和句子结构理解有困难。

第二部分：教学目标的设定针对上述问题，教师设定了以下教学目标：1. 培养学生对阅读材料的理解能力，提高其阅读技巧；2. 帮助学生加强听力训练，提高对口语表达的理解能力。

第三部分：教学方法的选择为达成上述教学目标，教师选择了以下教学方法：1. 在阅读教学中，采用预测、扫读和细读等策略，引导学生主动思考并提高对文章理解的能力；2. 在听力教学中，采用分段听、多次重复等策略，帮助学生熟悉英语听力材料的重点词汇和句子结构。

第四部分：学生学习动机的激发为增强学生的学习动机，教师采取了以下措施：1. 利用图片和实例引发学生对主题的兴趣；2. 设置合适的学习任务和游戏，增加学生的互动参与；3. 帮助学生树立学习目标，并鼓励他们通过学习获得成就感。

第五部分：总结与回顾通过以上教学方法和学习动机的激发，学生在高中英语教学案例中获得了较好的学习效果。

他们在阅读材料方面的理解能力和阅读技巧得到提高，对听力材料中的单词和句子结构有了更好的掌握。

学生的学习动机也得到了激发，他们更加积极主动地参与到教学活动中。

个人观点和理解：在高中英语教学中，教师的角色非常重要。

教师要根据学生的实际情况，设定合理的教学目标，并选择有效的教学方法。

在教学过程中，教师还要关注学生的学习动机，激发他们的学习兴趣和参与度。

高中英语教学案例分析

高中英语教学案例分析一、学情分析高三年级学生经过两年多的学习对高中《新课标》所要求应该知道理解的语言语法项目均以接触，但随着时间的流逝，好多东西被遗忘了，高三这个年就是捡起这些知识并整合知识点进而提升水平的一年。

二、内容分析本课是节语法专题复习课，是在上一节主要复习形容词副词基本功能即在句中所做成份以及多个形容词作定语的排序之基础上，进一步复习可修饰比较级的词和形容词词义辨析。

三、设计思路本课采用任务教学法。

先通过考点题组训练，要求学生在完成训练的同时注意归纳主要考点，再针对考点归纳解题方法技巧，最后再通过模拟试题的训练得以强化，形成技能，达到训练目的。

四、教学目的1. 熟知考纲要求的形容词副词词义并能准确使用。

2. 准确辨析形容词副词相近词、易混词。

3. 掌握比较等级的用法及其修饰语。

五、教学重难点1. 可修饰比较等级的词。

2. 常用相近词、易混词辨析。

六、教学过程Task 1. The topic group training （1 ）Ask students to finish the topic group 1 in ten minitues .While they are doing , they are asked to pay attention to the testing centres.(教师要求学生在完成训练的同时注意归纳主要考点，为下一步归纳考点做准备。

)Task 2. Induction of the testing centres.Ask students to present all the words that can modify comparative adjectives.Students’ answers：much, far, rather, a lot, a bit, still, even, no, a little, a great deal, by far, any etc.The teacher ask studens to show good ideas of keeping them in mind.( 教师在要求学生想办法把自己所列12 个能够修饰比较级的词记住时，学生犯难了。

高中英语教师教学案例分析范文6篇

高中英语教师教学案例分析范文6篇Teaching English at the high school level requires a deep understanding of the subject matter, effective instructional strategies, and the ability to engage and motivate students. Effective English teachers must possess a range of skills and knowledge to ensure their students develop proficiency in reading, writing, speaking, and listening. This essay presents six case studies that illustrate the diverse teaching practices and approaches employed by successful high school English teachers.Case Study 1: Incorporating Technology to Enhance Engagement Mrs. Emily Johnson, a veteran English teacher at Westside High School, has embraced the use of technology to create dynamic and engaging lessons. She regularly incorporates multimedia elements, such as interactive presentations, educational videos, and online discussions, to supplement her traditional instruction. By leveraging technology, Mrs. Johnson is able to cater to the diverse learning styles of her students and maintain their attention throughout the lesson. Her students have reported feeling more engaged and motivated to participate in class activities, leading to improvedcomprehension and academic performance.Case Study 2: Differentiated Instruction for Diverse LearnersMr. Liam Patel, an English teacher at Eastwood High School, recognizes the importance of addressing the unique needs and abilities of each student in his classroom. He employs a range of differentiated instructional strategies to ensure that all of his students, regardless of their academic level or learning preferences, have the opportunity to succeed. This includes offering tiered assignments, providing scaffolding for struggling learners, and incorporating project-based learning to allow students to demonstrate their understanding in various ways. By tailoring his instruction to the individual needs of his students, Mr. Patel has seen a significant improvement in their overall academic achievement and engagement.Case Study 3: Fostering Critical Thinking through Socratic Seminars Ms. Olivia Hernandez, an English teacher at Northside High School, is a strong proponent of the Socratic seminar approach. She regularly facilitates discussions in which students engage in deep, thoughtful dialogue about complex literary texts, challenging them to analyze, interpret, and defend their ideas. By encouraging students to question, explore, and critically examine the material, Ms. Hernandez helps them develop essential critical thinking and communication skills. Her students have reported feeling more confident in theirability to express their ideas and engage in meaningful intellectual discourse.Case Study 4: Integrating Interdisciplinary ConnectionsMr. Ethan Nguyen, an English teacher at Southside High School, recognizes the importance of helping his students make connections between the English curriculum and other academic disciplines. He regularly collaborates with teachers from other departments to design interdisciplinary units and projects that allow students to apply their English skills in a broader context. For example, he has worked with the history department to create a unit on the literature and social movements of the Civil Rights era, and with the science department to explore the intersection of literature and environmental science. By fostering these interdisciplinary connections, Mr. Nguyen helps his students develop a more holistic understanding of the subject matter and its real-world applications.Case Study 5: Emphasis on Writing DevelopmentMs. Sophia Ramirez, an English teacher at Westwood High School, places a strong emphasis on the development of her students' writing skills. She has implemented a comprehensive writing program that includes frequent opportunities for students to engage in various types of writing, from personal narratives to research-based essays. Ms. Ramirez provides detailed feedback and individualized instruction to help her students improve their writingmechanics, organization, and overall effectiveness. Her students have reported feeling more confident in their writing abilities and better prepared for the rigors of college-level work.Case Study 6: Cultivating a Love for LiteratureMr. Aiden Chen, an English teacher at Eastside High School, is passionate about fostering a love for literature in his students. He curates a diverse range of literary texts, from classic novels to contemporary poetry, and creates engaging lessons that encourage students to explore the themes, characters, and literary devices within these works. Mr. Chen also incorporates opportunities for students to engage in creative writing and book discussions, allowing them to express their personal interpretations and connections to the material. By cultivating a genuine appreciation for literature, Mr. Chen has seen his students develop a deeper understanding and enjoyment of the English language and its power to convey human experiences.These six case studies highlight the diverse teaching practices and approaches employed by successful high school English teachers. From incorporating technology to fostering critical thinking, these educators have demonstrated their commitment to providing their students with a well-rounded and enriching educational experience. By drawing upon these examples, other English teachers can gain valuable insights and inspiration to enhance their own instructionalpractices and better support the academic and personal growth of their students.。

高中英语写信类文本分析案例范文

高中英语写信类文本分析案例范文Writing is a fundamental skill that students need to develop throughout their academic careers. One of the key components of writing instruction in high school English classes is letter writing. Letter writing exercises provide students with the opportunity to practice formal and informal communication skills, as well as learn the conventions and structure of different letter types. This case study will analyze a sample of high school English letter writing texts to explore the key elements and learning objectives of this genre.The first text analyzed is a sample formal business letter. This letter is addressed to the principal of a high school requesting permission to hold a fundraising event on campus. The letter begins with a clear statement of purpose, outlining the request being made. It then provides background information to provide context, explaining that the school's drama club is seeking to raise money for an upcoming performance tour. The body of the letter goes on to describe the proposed fundraising event in detail, including the date, time, location, and activities planned.The formal tone and structure of the letter is evident throughout. The language used is professional and polite, with phrases like "I am writing to request..." and "We would be most grateful if you would consider..." The paragraphs are clearly organized, with each focused on a specific aspect of the request. Appropriate salutations and closings are also used, with "Sincerely," followed by the sender's printed name and title.Overall, this sample business letter effectively demonstrates the key elements of formal letter writing. Students learning this genre would be expected to understand the purpose of a business letter, the appropriate formal tone and structure, and the conventions of salutations, body paragraphs, and closings. By analyzing this text, they would gain familiarity with the building blocks of effective business correspondence.The second text is an example of a personal letter written by a high school student to a friend. In this letter, the student is updating their friend on their recent activities and experiences. The letter opens with a friendly salutation, "Dear Alex," and a brief statement catching the friend up, such as "I hope this letter finds you well."The body of the letter then goes on to describe various happenings in the writer's life. This includes details about a recent family vacation, updates on school and extracurricular activities, and thoughts andfeelings about upcoming events. The tone is casual and conversational, with the use of contractions ("I've," "didn't") and informal language ("super fun," "bummed out").Throughout the letter, the writer maintains a personal, relatable voice. They include anecdotes and opinions that give the reader a sense of their individual personality and experiences. The letter closes with well-wishes for the friend and a warm sign-off, such as "Talk to you soon, your friend, [name]."This sample personal letter demonstrates the key features of informal, interpersonal writing. Students analyzing this text would learn about the purpose and structure of a personal letter, as well as the appropriate tone, language, and conventions. They would gain practice crafting a coherent narrative, expressing thoughts and feelings, and maintaining an authentic, conversational voice.The final text is a sample of a formal letter of recommendation written by a high school teacher. In this letter, the teacher is providing a positive endorsement of a student applying to a competitive university program. The letter begins with a clear statement of who the student is and what program they are applying for.The body of the letter then goes on to provide specific details andexamples to support the teacher's recommendation. This includes describing the student's academic achievements, such as their GPA, test scores, and honors/awards. It also highlights the student's positive personal qualities, such as their work ethic, leadership skills, and contributions to the school community.Throughout the letter, the teacher uses language that is formal and persuasive. They employ vivid descriptors ("exceptionally bright," "exemplary work ethic") and make a clear case for why the student is deserving of admission. The tone remains objective and professional, as the teacher avoids overly personal anecdotes or subjective opinions.The letter closes with a strong endorsement of the student, expressing confidence in their abilities and potential for success in the program. The teacher's signature and title at the end provide credibility and authority to the recommendation.This sample letter of recommendation illustrates the key features of this genre, including its purpose, structure, tone, and language. Students analyzing this text would learn about crafting a compelling argument, highlighting an individual's strengths and qualifications, and using formal, persuasive writing to advocate for a candidate.In conclusion, this case study has examined three distinct examplesof letter writing texts commonly found in high school English curricula. Through the analysis of a business letter, personal letter, and letter of recommendation, key elements of each genre have been identified and discussed. These texts provide valuable learning opportunities for students to develop their writing skills, understand different communication contexts, and practice adhering to established conventions.By studying these sample letters, students can gain familiarity with the purpose, structure, tone, and language that characterize effective letter writing. This foundational knowledge can then be applied as students engage in their own letter writing exercises, whether drafting formal business correspondence, personal updates to friends, or persuasive recommendations. Overall, the inclusion of letter writing in high school English instruction serves as an essential component of preparing students for academic, professional, and personal communication in the real world.。

高中英语教学阅读与写作的整合案例分析

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高中英语教学案例分析范文6篇

高中英语教学案例分析范文6篇The world we live in today is a complex and ever-evolving landscape, filled with both challenges and opportunities. As we navigate this dynamic environment, it is essential to approach life with a sense of purpose, resilience, and a deep understanding of the human experience. In this essay, we will explore the importance of embracing our individuality, cultivating meaningful relationships, and striving for personal growth and fulfillment.At the heart of the human experience lies the pursuit of self-discovery. Each individual is unique, with their own set of strengths, weaknesses, dreams, and aspirations. It is this diversity that makes our world so rich and vibrant. By embracing our individuality, we can unlock our full potential and contribute to the betterment of society in our own unique way. Whether it is through our chosen profession, creative endeavors, or the way we engage with our communities, the expression of our authentic selves is the foundation upon which we can build a life of purpose and meaning.However, the journey of self-discovery is not without its obstacles. We are often confronted with societal expectations, cultural norms, and the pressure to conform to a certain mold. It is in thesemoments that we must have the courage to challenge the status quo and forge our own path. By cultivating self-awareness and a deep understanding of our values, we can navigate these challenges with grace and resilience, ultimately emerging as stronger and more empowered individuals.Alongside the pursuit of self-discovery, the cultivation of meaningful relationships is a vital aspect of the human experience. We are inherently social creatures, and our connections with others profoundly shape our lives. Whether it is the love and support we receive from family and friends, the mentorship and guidance we find in our communities, or the deep bonds we form with romantic partners, these relationships are the bedrock upon which we build our lives.In an increasingly interconnected world, it is easy to become consumed by the superficial connections we make through social media and digital platforms. However, true fulfillment comes from the depth and quality of our relationships, not their quantity. By investing time and energy into building genuine, authentic connections with others, we can create a support system that nurtures our personal growth, provides a sense of belonging, and helps us navigate the ups and downs of life.Moreover, the cultivation of meaningful relationships extendsbeyond our personal lives and into the broader societal context. As we engage with our communities, whether it is through volunteering, political activism, or simply being a good neighbor, we have the power to contribute to the greater good and foster a more just, equitable, and compassionate world. By recognizing our interconnectedness and our shared responsibility to one another, we can work towards creating a society that values empathy, collaboration, and the collective well-being of all its members.Finally, the pursuit of personal growth and fulfillment is a lifelong journey that requires a deep commitment to self-improvement and a willingness to step outside of our comfort zones. In a world that is constantly evolving, it is crucial that we remain adaptable, open-minded, and eager to learn. Whether it is through formal education, self-directed learning, or the acquisition of new skills, the pursuit of knowledge and personal development is the key to unlocking our full potential and staying relevant in an ever-changing landscape.However, personal growth is not just about the accumulation of knowledge and skills; it is also about the cultivation of emotional intelligence, empathy, and a deep understanding of the human condition. By cultivating these qualities, we can develop a greater sense of self-awareness, emotional resilience, and the ability to navigate the complexities of life with grace and wisdom.As we strive for personal growth and fulfillment, it is important to remember that the journey is not always linear or easy. We will inevitably face setbacks, challenges, and moments of uncertainty. It is in these moments that we must draw upon our inner strength, our support systems, and our commitment to growth and self-improvement. By embracing these challenges with a positive mindset and a willingness to learn, we can transform them into opportunities for personal growth and transformation.In conclusion, the human experience is a rich and multifaceted tapestry, woven with the threads of self-discovery, meaningful relationships, and personal growth. By embracing our individuality, cultivating genuine connections with others, and continuously striving for self-improvement, we can unlock our full potential and contribute to the creation of a more just, equitable, and compassionate world. As we navigate the complexities of life, let us approach each day with a sense of purpose, resilience, and a deep appreciation for the beauty and wonder of the human experience.。

牛津高中英语教学案例与分析

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项探究学习和合作学习：要求学生在课前炼其英语表达能力，又为新课提前 “ 热节让学生略读文章，使其快速把握非正式
力，并在课堂上通过自主合作、探究等方
达到深层次理解文章，体验语言，实现语言习得，感受英语学习的成功．本课任务
（）ａｋ．ｒｗｉ－ｅｄｎ（读二Ｔｓｓｆｈｅｒａｉｇ阅ｏｌ
② 使学生利用各种阅读技巧和方法，主学习能力和协作式探究能力．获取所需信息； ③ 学生能够模仿本文制定自己的旅
行计划．
四、教学过程
任务）Ｔｓ）：（ａｋ１
备工作；入探究，自主地解决问题，提高学生的自几位小组代表演示他们课前做的海报，简单介绍课文提及的几个地区，教师随后作出评价和领读地名，再借助 “ 头脑风暴 ” 与本话题有关的知识和词汇，引起学生对文章内容的兴趣，为下一步阅读理解做好充分的准备．
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英语高中外研版教学案例分析范文

英语高中外研版教学案例分析范文The teaching of English in high schools has been a topic of great interest and debate in recent years. With the introduction of the new edition of the foreign language curriculum, educators have had the opportunity to explore innovative approaches to language instruction. One such case study that has garnered attention is the implementation of the new curriculum in a high school setting.The primary objective of the new foreign language curriculum is to enhance the overall proficiency of students in the target language. This curriculum emphasizes a communicative approach, which aims to develop students' ability to engage in authentic conversations and effectively convey their ideas. Additionally, the curriculum places a strong emphasis on the integration of language skills, encouraging the simultaneous development of listening, speaking, reading, and writing.One of the key features of the new curriculum is the integration of technology-based resources. Educators are encouraged to utilize various digital tools and platforms to create engaging and interactivelearning environments. This approach not only aligns with the preferences and learning styles of modern students but also prepares them for the increasingly technology-driven world they will encounter beyond the classroom.In the case study under consideration, the high school implemented the new foreign language curriculum with a particular focus on the use of technology-enhanced instruction. The school administration recognized the potential of technology to enhance language learning and invested in the necessary infrastructure and resourcesto support this initiative.The implementation process began with a comprehensive professional development program for the English language teachers. Educators were trained on the effective integration of technology into their lesson plans, as well as the pedagogical approaches that align with the communicative focus of the new curriculum. This training not only equipped the teachers with the necessary skills but also fostered a sense of ownership and investment in the successful implementation of the new curriculum.One of the key strategies employed in the case study was the incorporation of interactive digital resources into the classroom. Teachers utilized a variety of online platforms, such as language learning apps, virtual simulations, and multimedia presentations, toengage students in authentic language use. These resources were carefully selected to align with the specific learning objectives and the communicative focus of the curriculum.Furthermore, the case study emphasized the importance of creating opportunities for students to engage in collaborative learning activities. Teachers encouraged group work and pair-based discussions, where students could practice their language skills in a supportive and interactive environment. This approach not only enhanced the students' communicative competence but also fostered the development of essential 21st-century skills, such as critical thinking, problem-solving, and teamwork.The assessment strategies employed in the case study also reflected the communicative focus of the new curriculum. Instead of relying solely on traditional written exams, teachers incorporated a range of assessment methods, including oral presentations, project-based assignments, and portfolio evaluations. This holistic approach to assessment allowed educators to gauge the students' overall language proficiency, including their ability to comprehend, interpret, and communicate effectively in the target language.The case study also highlighted the importance of ongoing monitoring and evaluation of the implementation process. The school administration and the English language department regularlyreviewed the progress of the initiative, gathering feedback from both teachers and students. This data-driven approach enabled the school to identify areas for improvement and make necessary adjustments to the implementation plan.One of the notable outcomes of the case study was the observed improvement in the students' language proficiency. Compared to previous cohorts, the students who experienced the new curriculum demonstrated a higher level of communicative competence, as evidenced by their ability to engage in spontaneous conversations, comprehend authentic texts, and express their ideas with greater fluency and accuracy.Additionally, the case study revealed a positive shift in the students' attitudes and motivation towards learning English. The integration of technology-enhanced resources and the emphasis on collaborative learning activities fostered a more engaging and dynamic learning environment. Students reported increased levels of enthusiasm and engagement, which in turn contributed to their overall language development.The success of the case study has not gone unnoticed in the broader educational community. The school has received recognition for its innovative approach to English language instruction, and the model has been shared with other institutions as a best practice example.This has led to a growing interest in the replication of the case study in other high school settings, with the potential to impact language education on a larger scale.In conclusion, the case study on the implementation of the new foreign language curriculum in a high school setting has provided valuable insights into the potential of technology-enhanced, communicative-focused language instruction. By prioritizing the development of students' communicative competence, fostering collaborative learning environments, and integrating digital resources, the school has demonstrated the positive impact that can be achieved when educational institutions embrace innovative approaches to language education. As the demand for effective English language instruction continues to grow, this case study serves as a model for other high schools to emulate, ultimately contributing to the enhancement of language learning outcomes for students.。

如何写高中英语作文典型案例分析

如何写高中英语作文典型案例分析A Case Study Analysis":Writing a high school English essay can be a daunting task for many students. However, with a clear understanding of the necessary components and a structured approach, it is possible to produce a well-crafted and effective essay. In this case study analysis, we will examine the key elements of a typical high school English essay and provide strategies for students to improve their writing skills.The first and most crucial step in writing a high school English essay is to understand the prompt or the assigned topic. Students must carefully read and analyze the question or the task at hand, ensuring they fully comprehend what is being asked of them. This includes identifying the key words or phrases that guide the focus and scope of the essay. For example, if the prompt asks students to "discuss the theme of love in Shakespeare's Romeo and Juliet," the students should focus their essay on analyzing the various manifestations of love within the play, rather than providing a general summary of the plot.Once the prompt has been clearly understood, the next step is toconduct thorough research and gather relevant information to support the essay's arguments. This may involve reviewing the assigned text, consulting additional sources, and taking notes on the key points and evidence that can be used to build a strong case. It is important for students to maintain a critical and analytical mindset during this research phase, evaluating the credibility and relevance of the information they collect.With the research complete, students can begin the process of organizing their essay. A well-structured high school English essay typically follows a standard five-paragraph format, consisting of an introduction, three body paragraphs, and a conclusion. The introduction should provide a clear thesis statement that outlines the main argument or focus of the essay. The body paragraphs should then develop and support this thesis with specific evidence and analysis, while the conclusion should reaffirm the thesis and leave the reader with a clear understanding of the essay's main points.Within each body paragraph, students should employ a specific structure to ensure coherence and logical flow. This structure typically includes a topic sentence that introduces the main idea of the paragraph, followed by supporting evidence and analysis. The use of transitional phrases, such as "in addition," "furthermore," or "on the other hand," can help to create a smooth transition between ideas and guide the reader through the essay.Another important aspect of a high school English essay is the use of appropriate language and tone. Students should strive to write in a formal, academic style, avoiding colloquial or casual language. They should also be mindful of their word choice, using precise and descriptive vocabulary to convey their ideas effectively. Additionally, students should pay close attention to grammar, spelling, and punctuation, as these elements can significantly impact the overall quality and clarity of the essay.Finally, it is crucial for students to proofread and revise their essays before submitting them. This process allows them to identify and correct any errors or weaknesses in their writing, as well as to ensure that the essay effectively addresses the prompt and presents a cohesive and well-supported argument.In conclusion, writing a high school English essay requires a systematic approach that encompasses understanding the prompt, conducting thorough research, organizing the essay structure, using appropriate language and tone, and proofreading and revising the final product. By mastering these key elements, students can develop the skills necessary to produce high-quality essays that effectively communicate their ideas and analysis. Through consistent practice and a commitment to improving their writing, students can become proficient in the art of the high school English essay.。

完整word版)高中英语教学案例分析

完整word版)高中英语教学案例分析在英语课程的改革中，自主、合作和探究的研究方式越来越受到重视。

这种研究方式可以让学生成为研究的主人，从而培养他们的主体意识、能动性和创造性。

因此，培养学生自主、合作和探究的研究方式已成为新课程改革中的一个迫切任务。

牛津高中英语》Project是一种探究式研究，要求学生走出课堂，与同学合作完成一个特定的课题。

在模块六第一单元Project中，学生需要完成两个舞台剧的表演。

为了让学生更好地参与课堂，教师可以让学生参与“备课”，让他们在揣摩人物内心方面做足功课。

根据新课标的要求，高中英语教学需要培养学生的语言技能、语言知识、情感态度、研究策略和文化意识等素养，以培养学生的综合语言运用能力。

因此，高二学年的英语教学应该继续培养和优化学生的英语研究方法，使他们能够通过观察、体验和探究等主动研究的方法，充分发挥自己的研究潜能，形成有效的研究策略，提高自主研究的能力。

同时，还需要关注学生的情感，提高他们的人文素养，提高他们独立思考和判断能力，培养创新精神和实践能力，增进跨文化理解和交际能力。

在教材分析方面，教师可以针对不同的教材内容，设计不同的教学策略和活动，以激发学生的研究兴趣和参与度。

例如，在模块六第一单元Project中，教师可以让学生通过讨论、调查、专访和文献检索等活动，更好地理解和掌握舞台剧的内容和表演技巧。

This XXX。

XXX。

and going beyond the n provided in the text。

According to the "Curriculum Standards," the content。

activities。

and teaching methods should have greater XXX。

allowing users to choose and supplement the content according to their actual needs XXX。

高中英语写作教学案例分析

高中英语写作教学案例分析〔关键词〕高中英语;写作教学;案例;分析写作是学习英语的一种途径和手段，它不仅是一种能力，而且能有力地促进学生的英语学习。

近年来，书面表达在高考试题中占有重要的地位。

但是，长期以来，如何有效地进行写作教学一直困扰着广大英语教师。

“给出题目，提出要求，学生完成习作，教师批改，出示范文”的传统写作教学模式往往导致大部分学生被动地完成写作任务，缺乏积极性和写作的热情。

同时，广大教师忙于修改学生习作中的语法、词汇等细节性错误，形成了“学生怕写，老师厌改，效果欠佳”的现象。

下面笔者以案列探讨在写作教学中如何运用过程性写作教学法。

一、教学设计理念通过近几年高中英语写作课堂教学实践，并结合学生在英语写作中所表现出的问题，笔者发现将过程教学法应用于写作指导的效果十分明显，有利于培养学生的写作兴趣、参与意识和合作意识。

过程性写作教学法将写作大致分为三个阶段和六个步骤，即写前阶段、写中阶段、写后阶段三个阶段，主题导入、小组讨论、初写文章、点拨优化、再写修改、作品展示六个步骤。

学生在教师的反馈和指导下完成写作任务。

这种层层铺垫、循序渐进的过程，不仅让学生对写作做到胸有成竹，而且系统地训练了写作思维。

二、教学案例分析现以人民教育出版社2003版高中英语教材第一单元的写作部分的教学为例进行分析探讨。

本堂课的教学任务是“Write An E-mail to an e-pal”。

作为刚升入高中的学生，英语功底虽然不厚，不过对这个话题很熟悉，学生有话可说，有真实性。

1.写前阶段这个环节包括主题导入和小组讨论两个步骤。

教师导入主题和任务，拓展学生的思维，激起学生的写作意愿。

然后通过学生分小组讨论，激活有关词汇和有用表达，为写作做铺垫。

就本节课而言，笔者考虑到学生刚进入高中，同学之间不熟悉，有些学生的思维不够开阔，首先提出了一些引导性的问题导入主题：Do you have friends？Do you know how to make friends？Do you know you can use the internet to make friends？Do you have an e-pal？Do you want to have one？Have you ever written an e-mail？Do you know how to write an e-mail？然后，笔者引导学生思考，给每个小组五分钟时间讨论，之后每个小组表达自己的观点。

高中写作课英语教案

高中写作课英语教案【篇一：高一英语写作课教学设计】高中英语写作课教学实施及反思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“三段六环”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心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，使学生掌握一定的英语基础知识和基本技能，形成一定的语言综合运用能力。

作为教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。

教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“三段六环”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须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，更有利于学生去探索，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，教师应多采用启发式教学。

教师可以通过设计各种情境，问题来引导学生发现问题，解决问题，并帮助学生自主地总结归纳。

教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，教师觉得写作教学难，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，写作能力仍然很差．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、谋篇布局与衔接能力弱。

高中英语写作教学案例分析[精品文档]

高中英语写作教学案例分析杨芳2013. 11. 10高中英语写作教学案例分析一．思考的问题：怎样让学生在写作中减少经常会出现一些很低级的错误。

学生在写作中经常会出现一些很低级的错误，但屡禁不止，很是头疼。

为了让学生避免这些错误，本人把错误收集在一起，并让学生来改，之后类似的问题减少了许多。

二、教学过程描述：我首先把书面表达的评分原则呈现给学生，再指出好的方面和不足方面：（一）评分原则： 1. 本题总分为25分，按5个档次给分。

2. 评分时，先根据文章的内容和语言初步确定其所属档次，然后以该档次的要求来衡量，确定或调整档次，最后给分。

3. 词数少于100和多于150的，从总分中减去2分。

4. 评分时应注意的主要内容为：内容要点、应用词汇和语法结构的数量和准确性及上下文的连贯性。

5. 拼写与标点符号是语言准确性的一个方面。

评分时，应视其对交际的影响程度予以考虑。

英、美拼写及词汇用法均可接受。

6. 如书写较差以至影响交际，将分数降低一个档次。

（二）好的方面1．能按照要求把要点写出；2．有意识地用上好词好句；3．连接词用得较好；4．书写有提高。

（三）主要的错误1．有语病的句子很多；2．应用词汇和语法结构的数量少和准确性差；3．拼写与标点符号较差；4．书写较差以至影响交际。

具体的错误分类列出，有句子，有说明，还有巩固练习：1. 有……人死于交通事故There were 500,000 people died in the traffic accident. 分析：这是有语病的句子，其句法应该是“主语+谓语+状语”，即People died in the accident. There were放上去何用之有?千万不能按汉语的句式来写英语句子。

再如：有十二人在打篮球。

Twelve people are playing basketball.(不能用There are twelve people are playing basketball.) 有三个同学没来上课。

高中英语教学案例设计分析总结

高中英语教学案例设计分析总结高中英语是高考的重要组成部分，对于高中生的学习，作为一名英语老师应该做出怎样的教学教案呢？下面是有店铺为你整理的高中英语教学案例设计篇，希望能够帮助到你!高中英语教学案例设计篇一一、学生分析教学对象为高中一年级学生，他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此需要特别注重提高学生用英语进行思维和表达的能力。

他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。

通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。

二、教材分析这一课是本单元第一个课时。

由于这课出现的生词比较多，在课前教他们读了一下。

在备这一课时，发现它的有关宇宙的知识很专业，起初比较担心，但是得知高一的学生地理课上已经学习了相应的部分知识，有了一定的知识储备，这样在处理的时候就注意到详略的问题，我觉得在今后也必须对学生的知识结构有所把握，这样才会更好地抓住要点和难点。

三、教学目标本课为阅读课型，主要介绍有关太空知识和人类起源。

通过阅读使学生了解宇宙的形成，和人类的形成。

课文内容用不同的形式来让学生自己归纳，提高阅读技能。

由于这课讲述有点抽象，需要足够的图片，方便理解并形成感性认识。

本课目的要使学生了解宇宙形成和人类起源，培养环境保护意识。

教学内容大致分为以下几个方面：1.看图片引入宇宙形成这一话题。

2.从网上下载一些宇宙空间图并展示给学生看，弄清楚星际空间的划分，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。

(一些生词用板书)3.学生阅读课文后完成精读练习。

4.两人围绕人类起源进行讨论。

5.语言学习：难句解释。

6.小结文章，一是找关键线索，二是写作手法。

7.小组讨论，包括复述课文，加深对文章的理解，以及学生总结自己通过本课学习学到了什么(达到教学目标--形成保护环境意识)。

高中英语书面表达教学案例分析

高中英语书面表达教学案例分析发表时间：2020-08-27T11:55:00.207Z 来源：《教学与研究》2020年11期作者：焦会燕[导读] 书面表达在新课标高考英语试卷中占25分，案例背景：书面表达在新课标高考英语试卷中占25分，在高考中所占分值较大，但想在一篇100词左右的文章中把自己的水平发挥到极致并非易事，它一直是高中生较头疼的一个东西。

鉴于此，有必要对学生在表达过程中常犯的错误进行一个总结并提出一些改进办法，所以笔者有一些拙见。

案例分析及解决措施：新课标全国卷书面表达要求100词左右，其实也就是10个句子左右，说起来不难，但学生一写，总是漏洞百出，不忍直视。

一.主谓不一致例如：a. A number of students is going to learn a foreign language.b. He go to school by bike every day.c. The teacher, with all his students,are going to have a picnic this weekend.由于汉语的动词不受主语的人称和数的影响，而英语的谓语动词要和主语保持一致，谓语动词要随着主语而变化。

学生往往用汉语思维，不考虑主语是第几人称，是单数还是复数。

二.时态不对头例如：a. A baby can cry as soon as it was born.b. I spend 50 yuan buying the clothes.c. I will not come here if it will rain tomorrow.学生在写作中经常在时态方面犯错误。

英语时态种类繁多，动词的构成形式随着时态的变化而变化。

中文里没有时态区分。

动作或动词的时间由跟在动词后的诸如 “着”、“了”、“过”等副词小词来表示。

实际上，学生在头脑里很清楚语法规则，但经常混淆或忘记改变动词的词形。

高中英语写信类文本分析案例范文

高中英语写信类文本分析案例范文全文共3篇示例，供读者参考篇1High School English Letter Writing Text AnalysisFor our latest writing assignment in English class, we were tasked with composing a formal letter to a company regarding an issue or complaint. While letter writing may seem like an outdated mode of communication in our digital age, it remains an important skill to master clear, professional writing.The prompt asked us to write a letter to an electronics company about a recently purchased product that was defective or not functioning as advertised. We had to describe the issue, request a resolution like a refund or replacement, and do so in a polite yet assertive manner befitting formal business correspondence.In approaching this assignment, I first had to determine the appropriate format and conventions for a formal letter. A business letter has a very specific structure, starting with the sender's address, date, and the recipient's name and address. It's crucial to find the proper department and address to direct theletter towards to increase the likelihood of it being noticed and addressed.The salutation or greeting line was the next element to consider. While informal letters may use contractions and casual language like "Hey" or "Hi there," a formal business letter demands utmost professionalism. I opted for the standard "Dear Sir/Madam" since I did not have a specific person's name to whom I was writing.The body of the letter is where the main content lies. I began by succinctly stating the purpose and context of my letter in the opening paragraph. For this assignment, I mentioned the specific product I had purchased, the date, and a brief overview of the issue I encountered. It's important to be clear and get to the point quickly in business writing.In the next few paragraphs, I provided more details about the nature of the problem and how the product failed to meet expectations set by the company's advertising and product descriptions. I made sure to include any relevant details like model and serial numbers, dates of purchase and malfunction, and a step-by-step account of how the issue arose. Concrete examples and a clear narrative help substantiate the complaint.Adopting the appropriate tone was key for this type of letter. While I wanted to assert my rights as a customer and compel the company to take action, an aggressive or hostile approach would likely be counterproductive. I aimed to strike a balance of professionalism, reasonableness, and assertiveness in my language. Phrases like "I am disappointed to report..." and "I expected better quality..." got my point across without being inflammatory.The final body paragraph was where I made my ask - whether it was a refund, exchange, or repair service. I stated my request firmly but politely, using subjunctive constructions like "I would appreciate if you could..." This conveys an expectation of resolution while still allowing the company to choose how to properly address the issue.I closed the letter by thanking the company for their time and consideration of my complaint, reiterating my hope that they would respond promptly and satisfy my request. Endings like "I look forward to your timely resolution of this matter" reinforce the firm yet civil tone.The conclusion comprises the complimentary close like "Sincerely," leaving a few line spaces for a handwritten signature, and printing my full name. Getting these small formatting detailscorrect is part of making a professional impression in this type of correspondence.One additional element I included was a statement indicating my intent to enclose or attach any supplementary materials like receipts or photographs documenting the defective product. Supporting evidence helps validate the claims made in the letter.Overall, this letter writing assignment was excellent practice for a critical real-world skill - how to communicate complaints and make formal requests in a way that is clear, substantive, and professional. While the scenario was hypothetical for our class, issues with products and services frequently arise that necessitate this kind of correspondence.In the workplace and other contexts, the ability to advocate for your own interests and document grievances through written communication is invaluable. A well-crafted formal letter carries more legitimacy and urgency than a quickly fired-off email or phone call. Taking the time to properly construct the letter and adhere to all conventions demonstrates respect and commitment to resolving the issue through official channels.For students soon entering the professional world, mastering this format of writing will be highly useful. Whileelectronic communication dominates much of modern business, printed letters remain the preferred mode of formal correspondence in numerous industries. Having a solid template for letters of complaint, inquiry, job application cover letters, and other professional scenarios will give us a strong foundation of writing skills to build upon.Ultimately, through this particular assignment, I was able to apply the proper structure, content, language, and formatting to produce a model letter that should effectively convey my issue to the company and compel them to address it satisfactorily. With more opportunities to practice this important skill, I'll bewell-equipped to communicate with businesses, institutions, and other entities in a polished, mature way. For students entering an increasingly globalized workforce, that capacity for clear formal writing will be an indispensable asset.篇2Letter Writing Task AnalysisFor this writing task, we were asked to write a letter to a weekly magazine providing advice on how to maintain a healthy lifestyle as a student. This type of task tests our skills in several areas - understanding the context and purpose, adopting anappropriate tone and register, organizing our ideas logically, and using persuasive language techniques.Context and PurposeThe context here is writing a letter to the editor or advice columnist of a popular weekly magazine. This suggests the audience is fairly broad - young people, families, working adults etc. who read this magazine. The purpose is to provide advice and tips on how students can maintain a healthy lifestyle amidst the pressures of studying, exams, part-time jobs and so on.Since this letter will potentially be published and read by many people, we need to adopt a tone that is fairly formal but also engaging for a general audience. Using too much slang or very casual language would be inappropriate. At the same time, we don't want to sound too dry or pedantic. A warm, friendly and upbeat tone advising fellow students would work well.Organization of IdeasFor this kind of advisory letter, it makes sense to organize our ideas into separate key points or categories of advice. One effective way to structure the letter would be:An opening paragraph establishing why this issue is important and perhaps a general statement about the value of a healthy lifestyle for students.Body paragraphs each focused on a specific type of advice, for example:Nutrition and eating habitsExercise and physical activitySleep habitsManaging stressTime managementWithin each body paragraph, we can provide 2-3 specific tips or pieces of advice related to that category.A concluding paragraph that summarizes the main advice and encourages student readers to follow the tips.Using Persuasive TechniquesTo make our advice more convincing and persuasive, we can employ some common argumentative techniques such as:Citing evidence/statistics (e.g. research showing benefits of exercise for students)Using real examples/anecdotes (stories of students who followed good habits)Addressing potential objections/rebuttals (e.g. "Some may say students don't have time...")Comparing/contrasting good habits vs unhealthy onesUsing emphatic language (e.g. "It is absolutely crucial that students...")Overall, this type of letter allows us to showcase our skills in understanding context, adopting an appropriate tone, logically organizing content, and using persuasive language for maximum impact on the reader. Analyzing the task requirements carefully and planning our approach is key to producing an effective advisory letter.篇3High School English Letter Writing Task AnalysisFor our latest writing assignment in English class, we were tasked with composing a letter to the editor of a newspaper expressing our views on a controversial topic affecting our local community. As someone who struggles with expressing my thoughts clearly and persuasively in writing, I found thisassignment quite challenging. However, breaking it down into its core components helped me approach it more systematically.Purpose and AudienceThe first key aspect to consider was the purpose and intended audience of the letter. Since it was addressed to the editor of a newspaper, the goal was to present a clear,well-reasoned argument that could potentially be published and read by the general public. This meant using a formal, respectful tone while still aiming to be concise, attention-grabbing, and persuasive.Choosing a TopicSelecting an appropriate topic was crucial, as it needed to be relevant, debatable, and something I could develop a substantive stance on. After brainstorming various local issues, I settled on the city council's proposal to cut funding for public libraries in order to allocate more resources toward road infrastructure projects.Research and PositioningOnce I had identified my topic, I devoted time to researching it thoroughly from multiple angles. I read articles outlining the city council's rationale, evaluated the potential impacts onlibraries and their patrons, and looked at case studies of similar measures in other cities. This research enabled me to form a strong opposition stance, as I believe public libraries are invaluable community resources that warrant robust funding.Opening HookWith my position staked out, I turned my attention to the letter's opening lines. Knowing that editors receive countless letters, I wanted to start with an engaging hook that would pique their interest and compel them to keep reading. I opened with a brief anecdote about my childhood memories of excitedly visiting the local library every week, subtly underscoring the sentimental value many residents place on these institutions.Thesis StatementAfter the opening hook, I proceeded with a clear, concise thesis statement expressing my core argument: "The city council's proposal to divert funds away from public libraries and toward road projects is ill-advised and will deprive our community of invaluable educational and cultural resources."Supporting ArgumentsI then laid out three main arguments substantiating my thesis, each in its own body paragraph:Public libraries promote literacy and learning, providing free access to books, research materials, and educational programs that many residents rely on.Libraries serve as community hubs that foster social interactions, offer safe spaces for young people, and host various events and activities.From an economic perspective, the relatively modest investment in library funding yields immense long-term returns by cultivating a more educated, culturally engaged populace.For each point, I provided specific evidence, examples, and logical reasoning to reinforce my position persuasively.Refuting CounterargumentsAnticipating potential counterarguments was also vital for a balanced, well-rounded letter. I acknowledged the city's budgetary constraints and need for infrastructure improvements but contended that the proposed library cuts were excessive and could be offset by exploring alternative revenue streams or reallocating lower-priority funds.Concluding With a Call to ActionThe conclusion restated my thesis succinctly while issuing a call for the editor and readers to apply pressure on the citycouncil to reconsider their decision and prioritize funding for libraries. I closed with an impassioned statement about the immense cultural and civic value public libraries provide.Revision and PolishingAfter producing my initial draft, I dedicated ample time to revising and polishing the letter. I focused on tightening the logical flow, varying my sentence structures, enriching my vocabulary, and ensuring there were no grammatical or spelling errors. Feedback from peers and my teacher proved invaluable in refining my writing.ReflectionWhile the process of planning, drafting, and revising this letter was arduous, it equipped me with invaluable skills in research, argumentation, and persuasive writing that will undoubtedly benefit me in future academic and professional pursuits. Most importantly, it underscored how the written word can be an impactful tool for articulating perspectives and affecting positive change within one's community when employed skillfully and purposefully.。

高中英语写作案例分析

高中英语写作案例分析高中英语写作教学案例一、引言写作向来是中学阶段英语教学的重头戏，同时也是问题存在比较多的地方。

通过近几年高中英语写作课的课堂教学实践，并结合高中同学在英语写作中所表现出的问题，我发觉将过程教学法应用于写作指导中的效果更显然，尤其是应用于写前预备阶段，更有利于培养同学的写作爱好、参加意识和合作意识。

过程教学法将写作大致分为三个阶段：写前阶段、写作阶段和文章修改。

这三个阶段是一个循环的过程，老师的反馈和指导向来贯通其中，同学则应该不断地阅读自己的文章，结合老师的意见对文章举行修改。

俗话说，“万事开始难”，写作也是这样的。

写前阶段作为写作的初始阶段，对后面的囫囵过程起着至关重要的作用。

在这个阶段中同学应该考虑三个方面的问题：写作的主题、写作的目的以及文章的读者。

写前阶段的预备工作可以给同学提供充分的思量，让同学做到胸有成竹，动笔写的时候就会文思泉涌。

二、教学案例分析下面这个教学案例是实践中的一部分,这个案例中写前阶段的信息输入是选取了brainstorming这种形式。

（一）写作话题的选取为了更好的贴近同学的生活，我选取了一个与同学息息相关的一个话题：Freedom。

广州是一个大都市，同学们就生活在这样一个氛围中，对于不学生校的管理制度有不同的看法。

这堂课主要实行的是小组研究发言的形式，将全班学生每四人分为一个小组，让每个小组先内部研究然后再发言。

（二）写作话题的研究目前，许多小学对同学实行封闭式管理，同学对此看法不一。

请按照下表所提供的信息，写一篇短文，谈谈自己的看法。

（字数：150左右）我每提出一个问题会给大家几秒钟的时光思量，这些问题果真起到了抛砖引玉的作用，同学们开头变得活跃起来。

接下来是brainstorming时光，我要求同学大胆地把跳入自己脑海的关键词或者是短语说出来，不必考虑语法问题，也不必为发音不精确而难为情。

同学的思维是活跃的，最有制造性的。

以下是同学考虑到因素和教师的提醒：第一段:有的学生认为:1.小学限制我们的自由.2.同学和社会接触少.3.同学的爱好和兴趣得不到充分的进展.因此…其次段:有的学生认为:4.小学是学习学问的地方.5.同学应当安心在小学里学习.6.同学缺乏自觉性,离开了教师,可能会….第三段:你的看法:7.展现观点:赞成哪一方?8.说明理由/提出措施③Thinking of key points/phrases :1.Let the students work in groups of four to get the key words of each point orally.2. Ask several students to report their answers to the rest of the class. Present these key words and phrases to the whole class. (Point 7&8 is flexible, encourage students to express whatever they want to say freely. If they can’, Chinese is also allowed.③Forming sentences (pay attention to the use of conjunction)Ask students to say sentences one by one according to the points given.Three keys to improving your composition:A. Learn to use superior phrases.B. Learn to use abundant sentences.Change sentences : (Present some typical sentences written by the students to theclass. Ask students to use superior phrases or sentences to change the sentences) ③. In addition, students don’t have the ability to control themselves.→In addition , students lack the ability to control themselves. /In addition, students can’t manage themselves well due to a lack ofself-control.③ They may play computer games and forget to study.→They may spend much time playing computer games instead of studying. /They may get addicted to playing computer games instead of studying hard.③ In school we should study hard.→ In school we should concentrate on/be absorbed in /devote our body and soul to studies.③ Keep students in school all day are bad for students.→It’s bad to keep students at school all day.③School is the best place to get a lot of knowledge, students should put their heart into their studies in school.→School is the best place to get a lot of knowledge so that students should put their heart into their studies in school.③Some students can’t behave themselves well but for teachers remind us.→Some students couldn’t have behaved themselves well butfor/without teachers’help ./Some students can’t behave themselves well unless teachers remind us to do so .③Some students leave the school may do something unrelated to their studies.→Once they leave school, they may do something unrelated to their studies.③We can only enjoy ourselves when we have school holidays..→Only when schools break up can we enjoy ourselves.5. Fill in the blanks: Present the model one (without some conjunction )to the whole class, ask students to fill in suitable conjunction ,Nowadays a lot of schools keep their students in school all day long. Students have different opinions about it.Some of the students think they enjoy less freedom , and have little chance to get in touch with society .They are not able to fully develop their interests andhobbies ,______they have less interest in their studies.Some other think school is the best place to get knowledge_________they should put their heart into their studies.________, Some students lack the ability to control themselves ._______out of school, they may lose control of themselves and do something that will affect their studies._________, it is necessary to keep students at school .________at the same time schools should organize various activities ______ students can enjoy their school life.（三）. 反馈1. Let the students work in groups to correct each other’scomposition and try tofind out as many mistakes as they can.2. Classify the typical mistakes.（四）. 建议1. Remember as many words and phrases as you can .2．Have a good knowledge of language points.3．Practise more4．Recite good passages regularly.5．Do a lot of reading三、对教学的启示我在教学中尽量给出多种题材，让同学有机会接触到不同类型的话题，而在写前阶段的训练中除了常用的Brainstorming之外也会采纳job list、free writing、图片激发、背景学问输入等形式来激发同学的想象力。

高中英语写作教学方法及实例分析

高中英语写作教学方法及实例分析【摘要】高中阶段，应全面具体的提高学生运用所学知识写好各类文体作文，它要求学生有扎实的语言基本功，具备一定的审题能力、想象能力、表达能力、评价能力等。

作为一名高中教师，通过多年的教学实践，总结了一些指导学生写作时的方法，并结合几个具体的写作材料及例句，对高中英语作文教学方法进行浅析。

【关键词】高中；英语；写作；教学方法；实例；分析写作步骤一般分为以下几个阶段：1.审题理解题意、抓住中心、掌握要领、判断文体。

对题目进行仔细研究、透彻理解是写好作文关键的一步。

中学阶段，最常见的文体有：应用文（书信、通知、日记、便条）、记叙文和说明文。

学生需掌握各种文体的写作特点及格式。

如果是记叙文，要弄清事件的时间、地点、人物、事件、原因和结果；如果是说明文，要了解说明的主旨以及说明的顺序。

2.列出要点审题之后，要将文章材料中所给的要点进行整理后，一一列出，以便能完整全面的表达出材料所包含的内容。

3. 构思思考主题所需的题材并按照作文主旨要求组织层次清楚、合乎逻辑，前后连贯的文章框架，然后拟出提纲，根据提纲所提供的信息设计每段的主题句，它是一个段落的中心、文章的关键。

再围绕主题句考虑扩展句，它是用来详细阐述，证明支持主题句的思想。

最后是结尾句，位于全段末，是对全段内容归纳、总结或提出结论性的句子。

以应用文为例，一般来说，第一部分要交待背景，写作意图，引出主题内容，一般一段即可。

第二部分是文章的主题内容，可以是一个或多个自然段，要做到：层次分明，如果是建议性的语句，用祈使句作为每一段的主题句。

（topic sentence）；适当补充内容。

如：给出建议后可写出理由或者是举具体的做法的事例。

第三部分是总结或评价，要与上文有适当衔接，使得行文连贯，写一段即可。

以下面一篇文章为例：假定你是李华，你的朋友李明写信告诉你他因不善交友而苦恼。

请根据下面提示给他回信，提出建议。

提示：1. 友善、乐于助人；2. 多于他人交流；3. 多参加活动。

英语作文教学案例分析

高中英语新课程写作教学案例分析及反思本人结合一堂英语写作课，谈谈自己是如何进行高中英语教学活动设计与实施的。

一、教学内容分析：高二必修5 第四单元Making the news的中心话题是“新闻”，具体内容涉及新闻工作者应该具备的素质和新闻采访的基本程序等。

教科书前部分的usi -ng language和练习册中的writing的写作任务都是让学生通过讨论写出一篇新闻。

此外，新课标在六、七级中对于写的要求中有“能（简单地）描述人物或事件，并进行简单的评论。

”，七级中有“能用文字及图表提供的信息进行简单描述。

”基于此，我参照练习册中的writing部分，结合学生实际情况，将新闻写作的任务设定为中文加图画的方式，通过引导学生分析写作格式及特点，读图表获取信息，并把信息加工整理来完成写的任务。

二、教学方法和教学手段根据材料的形式及内容特点，考虑了不同层次学生的实际学习情况及学习能力，本人设计了“布置任务－读取信息－整理结构－语言聚焦－自主运用”几个步骤。

教学手段是任务型，自主学习与合作学习相结合。

三、教学步骤：Step 1 Lead inAsk Ss the following questions: Q1: what is the topic of this unit?T: “yes, we’ve learnt about the qualiti es needed for a good journalist and how news report is produced.Now tell me, Q2: can you write a piece of news?引入：以问题导入本课，引导学生回忆本单元学习内容，继而提出具有挑战性的问题（问题2），激发学生的学习兴趣，并引出本节课的学习任务――写新闻Step 2 Pre-writingI .Task-presenting Present the writing task to Ss on PPTTask:你是学校English Corner 报社的记者，请根据下面的图片撰写一篇新闻报道，记录你校高二年级学生陈菲在周一早晨上学途中目击的一场交通事故。