（顺序选修）英语6二年级《Theme A Enviromental Protection Global Issues Unit 1 Protecting Our Environment Writing

（顺序选修）英语6二年级《Theme A Enviromental Protection Global Issues Unit 1 Protecting Our Environment Writing》优秀教案

① Students can write a narrative article based on what they have learned and try to use vivid language.

② Students can work in groups to solve some problems in writing and find effective solutions.

③ Students can make more effective use of group cooperation to expand their knowledge.

3.Emotion?objectives?

① Students can experience the language appeal of English.

② Students realize the importance of protecting the environment and encourage everyone to plant trees.

③ Students can learn some good qualities from excellent people. 教学重难点： 1.Students can master the skills of writing, they can use vivid language to write a narration.

2.Through this class, students can summarize their own experience in writing.

3.Students can make full use of the advantages of group cooperation to complete related tasks. 教学方法与策略： 1.Task-based?teaching?method.

2.Group cooperative learning.

On the basis of students fully learning the story of Helen Keller, in the form of group cooperation, find out the sentence or paragraph that the group thinks the article is written well, and analyze them, so that students can feel the essence of a good story more independently. Student discovery the skills, grasp the skills, use the skills, it can enhance the class efficiency effectively. 教学辅助工具： 1.Power Point

2.Interactive?Whiteboard

3.Computer 教学过程： 教学环节 教学活动 设计意图 Pre-writing

Step 1

Lead-in

Ask students two questions to review the article about Helen Keller.

1.Why was the third of March1887 the most important day in Helen Keller's life?

2.How did Helen Keller learn to spell? 该部分用时2分钟。让学生回答两个关于上节课学习过的海伦凯勒的文章，通过思考和回答问题，使他们再次复习该文章内容。用学生熟悉的内容开始这节课，学生也不会一下体会到写作课的压力，保证学生进入写作课时心态轻松，这样有利于这节课的循序渐进的难度的上升。

Step 2

The structure of this article.

1.Students can understand the writing order of the article.

2.What are the six elements of this narration?

3.Ask students to find out the six elements of this article.

该部分用时6分钟。因为已经学习过这篇文章，所以学生可以判断出它的文体是记叙文，依据汉语记叙文的写作特点，顺利回答这篇文章的写作顺序，并说出英语记叙文的六要素。让学生以小组合作的形式找出本文time,where,character,cause,process,effect六要素。在此过程中，学生可以进一步体会和学习记叙文的写作特点以及它必备的写作内容，加强学生对于记叙文写作的基本素质。

Step 3