(高三英语写作课教案)

完整)高中英语写作课教案1.Honesty2.XXX3.orthiness4.Supportiveness5.Sense of humor6.Kindness7.XXX8.iveness9.Respectful10.XXXBad qualities:1.XXX2.Disloyalty3.orthiness4.Unsupportiveck of humor6.Unkindness7.iving8.Disrespectful9.Unreliable10.SelfishnessStep 2 WritingNow。

let’s write a short story about friends or friendship。

You can use the following prompts to help you:1.Who are the main characters in your story。

What is their nship?2.What is the conflict or problem in the story?3.How do the characters resolve the conflict?4.What is the theme or message of the story?XXX:XXX: XXX FriendsMain characters: Lily and Jane。

best XXX.Conflict: Jane moves away to a different state and they lose touch.n: Lily decides to visit Jane and they reconnect。

realizingthat distance can’t break their friendship.XXX: True friendship XXX.Step 3 SharingShare your stories with the class。

英语教案模板范文高中【篇一：高中英语写作课教案】book6 module3 interpersonal relationship—— friendship高中英语写作课教案 teaching aims1.to get the students to appreciating remarks on friendship or friends.2.to enable the students to write a short story about friendsor friendships. teaching proceduresstep 1 discussionnow, i found 500 pounds in roy’s pocket. did roy steal the money from the charity? someone says ‘yes’, someone says ‘no’.if roy did steal the money from the charity, shall i tell theteacher or call the police? if roy didn’t steal the money, what should i do?discuss it in groups of four .collect answers from students. draw a conclusion; whetherroy stole the money or not, we help him all the same. because we’re friends. friends are the one s we can get help from and we can trust.in this unit, we have talked a lot about friends and friendship, knowing the importance of friends. and what do you think of a friend or friendship?how to keep friendship?list good qualities and bad qualitiesa friend may have.suggested answers:good qualities:outgoing hospitable considerate enthusiastic friendlykind polite honest loyal brave positive optimistic smartintelligent modest generous determined responsible mature bad qualities:dishonest unfriendly dishonest rude impolite selfish lazycareless pessimistic brainstorming:step 2 writingdescribe a problem you had with a friend and give adviceon how to keep friends.suggested expressions:close, trust, chat, be on good terms, get on very well, keepin touch, get to know, personal matters, be similar to ,considerate, warm hearted, honest, 一些有关友谊的名言警句如： on friends and friendship:a true friend is one soul in two bodies. (---aristotle)a friend in need is a friend indeed. (---ray)be slow in choosing a friend; slower inchanging.(---benjamin franklin)a friend is a present which you give yourself.(---robertlouis stevenson)fate chooses your relatives, you choose your friends.(---abbe jacques deille)a faithful friend is the medicine of life. (---williamshakespeare)the bird a nest, the spider a web, manfriendship.(---william blake)we choose our friend by instinct, but we keep them byjudgment. (---alfred capus)friendship is love without his wings. (---george gordonbyron)true friendship is a plant of slow growth.(---georgewashington)sample:friendship is one of the most valuable relationship in ourlives, it may even last through you whole life. i have a goodfriend. sometimes i argue with my friend. for example, oncewediscussed a problem of our homework, as we held different ideasand wanted to persuade each other, we argued a lot. however,after we found the correct answer, the one that was wrongapologized at once. no matter how often we quarreled andwhatwe quarreled for, we are good friends for ever.my favourite proverb says friend are like stars, you don’t always see them, but you know they re always there. thatstrue, indeed friends are willing to help you all the time. whenyou are down ,friends raise you up with their hearts .when you lose your way, friends guide you and pull you to the right way.when you have sorrow to complain of, friends are always the bestears for you.so please cherish your friends, because everyone of them isunique and precious. getting along with friends is just likegrowing plants. we must use patience, trust, and honesty asfertilizer to make friendship stonger. and never forget ,plantsneed sunshine, so do friends. often give them some warm and youwill find your hearts are getting closer.friendship stands on both sides , so the more you give andthe more you will get . remember, the key is your sincere heart. step 3 promotion and homework1) assign another writing task based on the followinginformation:what do you think of a friend or friendship?how to keep friendship?2） instruct the students to write and revise by themselves.3) let the students hand in their final copies.4) select some good samples to read to the whole class. suggested sample:friendship is the most important things in life. good friend would like to help you when you met some troubles. real good friends could put each other in their hearts. real friendship is like the spring rivers flowing down the mountains, silently. everybody is looking forward to meeting real friends.how to find real friendship and keep it? i think it is like you planting a big tree. you should choose good seeds and take care of it to make it grow. almost the same thoughts between each other is on base. maybe fight also will happen. how to do? to make real friend, you dont be shy to explain your thoughtsto the other. try your best to keep friendship forever. it is necessary to tell the truth and respect each other.教学实施过程：针对学生这样的实际情况，并受任务型教学法启示“任务型教学理论实际上就是建立在讨论或交流教学思路的基础上的,是交流教学【篇二：高中英语全英文说课稿万能模板】interpretationgood morning, ladies and gentlemen. it’s my great honor and pleasure to be here sharing my lesson with you.i have been ready to begin this representation with five parts. analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.part 1 teaching materialthe content of my lesson is new senior english for chinabook___ unit____________________. this unit isabout____________________ (topics). by studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. at the same time, let the students learn how to____________________ (functional items). from this lesson, itstarts___________________________(structures). (as we all know, reading belongs to the input during the process of the language learning. the input has great effect on output, such as speaking and writing.) therefore, this lesson is in the important position of this unit. if the ss can master it well, itwill be helpful for them to learn the rest of this unit.part 2 teaching aimsaccording to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:1.knowledge objects (语言目标：语音，词汇，语法，功能，话题) (1)the ss can master the usage of the important words and expressions.(2)the ss can use the __________________ (grammar) in the proper situation.(3)the ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.2.ability objects (技能目标：听，说，读，写)(1) to develop the ss’ abilities of listening, speaking, reading and writing(2) to guide ss to set up effective studying strategies.(3) to improve the student’s reading ability, especially their skimming and scanning ability.(4) to train the ss’ a bilities of studying by themselves and cooperating.3.emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野)(1)by completing the task, the ss increase their interest in____________________and set up self-confidence in_____________________.(2)teach the ss_________________________, put the moral education in the language study.part 3 the important and difficult pointsbased on the requirement of the syllabus.the important points are__________________________ suchas ______________.the difficult points are_________________________ forexample_____________.part 4 teaching methodsas is known to us all, a good teaching method requires thatthe teacher should help ss develop good sense of the english language. for achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) i will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) .1. communicative approach(交际教学法)2. whole language teaching(整体语言教学法)3. task-based language teaching (任务教学法)4. total situational action (情景教学)a “scene —activity” teaching method , it establishes a real scene and the interaction between the teacher and the ss. atthe same time, cai (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the ss creativity in learning english.part 5 teaching procedurestep 1 lead-in. (_____min)______________________________________________________ _____________purpose of my design: (1) to catch ss’ attention a bout theclass/topic/passage.step 2 pre-readingtask 1 (individual work, pair work, group work, class work;_____min)let ss______________________________________________________ _______task 2 (individual work, pair work, group work, class work;_____min)______________________________________________________ _____________now, let’s see what happened to the_______________/ let’s check whether it is right or not.purpose of my design: (1) to get to know something about the _________________.(2) to have a better understanding about the importance of___________________.step 3 while-readingtask 1 (individual work, pair work, group work, class work;_____min)skimming: ss should read the material fast to find out the main idea/topic sentence for each paragraph.para 1 ___________________para 2 ___________________para 3 ___________________task 2(individual work, pair work, group work, class work;_____min)scanning: listen to the tape part by part to finish___________________________.task 3 (individual work, pair work, group work, class work;_____min)scanning: guide ss to read the material carefully and take some important notes, then answer the following questions.task 4 (individual work, pair work, group work, class work;_____min)scanning: ask ss to read the material carefully and find out the correct answers to finish the following chart.purpose of my design:enable students to understand the given material better by using different reading skills. and proper competition can arouse the ss’ interest in english learning. ―task-based‖ teaching method is used here to develop the ss’ ability ofcommunication and also their ability of co-operation will be well trained.step 4 post-readingtask 1 (individual work, pair work, group work, class work;_____min)(接task3)ask ss to close books and finish the summary according their notes.(接task4)retell the story /sum up the passage in ss’ own words according to the chart.task 2 (individual work, pair work, group work, class work;_____min)discuss_______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.purpose of my design:i think if the ss can finish this task well, they will benefit a lot in their spoken english. most ss can take their parts in theactivities, especially for the ss who have trouble in english study.step 5 homework1. __________________________________________________2. __________________________________________________ purpose of my design:homework is so important and necessary for to master the knowledge they learned after class. it will check whether the ss achieve the teaching aims.说课二i teaching aims:1. to deve lop ss’ basic skills of listening, speaking, reading and writing. reading is the focus in this lesson. reading skills for ss include (predicting, skimming, scanning and digesting.)2. to encourage ss to practice, participate, and co-operate in the classroom activities.3. to get ss to know something about … and have a better understanding of the importance of …. as for teaching approaches, i think … ii teaching approaches communicative approach and computer-assisted instruction are to be used in the course of this lesson. and i will try my best to limit ttt, thatis, limit teacher talking time and increase stt (student talking time).so during this lesson, emphases are to be laid on:1. student-centered teaching2. task-based learning3. activity-based teaching (individual work; pair work; group work; class work)iii teaching aids:1. a projector2. a multi-media computer systemthey are for showing ss some pictures, some audio files, some visual files, some topics or reading tasks.iv teaching procedurestep 1 warming-up lead-in activity 1 free talks (class work)q1: who do you think looks coolest in our class? q2: do you like him/her? q3: if so, why? if not, why? … download some pictures/music from the internet. guiding qs may be:q1: who’s she/he? q2: do you like him/her? q3: if so, why? if not, why?q4: do you think he/she is perfect? goal: to lead up to the topic, get ss to warm up and arouse their interest in the topic. activity 2 picture-talking /music-talking (individual work) step 2 pre-reading activity1 look and guess (class work) in this activity,ss are required to look at the title/subtitle and guess what they will read.the picture/… activity2 brain-storming (class work)goal: to develop ss’ reading skill---predicting and present some new words in the passage such as …activity 1 skimming (class work) step 3 readingpara of the article (or the first sentence or the last sentence of each para.) goal: to develop ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. activity 2 scanning (group work)titlepart/para.main ideadetailed information1 a. topic sentences/introductionb. examples/supporting ideasc. conclusiongoal: to develop ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate ss to cooperate with each other. activity 3 report (class work) invite some group members to report their work to the whole class. goal: to overcome ss’ shyness and stimulate ss to speak in public. activity 4 further understanding and word study (pair work) encourage ss to discuss the following qs in pairs (a powerpoint will be used here to present some blank-filling exercises and q1: what does the wo rd ―this‖ in the last para? but 3 refer to?a.b. c. a. b. d. d. q2: what is the chinese equivalent for the phrase ―investing in loss‖? c. q3: theword ―flawless‖ in line 5 of para.2 can be replaced by ___ q4: which of the following statements is true or not true? goal: to help ss to guess the meaning of certain unknown words and understand the passage exactly. multiple choices.)step 4 post-readingactivity1 role-play (pair work) suppose one student is a … and the other …. ss are encouraged to put th emselves in the situation and make a face-to-face interview. activity2 discussion (group work)topics may be: q1: do u want to be perfect?q2: do u think there is anyone in the world that is perfect? ―remind you‖, remind yourself of what?activity3 poster-designing/cartoon-designing/… (group work) goal: these post-reading activities are intended to develop ss’ creative thinking and get them to know the importance of … task 1 write a summary of the passage (about 100 words) (individual work) goal: to spur ss to consolidate what they have learned. task 2 look up some more information about … (individual work) encourage ss to go to the school library or get on the internet if possible to consult related english websites on the topic. goal: to encourage ss to study english spontaneously and independently after class, arouse ss’ interest in traditional chinese culture and develop ss’ culture awareness and cross-culture communicative skills. as for my blackboard-design, since time is limited, i’d like to give a bri ef introduction. step 5 homework这是考取教师资格证的第二环节：说课。

高三英语应用文写作讲评课教学设计作者：刘畅来源：《智富时代》2018年第11期一、教材分析高考英语应用文写作在近年全国Ⅱ卷中频频出现，所以本堂写作讲评课在高考一轮复习中起到关键作用。

此外，通过课堂的合作学习活动，培养学生的团结合作意识，锻炼学生的发散性思维，激发学生的英语学习兴趣，让学生成为课堂和学习的主人。

二、学情分析本堂课学生为乌鲁木齐市第70中学高三（8）班，理科普通班，学生英语基础牢固，通过高中前两年的学习，已经拥有较大的高中英语词汇量和较为规范的英语句型表达方式。

但是对于应用文写作的要求和特点，还较为生疏；因为还是高中生，所以对于求职信的特点和写法也较陌生。

三、教学内容合作性学习法在高中英语写作讲评课中的应用四、教学目标1、语言目标熟练掌握求职信的表达单词、短语、句型2、能力目标（1）掌握求职信的特点及写作方法（2）培养发散性思维能力3、情感目标（1）通过合作学习，培养团体合作意识；通过活动竞赛，培养竞争意识（2）通过求职信的写作学习，帮助学生进行职业生涯规划，明确人生发展方向，树立正确的人生观、价值观（3）通过本堂课的学习，激发学生对英语学习的兴趣（4）通过课堂活动，让学生成为课堂主体，提高学习的主动性，增强自信心五、教学重点1、求职信的写作要点和方法步骤2、求职信中的重点单词、短语、句型3、学生如何在课堂进行作文互评，互相学习六、教学难点学生小组合作进行作文互评，陈列出好句、病句以及病句改正，全班同学互相学习求职信的表达句型七、教学方法合作性学习法、任务型教学法、诱思探究教学法八、教学工具黑板、多媒体教学设备九、教学过程（一）引课1.近三年高考英语试卷中应用文写作的出现次数设计意图：展示近三年高考中应用文写作题的频率，让学生认识到应用文写作的重要性。

2. 近三年高考英语全国Ⅱ卷中的应用文写作题目设计意图：通过展示近三年新疆高考卷的英语作文题目，让学生切身感受应用文写作的重要性，以及应用文写作出题的特点。

高三英语作文复习教学设计（精选五篇）第一篇：高三英语作文复习教学设计高三英语作文复习教学设计教学背景：英语写作能力是高中阶段着重培养和提高的语言技能之一。

《英语课程标准》对九级语言技能目标写作能力的描述如下：①能用英文书写摘要、报告、通知和公务信函等；②能比较详细和生动地用英语描述情景、态度或情感；③能阐述自己的观点和评述他人的观点，文体恰当，用词准确；④能在写作中恰当地处理引用的资料及他人的原话；⑤能填写各种表格，写个人简历和申请书，用语基本正确、得当；⑥能做简单的笔头翻译；⑦能在以上写作过程中做到文字通顺，格式正确。

学生情况：学生已经具备一定的写作能力，但是依然存在很多的问题。

相当部分学生对于作文出现畏难情绪，信心不足，常把它看成是死板的任务；也有为数不少的学生在需要用语言表达时，就感到力不从心，写出来的句子常常令人费解；作文中的语言错误、语法错误、词汇拼写及标点符号方面的错误也比比皆是，这种语言表达手段的贫瘠和错误反映出学生所掌握的常用词汇量太少，灵活运用英语句式的能力还较差。

另外，他们思想不活跃，缺乏观察和思考，思路阻塞，又懒于思索，写作时所用的词语自然是最简单、最保险的词，因此所写内容单调，平淡，没有实际内容，苍白无力。

还有的同学动笔前不审题，不构思，想一句写一句，东拼西凑，语无伦次，根本没有使作文主题与段落和句子连贯为一体的整体概念。

此外，修改环节常常受到忽视，以至学生不懂得如何修改文章。

教学目标：1.让每个学生都能够积极思考，有话可说2.让每个学生学会有条理的完成写作内容3.激发学生写作的热情，创造性地完成写作4.让学生找到写作自信重点与难点：1.如何激发学生的写作热情2.如何帮助学生找回写作自信3.如何引导学生很好的完成写作任务教学工具：多媒体常规教具教学步骤：第一步：导入教师播放一段视频，其内容为：一辆大型搅拌车与一辆大型油罐车相撞，搅拌车车头与油罐车车尾相撞,搅拌车右驾驶室严重变形,司机双腿被牢牢卡在驾驶室中无法移动,腿部有血迹,司机意识还算清醒,右车门深深凹进驾驶室,无法打开,地面是两车相撞后产生的大量碎片。

英语说明文写作课教案【篇一：高三英语写作课教学设计】高三英语写作课教学设计（时间:2009-3-11 15:04:26 ）一、教学目标知识目标：1、明确高考书面表达的要求，学会在规定时间内完成审题、确定文体、抓住要点、组织语言、书写修改等一系列工作。

2、学会内容表达的完整性、行文的连贯性、遣词造句的准确性。

能力目标：提高学生写作水平和综合运用英语的能力。

二、教学辅助：多媒体三、教学过程：（一）lead-in导入的任务是唤起注意，酝酿情绪，带入特定的语言交际场。

在教师的指导下进行回答问题，小组讨论。

1、要求学生回答下列问题：what is pocket money?do you have pocket money?2、四人小组讨论下列题目：how do we deal with our pocket money?通过以上提问，让学生尽快进入角色，对如何使用零花钱，说出自己的看法。

让学生分小组活动，四人一组，教师巡视，需要时给予帮助，并参与学生的讨论。

引导学生扩大词汇量和英语惯用法，指导他们掌握英语基本句型，尤其是五个基本句型和动词句型。

然后，选出某一小组的代表向全班汇报他们小组讨论的内容，再请1—2位学生发表他们的观点。

3、将“how to use our pocket money?” 写在黑板中的上方。

向学生布置接下来的任务：today we are going to discuss how to write a report on “how to use pocket money for high school student?”（二）presentation指导学生分析写作材料，找出所有内容要点，已有材料，掌握事实。

用大屏幕展示写作材料：书面表达（满分25分）（nmet2004天津卷）假设你班将举行一次英语班会，主题为“中学生应如何使用家长给的零花钱”。

请你根据提示写一篇发言稿。

使用方式好处存入银行养成节约的习惯购买书籍获取知识其他培养兴趣（音乐、体育、集邮等）注意：1、词数：100左右；2、考词汇：零用钱——pocket moneydearfriends,_____________________________________________________________________________________________________________________ _____________________________________________________________________ _______________ 要求学生认真阅读材料，读完材料后，问学生有关问题：1) what should we write?2) what expressions and sentence can we use?3) how can we organize the necessary information and the related ideas we want to write?再要求学生分小组讨论（4人1组）。

高三英语书面表达公开课教案Teaching plan of writing practice for Senior ThreeI。

Teaching aims and demands1.XXX.2.Train the students’ ability to use the Internet to search for some useful information.3.Train the students’ XXXTrain the students’XXX.Learn to use writing strategies.XXX difficult pointsHow to write a good XXX.XXX aidsPPTV。

Teaching proceduresStep1 Warming upXXX 7 minutes.Step2 Brainstorming2.When do you feel nervous?I XXX….XXX.I approach the girl I like.I speak in public / to a large crowd.I XXX.I become the centre of attention.。

Step3 Steps for writing1.Cross-question (审题)做到四确定体裁格式说明议论主导时态普通目前时中央人称第二人称,“你”1内容要点1.XXX.2.XXX.3.Other XXX。

2.Collect the key words联想,收集关键词要点1.XXX.get along with sth.There is no need for sb。

to do sth.have a right attitude towards examsfind / consider it XXX.ways / means of doing / to do sth.。

高中英语作文优秀教案课题背景1《英语课程标准》对九级语言技能目标――写作能力的描述如下：1. 能用英文书写摘要、报告、通知和公务信涵等；2. 能比较详细和生动地用英语描述情景、态度或情感；3. 能阐述自己的观点和评述他人的观点，文体恰当，用词准确；4. 能在写作中恰当地处理引用的资料及他人的原话；5. 能填写各种表格，写个人简历和申请书，用语基本正确、得当；6. 能做简单的笔头翻译；7. 能在以上写作过程中做到文字通顺，格式正确。

同时详细列出写作技能与试题设计的要求和写作评价标准。

其中测试方式：1. 短文写作；2. 实用性写作；3. 图文信息转换；4. 接续完成文段；5. 写电子邮件等。

而对学生的作文主要从内容要点、语言使用效果、结构和连贯性、格式和语域以及与目标读者的交流五个方面进行评价。

2英语高考中作文占分25，是一项相当艰巨的任务。

高中生的词汇量有一定的积累，在将词汇组合成文的过程中，他们还存在很多问题，特别是能拿到作文18分以上对学生来说具有很高的难度。

而一篇优秀作文的生成对于高中生的英语综合能力的运用是个综合的考验，也是对英语任课老师的一个考验，如何能保证所教的学生掌握写作的基本思路，基本技巧，如何能帮助中上水平的学生写出作文亮点，拿到更高的分数成为高中英语作文教学的最大困惑。

学习目标1让学生充分认识到养成良好的语言学习习惯是写作能力提高的必要条件。

１．要积累短语词汇。

2．要收集英语写作各种题型的格式和篇章结构，收集常用的开头和结尾的优美句型，并背诵佳句，甚至佳作。

2使学生通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息源，拓展学习渠道并形成具有个性的学习方法和风格。

使学生在英语学习过程中，提高独立思考和判断的能力，发展与人沟通、合作的能力等活动阶段安排专题一基础写作理论本专题在单元中起到一个抛砖引玉的作用。

高中英语写作课教案目的本教案旨在通过高中英语写作课的教学，帮助学生提升英语写作能力，培养学生的语言表达能力和思维能力，提高学生的写作水平。

教学内容本教案的教学内容包括以下几个方面：1.英语写作基础知识和技巧介绍2.英语写作练习和改进方法探究3.英语写作的常见错误及其纠正方法教学方法1.组织课堂讨论，引导学生关注写作技巧和方法；2.开展写作练习，让学生掌握各种写作技巧；3.组织写作比赛，营造学生写作热情；4.辅导学生作文，帮助学生克服英语写作中的问题。

教学步骤第一阶段：英语写作基础知识和技巧介绍1.阅读楼梯体及其结构特点介绍，并进行课堂讨论；2.解析文章逻辑结构，并通过案例分析让学生更好地理解；3.介绍英语常用句型和词汇，让学生充分利用语言工具，提升写作水平。

第二阶段：英语写作练习和改进方法探究1.通过课堂写作提供机会，让学生掌握写作技巧；2.鼓励学生多写多练，多阅读优秀英文文章，提高思维能力；3.老师进行集体点评和指导，根据学生作文情况，提供改进建议和思路。

第三阶段：英语写作的常见错误及其纠正方法1.介绍英语写作常见错误，如语法、标点、拼写等，在讲解中加强概念和规则的理解；2.通过实例演练，引导学生根据错误分析找到问题所在，并给出改正方法；3.鼓励学生通过自我反思、自我纠正，不断提升英语写作质量。

教学评价本教学内容旨在通过系统化和详实的教学安排，提供全面教育和发掘学生潜力的平台。

教学评估将以实际学习效果为评价方向。

评价指标包括：1.学生的写作水平是否有效提高；2.学生是否能够独立完成英语写作，并做出理性的评估；3.学生是否能认识英语写作中的问题和解决方法。

总结本教案根据高中英语教学大纲的要求和复杂性，强调了基础知识的授予，以培养学生的创造性思维和语言表达能力。

同时，教学质量也将由对学生培养的效果进行评价。

期望通过这样的教学方法，为学生在英语写作的提高及成就做出贡献。

高中英语书信写作教案教学目标1. 让学生了解英文书信的基本格式和组成部分。

2. 教授学生如何根据不同的写作目的选择合适的语言风格。

3. 练习学生根据不同情境撰写正式或非正式信件的能力。

4. 强化学生的语言准确性和逻辑性，提升写作水平。

教学内容- 书信的基本结构：日期、称呼、、结束语、签名。

- 不同类型的书信：感谢信、投诉信、询问信、邀请信等。

- 语言风格的选择：正式与非正式场合的区别。

- 实用短语和句型的运用。

教学步骤Ste 1: 引入新知通过展示一封标准的英文信件，向学生介绍书信的基本格式。

讨论不同类型信件的特点，以及在不同情境下应使用的语言风格。

Ste 2: 讲解与示范详细讲解书信各部分的写作要点，包括日期的格式、称呼的规范、的结构、结束语的常用表达以及签名的要求。

同时，教师现场示范撰写一封标准信件。

Ste 3: 分组练习将学生分为小组，每组根据给定的情境，撰写一封相应的信件。

例如：写一封感谢信给最近帮助过自己的人，或者写一封投诉信给商家反映商品问题。

Ste 4: 互评与讨论学生完成写作后，进行小组内的互评。

每位学生阅读其他成员的信件，提出修改建议，并讨论各自的写作亮点和需要改进的地方。

Ste 5: 总结反馈教师收集各组的优秀作品，进行全班分享。

对常见问题进行点评，并给出专业的修改意见。

强调书信写作中应注意的细节问题。

教学资源- 标准信件模板- 实用短语和句型参考表- 各类书信范例作业与评价布置学生根据所学知识，独立完成一封书信的写作。

要求学生注意书信格式，语言得体，内容合理。

教师根据学生的作业完成情况进行评价，重点关注学生的进步和创新。

Task based writing—How to describe a personI. Teaching objectives:Students will be able to:1. Learn how to write a short passage of a great man.2. Get some useful adjectives for describing a person3. Develop studen ts’ awareness of waring4. Get some information about how to write a basic writing.5. Develop students’ writing ability.II. Writing strategies:1. Learning Book1 Unit 5 Nelson Mandela- a modern hero to get some useful adjectives to describe a person2. Knowing how to write a basic writing3. Brainstorm about the topic4. Finish the writing in groupIII. Teaching aids: multi-media equipments (computer, slides, PPT，etc.)IV. Homework: writing another passageV. Teaching proceduresLead inStep 1: T. let students think about how to describe a person. Such as "Mary is a nice girl." "Jim is an outgoing boy."Brainstorming how to describe a person and get vocabulary input. Writing strategy: Get some useful adjective to describe a person and get vocabulary input.Pre-writingStep 2 T presents a short passage about a famous singer to students and asks them to guess that who he is.Showing students a sample about how to describe a personFind out:1.Who is he?2.Find out some useful words, expression and sentence patterns in the passage3.If you want to write a composition about a person, how will you write it?While-writingStep 3 1. Give students a writing topic in the form of a chat and this writing topic is about Nelson Mandela.2. Tell students that the passage must be written with five sentences.3. Give students time to get key informationStep 4: Ss try to translate the information they get into five English sentencesSentence Main information1 When was Mandela born and his hobbies.2 Mandela's experience when he was a lawyer3-4 What did he do for poor black man in South Africa5 His famous saying and dream.Post-writingStep 5 Group work: Discussion1. Ss check the translation for their partners and discuss how to correct their mistakes2. Thinking: Great people are also famous people, but famous people may not be great people. So what should a great people be?3. What can we learn from a great person.VI. Sample and SummaryStep 6 Show Ss a possible version for the writing and ask them to find out some useful words, expressions and sentence patternsStep 7 Sum up: How can you do a task based writing1. Examining the writing topic and ensure the person, tense and writing style of it.2. Make out an outline which can be translated into five English sentences3. Translate the information you get into five English sentences4. Check your composition and discuss it with you partner5. Correct your mistakes if availableVII. Step 8: Homework (after class)Write an article in the form of task based writing which is about an armless pianist-Liu Wei（刘伟）Book6 Module3 Interpersonal relationship—— Friendship高中英语写作课教案Teaching Aims1.To get the students to appreciating remarks on friendship or friends.2.To enable the students to write a short story about friends or friendships.Teaching ProceduresStep 1 DiscussionNow, I found 500 pounds in Roy’s pocket. Did Roy steal the money from the charity? Someone says ‘yes’, someone says ‘no’. If Roy did steal the money from the charity, shall I tell the teacher or call the police? If Roy didn’t steal the money, what should I do?Discuss it in groups of four .Collect answers from students. Draw a conclusion; whether Roy stole the money or not, we help him all the same. Because we’re friends. Friends are the ones we can get help from and we can trust.In this unit, we have talked a lot about friends and friendship, knowing the importance of friends. And what do you think of a friend or friendship?How to keep friendship?List good qualities and bad qualities a friend may have.Suggested answers:Good qualities:outgoing hospitable considerate enthusiastic friendly kind polite honest loyal brave positive optimistic smart intelligent modest generous determined responsible matureBad qualities:dishonest unfriendly dishonest rude impolite selfish lazy careless pessimistic Brainstorming:Step 2 WritingDescribe a problem you had with a friend and give advice on how to keep friends.Suggested expressions:close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to , considerate, warm hearted, honest,一些有关友谊的名言警句如：On friends and friendship:A true friend is one soul in two bodies. (---Aristotle)A friend in need is a friend indeed. (---Ray)Be slow in choosing a friend; slower inchanging.(---Benjamin Franklin)A friend is a present which you give yourself. (---Robert Louis Stevenson)Fate chooses your relatives, you choose your friends. (---Abbe Jacques Deille)A faithful friend is the medicine of life. (---William Shakespeare)The bird a nest, the spider a web, manfriendship.(---William Blake)We choose our friend by instinct, but we keep them by judgment. (---Alfred Capus)Friendship is love without his wings. (---George Gordon Byron)True friendship is a plant of slow growth.(---George Washington)Sample:Friendship is one of the most valuable relationship in our lives, it may even last through you whole life. I have a good friend. Sometimes I argue with my friend. For example, once we discussed a problem of our homework, as we held different ideas and wanted to persuade each other, we argued a lot. However, after we found the correct answer, the one that was wrong apologized at once. No matter how often we quarreled and what we quarreled for, we are good friends for ever.My favourite proverb says ' friend are like stars, you don’t always see them, but you know they re always there.' Thats true, indeed friends are willing to help you all the time. When you are down ,friends raise you up with their hearts .When youlose your way, friends guide you and pull you to the right way.When you have sorrow to complain of, friends are always the bestears for you.So please cherish your friends, because everyone of them isunique and precious. Getting along with friends is just likegrowing plants. We must use patience, trust, and honesty asfertilizer to make friendship stonger. And never forget ,plantsneed sunshine, so do friends. Often give them some warm and youwill find your hearts are getting closer.Friendship stands on both sides , so the more you give andthe more you will get . Remember, the key is your sincere heart. Step 3 Promotion and Homework1)Assign another writing task based on the followinginformation:What do you think of a friend or friendship?How to keep friendship?2） Instruct the students to write and revise by themselves.3) Let the students hand in their final copies.4) Select some good samples to read to the whole class.Suggested sample:Friendship is the most important things in life. Good friendwould like to help you when you met some troubles. Real goodfriends could put each other in their hearts. Real friendship is like the spring rivers flowing down the mountains, silently. Everybody is looking forward to meeting real friends.How to find real friendship and keep it? I think it is like you planting a big tree. You should choose good seeds and take care of it to make it grow. Almost the same thoughts between each other is on base. Maybe fight also will happen. How to do? To make real friend, you don't be shy to explain your thoughts to the other. Try your best to keep friendship forever. It is necessary to tell the truth and respect each other.教学实施过程：针对学生这样的实际情况，并受任务型教学法启示“任务型教学理论实际上就是建立在讨论或交流教学思路的基础上的,是交流教学思路的一种发展形态,英语教学要以学生为中心,教师要为学生设计运用语言的环境,通过大量的交流活动总结和掌握语言的规律,并在交流活动中实践,从而达到目的.”我对每模块后的书面表达内容的教学作了调整，这样处理：即把写作课变成讨论和写作并存的活动课，并在活动课中备有相关的多媒体内容或音乐，使学生在真切愉快的情景中搜集写作素材，完成写作内容，最后达到激发学生写作兴趣，提高写作技能并促进其他几种技能的效果。

高三英语新闻报道英语作文教案英文回答：Lesson Plan: News Reporting in English for High School Seniors.Objective:To enhance students' ability to write effective news reports in English.To develop students' critical thinking skills by analyzing current events.To foster students' awareness of global issues and their importance.Materials:Whiteboard or projector.Markers or pens.Newsprint or large sheets of paper.Current news articles.Handouts on news writing style and ethics.Procedure:Introduction (10 minutes)。

Begin by reviewing the objectives of the lesson.Ask students to share their prior knowledge of news reporting.Elements of a News Report (20 minutes)。

Present the key elements of a news report:Headline.Lead (introductory paragraph)。

Body (paragraphs presenting the details)。

Conclusion (summary or call to action)。

Unit1 写作课教学设计（一）Teaching PlanObjectives:1. Knowledgea. After this class, the Ss can command the important words and phrases, such as make friends with share… with, honest, understanding, outgoing, easy-going and so on.b. The Ss will learn to use the sentence patterns such as you'd better. …you should. . …why not. . …and so on.2. Abilitya. The Ss can use the important words, phrases, and sentence patterns to make sentences.b. The Ss can write a proposal letter.3. HumanityThe Ss will know the importance of friendship and have the sense of being a good friend. Teaching important and difficult point:allow to use the words. phrases and sentence structures to make sentences and write a proposal letter.Major Procedures:Teaching Aims Teacher'sActivitySs' Activity timeGreetings and lead-in Warming-up Playing a pieceof music andfree-talkListening andanswering3Reading and Discussion Preparation forthewritingGiving a fewminutes to theSs to read ashort letter anddiscuss Howto be a goodDiscussion inGroups andgivingpresentation12friend and How to give a suggestionWriting Learning towrite aproposalletter Giving the Sssometime to writethe letterWriting 12Inter-correcting Enhancing theSs'writing abilityandevaluating Learning theSs correct theirdeskmates'writings andshowingCorrecting andshowing10Summary and homework Making the Ssknow theimportance offriendshipand havingthe sense ofbeing a godfriend andfurtherconsolidationShowing theSs the Englishsaying A friendin need is afriend indeedand assigninghomeworkLearning theEnglish sayingby heart andunderstandingthe homework3 Blackboard-writing PlanningWritingHow to write a proposal letter? Useful expressions: How to be a good friend?outgoingeasygoingcommunicate withshare. . with. . . …You'd better. . .You should. . .It will be a good idea if. . …Teaching reflection:。

高中英语写作课程教案3篇高中英语写作课程教案篇1教学目标1. 语言知识目标：1) 能掌握以下单词： newspaper, use, soup, wash, movie, just能掌握以下句型：① —What are you doing? —I'm watching TV.② —What's he doing? —He's using the computer.③ —What are they doing? —They're listening to a CD.④—This is Jenny. —It's Laura here.2) 能掌握语法：现在进行时态的用法。

3) 能运用所学的知识，描述人们正在干的事情。

教学重难点1. 教学重点：1) 词汇、词组搭配和现在进行时的用法。

能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。

2) 能掌握现在进行时态及一些表示具体动作的词组搭配,如: doing homework, using the computer, watching TV, eating dinner… 等2. 教学难点：现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。

教学工具多媒体教学过程Ⅰ. Warming-up and Lead in1. Greet the Ss and check the homework.2. Watch a video program.Ⅱ. Presentation1. Show some pictures on the big screen. Present the new words and expressions.2. Ss watch and learn the new words and expressions.3. Give Ss some time and try to remember the new words and expressions.4. (Show some pictures on the screen and ask some students to perform the actions.)e.g. T: What are you doing?S: I am doing homework. (Help him/her to answer)T: What is he /she doing?Ss: He /she is doing homework.Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way.5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with pictures.6. Check the answers with the Ss.Ⅲ. Game (guess)1. T: Now let's play a game. What's she/he doing? You must watch the big screen carefully.(Show some pictures on the big screen quickly) Let Ss guess what's he/she is doing?2. Ss watch and guess the actions.3. Ask and answer about the pictures.—What's he/she doing?—He's/She's …Ⅳ. Listening1. T: What are Jenny, John, Dave and Mary doing? Now let’s listen to the tape, find out the rig ht activities from 1a.2. Play the recording for the Ss twice.3. Ss listen to the recording and write the numbers from 1a.Ⅴ. Pair work1. Ask the Ss to read the conversations in 1c with a partner. Then look at the pictures in 1a. And conversations about other person in the picture.2. Ss make conversations by themselves and practice the conversations.Ⅵ. Listening1. Work on 2a;T: Jack and Steve are talking on the phone. What are they doing now? Listen to the conversations and match the answers with the questions.(Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and match the answers with the questions. )Check the answers.2. Work on 2b.Let Ss read the conversation in 2b first. Then play the recording for the Ss twice.The first time Ss only listen and write down the words in the blanks. Then play the recording again for the Ss to check the answers. (If necessary, press the Pause button to help.)Ⅶ. Pair work1. Now, role-play the conversation with your partners.2. Let some pairs to act out the conversation in front of the class.Ⅷ. Role-play1. Ask Ss to read the conversation in 2d and answerthe questions below.① Are Jenny and L aura talking on the phone?(Yes, they are.)② What's Laura doing now?(She's washing her clothes.)③ What's Jenny doing?(She's watching TV.)④ When do they meet at Jenny's home?(At half past six.)2. Ss read the conversation and answer the questions above.3. Check the answers with the Ss.4. Let Ss work in pairs and role-play the conversation.Homework:1. Review the words and expressions in this period.2. Understand the knowledge about the present progressive tense.3. Make five sentences on what are you doing now.高中英语写作课程教案篇2教学内容：This lesson is about Module 7 Unit 1 “This dog can help him.” of New Standard English, Book 9. This lesson is for the students of Grade Five.教学目标：1、Knowledge aims:a. To enable students to master and use these new words : blind , special.b. To enable students to master the usage of “can” .c. To enable students to use the target sentences correctly : This dog can help him . Can Fifi help the blind people ? No , he can’t . He only wants to play .2、Ability aims:a. Talking about abilities with “can” , “can’t ” and know the objective case.b. To improve students’ language ability.3、Emotion aims:a. To encourage students to cooperate with the others , help each other and learn from each other.b. To educate students to protect animals and help disabled people .教学重点：To master and use the new words , sentence pattern and the usage of “can”。

高三英语苏教版《高级英语写作与表达》教案教案简介：本教案是针对高三学生的英语写作与表达教学设计。

旨在帮助学生提高英语写作水平，培养他们的表达能力和语言运用能力。

教案以苏教版的《高级英语写作与表达》为教材，通过多种教学方法和活动，激发学生的学习兴趣，提升他们的写作技巧和思维能力。

教案内容：一、教学目标1. 培养学生的英语写作兴趣，激发他们的写作潜能；2. 提升学生的表达能力、语言运用能力；3. 培养学生良好的写作习惯和思维方式。

二、教学内容1. 写作技巧与方法的介绍- 讲解文章结构和段落组织；- 引导学生进行主题句和扩展句的写作练习；- 分析并仿写不同类型的文章。

2. 语言运用与语法讲解- 针对学生常见的语法错误进行讲解和练习；- 介绍词汇扩展和句式变换的技巧。

3. 写作素材和话题展开- 提供丰富的写作素材，鼓励学生自由发挥创造；- 引导学生选择合适的写作话题，并展开思路。

4. 写作练习和作业布置- 组织学生进行实践性的写作练习；- 布置作业，让学生在课后继续锻炼和巩固所学知识。

三、教学步骤1. 导入- 创设写作氛围，引发学生兴趣；- 回顾前几节课的写作内容，温故而知新。

2. 讲解写作技巧和方法- 介绍文章结构和段落组织的要点；- 分析并讲解不同类型文章的写作技巧。

3. 引导学生进行写作练习- 给学生提供写作话题，引导他们动手写作；- 逐个点评学生的作文，指出问题和改进方向。

4. 进一步讲解语言运用和语法知识- 给学生反馈上一堂课的作文错误，讲解正确的语法用法；- 引导学生进行语法练习，巩固所学知识。

5. 继续引导学生进行写作练习- 给学生提供不同主题的写作任务，鼓励他们展开思考与表达； - 分组活动，让学生互相修改作文，提供反馈和建议。

6. 总结与作业布置- 总结本节课的教学内容和学生表现；- 布置写作作业，要求学生在课后继续练习。

四、教学评价1. 课堂表现- 观察学生的参与度和积极性；- 评价学生在写作练习中的表现和进步。

高中英语写作课教学设计〔共5篇〕第1篇：高中英语写作课教学高中英语写作课教学英语写作课不知讲些什么，学生写作时不知从何写起，作文不成句，语法错误，一直是老师们的困惑，也是学生的绊脚石。

到底写作课该如何上，怎么下手，下面分享几点方法：高中英语写作课教学一、消除学生的恐惧心理，培养写作习惯针对我校学生根底差，学习习惯不好的状况，首先让学生知道，写作并不难，就是把我们要说的话，用自己的话写出来，我们平时讲课的例句就是很好的素材，只要稍加整理即可，关键是敢写。

二、注意平时积累词汇，打好写作根底平时上课尤其是词汇教学时，注意提醒学生积累一些例句，段落甚至是名人名言。

要求学生背诵课文中的佳句和词汇句型较多的段落，这样可以帮助学生理解课文内容，背诵重点句型和短语，积累话题写作的素材，培养学生的语感。

课下注意搜集各种体裁的写作篇章构造以及开头结尾常用的优美句型。

三、练习写作的句式变化，进展专题指导写作程度的进步非一日之功，也不能光说不练，积累素材完成后，老师要进展针对性的写作方法指导。

首先，训练过程要循序渐进，要让学生体验到成功，有信心，愿意去写作，并且要安排由易到难，由课内到课外，有机械到灵敏。

英译汉练习让学生写出课文中的重点句1 子——利用单元词汇进展造句练习——缩写课文——改写课文——仿写课文——写与课文相关的短文。

其次，讲解写作步骤：审题——构思——提纲——初稿——修改——定稿。

并注意写作中记叙文的五个W(what---who---when---where---why or how)。

最后，提醒学生注意写作规那么和标点符号的使用，并把高考评分标准展示给学生们，让他们对照自己的文章，找出存在的问题。

四、真实客观的评价，修改欣赏得法对于学生习作的修改，有两种途径，一是老师面批面改，及时发现学生存在的问题，提出改良的建议和今后要注意的问题。

二是学生互评互批，这样既可以看到别人的长处，积累更多的方法，又可以发现学生们共同性的错误，以利于改正进步。

高中英语写作教案模板【篇一：山东教师教案模板：高三英语写作writing教案】山东教师招聘网高三英语写作writing教案亲爱的各位老师们，为了感谢大家的支持和厚爱，中公教师特此整理了高三英语写作writing教案模板，希望对大家的学习和工作都有所帮助。

teaching aims:knowledge aim: students will know more about argument and the information it contains. ability aim: students’ writing abilityof argument can be improved by the end of the class.emotional aims: students will how to protect the environment and be willing to share their ideas with others.teaching key points:the information contained in body language.teaching difficult points:it’s hard to find the proof to prove their ideas.teaching methods:communicative teaching method. task-based teaching method. teaching procedures:step 1 warming-up1) greetingt: hello, boys and girls. how’s the weather?2) sing a songi have a beautiful song for you. seasons in the sun. you can sing this with me. here we go.step 2 pre-writing1) lead-int: today we will learn a new kind of writing-argument. who can tell me how many parts it concludes? yes, three. what are they? the topic, demonstration, proof.2) demonstrationt: please look at the ppt, and there is a argument. let’s findtheir topic、 demonstration andproof. ok! stop here, how many section in the article? what is the topic? where can you find it? what’s the proof? where you can find it? try to find the format of this writing. then i will write it on the blackboard.山东教师招聘网3) brain-stormingt: with the development of science, many chemicals are usedin daily life. many farmers welcomed them as a great way to stop crop disease and increase production. recently, however, scientists have been finding that long-term use of these fertilizers can cause damage to the land and, even more dangerous, to people’s health. how do you think of it? and why?step 3 while-writingt: write an argument on your textbook. pay attention to the format, punctuation, sentence structure and tenses. you have 20 minutes to complete your argument individually. it should contain 120 words. try your best.step 4 post-writing1) self-editingt: check your writing after you finish it.2) peer editingt: change your article with your desk mate and edit it. then give him or her some suggestion.3) sharingt: who wants to share your argument with us. come to the front please.step 5 summary and homework1) summaryt: what we have learned today? and how many parts it concludes?2) homeworkt: copy the article carefully, and hand it in next class.blackboard design:arguement1st paragraph: describe your idea directly and clearly.2nd paragraph: give your proof to prove your idea.3rd paragraph: make a conclusion conform to your opinion.teaching reflection:更多教师资格证备考信息关注山东教师招聘测试网【篇二：高一英语写作课教学设计】高中英语写作课教学实施及反思为了提高教学质量和升学率，我校实施了一系列的课堂改革举措。

高三英语邀请信写作讲评课教学设计一、教学分析（一）教学内容本堂课是一节写作讲评课。

学生课前完成了一封邀请信的作文。

本堂课的主要内容是引导学生从框架结构，语言运用连贯性和使用效果三个方面得到进一步的认识。

（二）学生分析高三学生在文章体裁，写作方法及语言表达方面已经有了一定的积累。

（三）教学目标通过本课的学习，学生能够：1. 有邀请信的框架意识；2. 复习邀请信中的一些必要的表达；3. 根据教师点拨和讲解批改同伴的文章；4. 通过同学们之间相互合作讨论，提升团队的合作能力。

二、教学步骤Step I Lead in:通过引入李华这个话题，开启写作评价之旅。

Step II Brainstorm and discussing：1. What factors should be included in writing to get a satisfactory score?引导学生对优秀作文应该具备的要素进行思考和讨论，通过书写示范强调书写的2. Draw a structure of article IStep III Polish the article1. Let’s appreciate some impressive sentences from your articles.(1）Language fails to express how much I miss you. -------From Jinghao (2). As the Mid-Autumn Festival is approaching, a fantastic evening party will be held in our school. Hence I am writing to invite you to join us. ------From Jiamin (3). There will be a large number of activities such as enjoying the moon-cakes, appreciating the moon, and guessing riddles, which will be not only meaningful but also interesting. -------From Tingen 设计意图：将优秀学生的句子摘抄出来，大声朗读，即鼓舞了学生的自豪感，也激励了其他同学。

公开课高三英语写作课教案高三英语写作课教案课题：如何记叙一个人（Writing a person）教学目的：教会学生如何用英语描写一个人的故事。

教学重点：引导学生仔细观察描写对象，掌握其外貌特征、性格特征、思想状态、行为语言等，然后逐一在大脑中搜寻所需的中心词，----并从词到句，把句子组合成文。

最后对文章的篇章结构进行修改，实现用词准确，行文流畅。

教学辅助手段：电脑（或实物投影仪）、教学方法：讨论法教学步骤：一、展示(Presentation)1.通过计算机分别展示几个人物形象。

（漂亮的小姑娘在画画、中年男士在读报纸、白发老太太在问路）2.将含有学生在作业中所犯典型错误的文章展示出来，作为改错进行练习。

二、讨论(Discussion)1. 学生两人一组，讨论文章的优缺点，并对错误之处进行修改。

2. 请找出错误的学生现场指出并改正错误之处，其他学生一起评判对错：若改对了，教师可用鼠标单击文中的那处错误，原本隐含的修改部分便会显示出来；若没改对，可接着请其他学生帮忙。

（在进行此步骤时，学生无须根据文章的先后逐行挑错，只要找到错误即可发言。

）3. 教师总结。

首先，针对文中学生未找出或改对的错误，帮助学生一起改正。

其次，对文中的错误之处进行分类（如：名词复数、动词时态、介词等），引起学生的重视。

三、展示(Presentation)通过计算机展示给学生一篇新表达材料。

要求学生仔细观察所给图片，掌握每个人物特征。

四、讨论(Discussion)1.学生两人一组（必要时可变为四人一组，增强协作性），针对每个人进行讨论，并确定描述每个人的中心词。

2. 按照图片的先后顺序，分别要求几组学生将他们的讨论结果告诉大家，由大家一起来讨论用词是否恰当及如何改正。

五、练习(Practice)要求学生参考中心词，写出描述每个人的一两个句子，输入计算机（若通过实物投影仪展示，可写在纸上）。

六、反馈(Feedback)1.通过计算机，选取两位学生所写的第一个人的两组句子，展示给大家（也可通过实物投影仪展示）。