1、推荐精选XX届高三英语Planning for the perfect wedding上课学习上课学习教案3XX届高三英语Planning for the perfect wedding教案3chapter3.Planningfortheperfectwedding-Listening,Speaking,Language,writing一、章节分析(SectionAnalysis)综述本章节是语言运用部分。通过听,说,写方面的训练,提高学生语言词汇方面的能力,加强他们运用语言知识来表达思想感情的能力。教会学生掌握和运用定语从句。学生学会写段落。(二)目标Listening帮助学生学会通过听一段
2、内容很快找到具体信息。Speaking帮助学生学会在各种情况下,以恰当的语言进行小组讨论,学会如何引入各类不同话题,并在小组成员各种不同的表现的情况下,顺利地引导讨论的进行,并最终得出讨论的结论。Language指导学生掌握由关系代词和关系副词引导的定语从句;限制性和非限制性定语从句。writing学会写段落。(每个段落写八至十句话。)2学会一个paragraph应包括:1.主题句(主要观点);2.进一步说明或描述观点;(2-4句)3.举例来论证观点。(2-4句)3可以这样写段落:1叙述性写作(不同的阶段)2议论法(论证观点)3提供信息法(不同的主题和步骤)4描述法(描述事物,人,地点)(三)
3、重点和难点Listening确保学生掌握如下词汇:Page44:economy,attendance,package,album,standard,superior,reception帮助学生知道:PhotographicStudio,weddingPresentList,HoneymoonHoliday,weddingSeatingPlan,AnniversariesSpeaking学会在小组成员表现各异的情况下顺利引导讨论的进行,并掌握一些有用的句型。Language帮助学生掌握关系代词和关系副词引导的定语从句;限制性和非限制性定语从句。writing根据要求写出段落。叙述法/议论法/描述
4、法/提供信息法。二、教学设计(TeachingDesigns)教学内容教学实施建议教学资源参考Listening材料的整合:将课本第43页和课本第56页上的听力材料整合。两份材料都是培养学生找到具体的信息。Pre-listening在听之前,创设环境,要求学生明确听力任务(recognizekeywords),扫清在听力材料中出现的困难词汇,提高听的效果。while-listening诱发兴趣,增强听的动力。Post-listening要求学生小组活动,找一份伊丽沙白二世女王登基50周年庆典的,一人给出提纲,并朗读,其余人进行记录
5、,看是否能很快找到具体信息。具体处理这部分内容的建议如下。ElizabethIIbecamequeenoftheUnitedkingdomofGreatBritainandNorthernIrelandin1952.Inadditionsheisheadofthecommonwealth.Formorethan50years,duringaperiodofgreatchangeinBritain,thequeenhascarriedoutherpoliticaldutiesasheadofstate,theceremonialresponsibilitiesofthesovereignanda
6、largeannualprogrammeofvisitsintheUnitedkingdomaswellasnumerousforeigntours.InXX,ElizabethcelebratedhergoldenjubileeandinXXher80thbirthday.牛津英语教学参考Page44,Page56Speaking注意语音,语调,升调和降调并操练。RolePlayLanguageAclauseswithwho,whom,that,whichandwhoseBDefiningandnon-definingclausescAdditionalactivity:combinethe
7、pairsofsentences,makinganynecessarychanges.Tomdidnotdowellatschool.Hewasinterestedinfilms.Tom,whowasinterestedinfilms,didnotdowellatschool.2.Theboyfeltill.Hehadeatensixice-creams.Theboywhohadeatensixice-creamsfeltill.writingUsingParagraphsThissectionreviewssomeofthewaysinwhichweusepa
8、ragraphs.Usethepassageonpages40-41asanexampleofgoodparagraphing.mostoftheparagraphsinthatpassagestartwithatopicsentencewhichtellsthereaderwhatthatparagraphwillbeabout.Ifawriterhasagoodplan,he/shewillfinditeasytouseparagraphs.Ifawriterhasnoplan,andjustwriteswithoutknowingwhatwillcomen
9、ext,itwillbemoredifficulttouseparagraphsinanorderedway.Thusparagraphingiscloselylinkedtoplanning.Paragraphsareveryimportantinthevisualappearanceofapieceofwriting.Noonelikestoreadasolidpageoftextwithoutanyparagraphs.Studentsareunlikelytolosemarksforhavingtoomanyparagraphs,buttheymaylosemarksi
10、nthecompositioniftheyhavenoparagraphsatall,orveryfew.Thetaskforthischapterisrelativelysimple.Thisisdeliberate,sothatstudentscanconcentrateonparagraphingskills.Letstudentsdiscusstheirstories,andlistunluckyandluckyincidentswhichcouldhappentopeople.Theneachstudentmustmakehisorherownplanandwrite
11、thestory.具体处理这部分内容的建议见链接2。参考教参P54说明:建议听说结合:在说的基础上,引入听的内容,要求学生掌握locatespecificinformation的技巧。ListeningPre-listening)Getfamiliarwiththenewwords.2)Introducethetasktothestudents.Thisexerciseprovidespracticeinthetypeoflisteningtaskswhichoftenoccurinexams.2whilelistening)Accordingtotheoutline,requirestude
12、ntstolocatespecificinformation.2)Playthroughtherecordingonce,andgetstudentstotrytoanswerthequestionsafterhearingthemjustonce.Thenreplaytherecordingasoftenasisnecessaryforstudentstounderstanditfully.3)Thereisanotherexerciseonpage56.Dothelistening.3Post-listeningAfterthelistening,explaintheanswers.说明:
13、通过这一部分的学习,让学生学会写段落,写三个或以上段落,打好写作的基础。writingSteponePre-writing-tointroducestructuresandthewaysofwritingparagraphs.Atypicalparagraphcanhavethisstructure:Topicsentence:givesamainidea2-4sentences:explainordescribetheideamore2-4sentences:givesomeexamplestosupportyourideayoucanusep
14、aragraphsinthisway:a.Innarrativewriting:fordifferentstagesinastoryb.Inargumentativewriting:fordifferentideasinyourargumentc.Ininformativewriting:fordifferenttopicsorstepsinaprocessd.Indescriptivewriting:fordifferentitems,peopleorplacesStepTwowhile-writingStudentscanhavetwoormoreparagraphsont
15、hesametopic,ifnecessary.StudentsmuststartanewparagraphforanewspeakerIftheyhaveagoodplan,itwillbeeasierforthemtodecidewhentostartanewparagraph.StepThreePost-writingStudentscheckiftheyhaveusedthestructureandwaysmentionedabove.Studentspresenttheirwritings.Studentsthenknewwhichisbetter,thusimprovingtheirwritingparagaphs.
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