高考作文复习之开放写作教学研究课教案[下学期]
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| 名称 | 高考作文复习之开放写作教学研究课教案[下学期] |  | |
| 格式 | rar | ||
| 文件大小 | 1.0MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2006-07-10 12:54:00 | ||
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高考作文复习之开放写作教学研究课教案
LESSON PLAN
Teaching Procedure:
Teacher Students Comment
STEP 1 Leading-in2 min Get to know the goals of the lesson. Give them two pictures to look at. Read the goals and look at the pictures. 首先呈现本节课要达成的目标，让学生清楚地知道从课堂中应该获得什么。通过图片的展示引出本节课的话题，通过表情可以表现人的爱憎感情，除此之外还可以通过语言表达，引入听力。
STEP 2 Listening10 min Help the students to understand the tape and later find out the speakers’ attitude towards Mr. Gray. Listen to the tape and tick out the words mentioned. Work together and get the final results and present them. 学生在听听力的同时，根据教师设计好的表格勾画出所听到的内容，然后表达出来，听的过程中只能靠自己，但是在表达的时候应该鼓励更多的同学参与，因此，此处让学生互相结合，共同商讨，最后所得出的结论是集体智慧的结晶，同时也促使更多的同学敢于表达，更好地参与教学活动中。
STEP 3 Passage analysis8 min Give the students a passage “Our Monitor” for them to find out the structure and vocabulary to describe a person. Read the passage, work together to find out the structure and fill in the form as well. 学生在阅读习作 “Our Monitor”后，根据教师的提示，通过合作学习可以归纳出文章的结构，为随后的写作进行了良好的铺垫。通过前期的学习，找出文章当中所涉及到的关键形容词和描写人物行为的句子并不难，但是归纳出文章的特点结构对于基础差一些的同学就有一定的难度了，通过合作学习，能够帮助这部分同学，同时也促进了他们的思考，这对培养学生的主动学习有着促进作用，同时也是大班教学中促使更多的学生参与课堂学习的较好办法。
STEP 4 Brainstorm4 min Give them two writing tasks and the students discuss them together. Discuss how to finish the writing task. Think over what to write and what words to use. 书面表达输出前的头脑风暴对于规模较大的班级教学是很必要的。通过小组讨论的方式，讨论的内容为有哪些形容词和动词能够用在之后的写作中。最后全班再集思广益。对于基础好的同学能让他们充分展示他们的思想，对于基础不好的同学，他们能够从同伴那儿得到灵感和启示，从而能够有东西可写。通过这一方式，更多的学生参与到了课堂中，更多的学生有所收获。
STEP 5 Writing10 min Provide help while the students are writing when necessary. Write the composition within the given time.
STEP 6 Evaluation10 min Choose one passage to evaluate as an example. Help the students to evaluate each other’s. After that, choose another one to evaluate. Think over how to evaluate other’s composition and do it by themselves. 学生通过互相阅读同伴的作文，对同伴的作文做出批改并提出建议的过程。通过这种方式学生能够更加关注写作的正确性，培养学生用他人的眼光来修改自己作文的能力，从而激发学生的写作积极性。
STEP 7 Homework1 min Ask the students to evaluate their own writings. Listen to the homework.
附：Handout
Listening
Please listen to the tape and tick out what is mentioned in the two parts.
Part one Part two
Negative Positive
How is he like □ slow □ selfish□ noisy□ wild □ stubborn □not serious□ nosy □ talkative□ rude□ careless □ smart□ careful □ funny □ creative□ happy □ be interested in other people□ generous□ honest □ interesting□ friendly
What does he do □ talk too much □ talk about work□ disturb the others with questions and comments□ try to find out what other people are doing□ say bad things about people □ don’t give up□ make others laugh□ always invite others for dinner□ care about others□ take the time to do a job well□ help others with their work□ tell people what he thinks
Sample Reading
Our monitor
Our monitor Lu Wentao is very popular at school. He has a good personality. Usually, Wentao is funny and forgiving. His stories and jokes make all of us laugh, especially when we are in low spirits. Yet when someone tries to make fun of him, he never gets angry. In fact, Wentao is friendly to every classmate. No matter who asks him for help, he is always warmhearted and generous. He is also a reliable person. Both teachers and students trust him. Every day he is the last one to leave the classroom, making sure that all the windows are locked and the lights are off.
Outline:
Topic sentence:
What is he like Examples (What does he do )
1. 2. 3.
Writing
Topic one:
You and Li Ping are good friends. Now you are talking about her with your parents.
Writing
Topic two:
You are not quite satisfied with your Mom or Dad. Now you are talking about it with your friend.
Evaluation
Items Scores
Teacher’s Evaluation Partner’s Evaluation(Name:_____) Self-evaluation
1. Did he / she / I have the topic sentence to show his/ her/ my positive or negative opinion
2. Did he / she / I introduce at least two personalities
3. Did he / she / I give examples to show his/her personalities
4. Did he / she / I express himself / herself / myself clearly, briefly and correctly in the passage
5. Did he/she/I use various sentence patterns
Total Score
Level
注意：1. 每一项均有三档分值： 1 2 3
2. 评价人根据各项目标完成度，打出各项的分值。如：完全达到该项目标为3分；根本没有达到目标则不给分；
3. 作文的等级共有四等：
13分-15分: A等； 9分-12分: B等；4分-8分: C等； 4分以下: D等
LESSON PLAN
Teaching Procedure:
Teacher Students Comment
STEP 1 Leading-in2 min Get to know the goals of the lesson. Give them two pictures to look at. Read the goals and look at the pictures. 首先呈现本节课要达成的目标，让学生清楚地知道从课堂中应该获得什么。通过图片的展示引出本节课的话题，通过表情可以表现人的爱憎感情，除此之外还可以通过语言表达，引入听力。
STEP 2 Listening10 min Help the students to understand the tape and later find out the speakers’ attitude towards Mr. Gray. Listen to the tape and tick out the words mentioned. Work together and get the final results and present them. 学生在听听力的同时，根据教师设计好的表格勾画出所听到的内容，然后表达出来，听的过程中只能靠自己，但是在表达的时候应该鼓励更多的同学参与，因此，此处让学生互相结合，共同商讨，最后所得出的结论是集体智慧的结晶，同时也促使更多的同学敢于表达，更好地参与教学活动中。
STEP 3 Passage analysis8 min Give the students a passage “Our Monitor” for them to find out the structure and vocabulary to describe a person. Read the passage, work together to find out the structure and fill in the form as well. 学生在阅读习作 “Our Monitor”后，根据教师的提示，通过合作学习可以归纳出文章的结构，为随后的写作进行了良好的铺垫。通过前期的学习，找出文章当中所涉及到的关键形容词和描写人物行为的句子并不难，但是归纳出文章的特点结构对于基础差一些的同学就有一定的难度了，通过合作学习，能够帮助这部分同学，同时也促进了他们的思考，这对培养学生的主动学习有着促进作用，同时也是大班教学中促使更多的学生参与课堂学习的较好办法。
STEP 4 Brainstorm4 min Give them two writing tasks and the students discuss them together. Discuss how to finish the writing task. Think over what to write and what words to use. 书面表达输出前的头脑风暴对于规模较大的班级教学是很必要的。通过小组讨论的方式，讨论的内容为有哪些形容词和动词能够用在之后的写作中。最后全班再集思广益。对于基础好的同学能让他们充分展示他们的思想，对于基础不好的同学，他们能够从同伴那儿得到灵感和启示，从而能够有东西可写。通过这一方式，更多的学生参与到了课堂中，更多的学生有所收获。
STEP 5 Writing10 min Provide help while the students are writing when necessary. Write the composition within the given time.
STEP 6 Evaluation10 min Choose one passage to evaluate as an example. Help the students to evaluate each other’s. After that, choose another one to evaluate. Think over how to evaluate other’s composition and do it by themselves. 学生通过互相阅读同伴的作文，对同伴的作文做出批改并提出建议的过程。通过这种方式学生能够更加关注写作的正确性，培养学生用他人的眼光来修改自己作文的能力，从而激发学生的写作积极性。
STEP 7 Homework1 min Ask the students to evaluate their own writings. Listen to the homework.
附：Handout
Listening
Please listen to the tape and tick out what is mentioned in the two parts.
Part one Part two
Negative Positive
How is he like □ slow □ selfish□ noisy□ wild □ stubborn □not serious□ nosy □ talkative□ rude□ careless □ smart□ careful □ funny □ creative□ happy □ be interested in other people□ generous□ honest □ interesting□ friendly
What does he do □ talk too much □ talk about work□ disturb the others with questions and comments□ try to find out what other people are doing□ say bad things about people □ don’t give up□ make others laugh□ always invite others for dinner□ care about others□ take the time to do a job well□ help others with their work□ tell people what he thinks
Sample Reading
Our monitor
Our monitor Lu Wentao is very popular at school. He has a good personality. Usually, Wentao is funny and forgiving. His stories and jokes make all of us laugh, especially when we are in low spirits. Yet when someone tries to make fun of him, he never gets angry. In fact, Wentao is friendly to every classmate. No matter who asks him for help, he is always warmhearted and generous. He is also a reliable person. Both teachers and students trust him. Every day he is the last one to leave the classroom, making sure that all the windows are locked and the lights are off.
Outline:
Topic sentence:
What is he like Examples (What does he do )
1. 2. 3.
Writing
Topic one:
You and Li Ping are good friends. Now you are talking about her with your parents.
Writing
Topic two:
You are not quite satisfied with your Mom or Dad. Now you are talking about it with your friend.
Evaluation
Items Scores
Teacher’s Evaluation Partner’s Evaluation(Name:_____) Self-evaluation
1. Did he / she / I have the topic sentence to show his/ her/ my positive or negative opinion
2. Did he / she / I introduce at least two personalities
3. Did he / she / I give examples to show his/her personalities
4. Did he / she / I express himself / herself / myself clearly, briefly and correctly in the passage
5. Did he/she/I use various sentence patterns
Total Score
Level
注意：1. 每一项均有三档分值： 1 2 3
2. 评价人根据各项目标完成度，打出各项的分值。如：完全达到该项目标为3分；根本没有达到目标则不给分；
3. 作文的等级共有四等：
13分-15分: A等； 9分-12分: B等；4分-8分: C等； 4分以下: D等