2023學(xué)年完整版高中英語1Module6TheInternetandTelecommunicati

HowtoPolishYourWritingTeachingDesign LessontypeWritingDuration40minutesThemeManandSociety---schoollifeAnalysisofTeachingMaterialThetopicscoveredinthislessonareclosetotheactuallifeofthestudents,whichenablethemtofullyparticipateinrelevantlearningactivities.Thematerials,includingsentencesandparagraphs,areadaptedfromstudents’homeworkandexercise.Thepurposeofthislessonistoreflecttheproblemsinstudents’compositions,soastocarryouttargetedteachingactivities.Theproblemsreflectedinstudents'essaysare:emptycontent,poorlanguageconnection,incoherence,logicalconfusion,andrepeatedmonotony.TheteachingmaterialsareselectedbasedontheactualperformanceofEnglishwritingofseniorthreestudents.Themethodsintroducedarewhatmoststudentsneedtomasterinwriting,whichhavepracticalguidingsignificancefortheimprovementofstudents'writingskills.Thislessonmainlyaddressestheproblemsinstudents’writingfromgrammaticalperspectiveandsyntacticperspective.AnalysisofStudentsThesubjectsofthislessonarestudentswithagoodcommandofEnglishandwritingskills.Moreover,aftertwoyears’learninginhighschool,theyhavegainedarichknowledgereservedforthetopicsselectedinthislesson,providingabasisforlanguageknowledgeandrelatedskillsforthelessonofwriting.However,accordingtotheiressaysselectedinhomeworkandexaminations,theystillhavespecificproblemsintheirwrittenexpressions,especiallythemainpartofthecomposition.Thereareproblemssuchasemptycontent,poorlanguageconnection,incoherence,logicalconfusion,andrepeatedmonotony,whichilluminatesthatstudents’writingabilityneedstobestrengthenedfromvariousperspectives.LearningObjectivesAftertheclass,studentswillbeableto1.Learnaboutthestandardofagoodcomposition;2.Identifyproblemsrelatedtogrammaticalstructuresandthesentencevarietyinacomposition;3.Knowhowtoimproveapassagebyusingvariedgrammaticalstructuresanddiversesentencepatterns.Keypointshowtopolishthecompositionbyusingvariedgrammaticalstructureandsentencepatterns;themethodslearnedinthislessontooptimizethegivenarticle.DifficultPointHowtohelpstudentsimprovetheirintegratedabilitiesofwriting.TeachingAidsLearners’sheets,theblackboard,projector,chalkandthemultimediaTeachingproceduresStepsTeachingActivityPurposeCore-competenceTime&InteractiveApproachStep1SssharetheirfeelingaboutEnglishwriting.Tshowsthelearningobjectivesofthisclass：1.Tolearnaboutthestandardofagoodcomposition;2.Toidentifyproblemsrelatedtogrammaticalstructuresandthesentencevarietyinacomposition;3.Toknowhowtoimproveapassagebyusingvariedgrammaticalstructuresanddiversesentencepatterns.Createasituationthatleadstothelearningobjectivesofthislessonandstimulatesinterestinlearning.Thinkingquality:Integrate,summarizeandprocessinformation.2’IWCWStep2Sssharetheirunderstandingofthestandardsofagoodcomposition.Tshowsthestandardsofagoodcomposition,andthenhighlightthegrammaticalstructuresandsentencepatternsintheimprovementofwriting.Enablestudentstobearthestandardsofagoodcompositioninmind.Languageability:Acquire,generalizeandprocessinformation.3’IWCWStep31.VariedGrammaticalStructuresTraisesaQ:Howtopolishourcompositionsgrammatically?Ssanswerfreely.Tgivesthefollowingexamples:(1)participlestructure--IheardthatourschoolischoosingstudentstogotoWillinkSchoolnextmonth.SoIamwritingtoapplyforthechance.--HavingheardthatourschoolischoosingstudentstogotoWillinkSchoolnextmonth,Iamwritingtoapplyforthechance.(2)with-structure--IhaveagoodcommandofEnglish.IcancommunicatewithforeignstudentsinEnglishfluently.--WithagoodcommandofEnglish,IcancommunicatewithforeignstudentsinEnglishfluently.attributiveclause--IhaveagoodcommandofEnglish.IcancommunicatewithforeignstudentsinEnglishfluently.--IhaveagoodcommandofEnglish,whichenablesmetocommunicatewithforeignstudentsinEnglishfluently.(4)Emphaticsentences--IspeakEnglishfluently.Ihavenodifficultyincommunicatingwithforeignstudents.--ItismyfluentEnglishthatmakesmehavenodifficultyincommunicatingwithforeignstudents.(5)Inversion--IamsooutgoingthatIcaneasilymakefriendswithforeignstudents.--SooutgoingamIthatIcaneasilymakefriendswithforeignstudents.Sscomparethesentencesaboveandsummarizehowtopolishsentencesgrammatically.TaskstheSstousethegrammaticalstructuresabovetooptimizethefollowingsentences:Asasayinggoes,thelittlethingsmattermost.Wecanliveinmorecomfortableandbeautifulsurroundingsonlyinthisway.Sssharetheirideasandexplaintheirreasons.Throughthecomparisonandperceptionofthegivensexamples,studentsanalyzeandsummarizethespecificmethodsofusingvariedgrammaticalstructuresinEnglishwriting.Inthisprocess,thelearningabilityofexplorationanddiscoveryisimprovedandthequalityofthinkingisstrengthened.Afterthat,students’understandingandpracticeofspecificmethodswillbeenhancedthroughtheconsolidationofexercises.Learningability:self-learning,cooperativelearning,andexploratorylearning.Thinkingquality:integrate,summarizeandprocessinformation.Languageability:integrateduseoflanguageforexpressionandcomprehensivepresentationofpersonalopinions.10’IWCWPWStep42.DiverseSentencePatternsTasksSstolookthroughthreepassages.Sstellwhichpassage(handoutpassage1,2,3)isthebestandgivereasons.TraisesaQ:whatmethodscanbeusedtochangeasentencepattern?Ssanswerfreely.Tgivesthefollowingexamples:Tocombine--1.Hedidn’tpasstheexam;2.Hisfamilyweredisappointed.--Hedidn’tpasstheexam,sohisfamilyweredisappointed.Tosimplify--Hedecidedthathewouldbuyadigitalcameraonline.--Hedecidedtobuyadigitalcameraonline.Tonegate--Everystudenthasaccesstothelibrarybyshowinghisstudentcard.--Notastudenthasaccesstothelibrarywithoutshowinghisstudentcard.Sscomparethesentencesaboveandsummarizehowtodiversifythesentenceswhenpolishingthelanguage.Thegivenexamplesfocusonstudents’practiceandinternalizationoflanguage,aswellastheirunderstandingoftextsfrommultipleangles.Students’writingskillswillbeboostedbytrainingthinkingandexpressionabilitiesinactivities.Languageability:acquire,generalizeandprocessinformation;Communicateproperlyinaspecificcontext.Learningability:self-learning,cooperativelearning,andexploratorylearning.Thinkingquality:integrate,summarizeandprocessinformation.10’IWCWPWStep5TaskstheSstovarythelanguageofthefollowingparagraph:Somestudentsdisagreedonit,whothoughtiftheysticktoexercise,theydidn’tneedtotaketonic.Andparentsusedtonictopayattentiontotheirchildren’shealth,whichwillmakethestudentsunderthepressure.What’smore,thepriceofthe