教學評一體化教學教（學）案公開課

...WD......WD......WD...教學評一體化教學設計課題WaystoBetteryourWriting（若何讓你的作文靚麗奪目）時間Nov.32015節(jié)次Period4來源課型EnglishWriting授課對象Grade11授課教師張樹玲目標確立依據(jù)課標分析《英語課程標準》語言技能目標（九級）對寫的要求：能對比詳細和生動地用英語描述情景、態(tài)度或感情。能闡述自己的觀點和評述他人的觀點，文體恰當，用詞準確。能在寫作過程中做到問題通順，格式正確。語言知識目標（九級）對詞匯和語法的要求是：學會使用4500個左右的單詞和一定數(shù)量的習慣用語或固定搭配。進一步理解語法形式的表意功能，并能有效地運用。逐步接觸和了解較為復雜的語言現(xiàn)象，對較復雜的語言現(xiàn)象具有一定的歸納、分析、解釋和運用的能力。情感態(tài)度目標描述：有學好英語的毅力和抑制困難的意志；能用英語恰當?shù)乇磉_自己的情感、態(tài)度和價值觀。在學習中有較強的合作精神，愿意與他人分享各種學習資源。對于高二年級的英語寫作而言，90%以上的學生需要做到如下要求：能運用課堂所學的詞匯、短語和句式正確表達自己的情感和態(tài)度。能分析且學習使用較復雜的語言現(xiàn)象。能初步意識到潤色文章的必要性。教材分析英語寫作貫穿整個高中學習階段。英語寫作在外研社教材中的設計特點：外研社教材每一模塊后的最后一項任務都是英語寫作。通常在每個模塊的詞匯、課文、語法、聽力學完后，最后一項語言技能要求就是根據(jù)本單元的話題和所學的知識完成一項寫作任務。例如Book2Module1中的寫一份關于安康生活的調查報告。Module3中寫一篇中國著名音樂家或作曲家自傳的讀后感Module5介紹你最喜歡的報紙或雜志的Module6寫電影腳本。教材中規(guī)定的寫作內容和形式豐富多樣，有趣、實用且時尚。2.英語寫作在外研社教材中的地位：寫是基于聽、說、讀根基上的寫。寫作是在通過聽、讀、和別人討論攝取足夠的信息后，對信息進展篩選、整合，最后落實到寫這一步。寫是對所攝取的信息和所學詞法、句法和篇章構造的有效融合。也是能將所學轉化為寫作能力的必經(jīng)之路。寫作是絕不能忽略的。學情分析多半的學生都能使用簡單句表達寫作的所有要點，但是看似不錯的寫作，實際上并不能到達寫作的目標要求。為了讓學生能識別、分析、使用較復雜的句式，前三節(jié)課，分別學習了名詞性從句在寫作中的應用，形容詞性從句在寫作中的應用，以及非謂語動詞短語作狀語的由來和在寫作中的應用，而且平時也有意識地讓學生積累一些好句式。這節(jié)課是另一特殊句式——強調句式在寫作中的應用，這一句式對于學生而言并非陌生，但是將強調句式與主語從句，定語從句，或同位語從句等融合在一起造出較復雜句式卻也是難度不小的。目標1.通過對高級詞匯的收集、分享和學習，提高學生對高級詞匯的認識。另外通過使用高級詞匯潤色文章的練習，加強學生在寫作時有意識使用高級詞匯代替、潤色普通詞匯或創(chuàng)造自己的高級詞匯的意識。通過對所學高級句式和例句的分享，刺激學生向其他學生學習好句式，并自己創(chuàng)造屬于自己的高級句式。通過對強調句式itis/was……that……的深度學習，豐富學生高級句式的儲藏。評價能用高級詞匯潤色一篇文章。能通過分享高級句式，組合或創(chuàng)造自己的高級句式。能用強調句式強調What引導的主語從句，N同位語從句，N定語從句教學過程教學環(huán)節(jié)學生的學教師的教評價要點Step1Lead-inFillintheblankswithasmanywordsasyoucan.Andthendiscusstheanswerswithgroupmembers.1.IstudiedprettyhardinEnglish,butIstillfailedtheexam,asaresultofwhich,Ifeltextremely_________（沮喪）.2.________（大約）200millIonpeoledieofdiseasesrelavanttosmoking.3.__________（結果）,thechallengingjobofferedbythissoftwarecompanywasgotbyTony,mybestfriend.4.__________（毫無疑問）confidenceisplayinganimportantpartinhissuccess.Possibleanswers:1.Sad,frustrated,depressed,upset,heartbroken,blue1.Byfillingtheblankswithasmanywordsasyoucan,theteacherwillleadinthedefinitionofbetterwords—Tocatchthereaders'eyes,youcanchooseawordwhichisdifferentfromothers'toexpressthesamemeaning.Andthewordisso-calledabetterword.2.Askthequestion“Howcanweusebetterwordsinawriting?”Knowwhatkindofwordsarebetterwords.2.about,approximately3.Asaresult,Asaconsequence,Consequently,finally,eventually,ultimately4.Thereisnodoubtthat,Withoutdoubt,undoubtedly,withoutquestion,Step2Learntheusagesofbetterwordsinawriting.Learnhowtousebetterwords.Betterwordssubstitutecommonly-usedwords…能使某人實現(xiàn)夢想…canmakesbrealizehisdream…enablesbtoachievehisambition戰(zhàn)勝所有困難overcomealldifficultiesConquerallobstacles吸引某人注意力attractone’sattentioncaptureone’sattentionBetterwordscanbeusedtoembellishcommonly-usedwordsmakepreparationsformakesufficientandeffectivepreparationsforhaveaninfluenceonsbhaveaprofound/lifelong/undesirable/…influenceonsbmakeprogressinmakerapid/dramatic/amazingprogressinsthIbelievethat…Istrongly/completely/hardlybelievethat…Createanewbetterwordbychangingtheformofaword.…與…相對比comparedwithIncomparisonwith對…滿意besatisfiedwithExpressone’sexpressionfor有自信做…beconfidenttodosthbeofgreatconfidencetodosth…留下深刻印象leaveadeepimpressiononsbSbbeimpressedwith/bysthSomethingbeimpressive我很好奇…IamcuriousaboutsthStharisemycuriosity對…失望BedisappointedwithSthdisappointsbToone’sdisappointment自愿做……DosthvoluntarilyVolunteertodosthEmbellishthefollowingarticlewithbetterexpressions.ThereisnodoubtthatMr.Wangattractsmoreandmoreattention.Helikesplayingbasketballandvolleyball.Heissotallthatheisveryeasilyfoundinthecrowdandcomparedwithotherteacherswhoareabout50yearsoldashe,Mr.Wangchoosetotrymoredifficultthingsforhisagesuchaslearninganewlanguage—French.Absolutelyduringhislearning,thebiggestproblemisthatheoftenforgetsmostofthewordsandexpressionsthatwerelearnedthedaybefore.However,Mr.WangstillshowsgreatenthusiasmforFrenchlearning.Thisreallyleftagreatimpressiononus.IbelievethatMr.WangwilllearnFrenchwell.(113words)Explainthethreewaysofbetterwords.1.Substitute(replace)2.Embellish(polish)3.CreateAndexplainthethreeusageswithsometypicalexamples.Next,askthestudentstoembellishawritingwithbetterwordsandphrasesandseewhetherthestudentshavemasterwhattheylearnedabouttheusesofbetterwords.Afterlearningthethreewaysofusingbetterwords,firstly,everyonecanreplacesomecommonly-usedwordswithbetterwords,furthermore,everyonemustmastersomebetterwordswhichcanbeusedasamodifier;lastbutnotleast,,everyoneshouldhavetheawarenessofchangingtheformofakeywordinaphrasetoproduceabetterword,whichothersmightnotuse.Step3SharebettersentencestructuresAfterdiscussion,eachgroupwillshowandshareoneortwobettersentencestructuresandsamples，suchas,1.主語從句+is/was+表語從句WhatIamofgreatconfidenceisthatIamcapableofcommunicatingwithforeignersinEnglishnaturallyandsmoothly.（高二1班Group1吳俏兒）2.so+adj./adv._______that……Such+n________that……（局部倒裝句）SuchamessyproblemdidIencounterlastweekthatIhadnochoicebuttoturntomyparentsforhelp.高二1Group2宋宇Bysharingothers‘bettersentencestructuresandgoodexamples,allthestudentscanmakesomenotesandthencreateandaccumulatetheirownbettersentencestructures.Everybodycancreatetheirownbettersentencestructuresandmakeexamples.Step4Learnanewbettersentencestructure:Itis/was…that……1.Reviewtheemphaticsentencestructureandtranslatesomesimplesentenceswiththisstructure.Learnhowtouseemphaticsentencestructuretostresssomecomplicatedexpressions,subjectclauseforexample.1.Whatthewisemansaidhelpedmegainconfidenceagain.(強調what主語從句）Itwaswhatthewisemansaidthathelped…ThewardestroyedhisdreamthathewantedtobeadmittedtoCambridgeUniversity.強調N同位語從句ItwashisdreamthathewantedtobeadmittedtoCambridgeUniversitythatthewardestroyed.3.Mr.GreenwhoworkedasansoftwareengineergraduatedfromHarvardUniversityin2014.(強調N定語從句）ItwasMr.Greenwhoworkedasansoftwareengineerthatgraduatedfrom……Byreviewingwhatthestudentshaveknownaboutemphaticsentence,theteachermakessureallthestudentsknowwhatemphaticsentenceis.Bydoingsometranslation,makesureallthestudentsknowhowtotransformadeclarativesentenceintoaemphaticsentence.Teachhowtouseemphaticsentencestructuretostresssubjectclause,NattributiveclauseandNappositiveclause.Bydoings