高中英语写作课教学设计

选修课程《英语应用文写作》教学设计Practical English Writing陈双贤Teaching aims:1 .Get students interested in practical writing・ 2.1ntroduce this optional / elective course Practical English Writing3.Introduce practical writing skills, get students to get the hang of writing common letters4.Teaching important and difficult points:Teaching important points: Master the form of the letterTeaching difficult points: How to write a standard common letter.Teaching methods: analysing and practice・Teaching aid: PPTTeaching procedures:Step One Warming up Introduce this optional / elective course---------- Practical English Writing Q: 1 • How do people communicate with others?Brainstorm: by email/ by cell phone/ by sen ding text messages / by letter etc.2.Who can write the form of letter? Writing letter is one of practical English writingSo it's important to learn practical writing.3.What is practical English writing?When we speak of practical English writing, we refer to the varieties of English for practicalpurposes.common/ personal/ business letters/ email / notice / advertisements etc.Practical English writing is of great use in our daily life, so it is important to get the hang of the basic skills of this writing. It serves as a "warming up M exercise for further studies and future work・Step Two Inform students of the contents of this course.They are common letters; letter of thanks; letter of complaints; letter of suggestion; letter of application; resume; letter of invitation ; letter of proposal ; letter of congratulations;notice; speech; diary; notes; emails'; asking for causal leave; Meeting Minutes And Schedules; A Guide to Travel & Travel AdvertisementsStep Three Learn the form of letter.A. the four parts of letter1).信头(heading)2).称呼(solution)3)•正文(body)4).结束语(complimentary close )Xinghua High SchoolBeijing J 02600 ChinaStep. 12,2013President George HopkingsPace Middle SchoolNew York, NY 10038USADear Mr. Hopkings,Yours sincerelyLi Xiuting(President of Xinghua High School)B. writing skills 具体写法1)、信头heading/ letterheadHelp to identify where letters come fromInclude name and address of addresserdate写信人的地址和日期，写在右上角。

Unit 2 Travelling Around【教学目标与核心素养】1. Get students to have a good understanding of how to write an impressive travel plan2. Enable students to use some writing skills flexibly.3. Develop students’writing and cooperating abilities.4. Strengthen students’great interest in writing discourses5.To cultivate students’writing ability and teamwork spirit.【教学重难点】1. Guide students to write a concise, coherent and structured email, introducing their own travel plans.2. Guide students to properly convey emotions using the proper language.LeadinHow to write to your friend an impressive travel plan?Discuss in pairs:For foreign vistors, which city in China may attract them most?Discuss: What do you see in the picture?Fast reading．课文预读Read the email to Xiao Li on page 30 and then choose the best answers.1．What’s the main idea of the email？______A．A travel plan to Xi’an.B．The transport to Xi’an.C．The beautiful sights of Xi’an.D．How to make a good plan to travel to Xi’an.2．Match the main idea of each paragraph._________Para.1A．How to travel to Xi’an.Para.2B．Other plans of the trip to Xi’an.Para.3 C．Final thoughts.Para.4D．The main purpose of the trip to Xi’an.Clear structureCareful reading3．In Richard’s opinion, what is almost unbelievable？______A．The Shaanxi History Museum.B．The Xi’an City Wall.C．The Terracotta Army.D．The Dayan Pagoda.4．When did people know about the Terracotta Army in modern times？______A．In the 1970s.B．In the third century BC．C．In the 1980s.D．In Qin Dynasty.5．What’s the main purpose of the statues in the tomb？______A．To protect the tomb of the Chinese Emperor Qinshihuang.B．To keep the Chinese Emperor Qinshihuang pany.C．To clean the Chinese Emperor Qinshihuang.D．To serve the Chinese Emperor Qinshihuang.Basic information:The email is written by_____to_____________'s email address is xl@youthlife .Structure of writing a travel planSummarise the email in the table.Write a travel plane the tables above to help you write a travel plan.写法指导：旅游计划是一种常见的应用文写作。

读写语篇教学设计Beautiful Ireland And Its Traditions主题语境：人与自然——自然环境、人与环境语篇类型：介绍性文章授课时长：2课时文本分析本文是一篇景物描写，作者从旅行者的角度将爱尔兰乡村的景致、自身感受与当地风土人情融为一体，内容丰富，语言优美，短小精悍。

作者生动地描写了乡村美景和风土人情在视觉、嗅觉、味觉、听觉和触觉等方面给人们带来的直观感受, 如The peaceful landscape of …is a true feast for the eyes…” “And down by the sea, the roar of the ocean waves and cries of the seabirds make up the music of the coast，” “On a quiet morning in the mountains, feel the sun on your skin, and breathe in the sweet scent of fresh flowers …”分别从视觉、听觉、触觉、嗅觉的角度，对丘陵、大海、群山进行了惟妙惟肖地描写。

作者运用这些丰富细腻的手法，将爱尔兰乡村清新浓郁的文化气息描绘得栩栩如生。

同时，字里行间流露出对爱尔兰乡村的喜爱之情。

本文提供了写作微技能之环境描写的范本，通过本文的学习，让读者体会如何从主观感觉出发，化抽象为具体，把大自然的美景描写与社会、与自我融为一体，更好地体会人与自然和谐共存的社会环境。

学情分析本次上课班级是普通高中高一学生，进入校园3个多月，熟悉了校园环境和班级同学，也慢慢适应了高中的上课节奏。

在英语学习上，学生基本了解教材的布局，具备在阅读中获取细节信息的能力，部分学生能用英语表达观点，但是多数学生在综合运用语言技能，体会作者情感态度，正确理解文章价值观等方面都比较欠缺。

此外，虽然学生通过母语迁移知识，熟悉环境描写的手段，但是对于如何用英语进行生动地环境描写，如何调动身体感官感受大自然美好事物，如何理解人与自然环境的关系等内容了解都比较片面，对于自然与传统的联系更是缺乏深层理解。

普通高中英语新课程阅读与写作教学设计遂昌中学刘仁海写是听、说、读、写四项语言技能的重要组成部分之一，更是语言能力的重要表现形式。

然而，写作一直是当前英语教学中的薄弱环节，很多教师觉得写作教学费时费力，成绩提高缓慢，不愿在上面投入较多的精力，以致形成了“听到写作学生心烦，见到习作教师头痛”的现象。

写作教学相对滞后，这与中学阶段很少开设英语写作课有关，教师大多只注重写作结果，而忽视写作前的引导过程，学生习作也多表现为信息处理凌乱，表达缺乏一定的逻辑性且言之无物，结果教师教得累，学生学得苦，收效甚微。

因此，在高中阶段要加强写作训练是十分必要的，教师从高一开始就要充分重视写作教学，使写作训练贯穿于整个高中阶段英语教学的始终。

我始终认为没有大量的“输入”，即语言信息的积累，就不可能有“交际”，与相对滞后的写作教学相比，高中阶段阅读课的教学普遍受到大家的重视，有了一定的基础，且已经获得了长足的发展，我认为高中英语写作课的教学完全建立在阅读课教学的基础上，与阅读教学巧妙结合起来。

阅读与写作密不可分，阅读是写作的基础，是作文素材和表达方式的源泉，通过阅读学生可以扩充词汇，扩大知识面，增强语感，从而汇集大量的语言信息，为写作打下扎实的语言基础。

因此，教师在侧重培养学生阅读能力的同时，可以采用阅读扩写、阅读仿写、阅读续写、阅读改写及阅读缩写等方法，将阅读教学和写作教学结合起来，利用阅读教材对学生进行写作训练。

下面以新教材模块六第四单元的第五课时----Reading and writing为例，谈谈阅读与写作课的教学设计----阅读仿写。

Period five Reading and writing1.Revision and Lead-in1).Check the homework.2).What do you think of plastic bags?2.Reading1).Turn to P66, read Tom’s essay about litter and make a summaryfor each paragraph..3).Find out the writing skills:This article is an essay. Essay is a short literary composition on a single subject, usually presenting the personal view of the author. In the first paragraph, the author presents his point of view on butts and bags. And in the next two paragraphs, he separately presents his views on butts and bags and provides evidences to support his views. In the last paragraph, he states his views again and calls up people to do something to our planet.3.Pre-writing (Writing tips)After reading this essay, I’d like you to choose a topic on the environment that you feel strongly about and write an essay on your own, using Tom’s essay as a model.1).Writing tips:Step 1: Write out the thesis statement.(point of view)Step 2: Write out the topic sentence of the first body paragraph.Step 3: Give the supporting points and details about the first subtopic.Step 4: Write out the topic sentence of the second body paragraph.Step 5: Give the supporting points and details about the second subtopic.(more body paragraphs…)The last step: State again the thesis statement.(point of view)4.Writing1).To list as many environment topics as possible and choose one topic towrite an essay about it.(air pollution, noise, soil erosion, water pollution, desertification…)2).To write an outline.3).To write the first draft according to the outline.4).To form the second draft by correcting the mistakes if any.5).To present the essay.To make your writing read smoothly, you can use discourse markers if necessary. When you add ideas, you can use furthermore, moreover, in addition etc., when you want to express your idea in order of time, you can use firstly, secondly, lastly etc., and when you link cause and effect, use because of , as a result of , due to / owing to , …leads to / results in…and so on.e.g. In my opinion,….First of all, more and more research is proving that ….Secondly,statistics have shown that ….Thirdly,….In conclusion,….5.Homework1).Finish the essay after class..2).Review the whole unit by doing Summing up on P32 and Check yourselfon P68.分析作者所使用的写作手法，之后要求学生就同样的体裁采用同样的手法写出一篇短文，这一教学尝试完全符合新课程的教学理念，一方面它最大限度利用了有限的教学时间，将阅读与写作整合在一起，强化了学生对课文的理解以及对语言知识的积累，为学生创造了在写作中运用语言的机会，是阅读教学的有效延伸，提高了教学效率；另一方面它将学习的主动权还给了学生，学生将自己的生活体验应用于写作实践中，突出了他们的学习主体地位；同时，学生在写作过程中相互合作，分享信息与观点，锻炼了他们从多个角度分析问题的能力，培养了他们书面运用语言的综合能力。

基于学科核心素养的高中英语写作课堂的教学设计研究要想达到高中阶段教学要求，教师要切实提高学生英语写作水平和能力，必须以学科核心素养为导向，改变传统教学观念，完成从课上写作任务到课下自主写作，从简单的连词成句、连词成篇到有逻辑地组织篇章、有兴趣地进行写作的转变。

1.以读促写阅读能培养写作语感，篇章中的精彩词句有很高的借鉴价值。

教师应该给学生创造出积极丰富的阅读环境。

对于教材范围内的阅读，教师应该适当提醒引导学生们勾画出佳词佳句，联想出近义词来进行等义替换，丰富词汇表达，并总结出精彩句型，即刻造句，加深印象。

例如：高一阶段必修三第一单元Festivals and Celebrations中，教师应该引导学生养成良好的学习习惯，在该节课着重学习重点词汇，并且能灵活应用重点句型进行造句。

教师还可以鼓励学生续写、改写、缩写教材课文，开展丰富多样的写作活动。

对于教材外的阅读，教师应该给学生多多推荐，并组织交流学习活动。

像是The Million Pound Bank Note一篇，教师可以鼓励学生阅读该小说的其他章节。

不仅要输入还要输出，教师还可以组织学生排练文章中的情节，排演成一出小小的话剧，丰富学生的课余生活，也锻炼了学生的英语表达能力。

2.培养高中生收集英语作文素材的能力高中生应当在英语阅读环节中关注和收集英语写作素材，因为英语阅读材料本身构成了非常丰富的写作素材库。

英语教师在开展阅读教学时，应当启发高中生准备摘抄本，自主选择与摘抄喜爱的英语阅读段落内容，然后将其转化成为英语写作资源。

高中生经过上述的英语写作素材摘抄与训练，写作能力将会得到显著增强。

英语教师应当引导全班学生认真完成英语写作作业，确保在班级范围内建立方便师生随时进行交流的微信群，以便于同学们将作业的完成情况发送至微信群中。

微信沟通平台具有全面增进师生了解以及促进师生实时交流的良好效果。

教师要努力将上述的新媒体平台手段融入师生课余沟通的全过程。

高三作文课的教学设计英文版English Response:Lesson Plan for Senior High School English Composition Class.Grade Level: Senior High School.Subject: English Composition.Topic: TBA (Provided by prompt)。

Objectives:Students will be able to analyze and interpret a given prompt.Students will be able to develop a clear and concise thesis statement.Students will be able to gather relevant evidence to support their thesis.Students will be able to organize their ideas into a coherent and logical essay.Students will be able to write in a clear and concise style.Materials:Prompt.Whiteboard or projector.Markers or pens.Paper.Electronic devices (optional)。

Procedure:1. Introduction (5 minutes)。

Begin by introducing the concept of essay writing.Explain the purpose of an essay and its different components.Distribute the prompt to students.2. Prompt Analysis (10 minutes)。

主题单元分课时教学设计指导学生快速阅读文章，并掌握段落大意Ss share theiranswers withpartners.本阶段的学习活动旨在帮助学生培养获取主要信息的能力，使学生了解引导学生第三次阅读文章，学生完成表格：本阶段的学习活动旨在帮助学生分析语篇中的结构内容，能够从结构和逻辑上引导学生讨论图表格中的问题设计意图：本阶段的学习活动旨在通过小组合作的方式引导学生输出关于健康方面的话题表引导学生根据活动四的讨论内容输出观点1.Does the writerexplain why he/shechanged/wants tochange? 2.Does thewriter tell howthe changes haveimproved or willimprove his/herlife? 3.Is thetextwellorganised?4.Does the writer usewords andexpressions toshow similaritiesand differences?5.Are there anygrammar orspelling errors?6.Does the writeruse correctpunctuation?7.What do youappreciate most inthe passage? 8.Doyou have any otherfeedback?根据以上checklist的内容互评设计意图：本阶段的学习活动旨在引导学生在归纳和整理核心语言的基础上，通过小组合作分生可以适当增加自己的信息，使回信内容更加丰富。

学生需要思考以下反思内容并完成写作：。

高中英语写作课Summary Writing教学设计授课班级: 高三教材分析：“读写任务”是高考的重要题型，它要求学生通过阅读材料，获取信息并概括要点，在此基础上，写出自己的内容。

这就要求学生具备较强的概括能力。

虽然学生已经非常熟悉这种题型，但不少同学在概括文章要点时还存在一定的困难。

学情分析:高三的学生在英语语言知识和英语写作技能方面已经有了一定的基础，他们对如何写摘要都有一定的认识。

1．根据教育心里学的观点, 不同年龄阶段的学生具有自身特有的心理活动, 教学要根据学生的年龄特征以获取更好的效果. 高三的学生大多18、19岁,其个体思维的发展正处于初步成熟期，他们在学习行为上表现更主动。

在学习策略上，他们：1) 会积极探索适合自己的英语学习方法2) 会通过不同信息渠道获取所需信息3）遇到实际困难时，会有效地寻求帮助2．高三（3）班是一个理科班，学生有重理轻文的倾向，在用英语进行交际时还存在一定的困难，部分学生可能在完成任务的过程中会遇到一些困难。

教学目标：1．［语言知识目标］写摘要的三个步骤：（1）阅读；（2）写作；（3）修改成文。

2．［技能和策略目标］阅读时找主题句和四个写摘要的微技能3．［能力、情感、态度目标］培养学生的书面表达能力；培养学生合作精神和竞争的意识。

设计理念：1．以探究式教学理论为依据，采取“任务型”教学模式（task—based model），让学生在教师的指导下，通过感知、体验、实践、参与、合作和竞争等方式, 实现任务目标，感受成功.2．渗透主体性合作式学习理念，发挥学生的主体性和教师的指导性作用，让学生在一个轻松、愉快、民主的氛围中获取英语知识和培养英语运用能力。

教学媒体：本节课采取了传统和现代相结合的教学手段，既运用了黑板和粉笔，又运用了电脑制作了多媒体课件。

教学方法设计：合作探究法：个人、2人或4人小组为单位，参与英语的各项交际活动。

教学过程设计及简要分析：Teaching Procedures:Step 1 Lead-in :Task 1: Students read and pick out the topic sentence.----finished by students aloneMaterial One: Reading —Topic sentencePassage 1A terrible earthquake broke out in Istanbul, the capital of Turkey, on the early morning of September 14, 2006, at 4 o’clock. As most people were still in deep sleep when the earthquake was happening, all the people were in a panic, which led to a disastrous result— about 200 people were killed in the earthquake, and many more were seriously injured, with hundreds of thousands homeless. The local government is organizing the rescue and the international aid has also come from many countries, including China.Which of the following is the topic sentence?1 A terrible earthquake broke out in Istanbul.2About 200 people were killed in the earthquake.3The international aid has also come from many countries, including China.4All the people were in a panic during the earthquake.Passage 2Years ago it was very difficult to travel from one place to another. The journeys were often long, tiring and dangerous. Today the picture has changed.. There are first-class ships and airplanes to take people where their dreams lie, whether within one’s country or abroad. Traveling has become safer, more enjoyable and above all, more economical. So we can say transportation has been improved a great deal.Which of the following is the topic sentence?5Years ago it was very difficult to travel from one place to another.6Today the picture has changed.7Transportation has been improved a great deal.8Traveling has become safer, more enjoyable and above all, more economical.Step 2 Instruction and DrillingTask 2: 1) Students reflect and summarize how to write a summary.----finished by students alone or in pairsPoint out four skills of summary writing.2) Students do some exercises.----finished by students first individually then in pairsMaterial Two: RewritingRewrite the following sentences ------- (each with one sentence).1. Kate looked at Paul and said angrily, “You put too much salt on your food.”_______________________________________________________________________2.She bought a lot of vegetables such as cabbage, carrots, cucumbers, tomatoes, potatoes andsome eggs. She intended to invite all his friends for her birthday party at the weekend._______________________________________________________________________3.Nowadays more and more teenagers try to be more independent from their parents andsometimes become very rebellious. They always want to wear long and strange hair style, which their parents complain about a lot. They also spend too much time on the Internet and playing computer games._______________________________________________________________________Step 3 ConsolidationTask 3: Students use the skills acquired from the above and fill in the blanks.Material 3 Summary1. Read the following passage and fill in the blanks.It must have been about two in the morning when I returned home. I tried to wake up my wife by ringing the doorbell, but she was fast asleep. So I got a ladder from the shed in the garden, put it against the wall, and began climbing towards the bedroom window. I was almost there when a sarcastic voice below said, “I don’t think the windows need cleaning at this time of the night.” I looked down and nearly fell off the ladder when I saw a policeman. I immediately regretted answering in the way I did, but I said, “I enjoy cleaning windows at night.”“So do I,” answered the policeman in the same tone. “Excuse my interrupting you. I hate to interrupt a man when he’s busy working, but would you mind coming with me to the station?”“Well, I’d prefer to stay here,” I said. “You see, I’ve forgotten my key.”“You what?” he called.“My key,” I shouted.Fortunately, the shouting woke up my wife who opened the window just as the policeman had started to climb towards me.Summary:On arriving home early in the morning, the writer failed to ______________________________ by ringing the doorbell. He tried to _________________________________, but was found by ___________________. Soon his shouting woke his wife.Task 4: Students write a summary alone with about 30 words .2. Write a summary with about 30 words.Advertising can be a service to customers. This is true when ads give reliable information about the goods advertised. Such information is needed if the customer is to make a wise choice when he buys something. It is useful because it can help the customer know more about the kinds of goods available in the shops.However, some ads are not very useful to the customers. Instead of helping the customer to satisfy his real needs, they set out to make him want unnecessary things by doing ads cleverly. They set out to make us believe what they advertise will make us cleverer, prettier, more handsome, if only we use it. For example, the voice on TV says, “By using our SKII, it makes your skin crystal” The screen shows a series of pictures in which a famous actress not only has her skin whitened but also has her pronounced wrinkles silkily smoothed. Some ladies with dark skin will be persuaded to choose that cosmetic（化妆品）.Task 5: Check it in a group of four.Step 4 AssignmentWrite a summary on Page 186.Reflection(反思)：本节课遵循循序渐进，螺旋式推进课堂教学的原则，对课题“Writing a summary”进行教学。

课题： 选必三Unit 2 Using language: Writing 授课教师 课型 写作课 主题语境 人与自我 语篇类型 书信及记叙文 一、教学文本分析 本单元围绕“健康生活方式”这一主题展开，在“人与自我”的大主题之下，探讨个体如何改变不良生活习惯、养成良好生活习惯，如何轻松面对压力、保持身心健康、提高幸福感，以及如何运用所学知识解决自己在生活方式上存在的问题。 该板块的活动主题是“给编辑写信讲述自己的生活方式”(Write a letter to the editor about your lifestyle)。 随着生活水平的快速提升，人们的生活方式发生了巨大的变化，一些不良生活方式如不健康的饮食习惯、吸烟、酗酒、缺乏运动等可能会导致各种疾病。两位学生参加了某杂志社举办的“健康生活方式选择”主题夏令营后，分别给编辑写了封信，分享自身变化、感想和体会。虽然参加同一主题活动，但他们面临的问题不同，因而采用了不同的改变途径，展示了青少年生活方式的多样性以及改变方法的多样性，对培养学生的发散性思维、鼓励他们灵活运用问题解决策略等方面有促进作用。 这两篇文章兼具书信和记叙文的体裁特点。首先，它具备书信的基本构成要素，即称呼、正文、信尾敬语和署名。其次，这两封信的正文部分都是记叙文写法。两位作者以时间为线索，以第一人称方式详述了自己曾面临的问题、为解决问题作出的决定、实施的举措以及产生的积极结果。在正文部分结尾，作者都写了自己的感悟：做自己的主人，改变自己，我做，我能！这些话语激励读者勇于改变自己，追求美好的生活。此外，文中还有两条暗线，即作者改变前后的身心状态对比和前后两种不同生活方式的对比。这种对比让读者感受改变带来的好处，从而下决心去改变自己的不良生活方式。

二、学情分析 本节课授课对象为高二年级学生，本单元主题“健康生活方式”与他们日常生活息息相关，很容易引起他们的共鸣，但是学生对如何解决自己面临的不良生活方式还不是很明晰，本文正好提供了一个契机。此外，作者也是他们的同龄人，以亲身经历讲述自己面临的问题以及作出的决定、实施的举措和带来的积极影响，对高二的学生有一定的参考性和借鉴性，因此降低了学生的阅读和写作困难。最后学生需要根据本文的示例，在教师搭建的写作支架下，结合自身实际，给编辑写一封信，说明自己想要改变的生活方式的一面。 三、教学目标 At the end of this period, we'll be able to 1. analyse the organization of a letter about one’s lifestyle; 2. recognize the harm of unhealthy lifestyle and benefits of healthy lifestyle； 3. write a letter about one aspect of your own lifestyle you would like to change. 四、教学策略选择 情景教学法、任务型教学法 五、教学重点及难点 Teaching Focus: Guide students to analyze the structure and writing skills of the text and recognize the harm of unhealthy lifestyles and the importance of developing healthy lifestyles by writing a letter to the editor about one’s own lifestyle. Teaching Difficulty: To write a letter to the editor in a complete, coherent and correct way. 六、教学资源 教材，PPT，多媒体 七、教学过程 步骤 教师活动 学生活动 设计意图 核心素养提升点

英语写作课优秀教学设计作为一名教职工，常常需要准备教学设计，借助教学设计可以促进我们快速成长，使教学工作更加科学化。

那么问题来了，教学设计应该怎么写？以下是店铺精心整理的英语写作课优秀教学设计模板，希望能够帮助到大家。

英语写作课优秀教学设计篇1一、教学内容议论文写作训练，以“九年级的学生应不应该进行体育锻炼”为话题，针对学生不知道如何才能写好一篇议论文的情况，开展一节如何写好一篇议论文的专题课。

二、学情分析本堂课的教学对象是九年级的学生。

他们积累了语言运用的一定基础，班级整体英语学习的氛围较好，有能力完成本堂课的写作任务。

但是大部分学生缺乏谋篇布局的能力：句子结构单一，篇章缺乏逻辑性和条理性;尤其是对议论文的写作，很大一部分学生不能抓住重点，写出的文章观点不明确，论据不充分。

在这样的情况下，给予学生正确的方法和理念的指导是非常必要的。

三、教学目标(一)、写作技能目标1、了解并掌握议论文的写作的基本技能，并能运用这些基本技能更好地完成一篇短文。

2、培养学生发现问题的能力，提高学生解决问题的水平。

3、学会把握语篇的整体性、关联性和逻辑性。

4、培养写作中的创新意识和想象力。

5、学会运用正确的评价方式反思自己的写作行为和结果。

(二)、学习策略目标1.从字词到句子再到文章的整体教学流程，使学生能学会如何思考一篇文章的写作流程。

2.采取小组合作形式，与同伴合作交流，互相帮助共同提高写作技能。

(三)、情感目标使学生能明白体育锻炼和抓好学习二者之间的辩证关系，能过正确对待合理的体育锻炼;培养学生的合作学习的意识，为今后的学习打好基础。

四、教学重点与难点1. 如何掌握议论文的基本结构，写好一篇议论文。

2.掌握议论文的基本写作技巧;怎样把握文章的整体性、关联性和逻辑性。

五、教学过程Pre-writingActivity 1. Show the students some sentences in Chinese, get the students to translate them into English.1. 作为九年级的学生，我们每天都有大量的功课要做。

高三英语写作教学设计课题: How to write an argumentation？【佳句欣赏】：Living without an aim is like sailing without a compass.没有目标的生活如同没有罗盘的航行。

（一）学习内容：学习议论文写作方法（二）学习目标: 学会高考英语议论文书面表达基本写作方法。

（三）学习重难点：学会议论文写作常用句式。

（四）学习步骤Step 1 Lead-in（导入）导生导学：亲爱的同学们，在上一次的写作练习中，我们已经了解了议论文的写作技巧，我们今天继续加强议论文的练习，让我们一起来练习吧。

Step 2 Introduction（介绍）掌握议论文的一般结构：引子、正文、结论。

①引子(Introduction):由于英语作文受时间、字数的限制，因此，在引言段中作者就必须简单解释要讨论的问题并阐明自己的观点。

②正文(Main body): 正文是论证的过程，作者必须有足够的论据来论证自己的观点。

③结论(Conclusion): 结论段可以用一两句来结束文章，同时要注意与引言段的呼应，但不能照搬前面的原话。

Step 3 Presentation （呈现）议论文型书面表达应掌握的常用表达方式开头:1. Nowadays many people prefer……because it plays an important role in our daily life.2.As everybody knows, with the (rapidly)growing popularity of…… in China, thelives has been greatly improved.quality of people’ｓ3.Recently there is a widespread/serious concern over……4. Nowadays, a heated debate/discussion about whether…… is under way in our class. Some students hold the view that……; whereas others argue that正文1.There are some reasons for……. To begin with,… Next, …Last, …However, on the other hand, many reasons against it. First…Second…Finally…2.As for ……, different people have different opinions.3.……for two reasons. The first reason is that …The second is that…hand,…On the other hand/For one thing …For another thing…4.As the saying goes, “Time and tide wait for no one.”展开段落论证时常用的句式、词语：①第一层次（首先）in the first place/ in the beginning/ first(firstly)/ first of all/to beginning with/ for one thing/ I want to begin by saying/ My first reason isthat…/ The main factor is …②第二层次（其次）second(secondly)/ in the second place/ next/ for another/ Thesecond solution is that …③第三层次（第三点）third(thirdly)/ besides/ in addition/ furthermore将事物的正反、好坏两方面，或者将两种不同事物进行比较、对比时常用的句式、短语：然而while, whereas, but, however, nevertheless尽管如此in spite of that, despite all this/ the fact that, even so但在另一方面but on the other hand与…相比in/ by comparison with …, as compared with …相反on the contrary, instead事实上as a matter of fact, as the matter stands, in fact任何事物都是一分为二的。

教学设计教材分析本模块以No Drugs为话题，通过阅读材料使学生对smoking 和drugs 有所了解，并且通过对这两个话题使学生更深刻地认识到smoking 和drugs 对人体造成的危害以及对社会造成的危害，以及可能引起的一些社会性问题，从而鼓励学生远离烟和毒品，养成良好的生活习惯，关爱社会关爱他人，并通过所学知识运用恰当方式规劝他人也远离烟和毒品。

本节课的重点是通过写作把吸烟的危害和戒烟方法结合起来，但是如何设计问题由浅入深让学生掌握吸烟的危害和戒烟的方法以及掌握与吸烟有关的习语表达是难点。

课标解读：高中英语课程目标共有四个级别（六至九级）的目标要求。

其中高一年级需要达到六级目标要求；这就要求高一学生在听时能抓住所听语段中的关键词提取信息；说时能够传递听到的信息并就熟悉的话题表达看法；读时能够从阅读材料中查找所需信息；写作技能要求学生能简单地描述事件，并简单地表达自己的意见；能给朋友、笔友写信，交流信息和情感并能对所写内容进行修改。

教材分析：本模块以No Drugs为话题，通过阅读材料使学生对smoking 和drugs有所了解，并且通过对这两个话题使学生更深刻地认识到smoking 和drugs 对人体造成的危害以及对社会造成的危害，以及可能引起的一些社会性问题，从而鼓励学生远离烟和毒品，养成良好的生活习惯，关爱社会关爱他人，并通过所学知识运用恰当方式规劝他人也远离烟和毒品。

本节课的重点是通过写作把吸烟的危害和戒烟方法结合起来，但是如何设计问题由浅入深让学生掌握吸烟的危害和戒烟的方法以及掌握与吸烟有关的习语表达是难点。

学情分析：本节课是面对的高一学生，如果给一个话题进行写作，部分优秀学生基本上能够输出一篇比较好的作品，但是大部分学生因为没有大量的词、句的积累，写作时会感到词穷意枯，无从下手，所以在设计本节课时，通过问题的设计由浅入深、循序渐进让学生在练习听说读的同时积累写作素材，然后引导学生连词成句、连句成篇完成写作任务。

读后续写在高中英语写作中的教学设计—以 The Gift of the Magi的续写为例摘要：读后续写实际上结合了阅读和写作两个方面，同时考查学生在阅读和写作两个方面的能力。

在读后续写的过程中，学生阅读能力和写作能力均得到了有效的锻炼与考察。

在此过程中，学生可以最大程度的运用自己的创造力根据上下文的语境并展示出自己独特的观点，这对学生批判性思维的发展大有裨益。

读后续写使得将语言的输入和输出相辅相成且互相促成，是发展学生英语写作的兴趣和提升英语写作能力的好途径。

伴随着新高考改革，读后续写题型将会越来越多的出现在各地的高考题目之中，这种题型是对学生阅读能力和写作能力的双重锻炼和挑战。

本文以The Gift of the Magi的读后续写为例来设计基于读后续写的高中英语写作的教学，以期为读后续写在今后高中英语写作方面的教学设计提供参考。

关键词：读后续写；高中英语写作；教学设计1.引言英语写作是学生根据自己的已有知识来用表达观点、看法与思想的过程，要写出一篇言之有物的文章的基础就是要有高质量且一定量的输入，其中包括大量的读和听才能使得学生有话可说且增强学习者的语感。

然而，在高考的压力下，作为占分比重不小的作文板块，许多学生却无从下手。

备考方式只是简单的通过临时抱佛脚的方式在考试前生搬硬套考前背诵的英语作文模板，这样的写作模板却只能反映出学生的思想空洞、言之无物。

由此可见，在外语学习方面，学生不会写作文已成为学生在英语学习方面的通病。

(王初明，2005)。

所以，找到有效率的学习方式并且提高学生的英语写作效率是至关重要的。

自从2016年浙江省把读后续写的题型引入高考以来，读后续写吸引到了越来越多人的关注。

相比于之前传统的命题作文，读后续写最大的优点是更加考查学生对于文章的词汇和句子的理解及其运用和对知识的迁移创新能力。

在续写的过程中读与写两个方面相辅相成、输入与产出密切关联。

读后续写通过截取结尾的方式来唤醒学生的想象力和创造力，学生会尽量向高于自己写作水平的续写材料看齐，以便使得续写的文章和给出的材料产生协同效应，使得学生尽可能向原文看齐。