高中英语 必修二 U4 Wildlife Protection写作课letter of advice教案

写作课教案

1、teaching materials:

【人教版高中】必修二U4 Wildlife Protection P31~32

2、teaching design:

Teacher ~~~~~~

Teaching

objects

高一，中等水平学生

Material analysis

本课写作体裁为Description 中的Persuasive Writing：a letter of advice，内容是给中国野生动物保护协会（CWCA）写信，针对如何保护藏羚羊给出自己的建议；

，与本单元保护野生动物的主题切合，写作时态应以一般现在时为主。

Teaching aims 1. 语言技能: 锻炼学生整理写作思路、列提纲的写作微技能

2.语言知识：帮助学生掌握一些发表建议的常用表达：It is better to......./my suggestion

is......../ I suggest that.... ；并进一步熟悉有关濒危动物保护方面的话题

3. 学习策略：培养学生写作后自我修订、与他人互改互评、与人合作的习惯

4. 文化意识：增强学生保护野生动物的意识。

predictions about S s’ difficulties

1、学生可能不太熟悉英文的书信格式和英文建议的表达；

2、学生对写作的微技能不熟悉，不知写什么、怎么写，对写作有种畏惧的心理，所以写前老师要让学生知道写作的目的、对象和内容；

3、学生在自己修正自己的作文时很难发现自己的错误，可能会有点不知所措，所以，老师要指导学生具体从哪些方面去检查自己的作文。

Teaching design Activities and reasons for the designs

Step 1 Warming-up (6mins) 【活动】

1.Lead to the topic through the antelope with a sad face looking at Daisy. Introduce the current situation of the Tibetan Antelopes.

2. Show some pictures of the Tibetan Antelope. Stimulate students’s thinking of protecting

the Tibetan Antelopes by mentioning the story of The Tibetan Antelope Kneeling On Its knees.

3. Watch a video on “How to protect Tibetan Antelopes”

【理由】

1、通过前面课文的内容引入较自然，切合本单元主题；

2、通过向猎人下跪的藏羚羊妈妈的故事，让学生对藏羚羊产生同情，为下面写信埋下伏笔；

3. 利用图片、视频等让学生对写作的内容进行预测，激发他们的写作兴趣，并激活学生原有的背景知识。

Step 2 Pre-writing (8 min) 【活动】

1.（Brainstorming）Have a discussion---If you are going to write a letter to CWCA to offer some advice on antelope protection, what advice should you give?

【Use a mind map to stimulate your thinking and write down your ideas】

【Provide some useful expressions for them and give some examples】

2. Teacher encourages students to review the form of letter and remind them of the tense of the argumentation.

-----T: Do you still remember the form of a letter ?

-----T: Hey, pay attention to that we are going to write a argumentation so that we will mainly use the simple present tense.

【理由】

1. 先让学生进行头脑风暴活动，思考动物灭绝的原因，再到相应建议，有利于学生理清思路，并增强建议的合理性。

2. 让学生们进行小组讨论，在交流中开阔思维，为写作做好铺垫。

3. 学生已学过书信的格式，对其简单的回顾，及时态的使用、常见建议的英文表达的提示，可以帮助学生更好的组织语言，安排文章的结构，让他们知道该怎么去完成该写作。

Step 3 While-writing (16 min) 【活动】

1.Teacher show Ss how to make a brief outline first, then Ss are asked to make their own outline with their own suggestions.

----- T: Let me show you how to draw a outline in order to well-organize the structure of the

letter..........Now, It is your turn to make your own outline.

2. Ss write the letter in 10 minutes. (Ask one student to write his words on the blackboard. Teacher leads the whole class to edit it.)

【理由】

1、老师先展示学生怎么列提纲，然后让学生自己去列，考查学生是否理解如何写该作。

2、限时完成写作可以帮助学生养成良好的写作习惯，杜绝拖拉的行为，使得课堂教学更加高效；让学生上黑板写可以很清楚地看到其写作思路，且便于与全班一起点评。

Step 4 Post-Writing (6 min) 【activities】

1. After writing, ask student to self-check. Pay attention to the structure, idea, logic and expression.

2. Check the writing on the blackboard with the whole class. Ask the student to give some comments on the writing.

Date:

Salutation:

purpose

Body of

letter: situation

advice

Complimentary close:

Signature:

28/5/2014

Dear sir/madam

Propose some advice

Some animals are in danger…

Forests have been destroyed

Laws, propaganda …

...…

respectfully

3.Work in pairs and check your partner ’s writing.

. ----T: Ok, time is up. Have you finished it now? Please self-check the structure, idea, logic and expression......Pass it to your neighbour to have another check for its meaning, spelling and grammar etc.

【理由】

1、学生自改和同桌的互评可以帮助他们更好掌握该写作的格式、

逻辑思维等，这有利于帮助养成自我检查的习惯，并学会评价他人的作文，取长补短。

2、对上黑板写的学生的作文的点评，能为学生的互改提供很好的模范作用，让学生知道可以从哪些地方去修改别人的作文。

Step5

Summary &

homework

(3 min) 【总结】 如何整理思路和写提纲 1. Use the mind map to stimulate your thinking （Try to broaden your thinking ） 2. If you have a lot of ideas, choose the more important and more appropriate ones. 3. Organize your ideas in the logical way 。

【作业】

课后根据同学的批改和老师的点评完善自己的作文，并与同学分享，下节课交作文。

【理由】让学生养成检查错误和改正错误的良好习惯。

3、teaching reflection

(完整版)高中英语人教版必修一课文内容电子版Unit2

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Unit1 Friendship Reading ANNE’S BEST FRIEND Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? Or are you afraid that your friend would laugh at you, or would not understand what you are going through? Anne Frank wanted the first kind, so she made her diary her best friend. Anne lived in Amsterdam in the Netherlands during World War II. Her family was Jewish so the had to hide or they would be caught by the German Nazis. She and her family hide away for two years before they were discovered. During that time the only true friend was her diary. She said, “I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend, and I shall call my friend Kitty.” Now read how she felt after being in the hiding place since July 1942. Dear kitty, I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound. That’s changed since I was here. …For example, when it was so warm, I stayed awake on purpose until half past eleven one evening in order to have a good look at the moon for once by myself. But as the moon gave far too much light, I didn’t dare open a window. Another time some months ago, I happened to be upstairs one evening when the window was open. I didn’t go downstairs until the window had to be shut. The dark, rainy evening, the wind, the thundering clouds held me entirely in their power; it was the first time in a year and a half that I’d seen the night face to face… …Sadly…I am only able to look at nature through dirty curtains hanging before very du sty windows. It’s no pleasure looking through these any longer because nature is one thing that really must be experienced. Yours, Anne Reading and writing Miss Wang has received a letter from Xiaodong. He is also asking for some advice. Read the letter on the right carefully and help Miss Wang answer it.

人教版高中英语必修五电子课本

按住Ctrl键单击鼠标打开配套教学视频名师讲课播放 必修5 Unit 1 JOHH SHOW DEFEATS “KING CHOLERA” John Snow was a famous doctor in London - so expert, indeed, that he attend ed Queen Victoria as her personal physician. But he became inspired when he tho ught about helping ordinary people exposed to cholera. This was the deadly dise ase of its day. Neither its cause nor its cure was understood. So many thousand s of terrified people died every time there was an outbreak. John Snow wanted t o face the challenge and solve this problem. He knew that cholera would never b e controlled until its cause was found. He became interested in two theories that possibly explained how cholera ki lled people. The first suggested that cholera multiplied in the air. A cloud of dangerous gas floated around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the disease quickly attacked the body and soon the affected person die d. John Snow suspected that the second theory was correct but he needed eviden ce. So when another outbreak hit London in 1854, he was ready to begin his enqu iry. As the disease spread quickly through poor neighbourhoods, he began to gat her information. In two particular streets, the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why. First he marked on a map the exact places where all the dead people had liv ed. This gave him a valuable clue about the cause of the disease. Many of the d eaths were near the water pump in Broad Street (especially numbers 16, 37, 38 a nd 40). He also noticed that some houses (such as 20 and 21 Broad Street and 8 and 9 Cambridge Street) had had no deaths. He had not foreseen this, so he made further investigations. He discovered that these people worked in the pub at 7 Cambridge Street. They had been given free beer and so had not drunk the water from the pump. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these two streets. He found that it came from the river polluted by the dirty water from London. H e immediately told the astonished people in Broad Street to remove the handle f rom the pump so that it could not be used. Soon afterwards the disease slowed d own. He had shown that cholera was spread by germs and not in a cloud of gas. In another part of London, he found supporting evidence from two other deat hs that were linked to the Broad Street outbreak. A woman, who had moved away f rom Broad Street, liked the water from the pump so much that she had it deliver ed to her house every day. Both she and her daughter died of cholera after drin king the water. With this extra evidence John Snow was able to announce with ce rtainty that polluted water carried the virus.