高中英语人教版必修二学案：Unit 4 Writing

合集下载

人教版高中英语必修第二册第四单元U4 Writing

尾
介绍信写作模板：
Dear XX, I am writing to give you a brief introduction which is about
________(题目背景). First of all, ________(介绍的第一方面). Besides, ________(介绍的
If you have any other question, don’t hesitate to tell me and I would like to have a further discussion with you.
Yours, Li Hua
第二方面). What’s more, ________(介绍的第三方面). Last but not least, ________(介绍的第四方面).
If you have any other question, don’t hesitate to tell me and I would like to have a further discussion with you.
[写作要求] 1. 介绍必须包括所有要点。2. 100词左右
介绍信写作模板：
Dear XX, I am writing to give you a brief introduction which is
about Beijing. First of all, Beijing, situated in the northeast of China,
History and traditions Unit
Period 4 Reading for writing
Describe a place that you like
介绍信文体概述

2020-2021学年高中英语人教版(2019)必修二 Unit4.学案

Unit 4 History and TraditionsReading for Writing导学案Learning Objectives1.To practise reading for details and discussing related questions.2.To appreciate Ireland’s beautiful countryside and its traditional customs.3.To write a descriptive passage about a place you like.Learning ProcessStep 1. Read the text carefully with the following two questions.1.What makes the Irish countryside exciting and inspiring?_________________________________________________________________2.What are the best ways to experience some Irish traditions and culture?__________________________________________________________________Step 2. Read, find out “breathe in the sweet scent of fresh flowers while birds greet the new day with their morning song”in the reading passage and appreciate the meaning of it.______________________________________________________________________________Step3.Think about two relative questions.1.What Chinese traditions and customs do you think are the most worthwhile to experience?________________________________________________________________2.What are the best ways to experience Chinese traditions and customs?________________________________________________________________Step 4. Analyse the descriptive paragraph.Structure:the introductory sentence:___________________________________________________________________________________the ending sentence:____________________________________________________________________________________ Vocabulary:1.Its beautiful countryside excites and inspires all, ____________________(提供了一些东西) each of the senses．2.The peaceful landscape of the “Emerald Isle” and its many green counties is a true feast for the eyes,________________________________________(青山连绵起伏，牛羊点缀其中)．3.With all this beauty, ________________________(毫不令人惊讶的是) Ireland has developed strong traditions that include music, dancing, and dining．4. And if you introduce yourself to a friendly face, you are______________________________________________ (很有可能会体验到当地的文化和风俗)first-hand.Sensory detailsStep5. Work in pairs. Choose your favorite place that is interesting, exiting or surprising and then try to describe itto you partner in the following perspectives.✓What can you see?✓What can you hear?✓How does the place feel?✓What can you smell?✓What can you taste there?✓What does the place make you think or feel?e your answers to draft a passage about the place.Introduction Make the reader eager to read your writingA striking imageSomething surprisingA quote or questionIn my village, every day startsWith a “fire ”! The houses turnred as the sun rises above themountains.Body TransitionsHelp the reader follow your ideasIn the morning/afternoon/eveningFirst, second, etc.In the north .. In the east ..Details and examplesUse sensory detailsDo not use general wordsGive examplesWhat can you see, hear, smell, etc.?I learnt a lot.→What did you learn?There were many things... →What?Some people...→Who?Ending Let the reader know that the passage endsHelp the reader remember your writingAt night, the stars come out to tellus that all is well and my villagegrows quiet. For now we’ll sleep,and tomorrow the sun will set uson fire again for a new day!【答案】Step1.1.Its beauty and how it offers something for all the senses.2.By stopping by a village pub and relaxing with a drink and traditional meal while listening to music and watching dancing. OR By exploring all different parts of the country and experiencing what he country gives to all the senses.Step 2.1．It means to not just smell but also breathe in the smell of fresh flowers early in the morning as the birds sing their first song of the new day.Step 3.1.Answers may vary.2.By traveling to different places and using all your senses to experience everything and by interacting with local people.Step4.Structurethe introductory sentence: Ireland’s beautiful countryside has always had a great influence on its people and traditions.the ending sentence: If you introduce yourself to a friendly face, you are likely to experience the local culture and customs first-hand .Vocabulary1.offering something for2.with its rolling green hills dotted with sheep and cattle3.It is not surprising that4.more than likely to experience local culture and customsSensory detailsStep6 Sample WritingIn my village, every day starts with a“fire”! The houses turn red as the sun rises above the mountains,Seeing the flames, the roosters sound the alarm. They wake everyone in the village with their loud cries, chasing the children to school and rushing the adults to work. In the evening, a gold haze settles over everything. This is my favourite time of the day, when all work for the day has been completed. When the smell of hot oil and fragrant spices float through the air, I know that it will soon be time for dinner. My neighbors begin to call to their children to come home. The birds begin their nightly quarrel over their favourite places to rest.At night, the stars come out to tell us that all is well and my village grows quiet. For now we’ll sleep, and tomorrow the sun will set us on fire again for a new day!。

人教课标版高中英语必修二 Unit4 Writing 教案-新版

Unit4 Writing 教学设计1. Teaching Analysis 教情分析1)Teaching objectives-教学目标①Ability goals能力目标a. Students will be able to draw mind map to generate more ideas and get rid of traditional linear way of thinking.b. Students will learn to write a passage by employing the process-oriented approach.②Emotion goals情感目标Students will have the awareness of wildlife protection and advocate more people in the protection.Students will think about the solution of wildlife protection.2)Important & difficult teaching points-教学重难点Students earn to write a passage by employing the process-oriented approach.2. Student analysis学情分析1)Fundamental state基本情况Students have got used to the old-fashioned way of writing apassage---product-oriented approach. The product of a passage is placed in the first place and little attention is paid to how a passage is developed. Therefore many students feel it boring and tiring to write a passage. Indeed armed with a large vocabulary and creative ideas, they have the ability to work out but there is no such way for them to do so.2)Knowledge reserve知识储备After the first 4periods of learning, students have abundant language input and acquire adequate information about wildlife protection to output---write a passage. Besides, many of them have a large vocabulary and creative ideas3. Teaching methods教法建议Process-oriented approach, cooperative teaching method, situational teaching approach情景教学法4. Teaching Aids教学辅助Blackboard and chalk, computer or I-pad, projector5.Teaching procedures-教学进程Step I Pre-writing1. BrainstormingIt’s a pity in t he story that nobody helped the dodo. But there are still some endangered animals that are in need of our protection. So please write a letter to WWF to help you save the endangered animals. The students are to think about the endangered animals they want to save. Meanwhile teachers are to write down what students come up with and then several endangered animals are shown in PPT.2. Mind-mapStudents are to discuss and think about some questions about endangered animals.Step II Free-writingStudents are to write what is in their mind according to the mind mapThe teacher then invites some students to report their sentence. If there are some beautiful words and expressions, the teacher can write down on the blackboard.Step III SamplesThe teacher introduces the form of letter and some useful expressions to facilitate students’ writing.① Expressing intentionI’m going to I will I’d rather not I feel like... I’d like toI intend /mean/plan to... I’m ready to...② Expressing purposeTo help/save so that but do to protect from in order toto teach them a lesson to punish those who do harm to wildlifeStep IV OutlineStudents are to write an outline of their letter. And the teacher could help them with the chart.Step V DraftingStudents are to write the first draft based on the ideas and discussion above.Step VI Peer editingStudents are to swap their writing with partners to check the spelling, grammar and punctuation and find out the highlights. Then students are encouraged to report the highlights they find in peer editing. At this time, teacher can give compliments, take down the report and refine theses sentences.Step VII RevisingStudents are to swap the writing back and revise their own letter by correcting the mistakes and polishing their sentences.Step VIII Teacher’s feedback (grading)The teacher collects the students’ compositions and then ticks the mistakes and highli ghts the good points. And it’s better for the teacher to write down some specific and genuine reviews.Next time the teacher can show some quality compositions and point out some common mistakes.。

人教版高一英语必修二Unit4 写作课课程教学设计

Unit4 写作课名师教学设计（一）Mod ule 2 Unit 4 Wildlife protectionPeriod 5 Using language speaking and writing宁波市北仑中学唐静芬I. 教材分析：这一部分的教学内容源于必修二第四单元Wildlife protection的using language，该部分糅合了两种语言技能的训练，即说与写。

教材要求学生以小组为单位讨论野生动物灭绝的原因，然后以口头报告的形式在班上展示，最后将小组讨论结果写入提交给世界野生动物保护基金会的求助信。

通过这样的语言技能训练，学生不仅可以学到相应的语言知识、提升语言运用的能力，还能培养小组合作的能力和提高保护野生动物的意识。

学科核心素养要求下的语言能力、思维品质、学习能力和文化品格也可以得到进一步的加强。

II. 学生分析：来自省一级重点中学的高一学生，通过必修一的学习，已逐渐进入高中英语学习状态且适应了高中英语学习的强度，在课堂上的表现也越来越积极主动活跃。

而且同学之间已非常熟悉，应该能较为积极地参与小组讨论活动。

本单元前面的内容学习已为这堂课做了很多铺垫，所以学生讨论起濒危动物的面临灭绝的原因和解决对策来也是得心应手。

III. 教学整体设计及意图：教师通过角色代入，以Daisy（本单元阅读课的女主人公）的名义带领学生阅读野生动物基金会官方网站的新闻，一起探寻书信的写作内容与结构，接着通过Daisy自己的写作尝试让学生总结出写作时的关注点，然后鼓励学生讨论亚洲象濒危的原因和对策，最后要求学生就小组讨论内容写一封给野生动物基金会的求助信。

这样的设计就使得写作要求的出现不显得那么得生硬突然，话题引出显得更加自然，每一步骤的衔接也更为直接顺畅。

整堂课融合了听说读写四种技能的训练，在乐趣中学习，在学习中培养思维品质和文化品格。

IV. Teaching aims1. Students are able to learn the basic structure and the content of a letter.2. Students are able to train their speaking ability and thinking ability through discussion in groups.3. Students are able to train their writing ability through independent writing, correcting others’ and polishing.4. Students are able to raise their awareness of wildlife protection.V. Important points and difficult points1. It’s important to help the students learn the structure and content of a letter and also important to train their speaking and writing ability.2. It’s difficult for students to get the entire content of the letter, especially appropriate reasons and solutions.VI. Teaching proceduresStep 1: lead-in1. Daisy’s self-introduction:“Hello,I’m Daisy! Still remember me? I’m the girl who is really concerned about endangered species.”2. Daisy’s good news:“Yesterday, I searched the official website of WWF and I saw the good news Learn about us and get fund. Wow! I’m interested in it. I’m eager to get involved! Let’s read the news together.”Learn about us and get fund!For more than 50 years, WWF has been protecting the future of nature. The world's leading conservation organization, WWF works in 100 countries and is supported by almost five million members worldwide.Now good news comes. We are going to offer 10% of our donation to some programs of worldwide conservation activities. If you want to help save some rare animals, please share with us their endangered situations and what you can do to protect them. Later we will estimate whether we should support them or not. Now take action and *************************************.设计意图：角色代入Daisy，使学生对老师更有一种亲近感，营造了朋友间的交流氛围和沟通模式，增加了师生间的互动。

人教版必修2Unit 4 Writing

Sincerely,
Cheers,
Sincerely yours, Regards,
Yours truly,
Best wishes,
Yours faithfully, Yours,
Take care,
Pre-writing-Formal and Informal
2. 词语的运用
Formal：使用正式的词语，如：
结构上往往要求“一个要点一个段落” 的体例
Informal:使用第一人称
Panda
South China tiger
golden monkey
What's the problem of these animals commonly facing?
They are dying out./They are endangered.
3.缩略形式
Formal：避免使用缩略形式
（contractions）
Informal:使用缩略形式（contractions),
如I’m, there’re, you’re etc）
Pre-writing-Formal and Informal
4.第一人称和内容结构
Formal：避免使用第一人称。在内容
I’m ready to
I ‘d rather not…
Purpose To help/save… to protect…from… so that…
in order to … but do…
to teach them a lesson
to punish those who do
Dto protect wild animals?
Not to over kill wildlife. Not to pollute our environment. Not to over cut forest. To collect money to help them. To build nature reserves(保护区). …

人教课标版高一英语必修二unit4Section Ⅴ Writing精品课件

____________________________________________________
____________________________________________________
Regards，
Li Hua
栏目导引
Unit 4 Wildlife protection
栏目导引
Unit 4 Wildlife protection
高级表达 I am writing to apply for(申请) the position of ...，which was advertised in ... Learning from ... that you are looking for ..., I would like to ... In answer to your advertisement, I wish to apply for the post of ... in your company.
member of ...
purpose of/with the hope of ...
I can tell ... about ... I will be able to tell ... about... and
and learn about... too. learn about ... as well.
栏目导引
注意：
Unit 4 Wildlife protection
1．词数 100 左右；
2．可以适当增加细节，以使行文连贯；
3．邮件开头和结尾已为你写好，但不计入总词数。
Dear Sir or Madam，
____________________________________________________

人教版高中英语必修二 Unit4 Reading for Writing

要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要ቤተ መጻሕፍቲ ባይዱ点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练
要要点点探探究究突归破纳知课时能达达标标检演测练

高中英语人教版必修二学案：Unit 4 Writing

Writing如何写建议信建议信一般采取三段式结构：(1)首段：针对对方对自己的信任简单地表示感谢，也可以表明自己的意图。

(2)主体段：围绕对方的困惑、烦恼等问题，用委婉的语气提出自己的建议或看法。

注意要充分考虑对方的实际问题，选择适当的语言，切忌措词生硬呆板，也不要泛泛而谈。

(3)末段：表达希望自己的建议能被采纳及对方的问题能够得到解决的愿望。

[典型句式]★首段常用的表达：I am writing to share some advice with you．I'm sorry to hear that you have trouble in...You have asked me for my advice on...I am writing to express my views on/concerning...You have asked for some advice concerning...and I will try to give you my suggestions．★提出建议时常用的表达：In my opinion, it would be beneficial if...In my view, it would be wise to...I suggest that you (should)...I am afraid you'd better...I would like to suggest/recommend that...If I were you, I would...★末段常用的表达：I hope you will find these proposals(suggestions/tips) practical/useful/helpful．I would be ready to discuss this matter with you in detail if necessary．I would appreciate it if you could consider my suggestions．In the end, I will be glad if you find my suggestions useful．假定你是一名中学生，名叫王林，打算写信给21st Century的编辑，反映目前滥养宠物的问题。

+Reading+for+writing+教案高中英语人教版(2019)必修第二册 (4)

Unit4写作课教案Describe a Place That You LikeI. Course OverviewThis course is a 45-minute high school English writing lesson, focusing on the basic knowledge points of "signal and system". It aims to help students understand the fundamental concepts of the course and apply them in writing. The lesson is based on the requirements of the graduate entrance examination and includes chapter and section teaching time, student analysis, teaching objectives, and requirements, course politics, teaching difficulties and priorities, teaching strategies and methods, learning activities design (including problem introduction, content theme, teacher's activities, student activities, homework questions and answers), evaluation and reflection.II. Teaching Objectives and Requirements1. Students will be able to describe a place they like using descriptive vocabulary and sentence structures.2. Students will be able to organize their thoughts and ideas logically in a written piece.3. Students will be able to use examples from real-life situations to support their descriptions.III. Course PoliticsThe course aims to cultivate students' ability to express themselves effectively in English through writing. It also emphasizes the importance of critical thinking and self-reflection in learning.IV. Teaching Difficulties and PrioritiesThe main difficulty in this lesson is how to help students find the right words and phrases to describe a place they like. The priority is to provide a variety of writing prompts and model essays for students to learn from.V. Teaching Strategies and Methods1. Problem Introduction: Begin by asking students to share their favorite places and why they like them. This will stimulate their interest in the topic and help them generate ideas for their writing.2. Content Theme: Teach students how to use descriptive language and sentence structures to describe a place they like. Use real-life examples to illustrate these points.3. Teacher's Activities: Provide guidance and feedback on students' writing as theywork on their own pieces. Offer suggestions for improvement and provide positive reinforcement for their efforts.4. Student Activities: Encourage students to actively engage with the material, take notes, and ask questions. Allow time for peer review and discussion of different perspectives.5. Homework Questions and Answers: Assign writing prompts for homework that require students to apply what they have learned about descriptive language and sentence structures. Review the answers together in class and provide feedback on how they can improve their writing skills.VI. Learning Activities DesignProblem Introduction (10 minutes)Ask students to share their favorite places and why they like them. Write their responses on the board or display them digitally for all to see. This will stimulate their interest in the topic and help them generate ideas for their writing.Content Theme (20 minutes)Teach students how to use descriptive language and sentence structures to describe a place they like. Use real-life examples to illustrate these points, such as describing a beach, a park, or a city skyline. Model how to use sensory details (sights, sounds, smells, tastes, feels) to create vivid images for the reader.Teacher's Activities (20 minutes)Provide guidance and feedback on students' writing as they work on their own pieces. Offer suggestions for improvement and provide positive reinforcement for their efforts. Encourage students to use the techniques taught in class to make their writing more engaging and interesting.Student Activities (20 minutes)Encourage students to actively engage with the material, take notes, and ask questions. Allow time for peer review and discussion of different perspectives. Afterward, encourage students to revise their work based on feedback received during class discussion.Homework Questions and Answers (10 minutes)Assign writing prompts for homework that require students to apply what they have learned about descriptive language and sentence structures. Review the answers together in class and provide feedback on how they can improve their writing skills.Encourage students to continue practicing their writing skills outside of class by reading widely and writing regularly.。

人教版高中英语必修二课件：4.4Section+Ⅳ—+Writing

写作指导常用句型写作模板针对训练
参考范文: Dear Amy, I’m sorry to hear about your problems.Since you have asked for my advice,I’ll try to make some. In my opinion,it would be wise to lose weight.First,I suggest you have a balanced diet,eating more fruit and vegetables but less meat.Second,it will be beneficial to you if you can do some exercise every day,such as playing ball games and swimming.Third,remember not to sit too long in front of your desk or computer.Besides,don’t care too much about what others think of you.If you keep on doing these,I’m sure you’ll become slimmer and happier. Please let me know without hesitation if you need further help.
should
.Second,it will be beneficial imember
.If you keep
on doing these,I’m sure
.
I hope you will find these suggestions helpful.Please let me know

2019新人教高中英语必修二Unit4--Reading for writing公开课学案

2019新人教高中英语必修二Unit 4 History and Traditions---Reading for writing公开课学案学习目标：1.Read the article and experience the beauty as the author .2.Develop the writing skills by describing the beauty from sight, smell, taste, hearing and touch.3.Learn to organize an essay with “Introduction---Body---Ending”.4.Learn to judge and correct other essays.学习重难点：1.Develop the writing skills by describing the beauty from sight, smell, taste, hearing and touch.2.Learn to organize an essay with “Introduction---Body---Ending”学习过程：Part Ⅰ Lead-in1. Try to retell the history of Britain.2. Look at the picture in Activity 1, and answer the questions.What do you think of Ireland before you reading the text?____________________________________________________What kind of word will you use to describe it first?____________________________________________________PartⅡReading for detailsActivity1:Reading for the main ideaRead the passage to find out the main idea and try to analyse the structure by drawing a mind map.Activity2:Read the text and answer the questions.1.What makes the Irish countryside exciting and inspiring?___________________________________________________________2.What are the best ways to experience some Irish traditions and culture?___________________________________________________________3.What is the meaning of “breathe in the sweet scent of fresh flowers while birds greet the new day with their morning song”?______________________________________________________________4.What are the best ways to experience Chinese traditions and customs?______________________________________________________________Part ⅠReading for organization and language featuresActivity 1Analyse the descriptive paragraph.1.Identify and underline the paragraph’s introductory sentence(s) and the ending sentence(s).2.The paragraph talks about different senses in different places.Write the senses and places in the order that they appear.Senses:1.___________Places:1.2.2.3.3.4.4.Activity 2Find out the words that the writer use to describe sensory details.SightSmellTasteHearingTouchPartⅠ Use what you have learnt in this unit to describe an interesting,exciting,or surprising place.Activity 1Preparations for writingActivity 2Use your answers to draft a passage about the place.Introduction Make the reader eager to read yourwritingA striking imageSomething surprisingA quote or questionIn my village,every day starts with a“fire”! The houses turn red as the sunrises above the mountains.Body TransitionsHelp the reader follow your ideasIn the morning/afternoon/eveningFirst,second,etc.In the north...In the east... Details and examplesUse sensory detailsDo not use general wordsGive examplesWhat can you see,hear,smell,etc.?I learnt a lot.→What did you learn?There were many things...→What?Some people...→Who?Ending Let the reader know that thepassage endsHelp the reader remember yourwritingAt night,the stars come out to tell usthat all is well and my village growsquiet.For now we’ll sleep,and tomorrowthe sun will set us on fire again for a newday!Activity 3Evaluate and polish the drafts.1.Exchange e the checklist to give feedback on each other’s draft.2.Polish your drafts and share with your partners.Homework:假设你是导游，根据以下内容，用80词左右向游客简单介绍英国的情况。

人教版高中英语必修二unit4学习教案

人教版高中英语必修二unit4学习教案教案内容：一、教学内容本课教材为人教版高中英语必修二Unit 4，主要内容包括三个部分：A部分为阅读理解，介绍了一位美国学生在中国过春节的经历；B 部分为听力练习，围绕春节习俗和文化展开；C部分为写作任务，要求学生以春节为话题写一篇短文。

二、教学目标1. 学生能够掌握本课的生词和短语，提高阅读理解能力。

2. 学生能够通过听力练习，了解并区分不同的春节习俗，提高听力技能。

3. 学生能够运用所学知识，以春节为话题写一篇短文，提高写作能力。

三、教学难点与重点重点：1. 掌握本课的生词和短语。

2. 提高阅读理解能力。

3. 提高听力技能。

4. 提高写作能力。

难点：1. 理解和运用本课的语法知识点。

2. 准确表达自己的观点和感受。

四、教具与学具准备教具：多媒体教学设备、录音机、听力材料。

学具：课本、练习册、笔记本、录音笔。

五、教学过程1. 引入：教师通过向学生介绍春节的来历和习俗，激发学生的学习兴趣。

2. 阅读理解：学生阅读A部分的文章，回答相关问题。

教师通过提问，检查学生的阅读理解能力。

3. 听力练习：学生听B部分的录音，回答相关问题。

教师通过提问，检查学生的听力技能。

4. 课堂讨论：教师组织学生就春节习俗和文化进行讨论，引导学生运用所学知识。

5. 写作任务：学生根据C部分的要求，以春节为话题写一篇短文。

教师通过批改，检查学生的写作能力。

六、板书设计板书内容：1. 生词和短语。

2. 语法知识点。

3. 春节习俗和文化。

七、作业设计1. 作业题目：请根据本课所学内容，写一篇关于春节的短文。

答案：略答案：略八、课后反思及拓展延伸重点和难点解析一、教学内容的选择与安排教学内容的选择应紧密结合学生的实际需求和兴趣，以及课程标准的要求。

在本教案中，选择了人教版高中英语必修二Unit 4，内容涉及春节的阅读材料、听力练习和写作任务。

这样的内容选择不仅与学生的日常生活紧密相关，而且能够激发他们的学习兴趣。

人教版英语必修二Unit 4(Writing)教学设计

人教版英语必修二Unit 4(Writing)教学设计教学目标- 通过本课研究，学生将能够掌握书面表达的技巧和策略。

- 学生将能够运用所学知识写出有逻辑性和连贯性的文章。

- 学生将能够理解和运用本单元所涉及的词汇和语法知识。

教学内容1. 本单元的写作任务是写一篇关于个人观点的短文。

2. 学生将研究如何有效组织和展开观点，使用适当的句型和词汇来表达自己的观点。

3. 学生将研究如何使用连词和过渡词来连接观点，使文章更连贯。

教学过程第一课时1. 教师介绍写作任务，并给出写作题目。

2. 教师引导学生通过组织思路和提炼重点来构思文章结构。

3. 教师讲解如何选择合适的句型和词汇来表达观点。

4. 学生进行小组讨论，互相分享自己的观点和论据。

5. 学生开始撰写自己的短文。

第二课时1. 学生互相交换短文，进行互评。

2. 教师引导学生评价彼此的短文，并提供改进建议。

3. 学生根据反馈进行修改和完善自己的短文。

4. 学生将修改后的短文交给教师进行最终评价。

第三课时1. 教师对学生的短文进行评价和总结，并给出具体的建议和指导。

2. 学生根据教师的评价和指导，进一步完善自己的短文。

3. 学生展示和分享自己的短文，并与同学进行互动交流。

4. 教师进行总结，帮助学生总结所学的写作技巧和策略。

教学评价1. 教师通过观察学生的写作过程，评价学生在构思、组织、表达等方面的能力。

2. 教师通过评价学生的短文来判断学生的写作能力的提高情况。

3. 学生之间进行互评，帮助彼此发现不足并督促改进。

教学资源1. 人教版英语必修二教材及教师用书。

2. 课件、黑板和白板。

3. 学生的写作短文。

教学延伸1. 鼓励学生在课外开展更多的写作活动，提高写作技能和积累词汇量。

2. 提供给学生更多的写作例题和练，帮助学生进一步巩固所学的写作技巧和策略。

3. 导入文学作品的赏析，激发学生的写作兴趣和创作力。

【公开课】Unit+4+Reading+for+Writing+说课教案人教版(2019)必修第二册

z Unit 4 History and Traditions -- Reading for WritingDescribe a place that you likeTeaching design presentationMy dear judges, ladies and gentlemen I'm glad to share my interpretation of the teaching design for you. My teaching plan is made up of seven parts .First, I willanalyze the teaching materials,students, teaching objectives,teaching methods and learning methods, teaching focus and difficulties; then I will introduce my teaching procedures; last, I will make my teaching assessment. First of all , allow me to introduce the teaching materials to you. The text type is reading and writing,which is from the Reading for Writing part in unit 4 of Senior English book 2.. The content is "Describe a place that you like”. The thematic context of this unit belongs to the broad category of "Man and Nature". The text "Beautiful Ireland and its Traditions" advocates that everyone should learn to live in harmony with nature, wildlife and plants, and living in harmony with nature has become a tradition for all groups of people.Then I will talk about my students.My students have difficulties in reading and getting correct words and expressions to describe a place. And they don’t know the structure of a place-descriptive passage as well. However, they are interested and eager to describe their hometown. With guidance and devotion, they may know how to use what they have learnt to write a passage.Next, allow me to talk about the teaching objectives , I have made the following teaching objectives: The first one Language- proficiency objectives Through learning and using vocabulary related to sensory and scenery description, students can learn to master the basic characteristics of landscape descriptive articles, and use various senses to describe the scenery and customs of a certain area. The second Learning-ability objectives Through learning, students can fully understand the significance of reading to improve English expressive skills, refine expressions through reading, and apply them to their own expressions. As to the Thinking-quality goal At the end of the class, students should apply the excellent English expressions they have learned to tell the beauty of their hometown and motherland.Now comes the part-teaching challengesAs for the key points of this lesson, I focus on guiding students to read and understand the structure and appreciate the language and learn the writing techniques of a scenery and sensory descriptive passage.I think the difficult points may behow to activate students relevant reading skills to read a passage, how to provide sufficient scaffolding for textual analysis, and how toz inspire the ability to use the language.Then Part 4, Teaching techniques and Learning MethodsIn order to clarify the important and difficult points of the teaching materials and enable students to achieve the teaching goals set in this class, I will talk about teaching methods and learning methods.The whole lesson consists of six tasks, each corresponding to a specific activity requirement, so I mainly employ the Task-based teaching method and communicative method. The transition from "learning" to "using" requires the guidance of the following learning methods.1.Analysis and induction: through detailed careful reading, to sort out the clues of the article and what the author sees, hears and feels; 2.Cooperative learning method: The group divides the work to have discussion as a brainstorming for writing.Part 5:Teaching procedures Now I will introduce my teaching procedures to you. In Lead in part(2minis) I present several pictures of the Irish landscape, as well as famous singers, so that students can perceive the natural beauty of Ireland and arouse their interest in learning. In pre-reading(1minis)we first analyze the title to predict the main idea of the passage. In while –reading part, we first skim (3 minis), the passage and underline the introductory sentence and the ending sentence to learn the structure; then scan for details and writing skills(8 minutes): do careful reading to find out what makes the Irish countryside fascinating, the senses used in each location, and the expressions found in the text that can be used for writing. In post-reading part, we do three summaries: How to write a descriptive passage?(2min) Summarize the sensory details and rhetorical devices of the main body of the descriptive essay. Next we cometo writing part (15mins): do group discussion to find the topic to write about and useguided questions to write. Then do the assessments(5mins):ask students to do self- correction and peer assessment.( The following is board design /the homework: reciting useful language points and sample writing)The last part: Teaching reflection:My weak points: Given more time, I should use more meaningful activities to make students know how to write polished sentences. Ask students to present their worksand give reviews and feedback.Then, what is my innovative point? Combining the changing scenery and sensory experience of the descriptive passage, then writing closely following lines of the article. Combined with real life experience, then applying the description of Irish scenery to the description of their hometown, so that students can learn and use it immediately, learn advanced sentence patterns with fun, and truly feel the beauty of nature, and establish the awareness of harmonious coexistence between man and nature.Conclusion: In general, this lesson follows the concept of "teacher-led, student-oriented", gives full play to students' autonomy, allows students to actively participate in exploration and learning, mobilizes their thinking activity, improves their cognitive level in a positive and pleasant and interesting classroom atmosphere, and finally achieves the expected teaching goals. My presentation is over. Thank you all, and I am looking forward to your corrections.z。

高中英语 iod4 Writing优秀教案新人教版必修2

T：Class，today we are going to have a simple IQ test.Let’s see who is the cleverest.If 1 stands for A and 2 stands for B，then 19，8，5 stands for what?
S：SHE.
S：Pepsi Cola Music.
T：Excellent.（show a picture of Pepsi and music note and you）Then how about this one?
T：So in what situation will you be part of the Pepsi Cola Music?You see，you are the students in school?So in what situation will you be related to Pepsi Music?
Any advice will be a great help.
Step 5 Task 3：Write an e-mail to Freddy to ask for advice
T：Now I will give you 10 minutes to write an e-mail to ask Freddy for help.Before writing the e-mail.Pay attention to the form of the e-mail.You have to write down the topic of your letter and the e-mail address of the receiver.
What do you think...?

高中英语人教版必修二学案：Unit 4 Writing

Writing如何写建议信建议信一般采取三段式结构：(1)首段：针对对方对自己的信任简单地表示感谢，也可以表明自己的意图。

(2)主体段：围绕对方的困惑、烦恼等问题，用委婉的语气提出自己的建议或看法。

注意要充分考虑对方的实际问题，选择适当的语言，切忌措词生硬呆板，也不要泛泛而谈。

(3)末段：表达希望自己的建议能被采纳及对方的问题能够得到解决的愿望。

人教版高中英语选择性必修第二册精品课件 Unit 4 Section Ⅳ Writing

词汇推敲 1.have a trip to...到……旅游 2.be full of surprises充满惊喜 3.tea making制茶 4.remain standing for hundreds of years几百年不倒 5.all in all总之 6.meaningful and educational有意义的并且有教育意义的
提分句型 1.which引导的非限制性定语从句 2.动词-ing形式做伴随状语 3.倒装句 4.what引导的主语从句 5.so...that...引导的结果状语从句
妙笔成篇
Dear Sir/Madam, My parents and I had a great trip to Hangzhou during
5.After lunch,we went to Ocean Park,where we were impressed by a wide variety of amazing marine creatures. 午餐后,我们去了海洋公园。在那里,我们看到了各式各样令人惊叹的海洋生物。
6.The next day,we visited Disneyland and had much fun participating in many thrilling activities. 第二天,我们去了迪士尼乐园,玩得很开心,参加了很多惊险的活动。
3.I went on a seven-day trip to Sanya last winter vacation, which is really an unforgettable memory. 去年寒假我去三亚旅行了七天,这真是一段难忘的记忆。 4.On July 15th,we flew to Kunming,from where we went to Lijiang by bus. 在7月15日,我们飞到昆明,从那里我们乘公共汽车去丽江。

Unit+4+Reading+for+writing+教案高中英语人教版(2019)必修第二册

Book2 Unit4 History and traditionsReading for Writing Learning aims ：1.Read the article and experience the beauty as the author .2.Develop the writing skills by describing the beauty from sight, smell, taste, hearing and touch.3.Learn to organize an essay with “Introduction ---Body---Ending”.4.Learn to judge and correct other essays.Important and difficult points:1.Enable students to analyse the organization and language features of the passage.2.Learn how to write an essay using the “Introduction ---Body---Ending” structure.3.Enable students to write an essay from sight, smell, taste, hearing and touch.Teaching proceduresStep I: Lead-in1.Teacher introduce something about Ireland.Q ：What else do you know about Ireland?2.Let's watch a video and enjoy our trip to Ireland!(National flag; The Cliffs of Mopher （莫赫悬崖）;Dublin Castle )Step II: Reading for StructureAsk students to read the text and find out its introductory sentence and ending sentence, and divide the body into 2 parts. Through observing the content of the three parts, let students conclude the first tip for writing a descriptive composition: tell readers your topic in the introduction and give readers a summary or suggestion in the ending.Step III: Reading for details1. Read sentence 4–6 (description of Ireland’s natural scenery)Ask students what sense do we humans have (write on blackboard). Then ask students to read sentence 4–6 and underline the sensory details used in each sentence.sentence sense(s) key words/phrases 4 sight a true feast for the eyes, rolling green hills dotted with… 5 hearing roar, cries, music of the coast 6 touch, smell and hearing feel the sun on your skin; sweet scent; greet … with their morning songs2. Study the transitionAsk students how the author connects Ireland’s landscape with Ireland’s traditions. Then offer the second tip for writing: use transitional sentences to make the writing cohesive.3. Read sentence 7–10 (description of Ireland’s traditions)Ask students to read sentence 7–10 and find out how we can use our sense of taste to experience Ireland’s traditions. Then ask students to summarize the third tip for writing: use sensory details to make the description vivid.Step IV: Summary of writing tipsAsk students to fill in the blanks on the slide as a summary of the previous reading. Summary: How to describe a place•Present to readers your topic in the introduction and a summary/suggestion inthe ending.• Use transitional sentences to make your writing cohesive• Use sensory details to make the description more vivid.Step V: Writing1.Important expressions1)have a great influence on对……有很大的影响2)do some research on研究一下3)has a long history of历史悠久4)make up构成;编造5)greet sb. with...以.....方式和某人打招呼6)have a chance of... 有......的机会7)introduce...to 向......介绍8)do research on... 对......进行研究9)a feast for the eyes视觉盛宴2. Useful expressions1．地理位置/面积1) It is located/lies in...，with an area of...2) It covers an area of...，with a history of...3) X，located in...and covering an area of...，is one of China’s most famous scenicspots.4) The history of X dates back to...5) It has become the most popular tourist attraction since...2．人口① X有…人口：X has a (large/small) population of...The population of X is...X is a city with a (large/small) population of...② X的人口增加到/增加了…：The population of X increases to/by...3．历史① X有…的历史：X has a (long) history of...② X追溯到……：X dates/goes back to...4．气候特征①表示天气：be(very/quite/extremely)cold/hot/warm/dry/humid/sunny/stormy/rainy/mild all year round ②各地气候差异很大：The climate differs greatly from one area to another.5．交通①X交通便利：It is very convenient for you to go to X. X is within easy reach.②可乘 (X)You can take a bus/a train/a plane to X.You can go to X by bus/train/plane.The best way to visit X is to take a bus tour.6．名胜景观、特产特色①盛产… /在…方面丰富：be rich in (natural resources/tourist attractions/..., such as/like...)②因……而著名： be famous/well known for...7.开头/结尾1．It’s so nice to meet you here!2．I feel it a great honour to be your tour guide today．3. Wish you have a good time and enjoy yourself．4．Thanks again for listening. Have a good time!3. Write a paragraphAsk students to work in groups of four and write a short paragraph, which includes an introduction, an ending, and a body of 1–3 sentences with at least one sense used, to describe Hangzhou. Each group should have a group leader, a writer (who is responsible for writing down what has been discussed), a speaker (who gets ready for introducing their work), and a participant (who actively offers ideas). Then invite two groups to present their works.Sample:写作模板:Welcome to _______．My name is ________．I am very glad to be your local guide for today’s visit．Now I’d like to give you a brief introduction of the _________．The ________(就地理位置、面积等做简单介绍)．Well, look through the windows, please．This is the first one ________ _____________(对所参观景点进行介绍)…Time flies．Our visit is coming to an end, and it is very difficult for me to say goodbye to you．________(表示祝愿)．Homework[写作内容]假定你是李华，有一位外国笔友Harry写信想了解你的家乡杭州，请你回复一封电子邮件。

高中英语人教版必修二学案：Unit 4 Writing

人教版高中英语必修第二册第四单元U4 Writing

2020-2021学年 高中英语 人教版(2019)必修二 Unit4.学案

人教课标版高中英语必修二 Unit4 Writing 教案-新版

人教版高一英语必修二Unit4 写作课 课程教学设计

人教版必修2Unit 4 Writing

人教课标版高一英语必修二unit4Section Ⅴ Writing精品课件

人教版高中英语必修二 Unit4 Reading for Writing

高中英语人教版必修二学案：Unit 4 Writing

+Reading+for+writing+教案 高中英语人教版(2019)必修第二册 (4)

人教版高中英语必修二课件：4.4Section+Ⅳ—+Writing

2019新人教高中英语必修二Unit4--Reading for writing公开课学案

人教版高中英语必修二unit4学习教案

人教版英语必修二Unit 4(Writing)教学设计

【公开课】Unit+4+Reading+for+Writing+说课教案人教版(2019)必修第二册

高中英语 iod4 Writing优秀教案 新人教版必修2

高中英语人教版必修二学案：Unit 4 Writing

人教版高中英语选择性必修第二册精品课件 Unit 4 Section Ⅳ Writing

Unit+4+Reading+for+writing+教案 高中英语人教版(2019)必修第二册

2020-2021学年高中英语人教版(2019)必修二 Unit4.学案

人教版高一英语必修二Unit4 写作课课程教学设计

+Reading+for+writing+教案高中英语人教版(2019)必修第二册 (4)

高中英语 iod4 Writing优秀教案新人教版必修2

Unit+4+Reading+for+writing+教案高中英语人教版(2019)必修第二册