高三英语写作教学教案

高三英语写作教学教案

课题：看图书面表达（Writing A Story）

教学目的：教会学生如何用英语描写一个过去的故事。

教学重点：引导学生先仔细观察所给图片，掌握故事的中心意思。然后依次确定出描述每幅图所需的中心词，并由词成句，由句成文。最后对文章的篇章结构进行修改，实现用词准确，行文流畅。

教学辅助手段：电脑（或实物投影仪）

教学方法：讨论法

教学步骤：

一、展示 (Presentation)

Warming up : Read the short passage and try to find the type of the

passage.

Last Thursday, we had a class meeting to discuss where to go for our

spring outing. We came up with several choices such as going boating,

climbing a mountain, and going to an amusement park. Finally, we

decided to go mountain climbing.

The next day, we set off early in the morning. While climbing

the mountain, we enjoyed the warm sunshine and a beautiful view.

However, when reaching the top, we were shocked to see litter here and

there, such as bottles and banana peels. Then we started to pick up the

litter. Afterwards, we put the rubbish into the nearby recycling bin and

non-recycling bin respectively. We were tired but happy.

.通过计算机展示上次作为作业的看图书面表达材料。（帮助回顾、加深印象）

二、讨论 (Discussion)

Discuss in a group and find out the six elements (when, who,

what, why, how and the result) of the passage.

教师总结。

三、展示 (Presentation)

通过计算机展示给学生一篇新的看图书面表达材料,要求学生仔细观察所给图片，掌握故事的中心意思。

四、讨论 (Discussion)

1.学生两人一组（必要时可变为四人一组，增强协作性），针对每幅图进行讨论，并确定描述每幅图的中心词。

2. 按图片的先后顺序，分别要求几组学生将他们的讨论结果告诉大家，由大家一起来讨论用词是否恰当及如何改正。同时，教师将这些词按图片顺序依次输入计算机，展示给大家（也可通过实物投影仪展示）。

五、练习 (Practice)

要求学生参考中心词，写出描述每幅图的一两个句子，输入计算机（若通过实物投影仪展示，可写在纸上）。

六、反馈 (Feedback)

1.通过计算机，选取两位学生所写的第一幅图的两组句子，展示给大家（也可通过实物投影仪展示）。和其他学生一起对句中的语法错误进行修改。

2. 重复此步骤，展示其它几幅图的句子。

3. 从每幅图的两组句子中各挑选一组，将这些刚改正的无语法错误的句子，通过计算机组合成文，重新展示给学生。

七、讨论 (Discussion)

要求学生先朗读全文（由于此时的文章是由各自独立的句子罗列而成，句子之间必然缺乏连贯性,学生只有通读全文,才会发现）。然后分组讨论如何对篇章结构进行修改,使文章更连贯。

八、反馈 (Feedback)

1.通过计算机，请学生先对他们认为不连贯的地方进行修改，教师引导其他学生进行讨论并给予必要的补充和修改，实现用词准确、行文流畅。

2.展示范文并指出范文中的精彩之处。

九、巩固 (Consolidation)

总结写此类看图书面表达的思路：掌握全文中心——确定每幅图的中心词——由词成句——由句成文——修改篇章结构。

十、作业 (Homework)

发给学生另一篇看图书面表达材料，要求学生根据本课所学思路独力完成。

Teaching Plan I. Topic: Writing a story

II. Teaching Aim: According to the pictures of a story, teach the

students how to write a story using the effective sentences.

III. Key Points: Teach the students how to get the key words of each

picture and how to use effective sentences to complete a coherent

composition.

IV. Teaching Aids: Computer

V. Teaching Method: Discussion

VI. Teaching Procedure:

Step 1.Presentation

Present a short passage to students and ask the students to find out

what the type of the passage is

Step 2.Discussion

Let the students work in pairs to discuss the composition and try to

find out the six elements of the story

Step 3.Presentation

Present the pictures of a story to the class. Give the students two

minutes to look through the pictures and try to get the main idea of the

story.

Step 4.Discussion

1.Let the students work in groups of four to get the key words of

each picture orally. 2. Ask several students to report their answers to the rest of the class.

Present these key words to the whole class.

Step 5.Writing

According to the key words, ask the students to write down their

own sentences about each picture.

Step 6.Feedback

1.Present two students’ sentences about Picture 1 to the class as

models, and then correct their grammar mistakes with the whole class.

2.Present another two students’sentences about Picture 2 to the class

and correct the grammar mistakes too.

3.Repeat this step with the other pictures.

4.Choose either of the models from each picture to make up a

passage. Present it to the class.

Step 7.Discussion

Give the students a few minutes to discuss how to make these

sentences more effective and how to make this passage more coherent.

Step 8.Feedback

1.Correct this passage with the whole class.

2.Present the model to the class.

3.Emphasize the way of writing this kind of composition.

Step 9. Assignment

Write another story as homework.