高中英语人教新课标必修二Unit2 写作课 教学设计
人教版英语必修二Unit 2(Writing：My favourite sport)教学教案
Lesson Planby Xiao Lidan Level: SS1Topic: My favourite sportNo. of lessons: 1Objectives:By the end of the lesson, students should be able to1. talk about “My favourite sport ”2. write an essay about “My favourite sport ”3. correct their own essays(the tense, words spelling, the subject and the verbs)Time Objectives Teaching ProceduresTeaching mode Resources Before writing3 mins Introduce the topic –sports Arouse Ss ’ interest 1. Brainstorm (1) introduce the topic to arouse Ss ’ interest(2)brainstorm, ask Ss to write down the namesof the events of the sportsT > SsWorksheet 1 6mins Guide students to focus on “My favourite sport ” description 2. lead in the topic Show the text and listen to the tape to fill inthe blanks.make the structure clear(a topic sentence + the description of thereasons)Find out the beginning, the development andthe ending of an event.4 minsIdentifythe stucture 3. Identify the structure What should be included when talking about “My favourite sportA topic sentenceNarrating the body (Remind Ss of the wordsand the transitional words)The ending ( sum up )T > Ss 7 mins Activate students to prepare for the followingwriting eful sentence patterns Rearrange the eventT>SsWorksheet 2Do the Writing1 mins Present the writing task Writing1 Present the writing task请根据下面要求，以“The sport I like best ”为话题写一篇100字左右的短文。
人教版高中英语必修2 Unit2 写作课名师教学设计
lot of skills such as shooting and defending. I
especially like playing the shooting guard like Kobe
but being a forward is good as well. My motto is
“Nothing is impossible” and I hope I can play in
Unit2 写作课名师教学设计
【教材版本与册数】人教版选修 2 【单元名称】Unit 2 The Olympic Games 【课时】第 5 课时 【课型】Writing（复习写作课） 【本课时教学设计】
Book 2 Unit2: The Olympic Games
教材版本：人教版 册数：2
单元： 2 课型：revision and writing
1.语言知识目标 学生在课堂中复习本单元核心词汇 athlete, medal, volunteer, motto, stadium, host, allow, admit, join in, take part in 等表达 和 will be done 2.语言技能目标 教学目标 在拓展性的课堂活动中，学生运用以下句式： sth will be done，用英语表达 2022 年北京冬奥会的建设，提高表达力 3.情感态度目标 1）学生回顾 2016 年的里约奥运会，加深对奥运精神以及人类文明进步的了解； 2）2022 冬奥会北京的成功申办课堂活动中，进一步增强爱国主义精神和民族自豪感，同时充满要把英语学好的热情。
时态的被动结构来描述冬奥会的
4. What changes will the Games bring to Beijing\ 建设。
Unit2+写作课教案 高中英语人教版(2019)必修第二册 (3)
Unit2写作课教案Make an Effective Poster About an Endangered AnimalI. Teaching Objectives1. Students will be able to understand the concept of endangered animals and their significance in the ecosystem.2. Students will be able to research and gather information about a specific endangered animal.3. Students will be able to create an effective poster about the endangered animal, including its characteristics, threats, and conservation efforts.4. Students will be able to use appropriate language and visuals in their poster design.5. Students will be able to communicate their knowledge and understanding of the topic through their poster presentation.II. Teaching Key Points and Difficult PointsKey Points:1. Understanding the concept of endangered animals and their importance in the ecosystem.2. Researching and gathering information about a specific endangered animal.3. Creating an effective poster about the endangered animal, including its characteristics, threats, and conservation efforts.4. Using appropriate language and visuals in their poster design.5. Communicating their knowledge and understanding of the topic through their poster presentation.Difficult Points:1. Balancing the amount of information included in the poster without overwhelming the viewer.2. Ensuring that the poster is visually appealing and effectively conveys the message.3. Engaging with the audience during the presentation and answering questions about the poster's content.III. Student Situation AnalysisThe students are high school juniors who have some experience with writing essays and creating visual aids, but may not have extensive knowledge about endangered animals or their conservation efforts. They should be able to follow basic research and presentation guidelines, but may need additional guidance on how to effectively communicate their ideas through a poster format.IV. Teaching Process1.Introduction (10 minutes): Start by introducing the topic of endangered animalsand their importance in the ecosystem. Use real-life examples to illustrate the issue and engage students' interest in the topic. Explain the purpose of the project as creating an effective poster about a specific endangered animal.2. Research Phase (30 minutes): Distribute a list of endangered animals and ask students to choose one they are interested in researching further. Give them time to conduct research using online resources, library books, or other available materials. Instruct them to focus on identifying characteristics, threats, and conservation efforts related to their chosen animal.3. Design Phase (40 minutes): Have students work in pairs or small groups to create a rough draft of their poster design using paper and pencil or digital tools like PowerPoint or Canva. Encourage them to consider factors such as layout, color scheme, font size, and images that will effectively convey their message while being visually appealing. Assign each group a specific aspect of the poster (e.g., main image, title, description, etc.) for them to focus on during this phase.4. Revise & Finalize (30 minutes): After all groups have completed their drafts, have them present their designs to the class for feedback and suggestions. Encourage them to incorporate any feedback into their final design. Once everyone has approved their group's design, have each student present their finished poster to the class for a final review and assessment of its effectiveness in communicating the chosen animal's information and conservation efforts.5. Assessment (10 minutes): Ask students to reflect on what they learned during this project and how it relates to broader issues related to endangered animals and environmental conservation. Provide feedback on their poster presentation skills and encourage them to continue exploring topics related to endangered animals in future projects.6. Homework: Assign students to create a short written summary of their research findings for a separate assignment due at a later date. This will help reinforce their understanding of the chosen animal and its conservation status, as well as improve their writing skills for future assignments.V. Teaching Aids1. Whiteboard or blackboard: For outlining key points and concepts related to endangered animals and poster design.2. Poster templates: To guide students in creating a visually appealing design that effectively conveys information about the selected animal without overwhelming the viewer.3. Internet access: For research purposes when accessing online resources such as articles, videos, images, and websites related to endangered animals and conservation efforts.4. Library books: For providing additional information on specific animals and their conservation statuses for research purposes.5. Presentation software (optional): To facilitate group work during the design phase if desired, such as PowerPoint or Canva for creating digital posters or slideshows for sharing with the class during the presentation phase.。
人教课标版高中英语必修2 Unit2_写作课_名师教学设计(一)
Unit2 写作课名师教学设计（一）A. JournalB. ReportC. StoryD. Book review2. Reading for characters and main characters:3. Reading for title of the story: A Story of _____________?设计意图：引导学生通过scanning技巧迅速把握文章的体裁，并能够有效判断文章的主角。
1. Reading for main plot设计意图：引导学生通过小说体裁的特点概括出故事发展的主线，并在此过程中确定在了续写部分的主要角色与主要事件。
设计意图：通过引导学生概括续写部分的几个要素总结出续写文章发展的主线。
2. Group discussion about the following story设计意图：通过小组讨论，进行头脑风暴来拟定剧情发展方向及确定故事题目。
3. Share the story by orally设计意图：通过复述前文以及阐述接下来故事发展的剧情，引导学生重视前后剧情的连贯性与逻辑性。
4. Possibilities of the DevelopmentIV. Writing 1. Requirement设计意图：引导学生了解高考评卷中读后续写的评分要点，尤其突出续写部分的衔接与连贯性。
V. Writing1. Continue the story on the handouts2. Appreciate the samples and give comments设计意图：通过分享学生的范文，并邀请学生一同评判其逻辑与连贯性，可以有效反馈本堂课的重难点。
VI Tips on continuation writing七、教学反思笔者在授课过程中发现绝大部分同学能在课堂续写中实现了本堂课的重点目标，注意到了文章的上下衔接与连贯性。
但是由于所授课班级的英语程度不错，可以考虑简化文章分析的部分，给学生更多的时间去展示讨论结果与写作成品。
人教版英语必修二Unit 2(Writing)教案
Book 2 Unit 2 The Olympic Games---Writing教材分析：必修二第二单元的写作话题是“my favorite sport”，考虑到并不是每位学生都喜欢体育运动，我将本单元的话题作文改为题为“我的兴趣”的Report 写作，一般情况下学生都会有自己喜欢做的事情，这样学生才有话可写。
体裁上Report属于说明文，对于高一年级学生来讲是初次接触的写作文体，其作用为展示信息，介绍事物,主要运用时态为一般现在时。
学情分析：根据新课标要求，高一年级学生基本掌握单词量为2500-3000个，能熟练运用常用时态：一般现在时、一般过去时，其中一般现在时为本次写作课主要运用时态。
此外，逻辑思维已经发到一定阶段，具备初级结构分析能力。
另外高一年级学生对周边事物有较强好奇心，观察力敏锐，但是在写作上，他们有普遍的畏惧心理，表现为不知道写什么，不知道怎么写，所以通过范例分析讲解让学生学习如何写Report是这节课的重难点。
Teaching Aims：1. Knowledge and Skills：1) To make students learn some words and patterns of describing hobby.Words: exciting creative wonderful interesting funny relaxing useful popular relaxing scary thrilling outstanding fascinating helpful educational....Patterns: Attribute clauseIt is/was … that…2) Have students write a short passage of describing their hobby.2. Process and Methods：1) Learn and grasp the useful expressions and structures by reading a sample passage.2) Train students’ writing ability by practicing writing a short passage.3. Emotion Attitude and View of Value：1) Stimulate students’ interset in writing.Key Points：1) Develop students’ writing ability.2) Get students to use the useful expressions and structures to write a report about hobby.Difficult Points：1) How help students to master the key points of writing a report.Teaching Methods:“Process oriented" writing teaching methodTeaching Aids：Multi-media and Projector.Teaching Procedures：Step 1 Greeting and lead-in1. Show some pictures of some famous people and ask students whether they know these people’ special interest.Step 2 1.Questionnaire(问卷调查)1.What do you like doing at home/at school/during your holidy?2.Which thing is your fovorite ?3.Why do you like doing it ?4.Do you want to make some plans about your hobby ? What is your plan?e some adjectives to describe the following hobbies3. Brainstorming: what can a hobby bring us?设计的意图：问卷调查和头脑风暴这两个活动主要是让学生熟悉本次写作课的写作题材—兴趣爱好，同时活跃课堂气氛，缓解写作压力，在写作前激发学生的写作灵感；通过提问环节旨在从单词层面进行积累，从而为下一阶段的句子层面的输出准备材料。
Unit2+写作课教案 高中英语人教版(2019)必修第二册 (1)
Unit2写作课教案"Make an Effective Poster About an Endangered Animal"I. Teaching Objectives1. Students will be able to understand the concept of endangered animals and their importance in the ecosystem.2. Students will be able to research and gather information about an endangered animal from reliable sources.3. Students will be able to create a visually appealing poster with clear and concise information about the endangered animal, including its habitat, threats, and conservation efforts.4. Students will be able to use appropriate language and grammar to express their ideas effectively in written English.5. Students will be able to collaborate and communicate effectively in a group setting.II. Key Points/Difficulty Points1. Understanding the concept of endangered animals and their significance in the ecosystem.2. Identifying reliable sources for research purposes.3. Creating a visually appealing and informative poster using proper English language and grammar.4. Collaborating effectively in a group setting.III. Academic AnalysisStudents are likely to have some basic knowledge about endangered animals but may lack the skills to research, analyze, and present information effectively. They should also have some experience with creating visual aids and collaborating in groups. The teacher should provide guidance on how to conduct research, evaluate sources, and organize information into a clear and concise format.IV. Teaching Process1.Introduction (10 minutes): Start the class by introducing the topic of endangered animals and their importance in the ecosystem. Use real-life examples to illustrate the impact of human activities on these animals' survival.2.Group Work (30 minutes): Divide students into small groups and give each group a specific endangered animal to research. Each group should identify at least three reliable sources for their information and create a list of key points they want to include in their poster. The teacher should facilitate this process by providingguidance on how to evaluate sources and organize information effectively.3.Presentation (30 minutes): After the research is done, each group should present their findings to the class. The teacher should encourage questions and discussion during this time. After all presentations are finished, the teacher can lead a class discussion on the importance of conserving endangered animals and the role we can play in protecting them.4.Poster Making (60 minutes): Once all groups have presented their research, the class can move on to making the posters themselves. The teacher can provide templates or guidelines for the poster layout, ensuring that it includes all key points discussed in class. Students should work collaboratively to add images and other visual aids that support their information.5.Closure (15 minutes): At the end of the class, students can reflect on what they have learned during this session. The teacher can lead a discussion on the importance of protecting endangered animals and what actions individuals can take to contribute to conservation efforts.V. Homework1. Each student should submit their poster for review by the teacher within one week of the class meeting. The poster should include a title, an introduction explaining why the animal is endangered, a body discussing the animal's habitat, threats, and conservation efforts, and a conclusion summarizing the main points of the poster.2. Students should also write a short essay (500 words) explaining why they chose their particular animal and what inspired them to learn more about it. This essay should demonstrate an understanding of the animal's significance in the ecosystem and the importance of protecting it.。
2019人教版高中英语必修二Unit2 Reading and Writing 教学设计
Unit2 Workbook Reading and Writing 名师教学设计一、课时目标1.通过略读、扫读梳理全文的篇章结构，树立文本篇章结构意识。
2.通过寻读获取野生动物保护话题词汇以及集体讨论复现单元话题词汇，为写作提供语言素材。
3.通过自主探究、思考熟悉信件的框架、内容以及语言的得体表达，完成信件写作。
二、设计思路本节课为workbook的Reading and writing读写课，阅读的目的是启发写作。
在阅读环节，首先通过一个野生动物的短视频导入本节课话题和主题。
进入文本后，让学生根据文章标题猜测文本内容，梳理篇章结构。
然后，通过让学生根据时间顺序寻找信息获取话题词汇，接着教师通过问题链引导学生归纳出表达现状、原因、措施以及成果的话题词块。
最后，通过提问思考并归纳麋鹿保护获得成功的因素，为写作中的措施要点提供启发。
写作环节主要分为三个步骤。
第一部，写之前引导学生构建信件的写作框架，熟悉功能性句型以及语言的得体性。
接着，呈现阅读中归纳的话题词汇，学生回忆补充单元话题词汇，并将这些词汇恰当地运用到句子写作中，最后完成信件的写作。
三、教学过程Activity 1: Activate background information about wildlife protection本活动为实现课时目标1作铺垫Talk about the video: show some pictures of endangered wildlife.Q1: What did you see in the video?Q2: What situations are they in?Q3: Is there any species that have been successfully rescued?【设计意图】借助形象的图片导入主题，激活学生已知信息。
Activity 2: Read for the structure本活动旨在落实课时目标1Q1: Which are the key words in the title?Q2: What strange things about the milu deer mentioned the passage?【设计意图】通过引导关注标题关键词来了解基本内容，通过引导关注过渡句帮助梳理篇章结构。
Unit2写作课教案高中英语人教版(2)
Unit2写作课教案Make an Effective Poster About an Endangered AnimalI. Teaching Objectives:1. Students will be able to understand the importance of protecting endangered animals through creating posters.2. Students will be able to use English language skills to express their ideas and opinions effectively.3. Students will be able to collaborate with their peers to create a visually appealing and informative poster about an endangered animal.II. Key Points and Difficulties:1. Key Points: Understanding the concept of endangered animals, using English language skills to express ideas, collaboration, visual appeal.2. Difficulties: Balancing creativity with accuracy, ensuring all team members contribute equally.III. Learning Situation Analysis:The students are at an intermediate level of English proficiency, with some experience in writing and research. They have a basic understanding of the concept of endangered animals but may not have specific information or data on which to base their posters.IV. Teaching Process:1.Introduction (10 minutes): Start by introducing the topic of endangered animalsand the importance of raising awareness about them. Use images or videos to help illustrate the issue.2.Research (30 minutes): Assign each group a specific endangered animal toresearch. Students should collect information on the animal's habitat, population size, threats, and current status. Use online resources or textbooks as references. 3.Brainstorming (30 minutes): Have each group share their findings and discusshow they can create an effective poster about the animal. Encourage them to think about what information is important to include and how they can make their poster visually appealing.4.Planning and Writing (60 minutes): Once the groups have settled on a plan, theycan start writing their poster texts. Each group should write one paragraph that summarizes their research and key points, and one sentence that summarizes their overall message. The teacher can provide feedback on grammar, vocabulary, and coherence during this stage.5.Visual Design (60 minutes): After the writing is plete, students can start designingtheir posters. They can use any software or tools they prefer, but should ensure that their posters are visually appealing and easy to read from a distance. Theyshould also include any relevant images or graphics that support their message. 6.Presentation (30 minutes): Each group will present their poster to the class andexplain their research, design choices, and message. The teacher can provide feedback on presentation skills and the effectiveness of their posters.7.Homework: Students will be asked to create a short video explaining their poster'smessage in English, using the same format as their written poster. They should also prepare a short summary of their research and design process for their teacher's review.V. Teaching Aids:1. PowerPoint presentation showing different endangered animals and their current statuses.2. Online resources such as websites or articles about endangered animals for research purposes.3. Textbooks or academic papers on the topic of endangered animals for additional reading material.4. Software or tools for poster design, such as Canva or Microsoft Publisher.5. Video editing software for creating the short video summaries for homework assignments.。
人教版高中英语 必修2 Unit 2 The Olympic Games Period 5 Speaking and writing教案
课后
反思
培养学生说和写的能力，把多点时间留给学生多思考多练习。
1．show some useful express
asking about
Giving answer, advice, and making decision
Taking about hobbies:
1)Which sport do you like best?
What’s your favorite sport?
What are your hobbies?
Which do you prefer, ..or..?
Are you interested in …?
2)Why do you like…?/What do you learn from…
3)How do you become good at them?
Write a short passage entitled “my favourite sport”
Begin by explaining which sport you have chosen and why .
Make three short paragraphs using the outline above .
Step3.Speaking
Now, class. Let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. You can carry out the task like this.
Unit2+写作课教案 高中英语人教版(2019)必修第二册
Unit2写作课教案Make an Effective Poster About an Endangered AnimalI. Teaching Objectives1. Students will be able to understand the importance of protecting endangered animals and their habitats.2. Students will be able to research and gather information about an endangered animal.3. Students will be able to create a visually appealing and informative poster about the endangered animal using English as the primary language.4. Students will be able to use graphic design software to create their posters.II. Key Points and Difficulties-Key Point: The students will learn about the impact of human activities on the environment, specifically on the survival of endangered animals.- Difficulty: Students may struggle with finding accurate information about specific endangered animals due to limited access to resources or inaccurate information online.III. Student AnalysisStudents are generally tech-savvy and have basic knowledge of graphic design software. They have some experience with researching and writing about animals in English, but may lack the skills needed to present this information effectively on a poster.IV. Teaching Process1. Warm-up (10 minutes) -Begin by discussing the importance of protecting endangered animals and their habitats. Use images or videos of endangered animals to spark discussion and interest.2. Research (20 minutes) - Distribute a list of endangered animals and ask students to choose one to research. Students should be encouraged to find reliable sources such as government websites or scientific journals for their research.3. Instruction (30 minutes) -Teach students how to use graphic design software to create their posters. Demonstrate how to add text, images, and other elements to make their poster visually appealing and informative.4. Production (30 minutes) -Have students work individually or in pairs to create their posters. Encourage them to include key facts about the animal's habitat, threats, and conservation efforts.5. Review and feedback (15 minutes) - Have each student share their poster with theclass and give feedback on their work. Discuss what they did well and areas for improvement.6. Homework -Assign students to write a short essay about why they chose their endangered animal and what they learned from the project. They should also continue to research ways they can help protect this species.V. Learning Materials1. A list of endangered animals for research purposes.2. Access to graphic design software, such as Adobe Photoshop or Canva.3. Images or videos of endangered animals for discussion purposes.。
人教版高中英语必修2第2单元“MyFavoriteSport”写作课例设计与反思英语教育专业毕业作品
本科毕业论文人教版《高中英语》必修2第2单元“My Favorite Sport”写作课例设计与反思学院外国语学院专业英语教育年级学号姓名指导教师成绩二○一二年五月Design of a Lesson and Self-evaluation:Based on the Writing Section of "My Favorite Sport " of Unit 2, New Senior English for China Student's Book 2SupervisorA Thesis Submitted inPartial Fulfillment of the Requirements for theDegree ofB. A. in EnglishSCHOOL OF FOREIGN LANGUAGESUNIVERSITYMay, 2021AcknowledgementsFirst and foremost, I would like to express my heartfelt gratitude to my supervisor, Wang Mei, both for her intellectual guidance and for her warm and constant encouragement during the process of writing this thesis. With patience and prudence, she labored through drafts of this thesis and pointed out defects in my theorizing. Therefore, I owe all the merits in this thesis, if any, to her, though I am fully aware that the thesis might still contain some mistakes, for which I bear the whole responsibility.My cordial and sincere thanks go to all the teachers in the School of Foreign Languages，whose interesting and informative courses have benefited me a lot during my college years. The profit that I gained from their profound knowledge, remarkable expertise and intellectual ingenuity will be of everlasting significance to my future life and career.I am also very grateful to my classmates, who have given me a lot of help and courage during my stay in the University and throughout the process of writing this thesis.Last but not the least big thanks should go to my family who has shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this thesis.ContentsDesign of a Lesson and Self-evaluation:Based on the Writing Section of "My Favorite Sport " of Unit 2, New Senior English for China Student's Book 2AbstractThe National English Curriculum (experiment revised edition) points out that English teaching should promote students’overall development from five aspects: language knowledge, language skills, learning strategy, cultural awareness and affects. Writing teaching, as an indispensable part in English teaching, plays a crucial role in achieving the aims of The National English Curriculum for Senior Middle School.This paper takes the reading lesson of New Senior English for China Student’s Book 2 Unit 2 “My Favorite Sport”as an example, which mainly adopts task-based language teaching method, by showing the lesson plan interpretation, the lesson plan and the self-evaluation to explore how to teach English writing in class effectively in senior middle schools under the New National English Curriculum Standards.Key words:writing teaching; task-based language teaching; lesson plan; self-evaluation人教版《高中英语》必修2第2单元“MyFavorite Sport”写作课例设计与反思内容摘要英语课程大纲（实验修订版）指出英语教学应从语言知识，语言技术，学习策略，情感态度和文化意识五个方面来培育学生。
人教版高中英语必修二教案：Unit2+Teaching+Design+for+speaking+writing.doc
高中英语教学设计高中英语必修二第二单元Unit2 Speaking & writingTeaching Design for speaking & writing Unit2 SBⅡ教材内容分析Speaking & writing 主要是由前面几个课时学习的关于奥运会的知识入手，简单复习关于奥运会的相关知识，然后再由Using language部分中的reading部分引入，让学生谈论自己最喜欢的运动。
（本来是要谈论喜欢的运动员以及最喜欢的运动的，因为学生基础较差，所以改成只谈论最喜欢的运动而已）学生通过自主的讨论，引起他们对运动感兴趣，使他们更关心国家举行的各种运动项目，从而使他们更关爱我们的国家和民族，也让他们在生活中形成热爱运动的习惯。
让学生写关于自己喜欢的运动的文章，以提高他们英语写作的水平。
学生分析1. 学生的英语基础水平很低，并且班级里学生英语基础参差不齐。
2. 通过前面几个课时的学习，学生对奥运会以及奥运会的运动项目有所了解，也知道讨论话题的方向。
3. 尽管已经进入到高中的学习了，但是学生们仍然不具备高中英语写作所具备的词汇量。
教学目标( Teaching Aims)：1.Get the Ss to talk about their favorite sports.2.Help the Ss write a composition about their favorite sports.教学重点（Teaching Important Points）：1.Get the Ss to talk about their favorite sports.2.Enable the students to write a composition about their favorite sports.教学难点（Teaching Difficult Points）：1.How to help them talk about the topic.2.How to help them write a composition.教学方法（Teaching Methods）：1.Discussion in pairs and in groups of four.2.Practice to improve the students’ writing ability.教具（Teaching Aids）：1.A tape recorder .2. A multimedia computer.设计思想根据《高中英语教学大纲》的要求，在课堂教学中，必须以学生为主体，为中心进行教学，教师在教学中起主导作用。
新人教版必修二 Unit 2 Listening,Speaking and Writing教案
Unit 2 The Olympic GamesListening, Speaking and WritingAims:To read about the ancient Olympic GamesTo listen and talk about hobbiesTo write about hobbiesProcedures1. Warming upWarming up by introducingHi! Class. Y ou know Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture. The Greeks had wonderful stories about the Gods and Goddnesses who were part of their religion. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them present. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him. Warming up by sharingNow, boys and girls. Is there anybody who can tell us some Greek mythology. Y ou know they are so famous in human history. Or can you speak out some names of Greek Gods and Goddesses.Ⅱ. Guided reading1. Reading and judgingRead the text THE STORY OF A TLANTA, and complete the True or False questions after the text on page14.2. Reading and answeringRead the text again, and answer the following questions.A. What was Atlanta’s problem?B. What were Atlanta’s rules?C. What was Hippomenes’ amazement?D. What made Hippomenes change his mind?E. Whom did Hippomenes turn to for help?F. Can you guess what was the ending?3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.4. ListeningFor listening turn to page 15 and be ready to do exercises 1.First read the questions carefully and imagine what is the listening about.When doing exercise 2, you must make clear what is wrong with the sentence. And tell the class which is correct, which is wrong and which is only half true.5. ActingNext we are going to put the text A STORY OF A TLANTA on stage. Y ou know there are four charactors in the story. Who would like to be them?Who will be Alanta’s father, the old king?Who will be the Goddess of Love?Ok. Li Li, you are the Greek princess. Zhang Qiang, you are the brave young man Hippomenes. Lucy, you are the Goddess of Love. Zhou Gang, you are the princess’s father. The rest of class, please prepare it in groups of four. Then act your play before class.6. SpeakingNow, class. Let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. Y ou can carry out the task like this.Which do you like, sport, music or collection?Which of the sports do you like best?What is your favorite sport?Are you interested in table tennis?After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.III. Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes. Y ou may begin like this : Oh, my dear princess, I want to marry you…2. Writing a descriptionTurn to page 16 and follow the direction to write a description of your favorite hobby.Here is an example:IV. Closing down by finding informationGo to the library to read or get online to search in order to find more information on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Monday morning.。
人教版高中英语必修2 Unit2 写作课名师教学设计
1.语言知识目标
学生在课堂中复习本单元核心词汇athlete, medal, volunteer, motto, stadium, host, allow, admit, join in, take part in等表达和will be done
2.语言技能目标
在拓展性的课堂活动中，学生运用以下句式：sth will be done，用英语表达2022年北京冬奥会的建设，提高表达力
5.T: gives a table for the class to check
教材分析
本单元的中心话题是“The Olympic Games”--世界上最重要的体育盛会。本节课是一节复习写作课，要对教材进行有机的整合，因此可以“一个主题，奥运会”，“一组词汇--奥运词汇”，“一个结构-will be done”为教学复习主线，以新的奥运主题的篇章为载体，让学生在学习过程中更了解奥运、更关注奥运，从中感受到人类文明的进步，增强民族自豪感和竞争意识，传承奥运精神，把追求“更高，更快，更强”的运动精神融入到学习和生活中，最后要求学生以最喜欢的运动写作来结束本节课的课程。
教学流程
课堂教学评价
1.小组内合作和小组间的竞争，保护了学生的好奇心又最大程度鼓励了竞争意识
2.学中用、用中学，学用结合，学以致用，体现了“学为主体，教为主导”的新课程理念。
步骤
过程
措施（教师活动与学生活动）
目的
持续性评价
1复习已学内容
Step 1
revision(20mins )
1.T: shows two pictures and asks students to describe
3.情感态度目标
1）学生回顾2016年的里约奥运会，加深对奥运精神以及人类文明进步的了解；
高中英语人教新课标必修二Unit2 写作课 教学设计
Unit2 写作课公开课教学设计写作课教学设计A Letter of Application一、教学分析与整体设计思路（一）教学内容分析本课教学内容为A Letter of Application,课型是写作课。
本节课主题为人教版高一英语模块2第二单元Olympics的进一步拓展，结合学生对2016里约奥运会的热情和了解，引发同学们对参与奥运会并做奥运会志愿者的渴望，进一步结合2022年中国主办亚运会的材料，引起学生们学习书写志愿者申请信的兴趣和动力。
（二）学情分析本节课的教学对象为普通高中高一平行班学生，处于初高中英语学习衔接阶段，由于初高中英语教学目标的不同和学生词汇量方面的断层，造成了学生对高一英语学习信心不足，倍感压力。
在这种情况下，学生对写作课有一定的畏难情绪，这也对教师教学方法的选择、教学难度的设定提出了更高的要求。
（三）设计思路本节课的教学设计主要从范文归纳、过渡语连接词的使用、词句的修改润色和学生思维生成几个方面着手。
1.范文归纳既然学生对英文申请信的书写无从下手，那么教师为学生提供范文，并引导学生从申请信的结构、过渡语、连接词和词句方面进行梳理就显得尤为必要。
这种梳理为学生的写作提供了框架和依托，使学生在写作时能有的放矢，想的清楚结构，写的清楚条理。
本节课我采用了一封志愿者申请信范文，并以学生观察、老师提问引导、学生总结、老师补充的方式，使学生对申请信的书写结构、段落布局都有了一个清楚的认识。
2.过渡语连接词的使用对于在写作中能有条理地表达要点，使用过渡语和连接词是十分必要的。
尽管过渡语和连接词的学习并不难掌握，但实际写作中的正确合理应用对学生来说是有难度的，是需要训练的。
同时，过渡语和连接词的应用是英语应用文写作中的基石，需要学生在写作中有意识地合理应用。
本节课，我通过范文示范、学生讨论和教师补充等方式达到让学生对过渡语和连接词心中有数的目的，并在接下来的写作、修改和润色中对此作用进行强化。
Unit2+写作课教案 高中英语人教版(2019)必修第二册 (4)
Unit2写作课教案"Make an Effective Poster About an Endangered Animal"I. Teaching Objectives:1. To enhance students' understanding of the concept of endangered animals.2. To develop students' creativity and ability to express their ideas through poster making.3. To improve students' English writing skills, particularly in terms of grammar, vocabulary, and sentence structure.4. To cultivate students' awareness of environmental protection and encourage them to take action to protect endangered animals.II. Key Points and Difficulties:1. Key Points:- Understanding of endangered animals and their causes.- Creative expression of ideas through poster making.- Improvement of English writing skills.- Awareness of environmental protection.2. Difficulties:- Students may struggle with expressing complex ideas in English.-Students may find it challenging to use advanced vocabulary and sentence structures.- Students may need guidance in selecting appropriate images for their posters.III. Student Analysis:The target audience for this lesson is high school students who are proficient in English but may lack experience in creating visual aids for academic purposes. They should be able to understand the basic concepts of endangered animals and the importance of environmental protection. However, some students may require additional support due to language or cognitive challenges.IV. Teaching Process:1. Introduction (5 minutes) -Briefly introduce the topic of endangered animals and their significance. Use real-life examples to illustrate the problem and engage students' interest.2. V ocabulary Building (10 minutes) - Introduce a list of advanced vocabulary related to endangered animals and environmental protection. Use context clues and multiple choice questions to help students understand and remember the words.3. Reading and Analysis (15 minutes) - Provide students with a short article about an endangered animal and ask them to read it carefully and answer comprehension questions. Analyze the article for its structure, tone, and effectiveness in conveying information.4. Brainstorming (15 minutes) -Ask students to brainstorm ideas for their posters based on the article they have read. Encourage them to think creatively and come up with original designs that capture the essence of the endangered animal they are focusing on.5. Writing (20 minutes) - Have students write a brief paragraph about each idea they came up with, using the advanced vocabulary from the previous activity as much as possible. Encourage them to use descriptive language and vivid imagery to make their posters engaging and informative.6. Group Collaboration (15 minutes) - Assign students into groups of three or four and have them work together to create a cohesive poster that incorporates all their ideas. This will allow them to practice their teamwork skills while also incorporating more advanced vocabulary and sentence structures.7. Presentations (15 minutes) -Have each group present their poster to the class, explaining their choices and discussing why they chose certain elements over others. Encourage feedback and discussion from the class to foster critical thinking skills and promote a deeper understanding of the topic.V. Homework:Assign each student to create a one-page poster about an endangered animal they find interesting or passionate about, using the techniques and strategies learned in class. The poster should include an introduction, body paragraphs, and a conclusion, all written in English using advanced vocabulary and sentence structures. Additionally, students should include at least one image related to their chosen animal to enhance their visual aids.。
高中英语Unit 2 Approaches to process writing教案 新课标 人教版
Unit 2 English Around the WorldPart Two: Teaching resources第二部分：教学资源Section 1: Approaches to process writing 程序写作教学法I. Pre-writing1. BrainstormingGetting started can be difficult, so students divided into groups quickly produce words and ideas about the writing.2. PlanningStudents make a plan of the writing before they start. These plans can be pared and discussed in groups before writing takes place.3. Generating ideasDiscovery tasks such as cubing (Students write quickly about the subject in six different ways. 1. describe it 2. pare it 3. associate it 4. analyse it 5. apply it 6. argue for or against it.)4. QuestioningIn groups, the idea is to generate lots of questions about the topic. This helps students focus upon audience as they consider what the reader needs to know. The answers to these questions will form the basis to the position.5. Discussing and debatingThe teacher helps students with topics, helping them develop ideas in a positive and encouraging way.II. Focusing ideas1. Fast writingThe students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. Writing as quickly as possible, if they cannot think of a word they leave aspace or write it in their own language. The important thing is to keep writing. Later this text is revised.2. Group positionsWorking together in groups, sharing ideas. This collaborative writing is especially valuable as it involves other skills (speaking in particular).3. Changing viewpointsA good writing activity to follow a role-play or storytelling activity. Different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc.4. Varying formSimilar to the activity above, but instead of different viewpoints, different text types are selected. How would the text be different if it were written as a letter, or a newspaper article, etc.III. Evaluating, structuring and editing1.OrderingStudents take the notes written in one of the pre-writing activities above and organize them. What would e first? Why? Here it is good to tell them to start with information known to the reader before moving onto what the reader does not know.2. Self-editingA good writer must learn how to evaluate their own language ─to improve through checking their own text, looking for errors, structure. This way students will bee better writers.3. Peer Editing and proofreadingHere, the texts are interchanged and the evaluation is done by other students. In the real world, it is mon for writers to ask friends and colleagues to check texts for spelling, etc. You could also ask the students to reduce the texts, to edit them, concentrating on the most important information.4. The importance of feedbackIt takes a lot of time and effort to write, and so it is only fair that student writing is responded to suitably. Positive ments can help build student confidence and create good feeling for the next writing class. It also helps if the reader is more than just the teacher. Class magazines, swapping letters with other classes, etc. can provide an easy solution to providing a real audience.5. Writing as municationProcess writing is a move away from students writing to test their language towards the munication of ideas, feelings and experiences. It requires that more classroom time is spent on writing, but as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing.6. Potential problemsWriting is a plex process and can lead to learner frustration. As with speaking, it is necessary to provide a supportive environment for the students and be patient. This approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing. Students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so. In the long term, you and your students will start to recognise the value of a process writing approach as their written work improves.。
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Unit2 写作课公开课教学设计写作课教学设计A Letter of Application一、教学分析与整体设计思路（一）教学内容分析本课教学内容为A Letter of Application,课型是写作课。
本节课主题为人教版高一英语模块2第二单元Olympics的进一步拓展，结合学生对2016里约奥运会的热情和了解，引发同学们对参与奥运会并做奥运会志愿者的渴望，进一步结合2022年中国主办亚运会的材料，引起学生们学习书写志愿者申请信的兴趣和动力。
（二）学情分析本节课的教学对象为普通高中高一平行班学生，处于初高中英语学习衔接阶段，由于初高中英语教学目标的不同和学生词汇量方面的断层，造成了学生对高一英语学习信心不足，倍感压力。
在这种情况下，学生对写作课有一定的畏难情绪，这也对教师教学方法的选择、教学难度的设定提出了更高的要求。
（三）设计思路本节课的教学设计主要从范文归纳、过渡语连接词的使用、词句的修改润色和学生思维生成几个方面着手。
1.范文归纳既然学生对英文申请信的书写无从下手，那么教师为学生提供范文，并引导学生从申请信的结构、过渡语、连接词和词句方面进行梳理就显得尤为必要。
这种梳理为学生的写作提供了框架和依托，使学生在写作时能有的放矢，想的清楚结构，写的清楚条理。
本节课我采用了一封志愿者申请信范文，并以学生观察、老师提问引导、学生总结、老师补充的方式，使学生对申请信的书写结构、段落布局都有了一个清楚的认识。
2.过渡语连接词的使用对于在写作中能有条理地表达要点，使用过渡语和连接词是十分必要的。
尽管过渡语和连接词的学习并不难掌握，但实际写作中的正确合理应用对学生来说是有难度的，是需要训练的。
同时，过渡语和连接词的应用是英语应用文写作中的基石，需要学生在写作中有意识地合理应用。
本节课，我通过范文示范、学生讨论和教师补充等方式达到让学生对过渡语和连接词心中有数的目的，并在接下来的写作、修改和润色中对此作用进行强化。
3.词句的修改润色在申请信基本框架掌握的前提下，教会学生对作文内容进行润色是十分必要的。
翻译上有一个标准叫做“信、达、雅”，这个标准运用在申请信的写作上也是可以的。
将要点表述清楚为“信”，对写作目的表达确切为“达”，在写作内容上流畅为“雅”，“雅”文可以使人心情愉悦、印象深刻，这也是申请信书写的一个目标。
本节课，我通过引导学生观察、练习、修改等方式，试图提高学生应用好词好句的意识，提高学生修改完善写作内容的能力。
4.学生思维生成学生需要在语言的使用中体验语言的功能和情感。
在本节课的写作中，学生通过观察总结、独立写作、合作修改互评、共同分享、全班展示等多种方式，进行了语言体验、交流和改进，使学生认识到通过合作学习、有针对性的修改和实际的应用，写作并不是难题，而是充满乐趣、挑战和进步的积极体验，从而增强了写作的自信心。
二、教学目标第一，学生通过观察总结，掌握写作中如何利用过渡语和连接词有条理地组织段落，达到要点表述清楚的目的；第二，通过修改和润色，使学生学会有意识地对写作内容进行加工，达到语言表达顺畅的目的；第三，通过学生互评、分享等方式，使学生学会合作修改、互相促进，增强对写作的积极体验；三、教学过程Step1: Lead-in:Talk about 2016 Olympic Games and volunteers’ qualities to stimulate students’ interestQ1:Talk about the well-known athletes who won gold medals in Rio Olympic Games in 2016 to arouse students’interest of doing something meaningful for Olympic Games.Q2: What qualities do you think a volunteer should have ?Through this step ,students get to know what a volunteer should be like and become interested in being a volunteer and eager to write a letter of application.【设计说明】本环节主要是教师通过引导学生谈论2016里约奥运会，激发同学们对奥运会的热情和参与奥运会的渴望，增强本课写作主题的代入感。
同时，通过谈论奥运会志愿者应该具备的品质和能力，引发同学们对做奥运会志愿者这一问题的思考，为接下来的书写奥运会志愿者申请信做铺垫。
Step2: Sum-up:Students are presented with an example of an application letter including markers, connectors and sentence patterns.Q1:How many paragraphs are there in this letter?Q2:How is the letter organized?After this step ,students can realize it is necessary to use markers and connectors to organize a paragraph to make it clear and readable .Meanwhile ,markers and connectors are summarized as much as possible .【设计说明】本环节提供了志愿者申请信范文，使学生清楚地了解申请信的结构，以及如何通过过渡语和连接词来有效地组织段落，增强学生清楚有条理写作的意识。
本环节主要通过学生阅读、观察、讨论、总结来达成教学目标。
Step3: Practice:1.Practise the usage of markers and connectorsThrough some exercises, students are able to use markers correctly.2.Write the body part of the letter with proper markers, connectors and sentence patterns.Lead students to use markers and connectors correctly in their letters and make them more readable and flexible.【设计说明】在上一环节总结了过渡语和连接词的基础上，本环节结合2022年中国将主办亚运会的材料，训练学生进行写作，要求合理地应用过渡语和连接词使段落层次分明，要点清楚，达到学以致用的目的，完成本节课教学目标中的教学重点。
Step4: Evaluation:1.Teacher’s evaluation for a piece of writingTeacher leads students t o evaluate a piece of student’s work and helps students master how to make a judgment on their own work.2.Pair evaluating:Evaluate deskmates’ work by underlining and correcting mistakes.It is necessary that students can evaluate their own work and try to correct it by evaluating.【设计说明】在初步完成申请信的基础上，教师引领学生对作文进行评价，分别从过渡语和连接词的合理使用，语法和词汇，书写的工整性等方面着手，使学生通过评价和互评认识到作文中出现的问题，并有针对性地进行修改。
Step5:Polishing:1.Practise combining sentences and polishing wordsThrough some exercises ,students are able to combine simple sentences together for a main purpose and make the sentences more flexible.2.Individual work: Edit and polish your work with sparkling words and sentence patternsStudents are given enough time to finish their own work and make an organized paragraph by using markers ,connectors and sentence patterns.3.Class work: Sharing your favorite sentencesBy sharing ,students are able to master more good sentences【设计说明】在段落层次清楚，要点准确齐全的基础上，本环节力图使学生的写作水准有一个初步的提升，至少要使学生能有意识地增强好词好句的应用，提高写作语言的丰富性和可读性，增强段落语言表达的灵活性。
本环节主要通过连词使用练习、学生个人修改润色和集体分享好词好句来实现，教师通过引导、评价和提供建议来引导学生突破本节课的难点。
Step 6: Sharing:Who is the most hopeful volunteer in our class?Two students come to the front and read their letters for all the students and all thestudents make a judgment on who is the most hopeful to be a volunteer in our class. Also, it arouses students’ interest and enthusiasm.【设计说明】本环节请全班同学评价两位同学的作品，并举手表决哪位是本班级最有希望成为奥运会支援者的人。
通过这一环节，申请信得到了实际应用，增强了学生学习英语的兴趣和积极性。