教学评一体化教学课件公开课

1、授课评一体化授课课件公开课授课评一体化授课课件公开课授课评一体化授课课件公开课授课评一体化授课方案课题WaystoBetteryourWriting（如何让你的作文靓丽醒目）时间Nov.32015节次Period4本源课型English授课对象Grade11授课教师张树玲Writing英语课程标准语言技术目标（九级）对写的要求：能比较详细和生动地用英语描述情况、态度或感情。能阐述自己的见解和谈论别人的见解，文体合适，用词正确。能在写作过程中做到问题畅达，格式正确。语言知识目标（九级）对词汇和语法的要求是：学会使用4500个左右的单词和必然数量的习惯用语或固定搭配。进一步理解语法形式的表意功能，

2、并能有效地运用。渐渐接触和认识较为复杂的语言现象，对较复杂的语言现象拥有必然的归纳、解析、讲解和运用的能力。课标感神态度目标描述：有学好英语的毅力和战胜困难的意志；能用英语合适地解析表达自己的感情、态度和价值观。在学习中有较强的合作精神，愿意与别人分享各种学习资源。关于高二年级的英语写作而言，90%以上的学生需要做到以下要求：能运用课堂所学的词汇、短语和句式正确表达自己的感情和态度。能解析且学习使用较复杂的语言现象。能初步意识到修饰文章的必要性。英语写作贯穿整个高中学习阶段。英语写作在外研社教材中的设计特点：外研社教材每一模块后的最后一项目标任务都是英语写作。平时在每个模块的词汇、课文、语法、

3、听力学完后，最确立后一项语言技术要求就是依照本单元的话题和所学的知识完成一项写作任依照务。比方Book2Module1中的写一份关于健康生活的检查报告。Module3中写一篇中国出名音乐家或作曲家自传的读后感想Module5介绍你最喜欢教材写电影脚本。教材中规定的写作内容和形式丰富的报纸或杂志的Module6解析多样，幽默、合用且时兴。英语写作在外研社教材中的地位：写是基于听、说、读基础上的写。写作是在经过听、读、和别人谈论摄取足够的信息后，对信息进行精选、整合，最后落实到写这一步。写是对所摄取的信息和所学词法、句法和篇章结构的有效交融。也是能将所学转变成写作能力的必经之路。写作是绝不能够忽略

4、的。多半的学生都能使用简单句表达写作的所有要点，但是看似不错的写作，实质上其实不能够达到写作的目标要求。为了让学生能鉴别、解析、使用较复杂的句式，前三节课，分别学习了名词性从句在写作中的应用，形容词性从句在写作中的应用，以及非谓语动词短语作状语的由来和在写作中的应用，而学情且平时也有意识地让学生积累一些好句式。这节课是另一特别句式重申解析句式在写作中的应用，这一句式关于学生而言其实不是陌生，但是将重申句式与主语从句，定语从句，或同位语从句等交融在一起造出较复杂句式却也是难度不小的。通高的收集、分享和学，提高学生高的。别的通使用高色文章的，加学生在写作有意使用高代替、色一般或造自己的高的意。目2

5、.通所学高句式和例句的分享，刺激学生向其他学生学好句式，并自己造属于自己的高句式。通句式itis/wasthat的深度学，丰富学生高句式的。能用高色一篇文章。价2.能通分享高句式，合或造自己的高句式。能用句式What引的主从句，N同位从句，N定从句授课程授课学生的学教的教价要点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._（毫无疑）confidencewriting?”isplayinganimportantpartinhissuccess.Sad,frustrated,depressed,upset,heartbroken,blueabout,approximatelyAsaresult,Asaconsequence,Consequ

8、ently,finally,eventually,ultimatelyThereisnodoubtthat,Withoutdoubt,undoubtedly,withoutquestion,Step2Learntheusagesofbetterwordsinawriting.Learnhowtousebetterwords.1.Betterwordssubstitutecommonly-usedwords能使某人梦想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.与对照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无望changiBedisappointedwithngtheSthdisappointsbformToonesdisappointmentofa自觉做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.主从句+is/was+表从句structuresWhatIamofgreatconfidenceisthatIamcapableofcommunicatingwithforeignersinEnglishnaturallyandsmoothly.（

16、高二1班Group1吴俏儿）so+adj./adv._thatSuch+n_that（部分倒装句）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主从sentenceintoaemphaticstruc

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