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附件教学设计方案模版教学设计方案课程Book5Module2求职信写作课程标准高中英语新课标语言技能目标(七级)
1.能从一般文章中获取和处理主要信息;
2.能根据需要从网络等资源中获取信息;
3.能阅读适合高中生的英语报刊或杂志;
4.能用文字及图表提供信息并进行简单描述;
5.能写出常见体裁的应用文,例如信函和一般通知等;
6.能填写有关个人情况的表格,例如申请表等;教学内容分析本课时所用教材是外研社版必修5的第二单元,话题是社会职业,本节课属于基于语篇阅读输入的写作课型社会职业这一话题对于学生并不陌生,但是求职信这一类目标对象相对明确,内容又有极强针对性的应用文体,对现阶段的学生而言又有极大的挑战性因此,整堂课的中心建立在学生对于语篇的输入基础上,这既包括不同形式和内容的招聘广告,也有针对这些广告的求职信通过这种目标明确的语篇输入,学生能够明确该类文体的特点,并能够从中获取该类文体的典型句型和词汇表达通过有针对性的练习和引导,让学生实现语言输入,通过完成一篇求职信来达到教学目标教学目标通过阅读分析招聘广告以及求职信文章特点,积累与求职信相关的语言表达学生能够根据一份招聘广告并按照其要求完成一份求职信通过写作方法指导,减低学生对写作的畏惧心理,培养写作兴趣学习目标学生能够通过分析招聘广告以及求职信例文,掌握一定的与求职信相关的词汇和句型;学生能够通过分析招聘广告,按照其要求,学会完成一份求职信,并且运用所积累的词汇和句型;以小组合作的形式进行写作探讨,相互启发,相互促进学情分析学生在本单元第一部分已经接触到社会职业的相关知识有了这样的背景知识作为铺垫,跟社会职业息息相关的求职信写作就成为学生必须掌握的一个重点高一学生英语学习有一定的基础,但是规范性和写作能力还有待点拨和提高本节课任教的这个班级是普通班,学生课堂表现比较活跃,参与度较高重点、难点通过写作方法指导,减低学生对写作的畏惧心理,培养写作兴趣;学生学会从招聘广告中提炼相关信息,并按照其要求充分运用所的知识完成英文求职信的写作教与学的媒体选择电脑、背投课程实施类型偏教师课堂讲授类偏自主、合作、探究学习类备注教学活动步骤序号1Lead-in2Pre-writingactivity1:Readingmaterialfromtextbook3Pre-writingactivity!:Sampleanalysis4Practice5Assessment教学活动详情教学活动1:Lead-in活动目标Getstudentsfamiliarwiththetopicoftheclass解决问题Helpstudentscombinetheirbackgroundknowledgewiththetopicoftheclass技术资源PPTisusedintheclasswhichhelpspresentthecontenttothestudents.PicturesinthePPTarealltakenfromtheinternet.常规资源Textbooksandblackboard活动概述Showstudentssomepicturesofjobs.Guessinggame:eachgrouppreparesadescriptionofajobwithoutthenameofitandthenpresentsitorallytotherestoftheclasswhoguesswhatjobtheyaretalkingabout.教与学的策略Getstudentswarmedupandactivatetheirbackgroundknowledgeonthetopic.Studentscanpracticetheirwritingspeakingandlistening.反馈评价Studentsareinvolvedintheactivity.教学活动2:Pre-writingactivity1:Readingmaterialfromtextbook活动目标Helpstudentsbuilduptheircognitionofjobadvertisementsandthereplybyproperamountoflanguageinput.解决问题Studentscangetfamiliarwithsentencepatternslanguagestructureandvocabularyconcerningjobadvertisementsandthereply.技术资源PPTisusedintheclass.常规资源Textbooksandblackboard活动概述Askstudentstoreadthejobadvertisementsandthenfinishsomereadingcomprehensionquestions.Haveonestudenttoreadthereplyandtherestoftheclasswillfilltheblanks.Havestudentsdiscussingroupsandthendiscoverthecharacteristicofthereply.教与学的策略Tasksdesignedaccordingtolanguageconstructivism;Emphasisislaidonlanguageinputandoutputofstudents.反馈评价Bybeinggivenspecifictaskstudentshaveaclearpurposeandgetachancetostrengthentheirknowledgeconcerninglanguagestructureaswellaswritingpattern;教学活动3:Pre-writingactivity!:Sampleanalysis活动目标Getstudentsfamiliarwithelementsofapplicationletterssuchitsfunctionlanguagecharacteristicetc.解决问题Studentshaveabasicunderstandingofelementsofapplicationletters.技术资源PPTisusedintheclass.Thewritingsamplearetakenfromtheinternet.常规资源Textbooksandblackboard活动概述Providestudentswithasampleofanapplicationforajobandthenaskstudentstotranslatesomeexpressions.Pickoutsomesentencesandaskstudentstotranslatethem.Instructstudentstoanalyzethestructureandwritingpattern.教与学的策略.Tasksdesignedaccordingtolanguageconstructivism;.Task-basedstrategyandgroup-workareneededintheprocess.反馈评价Bybeinggivenspecifictaskstudentshaveaclearpurposeandgetachancetostrengthentheirknowledgeconcerninglanguagestructureaswellaswritingpattern;Bydiscoveringthemselvessentencesthestructureandwritingpatternstudentscanconstructtheirownknowledge.教学活动4Practice活动目标Getstudentstowriteanapplicationletterthemselves解决问题Studentsknowhowtowriteanapplicationletter.技术资源PPTisusedintheclass.常规资源Textbooksandblackboard活动概述Studentsarerequiredtowriteanapplicationforajobaccordingtoajobadvertisement.教与学的策略Thisprocessfocusonlanguageoutputofstudents;Specifictaskisgiventostudents.反馈评价.Studentslearntohowtowriteanapplicationforajob..Applywhattheyhavediscoveredintheprecedenttwoproceduresintheirwriting.教学活动5Assessment活动目标Givestudentsachancetoapplywhattheyhavelearnttopractice解决问题Studentshaveaclearunderstandingofhowtowriteagoodapplicationletter技术资源PPTisusedintheclass.Projectorisalsoused.常规资源Textbooksandblackboard活动概述Choose1-2samplesfromstudentsandaskstudentstoassessthemintheclass.Askstudentstounderlinethepartshe/sheappreciatesinthewritingandgivecommentsandtheirreasons.教与学的策略l.Studentscooperationandgroup-workarestressedintheprocess;
2.Studentsaremotivatedintheprocess.反馈评价Studentspaymoreattentiontowhattheyhavelearnedintheclassandreinforcetheirknowledge.评价量规评价指标(权重)优9-10良7-8中4-6差1-3学生评语教师评语内容写作范围符合题目要求,内容充实,中心明确写作范围符合题目要求,内容比较完整,中心明写作范围符合题目要求,基本能表达观点,要点所写内容不能表达题目要求确较齐全篇章结构篇章结构布局合理,行文流畅,开头、结尾完整篇章结构布局基本合理层次不很分明,条理不够清楚层次不分明,条理不清楚时态时态运用准确、得当时态基本正确时态基本正确,但有小错误时态运用不准确语句表达语言运用准确无误,语法结构完整正确,遣词造句得体恰当,有优美句子语言运用准确,语法结构比较完整,出错较少语言不够通顺,表达不够清楚,出现语法错误语言杂乱不通,表达不明确书写廿面整洁,字迹清晰整体感觉好字迹较清晰,整体感觉较好写不够整洁,涂改较多字迹不清,难于辨认,行列不整学生评语教师评语其它参考书备注。