教學(xué)評(píng)一體化教學(xué)設(shè)計(jì)公開(kāi)課

1、教學(xué)評(píng)一體化教學(xué)設(shè)計(jì)課題Ways to Better your Writing （如何讓你的作文靚麗奪目）時(shí)間2015 節(jié)次Period 4來(lái)源課型English授課對(duì)象Grade 11授課教師 張樹(shù)玲Writing目標(biāo) 確立 依據(jù)課標(biāo) 分析英語(yǔ)課程標(biāo)準(zhǔn) 語(yǔ)言技能目標(biāo)（九級(jí)）對(duì)寫(xiě)的要求：能比較詳細(xì)和生動(dòng)地 用英語(yǔ)描述情景、態(tài)度或感情。 能闡述自己的觀點(diǎn)和評(píng)述他人的觀點(diǎn)，文體 恰當(dāng)，用詞準(zhǔn)確。能在寫(xiě)作過(guò)程中做到問(wèn)題通順，格式正確。 語(yǔ)言知識(shí)目標(biāo)（九級(jí)）對(duì)詞匯和語(yǔ)法的要求是：學(xué)會(huì)使用 4500 個(gè)左右的單詞 和一定數(shù)量的習(xí)慣用語(yǔ)或固定搭配。進(jìn)一步理解語(yǔ)法形式的表意功能，并能 有效地運(yùn)用。逐步接觸和

2、了解較為復(fù)雜的語(yǔ)言現(xiàn)象，對(duì)較復(fù)雜的語(yǔ)言現(xiàn)象具 有一定的歸納、分析、解釋和運(yùn)用的能力。情感態(tài)度目標(biāo)描述：有學(xué)好英語(yǔ)的毅力和克服困難的意志；能用英語(yǔ)恰當(dāng)?shù)?表達(dá)自己的情感、態(tài)度和價(jià)值觀。在學(xué)習(xí)中有較強(qiáng)的合作精神，愿意與他人 分享各種學(xué)習(xí)資源。對(duì)于高二年級(jí)的英語(yǔ)寫(xiě)作而言， 90%以上的學(xué)生需要做到如下要求：1. 能運(yùn)用課堂所學(xué)的詞匯、短語(yǔ)和句式正確表達(dá)自己的情感和態(tài)度。2. 能分析且學(xué)習(xí)使用較復(fù)雜的語(yǔ)言現(xiàn)象。3. 能初步意識(shí)到潤(rùn)色文章的必要性。教材 分析英語(yǔ)寫(xiě)作貫穿整個(gè)高中學(xué)習(xí)階段。1. 英語(yǔ)寫(xiě)作在外研社教材中的設(shè)計(jì)特點(diǎn)：外研社教材每一模塊后的最后一項(xiàng) 任務(wù)都是英語(yǔ)寫(xiě)作。通常在每個(gè)模塊的詞匯、課文、

3、語(yǔ)法、聽(tīng)力學(xué)完后，最 后一項(xiàng)語(yǔ)言技能要求就是根據(jù)本單元的話題和所學(xué)的知識(shí)完成一項(xiàng)寫(xiě)作任 務(wù)。例如 Book 2 Module 1 中的寫(xiě)一份關(guān)于健康生活的調(diào)查報(bào)告。 Module3 中 寫(xiě)一篇中國(guó)著名音樂(lè)家或作曲家自傳的讀后感 Module 5 介紹你最喜歡的報(bào) 紙或雜志的 Module 6 寫(xiě)電影腳本。教材中規(guī)定的寫(xiě)作內(nèi)容和形式豐富多樣， 有趣、實(shí)用且時(shí)尚。2. 英語(yǔ)寫(xiě)作在外研社教材中的地位：寫(xiě)是基于聽(tīng)、說(shuō)、讀基礎(chǔ)上的寫(xiě)。寫(xiě)作 是在通過(guò)聽(tīng)、讀、和別人討論攝取足夠的信息后，對(duì)信息進(jìn)行篩選、整合， 最后落實(shí)到寫(xiě)這一步。寫(xiě)是對(duì)所攝取的信息和所學(xué)詞法、句法和篇章結(jié)構(gòu)的 有效融合。 也是能將所學(xué)轉(zhuǎn)化為

4、寫(xiě)作能力的必經(jīng)之路。 寫(xiě)作是絕不能忽略的。學(xué)情 分析多半的學(xué)生都能使用簡(jiǎn)單句表達(dá)寫(xiě)作的所有要點(diǎn)， 但是看似不錯(cuò)的寫(xiě)作， 實(shí)際上并不能達(dá)到寫(xiě)作的目標(biāo)要求。為了讓學(xué)生能識(shí)別、分析、使用較復(fù)雜 的句式，前三節(jié)課，分別學(xué)習(xí)了名詞性從句在寫(xiě)作中的應(yīng)用，形容詞性從句 在寫(xiě)作中的應(yīng)用，以及非謂語(yǔ)動(dòng)詞短語(yǔ)作狀語(yǔ)的由來(lái)和在寫(xiě)作中的應(yīng)用，而 且平時(shí)也有意識(shí)地讓學(xué)生積累一些好句式。這節(jié)課是另一特殊句式強(qiáng)調(diào) 句式在寫(xiě)作中的應(yīng)用，這一句式對(duì)于學(xué)生而言并非陌生，但是將強(qiáng)調(diào)句式與 主語(yǔ)從句，定語(yǔ)從句，或同位語(yǔ)從句等融合在一起造出較復(fù)雜句式卻也是難 度不小的。1. 通過(guò)對(duì)高級(jí)詞匯的收集、分享和學(xué)習(xí)，提高學(xué)生對(duì)高級(jí)詞匯的認(rèn)識(shí)。

5、另外通過(guò)使用高級(jí)詞匯潤(rùn)色文章的練習(xí)， 加強(qiáng)學(xué)生在寫(xiě)作時(shí)有意識(shí)使用高級(jí)詞匯代替、潤(rùn)色普通目標(biāo)詞匯或創(chuàng)造自己的高級(jí)詞匯的意識(shí)。2.通過(guò)對(duì)所學(xué)高級(jí)句式和例句的分享，刺激學(xué)生向其他學(xué)生學(xué)習(xí)好句式，并自己創(chuàng)造屬于自己的高級(jí)句式。3.通過(guò)對(duì)強(qiáng)調(diào)句式 it is/was that 的深度學(xué)習(xí)，豐富學(xué)生高級(jí)句式的儲(chǔ)備。1.能用高級(jí)詞匯潤(rùn)色一篇文章。評(píng)價(jià)2. 能通過(guò)分享高級(jí)句式，組合或創(chuàng)造自己的高級(jí)句式。3. 能用強(qiáng)調(diào)句式強(qiáng)調(diào) What 引導(dǎo)的主語(yǔ)從句，N同位語(yǔ)從句， N 定語(yǔ)從句教學(xué)過(guò)程教學(xué)環(huán)節(jié)學(xué)生的學(xué)教師的教評(píng)價(jià)要點(diǎn)Step 1Fill in the blanks with as many1. By fil

6、ling the blanksKnowLead-inwords as you can. And then discusswith as many words as youwhatthe answers with group members.can, the teacher will leadkind1. I studied pretty hard inin the definition of betterofEnglish, but I still failed thewords To catchthewordsexam, as a result of which, I feltreaders

7、' eyes, youcanareextremely （沮喪） .choose a word whichisbette2. （ 大約 ）200 millIondifferent from others'torpeole die of diseases relavant toexpress the same meaning.wordssmoking.And the word is so-called a（ 結(jié) 果 ） , the challenging job offered by this software companybetter word.was got by Tony,

8、 my best friend.2. Ask the question “How4. （ 毫 無(wú) 疑 問(wèn) ）can we use better wordsin aconfidence is playing an important part in his success.Possible answers:1. Sad, frustrated, depressed, upset, heartbroken, bluewriting? ”2. about, approximately3. As a result, As a consequence, Consequently, finally, ev

9、entually, ultimately4. There is no doubt that, Without doubt, undoubtedly, without question,Step 2Learn how to use better words.Explain the threeways ofAfterLearn the1. Better words substitutebetter words.learnusages ofcommonly-used wordsingbetter能使某人實(shí)現(xiàn)夢(mèng)想1. Substitute (replace)thewords in a can make

10、 sb realize his dream2. Embellish (polish)threewriting. enable sb to achieve his3. CreatewaysambitionAnd explain the threeusagesof戰(zhàn)勝所有困難with sometypicalusingovercome all difficultiesexamples.betteConquer all obstaclesr吸引某人注意力Next, ask the students towordsattract one ' s attentionembellish a writ

11、ingwithcapture one ' s attentionbetter words and phrases andfirstsee whether the studentsly,ev2. Better words can be used tohave master what theyeryonembellish commonly-used wordslearned about theuses ofe canmake preparations forbetter words.replamake sufficient and effectivecepreparations forso

12、mecommohave an influence on sbnly-uhave a profound /lifelongsed/undesirable / influence onwordssbwithbettemake progress inrmake rapid/ dramatic /amazingwordsprogress in sthfurthI believe that ermorI strongly / completely / hardlye,believe that every3. Create a new better word byonechanging the form

13、of a word.must與相比較mastecompared withr someIn comparison withbette對(duì)滿意rbe satisfied withwordsExpress one ' s expression forwhich有自信做can bebe confident to do sthusedbe of great confidence to do sthas a留下深刻印象modifleave a deep impression on sbier;Sb be impressed with/by sthlastSomething be impressive

14、but我很好奇notI am curious about sthleastSth arise my curiosity,eve對(duì)失望ryoneBe disappointed withshoulSth disappoint sbd haveTo one ' s disappointmentthe自愿做awareDo sth voluntarilynessVolunteer to do sthofchang4. Embellish the following articleingwith better expressions.theformThere is no doubt that Mr

15、. Wangof aattracts more and more attention.keyHe likes playing basketball andwordvolleyball. He is so tall that hein ais very easily found in the crowdphrasand compared with other teacherse towho are about 50 years old as he,produMr. Wang choose to try morece adifficult things for his age suchbettea

16、s learning a new language rFrench. Absolutely during hisword,learning, the biggest problem iswhichthat he often forgets most of theotherwords and expressions that wereslearned the day before. However,mightMr. Wang still shows greatnotenthusiasm for French learning. This really left a great impressio

17、n on us. I believe that Mr. Wang will learn French well. (113words)use.Step 3After discussion, each group willBy sharing othersEveryShareshow and share one or two better bettersentencebodybettersentence structures and samples，structuresandgoodcansentencesuch as,examples, allthestudentscreatstructure

18、1. 主語(yǔ)從句 + is/was + 表語(yǔ)從句can make some notesand thenesWhat I am of great confidence iscreate and accumulate theirtheirthat I am capable of communicatingown bettersentenceownwith foreigners in Englishstructures.bettenaturally and smoothly. (高二 1r班 Group 1 吳俏兒）sentence2. so + adj./ adv. that strucSuch +

19、n that (部tures分倒裝句）andmakeSuch a messy problem did Iexampencounter last week that I had no choice but to turn to my parents for help. 高二 1 Group 2 宋宇les.Step 4the emphatic sentence structure1. By reviewing what theKnowLearn aand translate some simplestudents have known aboutandnew bettersentences wi

20、th this structure.emphatic sentence, themastesentence1. Learn how to use emphaticteacher makes sure all ther howstructuresentence structure to stress somestudents know what emphaticto use: Itcomplicated expressions, subjectsentence is.emphais/was clause for example.2. By doing someticthat 1. What th

21、e wise man said helped metranslation, make sure allsentegainthe students know how tonceconfidence again. ( 強(qiáng)調(diào) what 主語(yǔ)transform a declarativestruc從句）sentence into a emphaticturesentence.toIt was what the wise man said that3. Teach how to use emphaticstreshelped sentence structure tos2.The war destroy

22、ed his dream thatstress subject clause, Nsubjehe wanted to be admitted toattributive clause and NctCambridge University. 強(qiáng)調(diào) N 同位appositive clause.claus語(yǔ)從句4. By doing somee, Ntranslation, the teacherattriIt was his dream that he wanted towill lead the students tobutivbe admitted to Cambridgeunderstand the differenceseUniversity that the war destroyed