一、寫作教學(xué)教案設(shè)計（一）教學(xué)目標(biāo)1.知識目標(biāo)：學(xué)生掌握“文化遺產(chǎn)保護(hù)”“科技發(fā)展影響”“環(huán)境保護(hù)行動”等單元主題相關(guān)的核心詞匯（如*preserve,innovation,sustainable*）與功能句型（如強(qiáng)調(diào)句、定語從句、“Itis+adj.+that...”結(jié)構(gòu)）。2.能力目標(biāo)：能根據(jù)寫作任務(wù)（書信、議論文、記敘文）搭建清晰的文本結(jié)構(gòu)，運(yùn)用邏輯銜接詞（如*moreover,however,asaresult*）提升語篇連貫性；能結(jié)合主題進(jìn)行細(xì)節(jié)拓展，避免內(nèi)容空洞。3.情感目標(biāo)：通過寫作實(shí)踐增強(qiáng)文化自信（如保護(hù)本土非遺）、環(huán)保責(zé)任感或科技倫理認(rèn)知，實(shí)現(xiàn)“以寫促思”的育人目標(biāo)。（二）教學(xué)重難點(diǎn)重點(diǎn)：話題詞匯的精準(zhǔn)運(yùn)用（如區(qū)分*protect*與*preserve*的語義差異）；三類文體（建議信、議論文、記敘文）的結(jié)構(gòu)模板搭建（如建議信的“問題-建議-期待”框架）。難點(diǎn)：邏輯斷層的修正（如從“現(xiàn)象描述”到“原因分析”的自然過渡）；高級句式的靈活嵌入（如非限制性定語從句、分詞作狀語）。（三）教學(xué)過程設(shè)計1.情境導(dǎo)入（5分鐘）以“校園文化角設(shè)計”為情境，提問：*“Ifyouweretodesignaculturalcornerinourschool,whatelements(e.g.,localfolkart,historicalstories)wouldyouinclude?Andhowwouldyouintroduceittoforeignexchangestudents?”*引導(dǎo)學(xué)生用英語口頭表達(dá)，激活已有知識，自然過渡到“介紹類寫作”的主題。2.知識建構(gòu)（15分鐘）詞匯分層教學(xué)：基礎(chǔ)層：梳理單元核心詞（如*culturalrelic,innovation,eco-friendly*），通過“一詞多義+搭配”強(qiáng)化（如*preserve*的搭配：*preserveculturalheritage,preservetheenvironment*）。提升層：引入同義替換詞（如用*safeguard*替代*protect*，*advocate*替代*suggest*），拓寬表達(dá)維度。句型支架搭建：結(jié)合必修二單元語法（如定語從句、被動語態(tài)），設(shè)計“句型魔方”活動：*示例：將簡單句“Theoldtownattractstourists.”升級為復(fù)合句：→*Theoldtown,whichisrichinculturalrelics,attractsalargenumberoftouristsfromhomeandabroad.*（定語從句）→*Alargenumberoftouristsareattractedtotheoldtownforitsrichculturalrelics.*（被動語態(tài)）*3.范文解構(gòu)與模仿（20分鐘）以“建議信：保護(hù)家鄉(xiāng)古橋”為例，拆解范文結(jié)構(gòu)：范文原文（節(jié)選）：*DearMayor,IamLiHua,aseniorhighschoolstudent.IamwritingtosuggestwaystoprotecttheAncientDragonBridgeinourtown.Firstly,thebridge’swoodenrailingsaredamagedduetolong-termexposuretorain.Itisurgenttorepairthemwithwaterproofmaterialstopreventfurtherdecay.Moreover,manyvisitorscarvenamesonthebridge,whichdamagesitshistoricalvalue.Thus,settingupwarningsignsandarrangingvolunteerstopatrolwouldbeeffective.Ibelievethesemeasureswillhelppreservethebridgeforfuturegenerations.Lookingforwardtoyourpositiveresponse.Yourssincerely,LiHua*解構(gòu)分析：結(jié)構(gòu)：書信格式（稱呼、正文、結(jié)尾）+正文“問題-建議-理由”的段落邏輯。語言亮點(diǎn)：銜接詞（*firstly,moreover,thus*）強(qiáng)化邏輯；句型多樣性（*Itisurgentto...;which引導(dǎo)的定語從句*）；情感溫度（*“forfuturegenerations”*升華主題）。模仿任務(wù)：以“保護(hù)校園古樹”為話題，模仿范文結(jié)構(gòu)寫一封建議信（150詞左右），要求：①指出2個具體問題；②每個問題匹配1條可操作建議；③至少使用1個定語從句和1個強(qiáng)調(diào)句。4.寫作實(shí)踐與反饋（25分鐘）學(xué)生寫作：發(fā)放寫作任務(wù)單（如“議論文：科技讓生活更便捷還是更孤獨(dú)？”“記敘文：一次垃圾分類實(shí)踐”），限時20分鐘完成。多維反饋：自評：對照“寫作評分表”（內(nèi)容完整性、結(jié)構(gòu)清晰度、語言豐富度）檢查；互評：小組內(nèi)交換作文，用“彩虹批注法”（紅色標(biāo)邏輯問題，藍(lán)色標(biāo)詞匯亮點(diǎn)，綠色標(biāo)可優(yōu)化句型）點(diǎn)評；師評：選取2篇典型作文（一篇優(yōu)秀、一篇需改進(jìn)），現(xiàn)場示范修改，重點(diǎn)講解“如何將簡單建議升級為有理有據(jù)的論述”（如添加數(shù)據(jù)、案例支撐）。（四）教學(xué)反思教學(xué)需關(guān)注“兩極分化”：基礎(chǔ)薄弱生易出現(xiàn)“詞匯重復(fù)、結(jié)構(gòu)混亂”，可提供“句型填空模板”（如*“Oneobviousproblemisthat______.Tosolveit,weshould______,because______.”*）；學(xué)優(yōu)生則需挑戰(zhàn)“觀點(diǎn)創(chuàng)新、語言個性化”，可引入“名言引用”“對比論證”等拓展技巧。二、主題范文精選與點(diǎn)評（一）議論文：科技發(fā)展的利與弊題目：*Withthedevelopmentoftechnology,ourliveshavechangedalot.Doyouthinkthechangesaremostlypositiveornegative?*范文：*Technologyhasundoubtedlyreshapedourlives,andIbelievethechangesarepredominantlypositive.Admittedly,technologyalsobringschallenges,suchasover-relianceonsmartphones,whichmayreduceface-to-faceinteractions.However,theseissuescanbeaddressedthroughself-disciplineandproperregulations.點(diǎn)評：結(jié)構(gòu)：“總-分-總”清晰，“讓步段”（*admittedly...however...*）體現(xiàn)辯證思維。語言：例證具體（*WeChat、AIinhealthcare*），避免空泛；高級詞匯（*predominantly、insurmountable、outweigh*）提升文采；銜接自然（*firstly、moreover、admittedly*）。（二）記敘文：一次環(huán)保志愿活動題目：*Writeashortpassageaboutanenvironmentalvolunteeractivityyouparticipatedin.*范文：*LastSaturday,Ijoinedavolunteergrouptocleanuptheriversidepark.Earlyinthemorning,wegatheredattheparkgate,eachcarryingatrashbagandapairofgloves.Theparkwaslitteredwithplasticbottles,fallenleaves,andevenbrokenglass.Wedividedintoteams:somepickeduptrash,whileotherssorteditintorecyclableandnon-recyclablecategories.Duringtheprocess,alittlegirlaskedhermother,“Whydowehavetopickupothers’garbage?”Hermotherreplied,“Becausewewanttogivebirdsandfishacleanhome.”Thesimplewordstouchedmedeeply.點(diǎn)評：細(xì)節(jié)描寫：環(huán)境（*litteredwith...*）、人物對話（*小女孩的疑問*）增強(qiáng)畫面感；情感表達(dá)：從“任務(wù)式參與”到“內(nèi)心觸動”的情感轉(zhuǎn)變自然；結(jié)尾升華：*“everysmallactioncounts”*呼應(yīng)環(huán)保主題，引發(fā)思考。（三）應(yīng)用文：邀請信（文化交流活動）題目：*Yourschoolisholdinga“TraditionalChineseArtWeek”.Writeaninvitationtoaforeignteachertoattendtheopeningceremony.*范文：*DearMr.Smith,IamLiMei,thechairmanoftheStudentUnion.Iamwritingtoinviteyoutoattendtheopeningceremonyofour“TraditionalChineseArtWeek”at9:00a.m.nextMondayintheschoolhall.Duringtheceremony,youwillenjoyaseriesofwonderfulperformances:paper-cuttingshows,PekingOperasinging,andademonstrationofChinesecalligraphy.Aftertheperformances,therewillbeaworkshopwhereyoucantrymakingyourownpaper-cuttingswiththehelpofourartteachers.WebelievethiseventwillofferyouauniquechancetoexperiencethecharmofChinesetraditionalart.Wewouldbehonoredifyoucouldjoinus.Lookingforwardtoyourreply.Yourssincerely,LiMei*點(diǎn)評：格式規(guī)范：符合邀請信“目的-內(nèi)容-期待”的結(jié)構(gòu)；內(nèi)容層次：活動安排（表演