高二英语Communication Workshop教案

【范文】Communication Workshop优质教案一、教学内容本节课，我们将深入探讨《新视野大学英语》第三册第四章“Communication Workshop”。

具体内容包括：理解有效沟通重要性，学习并运用不同沟通技巧，如倾听、非语言交流、冲突解决等，以及如何在日常生活和职场中进行高效交流。

二、教学目标1. 让学生掌握基本沟通技巧和原则。

2. 培养学生在不同情境下运用沟通技巧解决问题能力。

3. 提高学生团队合作意识和沟通能力。

三、教学难点与重点教学难点：如何让学生在实际情境中灵活运用沟通技巧。

教学重点：沟通技巧学习与实践，以及沟通原则掌握。

四、教具与学具准备1. 教具：PPT、黑板、挂图等。

五、教学过程1. 导入：通过展示一组实际沟通场景图片，让学生思考沟通中可能遇到问题和挑战。

2. 理论讲解：讲解沟通基本原则和技巧，如倾听、同理心、表达清晰等。

3. 例题讲解：分析教材中案例，讲解如何在实际沟通中运用所学技巧。

4. 随堂练习：学生分组，根据所给沟通场景，运用所学技巧进行模拟练习。

5. 小组讨论：每组分享练习成果，讨论沟通中难点和解决方法。

六、板书设计1. 沟通原则：倾听、同理心、表达清晰等。

2. 沟通技巧：非语言交流、冲突解决、提问技巧等。

3. 沟通场景：日常生活、职场交流等。

七、作业设计2. 答案示例：八、课后反思及拓展延伸本节课结束后，学生应能更好地理解有效沟通重要性，并在实际生活中运用所学技巧。

课后反思包括：2. 教师针对学生表现，调整教学策略，提高教学效果。

拓展延伸：1. 邀请专业人士进行沟通技巧讲座，让学生解更多实用技巧。

2. 组织学生参加模拟联合国等实践活动，提高沟通能力。

重点和难点解析在教学过程中，有几个细节是我需要重点关注。

是理论讲解环节，是随堂练习设计，再次是作业设计，是课后反思及拓展延伸。

一、理论讲解1. 倾听重要性：倾听不仅是听到对方说什，更重要是理解对方意图和情感。

Module 7 Unit 20New Frontiers Communication Workshop-----Space: The Final Frontier Teaching Procedures ( 教学流程设计)Step 1. Warming Up and Lead in (导课）（1）Appreciate a video chip of an American movie 2001 a Space Odyssey，to arouse students’ great interest in space exploration. It’s really a feast for eyes, to motivate students to watch English movies or TV programs on weekends or over the holidays, to enlarge your vocabulary in a lively way, developing standard pronunciation and intonation, improving your listening and speaking skills.Q1: How did you like the movie?Answer: Fascinating ? Yeah?Yes!【设计意图】欣赏美国科幻大片《2001：太空漫步》片段，目的是引入本节的话题，激起学生对探索太空的浓厚兴趣。

原汁原味的英语发音，震撼人心的电影场景，真的是一场视觉的盛宴。

目的是鼓励学生在周末、假期观看原声电影、电视节目，在生动活泼的场景当中，学会单词的灵活用法，从而养成敢说英语的习惯。

这样，既扩大了词汇量，又锻炼了标准的发音、口型、语调，从而提高了自己的听、说能力。

（2）Watch a video chip of the launch of a rocket , narrated in English. Especially when counting down, the students can’t help following the narrator , “ 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0 ... ”. All of us have a sense of achievement: “ I can speak good English as well after so many years of efforts!”【设计意图】欣赏用英语解说的火箭发射实况，目的不仅是让学生能更直观、形象地了解本文的内容，而且，在解说员用英语倒计时时，同学们情不自禁地跟着解说员一起说：“ ten, nine, eight, seven, six, five, four, three, two, one, zero, ... ”，让人觉得英语是如此的可触，英语就在你我身边。

高二英语CommunicationWorkshops教案高二英语communication workshops教案communication workshop教材分析本课是第14单元的communication workshop。

本课主要是运用本单元学习的话题、词汇和结构进行写作和听说的练习。

本课话题为阅读招聘广告和根据广告内容写求职信, 与学生的实际生活联系紧密，实用性很强。

本课的口语表达也与学生感兴趣的职业相关，话题接近生活，学生会比较感兴趣。

本课计划分两个课时完成，第一课时重点是写作，第二课时重点是听和说。

可用资源writing help。

教学内容1. 复习本单元所有话题词汇。

2. 了解招聘广告和求职信的格式，练习写求职信。

3. 以演讲或采访的形式谈论与职业有关的话题。

4. 听一首英文歌曲,提取关键信息。

第一课时first period(writing)教学目标本课结束时，学生能够：•读懂一则招聘广告和一封学生的求职信；•了解求职信的格式；•运用所学的词汇和结构根据招聘广告中的内容写一封求职信。

评价手段:评价手段:小组评价教学过程教学活动activities设计意图intentions互动模式&时间ip & timelead-instep 1t gets the ss to review the words about jobs in this unit.[ppt 3]回顾有关职业的词汇。

cw2’step 2 t asks the ss how to apply for the job[ppt4-5]引入如何申请职位---写求职信。

cw2’preparationsstep 3ss read the advertisement and the letter of application then answer the questions on page 30.[ppt6-10] 学生们阅读回答问题了解招聘广告和求职信的内容。

【范文】Communication Workshop教案一、教学内容本节课选自《英语口语交流》教材第四章，详细内容涉及日常交流中的电话用语，包括接听电话、拨打电话、电话交流中的礼貌用语以及电话结束时的常用表达。

二、教学目标1. 学生能够掌握电话交流中的基本用语，如“Hello, may I speak to?”、“This is speaking”等。

2. 学生能够在实际情境中灵活运用电话用语，进行流畅的日常电话交流。

3. 学生能够了解电话交流中的礼貌用语，提高跨文化交际能力。

三、教学难点与重点教学难点：电话交流中的礼貌用语和电话用语的正确运用。

教学重点：接听电话、拨打电话的基本用语及实际操作。

四、教具与学具准备1. 教具：电话机模型、PPT、录音机、磁带。

2. 学具：教材、练习册、笔、纸。

五、教学过程1. 导入：通过播放一段电话交流的录音，让学生初步了解电话用语，激发学习兴趣。

2. 讲解：详细讲解电话用语的用法，包括接听电话、拨打电话、电话交流中的礼貌用语等。

1) 接听电话：Hello, may I speak to? / This is speaking.2) 拨打电话：Hello, may I speak to? / Who's calling, please?3) 电话交流：Could you please repeat that? / I'm sorry,I didn't catch that.4) 电话结束：Thank you for calling. / Goode.3. 实践：分组进行角色扮演，模拟电话交流情境，让学生在实际操作中运用所学知识。

4. 例题讲解：分析教材中的例题，讲解电话用语的正确使用方法。

5. 随堂练习：发放练习册，让学生完成电话用语的相关练习，巩固所学知识。

六、板书设计1. 接听电话基本用语：Hello, may I speak to? / This is speaking.2. 拨打电话基本用语：Hello, may I speak to? / Who's calling, please?3. 电话交流礼貌用语：Could you please repeat that? / I'm sorry, I didn't catch that.4. 电话结束用语：Thank you for calling. / Goode.七、作业设计1. 作业题目：根据本节课所学内容，编写一段电话交流对话。

Communication Workshop优质教案一、教学内容本教案依据《英语口语交际》教材第四章“生活中的沟通技巧”设计，详细内容涵盖：日常打招呼、表达喜好与兴趣、请求与提供帮助、电话交流等实用场景，重点强化学生口语表达能力和听力理解能力。

二、教学目标1. 让学生掌握日常生活中的基本沟通技巧，提高口语表达能力。

2. 培养学生主动参与沟通，增强团队合作意识。

三、教学难点与重点教学难点：表达喜好与兴趣、电话交流中的语境运用。

教学重点：日常沟通技巧的实践运用，包括打招呼、请求与提供帮助等。

四、教具与学具准备1. 教具：PPT、录音机、磁带、卡片。

2. 学具：口语交际教材、笔记本、彩色笔。

五、教学过程1. 实践情景引入（5分钟）利用PPT展示各种日常交流场景，引导学生主动参与，激发学习兴趣。

2. 例题讲解（10分钟）通过讲解教材中的例题，帮助学生掌握基本沟通技巧。

对每个场景进行角色扮演，让学生在实际情境中学会运用所学知识。

3. 随堂练习（10分钟）分组进行角色扮演练习，提高学生口语表达能力。

教师巡回指导，纠正发音，解答疑问。

4. 小组讨论与分享（5分钟）学生分组讨论各自在练习中遇到的问题，分享心得体会。

5. 情景剧表演（5分钟）各小组自编自导情景剧，展示所学沟通技巧。

教师点评，给予鼓励和建议。

学生复述所学内容，巩固记忆。

六、板书设计1. 板书左侧：列出本节课的主要场景和关键词汇。

2. 板书右侧：展示重点句型和语法结构。

七、作业设计1. 作业题目：模拟打电话，邀请朋友参加活动。

2. 答案：学生完成作业后，教师批改并给出答案。

针对共性问题，教师在课堂上进行讲解。

八、课后反思及拓展延伸1. 课后反思：教师针对本节课的教学效果，进行自我反思，调整教学方法。

2. 拓展延伸：推荐学生观看相关主题的英语电影、电视剧，提高实际运用能力。

同时，鼓励学生参加各类英语角活动，拓宽交际圈，增强实践能力。

重点和难点解析1. 教学内容的场景设计2. 教学目标的实际操作3. 教学难点与重点的处理4. 教学过程中的实践情景引入、例题讲解和随堂练习5. 板书设计的逻辑结构6. 作业设计的针对性与答案反馈7. 课后反思与拓展延伸的实际应用一、教学内容的场景设计1. 选择具有代表性的场景，涵盖日常生活中的基本沟通需求。

Unit 14 munication WorkshopGoals1. Teaching goals:1)To get students to practice writing a letter of application.2)To train students to practice using linking words expressing cause and addition.2. Ability goals:1)To develop students’ writing ability.2)To develop students’ cooperative learning ability3)To develop student s’ autonomous learning ability3. Teaching important points:1) To get students to grasp how to write a letter of application.2) To get students to learn how to use linking words expressing cause and addition.4 Teaching difficult points:To write the letter of application in proper words and sentences.5 Teaching methods:Cooperative learning and task-oriented learning6 Teaching aids: pute rand slide projectorTeaching procedureStep 1 Pre-taskTask 1 Review the words about personalities.Task 2 Get the students to read an advertisement and get the students to talk about what personalities are suitable for the jobs.Step 2 During-taskTask 1.Read the letter and answer the following questions.1)Why does Li Meiling write the letter?2)Why does Li Meiling apply for the job?3)What evidence does she give to show that:a)She is hard-working and mitted?b)She gets on well with people from different background?c)She would be a good reporter?Task 2 Match the parts of the letter (1—5) with these topics: a) signing off b) personal qualities c) qualification. d) reasons for interest e) reason for writingTask 3 LinkingLook at the underline words in the letter. Do they express addition, contrast or reason?Addition: in addition contrast: no words Reason: because, as, since, due toTask 4 ReviewingWhat the layout of the letter1)Heading of the letter.2)Body of the letter.Para. 1 Reason for writing.Para 2 Reason for interest.1 / 3Pare 3 Personal qualitiesPara 4 Qualifications3) Formal ending.Task 5 Writing (Divide the students into some groups and get them to do the following in groups) 1Look at the job advertisement and get the students to find one job they are interested in.2.Get students to write notes according to the CV about their reason for the job, their personalqualities, their qualifications and their practical skills.3.Write the letter step by step according to the stages and give some key sentences andexample.Writing stages1) Heading of the letter.2) Heading of the letter. Get the students to find the key sentences in the letter first. Suggest they use the sentences to help them.Also encourage them to use the words they studied in the unit. Give the students advice and help as possible.Useful words and phrases:journalism/ sports/ language…/things in our school/ things about sports…)/sports/ school/ our city…Useful words and phrases: mitted/ motivated/ creative… a voluntary programme…get on well/ deal with difficult problem…sports events/ school things/munity events…Qualifications:voluntary work, holiday jobs, participation in … activitiesPractical skills:fluent in (language), driving license, cooking, first aid3) Formal endingStep 3 Post-taskTask 1 Get the students to exchangetheir writingsand check in groups. Get them to see how good they are.Task 2 Enjoy one of their writings with a slide in class.Task 3 HomeworkWrite the letter in their own writing books.3 / 3。

Communication Workshop教材分析本课是第 16单元最后两个课时。

本课主要是运用本单元的话题、词汇和结构进行写作和听说的练习。

本课话题涉及学生的生活现实,学生会感觉较亲切, 另外听说部分的神话和故事更能吸引学生的注意力和激发大家的想象力。

本课中的主要结构和时态都是学过的，但是本课重点和难点是如何在语境中运用。

计划按两课时进行，第一课时重点是写作，第二课时重点是听说。

教材第97页的WRITING HELP中有较详细的写作指导。

教学内容1.写作: 生活的一件事2.口语: 讲述一个故事3. 听力: 听一个神话第一课时First Period(Writing)教学目标本课结束时，学生能够：•运用所学的词汇和结构写一个故事。

•正确运用记叙的连接词。

评价手段:•小组评价Second Period(Speaking)教学目标本课结束时，学生能够：•看图画讲述一个故事。

•运用所学的交际策略, 处理口语中出现的错误。

First Period (Writing)I. Write three or four sentences on one bad event that you have experienced, including who, when, where and what._______________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________II. Write two or three events on the topic III. Put why and feelings in your writings. A Day When Everything Went Wrong.IV. Use linking words and adjectives in your writingLinking words:1._______________________________________________________________2._______________________________________________________________3._______________________________________________________________4._______________________________________________________________ Adjectives:________________________________________________________________________________________________________________________________V. Writing________________________________________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ____________________________________________________________第二课时学案Second Period(Speaking)I．Please make notes for your story. You can just write some key words.For example: young man (Mark)------ went for a picnic_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ____________________________________________________________________II．Please make notes of the mistakes you and your partner made and correct them if you can．Mistakes：Corrections;。

【范文】Communication Workshop教案一、教学内容本节课选自《新编英语口语教程》第三单元“Communication Workshop”，涉及章节2.3，详细内容包括日常交流中的问候与介绍、表达喜好与兴趣、进行简单对话以及电话交流的基本技巧。

二、教学目标1. 学生能够熟练掌握日常问候与介绍的表达方式，并进行实际运用。

2. 学生能够表达个人喜好与兴趣，运用相关词汇进行简单对话。

3. 学生能够掌握电话交流的基本技巧，进行模拟电话场景的对话。

三、教学难点与重点教学难点：电话交流中的语境理解和应对。

教学重点：日常问候与介绍的表达、喜好与兴趣的词汇运用、电话交流技巧。

四、教具与学具准备1. 教具：PPT、卡片、电话模型、录音机。

2. 学具：教材、笔记本、练习本。

五、教学过程1. 导入（5分钟）通过展示一段关于日常交流的视频，引导学生关注并思考视频中出现的问候与介绍的表达方式。

2. 新课内容呈现（15分钟）（1）呈现问候与介绍的表达方式，引导学生进行实际操作。

（2）介绍喜好与兴趣的词汇，并进行例句展示。

（3）讲解电话交流的基本技巧，展示模拟电话场景。

3. 例题讲解（10分钟）（1）呈现关于问候与介绍的例题，引导学生分析并解答。

（2）呈现关于喜好与兴趣的例题，指导学生运用所学词汇进行对话。

（3）呈现电话交流的例题，指导学生进行角色扮演，模拟电话场景。

4. 随堂练习（10分钟）（1）分发练习题，让学生独立完成。

（2）分组讨论，共同完成对话练习。

5. 小组活动（15分钟）学生分组，进行模拟电话交流，教师巡回指导。

六、板书设计1. 问候与介绍的表达方式。

2. 喜好与兴趣的词汇。

3. 电话交流的基本技巧。

七、作业设计1. 作业题目：（1）编写一段关于问候与介绍的对话。

（2）用所学词汇描述个人喜好与兴趣。

（3）模拟电话场景，进行对话。

2. 答案：（1）略。

（2）略。

（3）略。

八、课后反思及拓展延伸1. 课后反思：本节课通过实际操作、例题讲解和随堂练习，使学生掌握了日常交流中的问候与介绍、表达喜好与兴趣以及电话交流的基本技巧。

Unit 2 School Life Communication Workshop 教学设计第一课时阅读与写作【教材分析】本套教材在每个单元三个输入课的基础上，增加了专门培养学生语言表达技能的communication workshop课型。

这一课型旨在指导学生有步骤地发展写作和口语表达能力。

学生不再写命题作文，而是通过阅读范文，归纳结构特征，列出写作提纲再进行写作。

这样学生能循序渐进地提升写作能力。

本单元话题为School Life，在第四课至第六课中，学生通过阅读和听力活动，进行了语言输入，并初步使用语言进行简单表达，即学会表达“我有和我没有某个学具、为学习寻求和提供帮助，并且会简单介绍自己的课程安排情况及在学校一天的活动等”。

有了前三课的知识储备，本节课communication workshop的第一课时旨在借助学习有关“Lin Haijing’s favo urite school day ”，帮助学生们理解文本信息，引导学生梳理My Favourite School Day的写作结构和写作要点，并能使用范文中的目标语言口头介绍自己的“favourite day, favourite subjects, favourite teachers and favourite sports ”，完成自己作文的思维构建，为完成写作做好铺垫。

【学情分析】1.学生已有知识与思维：学生们在Get ready B部分已经学习了表达“my favourite subject”，在Get ready C部分又学习了如何表达“在某个时间经常做某事”，本单元Lesson 4—Lesson 6学生们也就School Life 这一话题初步使用语言进行简单的表达，为本课学习进行了很好的前期准备。

学生能够以中文的思维方式进行简单写作。

2.存在不足：学生在用英语表达时，受限于中文的思维模式，不能够以英语学思维方式进行表述，所以学生写出的多是中国式英语；同时，学生在进行英语写作时，理不清文段的结构，并且缺少英语语言支撑。

第二课时Second Period 教学目标在本课学习结束后，学生能够：用所学语言并结合口语策略展示面试情景；或者做出一个与职业话题有关的简短的演讲；倾听歌曲并填写空白词后理解歌曲的深层含义。

教学过程学案IIListening: A Song Fill in the blanksIf you could read my mind love,What a _____ my thoughts could tell, Just like an old time movie,‘bout a ghost from a wishing well,In a castle dark or a fortress strong,With ________ upon my feet.You know that ghost is me,And I will never be _______________,___________ I’m a ghost that you can’t see.If I could ______________ love,What a tale your thoughts could tell.Just like a paperback novel,The kind the drugstores sell.When you reach the part _________ the heartache comes, The hero would be me.But heroes often _______,And you won’t read that book again,Because the ending’s just _______________.I’d walk away like a movie star,Who ____________ in a three way script,Enter number two,A movie queen to play the scene,Of ________ all the good things _____ in me.But for now love, let’s be real.I never thought I could feel this way.And I’ve got to say that I just don’t get itI don’t know where we _____________ ,But the feeling’s gone.And I just can’t get it back.If you read my mind love,What a tale my thoughts could tell,Just like an old time movie,‘Bout a ghost from a wishing well,In a castle dark or a fortress strong,With chains upon my feet.But stories always end,And if you ________________________,You’ll know that I’m just trying to understand,The feelings that you ______.I never thought I could feel this wayAnd I’ve got to say that I just don’t get itBut the feeling’s gone,And I just can’t get it back.。

【范文】Communication Workshop教案一、教学内容本节课的教学内容来自《Communication Workshop》教材的第五章，主要内容包括：有效沟通的基本原则、非语言沟通、倾听技巧、表达清晰和反馈。

通过学习，使学生了解并掌握有效沟通的方法和技巧。

二、教学目标1. 学生能够理解有效沟通的基本原则，并能在实际交流中运用。

2. 学生能够认识并理解非语言沟通的重要性，并能在交流中注意自己的非语言行为。

3. 学生能够掌握倾听技巧，提高倾听效果。

4. 学生能够清晰、准确地表达自己的观点，并给予他人有效的反馈。

三、教学难点与重点重点：有效沟通的基本原则、非语言沟通、倾听技巧、表达清晰和反馈。

难点：非语言沟通的理解和运用、倾听技巧的掌握、表达清晰和反馈的实践。

四、教具与学具准备教具：PPT、视频、图片、案例资料。

学具：笔记本、笔。

五、教学过程1. 导入：通过一个日常沟通的案例，引发学生对有效沟通的思考，激发学习兴趣。

2. 理论知识讲解：讲解有效沟通的基本原则，非语言沟通的重要性，倾听技巧，表达清晰和反馈的方法。

3. 实践演练：学生分组，进行角色扮演，模拟实际沟通场景，运用所学知识和技巧进行沟通。

4. 视频分析：观看一段关于非语言沟通的视频，引导学生分析并理解非语言沟通的意义。

5. 案例讨论：分析一个实际案例，讨论其中的沟通问题，引导学生进行自我反思。

六、板书设计板书内容：1. 有效沟通的基本原则2. 非语言沟通的重要性3. 倾听技巧4. 表达清晰5. 反馈技巧七、作业设计答案：略2. 请分析一下自己在日常沟通中的非语言行为，并思考如何改进以提高沟通效果。

答案：略3. 请描述一个自己遇到的沟通困难，并运用所学倾听技巧进行解决。

答案：略八、课后反思及拓展延伸课后反思：本节课通过理论讲解、实践演练、视频分析、案例讨论等多种教学方法，使学生了解了有效沟通的基本原则和方法，并能够在实际沟通中运用。

Unit11 Communication Workshop说课稿Brief Introducton to Teaching Plan for Unit 11.Communication WorkshopSenior High English Module 4Contents of the teaching plan●Ⅰ. Analysis of the students●Ⅱ. Analysis of the teaching materials●Ⅲ. Teaching methodology●Ⅳ. Teaching procedures●Ⅴ. The design of the blackboard●Ⅵ. The self-questioningGood morning , ladies and gentlemen. Today i t’s a great honour for me to be here to share my teaching opinions about the writing in Communication Workshop in Unit11 of Module 4.My speech consists of six parts.Ⅰ.Analysis of the studentsStudents in Grade one are just in transition. They are required to be transformed to be interactive and communciation-oriented from traditional and teacher-oriented. Teachers should carry out their tasks by centring on students. According to different language levels and lerning styles, students should be encouraged to be eager to learn and participate in task actively.Ⅱ. Analysis of the teaching materialsPart 1: Status of the materialThis lesson plays very important part in Unint 11. It is a real communicative activity, not simply the production of a “composition”. In my opinion, the designers have shown us the importance of improving writing skills, that is, by studying the input communciation workshop, students can make the language and skills output to make their writing to be perfect.Part2:Teaching Objectives1. Knowledge Objectives:●Students are to have a clear of the layout of a formal letter after reading this sample essay.●Students are to use proper linking words to make their essay coherent and logical.●Students are to work together to write an essay about their own opinion.2. Ability Objectives:●Students’ reading and writing skills will be improved through analyzing the sample writingand creating their own ones.●Students’ team spirit will be improved by completing a certain task altogether.3. Moral Objectives:●Students are to realize the importance of cooperation and in this way their teamwork spiritwill be strengthened.●Students are to promote their imagination and creativity which will benefit them a lot intheir life-long learning.●Students learn to appreciate others’ ideas and suggestions.Part3: Key points and special difficulties1. How to make the whole input lesson more easily understood.2. Students may have problems using linking words properly in their essays.Ⅲ. Teaching methodologyPart1: Analysis of my teaching methods1. Task-based approach involves the students with different tasks;2. Constructivism emphasizes the students’ own generative learning process3. Howard Gardner’s theory of Multiple Intelligences intends to develop the students’ all-roundpotentials.Part2. Learing methodsL earner’s learning activities should center on their cooperation and team work.It is a better method to extend their learning activities outside the classroom which will benefit their life-long learning.Part3. Teaching AidsIn this period, I’ll use the blackboard, a projector and some slides to make the class lively and interesting, and to make myself better understood as well.Ⅳ. Teaching ProceduresIn order to meet the teaching objectives, I have divided the whole lesson into three parts, reading, writing and assignment accoding to the students’ task learing.Step1. Before reading (2 mins)1. To tell the students the structure of this period.Aim: They will have a better cooperation with me and receive better understanding.2. Show some letters in English newspapers to the students to have a brainstorm about the examples of formal or informal styles.Method: Pair work with cooperation.Aim: To arouse the students’interest of study to bring in the new subject.Step2. While reading (7 mins)In this step, I’ll go in three tasks.Task1: Read the letter and match the topics with paragraphs in the essay.Method: Individual work combined with teacher’s instruction.Aim: To skim the general ideas of each paragraph to train their reading skills.Task2: Have a discussion about linking words used to contrast ideas.Method: Pair work with cooperation.Aim: To encourage students to add some more linking words to improve their writing ability. Task3. Match informal expressions with the example of formal style in the letterMethod: Individual and group work.Aim: To get students to have a better understanding of the styles in letters.Step3. After reading ( 5 mins)Students discuss the layout of a formal letter to a newspaperMethod: Team work with cooperation.Aim: To form a better structure in mind to make a preparation for writing.Step4. Before writing (7 mins)1. Task: The local newspaper opens a new column called “V oice Your Opinion” You and your classmates want to contribute an essay to the local newspaper to share your opinion about a local problem. Method: Cooperative learning and information exchanging.Aim: To carry out the writing task more emotionally.2. Group DiscussionMethod: Team work with cooperation.Aim: To give students cooperative education and to voice their opinions.Step5. While writing (15 mins)Task: students in each group group write a draft of the letter depending on the opinions they have discussed. More importantly, some other linking words should be used.Method: Individual and team work with cooperation.Aim: To train the students’cooperative abilities.Step6. After writing (8 mins)This step is made of two parts.1. Peer EvaluationMethod: Team work with cooperation.Aim: To learn to compare different works and to know how to appreciate a well- written composition.2.PresentationAsk some groups to choose one student to present their writing draft to the others.Method: Individual work with cooperation.Aim: To learn more about the writing skills and to appreciate a well- written composition by comparing with other drafts.Step7. Summary1.Make a summary about the layout of the letter and pay more attention to the linking words.2.Deal with some possible problems,including problems of lower-achieving students and time.Aim: To consolidate what students learn in this lesson.Step8. HomeworkWrite a formal letter giving your opinion about a local problem.Requirements: 1. Follow the layout discussed in your group.2. Use linking words properly.Aim: To train the ability of do-it-yourself and to complete the task by themselves.Ⅵ. The design of the blackboardⅦ. The self-questioning about this periodThe above is my teaching design. In the procedures, the tasks are accomplished through the interaction between teacher and students, students and students. I’m sure it can improve students’writing skills and abilites and learn to carry out their task in a cooperative team.That’s all. Thanks for your attention.。

Unit16 Communication Workshop 名师教学设计Teaching Plan for A Response to Descriptive WritingInstructor: Yan Durui (Xiamen Foreign Language School)Target Students: Senior 2, Xiamen Foreign Language SchoolDuration: 40 minutes一、整体设计思路1. 设计思路本课拟从语法提升、场景描写、情绪描写三个角度入手，通过“理解-操练-应用-生成-评价”的教学思路，有层次地推进教学，旨在帮助学生规避拼写、语法错误，思考分析句子的润色方式，促进记叙文语言的提升，使故事更具吸引力。

并借助iPad，为小组合作、动态生成、分享成果创造有利条件。

2. 文本分析本课所选材料为北师大版高中英语教材选修六第十六单元Communication Workshop内容，该部分提供了三个不同版本的叙述性小故事，不同版本各有侧重，学生在阅读后对故事写作的描写部分有了更加明确的感知。

3. 学情分析本次授课对象是厦门外国语学校高二文科班学生，他们有一定的词汇量和理解能力，对记叙文有相对丰富的阅读经验，能够读懂故事内容并进行续写，但受到表达能力的限制，他们的续写中会出现语法错误和单调的表达。

二、教学目标After this lesson, students will be able toa) describe the scene of a story with complex sentences;b) describe the character’s emotion with vivid action verbs;c) apply what has been learned to create a vivid story;d) improve teamwork spirit by exploring problems together and sharing ideas.三、教学重难点1. Key points:How to avoid mistakes and polish sentences from different perspectives2. Possible problems:How to polish a story and make it more attractiveThis lesson mainly focuses on guiding students to correct mistakes in descriptive writing, using complex sentences, and create a vivid story, during which students activate their prior knowledge to apply action verbs to describe the scene and the character’s emotion.Students may have difficulty in working out proper action words and complex sentences to describe the scene and work out the character’s emotion. So before writing, there will be a pattern practice to familiarize them with the related expressions and sentence patterns, thus prepare them well for the following writing task.本节课主要指导学生在描述性写作中如何规避错误，并使用复合句、形象生动地描述情绪和场景来使整个故事更加引人入胜。

【范文】Communication Workshop教案一、教学内容本节课选自《英语口语交流》教材第五章，详细内容涉及日常交流中的电话用语、预约和取消预约的表达方式，以及应对不同电话交流情境的技巧。

二、教学目标1. 掌握电话交流中的基本用语，如打电话、接电话、转接电话等。

2. 学会预约和取消预约的表达方式，并能应用于实际情景。

3. 提高学生在不同电话交流情境下的应对能力和口语表达能力。

三、教学难点与重点教学难点：电话交流中的礼貌用语和应对不同情境的技巧。

教学重点：电话用语的基本结构，预约和取消预约的表达方式。

四、教具与学具准备1. 教具：电话机模型、PPT、教学录音带。

2. 学具：教材、笔记本、录音机。

五、教学过程1. 导入：通过播放一段电话交流的录音，让学生了解电话交流的基本场景和注意事项。

2. 新课内容：讲解电话用语的基本结构，如打电话、接电话、转接电话等。

结合教材实例，让学生模仿并进行角色扮演。

3. 实践环节：a. 分组练习电话预约和取消预约的表达方式。

b. 教师随机抽取学生进行角色扮演，模拟实际电话交流情境。

4. 例题讲解：分析教材中的典型例题，讲解预约和取消预约的注意事项。

5. 随堂练习：让学生根据教材和板书提示，完成电话预约和取消预约的练习。

七、作业设计1. 作业题目：a. 编写一段电话预约的对话。

b. 编写一段电话取消预约的对话。

2. 答案：a. A: Hello, may I speak to Mr. Smith, please?B: Hello, this is Mr. Smith speaking.A: I'd like to make an appointment with you for next Monday afternoon. Is it convenient for you?B: Yes, that would be fine. What time exactly?A: How about 3 p.m.?B: OK, I'll see you then.b. A: Hello, may I speak to Mr. Smith, please?B: Hello, this is Mr. Smith speaking.A: I'm sorry, but I need to cancel our appointment for next Monday afternoon. Is that all right?B: That's fine. Do you want to reschedule?A: No, thank you. I'll call you again when I have a new date.八、课后反思及拓展延伸2. 拓展延伸：a. 组织学生进行电话用语的实际应用，如与外教进行电话交流。

Teaching PlanThematic Context: Module2 Unit4 Communication WorkshopType of lesson: Reading and Writing LessonTeaching aims:At the end of this lesson，students will●be very interested in writing an article to introduce a place.●be able to use suitable person，tense，layout,sentence structures andlinking words to introduce a place.●be proud of our capital Beijing and our hometown Jiaozuo and lovethem.●Teaching key points and difficult points:●Teacher leads students to understand and master the layout, sentencestructures and linking words effectively.●Teacher leads students to master the way to use advanced and varioussentence structures.●Teaching and learning methods:Process-focused writing approach，Group work,Cooperative learning. Teaching procedure:●Teacher arouses students' interests by showing some photos of somefamous cities in the world, and singing the song，“Welcome to Beijing”.●Teacher shows the sample article of Beijing to students. This articleserves as language input before writing.●Teacher asks students questions to lead them to understand and masterthe layout，sentence structures and linking words effectively.e.g.“How many paragraphs are there in the article?”Answer: (1. Introduction. 2. Things to see. 3. Things to do. 4. Ending words.)“What factors are included in the first paragraph?”Answer: (General description, Location, Area, population, History, Climate and Temperature.)“Can you find and circle the beautiful and advanced sentences in the article?”Answer: (Location : 1. …is located in …2.…lies in….Area: 1. …covers an area of… 2. ...is the second/third/. . .largest city in the world as regards area.etc.)●Students work in groups and cooperate with each other to answerthese questions.●Teacher introduces the writing task "write an article to introduceJiaozuo.●Teacher divides students into groups of six and arouses them toexpress the photos of Jiaozuo in best possible ways according to the sentence structures in the article of Beijing.Meanwhile,teacher encourages students to join simple sentences together with linking words,relative pronouns，present participles,etc. to form more advanced and more various sentence structures.●Students write the first drafts by themselves.●Teacher stimulates students to check and correct their own drafts;meanwhile, teacher provides the standards of checking and correcting.For example, the content, the layout, the language, the linking words，the handwriting, the tense and person, the grammar and the spelling.●Teacher divides students into groups of six and arouses them to checkand correct their partners' articles. Teacher provides the standards of checking and correcting again.●Teacher chooses two typical articles to examine before class; studentslearn how to check fully and effectively.●Teacher help the students to summarize some typical and commonmistakes among students’ articles,and correct and analyze them.●Homework. Polish the first draft and rewrite it.After-class reflection:●By singing a song to lead in, students are deeply aroused to read thesample article of Beijing,but my singing is not professional and perfect.●The article is well designed with many good sentence structures andlinking words, students can understand them by answering the questions intended for them，but the time spared for them is too limited, and they can’t fully master and practice them.●The time given students to write is 10 minutes, which provesrelatively short and limited.I should have given them more time to write the article better.●The time for students to check is only 3 minutes, which proves to betoo short. The checking procedure is very important in writing practice, so teachers should place more emphasis on it.。