(完整)高三英语写作教学案例
完整)高中英语写作课教案
完整)高中英语写作课教案1.Honesty2.XXX3.orthiness4.Supportiveness5.Sense of humor6.Kindness7.XXX8.iveness9.Respectful10.XXXBad qualities:1.XXX2.Disloyalty3.orthiness4.Unsupportiveck of humor6.Unkindness7.iving8.Disrespectful9.Unreliable10.SelfishnessStep 2 WritingNow。
let’s write a short story about friends or friendship。
You can use the following prompts to help you:1.Who are the main characters in your story。
What is their nship?2.What is the conflict or problem in the story?3.How do the characters resolve the conflict?4.What is the theme or message of the story?XXX:XXX: XXX FriendsMain characters: Lily and Jane。
best XXX.Conflict: Jane moves away to a different state and they lose touch.n: Lily decides to visit Jane and they reconnect。
realizingthat distance can’t break their friendship.XXX: True friendship XXX.Step 3 SharingShare your stories with the class。
高三英语写作课the moon教学案例
高三英语写作课The Moon教学案例课题组成员：张晓芳一、教学内容本次作文课写作主题是the moon，要求根据写作提示，组织材料写一篇介绍月球的文章。
二、教学目标1、复习书写作文六步骤。
2、指导学生根据材料要求写出一篇120字左右的文章。
3、情感目标：培养学生的科学探索精神。
三、教学重点与难点1、让学生领悟书写英语作文六步骤的方法。
2、如何指导学生将简单句扩展成高级句式。
3、连句成篇，并适当润色。
四、教学过程Pre-writingActivity 1. Review the six steps of writing an English passage..1.审题谋篇，确定体裁、时态、人称及段落布局。
2.选定文章涉及到的主要词汇或短语，如果遇到不会写的单词，可换成同义词，尽量用高级词汇或短语代替简单词汇，增加文采，丰富语言表现力。
3.连词成短句（简单句），检查句子结构是否完整（主谓宾）。
4.使用主从复合句、分词、不定式等来代替简单句，能使书面表达行文更加流畅有力。
5.适当加入连词，使文章逻辑清晰，层次分明。
6.再次检查全文，有无单词拼写，逻辑不顺等错误。
(本教学环节是复习之前学过的书写作文的六步骤，让学生在写作之前清晰的知道写作文的每一个环节是什么，应该怎么去构思一篇作文，做到心中有数，避免思维混乱，无从下手。
)Activity 2.Talking about the moon.T: What information do you know about the moon?Students may answer like these:a. The moon is a planet.b. The moon is far from us.c. The moon stands for the uniting of family in China.…（本环节是由教师带领学生一起谈论月球，教师要引领学生尽可能多的说出关于月球的信息，既活跃了课堂气氛，拓展了学生的思维，又能够锻炼学生口头表述事实和交流信息的能力，这些可理解的输入为下一步的写作做好了语言上的准备,为稍后的正式写作提供素材，避免学生无话可说、无从下手。
(完整word版)高三英语写作教学案例
高三英语写作教学案例姜淑玲长沙市第十二中学外语组（一）教学内容以人民教育出版社教材中"Travel journal"话题为背景，根据写作要求提示，组织材料写一篇自己亲身游记。
（二）教学目标1. 写作技能目标：在学习模块"Travel journal"之后，学生通过理解与把握"Journal down the Mekong"这篇游记，掌握用英文写游记体裁文章的基本技能。
2. 学习策略目标：（1）指导学生学会欣赏游记，并能模仿写出自己的旅游经历与体会。
（2）培养学生选择使用工具书的技能，促进写作水平的提高。
3. 情感目标：提高学生的业余生活质量，欣赏美丽河山，热爱和保护自然，同时加强情感交流。
（三）教学重点与难点1. 如何做好阅读与写作的衔接。
2. 对学生模仿游记的评论与评价。
（五）教学过程Pre-writ ingActivity 1 . Show the stude nts some senten ces from the readi ng in this module to remi nd them of the travel experie nee of Wang Wei and Wang Kun.1.1 had dreamed about taking a great bike trip.2. She loves to go for long bike rides in the coun tryside.3. She gave a determined look---the kind that said she would n't change her mind.4. When are we leavi ng and whe n are we coming back?5. At first the river is small, clear and cold. Then it beg ins to move quickly. It becomes a rapids asit passes though deep valleys….At last, the river's delta enters the South China Sea.6. To climb the mou nta in road was hard work but going dow n the hills was great fun7. We are reach ing Dali in Yunnan Provi nee where our cous ins Dao Wei and Yu Hang will joinus. We can hardly wait to see them.At the same time, the teacher asks the students to pay attention to the underlined words, from which they could learn ways to describe their trips and share their afterthoughts with us.（简评：本教学环节可以起到承上启下的作用，学生脑海中可以复现本模块游记的场景；通过回忆下划线的词语或句型，即可复习巩固，又为新的写作训练架起“引桥”。
高三英语写作课教案
高三英语写作课教案A Teaching Plan of WritingI. Teaching Goals:1.Learn how to write an article about a hot topic--Microblog .2. Master the writing skills of making an outline for an article .3. Learn to work cooperatively with others.II. Teaching Important Points:1.Discuss the hot topic “Microblog”;2.Write an article about Microblog.III. Teaching Difficult Point:Work individually to write an article about Microblog.IV. Teaching Aids: CAI, a computerV. Teaching ProcedureStep 1 Pre-writingActivity 1 Warming-upT: Today , we’ll talk about a hot topic and then write it down. As we all know, a lot of new things have come out in 2012. Do you know what the year of 2012 is called? Ss: “微博年”。
T: Yes, the English for “微博” is “Microblog”. The hot topic we will talk and write about is Microblog. How much do you know about microblog? Can you answer the following questions?(PPT)1)What is the use of microblog?2)What are the advantages and disadvantages of microblog?3)What is your opinion about using microblog?Let’s have a discussion.Activity 2 DiscussionT: Now, the students in row 1,row 3 and row 5 turn around and join in your group to have a discussion.（Divide the students into 10 groups , with each group including 6 students）Everyone, you must talk in English, and each group leader, not only need you organize your group well, but also you need to take some notes of what your members talk about.Ss: Discuss in groups about 10 minutes.T: （During the discussion, join in them to express opinions or give some advice or offer some help when necessary.）Step 2 While-writingActivity 1 Making an outlineT:Ok. Since each group has discussed about microblog, now let’s write an article about it.Which factors should your article contain? Please make an outline . You can just use some key words or phrases to make your outline. It is not necessary for you to write down the whole sentences.Ss: Work individually to make an outline for their article at first. And then ask their partners to give them a hand.Such as some words’ usage, some phrases’choice. Activity 2 Making a draftT:Now , Please make a draft of your article. You need to write using the whole sentences to make your draft this time.Ss: Finish their draft by themselves.Step 3 Post-writingActivity 1 Individual workSs: Look through their own article to correct some obvious mistakes alone.Such as words’ spelling , verbs’ tense .Activity 2 Pair workSs: Exchange their articles with their partner and ask their partner to read their article to point out the mistakes.And at the same time they need to give each other some suggestions about writing such as : how to express the same meaning better.T: Join in the students to comment on their writing and give some students a brief comment.And then take photographs of some typical articles.Step 4 FeedbackActivity 1 Article- ShowT: Show some typical articles to the students and let them give comments accordingcriteria.Activity 2 ComparisonT: Show the students the similar writing material and its full-mark model .(PPT)当今，微博在人们的日常生活中已经成为一种时尚，成为一种必不可少的交流工具。
高三英语写作指导课 教案设计
高中英语写作课教案设计---推荐信的写作教学指导一、授课类型：高三英语总复习写作指导课课题题目： How to polish our writing ---an example of describing a person 相关教材：人教版必修四第二单元相关领域：介绍人物推荐信授课时间：45分钟二、教材分析：写作是英语教学和语言训练的重要内容，也是语言学习评价的重要项目。
然而在高三阶段，绝大部分教师对如何提高学生的写作能力都颇为头疼，同时，几乎每位学生一谈到写作就觉得力不从心。
最终形成了两难：老师认为教写作难，学生认为学写作也难。
本课例是人教版必修4第二单元复习教学的延伸和拓展，属于写作探究课，目的是通过教学策略和训练方法，让学生之间分工合作，来完成一项推荐人物的任务。
三、学情分析：笔者首先考虑上什么、为什么和怎么上这节课，从而使得教学目标的设计实在可行。
这节指导课面对的对象是高三学生，学生英语学习能力相对较好，接受能力也较强。
大部分学生的思维活跃、学习热情比较高、表现欲望强烈，并且具备一定的合作精神。
教师设计了不同层次的教学任务，包括说读写，指导学生在“学中做，做中学”，从而让学生能够用准确的用词来描述人物和阐述自己的观点。
四、教学目标：1、通过这节课的学习，学生能够能写出常见体裁的应用文---推荐信。
2、通过这节课的学习，学生能够学会准确地使用单词、短语和相关句型。
3、通过这节课的学习，学生能够使用恰当的语言形式完成一篇关于人物介绍的书面交际任务。
五、设计理念：这堂课是笔者根据新课程标准,结合本人对高三英语写作教学方法的实践积累和思考进行设计的一堂探究课。
本课例创造性地结合了教材内容，对使用性较强的词汇和表达方法进行了整理与补充，改变重知识轻运用的倾向，采用“任务型”和“探究性”教学模式，进行了一次有益的实践。
首先，教师先开门见山宣布本节课的学习任务，即：你校将在假期组织部分学生赴英国学习。
北京市房山区中学高三英语 作文写作教案1
高三书面表达复习与应试•趋向与书信、日记、通知、报道等应用文文体形式相结合。
•趋向让学生打开思路，给予考生更大的想象和发挥的空间。
有利于加大区分度。
二、文体三、问题分析扣分原因1。
与内容无关。
2。
句子构架搭不起来，意思出不来。
如：He went family.3。
行文不连贯。
如：人称使用前后矛盾，词频度过高，不会用连接词语等。
4。
缺少谓语动词。
如：He very happy very much.5。
拼写错误，行文潦草，无法看清、看懂。
6。
语言不得体：不看对象，不看场景，用语不当。
7。
标点混乱；人称代词及时态、语态乱用。
8。
内容要点不全，缺项，整体结构不完整。
9。
文段多于或少于规定的字数。
10。
格式不规范，如书信体中漏缺开首词和结尾语等。
得分条件1。
行文连贯流畅—人称、时间、地点、情节交待有层次。
2。
恰当使用连接词语。
如：and/or/but/so/not only…but also…/however/besides/otherwise/ like/in the same way/unless/in case/as long as/on one hand, on the other hand等词或短语。
3。
语句简明扼要，无或少词语重复。
4。
行文整洁，字体规范，会增加好印象。
5。
尽量写出与题目有关的词语。
考生牢记文法概要•行文要连贯流畅•语句要严谨、准确•表达要简明、清楚•句型结构要有变化•语言使用适当得体四、解题步骤一、审题二、搭架子、填内容•连词成句—给出时间、地点、人称、主要词组或句型。
•连句成文—组句搭架、打好草稿。
三、写出连接词•时间•方位•因果•转折•承接•总结概括•对比四、点题、扣题、突出中心•注意首尾呼应，突出中心思想。
五、检查、润色•确保每个句子有主语、谓语。
•确保恰当地使用1. 并列句2. 状语从句3. 分词结构作定语或作状语：When crossing the road, …/ There are a lot of people living in my hometown.4. 介词短语作定语或作状语：the teachers in our school5. 定语从句。
高中英语写作教案15篇
高中英语写作教案15篇高中英语写作教案篇12高中英语写作教案篇13为了提高教学质量和升学率，我校实施了一系列的课堂改革举措。
在“五步学习法”课堂模式的引领之下，我们都在尽自己所能力争将自己的课堂打造成高效的课堂。
作为英语教学我认为结合我校的课堂改革模式我们的外语教学的目的就是培养语言应用能力。
《新课程标准》指出基础教育阶段英语课程的任务是激发和培养学生学习英语的兴趣使学生树立自信念养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作的精神，使学生把握肯定的英语基础学问和基本技能，形成肯定的语言综合运用能力。
作为老师我们要转变自身的角色，确认自己新的教学身份。
我们是学生学习活动的组织者、指导者、参与者。
老师与学生都是课程资源的开发者，共创共生，共同发展。
学校对我们的“五步学习法”课堂教学的要求一再强调要突出互动探究环节，这就要求我们的英语教学就必需要建立以学生为主体的英语教育方式，使英语学习既有利于学生打好英语基础，也有利于学生形成健全的人格，更有利于学生去探究，创新。
教学活动的设计和开展不但要使学生的主观能动性得到充分的发挥，做到以学生为主体，同时也要营造一个和谐、民主、轻松的课堂气氛，并在教学过程中注重实效，提高课堂教学效率。
在教学方法上，老师应多采用启发式教学。
老师可以通过设计各种情境，问题来引导学生发觉问题，解决问题，并帮忙学生自主地总结归纳。
老师的引导要做到含而不露，指而不明，开而不达，引而不发。
下面我谈谈写作课在新课改下的实施情况及我对此的一些反思。
培养学生规范准确的书面表达是高中英语教学目的之一，而英语听说读写四项技能中，写作是相对较难的．在教学中，学生惧怕写作，老师觉得写作教学难，批改学生作文也难，因此一般对阅读理解较为重视，而对写作的重要性认识不足，忽视对学生写的能力的培养，以致有相当一部分学生学了多年外语后，写作能力仍旧很差．学生写作上存在的问题主要表现在用汉语思维方式造句、语法错误多、谋篇布局与连接能力弱。
高三英语写作课favourite singerl教学案例
高三英语写作课Favorite Singer教学案例课题组成员：张晓芳一、教学内容本次作文课写作主题是favorite singer，要求根据写作提示，组织材料写一篇介绍著名歌手王力宏的文章。
二、教学目标1、复习电子邮件类作文的书写格式和注意事项。
2、指导学生根据材料要求写出一篇120字左右的文章。
3、情感目标：引导学生学会欣赏别人的优点，并且取别人之长补自己之短。
三、教学重点与难点1、让学生掌握回复电子邮件的格式。
2、如何指导学生遣词造句。
四、教学过程Pre-writingActivity 1. Review the steps of writing an English email and important tips.(1)开头部分点明收到对方的邮件, 并点明已知对方遇到的问题;(2)主体部分根据写作要求, 结合实际详细分析对方遇到的问题, 并提出解决问题的具体建议;(3)结尾部分结束电子邮件, 给出自己的祝福或祝愿等。
3. 语言特征: 回复类电子邮件的语言要简练得体, 表意准确; 话语要有礼貌, 要尊重对方, 切忌迎合。
(本教学环节是复习之前学过的回复邮件的格式，提醒学生本节课的话题就是回复邮件，确保学生不犯格式上的低级错误。
)Activity 2. Talking about popular singers.T: Do you have your favorite singers? (S: Yes.) Can you share with us?Then students may have different answers, for example, Zhang Liangying, Liu Dehua, Zhang Xueyou and so on. The teacher may choose the ones most students are familiar with to discuss the reasons.)Eg. My favorite singer is Chen Yixun. I like him because his songs are wonderful and always make me moved.…（教师引导学生从各个方面引导学生描述为什么自己喜爱这个歌手，从而激发学生思维，让他们在后续的写作活动中有话可写，有词可用。
高三英语写作课教学设计
高三英语写作课教学设计一、教学任务及对象1、教学任务本节课的教学任务为针对高三学生进行英语写作课的教学。
通过本节课的学习，使学生能够掌握英语写作的基本技巧，提高写作水平，为高考英语写作部分做好充分准备。
教学内容主要包括：写作思路的拓展、文章结构的安排、句型句式的运用、关联词的恰当使用以及语法错误的避免等方面。
2、教学对象本节课的教学对象为高三学生，他们已经具备了一定的英语基础，掌握了基本的语法知识，具备了一定的阅读和写作能力。
但在写作方面，仍存在思路不开阔、文章结构混乱、句式单一等问题。
因此，本节课将针对这些问题进行有针对性的教学，以期提高学生的英语写作能力。
同时，考虑到高三学生的学习压力较大，教学过程中需注重激发学生的学习兴趣，营造轻松愉快的学习氛围。
二、教学目标1、知识与技能（1）掌握英语写作的基本技巧，如写作思路的拓展、文章结构的安排、句型句式的运用等；（2）学会运用关联词，使文章逻辑清晰，表达流畅；（3）能够识别并避免常见的语法错误，提高写作的准确性；（4）提高英语词汇、短语、句型的运用能力，丰富写作内容；（5）培养良好的写作习惯，提高写作效率。
2、过程与方法（1）采用启发式教学，引导学生主动思考，培养学生的创新意识和批判性思维；（2）运用案例分析法，通过分析优秀范文，让学生了解写作的技巧和策略；（3）小组讨论与分享，促进学生之间的互动与交流，提高学生的合作能力；（4）课后练习与反馈，巩固所学知识，及时发现并解决写作中的问题；（5）利用现代教育技术，如网络资源、多媒体等，拓展学生的学习视野。
3、情感，态度与价值观（1）培养学生对英语写作的兴趣，激发学生的学习积极性；（2）培养学生的自信心，使他们在写作过程中勇于表达自己的观点；（3）引导学生树立正确的价值观，关注社会热点问题，提高写作的深度和广度；（4）培养学生良好的学习态度，使他们养成良好的写作习惯，严谨对待每一个写作任务；（5）通过英语写作，培养学生的跨文化意识，增进对中外文化差异的了解和尊重。
高中英语写作课教案
高中英语写作课教案目的本教案旨在通过高中英语写作课的教学，帮助学生提升英语写作能力，培养学生的语言表达能力和思维能力，提高学生的写作水平。
教学内容本教案的教学内容包括以下几个方面：1.英语写作基础知识和技巧介绍2.英语写作练习和改进方法探究3.英语写作的常见错误及其纠正方法教学方法1.组织课堂讨论，引导学生关注写作技巧和方法；2.开展写作练习，让学生掌握各种写作技巧；3.组织写作比赛，营造学生写作热情；4.辅导学生作文，帮助学生克服英语写作中的问题。
教学步骤第一阶段：英语写作基础知识和技巧介绍1.阅读楼梯体及其结构特点介绍，并进行课堂讨论；2.解析文章逻辑结构，并通过案例分析让学生更好地理解；3.介绍英语常用句型和词汇，让学生充分利用语言工具，提升写作水平。
第二阶段：英语写作练习和改进方法探究1.通过课堂写作提供机会，让学生掌握写作技巧；2.鼓励学生多写多练，多阅读优秀英文文章，提高思维能力；3.老师进行集体点评和指导，根据学生作文情况，提供改进建议和思路。
第三阶段：英语写作的常见错误及其纠正方法1.介绍英语写作常见错误，如语法、标点、拼写等，在讲解中加强概念和规则的理解；2.通过实例演练，引导学生根据错误分析找到问题所在，并给出改正方法；3.鼓励学生通过自我反思、自我纠正，不断提升英语写作质量。
教学评价本教学内容旨在通过系统化和详实的教学安排，提供全面教育和发掘学生潜力的平台。
教学评估将以实际学习效果为评价方向。
评价指标包括：1.学生的写作水平是否有效提高；2.学生是否能够独立完成英语写作，并做出理性的评估；3.学生是否能认识英语写作中的问题和解决方法。
总结本教案根据高中英语教学大纲的要求和复杂性，强调了基础知识的授予，以培养学生的创造性思维和语言表达能力。
同时，教学质量也将由对学生培养的效果进行评价。
期望通过这样的教学方法，为学生在英语写作的提高及成就做出贡献。
高三英语教学案例范文
高三英语教学案例范文Title: Enhancing English Language Proficiency in Senior Three: A Teaching Case Study.Background.As students progress into their senior year of high school, the significance of English as a subject and a communication tool becomes increasingly apparent. This case study focuses on a class of senior three students, highlighting the challenges they faced in English and the strategies employed to overcome these obstacles.Challenges Faced.1. Varying Levels of Proficiency: Students in this class exhibited a wide range of English proficiency levels. Some students were confident in their language skills, while others struggled with basic vocabulary and grammar.2. Limited Practical Application: Many students foundit difficult to apply their English knowledge to real-world situations, such as understanding native speakers or engaging in conversational English.3. Disinterest and Motivation: With the focus on exams and other subjects, some students lost interest in English, lacking the motivation to excel.Strategies Implemented.1. Differentiated Instruction: To cater to the varying proficiency levels, a differentiated approach was adopted. Low-level students were provided with additional remedial classes, focusing on basic vocabulary and grammar. Advanced students were challenged with more complex tasks and discussions.2. Practical Applications: To enhance practical language skills, role-playing activities, simulations, and interactive games were introduced. These activities helped students apply their English in real-world scenarios,improving their confidence and fluency.3. Motivation Boosters: To rekindle students' interestin English, engaging and motivating activities were organized. These included competitions, quizzes, andcultural exchanges with native English speakers.Results Achieved.1. Improved Language Skills: After implementing the differentiated instruction strategy, students showed significant improvement in their English proficiency. Low-level students made progress in vocabulary and grammar,while advanced students further honed their language skills.2. Enhanced Confidence: The practical applications of English, through role-playing and simulations, boosted students' confidence in using the language. They becamemore comfortable engaging in conversational English and applying their knowledge to real-world situations.3. Renewed Interest and Motivation: The motivationboosters effectively reignited students' interest in English. They participated actively in competitions and quizzes, seeking to excel and improve their language skills. The cultural exchanges with native English speakers were particularly popular, providing students with anopportunity to engage with native speakers and understandthe language's cultural context.Conclusion.This teaching case study demonstrates the effectiveness of differentiated instruction, practical applications, and motivation boosters in enhancing English languageproficiency among senior three students. By catering to varying proficiency levels, providing practical language experiences, and fostering a motivational learning environment, teachers can help students overcome challenges and achieve success in English.。
高三英语写作教学案例
高三英语写作课教学案例高三下学期，要进行高三英语专项讲座及练习。
从高考英语试卷来看，唯有阅读表达和书面表达是主观试题，学生可以根据自己实际水平绕开一些难以表达的词句，从而多拿些分。
另外，学生通过一段时间的英语词汇积累、语法学习、以及通过阅读培养语感，学生整体水平有一定提高。
在此基础上，培养学生写作能力及技巧是大有可能的。
下面是一个书面表达教学教案。
StepⅠ. 明确目标：了解高考书面表达评分原则，体会一篇好的书面表达文章的特点，掌握增强书面表达效果的技巧。
StepⅡ. 自学指导：书面表达各档次的给分范围和要求。
（通过ppt展示）第六档（很好）（25-30分）完全完成了试题规定的任务。
1. 覆盖所有内容要点2. 应用较多的语法结构和词汇3. 语法结构和词汇方面有些许错误，但为尽力使用复杂结构或较高级词汇所致；具备较强的语言应用能力4. 有效使用了语句间的连接成分，使全文结构紧凑完全达到了预期的写作目的。
第五档（好）（20-25分）完全完成了试题规定的任务。
1. 虽漏掉1、2个次重点，但覆盖所有主要内容2. 应用的语法结构和词汇能满足任务的要求3. 语法结构和词汇方面应用基本准确，些许错误主要是尝试使用较复杂结构或词汇所致4. 应用简单的语句间的连接成分，使全文结构紧凑，达到了预期的写作目的。
第四档（适当）（16-20分）基本完成了试题规定的任务。
1. 虽漏掉一些内容，但覆盖所有主要内容2. 应用的语法结构和词汇能满足任务的要求3. 有一些语法结构或词汇方面的错误，但不影响理解4. 应用简单的语句间连接成分，使全文内容连贯整体而言，基本达到了预期的写作目的。
第三档（较差）（12-16分）未恰当完成试题规定的任务。
1. 漏掉或未描述清楚一些主要内容，写了一些无关内容2. 语法结构单调，词汇项目有限3. 有一些语法结构或词汇方面的错误，影响了对写作内容的理解4. 较少使用语句间的连接成分，内容缺少连贯性信息未能清楚地传达给读者。
高三作文课的教学设计英文版
高三作文课的教学设计英文版English Response:1. Instructional Objectives.Students should be able to analyze different writing styles and identify the author's purpose and perspective in academic essays.Students should be able to develop and articulate a clear and concise thesis statement for their essays.Students should be able to use evidence from textual sources to support their claims and develop a coherent argument.Students should be able to write in a formal and academic style, using correct grammar and mechanics.2. Instructional Materials.Handouts on writing styles and analysis.Texts and articles for analysis.Graphic organizers.Writing paper and pens.3. Instructional Procedures.A. Introduction.Begin by reviewing the importance of writing in academic settings.Discuss the different types of writing students will encounter in college and beyond.Emphasize the need for clear and concise writing in academic essays.B. Writing Style Analysis.Distribute handouts on writing styles.Lead students in a discussion of the different characteristics of academic writing styles, such as expository, persuasive, and analytical.Have students analyze sample texts to identify the writing style and the author's purpose and perspective.C. Developing a Thesis Statement.Explain the importance of a clear and concise thesis statement.Provide students with guidelines for developing a thesis statement:Identify the main point or argument of the essay.Make sure it is specific, arguable, and relevantto the topic.Present it in a clear and concise sentence.D. Using Evidence.Emphasize the importance of using evidence from textual sources to support claims.Discuss different types of evidence, such as direct quotes, paraphrases, and summaries.Teach students how to cite and incorporate evidence into their essays effectively.E. Writing Practice.Provide students with opportunities to practice writing academic essays.Assign short writing assignments to focus on specific aspects of writing, such as developing a thesis statementor using evidence effectively.Provide feedback and guidance to help students improve their writing skills.F. Conclusion.Review the main points of the lesson.Emphasize the importance of academic writing skillsfor future academic and professional success.Encourage students to continue developing theirwriting abilities through practice and feedback.中文回答：1. 教学目标。
高中英语写作课程教案3篇
高中英语写作课程教案3篇高中英语写作课程教案篇1教学目标1. 语言知识目标：1) 能掌握以下单词： newspaper, use, soup, wash, movie, just能掌握以下句型：① —What are you doing? —I'm watching TV.② —What's he doing? —He's using the computer.③ —What are they doing? —They're listening to a CD.④—This is Jenny. —It's Laura here.2) 能掌握语法：现在进行时态的用法。
3) 能运用所学的知识，描述人们正在干的事情。
教学重难点1. 教学重点：1) 词汇、词组搭配和现在进行时的用法。
能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。
2) 能掌握现在进行时态及一些表示具体动作的词组搭配,如: doing homework, using the computer, watching TV, eating dinner… 等2. 教学难点：现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。
教学工具多媒体教学过程Ⅰ. Warming-up and Lead in1. Greet the Ss and check the homework.2. Watch a video program.Ⅱ. Presentation1. Show some pictures on the big screen. Present the new words and expressions.2. Ss watch and learn the new words and expressions.3. Give Ss some time and try to remember the new words and expressions.4. (Show some pictures on the screen and ask some students to perform the actions.)e.g. T: What are you doing?S: I am doing homework. (Help him/her to answer)T: What is he /she doing?Ss: He /she is doing homework.Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way.5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with pictures.6. Check the answers with the Ss.Ⅲ. Game (guess)1. T: Now let's play a game. What's she/he doing? You must watch the big screen carefully.(Show some pictures on the big screen quickly) Let Ss guess what's he/she is doing?2. Ss watch and guess the actions.3. Ask and answer about the pictures.—What's he/she doing?—He's/She's …Ⅳ. Listening1. T: What are Jenny, John, Dave and Mary doing? Now let’s listen to the tape, find out the rig ht activities from 1a.2. Play the recording for the Ss twice.3. Ss listen to the recording and write the numbers from 1a.Ⅴ. Pair work1. Ask the Ss to read the conversations in 1c with a partner. Then look at the pictures in 1a. And conversations about other person in the picture.2. Ss make conversations by themselves and practice the conversations.Ⅵ. Listening1. Work on 2a;T: Jack and Steve are talking on the phone. What are they doing now? Listen to the conversations and match the answers with the questions.(Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and match the answers with the questions. )Check the answers.2. Work on 2b.Let Ss read the conversation in 2b first. Then play the recording for the Ss twice.The first time Ss only listen and write down the words in the blanks. Then play the recording again for the Ss to check the answers. (If necessary, press the Pause button to help.)Ⅶ. Pair work1. Now, role-play the conversation with your partners.2. Let some pairs to act out the conversation in front of the class.Ⅷ. Role-play1. Ask Ss to read the conversation in 2d and answerthe questions below.① Are Jenny and L aura talking on the phone?(Yes, they are.)② What's Laura doing now?(She's washing her clothes.)③ What's Jenny doing?(She's watching TV.)④ When do they meet at Jenny's home?(At half past six.)2. Ss read the conversation and answer the questions above.3. Check the answers with the Ss.4. Let Ss work in pairs and role-play the conversation.Homework:1. Review the words and expressions in this period.2. Understand the knowledge about the present progressive tense.3. Make five sentences on what are you doing now.高中英语写作课程教案篇2教学内容：This lesson is about Module 7 Unit 1 “This dog can help him.” of New Standard English, Book 9. This lesson is for the students of Grade Five.教学目标：1、Knowledge aims:a. To enable students to master and use these new words : blind , special.b. To enable students to master the usage of “can” .c. To enable students to use the target sentences correctly : This dog can help him . Can Fifi help the blind people ? No , he can’t . He only wants to play .2、Ability aims:a. Talking about abilities with “can” , “can’t ” and know the objective case.b. To improve students’ language ability.3、Emotion aims:a. To encourage students to cooperate with the others , help each other and learn from each other.b. To educate students to protect animals and help disabled people .教学重点：To master and use the new words , sentence pattern and the usage of “can”。
高三作文公开课教案
高三作文公开课教案英文回答：As a high school senior, I have had the opportunity to attend various open classes to improve my writing skills.In this prompt, I will share with you my teaching plan fora high school senior composition class.Title: Exploring Different Writing Styles and Techniques.Objective: To enhance students' writing skills by introducing them to different writing styles and techniques.Introduction:Start the class by asking students about their favorite type of writing and why they enjoy it.Share my own experience of discovering differentwriting styles and how it has helped me become a better writer.Body:1. Introduction to Different Writing Styles:Discuss various writing styles such as descriptive, narrative, persuasive, and expository writing.Explain the characteristics and purpose of each style.Provide examples of well-known authors who excel in each style.2. Analyzing Writing Techniques:Introduce students to different writing techniques such as similes, metaphors, personification, and alliteration.Explain how these techniques can enhance the overall quality of their writing.Share examples of famous literary works thateffectively use these techniques.3. Interactive Writing Activities:Divide students into small groups and assign each group a specific writing style.Ask them to write a short piece using the assignedstyle and incorporate at least one writing technique.Encourage students to share their work with the class, allowing for peer feedback and discussion.4. Examining Real-Life Examples:Provide students with real-life examples of different writing styles and techniques, such as newspaper articles, speeches, and online blogs.Discuss the effectiveness of these examples and howthey engage the reader.Conclusion:Recap the main points discussed in the class.Encourage students to continue exploring different writing styles and techniques on their own.Share some resources, such as books and websites, where students can find more information and inspiration.中文回答：高三作文公开课教案。
高中英语教案模板写作课（共15篇）
高中英语教案模板写作课（共15篇）第1篇：高中英语写作课教案Task based writing—How to describe a person I.Teaching objectives: Students will be able to:1.Learn how to write a short paage of a great man.2.Get some useful adjectives for describing a person3.Develop students’ awarene of waring4.Get some information about how to write a basic writing.5.Develop students’ writing ability.II.Writing strategies:1.Learning Book1 Unit 5 Nelson Mandela-a modern hero to get some useful adjectives to describe a person2.Knowing how to write a basic writing3.Brainstorm about the topic4.Finish the writing in groupIII.Teaching aids: multi-media equipments(computer, slides, PPT，etc.)IV.Homework: writing another paage V.Teaching procedures Lead inStep 1: T.let students think about how to describe a person.Such as "Mary is a nice girl." "Jim is an outgoing boy."Brainstorming how to describe a person and get vocabulary input.Writing strategy: Get some useful adjective to describe a person and get vocabulary input.Pre-writing Step 2 T presents a short paage about a famous singer to students and asks them to gue that who he is.Showing students a sample about how to describe a person Find out: 1.Who is he?2.Find out some useful words, expreion and sentence patterns in the paage3.If you want to write a composition about a person, how will you write it? While-writingStep 3 1.Give students a writing topic in the form of a chat and this writing topic is about Nelson Mandela.2.Tell students that the paage must be written with five sentences.3.Give students time to get key informationStep 4: Ss try to translate the information they get into five English sentencesSentence Main information1 When was Mandela born and his hobbies.2 Mandela's experience when he was a lawyer 3-4 What did he do for poor black man in South Africa5 His famous saying and dream.Post-writingStep 5 Group work: Discuion1.Ss check the translation for their partners and discu how to correct their mistakes2.Thinking: Great people are also famous people, but famous people may not be great people.So what should a great people be?3.What can we learn from a great person.VI.Sample and SummaryStep 6 Show Ss a poible version for the writing and ask them to find out some useful words, expreions and sentence patterns Step 7 Sum up: How can you do a task based writing1.Examining the writing topic and ensure the person, tense and writing style of it.2.Make out an outline which can be translated into five English sentences3.Translate the information you get into five English sentences4.Check your composition and discu it with you partner5.Correct your mistakes if available VII.Step 8: Homework(after cla)Write an article in the form of task based writing which is about an armle pianist-Liu Wei（刘伟）第2篇：高中英语写作课教案Book6 Module3 Interpersonal relationship——Friendship高中英语写作课教案Teaching Aims 1.To get the students to appreciating remarks on friendship or friends.2.To enable the students to write a short story about friends or friendships.Teaching Procedures Step 1 Discuion Now, I found 500 pounds in Roy’s pocket.Did Roy steal the money from the charity? Someone says ‘yes’, someone says ‘no’.If Roy did steal the money f rom the charity, shall I tell the teacher or call the police? If Roy didn’t steal the money, what should I do?Discu it in groups of four.Collect answers from students.Draw a conclusion;whether Roy stole the money or not, we help him all the same.Because w e’re friends.Friends are the ones we can get help from and we can trust.In this unit, we have talked a lot about friends and friendship, knowing the importance of friends.And what do you think of a friend or friendship? How to keep friendship?List good qualities and bad qualities a friend may have.Suggested answers: Good qualities:outgoing hospitable considerate enthusiastic friendly kind polite honest loyal brave positive optimistic smart intelligent modest generous determined responsible matureBad qualities:dishonest unfriendly dishonest rude impolite selfish lazy carele peimistic Brainstorming: Step 2 Writing Describe a problem you had with a friend and give advice on how to keep friends.Suggested expreions: close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to , considerate, warm hearted, honest, 一些有关友谊的名言警句如： On friends and friendship: A true friend is one soul intwo bodies.(---Aristotle)A friend in need is a friend indeed.(---Ray)Be slow in choosing a friend;slower in changing.(---Benjamin Franklin)A friend is a present which you give yourself.(---Robert Louis Stevenson)Fate chooses your relatives, you choose your friends.(---Abbe Jacques Deille)A faithful friend is the medicine of life.(---William Shakespeare)The bird a nest, the spider a web, man friendship.(---William Blake)We choose our friend by instinct, but we keep them by judgment.(---Alfred Capus)Friendship is love without his wings.(---George Gordon Byron)True friendship is a plant of slow growth.(---George Washington)Sample: Friendship is one of the most valuable relationship in our lives, it may even last through you whole life.I have a good friend.Sometimes I argue with my friend.For example, once we discued a problem of our homework, as we held different ideas and wanted to persuade each other, we argued a lot.However, after we found the correct answer, the one that was wrong apologized at once.No matter how often we quarreled and what we quarreled for, we are good friends for e ver.My favourite proverb says ' friend are like stars, you don’t always see them, but you know they re always there.' Thats true, indeed friends are willing to help you all the time.When you are down ,friends raise you up with their hearts.When you lose your way, friends guide you and pull you to the right way.When you have sorrow to complain of, friends are always the best ears for you.So please cherish your friends, because everyone of them is unique and precious.Getting along with friends is just like growing plants.We must use patience, trust, and honesty as fertilizer to make friendship stonger.And never forget ,plants need sunshine, so do friends.Often give them some warm and you will find your hearts are getting closer.Friendship stands onboth sides , so the more you give and the more you will get.Remember, the key is your sincere heart.Step 3 Promotion and Homework 1)Aign another writing task based on the following information: What do you think of a friend or friendship? How to keep friendship? 2）Instruct the students to write and revise by themselves.3)Let the students hand in their final copies.4)Select some good samples to read to the whole cla.Suggested sample: Friendship is the most important things in life.Good friend would like to help you when you met some troubles.Real good friends could put each other in their hearts.Real friendship is like the spring rivers flowing down the mountains, silently.Everybody is looking forward to meeting real friends.How to find real friendship and keep it? I think it is like you planting a big tree.You should choose good seeds and take care of it to make it grow.Almost the same thoughts between each other is on base.Maybe fight also will happen.How to do? To make real friend, you don't be shy to explain your thoughts to the other.Try your best to keep friendship forever.It is neceary to tell the truth and respect each other.教学实施过程：针对学生这样的实际情况，并受任务型教学法启示“任务型教学理论实际上就是建立在讨论或交流教学思路的基础上的,是交流教学思路的一种发展形态,英语教学要以学生为中心,教师要为学生设计运用语言的环境,通过大量的交流活动总结和掌握语言的规律,并在交流活动中实践,从而达到目的.”我对每模块后的书面表达内容的教学作了调整，这样处理：即把写作课变成讨论和写作并存的活动课，并在活动课中备有相关的多媒体内容或音乐，使学生在真切愉快的情景中搜集写作素材，完成写作内容，最后达到激发学生写作兴趣，提高写作技能并促进其他几种技能的效果。
(完整)高中英语写作课教学案例
(完整)高中英语写作课教学案例高中英语写作课教学案例一、教学目标1. 培养学生的英语写作能力，包括写作思维的培养、写作技巧的提高和写作惯的养成。
2. 提升学生的英语沟通能力和文学素养，通过写作让学生更好地理解和运用英语。
3. 增加学生对英语写作的兴趣，培养学生对英语研究的积极态度。
二、教学内容1. 写作思维的培养：- 通过教学引导，让学生了解写作的重要性和写作与思维的密切关系。
- 引导学生学会提炼写作素材和整理思路，培养逻辑思维和批判性思维。
2. 写作技巧的提高：- 教学引导学生掌握英语写作的基本结构和常用写作句式。
- 培养学生正确使用词汇、语法和标点符号的能力。
- 引导学生学会使用修辞手法和丰富写作表达方式。
3. 写作惯的养成：- 给予学生足够的写作时间，鼓励他们多写、多练、多反思。
- 定期组织写作比赛和分享会，增加学生对写作的动力和成就感。
- 引导学生建立写作心得和反思的惯。
三、教学方法1. 任务型教学法：- 设计各种角色和情景，让学生在实际的语境中进行写作训练。
- 鼓励学生通过合作和交流，提高写作技巧和策略。
2. 案例分析法：- 选取优秀的英语写作作品，通过分析研究其中的优秀之处，并引导学生进行模仿和创新。
3. 反思式教学法：- 引导学生在完成写作任务后，及时进行反思和总结，找出自己写作中的不足并进行改进。
四、教学过程1. 导入（5分钟）：- 通过展示一张富有想象力的图片，引起学生的兴趣，激发他们的写作欲望。
- 提出一个引人入胜的写作话题，让学生进行初步的思考。
2. 介绍写作技巧和写作结构（10分钟）：- 分享一份简短的写作范文，让学生了解基本的写作结构和句式。
- 教师详细解释写作中常用的句型和表达方式，帮助学生理解和掌握。
3. 小组活动（15分钟）：- 将学生分成小组，每组选择一个写作任务。
- 学生在小组内进行头脑风暴和思路整理，相互合作完成写作任务。
4. 教师点评（10分钟）：- 教师对每个小组的作品进行点评，表扬值得肯定的地方，并指出改进的方向。
高三英语写作教学公开课教案
高三英语写作教学公开课教案Jack Ma。
also known as "Crazy Jack Ma"。
is a popular figure in China's merce industry。
He is often compared to Steve Jobs and Bill Gates for his energy and ___。
it is not just his ___ that allow him to connect with people from different ___ inspiring story of starting an online trading empire from scratch has made him a role model for ns of people in China.Ma is the founder and chairman of Alibaba Group。
one of the largest merce companies in the world。
He was born in Hangzhou on September 10.1964.into a common family。
Despite struggling with his homework。
Ma had a n for learning English。
He would wake up at 5 am every day and ___ his English with foreign tourists。
He did this for nine years。
___.Ma's hard work and n paid off when he founded Alibaba Group in 1999.From humble beginnings。
高中英语写作教案模板
高中英语写作教案模板【篇一：山东教师教案模板：高三英语写作writing教案】山东教师招聘网高三英语写作writing教案亲爱的各位老师们，为了感谢大家的支持和厚爱，中公教师特此整理了高三英语写作writing教案模板，希望对大家的学习和工作都有所帮助。
teaching aims:knowledge aim: students will know more about argument and the information it contains. ability aim: students’ writing abilityof argument can be improved by the end of the class.emotional aims: students will how to protect the environment and be willing to share their ideas with others.teaching key points:the information contained in body language.teaching difficult points:it’s hard to find the proof to prove their ideas.teaching methods:communicative teaching method. task-based teaching method. teaching procedures:step 1 warming-up1) greetingt: hello, boys and girls. how’s the weather?2) sing a songi have a beautiful song for you. seasons in the sun. you can sing this with me. here we go.step 2 pre-writing1) lead-int: today we will learn a new kind of writing-argument. who can tell me how many parts it concludes? yes, three. what are they? the topic, demonstration, proof.2) demonstrationt: please look at the ppt, and there is a argument. let’s findtheir topic、 demonstration andproof. ok! stop here, how many section in the article? what is the topic? where can you find it? what’s the proof? where you can find it? try to find the format of this writing. then i will write it on the blackboard.山东教师招聘网3) brain-stormingt: with the development of science, many chemicals are usedin daily life. many farmers welcomed them as a great way to stop crop disease and increase production. recently, however, scientists have been finding that long-term use of these fertilizers can cause damage to the land and, even more dangerous, to people’s health. how do you think of it? and why?step 3 while-writingt: write an argument on your textbook. pay attention to the format, punctuation, sentence structure and tenses. you have 20 minutes to complete your argument individually. it should contain 120 words. try your best.step 4 post-writing1) self-editingt: check your writing after you finish it.2) peer editingt: change your article with your desk mate and edit it. then give him or her some suggestion.3) sharingt: who wants to share your argument with us. come to the front please.step 5 summary and homework1) summaryt: what we have learned today? and how many parts it concludes?2) homeworkt: copy the article carefully, and hand it in next class.blackboard design:arguement1st paragraph: describe your idea directly and clearly.2nd paragraph: give your proof to prove your idea.3rd paragraph: make a conclusion conform to your opinion.teaching reflection:更多教师资格证备考信息关注山东教师招聘测试网【篇二：高一英语写作课教学设计】高中英语写作课教学实施及反思为了提高教学质量和升学率，我校实施了一系列的课堂改革举措。
高三英语写作课教案
Howtowriteacomposition?(高三英语写作课教课设计)张家港市后塍高级中学（南校区）魏燕萍教课目标：教会学生用英语正确表达表格中波及的重点。
教课重点：指引学生依据表格中的中文重点，由词成句，由句成文。
最后适合使用连结词，组句成篇，实现用词准确，行文流利。
教课协助手段：电脑（或实物投影仪）教课方法：议论法3.剖析重点及纲要,提炼重点单词和短语教课步骤：4.适合使用句型,连词成句一、介绍书面表达六步法(Introduction)5.适合使用连结词,组句成篇1.认真审题,确定主题,明确要求.6.规范抄写3.2.环绕主题,提炼重点,编拟纲要.二、体现学生得分状况(Presentation)反应出学生得分差距，惹起学生共识：希望在作文上获取提升。
三、议论(Discussion)1．写作人称为第三人称和第一人称,词数150词左右,时态一般此刻时 .2．明确重点，确定中心词、词组、句型。
(重点“你的见解”：鼓舞学生各抒己见，激起讲堂热潮。
)四、体现(Presentation)高考英语写作重点：A.学会使用较高级词汇。
B.学会使用较丰富的句式。
C．学会使用适合的连结词。
2．体现学生作文中出现的典型句子。
要修业生用高级词汇、高级句型进行改写，加以完美。
展现挖空后的范文,要修业生填入适合的关系词，并指出范文中的出色之处。
⑥五、反应(Feedback)1．学生改正作文，互查互改错误。
教师总结。
第一，针对文中学生未找出或改对的错误，帮助学生一同更正。
其次，对文中的错误之处进行分类（如：名词复数、动词时态、介词等），惹起学生的重视。
六、提升书面表达建议：(Suggestions) 1．正确记忆单词2．掌握足够的语言知识点，如构词法，语法知识等3．常常进行写作练习4．适合背诵作文参照答案5．大批阅读七、作业(Assignment)发给学生另一篇体裁相像的书面表达资料，要修业生根据本课所学思路独力达成。
Teachingplan Topic:writingaco mposition TeachingAims: Accordingtothefo rm,teachstudents howtowriteacompo sitionusingtheef fectivesentences .Trainthe Combiningthesent encesintoapassag e CopyingnormallyS tep2:Showingresu lts:students’writingability. TeachingImportantPoints:thestudents’writingability. Teachthestudentshowtogetthekeywordsandhowtouseef fectivesentencestocompleteacoherentcomposition.T eachingMethods: Discussion,Presentation TeachingAids:multimediablackboardTeachingProcedures:Step1:Introductionofthebasicelements Sixstepstowriteacomposition Analyzingthetask Findingoutthemainpoints Thinkingofkeypoints/phrases Formingsentences1Fivelevels:level121-24:2people(excellent)level216-20:15people(Aboveaverage)level311-15:21people(averagelevel)level46-10:(belowavera ge)level51-5:ask:Asyoucansee,only5studentsinourclassgotamarkabove18.Areyousatisfiedwiththisresult?(Ss:No.)Do youwanttomakesomeimprovements?(Ss:Yes.)Say:OK,nowlet’sanalyzethecomposition together.Step3DiscussingthecompositionPresentthewritingmaterialstotheclass,askstudentstodosomebrainstorming:当前，很多学校正学生采纳关闭式管理，学生对此见解不一。
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高三英语写作教学案例（一）教学内容以人民教育出版社教材中Travel journal话题为背景，根据写作要求提示，组织材料写一篇自己亲身游记。
（二）教学目标1.写作技能目标：在学习模块Travel journal之后，学生通过理解与把握Journal down the Mekong这篇游记，掌握用英文写游记体裁文章的基本技能。
2.学习策略目标：（1）指导学生学会欣赏游记，并能模仿写出自己的旅游经历与体会。
（2）培养学生选择使用工具书的技能，促进写作水平的提高。
3.情感目标：提高学生的业余生活质量，欣赏美丽河山，热爱和保护自然，同时加强情感交流。
（三）教学重点与难点1.如何做好阅读与写作的衔接。
2.对学生模仿游记的评论与评价。
（四）教学过程Pre-writingActivity 1. Show the students some sentences from the reading in this module to remind them of the travel experience of Wang Wei and Wang Kun.1. I had dreamed about taking a great bike trip.2. She loves to go for long bike rides in the countryside.3. She gave a determined look---the kind that said she wouldn't change her mind.4. When are we leaving and when are we coming back?5. At first the river is small, clear and cold. Then it begins to move quickly. It becomes a rapids as it passes though deep valleys.At last, the river's delta enters the South China Sea.6. To climb the mountain road was hard work but going down the hills was great fun.7. We are reaching Dali in Yunnan Province where our cousins Dao Wei and Yu Hang will join us. We can hardly wait to see them.At the same time, the teacher asks the students to pay attention to the underlined words, from which they could learn ways to describe their trips andshare their afterthoughts with us.(本教学环节可以起到承上启下的作用，学生脑海中可以复现本模块游记的场景；通过回忆下划线的词语或句型，即可复习巩固，又为新的写作训练架起引桥。
) Activity 2. Travel around our countryT: Do Wang Wei and Wang Kun enjoy their bike trip? (S: Yes.)And have you made a trip somewhere in our country/our city/our area? Or Have you ever had such experiences as Wang Wei and Wang Kun? (For students living in big cities, most of them will say Yes, for others the teacher may choose the one the students are familiar with.)For me, traveling around is exciting and there are a lot of places of interest to see in our motherland. Look at the pictures and guess where it is.(Show some slides or pictures.)Hainan Island; Hongkong; Tian'anmen Square; The Great Wall; Mountain Tai; Qingdao; Huanghe, Temple of Heaven etc. (Or local places of interest.) （对于大多数学生而言，英语写作不轻松，也比较乏味。
通过师生互动的课堂活动和欣赏图片，既能较好地激发学生的兴趣，引领学生欣赏名胜古迹，又在一定程度上使学生为之振奋，从而激发写作欲望。
）While-writing:Activity 3. Talk about the writing topic.( handout )假设你是李华，今年五一节，你们班组织了集体登泰山活动，请你根据当时的场景写一篇游记。
记述你们班为什么选择登泰山？在登山前做了哪些准备工作？如何到达山顶？途中观察到什么？有什么感受？1. Do you want to go traveling around these places? (Yes.) So do I. If we had enough time and enough money, we would go there some day. By the way, I was told that your class went to Mountain Tai during the Labour Day. Am I right? Would some of you share the ideas with me?2. Brainstorming:Get the students to ask and answer the question: Why did you choose to go to Mountain?The students may give some answers as follows: A. Mountain Tai is quite beautiful/famous/close to nature.B. We want to have an interesting trip there.C. During the climb, we students can help each other, which will strengthen the friendship between us.D. We had dreamed about climbing Mountain Tai together for long.E. It's in our province, and we feel proud of it.F. We want to make a study of the wildlife there.G. We should try to overcome any difficulty, no matter how hard it is.H. Mountain climbing is really exciting.(For the above questions, the teacher asks the students to give as much information as possible, and do the same with the following ones. )1. What did you do before your trip?2. How did you get to the top of the mountain?(本阶段属于本节课的核心内容。
由景而入，激发了学生的兴趣；通过大脑风暴活动，既活跃了课堂气氛，拓展了学生的思维，又能够锻炼学生口头表述事实和交流信息的能力，这些可理解的输入为下一步的写作做好了语言上的准备。
同时，本环节也体现了读写一体的原则，即每个句子的正确性为整篇文章的写作打下了良好的基础。
)Activity 4. Put the ideas into sentences and then into passages1. First, ask the students to write down some sentences about their climbing. Ask them to make outan outline, topic sentences of the paragraphs, and some key words and phrases. They can also combine the answers to the above questions and then revise them with the advice from others.2. Next, get the students to put their sentencesin order. And share their writing with their partners. (Before getting the students to start, remind them of the differences between a diary and a journal.)3. Then, students write the travel journey, using linking words and relative pronouns.While carrying out this work, the teacher may walk around the students to give some help when necessary.(由问题的互动，学生积累了写作素材;同时，学生写作技能的培养在这里也得到了集中体现。
从整理思路，组织素材，到列出提纲，遣词造句，写出文章，整个过程是连贯的，是一体的。