教學評一體化教學課件公開課

1、授課評一體化授課課件公開課授課評一體化授課課件公開課授課評一體化授課課件公開課授課評一體化授課方案課題WaystoBetteryourWriting（如何讓你的作文靚麗醒目）時間Nov.32015節(jié)次Period4本源課型English授課對象Grade11授課教師張樹玲Writing英語課程標準語言技術目標（九級）對寫的要求：能比較詳細和生動地用英語描述情況、態(tài)度或感情。能闡述自己的見解和談論別人的見解，文體合適，用詞正確。能在寫作過程中做到問題暢達，格式正確。語言知識目標（九級）對詞匯和語法的要求是：學會使用4500個左右的單詞和必然數(shù)量的習慣用語或固定搭配。進一步理解語法形式的表意功能，

2、并能有效地運用。漸漸接觸和認識較為復雜的語言現(xiàn)象，對較復雜的語言現(xiàn)象擁有必然的歸納、解析、講解和運用的能力。課標感神態(tài)度目標描述：有學好英語的毅力和戰(zhàn)勝困難的意志；能用英語合適地解析表達自己的感情、態(tài)度和價值觀。在學習中有較強的合作精神，愿意與別人分享各種學習資源。關于高二年級的英語寫作而言，90%以上的學生需要做到以下要求：能運用課堂所學的詞匯、短語和句式正確表達自己的感情和態(tài)度。能解析且學習使用較復雜的語言現(xiàn)象。能初步意識到修飾文章的必要性。英語寫作貫穿整個高中學習階段。英語寫作在外研社教材中的設計特點：外研社教材每一模塊后的最后一項目標任務都是英語寫作。平時在每個模塊的詞匯、課文、語法、

3、聽力學完后，最確立后一項語言技術要求就是依照本單元的話題和所學的知識完成一項寫作任依照務。比方Book2Module1中的寫一份關于健康生活的檢查報告。Module3中寫一篇中國出名音樂家或作曲家自傳的讀后感想Module5介紹你最喜歡教材寫電影腳本。教材中規(guī)定的寫作內(nèi)容和形式豐富的報紙或雜志的Module6解析多樣，幽默、合用且時興。英語寫作在外研社教材中的地位：寫是基于聽、說、讀基礎上的寫。寫作是在經(jīng)過聽、讀、和別人談論攝取足夠的信息后，對信息進行精選、整合，最后落實到寫這一步。寫是對所攝取的信息和所學詞法、句法和篇章結構的有效交融。也是能將所學轉變成寫作能力的必經(jīng)之路。寫作是絕不能夠忽略

4、的。多半的學生都能使用簡單句表達寫作的所有要點，但是看似不錯的寫作，實質上其實不能夠達到寫作的目標要求。為了讓學生能鑒別、解析、使用較復雜的句式，前三節(jié)課，分別學習了名詞性從句在寫作中的應用，形容詞性從句在寫作中的應用，以及非謂語動詞短語作狀語的由來和在寫作中的應用，而學情且平時也有意識地讓學生積累一些好句式。這節(jié)課是另一特別句式重申解析句式在寫作中的應用，這一句式關于學生而言其實不是陌生，但是將重申句式與主語從句，定語從句，或同位語從句等交融在一起造出較復雜句式卻也是難度不小的。通高的收集、分享和學，提高學生高的。別的通使用高色文章的，加學生在寫作有意使用高代替、色一般或造自己的高的意。目2

5、.通所學高句式和例句的分享，刺激學生向其他學生學好句式，并自己造屬于自己的高句式。通句式itis/wasthat的深度學，豐富學生高句式的。能用高色一篇文章。價2.能通分享高句式，合或造自己的高句式。能用句式What引的主從句，N同位從句，N定從句授課程授課學生的學教的教價要點Step1Fillintheblankswithasmanywordsas1.ByfillingtheblankswithasKnowLead-inyoucan.Andthendiscusstheanswersmanywordsasyoucan,thewhatwithgroupmembers.teacherwilllea

6、dinthekindof1.IstudiedprettyhardinEnglish,butIdefinitionofbetterwordsTowordsstillfailedtheexam,asaresultofcatchthereaderseyes,youcanarewhich,Ifeltextremely_（沮chooseawordwhichisdifferentbetter）.fromotherstoexpressthewords.2._（大）200millIonpeolesamemeaning.Andthewordisdieofdiseasesrelavanttosmoking.so-

7、calledabetterword.3._（果）,thechallengingjobofferedbythissoftwarecompany2.Askthequestion“HowcanwasgotbyTony,mybestfriend.weusebetterwordsina4._（毫無疑）confidencewriting?”isplayinganimportantpartinhissuccess.Sad,frustrated,depressed,upset,heartbroken,blueabout,approximatelyAsaresult,Asaconsequence,Consequ

8、ently,finally,eventually,ultimatelyThereisnodoubtthat,Withoutdoubt,undoubtedly,withoutquestion,Step2Learntheusagesofbetterwordsinawriting.Learnhowtousebetterwords.1.Betterwordssubstitutecommonly-usedwords能使某人夢想canmakesbrealizehisdreamenablesbtoachievehisambition所有困overcomealldifficultiesConquerallob

9、stacles吸引某人注意力attractonesattentioncaptureonesattentionBetterwordscanbeusedtoembellishcommonly-usedwordsmakepreparationsformakesufficientandeffectivepreparationsforhaveaninfluenceonsbhaveaprofound/lifelong/undesirable/influenceonsbmakeprogressinmakerapid/dramatic/amazingprogressinsthIbelievethatIstro

10、ngly/completely/hardlybelievethat3.Createanewbetterwordbychangingtheformofaword.與對照comparedwithIncomparisonwith意besatisfiedwithExpressonesexpressionfor有自信做beconfidenttodosthbeofgreatconfidencetodosth留下深刻印象leaveadeepimpressiononsbSbbeimpressedwith/bysthSomethingbeimpressive我很好奇Explainthethreewaysofbe

11、tterAfterwords.learningthe1.Substitute(replace)three2.Embellish(polish)ways3.CreateofAndexplainthethreeusagesusingwithsometypicalexamples.betterwords,Next,askthestudentstofirstly,embellishawritingwithbettereveryowordsandphrasesandseenecanwhetherthestudentshavereplacmasterwhattheylearnedaboutetheuses

12、ofbetterwords.somecommonly-usedwordswithbetterwords,furthermore,everyonemustmastersomebetterwordswhichcanbeusedasamodifier;lastbutnotleast,everyoneshouldhavetheawareIamcuriousaboutsthnessStharisemycuriosityof無望changiBedisappointedwithngtheSthdisappointsbformToonesdisappointmentofa自覺做keyDosthvoluntar

13、ilywordVolunteertodosthinaphrase4.EduceaThereisnodoubtthatMr.Wangbetterattractsmoreandmoreattention.Heword,likesplayingbasketballandwhichvolleyball.Heissotallthatheisveryotherseasilyfoundinthecrowdandmightcomparedwithotherteacherswhoarenotabout50

14、yearsoldashe,Mr.Wanguse.choosetotrymoredifficultthingsforhisagesuchaslearninganewlanguageFrench.Absolutelyduringhislearning,thebiggestproblemisthatheoftenforgetsmostofthewordsandexpressionsthatwerelearnedthedaybefore.However,Mr.WangstillshowsgreatenthusiasmforFrenchlearning.Thisreallyleftagreatimpre

15、ssiononus.IbelievethatMr.WangwilllearnFrenchwell.(113words)Step3Afterdiscussion,eachgroupwillshowShareandshareoneortwobettersentencebetterstructuresandsamples，suchas,sentence1.主從句+is/was+表從句structuresWhatIamofgreatconfidenceisthatIamcapableofcommunicatingwithforeignersinEnglishnaturallyandsmoothly.（

16、高二1班Group1吳俏兒）so+adj./adv._thatSuch+n_that（部分倒裝句）BysharingothersEverybbettersentencestructuresandodygoodexamples,allthecanstudentscanmakesomenotescreateandthencreateandaccumulatetheirtheirownbettersentenceownstructures.bettersentencestructuresandmakeexampSuchamessyproblemdidIencounterlastweekthatIha

17、dnochoicebuttoturntomyparentsforhelp.高二1Group2宋宇les.Step41.Reviewtheemphaticsentence1.ByreviewingwhattheKnowLearnastructureandtranslatesomesimplestudentshaveknownaboutandnewbettersentenceswiththisstructure.emphaticsentence,theteachermastesentence1.Learnhowtouseemphaticsentencemakessureallthestudents

18、rhowstructure:Itstructuretostresssomecomplicatedknowwhatemphaticsentencetouseis/wasexpressions,subjectclauseforis.emphthatexample.2.Bydoingsometranslation,atic1.Whatthewisemansaidhelpedmemakesureallthestudentsknowsentengainhowtotransformadeclarativececonfidenceagain.(what主從sentenceintoaemphaticstruc

19、t句）sentence.ureto3.TeachhowtouseemphaticstressItwaswhatthewisemansaidthatsentencestructuretostresssubjechelpedsubjectclause,Nattributivet2.ThewardestroyedhisdreamthatheclauseandNappositiveclause.clause,wantedtobeadmittedtoCambridge4.Bydoingsometranslation,NUniversity.N同位從句theteacherwillleadtheattribustudentstounderstandthetiveItwashisdreamthathewantedtobedifferencesbetween“whatisclauseadmittedtoCambridgeUniversitythatmo