牛津译林版英语必修二Unit2Task2教案

牛津高中英语教学设计

单元：Unit 2 Wish you were here

板块：Task

Thoughts on the design:

本节课是以写为主的技能训练课，首先以复习的方式，要求学生口头呈现与母亲的电话交谈，内容涉及旅游计划的细节。其次，确定写作的格式，要求学生在配套设计练习的帮助下了解电子邮件的基本格式。然后从句开始，帮助学生进行写作前的热身并提供写作模板让学生进行操练，利用投影，对随机抽取的习作进行点评并提出修改要求。最后，给出参考范文。通过递进式的教学，使学生了解如何去写、该写什么、格式怎样、标准如何，从而提高笔头表达的能力，实现写作技能的进步。

Teaching aims:

After having this period, students will be able to use what they have practiced to talk about a holiday destination by asking and answering questions. What’s more, students will learn how to write an e-mail correctly according to what they have done in Steps 1 and 2. The correction and comments will also help students to avoid making some common mistakes. In that way, their writing skills will be improved to some degree.

Teaching procedures:

Step 1 Revision

Ask students to act out the revised version of their dialogue.

Son/Daughter: Mum, what type of holiday do you prefer? Where do you want to go?

Mum: Actually I don’t know. I just want to take an active holiday.

Son/Daughter: …

Mum: …

[Explanation]

这个环节主要是通过复习，使学生回顾上一课时的内容，在口头表述能力上得到巩固与提高。因为本课时的写作内容紧紧围绕这一部分，所以复习的同时也使学生为接下来的笔头表述做好了必要的准备工作。

Step 2 Read and fill in

A: Give students the following and ask them to complete the e-mail.

1. Hello Ellen!

2. How are you? Have you finished your exams yet?

3. Yours Connie

4. Ellen@

5. Singapore

B: Characteristics of an informal letter

1. greetings (Dear Mum, Dear Aihua)

2. casual greetings (How are you? How is everything?)

3. closings (Love Toby, Best wishes, Aihua)

4. contractions and abbreviations (We’re, I can’t, C U soon, thanx 4 it)

[Explanation]

通过简单的问题设置，帮助学生理解电邮等非正式信件的格式及特点，为接下来的实际操作做好格式上的准备。

Step 3 Writing an e-mail

A: Remind students of the information that needs to be included in the mail;

B: Start from sentences, asking students to figure out as many ways of expressing the same idea as possible;

C: Give students the template and have them write the mail.

[Explanation]

运用开放式的造句，使学生复习尽可能多的句型结构或短语，并能正确地进行表达。限定的时间有利于帮助学生集中注意力，而模板的提供则确定了习作的框架结构和内容，使稍后的集体批改与点评更具有针对性。

Step 4 Correction time

Choose some students’ work and use the slide projector to correct with students, focusing on those common mistakes especially. Comment and evaluate later.

[Explanation]

运用实物投影，使学生对习作的格式、书写以及习作中出现的问题有直观的感受，通过集体的批改与评讲，保证学生能从单词拼写到句型表达都做到尽量准确，书写尽量规范、整洁。教师的点评还能让学生了解写作评价的标准，从而在今后的写作中尽量靠近标准。

Step 5 Homework

Ask students to revise their compositions and copy them onto their exercise books, paying close attention to the handwriting. Besides, split students into groups of 4 or 5 and specify each member’s task. Make sure each group will search the Internet or go to the library for information about a place they want to visit most, including climate, history, people, food, location, hotels, activities and sights. [Explanation]

根据课堂的批改和点评进行课后的修改，有助于学生养成自我监测、自我调控的习惯。誊写的环节能让各种要求、标准再次得到强化，尤其是书写的具体要求，从而使学生形成良好的写作习惯。同时鼓励学生运用网络、图书馆等有效学习资源为下节课做好准备，也提高了学生的自学能力。