高考英语作文写作课说课稿

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说课稿英语作文模板高中

说课稿英语作文模板高中尊敬的老师，亲爱的同学们：今天，我将向大家展示我的英语作文课的教学设计。

这节课的主题是“环境保护”，我们将通过一系列的活动来提高学生的写作能力，同时培养他们的环保意识。

课程导入：首先，我会通过展示一些关于环境破坏的图片来引起学生的注意，让他们意识到环境保护的重要性。

接着，我会提出一些问题，比如“你如何看待当前的环境问题？”“你认为我们能做些什么来改善环境？”这些问题旨在激发学生的思考和讨论。

知识呈现：在这个阶段，我会向学生介绍一些基本的环保概念和词汇，如“可持续发展”、“温室效应”、“可再生能源”等。

此外，我还会展示一些优秀的环保主题英语作文，让学生了解如何构建文章的框架和使用恰当的语言。

写作指导：接下来，我会教授学生如何写一篇关于环境保护的英语作文。

这包括如何构思主题、组织文章结构、使用恰当的连接词以及如何避免常见的语法错误。

我会提供一些写作模板，帮助学生快速掌握写作技巧。

实践练习：在学生掌握了基本的写作技巧之后，我会让他们进行实际的写作练习。

我会给出一个具体的写作任务，比如“描述你理想中的绿色城市”，并要求学生在规定时间内完成作文。

作文点评：完成写作练习后，我会邀请几位学生分享他们的作文，并进行点评。

我会指出作文中的亮点和需要改进的地方，同时鼓励其他学生提出自己的意见和建议。

课堂小结：在课程的最后，我会总结本节课的主要内容，并强调环境保护的重要性。

我会鼓励学生在日常生活中实践环保理念，比如减少使用一次性塑料制品、节约用水和用电等。

作业布置：作为课后作业，我会让学生们写一篇关于他们如何在自己的社区推广环保意识的英语作文。

这将帮助他们巩固课堂所学，并将其应用到实际生活中。

通过这节课，我希望学生们不仅能够提高英语写作能力，更能增强他们的环保意识，为保护我们共同的地球家园贡献自己的力量。

谢谢大家的聆听，期待在课堂上与大家共同探讨和学习。

说课稿模板英语写作

说课稿模板英语写作尊敬的评委老师、各位同事，大家好。

今天，我将向大家展示我的英语写作课程说课稿。

课程名称：英语写作基础教学目标：1. 使学生能够理解英语写作的基本结构和要素。

2. 培养学生的英语写作兴趣，提高写作能力。

3. 教授学生如何组织思想，清晰、准确地表达自己的观点。

教学内容：1. 英语写作的基本原则。

2. 段落的构成和写作技巧。

3. 写作中的词汇选择和语法应用。

4. 写作中常见的错误分析与纠正。

教学方法：1. 讲授法：对英语写作的基本原则进行讲解。

2. 互动讨论：鼓励学生分享自己的写作经验，讨论写作中的困惑。

3. 实践操作：通过写作练习，让学生将理论知识应用于实践。

4. 反馈与评价：对学生的写作作业进行点评，指出优点和需要改进的地方。

教学过程：1. 引入：通过展示一篇优秀的英语写作作品，激发学生对英语写作的兴趣。

2. 讲解：详细讲解英语写作的基本结构，包括引言、主体和结论。

3. 练习：指导学生进行段落写作练习，重点练习如何组织段落和使用恰当的连接词。

4. 分析：分析学生作业中的常见错误，并提供改正建议。

5. 总结：回顾本节课的重点内容，强调英语写作的重要性和实用性。

教学反思：在教学过程中，我将关注学生的反应和理解程度，及时调整教学方法和节奏。

同时，我会鼓励学生积极参与课堂讨论，以提高他们的英语写作能力。

结束语：通过本节课的学习，我希望每位学生都能够对英语写作有一个全新的认识，并且在今后的学习中能够不断进步，提高自己的英语写作水平。

谢谢大家。

[课程结束]。

高中英语说课稿范文英文版(推荐

高中英语说课稿范文英文版(推荐高中英语说课稿范文英文版篇一Because before the holiday before the enthusiastic consideration to go to Europe to play the trip, in a Sunday morning, I came to the central bookstore, ready to pick up a few books on travel abroad to go back and see.Think of a "detailed, practical, easy to understand" the book, the results of various versions of the travel books are turned over again, not only did not find a very standard, just that trip to travel the price and known "Absolutely practical" information is enough to make me speechless. However, play play, see or can youSuddenly, eyes glanced at a very thin and very compact book. Take a look, the content is very detailed, the information is easy to understand, and sometimes very happy, then look at the cover to see the name. I saw the cover printed on a few characters, "World Tour".What a heroic word?Indonesia's customs of thousands of species, the French elegance trapped, the classical charm of China, Japan's magnificent Mount Fuji ... ... continents, the continent's beautiful landscape, all in the four charm of the infinite words. Thinking about it, as if there was a travel bag carrying casual wear traveler, all the way holding the camera, slowly, a region of a region of walking ... ... time, the world becomes very small, the traveler's Smiling and footprints all over the world.Looking around the friends all under the leadership of the parents to go abroad to play, I can not help but pass my passport or blank and feel inferior. So, I think several times after the holiday can go out to play, in another style million kinds of countries photographed another full of fresh photos. But did not once achieved.QQ recently launched a new feature, the user can freely choose their own country and region. Once to see this, that is very fun, then point to open, one by one to see. A country and region in accordance with the beginning of the alphabet in the order of the alphabet, has been sliding down, you can browse all the candidate areas. Some countries are very small and very modest, and even some of the Pacific island to listen to all heard ... ... I looked at while, while feeling that the world is really big! You will never know how many places you do not know, because constantly found.高中英语说课稿范文英文版篇二i have busy satday morning, i'm read books and do myhowewoke. in aftenoon,i'm lean my evening,i'm watch tv and sunday morning, i'm play basketbaal with my good fiend .we are very happy. in aftenoon, i'm go to marketpiace buy some food. in evening, i'm go to concert.this weekend，i'm very tird ，but i'm enjoy onerselees.高中英语说课稿范文英文版篇三Reading Part in NSEFC Module 1 Unit1 Friendship——Anne’s Best FriendHello, everyone. I’m …. I’m very glad to be here to present my lesson plan. The lesson I’m going to talk about is the reading in NSEFC module 1 Unit1 Friendship. The title of the reading material is Anne’s Best Friend. I will present how to teach it and the reasons for doing so in the following aspects: the analyses of teaching material and learning condition, teaching objectives，the important and difficult points, teaching method, teaching procedures and blackboard notes.First of all, I’d like to analyze the teaching material. The text is about the story of a Jewish girlwho treated her diary as her best friend when she was hiding away from the Nazi during the Second World War. It mainly consists of two parts; the first part is the introduction of Anne and her diary named Kitty. The second part is a diary entry written by Anne in the form of letter addressed to Kitty. The text is a bit long and there are a lot of new words and expressions in it, especially in the letter.Now, let’s move on to the analysis of learning conditions. The students are in grade1 in the senior school, they have achieved certain English level so they have no problem in comprehending the text and get the basic idea. They have learned the Second World War so their previous knowledge about it can lessen their difficulty of comprehension. But most of them maybe are not very familiar with the sufferings of the Jewish people during the war. I will introduce the related information rightly in the beginning of the lesson so as to prepare the students for the deep study of the text.Based on the analyses of the teaching material and the learning condition, I’d like to propose the teaching objectives and the important and difficult points.(1) language skillSs will improve their reading skills by training some of the reading skills, such as skimming, scanning. It is the important point of this lesson.Ss will improve their writing skills by writing a letter to their friend. It is the difficult point of this lesson.(2) language knowledgeSs will master most of the new words and expressions in the text. This is the important point of this lesson.Ss will know the direct speech and indirect speech.(3) Affective objectivesSs will have a deeper understanding of the friendship so they will cherish their friends more than ever before. Ss will realize the cruelty of the war and the importance of the peace.(4) Culture awarenessSs will know more about the Second World War, especially the persecution Jewish people suffered from the Nazi.(5) Learning strategySs will cultivate their ability of individual learning and cooperative learning.As for the teaching methods, I mainly adopt audio-visual teaching method in the lead-in. During the reading process, I follow the top down modal to help the Ss to learn the text.Now, here comes the most important part of my presentation—teaching procedures. I’ll finish the lesson in 4 steps within 45 minutes. They are:Step1: Lead-in.Step2:Pre-readingStep3: While reading.Step 4: Post-reading.At the end of the lesson, I will present the homework.Now, let me introduce them step by step in details.The first step is lead-in. It will cost 7minutes. At the beginning of the lesson, I will play a short video clip which is about the sufferings of the Jewish people during the Second World War. From it, Ss will know that many Jewish people were caught and killed by Nazi in the camps, soothers had to hide away. Then I will ask Ss what they needed most when in hiding. Ss may come up with the food, clothes and so on. I will give them some hint and they will realize that friends are also very important for them. Then it will be very natural for me to tell them than there was a girl called Anne who had a very good friend during the hard time. In this process, I will introduce them three new words, they are: German, Netherlands, go through. In this step, I adopt audio-visual teaching method, because the pictures and sounds serves better to activate the Ss. So I use the video to attract the Ss’ attention. What’s more, the introduction of Jewish people’s suffering by this video clip provides them with the background information of this text.Then I will move on to the second step---pre-reading. It will only cost 3 minutes. The Ss are required to guess who Anne’s best friend is and what happened to them by looking at the title and the pictures. Then I will ask several Ss to say their predictions but I will not tell them the answer directly in this step. Although not all the Ss can get the right answer, their mind can get closer to the theme of the text by predicting. So, later, when they read the passage they will concentrate more on it to check their predictions.After pre-reading, we will move on to the while-reading step which costs 22 minutes in total. There are 5 activities, the first three of which deals with the first two paragraphs of the text which is also the first part of the text. And the last two activities deal with the second part.The first activity is skimming. Ss are expected to skim the first part of text to work out the main idea. But as there is no topic sentence in this part, it is a bit difficult for students to tell the main idea with their own words. So I will present a multiple choice which covers the main idea of the text for them to choose from. This reduces the difficulty of the task as well as the Ss’ anxiety.After getting the main idea, we will do another activity, namely, scanning. Ss are expected to scan the text to find some specific information, such as the place and the time of the story, etc. Ss can develop the ability of information gathering and independent learning.After skimming and scanning, we will do the third activity of this step---close reading. I will help Ss learn the passage paragraph by paragraph. For the first paragraph, I will ask some questions like “According to Anne, what kind of person should a true friend be?” The answer to these questions cannot be taken directly from the text. Ss need to reorganize the sentences. If they can answer these questions, it means they have understood this paragraph. Then we will learn the second paragraph. For this one, I will ask one question “What did Anne say about her diary?” Ss may answer it by the original words said by Anne, I will catch this opportunity to tell them they change the direct speech into the indirect speech. But I will not go deeper, because they will learn this language point next period, so a simple introduction is ok.This is all for the first part of the text. Then we will start to learn the letter. There are two activities for this part. The first one is skimming，they should skim the letter for the main idea first and I will present a multiple choice for them to choose from. Them we will learn the letter in detail in the next activity. For the first paragraph of the letter, I will ask them to find out the changing of Anne’s attitudes toward nature. Ss can find out that before hiding away, she paid no attention to the nature while she grew crazy about it when hiding. Then I will ask them to find out the reason. As for the second paragraph, Anne narrates two experiences of longing to get close to nature. So firstly, I will ask them to pick out the time of the experience and then we will study her feelings in the process. Of cause, we will learn some new word here, such as on purpose, at dusk and so on.After the while-reading, comes the post-reading step. It will cost 12 minutes. In this step, Iwill firstly ask Ss if they have to go into hiding like Anne and her family, what they would like to say to their friends. Ss will talk in groups of four and share their ideas with each other. During the discussion, the Ss will be stimulated and also know the importance of friendship. It servers to make the Ss be prepared for the next activity---writing. After the discussion, the Ss shall write a letter to their friends individually. As they have talked about what they want to say to their friends, the difficulty of the writing is lowered because they have something to say. Ss are expected to write just a draft, for the time is limited.Lastly, I will give Ss the homework. It will only cost one minute. Ss should not only review the new words and expressions of the text, but also polish their letter after class.That’s all for the teaching procedure. And here is my blackboard note. On the right side, there are the words and expressions. In the middle, there are some points of the comprehension of the text.That all for my lesson plan presentation thanks for your attention.Blackboard notes:Unit 1. Anne’s Best FriendBefore: paid no attention to itreasonsWhile: go crazy about itGermanNetherlandGo throughSet downA series of高中英语说课稿范文英文版篇四You will not succeed until you have your strong the material says,there would exist a big trouble which you can’t pass away when you abandon your dream.Today,more and more people become can see that people give up on the half of the way to success easily around your they would have the amazing keen enthusiasm at the beginning of their enthusiasm would reduce day by day.In my opinion,there are too many lures to make us forget what a person we want to be or what thing we want to get at the first what will happen?People start to avoid woking、studing 、giving up smoking and something else.As a result,perseverance is most important thing And the key to keep it is that you must have a strong will which make you get over a lot of problem and add the energy of your spirit to refuse the lures.高中英语说课稿范文英文版篇五Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Indentifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: Students learn the skills and strategies to read a prolonged text.The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thing or idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.Part 1. Getting readyReading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks: Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to , at this time next year, most of you will be studying in a university.(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.(With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )Part 2. Focusing on main factsDuring the part, I will ask the students to answer the question—What does the author say?Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks:Task 1: Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table.WhoWhereActivitiesCarolDanielMartin(With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article.)Task 2: Matching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading.Whom do the results belong to?Carol________ Daniel________Martin_______A. felt being part of another culture.B. become more independent.C. found it challenging and rewarding.D. felt that it was a special experience.E. ready to face challenges in the future.F. learnt how to deal with difficult situations.G. felt like she really made a difference.H. learnt a lot about getting on with local people.(With the task, students learn to use a table to gather the main facts about the three British students. They’ll come to know that a table is of great help in their future reading.) Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year.(With the task, students are expected to grasp the theme of the article. The task serves as a bridge,which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.)Task 4: Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or become a charity volunteer.VCR 1：A gap is space between two things or a break in the passing of time. However, a gap year is the time for students between high school and college, or college or graduate school.Many students use that time to travel, learn new skills or become a charity volunteer. Today, taking a gap year is growing trend among international students.(The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year.)Task 5: History of the gap year. I play a second VCR and get students to answer the question: When did the gap year start in the UK?VCR 2：The gap year started in the UK in the 1960s. Large number of students used that time to travel. Over time, students did more than just travel. Some students worked part-time in their future career field so that they could get the job training. Others did volunteer work, like teaching in Africa or helping to protect the habitats in India.(The task enables students to have a good knowledge of the history of the gap year.)高中英语说课稿范文英文版篇六and congenial, with a strong sense of responsibility and good team-spirit.all the courses in the specialized field, obtaining good command of theoretic knowledge and experimental and DIY skill; Very adaptable and Good at leaning.played a couple important roles in the student organizations, honing the interpersonal communication skills and organizational capability.a wide range of hobbies, including oral English, music, movies and literature .in oral English , with fairly good of reading and writing ability; Speaking authentic Mandarin-Chinese.command of Computer skills: familiar with different versions of Windows OS and Office application software, able to program with C and Fortran languages, obtained some experience and understanding about other widely-used software like Autocad, Photoshop, Coreldraw and Dreamweaver.Strong perception amp; intellect; with widen and swift thinking; able to be quickly adapted to different environmenet.Diligent; with sureness; responsible; everytime fulfil my duties to my own work.Conscientiously, absorbedly work in a planned and order way; pursue the perfection.Good image; temperate, calm and steady personality; strong affinity; good at getting along with people.Patient; have holding capacity to pressure and setback.英文版简历01-14简历英文版04-30高中英语说课稿范文英文版篇七Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of thevocabulary and grammar points that students should learn in this unit.Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands1 Knowledge aims:（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music2 Ability aims:(1) To improve the students’ organizing and using skills of English as the second language(2) To understand the main idea, to scan for the needed information and to grasp the details3 Emotional aims:(1) Help students understand different type of music and how to form a band(2) Develop students’ sense of cooperative learningFourthly, teaching key points is1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.2. To understand how Monkees formed, developed and succeed. Teaching difficult points is1. The students use their own words to express their own ideas.2. the prep+ whom/which attribute clauseAccording to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.a. Communicative Language TeachingLanguage is used for communication. It’s learner-centered and emphasizes communication and real-life situations.b. Task-based Language TeachingA task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.c. Computer Assisted Language TeachingLanguage learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning MethodsTask-based, self-dependent and cooperative learningPart 4 Teaching ProcedureStep One Lead-in“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”。

英语写作课说课稿

说教学过程
本课的授课对象不是我的学生。首先我要进行自我介绍。但我没有采取直接告诉学生我的姓名这种老师常用的办法。而是以提问的方式引导学生获取答案。引导他们养成通过观察，分析主动获取信息的能力。紧接着会以提问的方式，把学生的注意力引导英语作文写作这个话题上来。并向学生介绍什么才算是一篇好的英语作文
Writing 说课稿
蒋恺歌
说教材
本课是高三总复习时关于写作专题的公开课。根据学生平时写作文常出现一些低级错误和行文时‘前言不搭后语’这一常见现象，本课围绕“ 如何写好英语作文”这一话题展开。本课的重点是英语作文时应注意的常见问题，以及应如何构思作文和构思作文时应注意问题等本课主体主要分两大部分。一部分是关于句式的复习与积累。另一部分是关于作文的构思
最后我会给学生展示例文，让学生诵读。英语学习最重要的方法就是诵读与识记。记得多，脑子里的米就多，文章写得就会更顺手。课的最后我为学生总结了写完文章后应做的几点自测事项。引导学生在写完作文后会进行自我检测以上就是我的说课内容。谢谢！
说教法
教无定法，但总有一些你自己能用的得心应手的办法。本课我主要是以“引”开路，以“讲”释疑，以“练”夯实。采取讲练结合的办法。我将以饱满的情绪，富有感染力、亲和力的语言把学生吸引到我的课堂上。引导他们与我一起一步步披荆斩棘，解决教学问题 “师者，所以传道，授业，解惑也”。文豪韩愈把“传道”放在老师职责的首位。所以，在我的课堂上，我不学生养成善于观察，认真思考，严谨求学的习惯
“巧妇难为无米之炊”。要想写一篇好的文章，首先要有足够的词汇和句式。所以，本课的一个重点就是复习积累句式。在这，我采取改错和句式变换的练习形式，带着学生复习分词做状语、各种状语从句、名词性从句以及常用的特殊句式。为文章的写作打好基础

高中英语writing说课稿

高中英语writing说课稿尊敬的各位老师、同学们：大家好！今天我要为大家说课的题目是高中英语写作。

在当前的教育体系中，英语写作不仅是英语学科的重要组成部分，也是学生综合语言运用能力的重要体现。

高中阶段的英语写作，旨在培养学生的英语表达能力和逻辑思维能力，为他们未来的学术发展和职业生涯打下坚实的基础。

一、教学目标在开始说课之前，我们首先要明确本节课的教学目标。

根据高中英语课程标准，本节课的教学目标主要包括以下几点：1. 知识与技能：使学生掌握英语写作的基本格式和结构，了解不同类型写作任务的特点和要求。

2. 过程与方法：培养学生通过观察、思考和实践来提高英语写作能力的习惯，教授有效的写作策略和技巧。

3. 情感态度与价值观：激发学生的写作兴趣，培养他们自主学习和合作学习的精神，以及认真负责的学习态度。

二、教学内容接下来，我们来看看本节课的教学内容。

本节课我们将围绕以下几个方面展开：1. 写作类型介绍：包括叙述文、议论文、说明文和应用文等不同文体的写作特点和要求。

2. 写作基本结构：介绍英语写作的常见结构，如引言、主体段落和结论。

3. 写作技巧点拨：分享如何运用恰当的语言和句式，如何进行段落过渡，以及如何进行有效的论点支撑等技巧。

4. 写作实践与反馈：通过实际写作练习和同伴评审，让学生将所学知识应用于实践，并从中得到反馈和提高。

三、教学方法为了达到上述教学目标，我们将采用以下教学方法：1. 讲授法：通过教师的讲解，向学生传授英语写作的基本理论和技巧。

2. 互动讨论：鼓励学生参与讨论，分享写作经验和心得，提高他们的思辨能力和表达能力。

3. 小组合作：通过小组合作完成写作任务，培养学生的团队协作能力和沟通能力。

4. 同伴评审：通过同伴评审，让学生学会如何给予和接受建设性的反馈，提高他们的批判性思维能力。

四、教学过程现在，让我们具体来看一下教学过程的设计。

1. 导入（5分钟）通过展示一段英文文章或图片，引起学生的兴趣，并引出本节课的主题——英语写作。

高考英语作文写作课说课稿

高考英语作文写作说课稿职业中学王荣蓉尊敬的各位领导、老师：大家好！今天我说课的内容是高考英语作文写作复习课，适用于高三年级第二学期期末总复习。

一、说教材：这是一节高考英语作文写作复习课，围绕“如何写好英语作文”这一话题展开。

本课时的重点是英语作文的分类、写作方法，以及写作英语作文时应注意的问题等。

我根据学生的实际英语水平并结合日常生活中相关英语内容进行了拓展和延伸。

并针对学生实际语用能力的培养对本课做了细致精心的设计.1、教学目标：知识技能目标：1、复习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，能够在情境中实际运用所学知识。

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: 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。

二、说学习者：高三学生虽然接触英语的时间较长，但英语写作作为一个教学重难点，对于职业高中且即将面临高考的他们来说，仍然是一个很大的挑战。

面对这样的学习者，我的课堂设计首先是有趣味性的，各种各样的游戏及多媒体、小组活动极大的吸引他们的兴趣，然后是课堂设计不应该只尊崇课本，应该是具体的，与真实生活场景息息相关的。

这样情景对话部分内容的扩充就显得很有必要了。

三、说课（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：组写、缩写、扩写、改写、或看图作文等。

如何写好英语作文呢?一、写好句子。

1、句子要正确。

要注意：2、句子要平行。

3、句子要连贯。

4、句子要有逻辑性。

5、句子要避免过多重复。

6、句子要避免头重脚轻。

7、句子要避免汉式英语。

二、写好段落三、用好过渡词四、写好开头和结尾5.Consolidation and Practice（巩固和练习）某英语杂志社“家长之友”栏目要举办一次征文比赛,要求围绕“You can lead a horse to water, but you can’t make it drink.”这一主题发表意见. 请根据下列提示写一篇文章.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:投稿人应提示内容,表明自己的观点:6.Conclusion (总结)1.在头脑中搜索你想用的单词；2.想好开头句；3.写好其它句子来支持你自己的观点；4.适当加上一些评论；5.写出结尾句；6.补充，完善，加上过渡词。

高中英语作文写作课说课稿

高中英语作文写作课说课稿第一篇：高中英语作文写作课说课稿高中英语作文写作说课稿金星中学申义娟Hello everyone!Today I'm going to talk about composition writing in senior high school, which is suitable for writing practice in grade two.Part1: Teaching material：This is a high school English composition course, focusing on the topic “a letter of complaint”.The main point of this class is to learn how to write a letter of complaint and the problems that should be paid attention to when writing an English composition.I expand and extend the English language according to the students' actual English level and the related English content in daily life.In the light of the practical pragmatic ability of the students, the lesson is carefully and carefully designed。

Teaching aims：Teaching knowledge aims：Enable students master how to write a letter of complaint.Enable students master the statement and format commonly used in complaint letters。

英语作文说课稿

英语作文说课稿尊敬的各位评委、老师们：大家好！今天我说课的内容是英语作文的教学。

下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。

一、教材分析我所选用的教材是教材名称，本教材具有系统性、科学性和实用性等特点。

在本次作文教学中，所涉及的主题是具体主题，这一主题与学生的日常生活紧密相关，能够激发学生的学习兴趣和写作欲望。

教材中对于这一主题的阐述清晰明了，提供了丰富的词汇、句型和范文，为学生的写作提供了有力的支持。

同时，教材中的练习设计也具有针对性，能够帮助学生巩固所学知识，提高写作能力。

二、学情分析我所教授的学生是年级的学生，他们经过了一定时间的英语学习，已经具备了一定的英语基础知识和语言运用能力。

但是，在英语写作方面，他们还存在着一些问题，比如词汇量不足、语法错误较多、逻辑思维不够清晰、写作内容不够丰富等。

针对这些问题，在本次教学中，我将采取有针对性的教学方法和策略，帮助学生克服困难，提高英语写作水平。

三、教学目标根据教材内容和学生的实际情况，我制定了以下教学目标：1、知识目标学生能够掌握与主题相关的词汇和句型。

学生能够了解英语作文的基本结构和写作要求。

2、能力目标学生能够运用所学词汇和句型，写出一篇结构完整、内容丰富、语言正确的英语作文。

学生能够通过修改和完善自己的作文，提高写作能力。

3、情感目标培养学生对英语写作的兴趣和自信心。

培养学生的合作学习精神和创新思维能力。

四、教学重难点1、教学重点掌握与主题相关的词汇和句型。

学会如何构思和组织英语作文的内容。

2、教学难点如何正确运用所学词汇和句型，避免语法错误。

如何使作文内容丰富、逻辑清晰、语言生动。

五、教学方法为了实现教学目标，突破教学重难点，我将采用以下教学方法：1、任务驱动法通过布置写作任务，让学生在完成任务的过程中掌握知识和技能。

2、情景教学法创设生动的教学情景，让学生在情景中感受和运用语言。

高三英语作文说课模板

高三英语作文说课模板Teaching Plan for Senior Three English Writing。

As the final year of high school, senior three students are expected to have a solid foundation in English writing skills. In this lesson, we will focus on improving their ability to write a coherent and well-structured essay.Objectives:1. To understand the structure of an essay and its key components.2. To learn how to write a clear thesis statement and support it with evidence.3. To practice writing introductions and conclusions that effectively summarize the main points of the essay.4. To develop critical thinking skills and the abilityto analyze and evaluate information.Materials:1. Handouts on essay structure and writing techniques.2. Sample essays for analysis and discussion.3. Writing prompts for practice.Procedure:1. Introduction (10 minutes)。

写作课英语写作课说课稿）

写作课英语写作课说课稿）第一篇：写作课英语写作课说课稿)NSEFC BOOK3 新课标必修三 Unit 2 Healthy EatingFrom Students’ book P16Write a short passage to advertise your restaurant and its service.Your writing should:Explain what kind of food will be offered in your restaurant Describe their ingredients, flavor, smell and appearanceExplain how they will provide a balanced dietExplain why your restaurant will provide the best food in the areaExplain how customers will be served说课稿：Good afternoon, everyone.I’m so glad to be here to talk about my teaching plan.The teaching plan I ‘m going to talk about is the writing period of Unit2 Healthy Eating taken from NSEFC BOOK3.I will explain in the following 5 parts:1.Understanding of the teaching material2.Analysis of my students3.Teaching methods and studying ways.4.Teaching procedure.5.Blackboard DesignPart 1.Understanding of the teaching materialMy Understanding of the teaching material includes 3 parts: the status and function, teaching objectives, teaching important and difficult points.At the beginning let’s focus on the first part.This unit mainly talks about healthy eating, problems with diet and balanced diet and nutrition.This writing period is about persuasive writing—an advertisement.So this lesson plays an important role in this unit---how to use what Ss learnt in this unitto write an advertisement so as to persuade customers.That’s all for the first part, now let’s move to the second part.According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:a)Knowledge objectivesBy the end of this lesson the students will have a better understanding of the structure and characteristics of an advertisement.The students will grasp and can some useful words and expressions to describe a good restaurant such as: fresh, delicious, mouthwatering, home-made food, nutritious, reasonable price … etcb)Ability objectivesStudents will be encouraged to use persuasive sentences.They can make use of the modal verbs which they’ve learnt from last lesson: such as should, would, could, will and so on.Their ability of information gathering, analyzing, comparing and making conclusion will be improved through discussing in groups in pre-writing while the ability of imagination, cohering, creating and persuading will be developed in writing.c)Moral objectivesI will make full use of this lesson to stimulate the students’ learning motivation and make the students confident and improve their ability of cooperating with each other through discussing.Teaching important and difficult points:This is a writing class so the Teaching important and difficult points are how to make use of sentence s tructures they’ve learnt to write an advertisement of a restaurant and how to improve the Ss’ writing skills.Part 2.The Analysis of the students: The students in this grade have known some basicknowledge of advertisement, and they are active in mind.They are able to express simple ideas in simple English under the teacher’s guidance.And they are more interested in concrete images, so in the process of teaching, I will make full use of the pictures.Part 3.Teaching methods and learning ways: Generally speaking, I will adopt task-based approach, cooperating approach and communicative approach.As for learning, Ss will learn through discussing, information gathering, discussing, comparing and polishing.Part 4.Teaching Procedure Here comes the most important part of my teaching plan—my teaching procedure.It includes 5 steps:Step1.Revision & lead in.(3M’)First check the homework of last class---which was to find out a successful restaurant advertisement from internet or library.Then let the students swap the homework with each other and discuss in groups of 4, take notes, find out and category the impressive sentences into 5 kinds of information:1.Food(special food, flavor, ingredients, balanced diet etc.)2.Location3.Decoration4.Music5.Service6.PriceThis step is very important because it can improve the students’ ability to cooperate with each other, prepare them with the information needed and get them interested in the writing process.Step2.Discussing(8 M’)Before they discuss in groups of 4, I will show our students 4 pictures of some famous restaurants in Wenzhou-----Shamaohe Sushi Restaurant, Spicy Noodles, Golden Prince Steak House, andConcept Restaurant.Those pictures are placed together with the pictures of their recommended dishes and some key words after(Such as fresh, yummy, nutritious, recommend, specialize, home-made etc.).I will let the students choose one restaurant and suppose they were the owners, then discuss how to advertise the recommended food in 3 sentences.I will ask 3 students to report their work.In this step, I show them the pictures of their familiar restaurants to stimulate their imagination and attract their interests.Step 3.Pre-writing(10 M’)This step includes 2 activities.Activity one, I will show them the sample advertisement.Activity two, they will be encouraged to read the advertisement and think over what are the characteristics of a successful restaurant advertisement.I will encourage some students to analyze and tell me their opinion, so as to improve their ability of analysis, conclusion and imitation.Then I will give out some suggested points: e the Modal Verb to persuade(Once you’ve tried our food, you will never want to go anywhere else.)e imperative and short sentences to encourage.(Come and eat here!Discounts today!)e questions to arouse interest.(Do you want to have home-made flavor food everyday?)Point 4.Being creative and catchy.(Do you want to date the fresh sea food with your tongue?)Point 5.It must have a topic sentence.Step 4.While-writing.(16 M’)Before they write I will ask students to read the requirements on page 16.So they will mainly focus on food and service.I will ask them to write the topic sentence first, and then write at least 6 supporting sentences to advertise the above 4 restaurantmotioned.During their writing I will walk around them and help them with some vocabulary.Step 5.Post-writing.(6 M’) After they’ve done the writing, I will let them swap their passage with each other and recommend 3 most successful advertisements----the most funny, the most impressive, and the most creative ones.In this step their ability of comparison and evaluation is developed.And their interest of writing is aroused.Step 6.Homework.(2 M’)1.Polish their writing and write some more aspects of their restaurants, such as music, decoration, location, etc.Their final work will be modified and selected, then the most successful ones will be put up on the English Corner.2.Review the words and expressions in this unit, and we will have a dictation.This step plays an important role in improving their writing skills and autonomous learning ability.The following is my blackboard design: kinds of information could be advertised:1.Food(special food, flavor, ingredients, balanced diet etc.)2.Location3.Decoration4.Music5.Service6.Price Stylish Characteristics of a successful advertisemente the Modal Verb to persuade(Once you’ve tried our food, you will never want to go anywhere else.)e imperative and short sentences to encourage.(Come and eat here!Discounts today!)e questions to arouse interest.(Do you want to have home-made flavor food everyday?)Point 4.Being creative and catchy.(Do you want to date the fresh sea food with your tongue?)Point 5.It must have a topic sentence.第二篇：写作课说课稿喀什市第二十八中学高中英语教研组公开课说课稿说课人：美日班古丽班级：高二一班课题：Speaking & Writing 时间：2016年10月19日 Unit 4 Making The NewsWriting一、教材分析 1）地位及作用本模块以新闻为话题，旨在通过模块教学使学生了解新闻报道的写作。

说课稿英语作文高中模板

说课稿英语作文高中模板尊敬的评委老师，各位同学，大家好。

今天我要进行的说课内容是高中英语作文教学。

英语作文是高中英语教学的重要组成部分，它不仅能够检验学生的语言运用能力，还能培养学生的思维能力和创新能力。

首先，让我们来谈谈高中英语作文教学的重要性。

英语作文是学生综合运用英语知识进行表达和交流的重要方式。

通过写作，学生可以更深入地理解语言结构，提高语言运用的灵活性和创造性。

同时，写作也是学生进行思维训练和文化理解的有效途径。

接下来，我想分享一下我的作文教学方法。

在教学过程中，我注重培养学生的写作兴趣和自信心。

我会通过多种方式激发学生的写作热情，比如组织写作比赛，鼓励学生分享自己的作品等。

此外，我还会教授学生一些写作技巧，如如何构建文章结构，如何使用恰当的词汇和句型等。

在作文教学中，我特别强调审题和构思的重要性。

审题是写作的第一步，只有准确把握题目要求，才能写出符合要求的文章。

构思则是写作的灵魂，一个好的构思可以使文章内容更加丰富，逻辑更加清晰。

在实际写作过程中，我会引导学生进行多角度思考，鼓励他们从不同视角审视问题，这样可以帮助学生拓宽思维，提高创新能力。

同时，我也会注重培养学生的批判性思维，教会他们如何分析和评价不同的观点和论据。

在作文批改方面，我认为及时有效的反馈对于学生写作能力的提升至关重要。

我会认真批改每一篇作文，不仅指出学生的错误，还会提供改进的建议。

我相信，通过不断的练习和反思，学生的写作能力一定会得到显著提高。

最后，我想强调的是，作文教学不仅仅是教授技巧，更重要的是培养学生的综合素质。

通过作文教学，我们可以培养学生的语言表达能力，思维能力，以及跨文化交际能力。

总之，高中英语作文教学是一项系统而复杂的工作，需要我们教师不断探索和实践。

我相信，通过我们的共同努力，学生的英语写作能力一定会得到全面的提升。

谢谢大家的聆听，我的说课到此结束。

英文作文课说课稿

英文作文课说课稿Alright, everyone, let's get started with today's English writing class. Today, we're going to focus on improving our descriptive writing skills. Descriptive writing is all about using vivid language and sensory details to create a clear picture in the reader's mind.It's about painting a scene with words and making the reader feel like they are right there in the moment.When it comes to descriptive writing, one of the most important things to remember is to use strong, specific adjectives and adverbs. Instead of saying "the car was fast," you could say "the sleek, silver sports car zoomed down the highway." This kind of detail really brings your writing to life and makes it more engaging for the reader.Another key aspect of descriptive writing is using figurative language, such as similes and metaphors, to create vivid images. By comparing one thing to another, you can add depth and complexity to your descriptions. Forexample, instead of saying "the waves were big," you could say "the waves rose and fell like towering mountains in the sea."In addition to using strong adjectives and figurative language, it's also important to pay attention to the five senses when writing descriptively. Describing how something looks is important, but don't forget about the other senses. What does it sound like? What does it smell like? What does it feel like? Including these details can really make your writing come alive.Finally, when writing descriptively, it's important to show, not tell. Instead of simply stating that a characteris angry, show their anger through their actions, their words, and their body language. Let the reader infer the emotions from the details you provide, rather than spelling it out for them.So, in today's class, we're going to practice all of these techniques to improve our descriptive writing skills. I'll give you some prompts and we'll spend some timecrafting detailed, vivid descriptions. Remember, the more specific and detailed you can be, the more engaging your writing will be for the reader. Let's get started!。

英语高中写作课说课稿(最新10篇)

英语高中写作课说课稿（最新10篇）高中英语课说课稿篇一Part One —— Analysis of the Teaching Material One:Status and Function1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.2. To attain ―four skills‖ request of listening, speaking, reading and writing, I will have the students do some exercise about the text.3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language. Two: Teaching Aims and DemandsThe teaching aims basis is established according to Junior School English syllabus provision.Knowledge objects(1) To study the new words ―fuel‖, ―oil‖ and ―coal‖.(2) To learn and master the phrases ―think of, on the way to …, have fun‖, etc.Ability objects(1) To develop the students‘ abilities of listening, speaking, reading and writing.(2) To train the students‘ ability of working in pairs(3) To develop the students‘ abilities of munication by learning the useful structures.3. Moral objects(1) Through different teaching methods to make students be interested in study.(2) Love to know more knowledge about transportation and dare to express their opinions in English.(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.Three: Teaching Keys and Difficult Points The teaching keys and difficult points‘ basis is established according to Lesson 37 in the teaching materials position and function.1. Key points:(1).Be able to express words, phrases and sentences in English.(2). Know about the improvement of transportation and Danny‘s invention. 2. Difficult points: Be able to talk about their imaginary future transportation in oral English. Part Two —— The Teaching Methods 1. Communicative teaching method;2. Audio-visual teaching method;3. Task-based teaching method;4. Classified teaching method. As we all know: the main instructional aims of learning English in the Middle School is to cultivate students‘ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I‘ll mainlyuse ―Communicative‖ teaching method, ―Audio-visual‖ teaching method and ―Task-based‖ teaching method and ―Classified‖ teaching method. That is to say, I‘ll let the students get a better understanding of the key structures. I‘ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles. In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to bine the language structures with the language functions and let the students receive some moral education while they are learning the English language.Part Three —— Studying ways1. Teach the students how to be successful language learners.2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.Part Four —— Teaching steps As this lesson plays an important part in the English teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability. The entire steps are: Step1 Warm-up and Lead-in Show the students some pictures of mon transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us? Purpose of my designing: In this part, have the students say more about what they see or what they don‘t see. In this way, they will know today‘s lesson has something to do with their discussion. Step2 Presentation 1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.Purpose of my designing:1. After seeing the pictures, the students will know what they are and they can learn them quickly and easily.2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the puter. Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.3. Text Learning and a Quiz I‘ll use CAI to present the whole text. I‘ll write the key points on the blackboard while they are watching. After watching, I‘ll teach them to read the words and sentences on the Bb. Make sure they can read them well. After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don‘t think so, have fun, a new kind of, on the way to school, and so on. Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.4. Key Structures and Difficult Points Learning First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all. For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases. Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.5. Read and Say Give the students two or three minutes to prepare, and then get them readthe text together in three groups. Tell them to read aloud. Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more. Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.Part Five —— Summarize and Homework Ask the students such questions:What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let‘s try! Then show them some exercises and help them to finish them. At last, tell the students what today‘s homework is. While doing this, the teacher can have the boys and girls have a petition to see who are better.Part Six —— Blackboard Designing Lesson 37 Flying Donuts Language points:of认为，想起；think over仔细考虑；think out想出the front of在……前面(部)/ in front of在……前面the way to school在上学的路上/ on one‘s way home在回家路上4. With用…… Purpose of my designing: Presents the text key content clearly on the blackboard, favors the students to knowledge grasping. OK. That’s all.Thanks for listening to me and helping me.高中英语课说课稿篇二Hello,everyone! I’m glad to be here to present my lesson plan, the lesson plan I will talk about is from NSEFC Book 2 Unit 4 Wildlife Protection, peariod1 How Daisy Learned to Protect Wildlife. I will explain how to teach and why to do so in the following aspects: the analyses of teaching material, learning condition, teaching objectives, the important points and difficult points, teaching methods, teaching procedure and blackboard notes.Fistly, I’d like to present my understanding of teaching material. It’s the first period in this course. The lesson is mainly reading course. Its topic is about the importance of wildlife protection and how to protect the endangered wildlife. Ss are very familiar about this topic, so they will talk about it freely.This is all my understand of teaching material. Next, let’s move on to learning condition. My Ss are supposed to be grade1 in high school. Most of them have been learning English for seven years and their enthusiasm for English is quite high. They can express their own ideas in English. But they are lack of reading skills.Based on the analyses of teaching material and learning condition,I’d like to propose the teaching objectives, the important points and difficult points.(1) language knowledgeAfter the class, the Ss can master the new words in this lesson, for example: carpet, respond, distant…(2) language skillThis is reading course, so after class the Ss should master the reading skills: prediction, skimming and scanning. What’s more, they should know how to summary the main idea of the passage from the key words and sentence.(3) Affective objectivesAfter class, the Ss should understand the importance of wildlife protection. And they know how to protect and can take actions to protect animals.(4) Culture awarenessSs will know more about the agonization for wildlife protection, for example, WWF. And they will understand we all have responsibility for wildlife protection.(5) Learning strategySs will be able to learn both individually and cooperatively through activities.Now let’s move on to the important and difficult pointsThe Ss talk the topic “wildlife protection” freely and master the reading skills—prediction, skimming and scanning. These are also the difficult points for Ss.As for teaching method, I mainly adopt municative approach.Here es the most important part of my presentation--- teaching precedure. I divide it into 5steps: warming-up, pre-reading, while-reading, post-reading and homework.Step1 warming-up. It will cost 5m. Activity1, I will play a vedio about endangered animals. After that, I will ask Ss to talk about why they are in danger of dissapearing. Ss will give some reasons. There will be some new words mentioned, such as wild, die out, disappear… I will explain them. Then I will say: “These animals now are protected by some wildlife parks, such as Word Wildlife Found(WWF).” I will introduce more information about WWF. In this activity, Ss will know reasons of the dissapearance of wildlfe and get some knowledge about WWF. And they will get familiar about the following reading.Step2 pre-reading. It will cost 5m.Activity1, I will ask Ss to predict what the passage will talk about the title “How Daisy learned to help wildlife”。

高中英语写作课逐字稿

以下是一篇关于高中英语写作课的1500字逐字稿：课程主题：高中英语写作课教学目标：1. 帮助学生掌握英语写作的基本技巧和方法。

2. 提高学生英语写作的表达能力。

3. 培养学生的英语思维和表达能力。

授课人：XXX课堂时间：X小时课程内容：一、英语写作基础1. 英语写作的重要性* 培养学生的英语表达能力。

* 提高英语交流和沟通能力。

* 为高考和未来升学做好准备。

2. 英语写作的特点* 表达清晰、准确。

* 用词准确、丰富。

* 语法正确、规范。

二、写作技巧和方法1. 审题技巧* 仔细阅读题目，明确写作要求。

* 确定文章体裁和主题。

* 分析题目中的关键词和关键信息。

2. 写作步骤和方法* 开头：简洁明了，引入主题。

* 主体：按照题目要求，分点论述。

* 结尾：总结观点，强调重点。

* 注意：结构清晰、逻辑严谨、语言得体。

三、范文分析1. 选择一篇优秀范文进行讲解和分析，引导学生了解优秀作文的特点。

2. 讲解范文中出现的语法、词汇和句型等知识点。

3. 引导学生模仿范文进行仿写，提高写作水平。

四、课堂练习和互动环节1. 给学生提供一些写作题目，让学生进行自由创作和发挥。

2. 组织学生分组讨论，分享自己的写作思路和想法，互相学习和交流。

3. 教师对学生的作文进行点评和指导，帮助学生提高写作水平。

五、课后作业和反思环节1. 布置课后作业：学生自行选择题目进行写作，字数不少于XX字。

2. 要求学生反思本次课程的学习收获和不足，以及如何改进和提高自己的写作水平。

3. 教师对学生的作业进行批改和反馈，帮助学生进一步改进和提高自己的写作能力。

课程总结：感谢大家的积极参与和配合，本次高中英语写作课的目标已经基本达成。

通过本次课程，学生们不仅了解了英语写作的基本技巧和方法，还掌握了如何审题、写作和仿写，同时也提高了自己的英语表达能力。

在课堂练习和互动环节中，学生们表现出了极高的热情和创造力，也让我深刻感受到了学生们的学习潜力和无限可能。

高中英语写作部分说课稿

高中英语写作部分说课稿尊敬的各位老师、同学们：大家好！今天我要为大家说课的题目是高中英语写作部分。

英语写作作为高中英语教学的重要组成部分，旨在培养学生的英语表达能力和思维能力，为学生的终身学习和未来的学术或职业生涯打下坚实的基础。

接下来，我将从教学目标、教学内容、教学方法、评价方式四个方面进行详细阐述。

一、教学目标高中英语写作教学的目标是多方面的。

首先，我们要培养学生掌握基本的英语写作技巧，包括句子结构的正确性、语法的准确性、词汇的丰富性和篇章结构的逻辑性。

其次，我们要提高学生的写作速度和效率，使他们能够在规定的时间内完成高质量的写作任务。

再次，我们要激发学生的创造性思维和批判性思维，鼓励他们表达自己独到的见解和观点。

最后，我们要培养学生的跨文化交际能力，使他们能够理解和尊重不同文化背景下的写作习惯和表达方式。

二、教学内容高中英语写作的教学内容主要包括以下几个方面：1. 写作基础知识：包括句子结构、段落构成、文章类型等基础写作知识，让学生了解英语写作的基本规则和框架。

2. 写作技巧训练：通过各种写作练习，如描写、叙述、议论等，提高学生的写作技巧和表达能力。

3. 写作策略指导：教授学生如何进行写作前的构思、如何组织材料、如何进行修改和润色等写作策略。

4. 写作话题拓展：涵盖社会热点、文化差异、科技发展等多个话题，拓宽学生的写作视野和内容深度。

5. 写作范文分析：通过分析优秀的写作范文，让学生学习并模仿高效的写作模式和表达方式。

三、教学方法为了实现高中英语写作的教学目标，我们可以采用以下教学方法：1. 任务驱动法：设计具有挑战性和实际意义的写作任务，激发学生的写作兴趣和动力。

2. 合作学习法：通过小组讨论、互评作文等方式，培养学生的合作精神和批判性思维。

3. 反馈修正法：提供及时有效的写作反馈，指导学生进行自我修正和提高。

4. 多媒体辅助法：利用网络资源、影视作品等多媒体材料，丰富写作内容和形式。

5. 情景模拟法：创设真实或模拟的写作情景，让学生在具体情境中学习和运用写作技巧。

英语作文课说课稿

IntroductionTeaching an English essay writing course is a multifaceted endeavor that demands a comprehensive, student-centered approach. It involves not only imparting technical skills but also fostering critical thinking, creativity, and a deep appreciation for the nuances of language. This teaching philosophy is grounded in the belief that essay writing transcends mere transcription of thoughts; it is a means of intellectual exploration, self-expression, and communication. The following discussion outlines the key elements and strategies employed to deliver a high-quality, standards-driven English essay writing course.I. Establishing a Foundation of Language MasteryA. Vocabulary EnrichmentA robust vocabulary forms the cornerstone of effective essay writing. To this end, students will engage in regular vocabulary building exercises, including word-of-the-day discussions, thematic word lists, and context-based learning through reading diverse texts. They will be encouraged to use new words in their writing, fostering both understanding and application.B. Grammar and SyntaxPrecision and clarity in language are paramount in essay writing. Students will systematically review and practice grammatical structures, sentence types, and punctuation rules. Interactive grammar drills, error correction exercises, and peer editing sessions will reinforce these concepts, ensuring students develop a solid grasp of written English.C. Style and ToneIn addition to technical accuracy, students must learn to adapt their writing style and tone to the intended audience and purpose. They will study various writing styles (e.g., expository, persuasive, narrative) and analyze how authors manipulate language to achieve specific effects. Through modeling, imitation, and guided practice, students will hone their ability to write with appropriate style and tone.II. Cultivating Critical Thinking SkillsA. Analytical ReadingTo write insightful essays, students must first learn to read critically. They will be taught to identify main ideas, analyze arguments, detect biases, and evaluate evidence in texts. Close reading assignments, group discussions, and Socratic seminars will foster these skills, enabling students to extract meaning from complex texts and synthesize information effectively.B. Thesis DevelopmentA well-crafted thesis statement is the backbone of a compelling essay. Students will learn to formulate clear, concise, and arguable thesis statements that encapsulate their central argument. They will practice refining their thesis through brainstorming, drafting, and revision, developing a deeper understanding of the relationship between evidence, analysis, and argumentation.C. Logical Reasoning and OrganizationEffective essay writing requires logical progression of ideas and coherent organization. Students will learn various organizational patterns (e.g., chronological, compare-contrast, cause-effect) and how to construct paragraphs with clear topic sentences, supporting details, and transitions. They will also practice using logical fallacy identification and counterargumentation to strengthen their reasoning.III. Fostering Creativity and OriginalityA. Creative Prompts and Brainstorming TechniquesEncouraging original thought begins with engaging prompts and innovative brainstorming methods. Students will explore unconventional topics, experiment with different perspectives, and utilize techniques such as mind mapping, free writing, and role-playing to generate fresh ideas and unique insights.B. Literary Devices and Figurative LanguageEmploying literary devices and figurative language can enhance the expressiveness and impact of an essay. Students will study and practice using metaphor, simile, allusion, imagery, and other rhetorical devices to enrich their writing and convey complex ideas creatively.C. Personal Voice and Narrative TechniquesIncorporating personal voice and narrative techniques can make essays more engaging and persuasive. Students will learn to balance objective analysis with subjective reflection, weaving anecdotes, personal experiences, and emotional appeals into their writing when appropriate. They will also explore techniques such as dialogue, scene-setting, and suspense-building to craft compelling narratives within their essays.IV. Emphasizing the Writing Process and Peer FeedbackA. Iterative Writing ProcessThe writing process is not linear but iterative, involving planning, drafting, revising, editing, and proofreading. Students will learn to approach essay writing as a recursive journey, embracing multiple drafts and continuous improvement. They will track their progress using reflective writing journals, setting goals, and evaluating their growth.B. Peer Review and Collaborative LearningPeer review and collaborative learning are invaluable tools for improving writing skills and fostering a sense of community. Students will participate in structured peer review sessions, providing constructive feedback on content, structure, and language usage. Collaborative writing projects will encourage teamwork, communication, and the sharing of diverse perspectives.V. Assessment and EvaluationA. Formative AssessmentsRegular formative assessments, such as in-class writing exercises, quizzes, and self-assessments, will monitor students' progress, identify areas of strength and weakness, and inform instructional adjustments. These assessments will focus on both content knowledge and skill development.B. Summative AssessmentsA combination of individual essay assignments, group projects, and a final essay exam will serve as summative assessments, measuring students' mastery of essay writing skills, critical thinking abilities, and creativity. Rubrics will be provided for each assessment, clearly outlining expectations and evaluation criteria.C. Personalized FeedbackProviding detailed, personalized feedback on students' writing is crucial for their growth. Comments will address content, organization, style, and mechanics, offering specific suggestions for improvement and acknowledging strengths. Students will be encouraged to reflect on this feedback, set goals, and implement changes in subsequent writing assignments.ConclusionTeaching an English essay writing course necessitates a holistic approach that addresses language mastery, critical thinking, creativity, and the writing process. By employing a range of instructional strategies, fostering collaboration and peer feedback, and implementing rigorous assessment practices, this course aims to equip students with the essential skills and confidence needed to produce thoughtful, articulate, and impactful essays. Ultimately, this comprehensive approach seeks not only to meet high academic standards but also to instill in students a lifelong love for the art of writing and a deep appreciation for the power of language.。

英语作文说课稿

英语作文说课稿尊敬的各位老师：大家好！今天我说课的内容是英语作文的教学。

首先，咱们来说说为啥英语作文这么重要。

您想啊，学英语不就是为了能跟世界交流嘛，能把咱心里想的用英语写出来，那多牛啊！这可不光是为了考试拿高分，以后您要是出国旅游、读书、工作，写封邮件、发个朋友圈，英语作文写得好，那可太有用啦！那咱来看看这次作文课的教学目标。

很简单，就是让学生们能写出一篇结构清晰、语法正确、内容丰富的英语作文。

咱不追求一下子写出像莎士比亚那样的大作，但起码得让人能看懂，还能觉得有点意思。

接下来，我得好好讲讲教学重难点。

重点呢，就是让学生掌握英语作文的基本结构，比如开头怎么吸引人，中间怎么有条理地展开，结尾怎么总结。

还有那些常见的语法错误，可不能一错再错啦。

难点呢，就是怎么让学生们有东西可写，能把自己的想法用合适的英语表达出来，而不是干巴巴的几句话。

为了实现这些目标，突破重难点，我可是准备了不少教学方法和手段。

我会用多媒体展示一些优秀的英语作文范例，让学生们直观地感受好作文是什么样的。

还会组织小组讨论，让大家互相启发，说不定就能冒出好多好点子。

而且，我会在课堂上进行现场写作指导，发现问题及时纠正。

下面我详细讲讲教学过程。

上课一开始，我会给学生们展示一篇英语作文，就像那种“我的周末”这样常见的主题。

然后让大家一起来找茬，看看这篇作文有啥问题，比如语法错误啦，逻辑不通啦，内容空洞啦。

这时候学生们肯定会七嘴八舌地说起来，课堂气氛一下子就活跃了。

接着，我会给大家讲讲英语作文的基本结构，就像盖房子一样，先有个框架。

开头要简洁明了，能引起读者的兴趣；中间要详细描述，把事情说清楚；结尾要总结升华，让人印象深刻。

我会举好多例子，比如开头可以用一个有趣的问题，中间按照时间顺序或者事情的重要程度来写，结尾来个小感悟啥的。

然后就是实战环节啦！我会给学生们出一个题目，比如“我最喜欢的动物”，让大家先在脑子里构思一下，然后小组讨论。

这时候教室里可热闹啦，有的说喜欢小狗，因为忠诚可爱；有的说喜欢熊猫，因为憨态可掬。

英文作文课说课稿

英文作文课说课稿下载温馨提示:该文档是我店铺精心编制而成，希望大家下载以后，能够帮助大家解决实际的问题。

文档下载后可定制随意修改，请根据实际需要进行相应的调整和使用，谢谢!并且，本店铺为大家提供各种各样类型的实用资料，如教育随笔、日记赏析、句子摘抄、古诗大全、经典美文、话题作文、工作总结、词语解析、文案摘录、其他资料等等，如想了解不同资料格式和写法，敬请关注!Download tips: This document is carefully compiled by theeditor. I hope that after you download them,they can help yousolve practical problems. The document can be customized andmodified after downloading,please adjust and use it according toactual needs, thank you!In addition, our shop provides you with various types ofpractical materials,such as educational essays, diaryappreciation,sentence excerpts,ancient poems,classic articles,topic composition,work summary,word parsing,copyexcerpts,other materials and so on,want to know different data formats andwriting methods,please pay attention!Okay, let's start.First of all, when teaching an English composition class, it's important to engage students. We can do this by using interesting topics that they can relate to. For example, we could talk about their hobbies or favorite movies. This gets them excited and eager to write.Secondly, we need to focus on grammar and vocabulary. But not in a boring way! We can make it fun by playing games or having mini-competitions. That way, students will remember the rules and words better.Another thing is to give lots of examples. Show them good essays and point out what makes them great. Let them analyze and learn from those examples.And don't forget about creativity! Encourage students to think outside the box and be unique in their writing.Let them express their own ideas and voices.Finally, provide lots of feedback. Let students know what they're doing well and what they need to improve. This helps them grow as writers.。