牛津譯林版高中英語(yǔ)必修五Unit1《Gettingalongwithothers》(Task)教案2

Unit1GettingalongwithothersTask1教材：牛津高中英語(yǔ)(模塊五)高二上學(xué)期文檔內(nèi)容：講課方案—講課方案單元：Unit1Gettingalongwithothers板塊：TaskThoughtsonthedesign:本節(jié)課是一節(jié)寫作課。學(xué)生為李東給他的朋友寫一封信。上節(jié)課討論了朋友這個(gè)話題，本節(jié)課由這個(gè)話題學(xué)生的報(bào)告討論到這份信的構(gòu)造。此后讓學(xué)生回想信的格式。接著經(jīng)過(guò)向?qū)W生表現(xiàn)李東的一封錯(cuò)誤百出的信讓學(xué)生來(lái)改正，學(xué)生能夠知道寫作中一些注意事項(xiàng)。最后讓學(xué)生動(dòng)筆寫。層層遞進(jìn)，由學(xué)生已有的知識(shí)和學(xué)過(guò)的知識(shí)下手生成新知識(shí)，能夠讓學(xué)生倍感寫作的輕松。整個(gè)task以解決李東的問(wèn)題為線索貫串素來(lái)。Teachingaims:Afterthisclass,thestudentswillbeabletoorganizethestructureofthepassage.2.knowtheimportanceandcheckingpointsofproofreading.correctaletterforLiDong.writealetterinthenameofLiDongtohisfriend.5.exchangearticleswithoneanotherandcheckformistakes.Teachingprocedures:Step1Groupreport(PPT1-4)1.Groupreporton

“friendsandfriendship

”.Inthelastperiod,wetalkedsomethingaboutfriendsandfriendshipinordertohelpLiDong.Nowwhichgroupwouldliketoshowushisopinionsonfriends?Makecommentsonthegroupreports.Givespecialpraisetostudentsespeciallywhentheyuse“Firstly”,“Secondly”,“Thirdly”heirreport.Step2Introducingconjunctions(PPT5)Justnow,somegroupsused“Firstly”,“Secondly”,“Thirdly”toorganizetheirreport.Infact,tomakeyourreportmorebeautiful,youcanusemanyotherconjunctions.Thesewordscanalsobeusedwhenyouwritealetteroranarticle.[Explanation]上節(jié)課討論過(guò)相關(guān)友情的話題，這節(jié)課還能夠連續(xù)這個(gè)話題，使兩節(jié)課顯得連接。友情這個(gè)話題是寫作的主體部分。同時(shí)表現(xiàn)連接詞，也是為寫作的連接性打下基礎(chǔ)。所以，這一步為文章的主要內(nèi)容的寫作做好了準(zhǔn)備。Step3TaskPresentation(PPT6)Tocorrectaletterforhim.2.Informstudentsofthet

askofthisperiod

—towritealettertoafriendinthenameofLiDong.Lastnight,ItelephonedLiDongaboutyourdiscussiononfriendsandfriendship.Heisverygratefultoyou.Butunfortunately,hehasgotahighfeverandisillinhospitalnow.Sohewantsyoutohelphimabouttwothings.Oneisthathehase-mailedmealettertoanagonyauntabouthisbrother.HewantsyoutocorrectitforhimsinceheisnotverygoodatEnglish.Theotheroneisthathewantsyoutowritealettertooneofhistwounhappyfriendstotalkabouthisfeelingandyouropinionsonfriendshipinthenameofhim.AnyonewhohasdonethebestjobwillbeinvitedbyhimtotakepartinthesummerholidayactivitieswithhiminDisneyland,HongKong.Wantit?Thentryyourbest.[Explanation]為了使得講堂講課更為連接合理，把本節(jié)課的講課目的表現(xiàn)給學(xué)生，并以此為本堂課的線索來(lái)統(tǒng)率各環(huán)節(jié)的運(yùn)轉(zhuǎn)。學(xué)生會(huì)做到胸中有數(shù)。Step4ProofreadingCorrecttheletterbythemselves(PPT7-10)Hereishislettertoagonyauntonp16.Correcttheletterifyoucanfindanymistakes.Besideit,youcanfindthetipsthatIgiveyou.Checkwithhispartnerandchecktheanswerswithstudents.Talkabouttheformatofaletter(PPT11)Now,wehavecorrectedallthemistakesinLiDong’sletter.Asaletter,itseemsthatweneedtoaddsomethingtoit.Appellation(稱呼)、signature(簽字)andsomethinglike“Lookingforwardtohearingfromyousoon.”4.Conclusionofproofreading(PPT12)Sowhenyouwritealetter,payattentiontothesesmallaspects.Don’tforgethandwriting[Explanation]改編課本16頁(yè)的日志為一封信，能夠用來(lái)表達(dá)寫信的格式、注意事項(xiàng)等等。連接自然。學(xué)生以第16頁(yè)的信為范本，能夠?qū)懗龇弦蟮男藕?。Step5Writingandproofreading(PPT13)AftercorrectingLiDong’sletter,youcanhelpLiDongwritehislettertohisfriend.Nowit’syourturn.Icangiveyousomehints.Writeitandthenproofreadit.小王是李東的好朋友。小張是李東班里新來(lái)的同學(xué)，李東跟他也很要好。但小王、小張素來(lái)沒(méi)法做朋友。請(qǐng)你以李東的身份給他的隨意一個(gè)朋友寫一封信，告訴他你的感覺(jué)，并陳說(shuō)你對(duì)朋友和友情的見解。最后說(shuō)服小王、小張都成為你的朋友。AskastudentwhoisgoodatEnglishtowriteontheblackboard.[Explanation]學(xué)生寫信是這兩節(jié)課所學(xué)知識(shí)的綜合運(yùn)用。讓一個(gè)成績(jī)較好的學(xué)生板書，有助于作文的評(píng)講，關(guān)于這個(gè)學(xué)生有激勵(lì)作用，關(guān)于基礎(chǔ)較單薄的同學(xué)有典范及參照作用。Step6EvaluatingAnalyzethewritingontheblackboard.Correctthemistakesofgrammar,punctuation,spelli

ngandexpression.[Explanation]就地作文，就地評(píng)講，能夠糾正學(xué)生一些共性的問(wèn)題。象也會(huì)比較深刻。

其余同學(xué)一鼓作氣改為正確的表達(dá)印Step7Presentingthemodelwriting(PPT14-18)表現(xiàn)給學(xué)生例文，讓學(xué)生感覺(jué)有連接詞的文章的連接性。同時(shí)讓學(xué)生朗讀例學(xué)生的語(yǔ)感。

文，也會(huì)增強(qiáng)S