高级英语写作教案示范

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高级英语写作教案范文

高级英语写作教案范文Captivating the essence of the English language, the art of advanced writing transcends mere communication, it's a craft that tells a story, paints a picture, and stirs the soul. In this lesson, we delve into the intricacies of crafting a compelling narrative that not only engages but also enlightens. We'll explore the nuances of vocabulary, the rhythm of sentence structure, and the power of punctuation to punctuate your prose with precision.Begin with a hook that lures the reader in, a question that piques curiosity, or an anecdote that resonates. Each sentence should be a building block in the grand edifice of your narrative, each word carefully chosen for its weight and impact. Employ a rich tapestry of vocabulary to avoid the mundane and embrace the evocative. Use metaphors to create vivid imagery, similes to draw comparisons that enhance understanding, and alliteration to add a melodic quality to your writing.Structure your sentences with care, balancing the complexity and simplicity to maintain the reader's interest. Vary the length and complexity of your sentences to create a natural flow, using short, punchy sentences for impact and longer, more complex ones to develop ideas. The use of parallelism can create a sense of harmony and rhythm in your writing.Punctuation is not just a tool for grammar; it's a means of expression. Commas can pause for breath, semicolons can link related thoughts, and the humble period can mark the end of a thought with finality. Exclamation marks should be used sparingly, for they can undermine the sophistication of your prose.Revise and refine your work, ensuring each paragraph flows seamlessly into the next, creating a cohesive piecethat is greater than the sum of its parts. The final draft should be a testament to your understanding of the English language, showcasing your ability to weave words into a tapestry of meaning that captivates and compels.In mastering the art of advanced English writing, you not only communicate effectively but also inspire, provoke thought, and leave an indelible mark on the minds of your readers. This is the true power of the pen, and it is within your grasp.。

高级英语教师教案模板范文

课程名称：高级英语写作课时：2课时教学目标：1. 帮助学生提高高级英语写作能力，包括语法、词汇和句式结构。

2. 培养学生批判性思维和创造性写作技巧。

3. 增强学生对不同写作风格的了解，如议论文、说明文和叙述文。

教学重点：1. 高级英语写作技巧的掌握。

2. 批判性思维在写作中的应用。

3. 不同写作风格的区分与运用。

教学难点：1. 高级英语词汇和句式的运用。

2. 批判性思维与创造性写作的结合。

3. 学生对写作风格的深刻理解。

教学准备：1. PPT课件，包括写作技巧讲解、例文分析、写作练习等。

2. 教学参考书或相关教材。

3. 写作练习材料。

教学过程：第一课时一、导入1. 通过提问的方式，引导学生回顾所学的高级英语语法和词汇。

2. 提出本节课的学习目标，让学生明确学习重点。

二、讲解高级英语写作技巧1. 介绍高级英语写作的基本原则，如清晰、简洁、连贯等。

2. 讲解高级英语写作的常用句式，如倒装句、强调句等。

3. 分析高级英语写作的常见错误，如语法错误、词汇错误等。

三、例文分析1. 展示一篇高级英语写作的范文，引导学生分析范文的特点。

2. 分析范文中的高级词汇、句式和写作技巧。

四、写作练习1. 学生根据所学知识，完成一篇写作练习。

2. 教师巡视指导，帮助学生解决写作过程中遇到的问题。

五、课堂小结1. 总结本节课所学的高级英语写作技巧。

2. 强调写作练习的重要性。

第二课时一、复习导入1. 回顾上一节课所学的高级英语写作技巧。

2. 引导学生分享写作练习的心得体会。

二、讲解批判性思维在写作中的应用1. 介绍批判性思维的概念和特点。

2. 分析批判性思维在写作中的作用，如提高文章的逻辑性和说服力。

三、讲解创造性写作技巧1. 介绍创造性写作的概念和特点。

2. 讲解如何运用创造性写作技巧，如发散思维、联想思维等。

四、写作练习1. 学生根据所学知识，完成一篇结合批判性思维和创造性写作的写作练习。

2. 教师巡视指导，帮助学生解决写作过程中遇到的问题。

高中作文高级语法教案模板

教学目标：1. 帮助学生掌握并运用高级语法结构，提升英语写作水平。

2. 培养学生灵活运用语法知识，提高语言表达的准确性和丰富性。

3. 增强学生的英语写作自信心，使其能够在考试和日常交流中更加得心应手。

教学内容：1. 强调句2. 倒装句3. 非谓语动词（包括独立主格）4. 高级定语从句5. 虚拟语气教学对象：高中英语学生教学时长：2课时教学准备：1. 多媒体课件2. 相关语法练习材料3. 学生作文样本教学过程：第一课时一、导入（10分钟）- 通过展示一些优秀学生作文，引导学生关注高级语法在作文中的运用。

- 提问：同学们在写作中遇到过哪些语法难题？如何运用高级语法使作文更加出色？1. 强调句- 介绍强调句的结构：It is/was + 被强调部分 + that/who/whom + 句子剩余部分。

- 示范句子：It is the teacher who inspired me to pursue my dream.2. 倒装句- 讲解倒装句的几种类型：以否定/半否定副词开头、以only 时间状语开头、以so/such...that结构开头等。

- 示范句子：Never have I seen such a beautiful scene.3. 非谓语动词- 介绍非谓语动词的种类：现在分词、过去分词、动名词。

- 讲解独立主格结构：with/without + 名词/代词 + 现在分词/过去分词/动名词。

- 示范句子：With the sun setting, the sky turned into a canvas of orange and pink.4. 高级定语从句- 介绍关系代词和关系副词的用法，以及定语从句的先行词和连接词。

- 示范句子：The man whom you saw yesterday is my uncle.5. 虚拟语气- 讲解虚拟语气的三种基本形式：过去时、现在时、将来时。

- 示范句子：If I were you, I would take a different approach.三、练习与巩固（20分钟）- 分组练习，要求学生运用所学高级语法知识进行句子或段落创作。

主题式高中英语书面表达教学课例7篇

主题式高中英语书面表达教学课例7篇第1篇示例：主题式高中英语书面表达教学课例教学目标：1. 学习并掌握书面表达的基本结构和技巧；2. 锻炼学生的逻辑思维能力和文字表达能力；3. 提高学生的写作水平，使其能够在高考、大学英语考试中取得好成绩。

教学步骤：一、导入（5分钟）老师出示一篇关于环保的文章，让学生阅读并分享他们对环保的看法。

通过这个环节可以激发学生的学习兴趣，引出文章写作的主题。

二、讲解文章结构和技巧（15分钟）1. 引言：介绍文章的开头部分，引出文章的主题，可以是一个事实、引用一句名言或者提出一个问题，引起读者的兴趣。

2. 内容：介绍文章的主体部分，表达作者的观点、论据和论证。

3. 结论：介绍文章的结尾部分，总结全文内容，给出结论或建议，使文章有完整的结构。

三、分析范文（20分钟）教师出示一篇优秀的书面表达范文，引导学生分析其结构和写作技巧。

重点讲解引言如何引起读者的兴趣、主体部分如何有条理地展开论述、结论如何得出明确的结论或建议。

四、练习（30分钟）1. 分组讨论：学生分成小组，各组根据所给的主题进行讨论并构思文章框架。

2. 书面表达练习：学生根据所选的主题，分别撰写一篇书面表达，要求包括引言、内容和结论，注意语言表达和结构完整。

五、展示和点评（15分钟）学生将自己撰写的书面表达展示给全班，其他同学进行点评和提出修改意见。

教师也可以针对学生的表达进行指导和点评，帮助学生提高写作水平。

六、总结（5分钟）教师对本节课的教学内容进行总结，并对学生的表现给予肯定和鼓励，引导学生在日常学习中多加练习，不断提高写作水平。

教学评价：通过本节课的教学，学生不仅能够掌握书面表达的基本结构和技巧，还能够提高写作水平，增强逻辑思维能力和文字表达能力。

学生通过多方面的练习和展示，能够更好地理解和应用书面表达的技巧，为将来的写作打下良好的基础。

第2篇示例：主题式高中英语书面表达教学课例一、教学目标1. 知识目标a. 理解主题式英语书面表达的基本要求和格式；b. 掌握表达不同主题的常用词汇和句型；c. 学习如何运用逻辑思维进行文字表达。

高中英语写作教案范文

高中英语写作教案优秀范文一、教学目标1. 认知目标：使学生掌握优秀范文的结构和特点，了解英语写作的基本原则和技巧。

2. 技能目标：培养学生独立分析、模仿和创作优秀范文的能力，提高学生的英语写作水平。

3. 情感目标：激发学生对英语写作的兴趣，培养学生的创新精神和团队合作意识。

二、教学内容1. 优秀范文的特点分析2. 英语写作的基本原则和技巧3. 优秀范文的模仿和创作三、教学过程1. 引入：通过展示一篇优秀范文，引导学生思考优秀范文的特点和写作技巧。

2. 讲解：分析优秀范文的特点，讲解英语写作的基本原则和技巧。

3. 实践：让学生分组合作，模仿和创作优秀范文。

4. 展示：各组展示自己的作品，互相评价和交流。

四、教学评价1. 评价学生对优秀范文特点的理解和掌握程度。

2. 评价学生在模仿和创作过程中的表现，包括语言运用、结构安排和逻辑思维等方面。

3. 结合学生的自我评价、同伴评价和教师评价，对学生的写作能力进行综合评价。

五、教学资源1. 优秀范文素材库：提供各类主题和风格的优秀范文，供学生模仿和创作。

2. 写作技巧指导手册：为学生提供英语写作技巧的指导，帮助他们提高写作能力。

3. 评价标准：制定明确的评价标准，以便学生和教师对学生的写作进行评价。

4. 投影仪、白板等教学设备：用于展示优秀范文和学生的作品，促进课堂互动。

六、教学步骤1. 分析优秀范文：让学生仔细阅读给定的优秀范文，并识别其特点，例如主题、结构、语言风格等。

2. 写作原则讲解：向学生解释英语写作中的关键原则，如一致性、连贯性、准确性等，并给出实例说明。

3. 写作技巧传授：教授学生如何进行有效的头脑风暴、组织文章结构、使用恰当的过渡语等写作技巧。

4. 模仿练习：让学生选择一篇优秀范文，尝试模仿其结构和风格，创作一篇新的短文。

5. 创作练习：鼓励学生根据所学到的写作原则和技巧，独立创作一篇短文，可以选择自己感兴趣的主题。

七、课堂活动1. 小组讨论：学生分组，讨论他们在写作过程中遇到的问题和解决方案。

高中英语写作教案模板

高中英语写作教案模板篇一：山东教师教案模板：高三英语写作writing 教案】山东教师招聘网高三英语写作writing教案亲爱的各位老师们，为了感谢大家的支持与厚爱，XXX 教师特此整理了高三英语写作writing教案模板，希望对大家的研究和工作都有所帮助。

XXX aims:knowledge aim: students will know more about XXX: students’ writing abilityof argument can be improved by the end of the class.nal aims: students will how to protect the XXX.teaching key points:the XXX.XXX difficult points:it’s hard to find the proof to prove their ideas.teaching methods:XXX:step 1 warming-up1) greetingt: hello。

boys and girls。

how’s the weat her?2) sing a songi have a beautiful song for you。

seasons in the sun。

you cansing this with me。

here we go.step 2 pre-writing1) lead-int: today we will learn a new kind of writing-argument。

who cantell me how many parts it concludes。

yes。

three。

what are they?the topic。

n。

proof.2) nt: please look at the ppt。

and there is a argument。

高中英语写作教案15篇

高中英语写作教案15篇高中英语写作教案篇12高中英语写作教案篇13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“五步学习法”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念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，使学生把握肯定的英语基础学问和基本技能，形成肯定的语言综合运用能力。

作为老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。

老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“五步学习法”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需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，更有利于学生去探究，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，老师应多采用启发式教学。

老师可以通过设计各种情境，问题来引导学生发觉问题，解决问题，并帮忙学生自主地总结归纳。

老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，老师觉得写作教学难，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，写作能力仍旧很差．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、谋篇布局与连接能力弱。

高级英语写作教案示范

高级英语写作教案示范Part Two Basic Skill’s Training基本技能训练I.Teaching MaterialsSee Part TwoII.Teaching Aims1.Teach the students how to use the most useful words appropriately.2.Help the students make correct judgement about their own language mistakes andteach them to find out the correct ways to avoid the inappropriate, unidiomatic expressions.III.Teaching Time: 4 periodsIV.Teaching Focuses1.Unique ways of making correct judgement in choosing proper words to expressoneself in writing.2.General rules of correcting wordiness and omission in language.V.Teaching Procedures1.Step One—Ask the students how many levels are there in language according tothem?2.Step Two—Give out some exercises concerning with the false usage of languageand make corrections in class.3.Step Three—Analysis and brief summary of each type of basic language training.4.Step Four—AssignmentVI.Detailed study of step one: a discussion on the formality of the words in different situations.VII.Detailed study of step two.Section One Choice of words措辞The choice of words from one’s vocabulary can affect his writing style. Let’s look at two groups of words and compare them:Pretentious Wording(fml.) Common Wording(standard)in regards to concerning, aboututilize useelucidate explainprior to beforebecause of the fact becauseof the opinion believeascertain find outcommence beginWhen selecting words to use in an essay it is important to remember the four levels of diction:1)Formal—Highly educated audience: ceremonial, scholarly or technical purpose.2)Standard—Educated audience: college papers, mass publications, business communications, and many other writing purposes.3)Informal—General audience: spoken rather than written situations, personal letters, conversational and entertaining purposes.4)Slang—Specific audience: used to enhance the writing through dialogue essential to the character, such as in novels; or to build connections between members of a specific group or generation. Exercises:1. In each sentence below, choose the more precise of the two words in brackets and fill in the blank with your choice:1).A judge must be ______ in the cases he tries. (uninterested, disinterested)A few listeners were _____ and dozed off.2). Your niece impressed me as sweet and _____. (childish, childlike)Though she has grown up, her behavior is often _____.3). The President spoken on the radio to the ____. (land, nation)4).Why were you so ____ about your achievements? (humble, modest)5).She has become very _____ since marrying him. (respectable, respectful)People are serious and _____ at religious services.Keys:disinterested, uninterested, childlike, childish, nation, modest, respectable, respectfulSection Two Confusion of words用词混淆1. There are only three pairs of words in English which seemed to be as the antonyms, yet they are not. Pick them out:a. flammable/inflammableb. hinge/unhingec. valuable/invaluabled. integrate/disintegratee. furl/unfurlf. ravel/unravelKeys:a, c, f2.Choose the correct words to fill in the blanks:1)The nurses take good care of the _____. (diseased, deceased)2)He is under the ____ that he often hears voices urging him to kill. (illusion, delusion)3)Laziness _____ to his failure. (contribute, attribute)4)The guests _____ the hostess on her cooking. (complement, compliment)5)The young lady despised the good ____ he had given. (counsel, council)6) He is _____ enough to believe anything you tell him. (credible, credulous)7) It’s _____ to e rr. (human, humane)8) The ____ of the enemy troops was sinking. (moral, morale)9) Let’s ____ to the next item on the agenda. (precede, proceed)10) We must adhere to the four cardinal ______. (principal, principle)Keys: diseased, delusion, contributed, complimented, counsel; credulous, human, morale, proceed, principlesSection Three Problems of collocation搭配问题Collocation mainly involves with verb and prepositions or adverbs, which are called phrasal verbs.1.Fill in the blanks with appropriate prepositions or adverbs:1)The plan was well conceived, but it broke ___ because people were unwilling to cooperate.2)A rash broke ____ on her hands, so she went to see a doctor.3)As the famous movie star appeared, the waiting crowds broke ____ loud cheers.4)Dr. Salk failed many times, but he finally broke ____ to find a successful poliovaccine.5)Sentences can be broken _____ clauses, and clauses _____ phrases.Keys: down, out, into，through, up into2.Choose one of the four answers to complete the sentence:1)When I was young, I was terribly frightened of school, but I soon __ it.A. got offB. got acrossC. got awayD. got over2)Obviously, the lazy girl would never ____ her parent’s expectation.A. come up toB. face up toC. live up toD. stand up to3)Young children soon ___ words they hear their elders use.A. put forwardB. turn upC. pick upD. use up4)The manager needs an assistant that he can _____ to take care of problems in his absence.A. count onB. count inC. count upD. count out]5)Then the speaker ____ the various factors leading to the present economic crises.A. went afterB. went forC. went intoD. went onKeys: D, C, C, A, CSection Four Wordiness累赘In writing, we should try every means to make a sentence concise and avoid repetition. For example,we should use “We must keep studying. /We must study persistently.” instead of “We must study, study, and study.”1.Cross out the unnecessary words in the sentence:1)Rachel Carson was a woman who pioneered in ecological studies.2)In the book it tells about a spring when no birds sang.3)Robins eat many earthworms a day, and they eat as many as earthworms a minute. Keys:1)Rachel Carson pioneered in ecological studies.2)The book tells about a spring when no birds sang.3)Robins eat many earthworms a day.2.Improve the following sentences and try to shorten them:1)Speech is silver, and silence is gold.2)Since he could not meet his brother at the airport, he sent his secretary to replace him.3)After he has graduated, Tom will work in his father’s company.Keys:1)Speech is silver and silence gold.2)Unable to meet his brother at the airport, he sent his secretary instead.3)After graduation, Tom will work in his father’s company.3.In English, there are many words which have the similar meaning instead of the repetition of a same word. For example: dead and gone, fair and square, null and void, high and mighty, wit and wisdom, valor and vigor.And there are words which have the opposite meaning to be combined as a phrase:fire and water, thick and thin, weal and woe, etc. all make the language concise and emphatic.Section Five Omission of words漏词If you omit a preposition or an adverb in a sentence, then you may make it change into a faulty one:1.Please find out the omitted parts of each sentence and complete them:1)She is remembered not only for her warning about the dangers of insecticide poisoning but for her charming studies of the sea.2)Clearly a malfunction of a nuclear reactor is more serious than a steam engine.3)Barry Commoner does not call for a halt to scientific progress but rather evaluation of the risks involved in a scientific development before action is taken.Keys:1)but also… 2)than that of… 3)rather for…2.Please try to modify the paragraph and fill in the words at theappropriate places:It is said that a person’s childhood are the most important years in a person’s life. I dare say most people agree the above statement. They may give reasons like “Children are most receptive”, “Children are curious about everything” and so on. In my opinion, however, most important years in a person’s life are early adulthood. In this period, a person experiences the most important stages in his life: higher education, love, marriage.Keys: childhood years, agree with, the most important , are those of early childhood, and marriageVIII. Assignment:Please try to modify the paragraph and fill in the words at theappropriate places:Some teachers seem to be good teachers, but not, even though their students have no special fault to find them. They are not good teachers because they have no special vision, social urge, fight. They know their respective fields very well. They have orderly minds. Yet something keeps them from a great teacher like Socrates. This kind of teacher is more interested in the subject being taught than students or social progress. A good teacher never ceases to think the fates and sorrows of fellow beings.A good teacher is always eager to bring about social structure which people will be free to be themselves.Keys: but they are not, find with them, no social urge, no fight, from being a great teacher, think about the fates, a social structure in which…。

大学高级英语写作课教案

课程名称：高级英语写作授课班级：英语专业本科三年级授课时间：每周二下午2:00-4:00授课地点：英语楼101教室教学目标：1. 培养学生运用高级英语进行写作的能力，提高写作技巧。

2. 使学生熟悉各类英语写作文体，掌握其写作规范和技巧。

3. 增强学生的批判性思维和创新能力，提高跨文化书面交际意识。

4. 培养学生的时间管理能力，学会在规定时间内完成各类写作任务。

教学内容：1. 英语写作概述2. 应用文写作（通知、便条、请柬、备忘录、书信、求职信、出国留学申请、论文写作等）3. 记叙文写作4. 描写文写作5. 说明文写作6. 议论文写作7. 英语五段作文法8. 写作中的修辞手法教学过程：一、导入1. 回顾大学英语写作的基本要求，引导学生了解高级英语写作的重要性。

2. 介绍本节课的教学内容和目标。

二、英语写作概述1. 讲解英语写作的基本原则和技巧。

2. 分析英语写作中的常见错误，如语法错误、用词不当、句子结构混乱等。

3. 强调写作中的逻辑性和连贯性。

三、应用文写作1. 介绍应用文的基本特点、格式和写作规范。

2. 以通知、便条、请柬等为例，讲解应用文的写作技巧。

3. 学生练习撰写各类应用文。

四、记叙文写作1. 讲解记叙文的基本结构、写作技巧和注意事项。

2. 以具体实例分析记叙文的写作方法。

3. 学生练习撰写记叙文。

五、描写文写作1. 讲解描写文的基本特点、写作技巧和注意事项。

2. 以具体实例分析描写文的写作方法。

3. 学生练习撰写描写文。

六、说明文写作1. 讲解说明文的基本特点、写作技巧和注意事项。

2. 以具体实例分析说明文的写作方法。

3. 学生练习撰写说明文。

七、议论文写作1. 讲解议论文的基本结构、写作技巧和注意事项。

2. 以具体实例分析议论文的写作方法。

3. 学生练习撰写议论文。

八、英语五段作文法1. 介绍英语五段作文法的基本结构、写作技巧和注意事项。

2. 以具体实例分析五段作文法的应用。

3. 学生练习运用五段作文法撰写作文。

高级英文教案模板范文

Title: Exploring Advanced Grammar and CompositionObjective: To enhance students' advanced grammar knowledge and improve their composition skills by focusing on complex sentence structures and critical thinking.Duration: 90 minutesMaterials:- Whiteboard and markers- Projector and computer for displaying resources- Handouts with grammar exercises and sample essays- Textbooks or advanced English learning materials- Writing utensils for studentsLesson Outline:I. Introduction (10 minutes)1. Warm-up Activity: Start with a brief discussion on the previous lesson's content to ensure students have retained the information.2. Objective Review: Clearly state the learning objectives for the lesson, emphasizing the importance of advanced grammar and composition skills.II. Grammar Focus (30 minutes)1. Introduction to Grammar Topic: Introduce a new advanced grammar topic(e.g., relative clauses, modal verbs, or complex sentence structures).2. Interactive Presentation: Use a PowerPoint presentation or whiteboard to explain the grammar rules with examples.3. Group Activity: Divide the class into small groups and assign them specific grammar exercises related to the topic.4. Peer Review: Allow groups to share their exercises with the class, and encourage peer review and feedback.III. Reading and Analysis (20 minutes)1. Sample Text: Provide a sample advanced-level text (e.g., a short story, article, or poem) related to the grammar topic.2. Guided Reading: Read the text aloud and pause to discuss key vocabulary, themes, and literary devices.3. Critical Analysis: Discuss the structure and style of the text, focusing on how the author uses advanced grammar and composition techniques.IV. Composition Practice (20 minutes)1. Writing Prompt: Provide a writing prompt that requires the use of the advanced grammar topic covered in the lesson.2. Brainstorming Session: Allow students to brainstorm ideas and jot down notes.3. Drafting: Students write a rough draft of their composition, focusing on using the new grammar structures correctly.4. Peer Editing: Students exchange drafts and provide constructive feedback on each other's work.V. Conclusion (10 minutes)1. Reflection: Have students reflect on what they have learned about advanced grammar and composition.2. Summarize Key Points: Summarize the main grammar topic and its application in writing.3. Homework Assignment: Assign a writing assignment that reinforces the lesson's content, due at the next class meeting.Assessment:- Participation: Assess students' participation in discussions, group activities, and peer review sessions.- Grammar Exercises: Evaluate the accuracy of students' grammar exercises and the use of advanced structures in their compositions.- Composition: Assess the clarity, coherence, and creativity of students' compositions, focusing on the application of advanced grammar and composition skills.Additional Notes:- Be prepared to adapt the lesson plan based on students' needs and responses.- Encourage students to ask questions and seek clarification throughout the lesson.- Use varied teaching methods to cater to different learning styles and maintain student engagement.。

高中英语写作教案

高中英语写作教案篇一：高考英语作文写作教学设计高考英语作文写作教学设计职业中学王荣蓉1、教学目标：科学知识技能目标：1、备考英语作文的写作方法。

2．能够听懂关于如何写好英语作文并做出反应。

3．活学活用，能在情境中实际运用所学科学知识。

情感，态度，价值观目标：在活动中培养爱好写作的好品质。

2、教学重点：英语作文的写作方法。

教学难点：英语作文的写作方法3、教具准备工作:多媒体课件、资料、练习册。

4、教学方式：任务型教学法，讨论法，寓教于乐游戏教学法。

授新课（观看多媒体，了解本课教学内容）：英语作文:1.记叙文2.说明文3.议论文英语写作多数为指导性写作或称为半命题写作，也就是说，是先给一定的材料，然后让学生依据所给的材料按要求作文。

方法：polymorphism、简写、逸闻、重写、或废话作文等。

如何写好英语作文呢?一、写下不好句子。

1、句子要正确。

必须特别注意：2、句子必须平行。

3、句子必须连贯。

4、句子必须存有逻辑性。

5、句子要避免过多重复。

6、句子要避免头重脚轻。

7、句子必须防止汉式英语。

二、写好段落三、用不好过渡阶段词四、写好开头和结尾根据多媒体课件分别从中考英语作文的种类、写作方法、文学创作时应特别注意的问题，以及文学创作的步骤等四个方面予以详尽的传授，并辅之以存有针对性的英语文学创作训练。

5.consolidationandpractice（巩固和练习）某英语杂志社“家长之友”栏目必须举行一次征文比赛,建议紧紧围绕“youcanleadahorsetowater,butyoucan’tmakeitdrink.”这一主题发表意见.恳请根据以下提示信息写下一篇文章.内容提示:许多家长望子成龙,不惜重金送孩子上私立学校,到国外留学,请家教,给他们买大量的资料,电脑等,但往往这些都??注意事项:投稿人应当提示信息内容,说明自己的观点:6.conclusion(总结)1.在头脑中搜寻你试图用的单词；2.想好结尾句；3.写下不好其它句子去积极支持你自己的观点；4.适度加之一些评论；5.写下结尾句；6.补足，健全，加之过渡阶段词。

高中英语高级教案模板范文

课时：2课时教学目标：1. 让学生掌握议论文的基本结构和写作技巧。

2. 培养学生批判性思维和逻辑推理能力。

3. 提高学生英语写作水平，能够独立撰写一篇结构完整、论点明确的议论文。

教学重点：1. 议论文的基本结构：引言、论点、论据、结论。

2. 如何构建论点和论据，以及如何进行逻辑推理。

3. 英语写作技巧：语法、词汇、句型、段落组织等。

教学难点：1. 如何将抽象的概念转化为具体的论点和论据。

2. 如何运用逻辑推理，使文章更具说服力。

3. 如何在英语写作中运用高级词汇和句型。

教学准备：1. 讲义：议论文写作技巧讲义2. 课件：议论文写作技巧PPT3. 练习题：议论文写作练习题4. 评价标准：议论文写作评价标准教学过程：第一课时一、导入1. 教师简要介绍议论文的定义和作用。

2. 学生分享自己对于议论文的理解。

二、讲解议论文的基本结构1. 引入：引出话题，引起读者兴趣。

2. 论点：明确提出自己的观点。

3. 论据：提供支持论点的证据。

4. 结论：总结全文，强调观点。

三、讲解如何构建论点和论据1. 教师举例说明如何将抽象概念转化为具体的论点和论据。

2. 学生分组讨论，尝试构建自己的论点和论据。

四、讲解如何进行逻辑推理1. 教师讲解逻辑推理的基本原则。

2. 学生通过练习题，运用逻辑推理，使文章更具说服力。

五、讲解英语写作技巧1. 教师列举一些高级词汇和句型。

2. 学生练习运用这些高级词汇和句型进行写作。

六、布置作业1. 学生根据所学知识，撰写一篇议论文草稿。

第二课时一、复习1. 教师检查学生上节课的作业，指出问题并提出改进建议。

2. 学生分享自己的写作心得。

二、讲解写作技巧1. 教师重点讲解段落组织、语法、词汇等方面的问题。

2. 学生根据教师讲解，修改自己的议论文草稿。

三、学生互评1. 学生分组进行互评，指出对方文章的优点和不足。

2. 教师总结学生互评的结果，指出普遍存在的问题。

四、修改与完善1. 学生根据互评结果，对文章进行修改和完善。

英语高级写作教案.doc

英语高级写作课程教案学期：2012 — 2013学年第2学期学时：32学分：2授课对象：外国语学院10级英语专业学生教材《写作教程第四册》，2007, 上海外语教育出版社任课教师：宇文静陈琳1. 课程成果：通过本课程的学习，学生能够初步掌握科学研究的基本方法和能力，巩固和加深所学的基本理论和技能，了解英语论文写作的有关知识、技巧、和策略，选择和确定适当的论文题目，初拟论文提纲。

2. 教学方法：课堂讲授，举例，演示3. 课程考核：课程成绩(100%)=平时考核(100%) +期末考试(0%)平时考核100分=100分+0分1.平时成绩：100分折合为总成绩的100%注：100分：作业8次中取5次，每次20分；0分：随机抽查5次出勤，不计分，3次无故缺勤者取消其成绩。

2.期末成绩：无3.考试方式：人作业Lecture 1: Introduction to Thesis Writing (Unit 1)一、课程成果(Outcome)1.Understand the aim of the course2.Grasp generally some information about graduation thesis3.Understand what constitutes a good topic for research二、学时安排2hours三、重点难点1.Principles and Requirements of Graduation Thesisponents of Graduation Thesis3.Steps of Graduation Thesis Writing四、教学内容Introduction to Graduation Thesis1What is a thesis?It is a research paper composed by a college student when he/she has finished college study with the help of his /her supervisor, which is also called graduation thesis.2Significance of thesis writinga.Institutional purpose:b.Personal purposes:3Scales of thesis writingLiterature, Translation, Linguistics, TEFL, Cross-Culture, Other social science ( e.g. Business English, EST, etc.)4Evaluation of a thesisLetter grade ( A. B. C. D. F) is based on its content, structure, language and format. Apart from that, oral defense also counts in many colleges, and so does it in our institute.5Principles of thesis writingLearning Principle; Independence Principle; Scientific Principle; Scholarly Principle; Creative Principle; Norm Principle.6Requirements of thesis writingLength; Format; Content; Book binding and layout.7Steps of Graduation Thesis WritingChoose a topic, collect and organize materials, compose the first draft, revise the draft and finalize it.五、作业Read Unit 2 after class..Lecture 2: Choosing a Topic for a Thesis (Unit 2)一、课程成果(Outcome)1.Know what steps to follow when choosing a topic2.Learn how to improve topics that have problems二、学时安排2hours三、重点难点Know how to work out an effective research topic.四、教学内容1・ Principles for choosing a thesis topicSignificance (Importance) and Interest; Manageability/Practicality; Flexibility2.What topics should be avoided?3・ Process of choosing a topicDecide on the subject area ---------- Choose a topic ---------- Focus into a question ---------- Design a title 3.1Subject areas: literature, linguistics, translation, TEFL, cross-culture and other subject areas3.2Finding a Research Problem3.3Design a title4・ Exercise 1: literary criticism /comparative studyExercise 2: revise the following topics五、作业Search for as many thesis titles as possible to get the idea of title designing and design your own title.Lecture 3: Collecting & Organizing Material (Unit 3)一、课程成果(Outcome)1.Learn how to find and evaluate the sources2.Learn how to document the sources二、学时安排2 hours三、重点难点Choose proper material; write a thesis statement.四、教学内容1Major sources of related literature2Guidelines for choosing proper materials3Documenting material4Reading in depthExercise : Analyze the different parts of the following thesis statement.五、作业Read the textbook Unit 3 and create your working bibliography, using APA style.Lecture 4: Outlining a Thesis (Unit 6)一、课程成果(Outcome)1.Know the format of an outline2Be familiar with the types of outline3Grasp how to construct an outline.二、学时安排2 hours三、重点难点1The format of an outline2How to construct an outline四、教学内容1What is an outline?2The Benefits of an Outline3Process of constructing a thesis4Types of the outline5Formats of the outline6Conventions and contents of outlines7Principles for Structuring an outlineExercise: Outlining the following thesis五、作业Based on your topic and thesis statement, with the accumulation of related material, please construct your own outline.Lecture 5: Introduction Writing (Unit 7)一、课程成果(Outcome)Master the elements of the Introduction chapter of a thesis.二、学时安排2 hours三、重点难点Understand and know how to compose the Introduction chapte匚四、教学内容Components of the Introduction Chapter:•Introduction•Background of the study•The professional significance of the study• Overview (structure) of the thesi sExercise:Find the problems in the Introduction chapter of the thesis at hand.五、作业Finish the introduction chapter for your thesis.Lecture 6: Lit era ture Review (Unit 7)一、课程成果(Outcome)1.Know what are included in a literature review2 Know how to compose a literature review二、学时安排2 hours三、重点难点Master how to organize a literature review and how to summarize and paraphrase.四、教学内容What is a Literature Review?Procedure for Writing a Literature ReviewExercises:1: Find a focus for the following titles2: Write a Summary五、作业Write a literature review briefly.Lecture 7: Quotation (Unit 8)一、课程成果(Outcome)Master the way of quotation.二、学时安排2 hours三、重点难点Different quotation formats for different material.四、教学内容Differences between quotation and citationTypes of quotation: direct and indirectQuotation of different material: Poetry, drama, etc.Exercise:Revise each of the following sentences, deleting quotation marks used inappropriately, moving those placed incorrectly, and using more formal languages.五、作业Remember the format of quotation.Lecture 8: Citation (Unit 8)一、课程成果(Outcome)Master the way of citation.二、学时安排2 hours三、重点难点Different citation formats for different material.四、教学内容Purposes of documentationTypes of citation: In-text Citation and ReferencesFormats of In-text Citation:MLA, APA, Chicago Manual style五、作业Remember the APA format of citation.Lecture 9: Methodology (Unit 4)一、课程成果(Outcome)1.Know how to conduct a research in a linguistic thesis2.Know how to write the methodology part in a linguistic thesis3.Know how to write a good findings and discussion二、学时安排2 hours三、重点难点Master how to conduct a research in a linguistic thesis.四、教学内容Definition of MethodologyMethodology in a thesis on linguisticsponentsanization3.How to carry out research4.Findings and DiscussionExercise: Analyze samples: What research tools are used? How?五、作业1. Know how to write2. Know how to write the Abstract of a thesis 3 Know how to draftAcknowledgementLearn SPSS after class: SPSS 教程Lecture 10: Methodology (Unit 4)一、课程成果(Outcome)1. Know how to design a good questionnaire;2. Master the methods to interpret a work of literature.二、学时安排2 hours三、重点难点Master questionnaire design and how to interpret a work of literature.四、教学内容Questionnaire design1. Criteria for a good questionnaire2. Steps for questionnaire design3. Exercise: Process the following dataMethodology in a Literary Thesis1. Methods: explication (解读)，analysis, comparison and contrast2. Literature Criticism:五、作业Design a questionnaire to collect opinions of the second- year Non-English majors on their L2 learning strategies.中国非英语专业大二学生英语学习策略Lecture 11: Conclusion, Abstract & Acknowledgements (Unit 7) 一、课程成果(Outcome)the Conclusion of a thesis 二、学时安排2 hours三、重点难点Master Conclusion writing and Abstract writing.四、教学内容Conclusion Writing1. Restatement2. Summary3. Future research directionAbstract Writing1Types of Abstract: descriptive and informative2.Requirements3Key WordsAcknowledgements1.Purposes2.RequirementsExercise: Read the following abstracts and then discuss the merits and defects of the abstracts.五、作业Choose key words for your thesis.Lecture 12: Format-Lis ting Sources (Unit 8)一、课程成果(Outcome)Know how to document sources at the end of the thesis.二、学时安排2hours三、重点难点Master the use of punctuitions and italicization.四、教学内容Basic rules for bibliographic citation1.Authors2.Books3.Author with an editor4.Author with an translator5.Work in an anthology6.Magazines7.Encyclopedia or dictionary entry8.Electronic sources9.Notes: Chinese referencesExercise: Create the Reference entry with the given information五、作业Design your own references.Lecture 13: Format and Mechanics (Unit 8)、课程成果(Outcome)Know some rules of format and mechanics.二、学时安排2 hours三、重点难点Master Contents format and Page number format.四、教学内容Format1Contents2Tables and figures3Page numbersMechanics1Capitalization2Abbreviations3Italicizing and underlining4Numbers5Tables and FiguresExerciseFind out the problems of the following Contents五、作业根据以下论文内容，加页码并自动生成目录Lecture 14: Language Style (Additional Material)一、课程成果(Outcome)Know the characteristics of thesis language.二、学时安排2 hours三、重点难点Master diction and voice.四、教学内容Diction: formalTone: Judgment: careful and impartialbasic tone: rational, impersonal and unemotionalVoice: third-person pronouns (he, she, they or it)——sut)jects of sentences Economy: write concisely and straightforwardlyUse of Tenses:1.Literature2.Theory or philosophy3.Research results4.Review of literatureUnbiased languageConstructing paragraphsa paragraph一a single unitdeclare a point~ ffer support for the pointA topic sentencea tiny thesis statementExercise: Find out the problems of these sentences.五、作业Revise your introduction and literature review parts.Lecture 15: Summary (Unit 9)一、课程成果(Outcome)Get a systematic idea of thesis writing.二、学时安排2 hours三、重点难点Master the requirements of structure, language and format.四、教学内容Title: informative, revealingAbstract: should contain the following elementsResearch topic, research purpose, research methods, research results, implications, conclusion.Key words: high frequency in the thesis, focus of the thesis, 3-5 wordsIntroduction:a.Background of the studyb.The professional significance of the studyc.Overview (structure) of the thesisLiterature Review: Cover the basic categories• Introduction: central theme or organizational pa ttern•Body: Organize sources chronologically, thematically, or methodologically•Conclusions/Recommendations: Discuss what you have drawn from reviewing literature so far.Where might the discussion proceed?Methodology:what (tool/instrument); Who(subjects); How(data collection, procedures)Findings:Data presentation & data descriptionDiscussion:Supplying meaning to statistics, tables, charts, etc.Making comments that are relevant to the research intendon/purposeConclusion:Restate the research purpose, some background information, etc;Summarize research design, results, interpretation and implication, etc;Suggest future research direction by pointing out limitations of the study and tentative proposals for future research.Acknowledgements:a.confined to one page, immediately after the Conclusionnguage: sincere, brief, properc.Order: More important-less important; Individual 一collectiveReferences:英文参考文献基本格式：期刊：作者.文章名.（需用引号，且引在之外）期刊名（斜体）.第几期（年代）：页码. 专著：作者.文献题名（斜体）.出版地：出版社，出版年.中文参考文献基本格式：专著：主要责任者.文献题名［文献类型标识］.出版地：岀版社.出版年期刊：主要责任者.文献题名［J］.刊名,出版年（期）：页码.language:formal, objective, concise, properContents:自动生成目录，注意页码及字号。

高中英语写作课教案详细步骤

高中英语写作课教案详细步骤第一篇：高中英语写作课教案详细步骤一、1、Good morning, class.What is the weather like today? Yes, it is sunshine.Today we are going to learn how to write a good compositon.Let’s begin with this topic(写板书：what is your winter holiday plan?)Winter holiday is approaching.Pretend that you and your classmates are talking about what to do during the holiday.And finally you have two choices, one is to stay at home, another is to take a trip.Now dicuss in groups, talk about the advantages and disadvantages of the two choices and decide which one is the best choice.Let’s begin.Times up.Group 1, who can tell me the opinions of your group? Ok, zhangying.Your choice is,(板书：stay at home: the advantages are: less expensive and confortable;the disadvantages are: can not know more about the outside world personally).thank you, sit down please.Group 2 ?who can tell? Lixin.Your group’s choice is(板书：take a trip: advantages: enlarge your vision / broaden your horizons, and enrich your knowledge.Disadvantages: expensive, inconvenient).Thank you, sit donw please.Group 3 stay at home: have time to study.And help parents with housework.Group 4 take a trip: to have an unforgetatble experice.2、Now class, let’s look at t he blackboard.We have got these ideas about staying at home or taking a trip during the winter holiday.I think everyone has his own opinion.Now can you write down your choice and your opinion in your composition?First, we should aware that, when writing an argumentative composition, how many paragraphs should it has? Yes.At least 3 paragraphs.The first part to lead out the topic(引出论点), thesecond part to argue and demonstrate or describe the argument （提出论点、论证/描述论点）.The third part give a summary(总结全文).And when writing, we can start like this(板书：When it comes to…, I think…Tbere is a debate today that…).And the second part, we can use some sentences like these:(板书：some people think that…, on the other hand,…for one thing…, for another…the first and most impo rtant reason is that…firstly…, secondly…, thirdly…)And the third part, we can use(板书：from my point of view, I think…as for myself/my part, I would like to …my answer is …I cant agreee more with …)Ok.It is your time to write the composition.I will give you 20 minutes.3、Who finished? Hands up.Ok ,Zhanghuanyue, can you read your work to us?Thanks.you did a good job.Class, did you find any mistakes in her composition? Yes, pay attention to the sense of time.Anyway , it is still a good work.二、Class, the homework of today is another compositon.Nowadays, more and more literary works have been adapted into movies.Some people choose to watch movies, while others prefer the originals.Please try to write an English essay in the title of “Film or Book，Which Do You Prefer?” ,according to the following points:1、watch movies： save time, funny, easy to understand2、reading original works: more details, beautiful language3、my opinion and reasons.120~150words.Feference words: 原著--original work / book in the original/ the original 1第二篇：高中英语写作课教案Task based writing—How to describe a person I.Teachingobjectives: Students will be able to:1.Learn how to write a short passage of a great man.2.Get some useful adjectives for describing a person3.Develop students’ awareness of waring4.Get some information about how to write a basic writing.5.Develop students’ writing ability.II.Writing strategies:1.Learning Book1 Unit 5 Nelson Mandela-a modern hero to get some useful adjectives to describe a person2.Knowing how to write a basic writing3.Brainstorm about the topic4.Finish the writing in groupIII.Teaching aids: multi-media equipments(computer, slides, PPT，etc.)IV.Homework: writing another passage V.Teaching procedures Lead inStep 1: T.let students think about how to describe a person.Such as “Mary is a nice girl.” “Jim is an outgoing boy.”Brainstorming how to describe a person and get vocabulary input.Writing strategy: Get some useful adjective to describe a person and get vocabulary input.Pre-writing Step 2 T presents a short passage about a famous singer to students and asks them to guess that who he is.Showing students a sample about how to describe a person Find out: 1.Who is he?2.Find out some useful words, expression and sentence patterns in the passage3.If you want to write a composition about a person, how will you write it? While-writingStep 3 1.Give students a writing topic in the form of a chat and this writing topic is about Nelson Mandela.2.Tell students that the passage must be written with five sentences.3.Give students time to get key informationStep 4: Ss try to translate the information they get into five English sentencesSentence Main informationWhen was Mandela born and his hobbies.2 Mandela's experience when he was a lawyer 3-4 What did he do for poor black man in South AfricaHis famous saying and dream.Post-writingStep 5 Group work: Discussion1.Ss check the translation for their partners and discuss how to correct their mistakes2.Thinking: Great people are also famous people, but famous people may not be great people.So what should a great people be?3.What can we learn from a great person.VI.Sample and SummaryStep 6 Show Ss a possible version for the writing and ask them to find out some useful words, expressions and sentence patterns Step 7 Sum up: How can you do a task based writing1.Examining the writing topic and ensure the person, tense and writing style of it.2.Make out an outline which can be translated into five English sentences3.Translate the information you get into five English sentences4.Check your composition and discuss it with you partner5.Correct your mistakes if available VII.Step 8: Homework(after class)Write an article in the form of task based writing which is about an armless pianist-Liu Wei（刘伟）第三篇：高中英语写作课教案[模版]Book6 Module3 Interpersonal relationship—— Friendship高中英语写作课教案Teaching Aims 1.To get the students to appreciating remarkson friendship or friends.2.To enable the students to write a short story about friends or friendships.Teaching Procedures Step 1 Discussi on Now, I found 500 pounds in Roy’s pocket.Did Roy steal the money from the charity? Someone says ‘yes’, someone says ‘no’.If Roy did steal the money from the charity, shall I tell the teacher or call the police? If Roy didn’t steal the money, what should I do?Discuss it in groups of four.Collect answers from students.Draw a conclusion;whether Roy stole the money or not, we help him all the same.Because we’re friends.Friends are the ones we can get help from and we can trust.In this unit, we have talked a lot about friends and friendship, knowing the importance of friends.And what do you think of a friend or friendship? How to keep friendship?List good qualities and bad qualities a friend may have.Suggested answers: Good qualities: outgoing hospitable considerate enthusiastic friendly kind polite honest loyal brave positive optimistic smart intelligent modest generous determined responsible matureBad qualities:dishonest unfriendly dishonest rude impolite selfish lazy careless pessimistic Brainstorming: Step 2 Writing Describe a problem you had with a friend and give advice on how to keep friends.Suggested expressions: close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to , considerate, warm hearted, honest, 一些有关友谊的名言警句如： On friends and friendship: A true friend is one soul in two bodies.(---Aristotle)A friend in need is a friend indeed.(---Ray)Be slow in choosing a friend;slower in changing.(---Benjamin Franklin)A friend is a present which you give yourself.(---Robert Louis Stevenson)Fate chooses your relatives,you choose your friends.(---Abbe Jacques Deille)A faithful friend is the medicine of life.(---William Shakespeare)The bird a nest, the spider a web, man friendship.(---William Blake)We choose our friend by instinct, but we keep them by judgment.(---Alfred Capus)Friendship is love without his wings.(---George Gordon Byron)True friendship is a plant of slow growth.(---George Washington)Sample: Friendship is one of the most valuable relationship in our lives, it may even last through you whole life.I have a good friend.Sometimes I argue with my friend.For example, once we discussed a problem of our homework, as we held different ideas and wanted to persuade each other, we argued a lot.However, after we found the correct answer, the one that was wrong apologized at once.No matter how often we quarreled and what we quarreled for, we are good friends for ever.My favourite proverb says ' friend are like stars, you don’t always see them, but you know they re always there.' Thats true, indeed friends are willing to help you all the time.When you are down ,friends raise you up with their hearts.When you lose your way, friends guide you and pull you to the right way.When you have sorrow to complain of, friends are always the best ears for you.So please cherish your friends, because everyone of them is unique and precious.Getting along with friends is just like growing plants.We must use patience, trust, and honesty as fertilizer to make friendship stonger.And never forget ,plants need sunshine, so do friends.Often give them some warm and you will find your hearts are getting closer.Friendship stands on both sides , so the more you give and the more you will get.Remember, the key is your sincere heart.Step 3 Promotion and Homework 1)Assign another writing task based on the following information: What do you think of a friend or friendship?How to keep friendship? 2）Instruct the students to write and revise by themselves.3)Let the students hand in their final copies.4)Select some good samples to read to the whole class.Suggested sample: Friendship is the most important things in life.Good friend would like to help you when you met some troubles.Real good friends could put each other in their hearts.Real friendship is like the spring rivers flowing down the mountains, silently.Everybody is looking forward to meeting real friends.How to find real friendship and keep it? I think it is like you planting a big tree.You should choose good seeds and take care of it to make it grow.Almost the same thoughts between each other is on base.Maybe fight also will happen.How to do? To make real friend, you don't be shy to explain your thoughts to the other.Try your best to keep friendship forever.It is necessary to tell the truth and respect each other.教学实施过程：针对学生这样的实际情况，并受任务型教学法启示“任务型教学理论实际上就是建立在讨论或交流教学思路的基础上的,是交流教学思路的一种发展形态,英语教学要以学生为中心,教师要为学生设计运用语言的环境,通过大量的交流活动总结和掌握语言的规律,并在交流活动中实践,从而达到目的.”我对每模块后的书面表达内容的教学作了调整，这样处理：即把写作课变成讨论和写作并存的活动课，并在活动课中备有相关的多媒体内容或音乐，使学生在真切愉快的情景中搜集写作素材，完成写作内容，最后达到激发学生写作兴趣，提高写作技能并促进其他几种技能的效果。

高中英语写作课程教案3篇

高中英语写作课程教案3篇高中英语写作课程教案篇1教学目标1. 语言知识目标：1) 能掌握以下单词： newspaper, use, soup, wash, movie, just能掌握以下句型：① —What are you doing? —I'm watching TV.② —What's he doing? —He's using the computer.③ —What are they doing? —They're listening to a CD.④—This is Jenny. —It's Laura here.2) 能掌握语法：现在进行时态的用法。

3) 能运用所学的知识，描述人们正在干的事情。

教学重难点1. 教学重点：1) 词汇、词组搭配和现在进行时的用法。

能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。

2) 能掌握现在进行时态及一些表示具体动作的词组搭配,如: doing homework, using the computer, watching TV, eating dinner… 等2. 教学难点：现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。

教学工具多媒体教学过程Ⅰ. Warming-up and Lead in1. Greet the Ss and check the homework.2. Watch a video program.Ⅱ. Presentation1. Show some pictures on the big screen. Present the new words and expressions.2. Ss watch and learn the new words and expressions.3. Give Ss some time and try to remember the new words and expressions.4. (Show some pictures on the screen and ask some students to perform the actions.)e.g. T: What are you doing?S: I am doing homework. (Help him/her to answer)T: What is he /she doing?Ss: He /she is doing homework.Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way.5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with pictures.6. Check the answers with the Ss.Ⅲ. Game (guess)1. T: Now let's play a game. What's she/he doing? You must watch the big screen carefully.(Show some pictures on the big screen quickly) Let Ss guess what's he/she is doing?2. Ss watch and guess the actions.3. Ask and answer about the pictures.—What's he/she doing?—He's/She's …Ⅳ. Listening1. T: What are Jenny, John, Dave and Mary doing? Now let’s listen to the tape, find out the rig ht activities from 1a.2. Play the recording for the Ss twice.3. Ss listen to the recording and write the numbers from 1a.Ⅴ. Pair work1. Ask the Ss to read the conversations in 1c with a partner. Then look at the pictures in 1a. And conversations about other person in the picture.2. Ss make conversations by themselves and practice the conversations.Ⅵ. Listening1. Work on 2a;T: Jack and Steve are talking on the phone. What are they doing now? Listen to the conversations and match the answers with the questions.(Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and match the answers with the questions. )Check the answers.2. Work on 2b.Let Ss read the conversation in 2b first. Then play the recording for the Ss twice.The first time Ss only listen and write down the words in the blanks. Then play the recording again for the Ss to check the answers. (If necessary, press the Pause button to help.)Ⅶ. Pair work1. Now, role-play the conversation with your partners.2. Let some pairs to act out the conversation in front of the class.Ⅷ. Role-play1. Ask Ss to read the conversation in 2d and answerthe questions below.① Are Jenny and L aura talking on the phone?(Yes, they are.)② What's Laura doing now?(She's washing her clothes.)③ What's Jenny doing?(She's watching TV.)④ When do they meet at Jenny's home?(At half past six.)2. Ss read the conversation and answer the questions above.3. Check the answers with the Ss.4. Let Ss work in pairs and role-play the conversation.Homework:1. Review the words and expressions in this period.2. Understand the knowledge about the present progressive tense.3. Make five sentences on what are you doing now.高中英语写作课程教案篇2教学内容：This lesson is about Module 7 Unit 1 “This dog can help him.” of New Standard English, Book 9. This lesson is for the students of Grade Five.教学目标：1、Knowledge aims:a. To enable students to master and use these new words : blind , special.b. To enable students to master the usage of “can” .c. To enable students to use the target sentences correctly : This dog can help him . Can Fifi help the blind people ? No , he can’t . He only wants to play .2、Ability aims:a. Talking about abilities with “can” , “can’t ” and know the objective case.b. To improve students’ language ability.3、Emotion aims:a. To encourage students to cooperate with the others , help each other and learn from each other.b. To educate students to protect animals and help disabled people .教学重点：To master and use the new words , sentence pattern and the usage of “can”。

大学英语高级写作训练教案

课时：2课时教学目标：1. 帮助学生掌握英语高级写作的基本技巧和方法。

2. 提高学生的英语写作能力和表达能力。

3. 培养学生的批判性思维和逻辑思维能力。

教学对象：大学英语高级班学生教学重点：1. 英语高级写作的基本结构和格式。

2. 丰富多样的写作技巧和修辞手法。

3. 高效的写作策略和审稿方法。

教学难点：1. 如何运用高级词汇和句型。

2. 如何构建有逻辑性和说服力的文章结构。

3. 如何提高文章的连贯性和一致性。

教学内容：一、第一课时1. 导入- 通过提问和讨论，让学生回顾英语写作的基本要素。

- 引导学生思考高级写作与基础写作的区别。

2. 写作技巧和方法- 讲解英语高级写作的基本结构和格式。

- 介绍高级词汇和句型的运用方法。

- 分析和讲解不同写作技巧和修辞手法。

3. 实践环节- 分组讨论：让学生就某一话题进行讨论，并尝试用英语表达。

- 写作练习：根据所给话题，让学生进行写作练习，教师进行点评和指导。

4. 总结与反馈- 对本节课所学内容进行总结。

- 学生反馈：收集学生对本节课的反馈意见，以便调整教学策略。

二、第二课时1. 导入- 回顾上一节课所学内容，检查学生对写作技巧和方法的掌握情况。

2. 逻辑思维和批判性思维- 讲解如何构建有逻辑性和说服力的文章结构。

- 分析常见的逻辑谬误，提高学生的批判性思维能力。

3. 连贯性和一致性- 讲解如何提高文章的连贯性和一致性。

- 分析优秀范文，让学生学习如何运用过渡词和短语。

4. 实践环节- 写作练习：根据所给话题，让学生进行写作练习，教师进行点评和指导。

5. 总结与反馈- 对本节课所学内容进行总结。

- 学生反馈：收集学生对本节课的反馈意见，以便调整教学策略。

教学评价：1. 课堂参与度：观察学生在课堂上的发言和讨论情况。

2. 写作练习：评价学生的写作水平，包括文章结构、词汇运用、逻辑思维等方面。

3. 学生反馈：收集学生对教学内容的意见和建议，以便改进教学方法。

教学资源：1. 教材：《大学英语高级写作教程》2. 优秀范文3. 写作练习材料4. 网络资源教学反思：本教案旨在通过理论与实践相结合的方式，帮助学生掌握英语高级写作的技巧和方法。

高级写作教案：提升学生的英文写作表达水平

高级写作教案：提升学生的英文写作表达水平写作是一种高级的语言技能。

通过写作，我们可以表达思想、阐述论点、传递信息，还可以对自己的思考进行总结，从而加深对所学知识的理解。

然而，对于学生而言，英语写作并非易事。

他们可能面临诸如语法、单词使用、句子结构等各种挑战。

为了帮助学生提高英语写作表达水平，我们需要制定一份高级写作教案。

I. 梳理写作知识点作为一个语言技能，写作需要掌握的知识点是比较多的。

在准备教案之前，我们可以先列出学生需要掌握的知识点，包括以下几个方面：-词汇知识：如何选择恰当的单词，并熟练掌握同义词和反义词等；-语法知识：如何正确使用动词时态、主谓一致等语法规则；-句子结构：如何掌握句子结构，了解不同句型的使用方法；-文章结构：如何组织段落和文章，如何使用过渡句等。

II. 小组教学为了提高学生的写作表达水平，我们可以采用小组教学的方式。

对于每个知识点，安排一名学生为领导，带领小组进行讨论和练习。

这样做的好处是，学生可以互相协作，发挥各自的优势。

学生还可以通过互相之间的学习和交流，相互帮助，更好地掌握所学知识。

III. 教学方法为了让学生更好地掌握英语写作技巧，我们可以结合多种教学方法，如下所示：1.介绍例文：在教学中可以为学生展示一些优秀的英文文章，然后分析这些文章存在哪些优点，并从中学习如何运用各种技巧，例如句子结构和段落组织。

2.练习：让学生通过练习来建立英语写作技巧，例如写作小练习、从范文中摘取关键句子等基础练习，以及写作比赛等高水平练习。

3.行间阅读：可以引导学生阅读各种英文书籍、新闻、小说等，从中学习语言表达方式、词汇和句型，并在自己的作文中运用这些技巧。

4.讲解语法知识：提供易于理解的语法知识，如公式、表格等，并和实际场景相结合，帮助学生更好地理解和掌握所学内容。

IV. 注意事项一份高级写作教案要达到预期的效果，需要考虑一系列因素。

以下是一些考虑因素：1.学生英语水平的现状：不同水平的学生对英语写作的要求是不同的，应当根据学生的现状来设置合适的提高目标。

高三英语苏教版《高级英语写作与表达》教案

高三英语苏教版《高级英语写作与表达》教案教案简介：本教案是针对高三学生的英语写作与表达教学设计。

旨在帮助学生提高英语写作水平，培养他们的表达能力和语言运用能力。

教案以苏教版的《高级英语写作与表达》为教材，通过多种教学方法和活动，激发学生的学习兴趣，提升他们的写作技巧和思维能力。

教案内容：一、教学目标1. 培养学生的英语写作兴趣，激发他们的写作潜能；2. 提升学生的表达能力、语言运用能力；3. 培养学生良好的写作习惯和思维方式。

二、教学内容1. 写作技巧与方法的介绍- 讲解文章结构和段落组织；- 引导学生进行主题句和扩展句的写作练习；- 分析并仿写不同类型的文章。

2. 语言运用与语法讲解- 针对学生常见的语法错误进行讲解和练习；- 介绍词汇扩展和句式变换的技巧。

3. 写作素材和话题展开- 提供丰富的写作素材，鼓励学生自由发挥创造；- 引导学生选择合适的写作话题，并展开思路。

4. 写作练习和作业布置- 组织学生进行实践性的写作练习；- 布置作业，让学生在课后继续锻炼和巩固所学知识。

三、教学步骤1. 导入- 创设写作氛围，引发学生兴趣；- 回顾前几节课的写作内容，温故而知新。

2. 讲解写作技巧和方法- 介绍文章结构和段落组织的要点；- 分析并讲解不同类型文章的写作技巧。

3. 引导学生进行写作练习- 给学生提供写作话题，引导他们动手写作；- 逐个点评学生的作文，指出问题和改进方向。

4. 进一步讲解语言运用和语法知识- 给学生反馈上一堂课的作文错误，讲解正确的语法用法；- 引导学生进行语法练习，巩固所学知识。

5. 继续引导学生进行写作练习- 给学生提供不同主题的写作任务，鼓励他们展开思考与表达； - 分组活动，让学生互相修改作文，提供反馈和建议。

6. 总结与作业布置- 总结本节课的教学内容和学生表现；- 布置写作作业，要求学生在课后继续练习。

四、教学评价1. 课堂表现- 观察学生的参与度和积极性；- 评价学生在写作练习中的表现和进步。

高中英语教案模板写作课（共15篇）

高中英语教案模板写作课（共15篇）第1篇：高中英语写作课教案Task based writing—How to describe a person I.Teaching objectives: Students will be able to:1.Learn how to write a short paage of a great man.2.Get some useful adjectives for describing a person3.Develop students’ awarene of waring4.Get some information about how to write a basic writing.5.Develop students’ writing ability.II.Writing strategies:1.Learning Book1 Unit 5 Nelson Mandela-a modern hero to get some useful adjectives to describe a person2.Knowing how to write a basic writing3.Brainstorm about the topic4.Finish the writing in groupIII.Teaching aids: multi-media equipments(computer, slides, PPT，etc.)IV.Homework: writing another paage V.Teaching procedures Lead inStep 1: T.let students think about how to describe a person.Such as "Mary is a nice girl." "Jim is an outgoing boy."Brainstorming how to describe a person and get vocabulary input.Writing strategy: Get some useful adjective to describe a person and get vocabulary input.Pre-writing Step 2 T presents a short paage about a famous singer to students and asks them to gue that who he is.Showing students a sample about how to describe a person Find out: 1.Who is he?2.Find out some useful words, expreion and sentence patterns in the paage3.If you want to write a composition about a person, how will you write it? While-writingStep 3 1.Give students a writing topic in the form of a chat and this writing topic is about Nelson Mandela.2.Tell students that the paage must be written with five sentences.3.Give students time to get key informationStep 4: Ss try to translate the information they get into five English sentencesSentence Main information1 When was Mandela born and his hobbies.2 Mandela's experience when he was a lawyer 3-4 What did he do for poor black man in South Africa5 His famous saying and dream.Post-writingStep 5 Group work: Discuion1.Ss check the translation for their partners and discu how to correct their mistakes2.Thinking: Great people are also famous people, but famous people may not be great people.So what should a great people be?3.What can we learn from a great person.VI.Sample and SummaryStep 6 Show Ss a poible version for the writing and ask them to find out some useful words, expreions and sentence patterns Step 7 Sum up: How can you do a task based writing1.Examining the writing topic and ensure the person, tense and writing style of it.2.Make out an outline which can be translated into five English sentences3.Translate the information you get into five English sentences4.Check your composition and discu it with you partner5.Correct your mistakes if available VII.Step 8: Homework(after cla)Write an article in the form of task based writing which is about an armle pianist-Liu Wei（刘伟）第2篇：高中英语写作课教案Book6 Module3 Interpersonal relationship——Friendship高中英语写作课教案Teaching Aims 1.To get the students to appreciating remarks on friendship or friends.2.To enable the students to write a short story about friends or friendships.Teaching Procedures Step 1 Discuion Now, I found 500 pounds in Roy’s pocket.Did Roy steal the money from the charity? Someone says ‘yes’, someone says ‘no’.If Roy did steal the money f rom the charity, shall I tell the teacher or call the police? If Roy didn’t steal the money, what should I do?Discu it in groups of four.Collect answers from students.Draw a conclusion;whether Roy stole the money or not, we help him all the same.Because w e’re friends.Friends are the ones we can get help from and we can trust.In this unit, we have talked a lot about friends and friendship, knowing the importance of friends.And what do you think of a friend or friendship? How to keep friendship?List good qualities and bad qualities a friend may have.Suggested answers: Good qualities:outgoing hospitable considerate enthusiastic friendly kind polite honest loyal brave positive optimistic smart intelligent modest generous determined responsible matureBad qualities:dishonest unfriendly dishonest rude impolite selfish lazy carele peimistic Brainstorming: Step 2 Writing Describe a problem you had with a friend and give advice on how to keep friends.Suggested expreions: close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to , considerate, warm hearted, honest, 一些有关友谊的名言警句如： On friends and friendship: A true friend is one soul intwo bodies.(---Aristotle)A friend in need is a friend indeed.(---Ray)Be slow in choosing a friend;slower in changing.(---Benjamin Franklin)A friend is a present which you give yourself.(---Robert Louis Stevenson)Fate chooses your relatives, you choose your friends.(---Abbe Jacques Deille)A faithful friend is the medicine of life.(---William Shakespeare)The bird a nest, the spider a web, man friendship.(---William Blake)We choose our friend by instinct, but we keep them by judgment.(---Alfred Capus)Friendship is love without his wings.(---George Gordon Byron)True friendship is a plant of slow growth.(---George Washington)Sample: Friendship is one of the most valuable relationship in our lives, it may even last through you whole life.I have a good friend.Sometimes I argue with my friend.For example, once we discued a problem of our homework, as we held different ideas and wanted to persuade each other, we argued a lot.However, after we found the correct answer, the one that was wrong apologized at once.No matter how often we quarreled and what we quarreled for, we are good friends for e ver.My favourite proverb says ' friend are like stars, you don’t always see them, but you know they re always there.' Thats true, indeed friends are willing to help you all the time.When you are down ,friends raise you up with their hearts.When you lose your way, friends guide you and pull you to the right way.When you have sorrow to complain of, friends are always the best ears for you.So please cherish your friends, because everyone of them is unique and precious.Getting along with friends is just like growing plants.We must use patience, trust, and honesty as fertilizer to make friendship stonger.And never forget ,plants need sunshine, so do friends.Often give them some warm and you will find your hearts are getting closer.Friendship stands onboth sides , so the more you give and the more you will get.Remember, the key is your sincere heart.Step 3 Promotion and Homework 1)Aign another writing task based on the following information: What do you think of a friend or friendship? How to keep friendship? 2）Instruct the students to write and revise by themselves.3)Let the students hand in their final copies.4)Select some good samples to read to the whole cla.Suggested sample: Friendship is the most important things in life.Good friend would like to help you when you met some troubles.Real good friends could put each other in their hearts.Real friendship is like the spring rivers flowing down the mountains, silently.Everybody is looking forward to meeting real friends.How to find real friendship and keep it? I think it is like you planting a big tree.You should choose good seeds and take care of it to make it grow.Almost the same thoughts between each other is on base.Maybe fight also will happen.How to do? To make real friend, you don't be shy to explain your thoughts to the other.Try your best to keep friendship forever.It is neceary to tell the truth and respect each other.教学实施过程：针对学生这样的实际情况，并受任务型教学法启示“任务型教学理论实际上就是建立在讨论或交流教学思路的基础上的,是交流教学思路的一种发展形态,英语教学要以学生为中心,教师要为学生设计运用语言的环境,通过大量的交流活动总结和掌握语言的规律,并在交流活动中实践,从而达到目的.”我对每模块后的书面表达内容的教学作了调整，这样处理：即把写作课变成讨论和写作并存的活动课，并在活动课中备有相关的多媒体内容或音乐，使学生在真切愉快的情景中搜集写作素材，完成写作内容，最后达到激发学生写作兴趣，提高写作技能并促进其他几种技能的效果。

英语写作课优秀教学设计

英语写作课优秀教学设计英语写作课优秀教学设计模板（通用6篇）作为一名教职工，常常需要准备教学设计，借助教学设计可以促进我们快速成长，使教学工作更加科学化。

那么问题来了，教学设计应该怎么写？以下是店铺精心整理的英语写作课优秀教学设计模板，希望能够帮助到大家。

英语写作课优秀教学设计篇1一、教学内容议论文写作训练，以“九年级的学生应不应该进行体育锻炼”为话题，针对学生不知道如何才能写好一篇议论文的情况，开展一节如何写好一篇议论文的专题课。

二、学情分析本堂课的教学对象是九年级的学生。

他们积累了语言运用的一定基础，班级整体英语学习的氛围较好，有能力完成本堂课的写作任务。

但是大部分学生缺乏谋篇布局的能力：句子结构单一，篇章缺乏逻辑性和条理性;尤其是对议论文的写作，很大一部分学生不能抓住重点，写出的文章观点不明确，论据不充分。

在这样的情况下，给予学生正确的方法和理念的指导是非常必要的。

三、教学目标(一)、写作技能目标1、了解并掌握议论文的写作的基本技能，并能运用这些基本技能更好地完成一篇短文。

2、培养学生发现问题的能力，提高学生解决问题的水平。

3、学会把握语篇的整体性、关联性和逻辑性。

4、培养写作中的创新意识和想象力。

5、学会运用正确的评价方式反思自己的写作行为和结果。

(二)、学习策略目标1.从字词到句子再到文章的整体教学流程，使学生能学会如何思考一篇文章的写作流程。

2.采取小组合作形式，与同伴合作交流，互相帮助共同提高写作技能。

(三)、情感目标使学生能明白体育锻炼和抓好学习二者之间的辩证关系，能过正确对待合理的体育锻炼;培养学生的合作学习的意识，为今后的学习打好基础。

四、教学重点与难点1. 如何掌握议论文的基本结构，写好一篇议论文。

2.掌握议论文的基本写作技巧;怎样把握文章的整体性、关联性和逻辑性。

五、教学过程Pre-writingActivity 1. Show the students some sentences in Chinese, get the students to translate them into English.1. 作为九年级的学生，我们每天都有大量的功课要做。