Using LanguageⅡ优质课教案设计

2019届高三英语第一轮复习公开课

广州彭加木纪念中学刘娟秀

2018-11-14 Teaching design

Teaching content

Analysis of teaching material

Analysis of the

students Great People

M7 U1& M7 U2&M7 U3 Teaching type: Revision

Teacher: Liu Juanxiu Class: Class 2, Senior 3, Pengjiamu Memorial School

Time: 40 minutes All of these three units focus on great people in the world and introduce their great achievements and influences. What’s more, there are many useful words and expressions to introduce people in the passages. This is a class of 46 students with a fairly equal mix of boys and girls. As science students, they tend to pay less attention to English study. What’s more, owing to the adoption of National Version paper, they are required

to write semi-open compositions. Thus, some of them find it difficult to adjust to this new writing mode, which has resulted in widely lack of confidence and enough vocabulary in writing.

1.Knowledge 1.To help the Ss have a review of some keywords,

expressions and sentence patterns in the three units;

objectives

2. To guide the Ss to write an application letter.

Teaching objectives 2.Ability 1. To develop Ss’ writing ability, such as establishing the topic, organizing the ideas etc; objectives 2. To promote Ss’ sense of learning strategies. To make Ss respect these great people and learn from 3. Emotion them. objective

1. By doing the practice in the pre-set work and in-class

Teaching

work, students can grasp some useful expressions and

typical sentence patterns; Teaching key points key points 2. Ss can be provided a chance to apply what they’ve

reviewed to a given task.

1. Students may find it difficult to figure out some Teaching

exercises if they lack of the self-revision for the topic. difficult 2. Finishing writing the passage in quite a limited time is

&difficult points points also a great challenge for some of them.

1.

Task-based approach Teaching methods 2.

Communicative approach Teaching aids Multi-media& blackboard

1

Teaching Steps

Step 1 Check& Analyze (Pre-writing) T’s activities

Shows some Ss’

pre-set work to work out their typical mistakes.（注：1. 前置性作业的设计从单词到词组最终过渡到语篇，力求做到由点及面；

2.语法填空及短文改错取材于人物介绍类作文，并进行了相应的改编。）

By doing the translation exercise to guide the Ss to review and enrich some key expressions and typical sentence patterns.

Ss’ activities

Purpose

通过展示学生

Check the answers 的前置性作业，帮助学生自主and ask questions. 复习相关话题的重点词汇和词组，引导学生发现人物介绍类作文的行文结构。

Step 2 Practice (Pre-writing) Finish the exercises in the required time and be aware of some key points. 在复习重点词组以及相关句型基础上，帮助学生归纳本话题的词汇和表达，为下一步写作做好铺垫。

通过限时写作训练来检测学生是否能够运用相关的写词汇和句型进行自主创作。

采用小组成员互评习作的方式，引导学生了解作文评价的基本标准。

Leads the Ss to analyze the given Try to finish the task and write a whole passage. draft in about 15 （注：此作文题目灵感来源于mins. 2016年全国卷I的应聘信作文，为了更贴合今天授课的topic，故把写作任务设计为以自我介绍为主的应聘信。）

1. Helps the Ss discuss in groups, Discuss in groups

and exchange their drafts with and evaluate their Step 4 their partners’

to have an drafts according to After-writing assessment. the assessment table. (Editing and 2. Invites some students to share proof-reading)

their works to the whole class.

Homework: Polish their drafts, and hand in the final version tomorrow. (No less than 100 words)

Step 3 While-writing (Drafting)

Consolidation

2