高中英语写作课-Summary_Writing.docVIP

高中英语写作课Summary Writing 教学设计 授课班级: 高三 教材分析： “读写任务”是高考的重要题型，它要求学生通过阅读材料，获取信息并概括要点，在此基础上，写出自己的内容。这就要求学生具备较强的概括能力。虽然学生已经非常熟悉这种题型，但不少同学在概括文章要点时还存在一定的困难。 学情分析: 高三的学生在英语语言知识和英语写作技能方面已经有了一定的基础，他们对如何写摘要都有一定的认识。 1．根据教育心里学的观点, 不同年龄阶段的学生具有自身特有的心理活动, 教学要根据学生的年龄特征以获取更好的效果. 高三的学生大多18、19岁,其个体思维的发展正处于初步成熟期，他们在学习行为上表现更主动。在学习策略上， 他们： 1) 会积极探索适合自己的英语学习方法 2) 会通过不同信息渠道获取所需信息 3）遇到实际困难时，会有效地寻求帮助 2．高三（3）班是一个理科班，学生有重理轻文的倾向，在用英语进行交际时还存在一定的困难，部分学生可能在完成任务的过程中会遇到一些困难。 教学目标： 1．［语言知识目标］ 写摘要的三个步骤：（1）阅读；（2）写作；（3）修改成文。 2．［技能和策略目标］ 阅读时找主题句和四个写摘要的微技能 3．［能力、情感、态度目标］ 培养学生的书面表达能力；培养学生合作精神和竞争的意识。 设计理念： 1．以探究式教学理论为依据， 采取“任务型”教学模式（task—based model），让学生在教师的指导下，通过感知、体验、实践、参与、合作和竞争等方式, 实现任务目标，感受成功. 2．渗透主体性合作式学习理念，发挥学生的主体性和教师的指导性作用，让学生在一个轻松、愉快、民主的氛围中获取英语知识和培养英语运用能力。 教学媒体： 本节课采取了传统和现代相结合的教学手段，既运用了黑板和粉笔，又运用了电脑制作了多媒体课件。 教学方法设计： 合作探究法：个人、2人或4人小组为单位，参与英语的各项交际活动。 教学过程设计及简要分析： Teaching Procedures: Step 1 Lead-in : Task 1: Students read and pick out the topic sentence. finished by students alone Material One: Reading —Topic sentence Passage 1 A terrible earthquake broke out in Istanbul, the capital of Turkey, on the early morning of September 14, 2006, at 4 o’clock. As most people were still in deep sleep when the earthquake was happening, all the people were in a panic, which led to a disastrous result— about 200 people were killed in the earthquake, and many more were seriously injured, with hundreds of thousands homeless. The local government is organizing the rescue and the international aid has also come from many countries, including China. Which of the following is the topic sentence? A terrible earthquake broke out in Istanbul. About 200 people were killed in the earthquake. The international aid has also come from many countries, including China. All the people were in a panic during the earthquake. Passage 2 Years ago it was very difficult to travel from one place to another. The journeys were often long, tiring and dangerous. Today the picture