Using LanguageⅡ教学设计

教学基本信息

课名

学科

学段

年级

授课日期

设计者姓名

单位

联系电话

指导思想与理论依据

Writing an application letter 英语

高中

高三

2019. 赵楠

辽宁绥中一高中

15694295779 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，设立了独立学习、交流和小组活动讨论的多种形式，学生不但了解申请信该如何写，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 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.

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 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

录音机，多媒体电脑课件，板书，学案

教学目标

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

popular 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 教学重点

Use the communicative languages in writing the application letter. Teaching difficult point 教学难点

Be clear of the structure and the usage of standard communicative languages in the application letter.

教学过程

Teaching procedures Parts Teacher’s activities Students’

activities Purposes

To draw students’

Part 1 Lead-in

Ask the students to read the requirements of the composition. Read the attention to the characteristics of an application requirement loudly.

letter. 1.

Provide the outline of the text 2.

Ask the students to answer two Read Part 2 writing steps

the To help the students understand the samples. 3 questions: samples and the 1) What should we write for each answer paragraph? 2) 1.

Ask 3 students to read the beginning of Read each sample one by one. sample questions. the and the To help the students master the the writing the beginning.

of Step1 Imitating and practicing writing the beginning Part 3 Reading for language

2.

Ask all the students to read and recite the recite 3 beginnings. beginning 3.

Provide the students with 3 different

situations in Chinese and ask them to Present present the beginning of the letter orally. beginning Remind them that they can imitate the orally beginning of the 3 samples.

according to key 4.

Show the key words on PPT while they the are speaking. 1.

Guide Step2. Practicing writing the main points

words. students to have a Answer the To help the students master the writing the out part.

of the brainstorming: If you want to introduce teacher’s yourself and the reason for your questions. application, what aspects will you

mention? And write down the main

points put forward by the students.

body

2.

Ask the students to find out various Find expressions both from the samples and various

what they learned before. expressions 3.

Ask the students some questions to guide from them use these expressions. Questions samples. can be set like: ①What kind of person are you?

②What are you good at? What do you do

well in?

the ③What do you go in for ? Give some Answer examples. teacher’s ④Do you have any meaningful experience ? questions. ⑤

How do you think of the voluntary work / the part-time job?

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 recite samples. Do and To help the the students master the of some writing translation. the ending. To draw the Ask the students to pay attention to the Stage 4 Observing the conjunctions

use of conjunctions to make their writing well-organized.

Pay attention to the students’

attention to the use of

conjunctions. conjunction. Stage 5 Writing and

assessment 1.

Ask the students to write an application Write letter

letter the and To provide the students with chance a to 2. Ask the students to make assessment of make some compositions. assessment. apply what

they have to learned the writing.

To provide the students with Stage 6 Homework a to

Ask the students to finish the application Do letter after class.

the chance homework. strengthen

what have learned writing. in they

Writing an application letter

Blackboard design

The purpose

interest

character Structure

The main body

Hope/thanks meaning of

the activity reason

experience

ability/ advantage

那是心与心的交汇，是相视的莞尔一笑，是一杯饮了半盏的酒，沉香在喉，甜润在心。

红尘中，我们会相遇一些人，一些事，跌跌撞撞里，逐渐懂得了这世界，懂得如何经营自己的内心，使它柔韧，更适应这风雨征途，而不会在过往的错失里纠结懊悔一生。

时光若水，趟过岁月的河，那些旧日情怀，或温暖或痛楚，总会在心中烙下深深浅浅的痕。生命是一座时光驿站，人们在那里来来去去。一些人若长亭古道边的萋萋芳草，沦为泛泛之交；一些人却像深山断崖边的幽兰，只一株，便会馨香满谷。

人生，唯有品格心性相似的人，才可以在锦瑟华年里相遇相知，互为欣赏，互为懂得，并沉淀下来，做一生的朋友。

试问，你的生命里，有无来过这样一个人呢？

张爱玲说“因为懂得，所以慈悲”.

于千万人群中，遇见你要遇见的人，没有早一步，也没有晚一步，四目相对，只淡淡的问候一句：哦！原来你也在这里，这便足够。

世间最近与最遥远的距离，来自于心灵与心灵。相遇了，可以彼此陌生，人在咫尺心在天涯，也可初见如旧，眼光交汇的那一刻，抵得人间万般暖。