第一篇：高中英语必修4 unit 4 阅读和写作教学案
PeriodIII Reading and writing Teaching aims: 1.understanding the new text to train the reading ability of the students 2.德育目标: 了解不同文化背景下人们的身体语言，学习使用恰当的身体语言进行交流。I.Preparation for the text before class by oneself.★课文重点句子翻译
1.你不愿使老板失望，况且这对你是一次令人兴奋的经历，因此你站在一旁，观看着，倾听着。
_______________________________________________________________ 2.They will be meeting at a major hotel with local business people who represent the Chinese government._______________________________________________________________ 3.不是所有人都以同样的方式寒暄。接触陌生人时，距离太远太近都会使他们不舒服。_______________________________________________________________ 4.Four people enter looking around in a curious way._______________________________________________________________ 5.从西班牙，意大利或者南美洲国家来的人近距离接近对方，而且可能会用身体接触对方。
_______________________________________________________________ 6.现在世界上多数人见面要握手相互问候，但有些文化背景下的人会采取另一些寒暄方式。
_______________________________________________________________ 7.You don’t want to disappoint your boss, and this is an exciting experience for you, so you stand watching and listening._______________________________________________________________ 8.它是很有趣的研究，能帮你避免交际中遇到的困境。
_______________________________________________________________ 9.You should not stand too close to him or her and should stand with your hands a little open to show that you are willing to listen._______________________________________________________________ 10.Give an example of how you can communicate a feeling to someone who does not speak your language.______________________________________________________________ II.Make a thorough inquiry for the text with students each other.STEP 1.Warming up Allow Ss to enjoy the activity and to express their own opinions about how people communicate.1).You are welcome.1).smile or shake hands.2).I am worried
2).___________________ 3).I ate too much
3)._____________________ 4).I’m sorry I did sth wrong.4)._____________________ 5).I’m so happy
5)._____________________ III.Teacher work with students to make a thorough inquiry.STEP2.Fast reading: Read the passage silently and quickly and answer the following questions, You’ll be given 5 minutes.1.What can we learn from the passage? A.Never too old to learn.B.Do in Rome as the Romans do.C.Four eyes see more than two.D.Every country has its own customs.2.Why are people visiting China? STEP3.Listening text and answer the questions.1.Which airport does the writer go to ? A.Pudong.B.Guangdong.C.Beijing.2.Who is the first person arriving? A.Ms Smith.B.Mr Garcia.C.Mr Cook.3.What does a Japanese do when meeting others? A.Bow.B.Shake hands.C.Only smile.4.Where is Darlene Coulon from?
A.Jordan
B.Spain
C.France STEP4.Make up a dialogue using the above patterns.[话题讨论] 1.Why should we be careful of our body language? 2.Why is it important to watch others as well as listen to them? IV.当堂达标 Fill in the blanks Not all cultures greet each other ___________, nor are they comfortable _________________ or being too ______ or too ________.In the same way that people ___________with______ language, they also __________________using
________“language” through keeping_______ _______, _______ or _______.None of these actions is either ______ or _____.They are simply the ways in which ________ have developed.______________ is very general, and not all cultures ________ the same way.STEP 4.Summary and Homework 1.Preview the second text(SB, P29).2.Using words and expressions.(WB Page 63)3.Extensive
Reading Suggested answer
1、重点句子(见学生用书)
2、Fast reading 1.D 2.省略
3、Listening to text!-4.CBAC
4、当堂达标见课文倒数第二段。
第二篇：高中英语必修3_Unit_5_语法教学案
2013-2014学紫荆中学高一英语（必修3）Unit5导学案设计：郭凤萍
审核：高一英语集研组
班级：小组：组内号：姓名：评价：必修3 Unit 5Canada―“The True North学案导学
Period four grammar：同位语从句
一、Preparation for the lesson before class
Stepone: make a thorough inquiry for grammar
learn by oneself（SB P37 Discovering useful structures）
Let’s students find out and understand concepts usesofby consuling materials.同位语从句是名词性从句的一种，常用从属连词that引导，（when, where, who等也可引导），常常跟在fact, idea, opinion, news, hope, ability, patience, answer, order, 逻辑上表现为同位关系。例如：
① Finally the workers got an answer that the government could do nothing to raise their wages.工人们最终得知政府不会采取任何措施来增加他们的工资。
② They are familiar with the opinion that all matter consists of atoms.他们很熟悉这一观点，所有的物质都是由原子构成的。
二、Discussing each other during class
审核：高一英语集研组
班级：小组：组内号：姓名：评价：
Steptwo:同位语从句与that引导的定语从句的区别
：
1）从先行词来看
同位语从句与名词在本质上是同一的，是形式与内容的关系，该名词是需要做特殊说明的抽象名词。例如：
They were delighted at the news that their team had won.当听到他们的球队赢了的消息时，他们欣喜若狂。
逻辑关系：The news was that their team had won.2)从引导词来看
引导词that在同位语从句中是连词，只起连接作用，无具体含义，that不可省略；that在定语从句中是关系代词，他在从句中充当一定成分：主语或宾语，有具体词意，作宾语时还可以省略。试比较：
①The factory(that)we visited yesterday is a chemical one.我们昨天参观的那家工厂是化工厂。(that在从句中作宾语)
②The news that he will leave for Shanghai is true.他将要去上海的消息是真的。（that只起连接从句的作用。）
Stepthree:同位语从句的简易判断方法
因同位语从句与其先行词在逻辑上是同位关系，所以，我们可在名词和从句之间加系动词be, 使其可以构成一个新句子，如果合乎逻辑，句子通顺，则句子为同位语从句；定语从句是不能够用系表结构把先行词与从句连接起来的。例如：
审核：高一英语集研组
班级：小组：组内号：姓名：评价：The thief that the earth is flat is still held in some countries.地球是扁平的这一观念依然在一些国家存在。(The belief is that the earth is flat.)
三、Summary
Stepfour:Teacher and students toghter.课后拓展
※单项填空
1.A story goes _____ Elizabeth I of England liked nothing more than being surrounded by clever and qualified noblemen at court.A.whenB.whereC.whatD.that
2.There is a feeling in me ______ we’ll never know what a UFO is forever.A.thatB.whichC.ofwhichD.what
3.Word came ______ the examination will be held in June instead of in July.A.thatB.whenC.whetherD.what
4.The fact ______ he failed the exam is not the one ______ he told me.A.which;thatB.that;thatC.which;whichD./;that
5.I have no idea ______ we ______ hand in our papers after class.A.if;needB.whether;need toC.if;ought toD.that;dare
6.They didn’t tell me the fact ______ they had already paid the bill.A.thatB.howC.whatD.if
审核：高一英语集研组
班级：小组：组内号：姓名：评价：
7.Information has been put forward ______ more middle school graduates will be admitted into universities.A.whichB.thatC.whenD.what
8.The doctors are trying to reduce the patient’s fear ______ he would die of disease.A.whichB.whenC.thatD.if
9.You have not answered my question ______ I can join in the party tonight.A.whetherB.ifC.whichD.that
10.It is a common belief _______ teenagers today know about computers and are familiar _____ using them in all aspects of life.A.that;outB.what;withC.that;withD.what;about
11.There is no doubt _____ my friend Smith will come to visit China soon.A.thatB.whetherC.ifD.when
12.The possibility ______ the majority of the labour force will work at home is often discussed.A.whichB./C.thatD.what
13.The suggestion _____ students should learn some practical knowledge is worth considering.A.ifB.whichC./D.that
14.The news came ______ The British Queen’s Mother celebrated her 101st
2013-2014学紫荆中学高一英语（必修3）Unit5导学案设计：郭凤萍审核：高一英语集研组
班级：小组：组内号：姓名：评价：
15.birthday in good health, _____ isn’t surprising, because she lives an easy life and gets the best medical care.A.that;whichB.which;whichC.that;thatD.when;as
16.Along with the letter was his promise _____ he would visit me on this coming Christmas.A.whichB.thatC.whatD.whether
17.There is a new problem involved in the popularity of private cars ______ road conditions need ______.A.that;to be improvedB.which;to be improved
C.where;improvingD.when;improving
17.It was with great joy ______ he received the news ______ his lost son would soon return home.A.because;thatB.that;thatC.because;whichD.that;/
18.A decision was made _______ those who once lied to the factory in order to get a job would not be allowed to stay.A.whetherB.whenC.thatD.once
19.One of the men held the view ________ the book said was right.A.that whatB.what thatC.thatD.all which
20.It is no longer a question now _______man can land on the moon.A.thatB.whichC.whetherD.what
Suggested answer:1-5.DAABB;6-10.ABCAC;11-15.ACDAB;16-20.ABCAA
第三篇：高中英语写作学案
Part FourWriting
【学海导航】
要求：在写作前积累一定的有关话题的词组表达方式。并且能正确使用在写作中。
I.Words and phrases about health
keep fit_________lose weight___________good habit________comfortable________maintain good health_________relax________affect one’s health____________regular physical exercises__________________benefit one's health_______________instead of_________________
II.Learn the following useful sentences for writing
There're many ways to keep healthy.First of all, … Second,…Finally,…
We should have a balanced diet.Some food gives us fast energy, such as…
We can/could/should/ought to…
In order to stay healthy,…
I suggest we(should)… if we want to be in good shape.Never should we… which does great harm to our health.We had better … so as to keep fit.Make sure to… so that we can build up our body.To begin with,… What’s more,… Besides,…Last but not least,…
III.Translation
1.每天做运动是保持健康的一种好方法。
__________________________________is a good way to keep fit.2.如果你想保持健康，丢掉坏习惯是一个不错的主意。
It would be a good idea to_______________________________ if you want to stay healthy.3.保持工作和生活平衡无疑是非常重要。
It is no doubt of great importance to 4.我们是否能保持健康取决于我们的饮食是否平衡。
Whether we _____________________________________depends on whether we
【学习探究】
要求：能清楚文章的结构布局，列出大纲，并能基本完成写作，连句成篇。
Ⅰ.基础写作
一家叫 People’s Health Paper 的报纸来信约你撰写一篇有关健康的文章准备刊登在该报纸上,内容可以涉及健康与饮食习惯、食品、生活习惯的关系等。请你以“How to Keep You Healthy”为题写一篇英语短文。注意：可以自由发挥，但是主题要鲜明，条理要清晰。字数在100左右。
1．看过题目后，请为你的文章列出大纲，确定中心思想。列出文章分为几部分，并写出每部
分的中心句。
Part ________________________________________________________________________ Part ________________________________________________________________________ Part ________________________________________________________________________ Part ________________________________________________________________________ Part ________________________________________________________________________
2．请写出每部分的具体例子，来支撑每部分的中心句。
Part_____________________
_____________________
_____________________
Part_____________________
_____________________
_____________________
Part_____________________
_____________________
_____________________
Part_____________________
_____________________
_____________________
Part_____________________
_____________________
_____________________
3.请把自己所给出的信息结合写作要求完成初稿。
How to Keep You Healthy
【自改互改】
要求：自己发现写作中的问题，并通过小组互改，完善文章。提高写作能力。
1.请自己全文通读，挑出单词拼写错误，语法错误，句子结构错误。
拼写错误：_________---_____________________---__________
_________---_____________________---__________
_________---_____________________---__________
错误语法点：1)_______________________________
2)_______________________________
3)_______________________________
4)_______________________________
错句：1)_______________________________________________________________订正：
2)_______________________________________________________________订正：
3)_______________________________________________________________订正：
4)_______________________________________________________________订正：
2.小组内互相交流，互改。修改完善文章。
3.自己最后进行加工修改，确定最后的文章。
【课后作业】
重新整理并在作业本上完成写作任务。
【自评】你认为本节课你对写作技巧的掌握________
A．很好B．基本掌握C．没搞太懂D．收获不明显
第四篇：高中英语写作教学案分析
高中英语写作教学案例分析
-----谈过程性写作的应用
重庆市云阳双江中学校王昌福
写作是学习外语的一种途径和手段，它不仅是一种能力，而且能有力地促进学生的英语学习。近年来，书面表达在高考试题中占有重要地位。因此，搞好书面表达教学就显得十分重要。然而由于各种原因及东西方文化在思维与写作方面的差异，学生的写作水平普遍低下。
长期以来，如何有效地进行英语写作教学也一直困扰着广大英语教师。“给出题目、提出要求，学生完成习作，教师批改，出示范文”的传统英语写作教学模式往往使大部分学生被动完成写作任务，缺乏积极性和写作的热情，同时广大教师苦于修改学生习作中的语法、词汇等细节性错误，形成了“学生怕写，教师厌改，效果欠佳”的现象。
下面我以一案例探讨高中英语写作教学，与大家共勉。
一、教学设计理念
通过近几年高中英语写作课的课堂教学实践，并结合学生在英语写作中所表现出的问题，我发现将过程教学法应用于写作指导中的效果十分明显，尤其是应用于写前准备阶段，更有利于培养学生的写作兴趣、参与意识和合作意识。过程性写作教学法将写作大致分为三个阶段和六个步骤，即:写前阶段（pre-writing）、写中阶段（while-writing）、写后阶段（post-writing）和主题导入、小组讨论、初写文章、点拨优化、再写修正、作品展示六个步骤。学生在教师的反馈和指导下完成写作任务。这种层层铺垫，循序渐进的过程，不仅让学生对写作做到胸有成竹，而且系统地训练了写作思维。
二、教学案例分析
下面这个教学案例是实践中的一部分, 应用了过程性写作教学法，突出了学生主体，教师主导的教学理念。现以人民教育出版社2003版高中英语教材Unit 1,Writing部分的教学为例进行分析探讨。本堂课的教学任务是“Write An E-mail to an e-pal”。作为刚进高中的学生，英语功底虽然不厚，不过对这个话题很熟悉，学生有话可说，具有真实性。
（一）写前阶段（pre-writing）
这个环节包括主题导入和小组讨论两个步骤。教师导入主题和任务，拓开学生思维，激起学生的写作意向。然后通过学生分小组讨论，激活有关词汇和有用表达，为写做铺垫。就本节课而言，我考虑到学生刚进入高一，同学之间不熟悉，可能同学们开始并不太活跃，有 1
些学生的思维不够开阔，于是首先提出了一些引导性的问题导入主题：
Do you have friends?
Do you know how to make friends?
Do you know you can use the internet to make friends?
Do you have an e-pal? Do you want to have one?
Have you ever written an e-mail? Do you know how to write an e-mail?
然后，我引导学生思考，给每个小组五分钟讨论，之后每个小组表达自己的观点。讨论中教师一定要在教室中走动，密切关注各个小组的讨论进程，适时得提供一些帮助。通过小组汇报，学生归纳出如下内容：
What to write:
introduce yourself including who you are；
where you are from, your hobbies and so on;
why do you think you can be his or her friend;
ask some questions you are interested in, eg, something about his friends, his school , his country and so on;
How to write:
Use Indirect Speech such as you wrote that or in your letter you said that talk about likes and dislikes.Conclusion(your wishes)
Useful expressions:
be from, be fond of, what I like/love/ dislike/hate is, my favorite is…….我发现，课堂上学生间的讨论是很有益处的，不仅可以集中学习注意力，培养他们积极思考的习惯，还训练他们的口头表达能力，同时合作意识也会得到极大的开发。同时，经过学生的讨论及总结，做了良好的铺垫，解决了不知道写什么、怎样表达的问题，为学生树立了写的信心和勇气。
（二）写中阶段（while-writing）
这一阶段为学生提供了使用语言、完善语言的机会，主要任务是培养学生语言的流畅性。它由三个步骤组成：初写文章、点拨优化、再写修正。这个过程是一个循环的过程。具体做
法如下：首先，要求学生在讨论的基础上独立写作，要求隔行书写，以便修改。个人完成后根据自评和互评作文评估表进行修改,商讨本组的汇报内容，确定汇报文本。然后，小组汇报，让其他组别找出优缺点。接着，教师结合学生所展示的初写文章和总结出的优缺点，从格式、内容要点、语法修辞到语言习惯进行点拨。最后，学生独立修改自己的文章。完成后再次互评作文。下面是一小组提供的初写作品，我展示给大家，一起分析和修改。
Dear Jane:
I am Tolley.I want your e-pal.I studying in Yunyang Shuangjiang Middle school,Chongqing.I like English best , so I want to talk with you.I fond of reading and listen to music in my spare time.I’m a quiet girl.What about you? I want to know something about yourself and your school life.I hope you to write to me soon.Good luck to you.对待这样一篇文章,怎么改，首先让学生分析主要问题是什么:
（1）句中语法错误较多。
（2）中文式表达。
（3句型结构单一。
（4）词汇不丰富。
（5）文章欠流畅。
然后让学生自改和互改，首先修改基本的错误；再为文章作色。
其实，互评作文也有助于作文标准的内化，促进学生间的相互学习。同时，通过学生讨论、互评、教师点拨的循环过程，让学生明白了怎样选择详弱、文章结构如何建构以及如何给文章添彩增色等写作难题。
（三）写后阶段（post-writing）
这是一个展现自我，树立信心，激发学生写作积极的阶段。展示几篇优秀习作，让全班同学学习和欣赏。鉴于学生的好胜心，我还将一些优秀作文张贴出来，以便大家能够互相学习。这是当堂通过再写修正后的一篇作文：
Dear Jane:
This is Catt from China.I’d like to be your e-pal.I’m a senior-one student in Yunyang Shuangjiang Middle school,Chongqing.English is my favorite subject, so I think it’s a good chance to communicate with you.I like reading and playing
volleyball in my spare time.I’m an out-going and optimistic boy.What about you? I want to know something about yourself and your school life.Besides, I have some difficulty in improving my oral English.I hope that you can give me some advice on it.Look forward to hearing from you.Best wishes to you.传统的办法是，在学生完成习作后，老师给出范文,并从格式,内容要点,语法修辞到语言习惯进行讲解分析。我利用学生中的优秀作品作为写作样板,让学生将自己的作文与身边同学的进行比较,找出差距,更能激发同学们的写作积极性。
三、教学启示
传统的结果式写作和范文教学对学生的学习方式和思维产生了很深的影响。开始时大部分学生在这样的课上都不积极参与和思考，甚至有一定的排斥，有的胆怯怕犯错误，不敢张嘴表达自己的观点，但在经过一段时间的引导，他们就会逐渐变得活跃起来，他们体会到教师引导他们思维，为写作铺好了路，写起文章来就会更轻松。所以教师的铺路搭桥的方式方法十分重要。教师要在课前精心准备写作话题，且采用多种方式来激发学生的想象力和学习积极性。
当然写作水平的提高不可能一蹴而就，它需要有计划、有步骤、循序渐进的严格训练。因此，教师在教学的过程中要让学生充分意识到英语写作的重要性，充分理解过程性写作的三个过程六个步骤，且要将其融为一体，反复练习，最终让其内化。
总而言之，经过实践探索，我觉得过程性写作在高中英语写作教学中的应用还是值得推广的，它克服了传统的“教师讲，学生记”的弊病，学生在教师引导下学会思考，学会分析，学会发现，学会表达，真正发挥了学生的主体作用和教师的主导作用，课堂上能做到全面提高学生的英语能力，通过师生、生生交流合作、探究，取得很好的教学效果。
参考书目：
（1）《外语教育实验的理论与实践》，重庆出版社出版
（2）《英语写作手册》，外语教学与研究出版社出版
（3）《青年与社会〃中外教育研究》，2011年1期《过程性写作在高中英语写作教学中应用的探究》
第五篇：高中英语书信写作学案
Guiding Paper for Writing
英语写作导学
Teaching steps：(教学步骤)Part 1：（第一部分）Task Analysis and Plan（审题和构思）
a)Read the repuirements bellow carefully and decide on the points that should not be missed in writing.(阅读下面的写作要求，找到本次作业的写作要点。)假如你是新华中学的学生李华，你的美国朋友Tom三天前给你发电子邮件，询问你国庆长假里的活动以及高三毕业后的打算。请根据以下要点给他回封邮件：
1.表明收到来信
2.你假期的活动（如复习功课，游览长城，干家务等）3.毕业后的打算
注意：1.词数：120-150； 2 可适当增加细节，以使行文连贯。
b)Finish the plan of the composition.(完成下面的写作构思。)Paragraph 1 ____________________________________________________________________ Paragraph 2 ____________________________________________________________________ Paragraph 3 ____________________________________________________________________ Paragraph 4 ____________________________________________________________________ Paragraph 5
c)Improper analysis from students.(学生习作中的不正确的审题。)① My name is Li Hua.I’m from Xin Hua Middle School.② I’m sorry that I didn’t reply without delay.How I wish I had emailed you as soon as I received your mail.However, I was busy preparing for my final exam at that time, which is vital for me.As a result, I had no choice but to completely focus on my study.I believe that if you were me you would make the some choice.③ 毕业后的打算要点缺失。
Part 2：（第二部分）Corrections and Embelishment（修改和润色）
a)Read the sample writing on the blackboard for mistakes and then correct them.(仔细阅读学生习作然后改正文章中的错误。)①
②
③
④
⑤
⑥
b)Cross correction for more mistakes.(交换修改作文，找出更多的错误。)①
②
③
④
⑤
⑥
c)Discuss to decide on the skills and techniques that make a good writing.(讨论确定一些实用的英语写作技巧。)①
②
③
④
d)Beautiful lines from students.(学生习作中的佳句欣赏。)① Overall, three things will make my vacation meaningful.② I feel terribly sorry for missing the chance of answering your letter in time.③ I would do a part time job so that my interpersonal skills would be improved.④ I’d appreciate it if you can reply immediately.Part 3：（第三部分）Writing（写作）
a)Try to write a composition according to the requirements bellow.(按照下面的要求写作。)假定你是李华，从小喜爱大熊猫，一直通过有关网站关注三年前在美国圣迭哥动物园出生的大熊猫“苏琳”和她的母亲“白云”。现在苏琳即将三岁。请根据以下要点给动物园工作人员写一封信：
自我介绍； 祝贺苏琳生日； 感谢工作人员；
索取苏琳三岁生日照。注意：1.词数100左右。
2.可以适当增加细节，以使行文连贯；
______________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________
_______________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________
b)Evaluation and Summary(评价和总结)
① Good points and bad points of the composition.② Things you learnt in the class.附：
可借鉴的英语写作六步骤
Step1.仔细审题
体裁______________人称____________时态_______________ 词数__________
标题___________________ 内容要点_______________________________________________________ ________________________________________________________ Step2 谋篇布局
Heading ___________________________________________________________ Body
___________________________________________________________
___________________________________________________________
Conclusion_________________________________________________________ Step3 译写单句(在纸上写草稿)
1._____________________________________________________________________________ 2._____________________________________________________________________________ Step4 连句成篇
Ask yourself:
Did I use conjunctions to connect sentences? Step5 检查润色
Ask yourself:
Did I leave anything out? Did I use any beautiful expressions?
Did I have any grammar and spelling mistakes?
Did I use any conjunctions? Step6 定稿誊写
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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