1、大兴区青年教师“生态课堂”教学评比活动教学设计教学基本信息课名Writing an application letter学科英语学段高中年级高三授课日期2016.10.24设计者姓名陈洪霞单位北京市第二中学亦庄学校联系电话13911997109指导思想与理论依据本课设计的主要理论依据是根据新课标、合作学习教学法和任务型教学的理念。根据“在学中用，在用中学，学了就用，边学边用”的原则，以学生为主体，以完成任务为线索，以活动为中心，让学生在“用”中发挥思维能力、创新能力和语言运用能力。根据语言“循序渐进”的规律设置了写前、写中和写后的各个环节。根据新课标培养学生在英语阅读中学习策略和情感态度的要求
2、，设立了独立学习、 交流和小组活动讨论的多种形式，学生不但在英语阅读中了解三种申请信该如何写，并能体会应用文的交际性，并能进行现实生活中真实存在的申请工作，申请志愿者服务和申请出国留学等具体问题的信件书写。教材分析The input of this class is based on the application letter about applying for a job/voluntary work/the chance to study to a university. From the given materials, students can observe their begi
3、nnings, contents or conclusions to guide their own writings. Not only students can learn the contents mentioned above, but also can improve their cooperative learning ability.学情分析There are totally 26 students in this class and their scores vary from 90 to 40. Given such differences, the teacher trie
4、s her best to consider different levels of students in this teaching procedures. Most of students are shy and are accustomed to listening rather than speaking. Only with constant encouragement can students take part in this teaching activities in the class.教学方式任务型教学法、合作学习教学法、情感激励教学法教学手段 音机，多媒体 件，板 ，
5、学案篇子教学目标At the end of the lesson, students will be able to:1. Knowledge aims1) use the functional language about beginning and conclusion in real situation appropriately.;2) accumulate words or phrases related to hobbies, experience or interest such“asbe keen on, be popular with. . ”2. Ability aimsS
6、trengthen studentsSummarizing and cooperative learning.3. Emotional aimsDevelop the sense of communication in real situation and improve studentsummarizing ability to solve the practical problems.Teaching important points 教学重点Use the communicative languages in writing the application letter.Teaching
7、 difficult point 教学难点Be clear of the structure and the usage of standard communicative languages in the application letter.教学流程示意Lead-inReading for comprehensionImitating and practicing writing the beginningPracticing writing the main pointsReading for languageImitating and practicing writing the en
8、dingObserving the conjunctionsWriting and assessmentHomeworkPartsPart 1 Lead-inPart 2 Reading forcomprehensionStep1ImitatingPart 3andReading forpracticinglanguagewriting thebeginning教学过程Teaching proceduresTeachers activitiesStudentsPurposesactivitiesTodrawReadstudentsthetoattentionAsk the studentsto
9、compare twopassageApassages(A, B) andtellthe differencesandB,theandbetween purpose and structure.thentellcharacteristitheofancsdifferences.applicationletter.1. Provide the students with 3 samples of application letters (Sample1, Sample2,Sample3).ReadtheTo help thestudents2.Ask the students toanswert
10、wosamplesandunderstandquestions:answerthethe31) What is the purpose of each letter?questions.samples.2)What kind of person is the applicant ofeach sample?1.Ask 3 students to read the beginning ofReadtheeach sample one by one.sampleandTo help the2. Ask all the students to read and recite the reciteth
11、estudents3 beginnings.beginningmasterthe3.Provide thestudents with3 differentwritingofsituations inChinese and ask them toPresentthethepresent the beginning of the letter orally.beginningbeginning.Remind them that they can imitatetheorallybeginning of the 3 samples.accordingtoStep2.Practicingwriting
12、 themain pointsStep3Imitatingandpracticingwriting theending.Stage 4 Observing theconjunctions4.Show the key words on PPT while theythekeyare speaking.words.1.Guidethestudents tohave abrainstorming: If you want to introduceAnswertheyourselfandthereasonforyourteachersapplication,what aspectswillyouque
13、stions.mention? And writedownthemainpoints put forward by the students.2.Ask thestudents tofind out variousexpressions both from the samples andFindTo help theoutwhat they learned before.variousstudentsmasterthe3. Ask the students some questions to guide expressionsthem use these expressions. Questi
14、onsfromwritingofthebodycan be set like:samples.part.What kind of person are you?What are you good at? What do you dowell in? What do you go in for ? Give someexamples.AnswertheDo you have any meaningful experience ?teachers How do you think of the voluntary workquestions./ the part-time job?ReadandT
15、o help the1. Ask all the students to read and recite thethestudentsreciteendings of the 3 samples.masterthesamples.2. Ask the students to have some translationsomewritingofDopractice focusing on the ending of the letter.the ending.translation.Take Sample 1 as an example. Show it on Pay attentionTo d
16、raw thethe PPT and ask the students to pay attention tothestudentsStage 5Writing andassessmentStage 6Homeworkto the use of conjunctions to make theirconjunction.attention towriting well-organized.the use ofconjunctions.Toprovidethe students1. Ask the students to write an applicationWritethewithalett
17、erletterandchanceto2. Ask the students to make assessmentofmakeapply whatsome compositions.assessment.theyhavelearnedtothe writing.Toprovidethe studentswithaAsk the students to write anotherDothechancetostrengthenapplication letter after class.homework.whattheyhavelearnedinwriting.BlackboarddesignWr
18、iting an application letterinterestThe purposecharactermeaning ofreasonStructureThe reasonthe activityexperienceability/ advantageHope/thanks教学反思成功之处：1. 教学目标明确，结构清晰，课程设计层次递进，步骤明了。2. 重难点突出，符合学情。3. 设计的梯度符合学生的实际水平，台阶搭设层层递进，能很好的对学生进行思维锻炼。4. 语言的输入充分，给学生留了自己的空间张扬个性，很大程度上提高了学生的参与程度。5. 注重英语的语用性，文章的实效性。6. 强调
19、关注学生的情感教育，启发学习的兴趣。欠缺及改进措施：1. 应更注重实效性，如何解决阅读速度差异的问题上，还值得研究。对于理解文章的深度的挖掘上有待研究。学习效果评价评价方式：形成性评价和终结性评价相结合。在学生学习过程中对学生的发言的情况和小组汇报展示情况进行学生互评和教师点评。课后进行学生自评。完成评价表格。具体措施如下：1. 教师在每项教学活动中通过提问和各种形式的联系随时了解学生学习的效果。2. 学生在听取其他同学的发言时提出意见和给出评价。3. 学生小组相互帮助中完成猜图游戏，是学习过程中的相互评价。4. 课后学生在写关于介绍袁隆平的作文中， 教师在批改作业时就可最终评价教师的教学效果
20、和学生的学习效果。课后让学生填写小组评价表，对学生的课堂参与的态度和学习效果进行反思和形成性评价。AssessmentsYesNo1. 1. He/She is able to write the letter in a proper structure.2. 2. He/She is able to use communicative language in the writing.3. 3.He/She is able to use good expressions to improve the quality of his/her language.4. 4.He/She is able to use proper conjunctions to make the writing well-organized.
