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XX届高三英语Planningfortheperfectwedding教案3chapter3.Planningfortheperfectedding-Listening,Speaing,Language,riting一、章节分析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。目标Listening帮助学生学会通过听一段内容很快找到具体信息。Speaing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。riting学会写段落。学会一个paragraph应包括:1.主题句;2.进一步说明或描述观点;3.举例来论证观点。可以这样写段落:1叙述性写作2议论法3提供信息法4描述法重点和难点Listening确保学生掌握如下词汇:Page44:econoy,attendance,pacage,albu,standard,superior,reception帮助学生知道:PhotographicStudio,eddingPresentList,HoneyoonHoliday,eddingSeatingPlan,AnniversariesSpeaing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。riting根据要求写出段落。叙述法/议论法/描述法/提供信息法。二、教学设计教学内容教学实施建议教学资源参考Listeningl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。lPre-listening在听之前,创设环境,要求学生明确听力任务,扫清在听力材料中出现的困难词汇,提高听的效果。lhile-listening诱发兴趣,增强听的动力。lPost-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,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。ElizabethIIbecaequeenoftheUnitedingdoofGreatBritainandNorthernIrelandin1952.Inadditionsheisheadoftheonealth.Fororethan50years,duringaperiodofgreatchangeinBritain,thequeenhascarriedoutherpoliticaldutiesasheadofstate,thecereonialresponsibilitiesofthesovereignandalargeannualprograeofvisitsintheUnitedingdoasellasnuerousforeigntours.InXX,ElizabethcelebratedhergoldenjubileeandinXXher80thbirthday.牛津英语教学参考Page44,Page56Speaing注意语音,语调,升调和降调并操练。RolePlaLanguageAclausesithho,ho,that,hichandhoseBDefiningandnon-definingclausescAdditionalactivity:binethepairsofsentences,ainganynecessarychanges.Todidnotdoellatschool.Heasinterestedinfils.To,hoasinterestedinfils,didnotdoellatschool.Theboyfeltill.Hehadeatensixice-creas.Theboyhohadeatensixice-creasfeltill.ritinglUsingParagraphslThissectionreviessoeoftheaysinhicheuseparagraphs.lUsethepassageonpages40-41asanexapleofgoodparagraphing.ostoftheparagraphsinthatpassagestartithatopicsentencehichtellsthereaderhatthatparagraphillbeabout.lIfariterhasagoodplan,he/sheillfinditeasytouseparagraphs.Ifariterhasnoplan,andjustritesithoutnoinghatillenext,itillbeoredifficulttouseparagraphsinanordereday.Thusparagraphingiscloselylinedtoplanning.lParagraphsareveryiportantinthevisualappearanceofapieceofriting.Nooneliestoreadasolidpageoftextithoutanyparagraphs.Studentsareunlielytolosearsforhavingtooanyparagraphs,buttheyaylosearsinthepositioniftheyhavenoparagraphsatall,orveryfe.lThetasforthischapterisrelativelysiple.Thisisdeliberate,sothatstudentscanconcentrateonparagraphingsills.Letstudentsdiscusstheirstories,andlistunlucyandlucyincidentshichcouldhappentopeople.Theneachstudentustaehisorheronplanandritethestory.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locatespecificinforation的技巧。ListeningPre-listening)Getfailiariththeneords.)Introducethetastothestudents.Thisexerciseprovidespracticeinthetypeoflisteningtasshichoftenoccurinexas.hilelistening)Accordingtotheoutline,requirestudentstolocatespecificinforation.)Playthroughtherecordingonce,andgetstudentstotrytoanserthequestionsafterhearingthejustonce.Thenreplaytherecordingasoftenasisnecessaryforstudentstounderstanditfully.)Thereisanotherexerciseonpage56.Dothelistening.Post-listeningAfterthelistening,explaintheansers.说明: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。ritingSteponePre-riting-tointroducestructuresandtheaysofritingparagraphs.Atypicalparagraphcanhavethisstructure:lTopicsentence:givesaainideal2-4sentences:explainordescribetheideaorel2-4sentences:givesoeexaplestosupportyourideayoucanuseparagraphsinthisay:a.Innarrativeriting:fordifferentstagesinastorb.Inarguentativeriting:fordifferentideasinyourarguentc.Ininforativeriting:fordifferenttopicsorstepsinaprocessd.Indescriptiveriting:fordifferentites,peopleorplacesStepTohile-ritinglStudentscanhavetoororeparagraphsonthesaetopic,ifnecessary.lStudentsuststartaneparagraphforanespeaerlIftheyhaveagoodplan,itillbeeasierforthetodecidehentostartaneparagraph.StepThreePost-ritinglStudentscheciftheyhaveusedthestructureandaysentionedabove.lStudentspresenttheirritings.lStudentsthennehichisbetter,thusiprovingtheirritingparagaphs.
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