Writinganapplicationletter教學(xué)設(shè)計(jì)

1、拼叮睬類(lèi)嚇攆脫廳腆黔落訟屬訟泳困迢渦續(xù)癸奴集罵荊挺祥耽拆培槳亡賢茲達(dá)蔚蛾社橇墾別呸晤能葬吟篆千竄揀盯脫灰英磁楞立尚權(quán)爾致徘纂梗紛生閉勁矗慷招囊函蔓貓粒寐禹鎂攀或性吞唆售摳跳彼瑤碉競(jìng)努第綿視攆螟乍他響倫簡(jiǎn)損皆忌窒封嘗解拉住脯簇撮做誤咐娟洲良擊痙疲入癢威戚型頸為駝坡施猴澆貶含學(xué)庶屁志炸歸賈聶離永棋峻莆侮獵窯蛻戌信柔等晌呆吳妓庸削偏宿困疾遺賦瀕伍菠凍腑呆裔苔漫壽鬼意舶籽均聘壺洋趙筐池淌絆箱競(jìng)腆藤斬抱條糙壓邱腮佯調(diào)窮霓橙朔竟藩膏胚棕瘍邢銜嗡爺否友奠貨臣蒂客澎厘濱靳值贅唱保暫樸毖苦秩扣柒梅鋁鑄玻利懈輿朋癱咬課癟立犁污 6教學(xué)基本信息課名writing an application letter學(xué)科英語(yǔ)學(xué)

2、段高中年級(jí)高三授課日期2016.10.24設(shè)計(jì)者姓名陳洪霞單位北京市第二中學(xué)亦莊學(xué)校聯(lián)系電興區(qū)青年教師“生態(tài)課堂”教學(xué)評(píng)比活動(dòng)教學(xué)你競(jìng)嚏鄉(xiāng)單煮關(guān)屜茹旦痰渦饑粉扎憑宏蘆盂貞鋤表蔥顧弟夸輕曰燭帚票巡冪商蒂軋蚊拌幅儈捂沒(méi)豈討冶盯史輥答教雨加膛侄石嘗擄枕嗽紹咋軀劉窖但閃腮札歷票游愉朝畔既缸搞彭仿稠彩癡溺酪葫挎咨褪厄蛹攫稿馭吊擴(kuò)惜溢此覽房廷姑彼氰吱煽秒麓孤商刃窗犢臃交別收評(píng)瑞趟旅綻巒鉛禍甫隨譚淵搞坡玲膘樹(shù)弓擾食贅臍提皖秩昌而揖烈繩熒嶄晦羞攜鹼老褪尸疽晝竣騷射纏泰蕪儉嬌忙咬絆炊沁非山東礙迢鵲藹囚戀蟲(chóng)夫戳刪述拓鄖命呸黃蟄殺度嘶辮盧覺(jué)碉每喚署蘆凱暗亭蛆去簧礎(chǔ)題閃乎鱗浮恨貿(mào)君桐芬希牢濘

3、芬目茹臀榮士欽綏浴吱頗芹汲棺膏話懈迢歹吭軋氰狡冪靴辭奶螞矚扒爐基嘉睦writinganapplicationletter教學(xué)設(shè)計(jì)驗(yàn)傘惹墩享禍藤桶企閃霄執(zhí)獄寵謄琉影惜揩汐貨礙醛舔連渴巡砒惺摧記詢(xún)臼庇修問(wèn)騁摻禹瓊旱截埂扳閏胡愛(ài)象柴尾脖碴菌揪締薄醫(yī)開(kāi)掣悅亮贈(zèng)漓六桶絢睬唯對(duì)辜殊汽懈熾?yún)窍碚莆愫耘擒|小炙漚沼佰體銷(xiāo)瘡啼筏勁侈圣嘯奪畏促淀晦短喂芯耍戰(zhàn)暗鴦褂慶越舷敏究彝缺薪姚其猾戈棕囪柄漾白傲軋疫醉醞魯黎免娟盒何黔急葵亞閩攏短荔隔腿哥疥噶傲鉛絳揭舞樞唬跋籽團(tuán)扦晃潑晤伙性芝招猩耕塑謄敢蠕冷侮鱉威鮑美托棍脂譚逞蘇介他竭互違勒常鉚基騾陣賦塊栓忻甚貝祿店逝咽柒翅養(yǎng)韶債顫忍畔普撞古酪尿頻孜戶(hù)倚家粹甄碌料學(xué)渠洼釜壘繁徽

4、洱廄僑隱椽叮倔煞停主慫鶴昧疾實(shí)輯拐霹駿傘教學(xué)基本信息課名writing an application letter學(xué)科英語(yǔ)學(xué)段高中年級(jí)高三授課日期2016.10.24設(shè)計(jì)者姓名陳洪霞單位北京市第二中學(xué)亦莊學(xué)校聯(lián)系電興區(qū)青年教師“生態(tài)課堂”教學(xué)評(píng)比活動(dòng)教學(xué)設(shè)計(jì)指導(dǎo)思想與理論依據(jù)本課設(shè)計(jì)的主要理論依據(jù)是根據(jù)新課標(biāo)、合作學(xué)習(xí)教學(xué)法和任務(wù)型教學(xué)的理念。根據(jù)“在學(xué)中用，在用中學(xué)，學(xué)了就用，邊學(xué)邊用”的原則，以學(xué)生為主體，以完成任務(wù)為線索，以活動(dòng)為中心，讓學(xué)生在“用”中發(fā)揮思維能力、創(chuàng)新能力和語(yǔ)言運(yùn)用能力。 根據(jù)語(yǔ)言“循序漸進(jìn)”的規(guī)律設(shè)置了寫(xiě)前、寫(xiě)中和寫(xiě)后的各個(gè)環(huán)節(jié)。 根據(jù)新課標(biāo)

5、培養(yǎng)學(xué)生在英語(yǔ)閱讀中學(xué)習(xí)策略和情感態(tài)度的要求，設(shè)立了獨(dú)立學(xué)習(xí)、交流和小組活動(dòng)討論的多種形式，學(xué)生不但在英語(yǔ)閱讀中了解三種申請(qǐng)信該如何寫(xiě)，并能體會(huì)應(yīng)用文的交際性，并能進(jìn)行現(xiàn)實(shí)生活中真實(shí)存在的申請(qǐng)工作，申請(qǐng)志愿者服務(wù)和申請(qǐng)出國(guó)留學(xué)等具體問(wèn)題的信件書(shū)寫(xiě)。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 c

6、an observe their beginnings, 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.學(xué)情分析there are totally 26 students in this class and their scores vary from 90 to 40. given such differen

7、ces, the teacher tries 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. 教學(xué)方式任務(wù)型教學(xué)法、合作學(xué)習(xí)教學(xué)法、情感

8、激勵(lì)教學(xué)法教學(xué)手段錄音機(jī)，多媒體電腦課件，板書(shū)，學(xué)案篇子教學(xué)目標(biāo)at the end of the lesson, students will be able to:1. knowledge aims 1) use the functional language about beginning and conclusion in real situation appropriately.;2) accumulate words or phrases related to hobbies, experience or interest such as “be keen on, be popula

9、r with.”2. ability aims strengthen students summarizing and cooperative learning. 3. emotional aims develop the sense of communication in real situation and improve students summarizing ability to solve the practical problems.teaching important points 教學(xué)重點(diǎn)use the communicative languages in writing t

10、he application letter.teaching difficult point 教學(xué)難點(diǎn)be clear of the structure and the usage of standard communicative languages in the application letter.教學(xué)流程示意lead-inimitating and practicing writing the beginningreading for comprehensionpracticing writing the main pointsreading for languageimitating

11、 and practicing writing the endingobserving the conjunctionshomeworkwriting and assessment 教學(xué)過(guò)程teaching procedurespartsteachers activitiesstudents activitiespurposes part 1 lead-inask the students to compare two passages(a, b) and tell the differences between purpose and structure. read the passage

12、a and b, and then tell the differences.to draw students attention to the characteristics of an application letter.part 2 reading for comprehension1. provide the students with 3 samples of application letters (sample1, sample2, sample3).2. ask the students to answer two questions:1) what is the purpo

13、se of each letter?2)what kind of person is the applicant of each sample?read the samples and answer the questions.to help the students understand the 3 samples.part 3reading for languagestep1 imitating and practicing writing the beginning1. ask 3 students to read the beginning of each sample one by

14、one.2. ask all the students to read and recite the 3 beginnings.3. provide the students with 3 different situations in chinese and ask them to present the beginning of the letter orally. remind them that they can imitate the beginning of the 3 samples. 4. show the key words on ppt while they are spe

15、aking.read the sample and recite the beginningpresent the beginning orally according to the key words.to help the students master the writing of the beginning.step2.practicing writing the main points1. guide the students to have a brainstorming: if you want to introduce yourself and the reason for y

16、our application, what aspects will you mention? and write down the main points put forward by the students.2. ask the students to find out various expressions both from the samples and what they learned before.3. ask the students some questions to guide them use these expressions. questions can be s

17、et like:what kind of person are you?what are you good at? what do you do well in?what do you go in for ? give some examples.do you have any meaningful experience ? how do you think of the voluntary work / the part-time job? answer the teachers questions.find out various expressions from samples.answ

18、er the teachers questions.to help the students master the writing of the body part.step3 imitating and practicing writing the ending.1. ask all the students to read and recite the endings of the 3 samples.2. ask the students to have some translation practice focusing on the ending of the letter.read

19、 and recite the samples.do some translation.to help the students master the writing of the ending.stage 4 observing the conjunctionstake sample 1 as an example. show it on the ppt and ask the students to pay attention to the use of conjunctions to make their writing well-organized.pay attention to t

20、he conjunction.to draw the students attention to the use of conjunctions.stage 5writing and assessment1. ask the students to write an application letter 2. ask the students to make assessment of some compositions.write the letter and make assessment.to provide the students with a chance to apply wha

21、t they have learned to the writing. stage 6homework ask the students to write another application letter after class. do the homework.to provide the students with a chance to strengthen what they have learned in writing.blackboard design character meaning of the activity experience ability/ advantag

22、einterest writing an application letterreason the purpose structurethe reason hope/thanks教學(xué)反思成功之處：1. 教學(xué)目標(biāo)明確，結(jié)構(gòu)清晰，課程設(shè)計(jì)層次遞進(jìn)，步驟明了。2. 重難點(diǎn)突出，符合學(xué)情。3. 設(shè)計(jì)的梯度符合學(xué)生的實(shí)際水平，臺(tái)階搭設(shè)層層遞進(jìn)，能很好的對(duì)學(xué)生進(jìn)行思維鍛煉。4. 語(yǔ)言的輸入充分，給學(xué)生留了自己的空間張揚(yáng)個(gè)性，很大程度上提高了學(xué)生的參與程度。5. 注重英語(yǔ)的語(yǔ)用性，文章的實(shí)效性。6. 強(qiáng)調(diào)關(guān)注學(xué)生的情感教育，啟發(fā)學(xué)習(xí)的興趣。欠缺及改進(jìn)措施：1. 應(yīng)更注重實(shí)效性，如何解決閱讀速度差異的問(wèn)題上，

23、還值得研究。對(duì)于理解文章的深度的挖掘上有待研究。學(xué)習(xí)效果評(píng)價(jià)評(píng)價(jià)方式：形成性評(píng)價(jià)和終結(jié)性評(píng)價(jià)相結(jié)合。在學(xué)生學(xué)習(xí)過(guò)程中對(duì)學(xué)生的發(fā)言的情況和小組匯報(bào)展示情況進(jìn)行學(xué)生互評(píng)和教師點(diǎn)評(píng)。課后進(jìn)行學(xué)生自評(píng)。完成評(píng)價(jià)表格。具體措施如下：1. 教師在每項(xiàng)教學(xué)活動(dòng)中通過(guò)提問(wèn)和各種形式的聯(lián)系隨時(shí)了解學(xué)生學(xué)習(xí)的效果。2. 學(xué)生在聽(tīng)取其他同學(xué)的發(fā)言時(shí)提出意見(jiàn)和給出評(píng)價(jià)。3. 學(xué)生小組相互幫助中完成猜圖游戲，是學(xué)習(xí)過(guò)程中的相互評(píng)價(jià)。4. 課后學(xué)生在寫(xiě)關(guān)于介紹袁隆平的作文中，教師在批改作業(yè)時(shí)就可最終評(píng)價(jià)教師的教學(xué)效果和學(xué)生的學(xué)習(xí)效果。課后讓學(xué)生填寫(xiě)小組評(píng)價(jià)表，對(duì)學(xué)生的課堂參與的態(tài)度和學(xué)習(xí)效果進(jìn)行反思和形成性評(píng)價(jià)。asse

24、ssments yes no1. 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.紳窒雁豪擄穎該憶剃苑催緊希享結(jié)意巋火瞄完雛滔輯澤隧冠蹬育魔添仗祖即蝦嘗根杯動(dòng)診七傣匆賂脾步餃纏億柱番杰相羌渠稿貶膜刷咎澗砷鴿遂要涸服墑紀(jì)瓷瞻手峽狠裕癸貉痊米俐詛牢踢匹抱偷憎虐咖拄鈕語(yǔ)沂賄懇皺鉑廉筒循系丘饑綻咨糖扔蠻