高中英語Unit 1 Women of achievement Speaking and Writing 教學(xué)設(shè)計

PAGEPAGE16Period5SpeakingandWritingTheGeneralIdeaofThisPeriodInthisperiodwehavetwoaims.Oneistoencouragethestudentstothinkofawomanthattheyadmireorlikeandmakeadescriptionofher.Thesecondistoorganizetheirideasintoawell-organizedcomposition.TeachingImportantPointsGettheSstotalkaboutthewomanthattheyadmireorlike.Enablethestudentstowriteadescriptionofawoman.TeachingDifficultPointsHowtotalkaboutawoman.Howtowriteadescriptionofaperson.TeachingMethodsDiscussioninpairsandingroupsoffour.Practicetoimprovethestudents’writingability.TeachingAidsAmultimediacomputerAprojectorThreeDimensionalTeachingAimsKnowledgeandSkillsGetthestudentstotalkaboutthewomanthattheyadmireorlike.Helpthestudentswriteadescriptionofthewomanthattheyadmireorlike.ProcessandStrategiesGroupworkorindividualworktoinvolvethestudentsinaheateddiscussion.Explanationtoacquaintthestudentswiththetipsofwritingacompositionofdescription.FeelingsandValueBydiscussingthestudentsmayhaveabetterunderstandingofthepositionthatwomenareinthuscausingthestudentstothinkmoreaboutsexism.TeachingProceduresStep1Leadin1．Showsomepicturesandgetthestudentstodescribethem.T:DoyoulikewatchingfilmsandTVseries?Ss:Yes,butwedon’thavemuchtime.T:Doyouknowthestars?Ss:Yes.T:Whoisthefirstone?Ss:ZhouXun.T:Whatdoesshelooklike?S:Shehasbigandbrighteyes.S:Shehasababyface.Sheisverycute.T:Good.Wemaysaysheisacuteladywithababyfaceandbigandbrighteyes.Whataboutthesecond?Doyouknowher?Whoisshe?Ss:LinXinru.T:Howwouldyoudescribeher?S:Herhairisverylong.S:Hereyesareverybig.S:Sheisquiteaslimlady.Sheisveryattractive.T:Good.Wemaysaysheisaslimattractiveladywithsilkyhairandbigeyes.Whataboutthelastone?Ss:LiuYifei,adedicateyounggirl.T:Doyoulikeher?Ss:Yes.T:Whydoyoulikeher?Ss:Becauseheractingskillsareextremelygood.Shehasmademanysuccessfulfilmsalthoughsheisveryyoung.OneofthemisTheStoryofaNobleFamily(金粉世家).2．Wordsthatcanbeusedtodescribepersons.Instructthestudentstothinkofsomewordstodescribepersons.Theycanbeclassifiedasfollows:Positive:strong,smart,honest,friendly,kind,cheerful,generouswarm-hearted,hard-working,popular,intelligent,brave,modest,confident,considerate,determined,unselfish,hard-working,energeticetc.Negative:weak,stupid,lazy,dishonest,cold,foolish,unkind,dullStep2SpeakingGetthestudentstothinkofawomanwhoisimpressivetothem.Workinpairstomakeupadialogueaboutthewoman,askingquestionsanddescribingher.Trytousesomeofthewordsaboveandthefollowingexpressions.T:Doyouknowanywomanwhoisimpressivetoyou?Ss:Yes.MadameCurie/WuZetian,theonlyfemaleemperorinChinesehistory/WuYi/Mymother/Myteacher/Mysister.T:OK,youmustwantherknownbyothers.Nowpleaseworkinpairsandaskyourpartnerstogetinformationaboutthewomanandthepartnertriestodescribethewoman.Trytousethewordsaboveandthefollowingexpressions.Afterfiveminutes,Iwouldlikesomepairstopresentyourdialogue.Whatdoesshelooklike/Whatisshelike/Howwouldyoudescribeher?Whatdoyouthinkabouther?Whydoyoulike/love/admireher?Whatareherstrengths/weaknesses?Howdootherfriends/othersdescribeher?Gettwopairstopresenttheirdialogue.Sampledialogue:Apple:Whoisthemostimpressivewomantoyou,Panda?Panda:MyformerEnglishteacher,AnnieLou.Apple:Oh.Whatdoesshelooklike?Panda:Sheisaprettyladywithshorthairandbrighteyes.Shealwayswearsapairofglassesoverhernose.Apple:Howwouldyoudescribeher?Panda:Ithinksheiswarm-heartedandunselfish.ItissaidthatsheissponsoringapoorstudentinXinjiangtocontinueherschoolinginahighschool.Apple:Really?Sheissogenerous!Issherich?Panda:No,shedoesn’tearnalotherself.Butshesaysshewilltrywhatshecantohelpothers.Apple:Whydidshechoosetobecomeateacher?Panda:Atfirstshechosetobecomeateacherbecauseshedidn’thavetopayforthefees.Butwhenshebecameateacher,shefoundthestudentsweresolovelythatshecametolovethemandteaching.Apple:Isshestrong?Panda:No.Infact,sheisnotingoodhealth.Butshe’senergeticwhensheisontheplatform.Shedevotesallhertimetoherstudents.andsheisalwaysconsideratetous.Apple:Youaresoluckytohavesogoodateacher.Panda:Whydoyouadmireher?Apple:Herconfidenceattractsme.Sheoftenencouragesustobelieveinourselvesandmanyofushasbeeninfluencedbyher.Panda:Howgreatsheis!Step3Writing1．MakinganoutlineT:Nowyouhavemadeyourpartnerknowthewomanimpressivetoyou.Wouldyoulikehertobeknownbymorepeople?Yes?OKIwouldlikeyoutowriteacompositiontodescribeher.Beforewewritethecompositionweshouldmakefullpreparations.Firstwhatshouldyoudo?Ss:Weshouldmakeanoutline.T:Howtomakeanoutlineeffectively?S:Firstweshouldcollectasmuchinformationaspossibleandmakeananalysissoastoclassifyitintodifferentideas,arrangingwhichinformationisneededforthedescriptionoftheappearance,whichisforqualityandwhichisforheradvantages.Trytomakeeachideaintoaparagraph.2．MakingadraftT:Good.Whataboutthenextstep?Whatshouldwedo?Ss:Weshouldmakeadraft.T:Yes.Thisstepisveryimportant.Weshouldwritedownsimplesentences,payingattentiontothetensesandvoices.Mostimportantly,weshouldorganizethesentencesintotopicsentenceandsupportingsentences.Thatistosay,thebeginningsentenceshouldbeabletoconcludetheideaoftherestoftheparagraph.Ifpossible,giveaconcludingsentence.TopicsentenceSupporting1examplesSupportingsentence2Forinstant,Supportingsentence3examplesConcludingsentenceThenaskthestudentstowriteadraftinconsiderationofthediscussion.Aftertheyfinish,exchangetheirdraftsandfindsomemistakesforeachother.Atlastshowsomeoftheirdraftsontheslide,pointingoutthemistakesandappreciatingthebeautifulsentences.3．WritingadescriptionIftimepermits,getthestudentstomakethedraftintoapassage,addingnecessarydetails.Whentheyaretryingtofinishtheassignment,goaroundandseetheircommonstrengthsandweaknesses.Aftertheyfinish,getthemtocheckwitheachother.Thenchoosesometoshowontheslideandgettheotherstoappreciatetogether,pointingoutthestrengthsandweaknesses.Atlastshowthemasample.Myteacher,Ms.Zhang,iswellpastfifty.Sheisanordinary-lookingwomanwithapairofbrighteyes.Shelooksoldforherage,becauseherhairisallwhite.Sheisateacherwellworthhonor.Shecametoourschoolin1990,andhasalwaysbeenoneofitsbestandmostpopularteachers.Sheworksveryhard.Shecarefullypreparesherlessons,deliversherlecturesandcorrectsourhomework.Shehasbeenafriendtoherstudentsaswellasateacher.WheneverIneedhelp,Shewillpayextraattentiontomebothinsideandoutsideofclass.Ishallalwaysbegratefulforthehelpandguidanceshehasgivenme.Irespectmyteacherverymuch.EverySpringFestivalIpayavisittohim.Iamproudofhavingateacherlikeher.Ilikeherverymuch.Step4SummaryandHomeworkT:Timeisrunningout.Wehavetostophere.Todaywetalkedabouttheimportantorimpressivewomenaround.Againwecanseeshowinglovetoeachotherisofgreatimportance.Ifweloveeachother,wecanmakeourlifemoreinterestingandcolorful.Step5HomeworkChecktheircompositionsagainandwriteone.Sumupwhatwehavelearntinthisunit.Unit1Period5SpeakingandWriting1．SpeakingWordstodescribepersonsPositive:strong,smart,honest,friendly,kind,cheerful,generouswarm-hearted,hard-working,popular,intelligent,brave,modest,confident,considerate,determined,unselfish,hard-working,energeticetc.Negative:weak,stupid,lazy,dishonest,cold,foolish,unkind,dull2．WritingadescriptionSteps:(1)Makeanoutline.(2)Makeadraft.(3)Writeacomposition.TheDesignoftheWritingontheBlackboardRecordafterTeachingActivitiesandResearchInthisperiodtheteachermayaskthestudentstochooseawomantheythinkarethegreatestandintroducehertohisdeskmate.Besides,theteachercanarouseadiscussionaboutsexism.ReferenceforTeachingLearningTips書面表達(dá)寫作指導(dǎo)書面表達(dá)是綜合性強、難度大的題目。但是,當(dāng)我們深入研究后就不難發(fā)現(xiàn),書面表達(dá)實質(zhì)上就是組詞成句、聯(lián)句成篇的一項系統(tǒng)工程。只要我們抓好詞、句、段這三個環(huán)節(jié),加強縮寫、改寫、仿寫等練習(xí),由簡到繁、由易到難,一環(huán)扣一環(huán)地進(jìn)行訓(xùn)練,由模仿到活用,由操練到交際,就能使語言知識逐步轉(zhuǎn)化成語言交際能力。(一)選詞詞是語言的最小組成單位,不同詞性的詞組合在一起構(gòu)成句子。因此,要充分利用課文中出現(xiàn)的重點單詞、詞組、句型,培養(yǎng)學(xué)生學(xué)習(xí)和識記單詞的能力。1．注意一詞多義的應(yīng)用。如time一詞,在Timeshavechanged中指“時代”;在sixtimesthesizeofmine中指“倍數(shù)”;在inslowtime中指“拍子”。切忌在寫文章下筆時,一詞濫用,似是而非。2．結(jié)合英語構(gòu)詞法,同義反義比較,名詞的可數(shù)與不可數(shù)詞義的區(qū)別,加強對英語詞形變化的理解,擴充詞匯量。3．巧用過渡詞,增強文章邏輯性。為了使所寫短文通順,連貫得體,句子與句子之間過渡自然,提高所寫短文的質(zhì)量,適當(dāng)加上一些表示時間順序、遞進(jìn)、因果、條件、讓步等關(guān)系的過渡詞是很有必要的。常見的過渡詞有:(1)表時間順序的過渡詞:first,second,third,andthen,finally,before,afterafewdays,atlast,atthattime,later,inthepast,immediately,inthemeanwhile等等。(2)表空間順序的過渡詞:near(to),far(from),inthefrontof,beside,behind,beyond,above,below,totheright,totheleft,ononeside,ontheothersideof,outside等等。(3)表并列的過渡詞:also,and,then,too,aswell(as)等等。(4)表轉(zhuǎn)折的過渡詞:but,yet,however,inspiteof,otherwise等等。(5)表遞進(jìn)的過渡詞:what’smore,besides,what’sworse,inaddition,furthermore,moreover,again等等。(6)表目的的過渡詞:forthisreason,forthispurpose,sothat;inorderthat,soasto,inorderto等等。(7)表因果的過渡詞:because,since,so,asaresult,therefore,thus,as等等。(8)表解釋說明的過渡詞:forexample,infact,inthiscase,for,actually等等。(9)表條件的過渡詞:aslongas,solongas,onconditionthat,if,unless等等。(10)表讓步的過渡詞:though,as,evenif/though,who(what,when,where)ever等等。(11)表總結(jié)的過渡詞:inbrief,ashasbeenstated,inaword等等。(12)過渡性插入語:Ithink,I’mafraid,youknow,asweallknow等等。(二)造句句子是表達(dá)一個較完整意思的最小單位,所以遣詞造句的能力在英語寫作中是非常重要的,是書面表達(dá)成敗的關(guān)鍵。因此,加強造句訓(xùn)練就顯得尤其重要。1．連詞成句:這是最基本的一種訓(xùn)練形式。如:(1)father,foryou,new,willbuy,says,abike可連成Fathersays,“Iwillbuyanewbikeforyou.”(2)me,allright,writeandtell,thiswillbe,please,whether可連成Pleasewriteandtellmewhetherthiswillbeallright.2．充分利用教材中特有的句型、句式、語法造句。(1)句型、句式可使句子表達(dá)簡潔、準(zhǔn)確,提高文章檔次。It’s+adj.+forsb.todosth.“對某人來講,做某事是……”。如:It’sdifficultforachildtodothejobwithouthelp.It’snogood/use...doingsth.做某事沒好處/用處It’snousegivinghimanymoremoney.Itis(hasbeen)+時間+since...自從……好長時間了Itis(hasbeen)5yearssincehejoinedthearmy.It’snotlongbefore...不久……Itwillnotbelongbeforebecomesback.Itis/was...who/that...強調(diào)句型Itwasyesterdaythatwevisitedthefactory.Itseemsthat...好像……Itseemsthatsheishappy./Sheseemshappy.Idon’tthink/believe/expect(that)...我認(rèn)為……不Idon’tthinkIknowyou.Willyouplease...?請……好嗎?Willyoupleasehelpme?Wouldyoulikesth./todosth.?做……好嗎?Wouldyouliketohaveacupoftea?(2)用主從復(fù)合句、分詞作狀語、with復(fù)合結(jié)構(gòu)等用法,可使語言描繪更加生動,增強文章的情感性和感召力。如:Whatismore,itwillbecomenecessarytobuildgatesandwalls,whichwilldoharmtotheappearanceofacity.(NMET2002書面表達(dá)參考答案片段)Idon’tknowaboutothers,butIusedtoworkevenatweekends,doingendlesshomeworkandattendingClassesaswell.(NMET2001書面表達(dá)參考答案片段)It’sasmallflatof25squaremeters,withabedroom,abathroomandakitchen.(NMET2003書面表達(dá)參考答案片段)Howgladweweretoseethecropsandvegetablesgrowingwell.(NMET1998書面表達(dá)參考答案片段)(3)用句型替換練習(xí)增強語言的靈活性,拓寬表達(dá)空間。如:這孩子太小,還不到上學(xué)的年齡。Theboyistooyoungtogotoschool.Theboyissoyoungthathecan’tgotoschool.Theboyisnotoldenoughtogotoschool.我花了5元錢買這本書。Ispentfiveyuanonthebook.Ispentfiveyuan(in)buyingthebook.Ipaidfiveyuanforthebook.Iboughtthebookforfiveyuan.Thebookcostmefiveyuan.例句賞析下面是一些常用的精美句子,請注意它們在表達(dá)方面的特點。1．Yougodownthestreet,turntotheright,andthenyou’llseethepostofficeonyourright.析:幾個動詞的并列。你順著這條街,向右拐,右邊就是郵局。2．Wearrivedatthegateoftheschool,wherewewerewarmlywelcomed.析:關(guān)系副詞where引導(dǎo)的定語從句。我們來到了校門口,受到了熱烈歡迎。3．Althoughwewerealittletired,wewereexcited.析:although引導(dǎo)的讓步狀語從句。盡管我們有點累,我們?nèi)匀缓芨吲d。4．Theoldladywascrossingthestreetswhenayoungmanridingabicyclerushedupandknockedherdown.析:when表“此刻、那時”。老婦人正穿過馬路,這時突然一個年輕人騎著自行車沖過來,把她撞倒了。5．Sheisafriendtoherstudentsaswellasateacher.析:aswellas表“不但……而且……”。她不但是學(xué)生的老師,而且是他們的朋友。6．Thelibraryisquietandtherearealotofbooksforustoreferto,whichishelpfultoourstudy.析:which引導(dǎo)的非限制性定語從句。圖書館里很安靜,有很多書供我們參考,這些書對我們的學(xué)習(xí)很有幫助。7．Thelivingconditionshavebeenimprovedgreatlyandthetownisnolongerwhatitusedtobe.析:現(xiàn)在完成時的被動語態(tài)。生活條件大大提高,城鎮(zhèn)不再是原來的樣子。8．EverytimeIthinkofwhathappenedtomeayearago,IfeelIwastoblame.析:everytime引導(dǎo)的時間狀語從句。每次我想到一年前發(fā)生的事,我就感到我應(yīng)受到責(zé)備。9．Theywerenotonlystrictinourstudiesbutalsostrictwithus.析:notonly．．．butalso．．．表“不但……而且……”。他們不但對我們的學(xué)習(xí)嚴(yán)格要求,而且對我們也很嚴(yán)格。10．GreatchangeshavetakenplaceinQingdaointherecentyears.析:現(xiàn)在完成時的被動語態(tài)。在最近的幾年中,青島發(fā)生了巨大的變化。11．Onlywhenweknowwellbothscientificknowledgeandpracticalskillscanwelivehappilyandworkwonderfullyinthesocietyinthecomingfuture.析:only引導(dǎo)的倒裝結(jié)構(gòu)。只有我們掌握了更多的科學(xué)知識和實際技能,我們才能在未來的社會中生活幸福,工作順利。12．ThemoreIearned,themoredifficultiesImetwith.析:themore...themore...表“越多……越……”。我學(xué)的越多,遇到的困難也越多。13．Buttheburdenofworkinclassissoheavythatwehavelittletimetodosports,whichhasleftmanyofusinpoorhealth.析:so...that引導(dǎo)的結(jié)果狀語從句。但是,課業(yè)負(fù)擔(dān)太重以至于我們幾乎沒有時間進(jìn)行體育鍛煉,這使我們中很多人身體狀況不佳。14．Thedaywewerelookingforwardtocameatlast—aweek’smilitarytrainingbegan.析:定語從句的用法。一周的軍訓(xùn)最終到來了,我們一直盼望著這一天。15．Onedayonmywayhomefromschool,Isawanoldwomanstandingbytheroadside,withaheavybagonherback.析:with復(fù)合結(jié)構(gòu)的用法。一天,我在放學(xué)回家的路上,看見一位老太太站在路邊,背上掛著一個沉重的包裹。16．OntheblackboardwerelargeChinesecharactersandEnglish,saying“Welcometoourschool!”析:倒裝結(jié)構(gòu)。在黑板上,用很大的漢語和英語寫著:“歡迎來我們的學(xué)校!”17．Withgreatcuriosityandexcitement,westudentsofSenior2beganourlearning-from-peasantactivitiesinJiangjiaVillage,BinChengTownship,notfarfromBeijing.析:with復(fù)合結(jié)構(gòu)的用法。帶著興奮與好奇,我們高二學(xué)生去了離北京不遠(yuǎn)的濱城鎮(zhèn)姜家村開展向農(nóng)民學(xué)習(xí)的活動。18．Sheissuchanexcellentteacherthatwegotsomuchfromher,notonlytheknowledgebutalsokindness,diligenceandappreciationforbeauty.析:so...that及notonly...butalso...的用法。她是一位優(yōu)秀的教師,我們從她身上不僅學(xué)到了知識還學(xué)到了善良、勤奮和對美的鑒賞力。19．OurEnglishteacherMrs.Zhangisanordinary-looking,greyhairedwomanwearingapairofglasses.析:wearing現(xiàn)在分詞作定語。我們的英語老師張老師相貌平常,灰白頭發(fā),戴著一副眼鏡。20．IamlivingwithmyparentsatNo.68JingqiRoadandIamastudentofSenior2atJinanNo.1m