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Unit2 Writing 名师教学设计A Teaching Plan for Module 8 Unit 2 CloningSpeaking & Writing: How to Express one’s Positive and Negative Viewpoints Should we install air-conditioners in the classrooms?一、教学内容：人教新课标版选修八第二单元Cloning Using Language:How to Express on e’s Positive and Negative Viewpoints（即：Speaking & Writing: Should we install air-conditioners in the classrooms?）二、教学目标：1. 能力目标：学会区分事实和观点，从大量泛读材料中提取事实性论据，并以此为依据就某一话题展开辩论，从而提高思辨能力及听说水平；2.知识目标：熟悉应用文书信写作框架，掌握正反观点对立及理由分析常用的句型短语；3.情感目标：促进团队合作、沟通及协调能力。
三、教材分析及处理本单元的中心话题是“克隆”。
第一篇阅读课文介绍了什么是克隆、克隆羊dolly 的诞生与死亡、由此引发的争议，引导学生透过现象看本质，明白任何事物都有两面性，克隆技术在带给我们好处的同时也会给我们带来一些宗教上和社会上的问题。
而第二篇课文则指出了克隆技术不可能使地球上已经消失的动物（如恐龙）复活，并就其原因进行了详细分析，点明克隆绝种动物的好处和坏处。
由此可见，正反观点对立及理由分析是本单元文体框架结构学习的重中之重。
因此，授课教师决定在学生中开展英语辩论赛，将全班分为两大组，分别为正方和反方，使学生通过思辨真正感知如何表达正反观点并提供真实有效的事实论据和符合逻辑的推理论证。
学生即将升上高三，最近天气炎热，学生学习状态较差，学习缺乏动力，于是，辩论的话题我选择了与学生生活密切相关、特别关注的“教室是否应该装空调”的问题，源于生活，学生有熟悉感，有话可说，避免了畏难情。
Unit4 Writing 教学设计1. Teaching Analysis 教情分析1)Teaching objectives-教学目标①Ability goals能力目标a. Students will be able to draw mind map to generate more ideas and get rid of traditional linear way of thinking.b. Students will learn to write a passage by employing the process-oriented approach.②Emotion goals情感目标Students will have the awareness of wildlife protection and advocate more people in the protection.Students will think about the solution of wildlife protection.2)Important & difficult teaching points-教学重难点Students earn to write a passage by employing the process-oriented approach.2. Student analysis学情分析1)Fundamental state基本情况Students have got used to the old-fashioned way of writing apassage---product-oriented approach. The product of a passage is placed in the first place and little attention is paid to how a passage is developed. Therefore many students feel it boring and tiring to write a passage. Indeed armed with a large vocabulary and creative ideas, they have the ability to work out but there is no such way for them to do so.2)Knowledge reserve知识储备After the first 4periods of learning, students have abundant language input and acquire adequate information about wildlife protection to output---write a passage. Besides, many of them have a large vocabulary and creative ideas3. Teaching methods教法建议Process-oriented approach, cooperative teaching method, situational teaching approach情景教学法4. Teaching Aids教学辅助Blackboard and chalk, computer or I-pad, projector5.Teaching procedures-教学进程Step I Pre-writing1. BrainstormingIt’s a pity in t he story that nobody helped the dodo. But there are still some endangered animals that are in need of our protection. So please write a letter to WWF to help you save the endangered animals. The students are to think about the endangered animals they want to save. Meanwhile teachers are to write down what students come up with and then several endangered animals are shown in PPT.2. Mind-mapStudents are to discuss and think about some questions about endangered animals.Step II Free-writingStudents are to write what is in their mind according to the mind mapThe teacher then invites some students to report their sentence. If there are some beautiful words and expressions, the teacher can write down on the blackboard.Step III SamplesThe teacher introduces the form of letter and some useful expressions to facilitate students’ writing.① Expressing intentionI’m going to I will I’d rather not I feel like... I’d like toI intend /mean/plan to... I’m ready to...② Expressing purposeTo help/save so that but do to protect from in order toto teach them a lesson to punish those who do harm to wildlifeStep IV OutlineStudents are to write an outline of their letter. And the teacher could help them with the chart.Step V DraftingStudents are to write the first draft based on the ideas and discussion above.Step VI Peer editingStudents are to swap their writing with partners to check the spelling, grammar and punctuation and find out the highlights. Then students are encouraged to report the highlights they find in peer editing. At this time, teacher can give compliments, take down the report and refine theses sentences.Step VII RevisingStudents are to swap the writing back and revise their own letter by correcting the mistakes and polishing their sentences.Step VIII Teacher’s feedback (grading)The teacher collects the students’ compositions and then ticks the mistakes and highli ghts the good points. And it’s better for the teacher to write down some specific and genuine reviews.Next time the teacher can show some quality compositions and point out some common mistakes.。
Teaching Deignent of E-mai Writing高岚银川二中Teaching goa1 知识与能力目标：让学生了解并掌握高考写作出现频率较高的电子邮件的写作方法和高考写作的评价准则。
2 过程与方法目标：以教师引导为辅，学生自主学习为主，让学生在具体的语言环境中灵活地习得电子邮件写作要点和高考写作的评价准则。
3 情感态度价值观目标：引导培养学生自主学习并发展其探究能力；增强学生小组合作能力；引导学生建立拼搏进取的价值观。
Anai of the tudent本堂课是高三二轮复习的写作专题课。
针对学生普遍对书信体写作及运用能力较弱的情况，让学生沿感知-感受-体验-运用-总结-再运用的规律，使学生保持旺盛的学习兴趣，让他们学会、会学且乐学。
Im ethod教学方法Watching, ent,hort uti-media, bacboardTeaching the at etreme trict with ou,I ie mar and few mitae,I ie tidine and neatneWho am I -------I am writingT: There are o man different ind of writing: narrative writing, argumentative writing, eething about ent of E-mai WritingBefore writingT: Before writing, et' have a dicuionQ: What houd we tae into conideration about writing an e-maiAccording to what the tudent a, ummarie the anwerOutineateria Steateria according to the outine and tiinute and chooe a reentStemarie tudent' anwerAementent, ent, ate' artice Steeworai and hand it in tomorrowWarm-ti the caConcuion"You have to beieve in ouref That' the ecret of Cha ent 教学评价According to the teaching aim and the characteritic of the teenager, ue a much a encouragement to cutivate their thining and deveo their writing abiitWriting on the bacboard 板书设计ent of E-mai Writing unurePuroe Outine Ti Writing ame。
writing 初中教案一、教学目标1. 知识与技能：让学生掌握写作的基本技巧，能够运用恰当的词汇和句型表达自己的观点和感受。
2. 过程与方法：通过小组合作、讨论交流等方式，培养学生的思维能力和创造力。
3. 情感态度与价值观：激发学生的写作兴趣，提高学生自信心，培养学生的团队协作精神。
二、教学内容1. 教学文本：不限，根据教学目标选择适合学生水平的文章。
2. 写作话题：根据学生兴趣和实际生活选取话题，如校园生活、家庭生活、环保等。
3. 写作技巧：学习使用恰当的词汇和句型，掌握一定的写作策略，如开头结尾的写法、过渡句的运用等。
三、教学过程1. 导入：通过问题引导、情境创设等方式，激发学生的兴趣，引入写作话题。
2. 讲解与示范：教师讲解写作技巧，并进行示范，让学生了解并掌握写作的基本方法。
3. 小组讨论：学生分组讨论，分享自己的观点和感受，互相借鉴和学习。
4. 写作实践：学生根据话题和所学技巧进行写作实践，教师巡回指导。
5. 作品展示与评价：学生展示自己的作品，互相评价，教师给予总结性评价。
6. 总结与拓展：教师总结本次写作课的重点和收获，布置课后作业，拓展学生的写作思路。
四、教学评价1. 过程评价：观察学生在课堂上的参与程度、讨论交流情况等，了解学生的学习过程。
2. 作品评价：从内容、结构、语言等方面评价学生的作文，给出具体、中肯的建议。
3. 学生反馈：收集学生的意见和建议，不断调整和改进教学方法。
五、教学资源1. 教材：选用适合初中生水平的写作教材。
2. 辅助材料：参考书籍、网络资源等。
3. 教学设备：投影仪、电脑、白板等。
六、教学时间1课时（45分钟）七、课后作业1. 根据所学话题，完成一篇作文。
2. 收集一篇自己喜欢的文章，下次课分享给同学。
通过以上教学设计，旨在提高学生的写作能力，培养学生的创新思维和团队协作精神，使学生在写作过程中能够运用所学知识和技巧，表达自己的观点和感受。
Unit 4 Natural Disasters Period 5Reading for Writing教材分析该板块的活动主题是“写摘要”(Write a summary)。
要求学生在读完关于海啸的新闻报道之后，为单元主篇阅读编写摘要。
阅读文本是一则专题新闻。
文本语言属于即时性的新闻报道，表达准确、简明扼要，只讲述事实，不带感情色彩。
文章标题醒目，直接说明事件。
与简短的新闻报道不同的是，专题报道的文本更加丰富，如加入了当地居民和官员的话语，加强了真实感。
教学目标1. 能正确理解使用下列词汇与海啸新闻报道相关的表达。
2. 掌握新闻报道的摘要的语篇特征。
3. 学会写纪实性新闻报道的摘要。
教学重难点【教学重点】帮助学生掌握新闻摘要的写作特点和语言特色，完成摘要写作任务。
【教学难点】掌握新闻摘要的既高度凝练又表达有力的语言特色。
教学过程Step 1 Warming-upStudents watch the video Tsunami: Killer Wave. Then answer the following questions:(1)What is a tsunami?(2)What causes it?(3)Will it cause great damage to human beings？Step 2 Pre-writing1. Work on Activity 1. Read the news report released the day after a tsunami and answer the questions:(1) When did the tsunami happen?(2) What caused the tsunami?(3) Why would it be difficult to deliver food and supplies?2. Work on Activity 2. Read the summary of the news report. Then check the main points it includes.设计意图：复现有助于加深记忆。
初中writing 教案一、教学目标：1. 知识目标：（1）学生能够理解并运用常用词汇和句型进行描述。
（2）学生能够运用简单的语法知识进行句子构建。
2. 能力目标：（1）学生能够听懂并进行简单的日常对话。
（2）学生能够运用所学知识进行简单的写作。
3. 情感目标：（1）学生能够积极参与课堂活动，提高学习兴趣。
（2）学生能够增强自信心，提高自我表达能力。
二、教学内容：1. 词汇：描述人物、地点和事物的词汇。
2. 句型：介绍人物、地点和事物的基本句型。
3. 语法：一般现在时、一般过去时和一般将来时的运用。
三、教学过程：1. 导入：（1）教师通过图片或实物引导学生进行观察，激发学生的学习兴趣。
（2）学生进行简单的描述，展示自己的观察能力。
2. 新课内容：（1）教师引导学生学习描述人物、地点和事物的词汇。
（2）学生进行小组活动，用所学词汇进行描述。
3. 课堂练习：（1）教师给出一个主题，学生进行小组讨论，运用所学句型进行描述。
（2）学生进行独立写作，运用所学知识描述一个熟悉的人物、地点或事物。
4. 写作指导：（1）教师引导学生分析题目，确定写作思路。
（2）学生进行写作实践，教师进行个别指导。
5. 展示与评价：（1）学生展示自己的作品，进行自我评价。
（2）教师对学生的作品进行评价，给予鼓励和建议。
四、教学策略：1. 任务型教学法：通过完成实际任务，提高学生的写作能力。
2. 交际式教学法：通过小组讨论和对话，提高学生的口头表达能力。
3. 个性化教学法：关注学生的个体差异，给予个别指导。
五、教学评价：1. 过程评价：关注学生在写作过程中的表现，如构思、书写和表达等。
2. 结果评价：评价学生的写作成果，如内容、语法和拼写等。
3. 自我评价：鼓励学生进行自我评价，提高自我表达能力。
六、教学资源：1. 图片或实物：用于引导学生进行观察和描述。
2. 教材：提供常用词汇和句型，引导学生进行学习。
3. 写作纸张和文具：为学生提供写作工具。
Writing1、Teaching contents:Speaking and writing ( P.15 ); *Writing task (P16 )2、Teaching aims:Based on the analysis of the textbook and the writing patterm itself, I have identified the teaching aims of this lesson as follows:Knowledge aims:Students can show some expressions which can help them to solve the problems,such as “I beg your pardon?”etc;Students can learn some history about the UK or the building which you choose.Students can use interesting adjectives such as “clean, wonderful, great…”to introduce their interesting buildings or attractions .Ability aims:Students can observe the examples and discover and generalize the useful expressions and the beautiful words.Students can gather and choose their interesting and useful information after the class.Students can find some errors in their articles by themselver or their partners.Emotional aims:Students can learn to cooperate and share ideas with others.Students can develop their interest and confidence in learning writing by experiencing, observing and exploring.3、Key point:learning some interesting adjs instead of “nice” and the verbs instead of “be"Making sure that tenses are consistentHow to organise the ideas in a reasonable wayImprove the students’ extensive read ing ability4、Difficult point:How to help students deal with some problems in understanding eachother.How to help students cooperate with others well and efficiently.How to choose the useful informationHow to revise their compositions correctly.5、Analysis of studentsThe students in senior 1 have learned English for at least three years. Therefore, they have accumulated some knowledge about English vocabulary and expression. The most important is that they have learned tenses, adjectives and object clauses in junior school, which can provide bases for the learning of the writing in this lesson, although some of them do not have a lot of knowledge about writing. Most of them are interested in learning English and they are active and curious, which can be the advantages for them. But they have been taught English, especially writing, in a quite passive and uncreative way in junior school, by the teachers’ explaining writing patterns. Therefore, in this lesson, they should be guided to discover and the useful information by themselves, based on their prior knowledge, so that they can revise their compositions correctly .6、Textbook tasks and their relationships:Task 1 is a preparation for task2 .Creating a situation may help students to better understand the guide and know some useful expressions.7、Intentions:Let the students know how to be a tour guide and how to ask how to solve the problems when they do not understand the guide.8、Teaching procedures：Based on the analysis above, I will organize the lesson in the following five steps, which develop gradually from perception to practice, and finally application.Step 1 RevisionI will ask students that do you still remember all the places that Zhang Pingyu visited during the trip and recall the Zhang Pingyu’s comments on each place she visited in the previous lesson.I will give the whole class 3 minutes to prepare and then ask one student to retell. Each time he finishes one sentence, I will retell the sentence. The retelling can help them review what they have learned and get more familiar with the words and expressions.After the student has finished his retelling, I will show pictures about some nice places.Step 2 PracticeIn pairs choose an interesting building or attraction in your hometown and introduce and then give your comments on each? Pay the attention to your pronunciation and intonation. For example:S1:The Great wall is always the first place for people to visit . You really have to see fantastic, amazing and breath-taking scenery.S2:I'm sorry but could you repeat that ? ... ...Step 3 ReadingRead Model why not visit our local castle on page 16 and pay attention to the tenses、adjectives、verbs and the main information etc.Next after their reading, let the students retell the main idea .For example, the history、the country and the main scenery is the stone etc.Step 4 Pre-writingLet the students write down notes on the information they have gatheredstudents make a writing plan.students collect the words they will use.Step 5 WritingLet the students write a guide book about an interesting building or attraction in theur hometown. Step 6 RevisingAfter the students have finished writing, let the students revise their papers by themselves and then with their partners.During the revising, I will give some standards of revising so that the students can choose the better writing and find their own mistakes as well.After revising ,let the students recommend a few better ones to share with us in the class.Step 7Homework1、Rewrite the composition after revising2、Make a poster to introduce a city in China to attract visitors both from home and abroad.。
