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3.docx

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.writingUsingParagraphsThissectionreviewssomeofthewaysinwhichweusepa

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:givesamainidea2-4sentences:explainordescribetheideamore2-4sentences:givesomeexamplestosupportyourideayoucanusep

14、aragraphsinthisway:a.Innarrativewriting:fordifferentstagesinastoryb.Inargumentativewriting:fordifferentideasinyourargumentc.Ininformativewriting:fordifferenttopicsorstepsinaprocessd.Indescriptivewriting:fordifferentitems,peopleorplacesStepTwowhile-writingStudentscanhavetwoormoreparagraphsont

15、hesametopic,ifnecessary.StudentsmuststartanewparagraphforanewspeakerIftheyhaveagoodplan,itwillbeeasierforthemtodecidewhentostartanewparagraph.StepThreePost-writingStudentscheckiftheyhaveusedthestructureandwaysmentionedabove.Studentspresenttheirwritings.Studentsthenknewwhichisbetter,thusimprovingtheirwritingparagaphs.