教学评一体化教学设计公开课

1、.教学评一体化教学设计课题Ways to Better your Writing （如何让你的作文靓丽夺目）时间Nov.3 2015节次Period 4来源课型EnglishGrade 11授课教师张树玲授课对象Writing英语课程标准语言技能目标（九级）对写的要求：能比较详细和生动地用英语描述情景、态度或感情。 能阐述自己的观点和评述他人的观点，文体恰当，用词准确。能在写作过程中做到问题通顺，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 个左右的单词和一定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，并能有效地运用。逐步接触和了解较为复杂的语言现象，对较

2、复杂的语言现象具有一定的归纳、分析、解释和运用的能力。课标情感态度目标描述：有学好英语的毅力和克服困难的意志；能用英语恰当地分析表达自己的情感、态度和价值观。在学习中有较强的合作精神，愿意与他人分享各种学习资源。对于高二年级的英语写作而言，90%以上的学生需要做到如下要求：1. 能运用课堂所学的词汇、短语和句式正确表达自己的情感和态度。2. 能分析且学习使用较复杂的语言现象。3. 能初步意识到润色文章的必要性。英语写作贯穿整个高中学习阶段。1. 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。通常在每个模块的词汇、课文、语法、听力学完后，最确立后一项语言技

3、能要求就是根据本单元的话题和所学的知识完成一项写作任依据务。例如 Book 2 Module 1中的写一份关于健康生活的调查报告。Module3中写一篇中国著名音乐家或作曲家自传的读后感Module 5 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 Module 6分析多样，有趣、实用且时尚。2. 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。写作是在通过听、读、和别人讨论摄取足够的信息后，对信息进行筛选、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融合。 也是能将所学转化为写作能力的必经之路。写作是绝不能忽略的。多半的

4、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，实际上并不能达到写作的目标要求。为了让学生能识别、分析、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。这节课是另一特殊句式强调分析句式在写作中的应用，这一句式对于学生而言并非陌生，但是将强调句式与主语从句，定语从句，或同位语从句等融合在一起造出较复杂句式却也是难度不小的。;.1. 通过对高级词汇的收集、分享和学习，提高学生对高级词汇的认识。另外通过使用高级词汇润色文章的练习， 加强学生在写作时有意识

5、使用高级词汇代替、 润色普通词汇或创造自己的高级词汇的意识。目标2. 通过对所学高级句式和例句的分享， 刺激学生向其他学生学习好句式， 并自己创造属于自己的高级句式。3. 通过对强调句式 it is/wasthat 的深度学习，丰富学生高级句式的储备。1. 能用高级词汇润色一篇文章。评价2. 能通过分享高级句式，组合或创造自己的高级句式。3. 能用强调句式强调 What 引导的主语从句， N同位语从句， N 定语从句教学过程教学环节学生的学教师的教评价要点Step 1Fill in the blanks with as many words asLead-inyou can. And then

6、 discuss the answerswith group members.1.I studied pretty hard in English, but Istill failed the exam, asa result ofwhich, I felt extremely _（沮丧） .2._（大约） 200 millIon peoledie of diseases relavant to smoking.3._（结果） , the challengingjob offered by this software companywas got by Tony, my best friend

7、.4._（毫无疑问） confidenceisplaying an importantpartin hissuccess.Possible answers:1.Sad, frustrated, depressed,upset,heartbroken, blue2. about, approximately3. As a result, As a consequence,Consequently, finally, eventually, ultimately4. There is no doubt that, Without doubt, undoubtedly, without questi

8、on,1. By filling the blanks withasKnowmanywordsas youcan,thewhatteacherwillleadinthekind ofdefinitionofbetter words Towordscatch the readers' eyes, you canarechoose a word which is differentbetterfromothers'to expressthewords.same meaning. And the word isso-called a better word.2. Ask the qu

9、estion “How can we use better words in a writing? ”;.Step 2Learntheusagesofbetterwordsin awriting.Learn how to use better words.1. Better words substitute commonly-used wordscan make sb realize his dream enable sb to achieve his ambitionovercome all difficultiesConquer all obstaclesattract one satte

10、ntion capture one sattention2. Better words can be used to embellish commonly-used words make preparations formake sufficient and effective preparations forhave an influence on sbhave a profound /lifelong /undesirable / influence on sbmake progress inmake rapid/ dramatic /amazing progress in sthI be

11、lieve thatI strongly / completely / hardly believe that3. Create a new better word by changing the form of a pared withIn comparison withbe satisfied withExpress onesexpression forbe confident to do sthbe of great confidence to do sthleave a deep impression on sb Sb be impressed with/by sth

12、Something be impressiveExplain the three ways of betterAfterwords.learningthe1.Substitute (replace)three2.Embellish (polish)ways3.CreateofAnd explain the three usagesusingwithsome typical examples.betterwords,Next, ask the students tofirstly,embellisha writing withbettereveryowords and phrases and s

13、eene canwhetherthe studentshavereplacmaster what they learned aboutethe uses of better words.somecommonly-usedwordswithbetterwords,furthermore,everyonemustmaster somebetterwordswhichcan beusedasamodifier; lastbutnotleast,everyoneshouldhavetheaware;.I am curious about sthnessSth arise my curiosityofc

14、hangiBe disappointed withngtheSth disappoint sbformTo onesdisappointmentofakeyDo sth voluntarilywordVolunteer to do sthinaphrase4. Embellish the followingarticlewithtobetter duceaThereisnodoubtthatMr. Wangbetterattractsmoreand more attention.Heword,likesplayingbasketballandwhichvolley

15、ball.He is so tall that he is veryotherseasily found in the crowd andmightcompared with other teachers who arenotabout 50 years old as he, Mr. Wanguse.choose totrymoredifficult things forhis age such as learning a new language French. Absolutely during his learning, the biggest problem is that he of

16、ten forgets most of the words and expressions that were learned the day before. However, Mr. Wang still shows great enthusiasm for French learning. This really left a great impression on us. I believe that Mr. Wang will learn French well. (113words)Step 3After discussion, each group willshowShareand

17、 share one or twobetter sentencebetterstructures and samplessuch as,sentence1.+ is/was +structuresWhat I am of great confidence is that Iam capableofcommunicatingwithforeigners inEnglishnaturallyandsmoothly.1Group 12. so + adj./ adv. _ that Such +n _thatBy sharing othersEverybbetter sentence structu

18、res andodygoodexamples,all thecanstudents can make some notescreateand then create and accumulatetheirtheirown bettersentenceownstructures.bettersentencestructuresandmakeexamp;.Such a messy problem did I encounterles.last week that I had no choice but toturnto my parents for help. 高二1Group 2 宋宇Step

19、41.Review the emphatic sentence1. ByreviewingwhattheKnowLearnastructureand translatesomesimplestudentshave knownaboutandnew bettersentences with this structure.emphatic sentence, the teachermastesentence1. Learn how to use emphatic sentencemakessureallthestudentsrhowstructure: Itstructuretostresssom

20、ecomplicatedknowwhat emphaticsentencetouseis/wasexpressions,subjectclauseforis.emphthatexample.2. Bydoingsometranslation,atic1. What the wise man said helpedmemake sure all the students knowsentengainhowtotransforma declarativececonfidence again. (强调 what主语从sentenceintoaemphaticstruct句）sentence.uret

21、o3. Teach howtouseemphaticstressIt was what the wise man said thatsentencestructuretostresssubjechelpedsubjectclause,Nattributivet2.The war destroyed his dream that heclause and N appositive clause.clause,wantedtobe admittedtoCambridge4. Bydoingsometranslation,NUniversity.强调 N 同位语从句theteacherwillleadtheattribustudentstounderstandthetiveIt was his dream that he wanted to bedifferences between “what isclauseadmittedto CambridgeUniversitythatmo