高三英语写作课教案

高三英语写作课教案（精选8篇）

高三英语写作课教案篇1

课题：看图书面表达（Writing A Story）

教学目的：教会学生如何用英语描写一个过去的故事。

教学重点：引导学生先仔细观察所给图片，掌握故事的中心意思。然后依次确定出描述每幅图所需的中心词，并由词成句，由句成文。最后对文章的篇章结构进行修改，实现用词准确，行文流畅。

教学辅助手段：电脑（或实物投影仪）教学方法：讨论法教学步骤：

一、展示(Presentation)1.通过计算机展示上次作为作业的看图书面表达材料。（帮助回顾、加深印象）2.将含有学生在作业中所犯典型错误的文章展示出来，作为改错进行练习。

二、讨论(Discussion)

1.学生两人一组，讨论文章的优缺点，并对错误之处进行修改。

2.请找到错误的学生现场指出并改正错误之处，其他学生一起评判对错：若改对了，教师可用鼠标单击文中的那处错误，原本隐含的修改部分便会显示出来；若没改对，可接着请其他学生帮忙。（在进行此步骤时，学生无须根据文章的先后逐行挑错，只要找到错误即可发言。）

3.教师总结。首先，针对文中学生未找出或改对的错误，帮助学生一起改正。其次，对文中的错误之处进行分类（如：名词复数、动词时态、介词等），引起学生的重视。

三、展示(Presentation)

通过计算机展示给学生一篇新的看图书面表达材料。要求学生仔细观察所给图片，掌握故事的中心意思。

四、讨论(Discussion)1.学生两人一组（必要时可变为四人一组，增强协作性），针对每幅图进行讨论，并确定描述每幅图的中心词。

2.按图片的先后顺序，分别要求几组学生将他们的讨论结果告诉大家，由大家一起来讨论用词是否恰当及如何改正。同时，教师将这些词按图片顺序依次输入计算机，展示给大家（也可通过实物投影仪展示）。

五、练习(Practice)要求学生参考中心词，写出描述每幅图的一两个句子，输入计算机（若通过实物投影仪展示，可写在纸上）。

六、反馈(Feedback)

1.通过计算机，选取两位学生所写的第一幅图的两组句子，展示给大家（也可通过实物投影仪展示）。和其他学生一起对句中的语法错误进行修改。2.重复此步骤，展示其它几幅图的句子。

3.从每幅图的两组句子中各挑选一组，将这些刚改正的无语法错误的句子，通过计算机组合成文，重新展示给学生。

七、讨论(Discussion)要求学生先朗读全文（由于此时的文章是由各自独立的句子罗列而成，句子之间必然缺乏连贯性。学生只有通读全文，才会发现）。然后分组讨论如何对篇章结构进行修改，使文章更连贯。

八、反馈(Feedback)

1.通过计算机，请学生先对他们认为不连贯的地方进行修改，教师引导其他学生进行讨论并给予必要的补充和修改，实现用词准确、行文流畅。2.展示范文并指出范文中的精彩之处。

九、巩固(Consolidation)总结写此类看图书面表达的思路：掌握全文中心——确定每幅图的中心词——由词成句——由句成文——修改篇章结构。

十、作业(Homework)发给学生另一篇看图书面表达材料，要求学生根据本课所学思路独力完成。Teaching Plan I.Topic: Writing A story

II.Teaching Aim: According to the pictures of a story, teach the students how to write a story using the effective sentences.III.Key Points: Teach the students how to get the key words of each picture and how to use effective sentences to complete a coherent composition.IV.Teaching Aids: Computer V.Teaching Method: Discussion VI.Teaching Procedure: Step 1.Presentation

Present the composition with the typical mistakes made by the students to the class.Step 2.Discussion

1.Let the students work in pairs to discuss the composition and try to find out as many mistakes as they can.2.Ask some students to correct the mistakes in public.At the same time, present the right ones to the whole class.3.Classify the typical mistakes.Step 3.Presentation

Present the pictures of a story to the class.Give the students two minutes to look through the pictures and try to get the main idea of the story.Step 4.Discussion

1.Let the students work in groups of four to get the key words of each picture orally.2.Ask several students to report their answers to the rest of the class.Present these key words to the whole class.Step 5.Writing

According to the key words, ask the students to write down their own sentences about each picture.Step 6.Feedback 1.Present two students’ sentences about Picture 1 to the class as models, and then correct their grammar mistakes with the whole class.2.Present another two students’ sentences about Picture 2 to the class and correct the grammar mistakes too.3.Repeat this step with the other pictures.4.Choose either of the models from each picture to make up a passage.Present it to the class.Step 7.Discussion Give the students a few minutes to discuss how to make these sentences more effective and how to make this passage more coherent.Step 8.Feedback

1.Correct this passage with the whole class.2.Present the model to the class.3.Emphasize the way of writing this kind of composition.Step 9.Assignment

高三英语写作课教案篇2

1 课堂实录

高三下学期又开始了,正如万米长跑一样我和同学们都进入了最后的百米冲刺状态。本阶段以复习为主,如何在相对较长的复习期内让每位学生保持较高的学习热情把所学的知识融会贯通,对我而言是个不小的挑战。本节课是高三一模前一节普通但又不寻常的专题复习课。说它普通,是因为它只是按复习进度对高考作文中正方、反方、自己观点类型作文进行总结指导;说它不寻常,是因为我对本节课进行了一些改革和尝试,并从中得到启发,给我和学生都留下了太多的思考和回味。

初春的午后让挑灯夜战的高三学子们昏昏欲睡,一看到黑板上作文专题复习一,同学们马上唉声叹气起来。紧接一个个窃窃私语到:“英语作文最难写了!”可我马上说“But we will make a change and have a competition.”看着同学们跃跃欲试,脸上抑制不住的兴奋,我也暗自高兴。

我打出今日的话题:

国家教育部要求中小学生参加长跑活动,建议小学生每天跑1000米,初中生1500米,高中生2000米,对此,有人支持,有人反对,请根据以下材料写一篇以“Should we give more attention to students’health or grades?”为题的短文,谈谈你的看法。

注意:

1)词数150左右,短文的开头以为你写好,不计入总词数

2)对所给要点,逐一陈述,适当发挥,不要简单翻译

请同学们四人一组,分工合作。同学A:根据已给出的六个要点,写出句子的谓语部分,即动词搭配。同学B:对照要点,争取写出意义完整,结构正确的六个句子。同学C:构思作文的大体框架,如分几段,每段的开头,topic sentence是什么?及自由发挥的2-3点。同学D:(组长)在本组其他三位组员有问题时,帮助他们解决。同时做好最后的整合,拿出一片完整的作文。时间为20分钟,然后我们将选几篇作品,全班一起批改并给分,评出优胜奖。Got it?同学们一边异口同声地大声回答“Yes”,一边迫不及待的围坐成各自的小组,相互探讨着。有的翻开了《考纲词汇表》力求用词准确,有的找出范文本寻找灵感,热闹极了。几分钟过后,大家都在各司其职,埋头创作,同组的同学不时的笑声交换意见。

“Time is up”,各小组争先恐后地举起了手。我有意识地选择了具有代表性的三篇,集体批改。令我满意的是,三篇文章都好于他们平常作业甚至考试水平。大家的点评一针见血,中肯到位,连一些细小的错误,如拼写,标点都没有逃过他们的火眼。

最后欣赏了范文及高考评分要求,得出如下结论。要想写好一篇英语书面表达必须包含以下三个要求:Content:内容要全;Structure:好的开头结尾、结构合理,行文流畅;Language:没有语法错误、词语的准确运用和句式的富于变化。

今天作业是,对照课堂复习专题,任选一项。

1)学有余力者自拟一篇高考作文,并附范文。

2)力所能及者在我给的三个命题中,任写一篇。

3)力不从心者如写一篇完整的作文仍有困难,可先搭出框架,具体的要点每天面批。

第二天,面对我眼前的一篇篇作文(48人中26人自编考题并附文,22人写一篇命题作文,仅有2人文章不够完善),我真是感慨万千,原来学生的潜能如此之大。只要在课堂上采用分层数学,让学生人人有事做,人人在做事。为他们提供独立思考,大胆尝试的天地,他们就能撑起一个如此丰富的英语写作世界。

2 分析与反思

以往作文课上,通常老师直接讲评范文,学生操练和背诵,作业为统一命题,不分层次,平淡无奇,一成不变的教学方法压抑了学习兴趣。

殊不知,十个指头有长短,同样每个学生也有差异。而用同一种要求来衡量这些有差异的个体,显然是违背学生身心成长的规律。作为一名一线教师,我越来越意识到坐在课堂里的并不是抽象的学习者,更是具有丰富个性的完整的人。随着复习难度深度的增大,学生间的差异愈加明显。这种差异不仅指学业成绩,也牵涉到在认知能力、学习态度、习惯、方法等方面的差异。

在这样的背景下,我尝试在高三复习中进行“分层教学小组合作”的模式,其目的是更好的适应学生日益扩大的个性差异,使每个学生都能得到充分的发展。具体做法如下:

1)学生分层。高三学生具有强烈的自尊,他们迫切地希望得到老师的认同,经过两年半的学习,他们也清楚地知道自己的成绩处于什么位置。因此小组活动前,我从不指定谁去干什么,只明确不同任务,让组员自行分配。在实践中我发觉他们的自行分配几乎和我心中的安排相差无几。这不仅保护了他们的自尊,也激发了他们的自信,保证人人心情舒畅地投入到相应层次的课堂学习,充分调动了不同层次学生的积极性和主动性,促进智力因素和非智力因素的和谐发展。

2)分层教学小组合作的课堂模式。在课堂上,对优等生以“放”为主,“放”中有“扶”,重在指导学生自学;对中等生和后进生以“扶”为主,“扶”中有“放”,重在带领学生学习。课堂中,仅靠教师一人来照顾50个学生的个体差异,满足不同需要是有一定的困难。因此利用学生差异资源,进行互补性的小组学习是实施分层教学的有效途径。同时引入竞赛机制,激发学习动力,并从中领悟、掌握、创造学法,让各个层次的学生都能完成力所能及的教学活动,更好促进层次间的沟通,互动,体验学习成功的快乐。

3)作业与评价分层。作业分为必做题和选做题,即让不同层次的学生针对不同层次目标选做不同练习,引导学生立足生活实际,在实践中应用,在练习中拓展,创新,使学生能练,善练,练得有趣,练得有益。

对不同层次学生都采取用不同评价标准,对后进生采用表扬评价,寻找闪光点,及时肯定点滴进步,调动他们的积极性;对中等生采用激励性评价,即揭示不足又指明努力的方向,促使其积极向上;对优等生采用竞争性评价,坚持高标准,严要求,促使他们严谨、谦虚,不断超越自我。

3 结束语

总之,分层教学小组合作能尽可能实现“人人有事做,人人在做事,人人有成功”,创设和谐的学习环境和人际关系,创造真善美、活学乐学的气氛,使学生在自然和谐的境界中成长,使学生的素质得以全面的发展。

参考文献

[1]王笃勤.英语教学策略论[M].北京:外语教学与研究出版社,2002.

高三英语如何轻松写作篇3

【关键词】高三英语轻松写作

前言

培养高三学生的写作能力是英语教学课程一个重要目标。随着我国高考制度的不断改革，写作分值在英语总分值中所占的比例不断上升，这也体现了对英语写作能力的越来越重视。在我们的的学习过程中，书面表达能力一直都是大部分人的弱项，在面临高考之际，写作却不容乐观是一个十分严重的问题，所以为了改变这一现状，必须采取措施予以解决，让我们可以轻松应对书面表达能力题，不再对英语的写作充满畏难情绪，提高我们的英语写作的质量。但是究竟应该采取何种措施来提高我们高三学生的写作水平和提高高考应试能力呢？

一、注重写作的基本功训练

为了达到让我们可以在高三时期轻松写作的要求，更加积极主动地投入到英语写作中去，必须重视英语教学过程中的的基本知识和能力训练。作为一个准高三学生，我觉得可以从以下几个方面夯实写作基础。

第一，整个英语学习过程中的基础，也就是在单词的学习这一方面。我们在在记忆单词的过程中，可以适当的加强一些动词的造句。这样不仅能够加强对单词本身的极易，还能够为写作提供素材，活学活用。单词的训练主要体现在我们每个单元对基础词汇的的听写复习，比如我在进行听写单词过程中最喜欢的就是听写动词，因为他在写作的过程中也是最容易被用到的类型，用动词造句也是我的一种记忆单词的方法。这种方式让我在写作的过程中可以尽可能地避免出现句子中没有使用到动词的情况。

第二，写作的基本功训练怎么离得开阅读呢，在练习阅读的时候也是练习写作时刻。在我学习英语的过程都会习惯性的在练习完阅读之后，将文章中熟悉的动词一起找出来，当然找的也主要是在写作中比较基础的词汇，然后根据自己的记忆和理解并联系实际情况进行单词造句练习。

第三，在学习的过程中还需要学会借鉴优秀的范文来提高自己的写作水平。在高三的英语学习过程中老师一般都会给出许多具有代表性的文章，许多都是在我们高三做过的试题当中出现过的，在这些代表性的文章当中有着许多的代表性的典型句子，可以利用早读或者晚毒时间进行记忆和背诵，在写作的过程中可以根据实际情况将这些句子和文章进行反复的利用。

二、注意词汇的积累并灵活运用

词汇是英语写作的基础。按照高考对英语词汇的要求，在高中阶段需要掌握3500个左右的单词，并根据《英语课程标准》的要求，如果可以在平时的学习过程中对这些单词能够牢牢掌握并且灵活运用于写作过程中，那么要轻松面对高考英语试题中的书面表达就不再是什么难事了。但是在平时的书面表达写作练习过程中，大多数学生在书面表达这一块都不能得到满意的分数，高分就更难了，学生词汇量太小就是出现这种情况的一个重要原因。因为词汇量的问题，许多同学在写作文的时候往往会词不达意，对单词也不能灵活的应用，让整片文章读起来就不通顺，出现许多的低级错误。比如：在翻译“领略大自然的优美风景”时，准确的翻译为“enjoy the beautiful scenery of nature”。其中的“领略”一词许多学生都不知道要使用“enjoy ”一词，在写作过程中需要费劲心思想出一个词来让整个句子更加通顺，结果在这个过程中耗费了大量的时间，却也没有让所有的句子保证语句顺畅。由此看出，要写好一篇作文没有一定的词汇积累是不行的。所以老师在教学过程中要不断鼓励我们多学多记单词、短语，认真领会每一个单词在不同语境中的意义，这有利于词汇在写作中的灵活运用，让语言表达能有较大的进步。

三、坚持用英语写日记

犹记小学的时候老师经常叫我们把每天的所见所闻、经历过的事情及其感悟通过语言的形式记录下来，也就是当初让我们痛苦万分的日记，但是这种方式长久下来是对写作有很大的帮助的，也就是所谓的熟能生巧。所以为锻炼写作能力，可以尝试着坚持用英语写日记，只要坚持不懈，必定对你的英语书面表达能力的提高起到推动作用。不过在这个过程中也需要注意一些容易犯的错误，比如综合性语言错误，Today，Money to everybody is very importance，our eat， cloth， live，go etc.面对这些在写作中经常犯的错误，应该在平时就时刻注意，然后加以运用和操练。词性误用也是一个需要注意的问题，其主要表行为：介词当动词用；形容词当副词用；名词当动词用等。例如“None can negative the importance of money”一句中，negative一般用作系形容词，但是在这里被误为动词，所以正确用法应该是“None can deny the importance of money。

四、注重写作训练的规范化

要想在高三的时候轻松应对英语写作，即便是在英语基础不是很扎实的情况下，也要注重写作的规范化，所以在高三的写作训练过程中，培养我们的写作模式是非常重要的。按照老师知道我们的写作步骤主要分为五步，首先需要对题目有所理解，进行构思；然后理顺自己要写的主要思想及其逻辑上的关系，根据这些内容写好提纲；再然后就是打好草稿，这里需要注意提纲和草稿是不一样的；其次就是进行校订，检查语句中的语法错误及单词拼写，然后对不合理的内容进行重新安排；最后就是最重要的一步，进行文章的最后修改，进行定稿。在这种训练过程中，很好的一种方式就是根据老师提供的例文进行参考，对于一些比较具有代表性的短语等进行背诵，然后不断加强对写作模式的训练。同时还需要注意的就是书写和文体格式要规范，注意大小写和标点符号。

五、注重教师的指导作用

在学习过程中，老师和学生都是其主体，两者相互配合、相互促进，所以老师也是帮助我们轻松应对写作的重要帮手。其主要体现在老师对我们作业的批改和指导，在肯定我们成绩的同时，还能指出错误，并予以正确的方法途径，给学生以恰当的评价。

六、结语

在高三这种紧张复习的阶段，我们除了在上课时间之外，还需要自己想方法找到适合自己的方式来提高自己英语写水平，也许并不是那么的容易，但是相信只要你能坚持下去，总会有所收获。不过在这期间，老师也要发挥好他们的主导作用，在教与学两个方面不断摸索、研究，不断激励我们，充分发挥学生的主观能动性，培养我们自主学习的能力。

参考文献：

[1]徐淑军.通过词汇短语教学提高英语写作水平[J].山东师范大学外国语学院学报（基础英语教育）.2006（01）.

[2]雷兰川.基于北师大版高中英语教材的词块教学初探[J].中小学外语教学（中学篇）.2010（05）.

[3]孙明，李涛.以课外阅读训练高中学生的词汇学习策略[J].中小学外语教学（中学篇）.2010（08）.

[4]晏明霞.在英语报刊阅读中培养高中学生的英语写作能力[J].中小学外语教学（中学篇）.2010（07）.

[5]方玲玲，周榕.英语写作元认知训练与学生自主学习能力的培养研究[J].广东工业大学学报（社会科学版）.2006（04）.

[6]江丰光，王丹，林群，曾繁博.多媒体学习理论视角下英语多媒体学习资源设计框架——基于学龄前儿童英语听说APP的实证研究[J].中国电化教育.2015（12）.

高三英语公开课教案篇4

Gerund

---------------梁胜利

教学目标：

动名词可以起名词的作用，在句子中作主语，宾语，表语和定语。

教学重点：动名词与不定式作主语，表语的区别

教学难点；现在分词的形式与动名词相同，但功能不同.可在句中充当定语，表语，状语和补语。教学过程：

动名词的语法作用 1.Playing football is my favourite sport.主语 2.Our work is serving the people.表语

3.I remember being taken to Wuhan when I was a very small child.宾语

4.We have a swimming poor in the back yard.定语

I remember being taken to Wuhan when I was a very small child.（动名词的一般被动态）

She admitted having opened the box.（动名词的完成被动态）How about the two of us taking a walk down the garden?(MET93 17)(动名词的复合结构)动名词与不定式作主语，表语的区别

v-ing形式作主语时往往表示一般性的、习惯性的动作；而不定式作主语则表示在具体情况下特定的或一次性的动作。但有时可以通用。

只能用动名词作宾语的动词

1.advise, allow, avoid, admit, consider, delay, enjoy, escape, excuse, finish, imagine，mind，miss，permit，practise，risk, suggest,dislike,appreciate

2.feel like, give up, put off, keep on, look forward to ,insist on , can’t help ,get used to ,devote …to 3.It’s useless/no use/no good… doing

在begin, start, continue,intend 等动词后跟v-ing形式和不定式作宾语，句子含义相同

在like, love, hate等动词后v-ing形式作宾语时往往表示一般性的、习惯性的动作；而不定式作宾语则表示在具体情况下特定的或一次性的动作。

下列动词后跟动名词或不定式意思完全不同。v

1.remember,forget, regret + doing 记得/忘记/遗憾曾做过某事 + to do记得/忘记/遗憾要做某事 v

2.want,need,require +doing 需要被做 +to do 需要做

3.stop,try, mean,go on go on to do 接着又做另一件事/go on doing 继续做同一件事 stop to do 停下来去做某事/stop doing 停止做某事 try to do 努力做某事/try doing 试一试做某事

mean to do 打算／想做某事/mean doing 意味着／意思是做某事作定语时，与现在分词的区别

动名词作定语表名词的作用或功能，现在分词作定语表名词正在进行的动作。现在分词动名词

a sleeping child一个正在睡觉的孩子 a sleeping car一辆卧车 a flying bird一只正在飞翔的鸟

a flying course飞行课程 a swimming girl一个正在游泳的女孩

a swimming pool一个游泳池

the running water自来水

the running track跑道现在分词(present participle)现在分词的形式与动名词相同，但功能不同.可在句中充当定语，表语，状语和补语 1.作定语

an interesting book

the man sitting by the window boiling water

falling snow

the bridge being built A.与动名词作定语的区别

B.与过去分词,不定式作定语的区别 ①过去分词做定语与其修饰词之间是动宾关系或过去分词表示的动作以完成。

②现在分词作定语表示动作正在发生，与修饰词是主谓关系。③不定式作定语表示将要发生的动作。

the house being built/to be built/built正在被建/将要被建/建好了的房子

boiling water

正在沸腾的水

boiled water

开水 the changing world

变化中的世界 the changed world 变化了的世界 the developing countries

发展中国家 the developed countries

发达国家

falling leaves 正在落下的叶子

fallen leaves 落叶 rising sun

正在升起的太阳

risen sun 已经升起的太阳 2 作表语

与过去分词作表语的区别

凡表示“令人„„的”都是-ing形式，凡是表示“感到„„”都用-ed形式。

interesting使人感兴趣的interested感兴趣的 exciting令人激动的 excited感到激动的 delighting令人高兴的 delighted感到高兴的 disappointing令人失望的 disappointed感到失望的 encouraging令人鼓舞的 encouraged感到鼓舞的 pleasing令人愉快的pleased感到愉快的 puzzling令人费解的 puzzled感到费解的 satisfying令人满意的 satisfied感到满意的 urprising令人惊异的 surprised感到惊异的 worrying令人担心的worried感到担心的3.作状语.Seeing the teacher entering the room, the students stood up.2.Being a student, he was interested in sports.3.Having written the letter, John went to the post office.现在分词作状语时，注意如下三点： v

相当于相应的从句

分词的逻辑主语就是全句的主语 v

现在分词作状语时有不同的时态与语态 4.作补语

Can you get the machine going again? The boys were seen walking on the grass 一些独立结构：

1.Generally _____(speak), we have learnt a lot in this school.2._____(judge)from his appearance, he is somebody.3._____(tell)you the truth, your work is terrible.Last Step:

Summary 1.动名词可以起名词的作用，在句子中作主语，宾语，表语和定语。注意要与过去分词和动词不定时的区别。牢记的句型。Home work：

高三英语写作课教案篇5

浙江省黄岩中学王精红王晨溢陈佩君丁瑛毛海晨冯丽红许威

教材分析

本单元中心话题是“伟大女性”。谈论了普通女性, 着重介绍了世界上不同民族、不同领域中的非凡(杰出)女性及其成就。各部分的内容都是围绕这一中心话题而进行设计的。

“热身”(Warming up) 部分呈现四幅杰出女性的照片，引出杰出女性这一话题。要求学生说出她们的姓名及主要成就，然后通过提问和讨论，让学生了解杰出女性取得辉煌的成就必须付出艰辛这个道理，并以此激励自己。在这阶段的语言实践中可培养学生概述人物特征的能力。

“听力”(Listening)部分的内容就是一则对话，谈论old school photos 中的人物及其过去和现状。要求学生根据材料，正确记录所谈及的人物的特征、专长及现状并对陈述的句子进行正误判断。让学生通过“听”学习描述人物的形容词，为后面的“口语”部分打下基础。“口语”(speaking) 由两部分组成。一是看图描述人物，呈现了三幅不同身份女性的照片，要求学生根据照片对人物进行描述，训练学生恰当使用形容词描述人物品质的能力。二是小组活动，一个学生想出一个著名女性人物，其他学生轮流提问并通过对方回答内容推断该著名女性人物是谁，本活动旨在活跃学生思维和课堂气氛。

读前(pre-reading)部分设计了四个问题，分别是有关南极探险，南北极地理知识及两极著名动物知识，通过讨论扩大学生知识面，并为下一步阅读提供背景资料。

“阅读”(reading)部分是一位女性独自一人在南极探险的故事，讲述了“我”怎样以顽强的意志战胜困难，脱离险境。这篇文章以生动的事实教育学生要在逆境中奋起，从而培养学生耐挫的良好品格。

“读后”(Post-reading)部分设计了两种练习。第一部分是针对文章的理解，检测学生对文章理解的程度。第二部分是学生评价文中的人物，旨在培养学生概括能力，同时渗透了德育内容。

语言学习(Language Study)分词汇和语法两部分。词汇部分设计了10个语境，帮助学生加深对新词汇的理解和记忆，训练学生在语境中理解词汇的能力。指导学生养成通过语境记忆词语的方法。本单元的语法项目是主谓一致。主要是群体名词作主语的用法。如果群体名词指整体概念，谓语动词用单数形式;如指个体成员时，谓语动词用复数形式。具体包括三个步骤：1.主谓一致的语法规律和例子;供学生自主学习并探究群体名词主谓一致的变化规律。2.机械性操练，用动词的适当形式填空，检验学生自主学习的结果，强化群体名词一致规律的掌握。3.不定代词的人称指代。

学习技能(Integrating Skills)部分包括读、说、写三种，其中读说结合，通过阅读和讨论，掌握用典型事例刻画人物性格特征的写作手法，了解成功女性应具备的条件和品质，进一步培养概括能力和描写能力。叙述人物时做到观点与材料相统一，善于用具体生动的事例去表现人物。随后提供范文，要求学生会写fan letters，旨在让学生运用写作方法。

学习建议(Tips)部分向学生提供了如何描写人物的一些建议。旨在帮助学生了解描写人物的框架及文体特点。学会用生动具体的实例去表现人物，刻画人物的特点，从而培养学生的英语写作能力。

复习要点(Checkpoint)简要总结了本单元的语法重点-主谓一致。并罗列了一些常用的群体名词供学生拓展使用。最后两个问题引导学生对本单元所学的词汇作一次小结，以增强学生自主探索的学习能力。

课时安排

Teaching Plan for Unit 17 Great Women

1.Warming up, Listening and Speaking

(1)Listening

(2)Speaking

(3)Listening in Work Book

2. Talking

(1)Warming up

(2)Talking in Work Book

(3)Extended reading

3. Reading

(1)Pre-reading

(2)Reading

4. Post-reading

(1)Reading

(2)Post-reading

(3)Extended reading

5.Language Study

(1)Word Study

(2)Grammar

6.Integrating skills

(1)Reading

(2)Writing

(3)Checkpoint

教材重点和难点

1.重点单词:

inspire vt. 鼓舞、感动、激发、启示

admire vt. 赞美;钦佩;羡慕

regret. n. 懊悔，悔恨 vt. 为……感到遗憾;后悔

increase vt./ vi 增加;增大

value vt. 估价;评价;重视

threaten vt. 恐吓;威胁;预示危险

bother vt. 烦扰;打扰 vi. 烦恼;操心

generous adj. 慷概的;大方的

cheerful adj. 愉快的;高兴的

mean adj. 卑鄙的;吝啬的

warm-hearted adj. 热诚的，热心的

cold-hearted adj. 冷漠的;无情的

tense adj. 紧张的，拉紧的

miserable adj. 痛苦的;悲惨的

dishonest adj. 不诚实的

dull adj. 迟钝的;无趣的;呆滞的

optimistic adj. 乐观的

extreme adj. 极端的;极度的;偏激的

stormy adj. 暴风雨的;多风暴的;激烈的

shelter n. (U)避难;保护，隐藏 (C)避难所，隐藏处

2、重点词组：

be about to do 即将，正要做某事

around the corner 很近

struggle through 艰难地渡过

find…doing 发现---处于(状态)

increase to增加到

none of毫无，一个也没有

lie down躺下;(风)渐息

at the top of one’s voice以最大的嗓音

tie to系在，栓在

(be) in good health身体状况好，健康

put up a tent 搭起，架起帐蓬

make a decision作为决定

give up放弃

think of考虑、想起、记起

come to terms with 甘心忍受(不愉快的处境)

rise to fame 出名

lead…to… 通向，导致

3、词汇拓展：

inspire (vt.) → inspiring (adj.) inspired(adj.) inspiration(n.)

admire (vt.) → admiring (adj.) admirer(n.) admirable (adj.) admiration(n.)

value (vt.) → valuable (adj.) valueless(adj.) value(n.)

extreme (adj.) →extremely (adv.)

cheerful (adj.) → cheerfully (adv.) cheer (vt.)

4、句型结构

(1)It has often been said that life is difficult as it is.

(2)…during the next week the wind grew stronger and I found myself spending a whole day in my tent.

(3)I was moving forward over a slope that seemed safe when suddenly without warning my world dropped out from under my skis.

(4)In her television shows she makes it possible to talk about great moments and difficulties in people’s lives.

(5)I had travelled only two hours one day when the winds increased so much that I had to put my tent up before the winds became too strong.

5、重点语法

主谓一致,主要是群体名词作主语的用法。如果群体名词指整体概念，谓语动词用单数形式;如果指个体成员时，谓语动词用复数形式。主要群体名词有: band, club, company, minority, police, party, public, audience, class, government, enemy, team, group, enemy, family etc.

6、教学难点

(1)用得体的英语描写人物特征，并以生动具体的例子来佐证。

(2)引导学生学习杰出女性的优良品质，树立远大目标，勤奋刻苦，严以律己，敢于冒险，知难而进。困难时候，改变方法，或者调整方向，达到成功彼岸。

Teaching Plan

Period 1 Warming up, Listening and Speaking

Goals:

1.Train the students’ listening ability.

2.Master some words describing people and use them correctly.

Step 1 Warming up

In March, there is an important international festival. Ask and answer:

Qs: 1.What festival is it? (Women’s Day)(show a picture of Women’s Day)

2.Is there Men’s Day? (No)

3.Why is there a special festival for women?(In the old time, women were looked down upon and badly treated. By creating this festival, the government just intends to raise the women’s position in society.)

4.What will you say to your mother?(Thank you)

5.What do you think of your mother?(patient, hard-working, kind, caring, careful, etc.)

Most ordinary women like our mothers have such excellent qualities. They are worth respecting.

6.What about girls?(lovely, charming, cheerful, etc.)

Step 2 Pre-listening

Look at the photos of four girls-- Lily, Rose, Jane and Sandra. They are Alice’s old school friends. Everyone has their school days. It gives us great pleasure to look at the old school photos and talk about the old school friends. Now let’s share the pleasure with Alice and the other women.

Step 3 While-listening

Tell the students that they will be listening to a dialogue of two young women. Alice tells Lucy about her old school friends.

For Part 1, the students have to listen carefully to the descriptions that Alice gives of four of her classmates: Lily, Rose, Jane and Sandra. Look at the three questions in the chart and make sure that they understand what they should listen for.(This listening material can be divided into four parts for the four girls. The students can listen to each part twice, and then check the answers at once.)

For Part 2, students should listen carefully to the descriptions of the four women, the relations between them and Alice and their qualities. They have to fill in the blanks with the correct words.(The students should listen to the material as a whole, and then check the answers.)

Step 4 Post-listening

Well done! From the listening material, we have got some useful expressions to describe women and girls. Now let’s make a list of adjectives for describing them. The adjectives can be positive or negative. Boys give a list of positive words and girls try to give a list of negative words. Let’s see who can give as many as possible.

positive negative

strong smart honest friendly warm kind cheerful popular generous pretty hard-working pretty charming helpful optimistic warm-hearted talented learned fashionable naive caring patient responsible patient weak stupid lazy dishonest mean tense cold unkind dull cunning cruel cross cold-hearted selfish

Step 5 Picture-talking

Show Picture 1 and ask:

1.What can you see in the picture?

2.What does she look like?

3.What kind of woman do you think she is?

Ask individual students for details. Then the teacher give suggested answers, emphasizing the adjectives and useful expressions used to describe women.

Suggested answers:

Photo 1: There is a woman in an office. She’s about middle-aged and dressed in a gray jacket. She’s talking on the phone. She is holding a pen in her right hand to write down some information from the phone call. The desk she is working at is perhaps a reception desk. There’s a pile of papers on her left. There’s also a bag with sunflower seeds. There’s an empty chair beside her with what looks like a computer. There are some plants on the window sill. The woman seems to be a hard-working person. You can see that she’s very careful, because she is listening attentively, and has a pen and writing pad ready to make notes. I don’t think people like her are unfriendly, but she may be a bit cold. She could be a manager or an office worker.

Step 6 Gathering

Ask students to gather expressions used to describe this woman.

1.The woman seems to be …

2.I don’t think people like her…

3.She may be…..

4.She could be….

5.I can see that…

Besides, more expressions can be used for describing a woman. Individual students can brainstorm them, or they are presented directly by the teacher if it is difficult.

6.She seems to me to be the kind of woman who …

7.The impression (that) she makes on me is….

8.I think she is the kind of person who ….

9.She looks as if….

10.She doesn’t seem…

Step 7 Group work.

Show Picture 2 and 3. Get the students to describe them, making use of the adjectives and useful expressions. Remind the students that it is not important to describe these people as they really are, but what impressions they have of them. They may refer to the questions below:

1.What can you see in the picture?

2.What does she look like?

3.What kind of woman do you think she is?

4.What could she be?

Work in groups and have a discussion. After the discussion, the leader reports. Then the teacher gives the suggested answers:

Photo 2:

There’s a girl using a mobile phone. She’s wearing a red jacket. I can’t see her face very well. From the way she’s dressed, I think she’s perhaps a cheerful and friendly person. She might be a student.

Photo3: In Photo 3, there’s a mother feeding her baby. The baby is sitting in a special chair. The impression she makes on me is that of a woman who is friendly, caring and warm.

Step 8 Listening

You see, ordinary women have different personalities. They play an important role in different fields. Among them, some have made efforts to allivate poverty in their communities to make life better. The Women’s World Summit awards special prizes to these people, like Mrs Adetona and Mrs Zeng. Listen to the tape and hear how they earned their prizes.

Suggested answers:

1.Why do some women get the award that is talked about?

Women may get the award when their ideas or work have helped to make life better in their villages.

2.How has Mrs Adetona helped women in her village?

Mrs Adetona has helped women in her village (get loans) to start small businesses.

3.Why was Mrs Adetona’s work important?

Mrs Adetona’s work was important because with her help now more than a thousand people can take care of their families and send their children to school.

4.What did Mrs Zeng teach women in her village? Write down two things.

Mrs Zeng taught the villagers 1)how to plant potatoes, 2)how to take care of sheep and 3) how to take care of the environment by planting trees on the hills around the village.

5.What happened to Mrs Zeng in ?

In 2002 Mrs Zeng was chosen to be one of the village leaders.

Step 9 Summary

Today we’ve done some listening and speaking, especially we have learned to describe people.

Homework

Divide the students into four groups to collect information about these great women: Song Qingling, Madam Curie. Pearl S Buck, Mother Teresa, including their family and achievements.

Suggested answers:

Song Qingling married Dr Sun Zhongshan in 1915. She was the vice-president of the People’s Republic for many years. She busied herself with various welfare activities, ranging from heading the women’s Federation to a number of committees involving (orphaned) children.

Maria Curie (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.

Pearl S.Buck(1892-1973) was born in the USA but grew up in Zhejiang Province after her parents moved to China in 1895. She first learnt Chinese and was later taught English. From 1910 to 1914 she studied in America and then returned to China. In 1931 she wrote her best-known novel, The Good Earth. She won the Nobel Prize for literature in 1938.

Mother Teresa of Calcutta (1910-) was a world famous Catholic nun. From the age of 18 she worked in India to help the poor. For more than 20 years she took care of people who were often mentally or physically disabled. She was awarded the Nobel Peace Prize in 1979. In , she was honoured with the name of Blessed Teresa.

Step 4 Game

Besides these four great women, there must be more great women who really inspire you. Let’s play a game. Student A thinks of a famous woman, comes to the blackboard, writes the name on a piece of paper and folds it so that it can’t be seen. One of the other students begins by asking questions about her. Student A may only answer “yes” or “no”. If the answer is “yes”, the student can ask more questions. If the answer is “no”, another student gets a chance to ask questions. Keep asking questions until you know who she is.

Example: B:Is she Chinese? A:Yes, she is.

B:Is she a famous actress? A:No, she isn’t.

C:Is she good at sports? A:Yes, she is.

C:Has she ever been a world champion? A:Yes, she is.

C:Does she play table tennis? A:Yes, she does.

C:Is her name Deng Yaping? A:Yes, it is.

Some possible great women:

Deng Yaping, Miss Nightingale, Helen Keller, Madam Thatcher, Marilyn Monroe, Wu Zetian, Zhao Wei etc.

Step 5 Pre-talking

As we all know, there are many famous women in all fields, including politics, science, literature and peace. All these fields were usually occupied by men. But it has proved that women can do as well as men. They have got many prizes and achieved fame and fortune. Fans, flowers and applause are all around them. What we have seen is their success and their fame. Ask questions :

1.Do you admire them? Why?

2.Is it easy for them to reach their achievements?

3.What qualities have made them stand out?

Fame and achievements never come easy. In addition to that, the career of women is often less smooth than that of men. They have to overcome obstacles. It has often been said that life is difficult as it is. For women it sometimes seems twice as difficult.

4.Was it more difficult in the past?

In the old time, girls used to be looked down upon. They didn’t learn to read or write. When they got married, what women were expected to learn was how to “catch” husbands and then to keep them happy by running a comfortable home. They couldn’t go out to work. In modern times, great changes have taken place. Please turn to Workbook Page 95 Talking. Look at the graph.

Step 6 Role Play

The graph shows us that the number of women taking part in higher education in China is actually very high. And their members are on the rise. So if women get out of school with a high level of education, why is it difficult for them to get high-level jobs?

Suppose you are all members of a group that must decide who will be the new manager in the department store where you work. A woman has applied for this job and you discuss whether she can get the job or not. There are five roles:

1)First, there is the boss of the company.

2)Second, there is the manager who is leaving. It is his job that the woman wants to take.

3)Third, there is a colleague who will have to work together with the manager.

4)Fourth, there is a worker. The new manager will be his or her boss.

5)Finally, there is the owner of the company who will help the others to make a decision.

The students will be divided into groups of five. In each group, there are five roles. The role of the fifth student is the owner of the company who will help the others make the best decision. The boss will start the discussion. Later, ask one group to act it out.

Example:

B: Okay. As we all know M, the manager here will leave next month. So our company will hire a new staff member. We have received many letters from men and women who would like to take this job. In this meeting, we hope to make a decision whom to give the job. M, maybe you can say something first.

M: OK. Well, we all know that my job is no easy one. Therefore we are looking for somebody who is responsible and has good communication skills. There is no need to say that we are looking for somebody who is hard-working and loyal to our company. I think the person for this job must be good at dealing with people and he or she must be a real team worker. The job is difficult because sometimes there can be conflicts between staff. You have to be a strong kind of person and hold a firm stand.

B: Well. Together with the owner of the company, we have already looked at most letters and made some choices. Manager of this department is an important job in our company and that’s why I want that person to be a strong and inspiring personality. Qualities that the right person for this job should have are that he or she is friendly and warm, but also strong and smart. We are now left with two, a man and a woman. I would like to hire the man, because I think a man will do this job better. But the woman has better qualifications and although she does not have as much work experience as the man. It looks as if she could do the job well. The owner of the company has said, well maybe he can explain himself.

O: Yes. I have no preference for myself. I believe both the man and the woman could do the job very well. The things, however, I would like all of you to consider are: 1. It might be good if we had more female managers in our company, so the management team could learn more from different experiences, and 2. Most staff that the new manager has to work with are women. I know there never were any problems with X, but I have also heard that some colleagues in the department would welcome a woman in this position. We are here to hear their opinion, before making a decision.

C: Well, many of our colleagues are women and they do their jobs just as well as the men. I think it could be either a man or a woman, though I prefer we choose a woman. It is very pleasant to work with different people and because there are already so many men working as managers in the company, it might be a good idea to hire the woman.

M: Qualities that the right person for this job should have are that he of she should be honest, strong and hard-working. And as far as I can see, both men and women can have all these qualities. The most important thing is that the job gets done.

C: Sure. Maybe men and women have different ways to solve problems, but we should not say that it isn’t a good thing. I’m sure a female manager will hold her stand in conflicts and can be strong.

W: I haven’t met this person. I’m not sure whether we should take a man or a woman. I suppose if both are equal in many ways, I agree with the owner that we should take a woman. In some ways it would be easier for female staff to talk to a female manager. She might understand some problems better. I believe that women should get the same opportunities provided that she is well qualified and possesses the qualities we feel are needed. On the other hand I am sure that if everybody feels that the man is the better of the two, then we should decide to take him.

B: Well, that should not make any difference. I think the person for this job could either be a man or a woman. The qualities that the right person for this job should have are to treat all staff, men and women equally. …

Step 6 Summary

Today we’ve learnt something about some great women in the world. From what we’ve learnt we can understand that women are equal to men. If we want to succeed, we must work hard.

Just as Madam Curie says: “Life is not easy for any of us. We must work, and above all must believe in ourselves. We must believe that each of us is able to do something well and that, when we discover what this something is, we must work hard at it until we succeed.”

Homework

1.Extended reading---Read four passages about Song Qingling, Madam Curie, Pearl S Buck, Mother Teresa to get more information.

2.Search the Internet for facts about Antarctica and Arctic.

Period 3 Reading

Goals:

1.Train the students’ basic reading ability by getting to know something about a famous woman named Helen Thayer.

2.Let students have strong wills and determination if they set their goals.

Step 1 Lead-in

Show some pictures of winter scenery, the North Pole and the South Pole, etc. While asking and answering, the teacher should present some new words.

Ask Qs:

1. Are they beautiful?

2.Is it cold or hot?

3.Where is the coldest place? (The North Pole and the South Pole/Antarctica)

4.What countries are part of the North Pole and South Pole?

Countries that are part of the North Pole: Norway, Sweden, Russia, Finland, The USA, Canada, Greenland, Denmark

Countries that are part of the South Pole: Chile, Argentina, South America, Australia, New Zealand

5.What’s the weather like there?

(extremely cold, stormy, windy, 24 hours of day or night) (show videos)

6.What animals live on the North Pole and the South Pole

Some animals that live on the North Pole: polar bear, wolf, snow fox, seal, walrus, reindeer, moose, killer whale

Some animals that live on the South Pole: penguin, seal, walrus, whale

7.Why do polar bears never eat penguins?

Polar bears live on the North Pole while penguins live only on the South Pole.

Step 2 Pre-reading

1.Do you want to go there and have a look at these animals with your own eyes?

2.If you want to go there, what will you take with you? Why?(While asking and answering, teaching some new words and expressions.)

1)warm clothes 2)dark sun-glasses 3)ski/snowshoe

4)tent (put…up for shelter) 5)sled (pull… dogs) 6)ice pick

7) matches. 8)maps 9)stove 10)backpack

3.What doesn’t need to be brought? (Drinking water)

4. Will you travel alone to the South Pole?

5.If a person was alone in Antarctica, what would the person be like in your opinion?

The person should be strong, young, energetic, healthy and brave.

The person should have a strong will, great courage and determination.

It’s clear to see that being in Antarctica alone is a dangerous journey of challenge. Can you imagine a woman of 60 years old making a solo expedition in Antarctica? The woman is called Helen Thayer.(呈现图像)

Step3 Skimming

Task 1 Now please read the text fast to find out:

Did Helen Thayer finish her solo expedition? (No)

Task 2 Then show the six simple drawings in the wrong order. Ask them to rearrange the pictures in the right order.

Step 4 Scanning

Then the teacher explain each picture by asking and answering some questions. Meanwhile, some important and difficult language points in bold should be explained.

Picture Detailed Information

1 1)What did she do at 50?

2)What did she decide to do at 60?

3)When did she begin her journey?

2 1.What was the weather like?

2.How was the weather later?

3.How many hours did she travel when the winds increased?

3 1.When was her birthday?

2.How did she spend her birthday?

4 1.What happened when she was moving forward over a slope?

2.How did she rescue herself?

3.Why do you think she could rescue herself?

5 1.How did she hurt herself?

2.What did she do after the accident happened?

3.What’s the result of the accident?

6 1.What decision did she make?

2.Why did she make such a decision without regret?

Suggested answers:

1)The sweetest grapes hang the highest.最甜的葡萄在最高的树梢。

2)Where there is a will, there is a way.有志者事竟成。

3)Perseverance is vital to success.毅力是成功的重要条件。

Step 8 Song.

Enjoy a song----- It’s A Long, Long Road To Travel Alone

I always thought I’d like to roam

One day I started alone

Out in this old wide wicked world

Away from friends and home

It’s a long long road to travel alone

And when the day is gone

No place to pillow my head at night

Only on the cold stone

I’ve traveled around from town to town

Now it’s time that I settled down

I’ve had my fill of rambling around

And now I am homeward bound

One day a letter came to me

And this is what it read

Come home my boy to the old homestead

Your father and mother are dead

It’s been a long road to travel alone

I wish I had never roamed

I thought I’d soon see my mother and dad

But now I am left alone

Homework

1. 假设你是Helen Thayer，请你选择下面的日期写一篇探险日记。

Nov.12,1997 / Nov.22,1997

2.Surf the internet for more information about Helen Thayer.

相关网址www.goals.com/thayer/expfrm.htm.

Period 4 Post reading

Goals:

1.To develop some in-depth understanding skills by correctly evaluating Helen Thayer.

2.To inspire students to aim high , work hard and keep on working to reach their goals. Sometimes they should find solutions or different ways to reach their goals if their results are not very good or they have difficulty.

Step 1 Lead-in

Ask some Ss to share the diaries about Helen Thayer’s solo expediton with the whole class.

Step 2 Post-reading

(Group work)

1.Do you admire Helen Thayer?

2.What kind of woman is Helen Thayer? Why?

Suggested answers:

brave It is unusual for women of her age to do things like that.

strongThe description of the terrible weather conditions and the ways she deals with her accident.

perseverantShe has the power to go on even when the circumstances or conditions are very hard.

responsibleShe demonstrates this by her good decision to stop and not risk her life after her accident.

honestThe description of her journey.

Step 3 Appreciation

(Individual work)

Ask Ss to find out the beautiful sentences which make deepest impressions on them. Then paraphrase them.

1.Another-journey of challenge and danger was about to begin.

Paraphrase: I was going to start another journey of challenge and danger.

2.I found myself spending a whole day in my tent.

Paraphrase: Suddenly I found that I had been spending a whole day in my tent.

3.I was thankful for all the training I had had.

Paraphrase: I was rescued by myself all because of the training that I had had.

4.It is an experience I shall never forget and shall value for the rest of my life.

Paraphrase: This experience will affect my life in the future.

5.Within a few minutes the winds increased to a howling storm that threatened to blow me and my tent away, but none of that happened.

6.A few days later, I was moving forward over a slope that seemed safe when suddenly without warning my world dropped out from under my skis.

notes: The sentence structures of No.5 and No. 6 should be analysed carefully and the personification should be pointed out.

Step 4 Discussion

Task 1(Pair work)

Some people think Helen Thayer is a failure because she didn’t finish her extreme travel. Do you agree? What’s your point of view?

Suggested answers:

Helen Thayer shows us that no matter whether we are men or women and no matter what age, we can set ourselves goals and work hard to achieve them. In the process of getting there. She experienced difficulties and set-backs. After a bad accident, she realized that she could not reach her goal in any possible way, or her ambition was too high for her. She gave up and go back home. It is reasonable. We shouldn’t risk our life. We can change our ways or methods to reach the goal. In a word, Helen Thayer is a success.

Task 2(Group work)

1.What about your own goals in life?

2.How will you try to reach them?

Some advice:

A.You must set goals (what you are really good at and what you most like to do)

B.In any cases, work hard and keep on working to reach your goal.

C.If your results are not very good or you have difficulty, you must think about this carefully. You have to go on or make a decision. The most important thing is to believe in yourself and not to give up too early.

Step 5 Extended reading

Read the passage about Helen Thayer--First Woman to Solo Any of the World’s Poles in order to get more information about her extreme travel to the North Pole.(show a picture of Helen Thayer with her faithful dog called Charlie.)

Helen Thayer

--First woman to Solo Any of the World’s Poles

Helen Thayer, born and educated in New Zealand enjoyed a lengthy career as an international discus thrower, representing three countries, New Zealand, the country of her birth, Guatemala, where she lived for almost four years with her husband Bill, a helicopter pilot, and then the United States. Later in 1975 she won the USA national luge championship, gained All American honours and represented the USA in luge competition in Europe. She was a cross country ski racer and instructor, a kayak racer, high altitude mountain climber and climbing instructor. She climbed the highest mountains in New Zealand, (Mount Cook), North America, (Mount McKinley), former Soviet Union, (Peak Lenin and Peak Communism). She also climbed in Mexico, and China, in addition to a multitude of the highest peaks in the rugged Cascade Mountains where she and Bill live in the Cascade foothills.

In 1988 Helen and her husband Bill, decided to create a series of educational projects for students K to 12 throughout the world.

The first project would be a journey to the North Pole. It was the barren islands, the hardy plant life, the arctic animals which have adapted to one of the world harshest climates and the sea ice which Helen would have to travel across that made her realize that this would be the place to begin the educational programs. Polar bears were her special fascination and she was not to be disappointed. This is home to one of the largest populations of Polar bears in the world.

In 1988, at the age of 50, Helen decided to walk alone to the North Pole without the aid of aircraft, dog teams or snow mobiles. She was totally unsupported. She walked and skied, pulling her own 160 pound sled filled with all her supplies. Her only companion was Charlie, a black Canadian Eskimo Husky. Charlie’s only job was to walk at Helen’s side to protect her from polar bears. He did his job well. He saved her life at least once. They were confronted by seven polar bears, one at a time, throughout the almost month- long journey of 364 miles. Helen made her way around the entire North Pole area.

She began on March 30 and finished on April 27. It was a long and lonely journey. Helen’s expedition was the only one going to the magnetic North Pole in 1988, therefore she had no warning of the ice conditions which lay ahead of her.

Then she wrote a book about her journey to the Pole titled Polar Dream with a foreword by Sir Edmund Hillary, published in the USA by Simon& Schuster.

Helen traveled most of the journey across the sea ice photographing and taking notes as she went. Because the North Pole is constantly in motion, she traveled to the area of the Pole. The Canadian Geological Survey gives expeditions, air charter services and scientists the yearly coordinate of the Pole which is the approximate center of a large area.

When Helen arrived in the area of the Pole she traveled a roughly triangular path throughout the area. Although it meant walking and skiing many more miles it was only by walking around the area that Helen could photograph and describe in her educational program, the various islands of the North Pole.

After she returned home her first job was to gather her photographs and notes into a programme of education for students K to 12. The educational programme has reached students in 38 countries. To date Helen has spoken to more than 450,000 students in schools, classrooms and school conventions.

Polar Dream is an adult book but is also popular in classrooms as a study project. Not only is the book the real life story of this historical journey but it is a factual account of this interesting place close to the top of the world.

And it is the story of a faithful dog called Charlie who traveled at Helen’s side watching for polar bears. Charlie went home with Helen and lives with three other dogs, 4 goats and two donkeys. He runs with the Thayer’s daily hikes and climbs mountains. He truly enjoys a life of luxury. As Helen will tell you, “What Charlie wants, Charlie gets”

Ask and answer some questions:

1.What did she do?

2.How many high mountains did she climb?

3.Why did she decide to make the journey to North Pole? Did her husband support her?

4.Who was her only companion on the journey? How did it help her?

5.What has become of her companion?

6.In what way did she travel throughout the area of the North Pole? Why?

7.Did she finish her journey? How long did it last?

8.What book did she write about her journey to the North Pole?

Suggested answers:

1. She enjoyed a lengthy career as an international discus thrower. She was a cross country ski racer and instructor, a kayak racer, high altitude mountain climber and climbing instructor.

2. She climbed the highest mountains in New Zealand, (Mount Cook), North America, (Mount McKinley), former Soviet Union, (Peak Lenin and Peak Communism). She also climbed in Mexico, and China, in addition to a multitude of the highest peaks in the rugged Cascade Mountains where she and Bill live in the Cascade foothills.

3. In 1988 Helen and her husband Bill, decided to create a series of educational projects for students K to 12 throughout the world. /Yes.

4. Her only companion was Charlie, a black Canadian Eskimo Husky. Charlie’s only job was to walk at Helen’s side to protect her from polar bears.

5. Charlie went home with Helen and lives with three other dogs, 4 goats and two donkeys. He runs with the Thayer’s daily hikes and climbs mountains. He truly enjoys a life of luxury.

6. She traveled a roughly triangular path throughout the area. Although it meant walking and skiing many more miles, it was only by walking around the area that Helen could photograph and describe in her educational program, the various islands of the North Pole.

7.Yes./ She began on March 30 and finished on April 27.

8. Polar Dream.

Homework:

1.Suppose you are a reporter on a magazine named “Great Women”. You’re going to write a report about Helen Thayer after the interview with her.

(Group work): Work in groups and discuss how to write the report, what to write and how to describe Helen Thayer. Then finish it.

2.Preview “Language Study”.

Period 5 Language Study

Goals:

1.To practise using some words and expressions in the unit.

2.To help the students to draw the grammar rules for Subject-Verb Agreement and put them into practice.

Step1 Game

In the last several periods, we’ve learned some new words. Let’s play a game:

Two students from each group are standing face to face. Some words are shown on the screen. One of them explains them one by one either by body language or by giving situations, the other tries to say the word by guessing its meaning. The one who guesses the most in the given time will win.

The words are as follows: generous, warm-hearted, threaten, tense, thankful, candle, miserable, cheerful, mean, shelter, slope, solo, mean, inspire, challenge, optimistic, value.

Sample situation:

T: The Wangs are my neighbours. One evening, someone knocked at my door. I opened and saw the son with a basket of ripe and nice oranges. He said his uncle had brought them a lot from the countryside and his mother wanted him to give some to me for a taste. Before I could express my thanks, he moved to the next house. The Wangs are always ready to have their neighbours share the things their relatives bring them. What do you think of the Wang’s Family? And what about their son?

S: ( The family are generous, and the son is generous, too.)

Step 2 Word Study

I. Turn toSB Page 32 Word Study Complete these sentences with the words from the box.. Some words may not be used.

II.Turn to page 97 and finish Exx 1 and 3 as quickly as possible

Step 3 Grammar

Task 1 Multiple choice

1)A library with five thousand books ______ to the nation as a gift.

A.is offered B.has offered C.are offered D.have offered

2)Growing around the lake ______ wild flowers of different colors.

A.is B.are C.was D.has been

3)Each of the hotel’s 3000 rooms ______ with air conditioning and television.

A.has equipped B.were equipped C.is equipped D.are equipped

4)Different areas of the country _______ own customs.

A.have their B.have its C.has their D.has its

5)The Olympic Games, which ______ held every four years, ______ the most important event in the world.

A.are,is B.are,are C.is,is D.is,are

Suggested answers:

1)A 2)B 3)C 4)A 5)A

Task 2 Conclusion

From the exercises we know that singular nouns are used with singular verbs while plural nouns are used with plural verbs.

Task 3 Filling the blanks with the correct verb form.

1)Our little group ______ complete again.

2) ______ your group want to stop for lunch now?

3)Our family ______ not poor any more.

4)The Smith’s family all ______ Chinese.

5)The army ______ helping to clear up after the floods.

6)The army ______ the important task to keep the peace.

7)Our class______ better than any other classes at playing basketball in our school.

8)Our class______ playing a basketball match tomorrow.

9)The team ______ going to play a match on Saturday.

10)This international organization ______ going to open an office in Beijing.

11)The government ______ to build new villages in the north.

12)The government ______ holding a meeting this evening to discuss the problems.

Suggested answers:

1)is 2)Do 3)is 4)speak 5)are 6)has 7)is 8)are

9)is/are 10)is 11)is 12)is/are

Task 4 Conclusion

From the exercises we know that Collective nouns can have a singular or plural verb. If the noun refers to a whole unit, the verb is singular. If it refers to the individual members of a unit, the verb is plural. Such collective nouns are: army, class, family, club, company, audience, committee, public, party, government, crowd, police, band, minority and so on.

Task 5 Practice

Get the Ss to make sentences with collective nouns as subjects(Show pictures of two families and two groups).

1)The whole family are watching TV.

2)His family is a big one.

3)The group are having a discussion.

4)This group is bigger than that one.

Task 6 Practice

Finish Students’ Book Page 33 Exx 1 and 2 as quickly as possible.

Step 4 Project

(Group work) Each group is asked to prepare a paper for testing Subject-- Verb Agreement.

The number of exercises should be 10, and the form is unlimited. You can refer to the exercises and checkpoint we’ve finished. Then each group exchange the papers with each other. Correct the mistakes while doing it. The best one will be printed out for your homework.

Homework

1.Read SB Page 155 Subject-Verb Agreement carefully to get more rules.

2.Finish the paper for testing Subject-Verb Agreement.

3.Finish WB Page

4.Put the sentences into English.

1) 四班正在讨论怎样学好英语。

2)每一个学生都参加了这次运动会。

3)不是他去，就是我去。

4)刘军和魏国都不来。

5)书包里有一只铅笔盒，一块手表和几本书。

6)这件事谁也不知道。

7)我们每人都知道他在想什么。

8)我们中间没有人去过加拿大。

9)他们俩都不懂法语。

10)周兰和杨蓓都爱好体育。

11)警察正在问他们问题。

12)340加660等于1000。

Suggested answers:

1)Class Four are discussing how to learn English well.

2)Every student has taken part in the sports meeting.

3)Either he or I am to go.

4)Neither Liu Jun nor Wei Guo will come/is coming.

5)There is a pencil-box, a watch and some books in the schoolbag.

6)Nobody knows anything about it.

7)Every one/Each of us knows what he is thinking about.

8)None of us has been to Canada.

9)Neither of us has been to Canada.

10)Both Zhou Lan and Yang Pei like sports.

11)The police are/is asking them questions.

12) Three hundred and forty plus six hundred and sixty is/are one thousand.

Period 6 Integrating Skills

Goals:

1To learn how to use examples to support your opinions.

2.To learn to write a fan letter.

Step 1 Pre-reading

1. There are many famous women in all fields. Let’s enjoy some pictures of them.

(Show pictures of famous women such as Deng Yaping, Miss Nightingale, Helen Keller, Madam Thatcher, Marilyn Monroe)

2. (individual work)What do you think is needed in order to be a successful woman?

(A successful woman should be intelligent, determined, hard-working, energetic, strong, responsible, perseverant and endurant.)

Step 2 Reading

As we have seen, women often experience more difficulty reaching high positions. In America and many other places it is even more difficult when people are coloured. In addition to that, people from poor, remote areas or small villages and towns also often have more difficulty in going to good schools and finding good jobs than people who have grown up in bigger cities. Today we’ll read a passage about such a black woman from a poor village in America. (Show the video of her interviewing Marilyn Monroe).But now, she is the Number One TV personality.

Step 3 Skimming

Read the passage to find out how Oprah Winfrey achieved success.

(Hard work and discipline lead to her success)

Step 4 Scanning

Task 1 Ask Ss to read each paragraph and find out the main idea for it.

Task 2 When asking for main ideas for each paragraph, the teacher ask more questions for details.

Title Para Main Idea Detailed Information

: 1

: Oprah Winfrey is not just a very successful TV Personality in the USA, She is also a woman who has inspired millions.

1)What is Oprah’s Programme about?

2)Why is Oprah Winfrey not just a very successful TV personality in the US, but also a woman who has inspired millions?

2 Her family 3) What about her family?

3 She was an extremely bright girl at school. 4)Why was she an extremely bright girl at school?

5)What did she learn from her father when she lived with him?

4 Her work experience. 6)What did she do?

7)Why is her show one of the most popular television programmes in history?

5 Oprah Winfrey’s wonderful career inspires many people to fight for success.

Suggested answers:

1)In her television shows she makes it possible to talk about great moments and difficulties in people’s lives. Her another programme about literature is popular as well.

2)Oprah Winfrey is not just a successful TV personality. She has inspired millions of people through her talk shows. She helped people by giving information about difficulties that they had in their lives and talked about things that people could not or were afraid to talk about. In that way she helped people come to terms with problems that worried them or for which they could not find solutions.

3)For her family, life seemed to hold no promise.

4)She asked her kindergarten teacher to let her go to school sooner and she also skipped the second grade of primary school. A few years later, she won a college scholarship that allowed her to go to university.

5)Hard work and discipline could lead to self-improvement.

6)Worked part-time on a radio programmeStarted working for different television stations became the host of “AM Chicago”

7)Oprah’s show is one of the most popular in history. The history of television is of course not very long. Oprah has been successful with her TV programme for more than 20 years.

After asking and answering, the teacher can present the table below for the students to have a better understanding about how Oprah Winfrey reached her success.

a successful TV personality

a woman who has inspired millions

work for television talk about /great moments/ difficulties

help / come to terms with

program about

literature / popular

win many prizes

go to university Host a talk show

AM Chicago →

The Oprah Winfrey Show for over 20 years.

a bright girl

6-14 hard won a college

scholarship

part-time job on a radio program

black

born in a poor family

skip second grades

hard work discipline self-improvement success

Step 5 Listening

Go through the passage while listening to the tape. The teacher may explain some language points.

I.difficult expressions:

1.come to terms with 甘心忍受

2.bother sb. about sth. 麻烦某人某事

3.inspiring/ inspired令人鼓舞的/备受鼓舞的

4.hold no promise 毫无希望

5.lead to…= cause 引起,导致

6.so far 到目前为止，和现在完成时连用。

7.inspire sb. to do sth. 鼓舞某人做某事

8.within reach在某人所能够得着的范围

II.difficult sentences:

1….made it possible to talk about great moments…

2.Ophrah Winfrey is a black woman whose rise to fame is an inspiring story

3.For Many women such hardship would be too heavy to bear

Step 6 Role play

(Group work) Suppose you were Oprah Winfrey. Now you are at work. You work on a radio programme. People who have something that bother them or have something they can’t talk with others often ask you for help…

Problem 1: Student A has a problem with his friend. He lost 100 yuan last week and he thought it was his new friend who took it because he was with him all the time that day. But he can’t make a check on his friend and he doesn’t want to lose his friend. He wonders what to do.

Problem 2: Student B has a problem with his parents. He thinks that what his parents say is to ask him to work hard and do well in the college entrance exams. Their goal is his son should go to key university. What they care most is his marks and his health. He is unhappy at home. In this way he can’t get on well with his parents.

Problem 3: Student C is good at singing and dancing. Of course she is pretty. She wants to be a famous singer or a film star. She wonders how she can achieve success.

Problem 4: Student D is struck by one of his classmates. He is sure he loves her. It has a very bad effect on his study. He doesn’t know what to do.

Work in groups and do the role play. Then get the Ss to act it out.

Step 7 Writing

You know, Oprah Winfrey is not just a very successful TV personality in the USA, she is also a woman who has inspired millions. She gets many fan letters every day. She enjoys reading them. Here is a letter from one of her fans(SB Page 35). Read it and go on to read tips on writing and try to find out how to write a fan letter. Use it as a model and write a letter to a famous woman you admire, and read to each other in the group.

Guided writing

假设你是好莱坞著名华裔女影星-----刘玉玲的影迷，根据下面所提供的资料，给她写封信(请不要逐字翻译)。词数：100词左右。信头已给出(不计入总词数)。

刘玉玲(英文名：Lucy Alexis Liu)1986年12月2日生于美国纽约，从小立志想成为演员。大学毕业后，边打工边为争取角色而到处试镜，不断碰壁却不气馁，终于有了回报。因演电视戏剧《艾莉的异想世界》(Ally Mc Beal)中的吴琳一角而开始令人瞩目。她在成龙的动作喜剧片《西域威龙》(Shanghai Noon)中饰演公主。接下来，因演《霹雳娇娃1，2》(Charlie’s Angels)而大红大紫，风靡全球。同时自19以来也获得了不少国际性奖项。

One possible version:

Dear Miss Liu,

My name is Emily Li. I am 17 and live in Zhejiang, China. I wish to tell you how much I like your films and your performance. I am a big fan of your work. I have seen you on TV and in movies many times. My favorite movie is Charlie’s Angels.

I really admire you and all the good work that you do. I know you had dreamed of becoming an actress since you were a little girl. After college, you took a number of different part-time jobs while waiting for your fortune. In the beginning, your acting career seemed to be going nowhere, but you didn’t give up. Your persistence slowly began to pay off. Now you are world-famous because of your hard work. I hope to be just as successful as you are when I grow up.

Good luck to you always. I wish you a lot of success in the future.

Your fan and friend,

Emily Li

Step 8 Assessment

(Group work)Exchange the writing with the group members according to the following criteria for the content

1)Does the writer follow the format for informal letters?

(address +date at the top, opening and closing)

2)Does the letter give enough detail about the writer’s hero and his or her work?

1) Does the writer express his or her admiration?

Each group recommends one letter to show to the class.

Homework:

1.Finish reading the Integrating Skills on the workbook..

2.Go over the whole unit and do self-assessment. .

3.Surf the Internet about Oprah Winfrey.

高三英语写作课教案篇6

班级姓名学号等第

一. 单项选择

1.She had just finished her homework ______ her mother asked her to practice playing the piano yesterday. A. when B. while C. after D. since (09福建)

2. My parents don’t mind what job I do ______ I am happy.

A. even though B. as soon as C. as long as D. as though (09陕西)

3. You can’t borrow books from the school library ______ you get your student card.

A. be fore B. if C. while D. as (09上海)

4. Peter was so excited _______he received an invitation from his friend to visit Chongqing.

A. where B. that C. why D. when (09重庆)

5. All the dishes in this menu, _________otherwise stated, will serve two to three people.

A. as B. if C. though D. unless (09全国2)

6.Because of the financial crisis, days are gone ________local 5-star hotels charged 6,000 Yuan for one night. A. if B. when C. which D. since (09江苏)

7 ____________ unemployment and crime are high, it can be assumed that the latter is due to the former. A. Before B. Where C. Unless D. Until (09江苏)

8.The little girl who got lost decided to remain __________ she was and wait for her mother.

A. where B. what C. how D. who (09山东)

9.The medicine works more effectively __________ you drink some hot water after taking it.

A. as B. until C. although D. if (09 浙江)

10.It’s just unfair ___ I was working as a waiter last month, my friends were lying on the beach.

A. whenever B. though C. for D. while ( 09 辽宁)

11.---I wonder how much you charge for your services.

---The first two are free___________ the third costs $30.

A. while B. until C. when D. before (09 安徽)

12.________ the police thought he was the most likely one, since they had no exact proof about it, they could not arrest him.

A. Although B. As long as C. If only D. As soon as (09湖南)

13.You may use the room as you like________ you clean it up afterwards.

A. so far as B. so long as C. in case D. even if (09北京)

14.The doctor warned John that he might be overnight __________ he got enough exercise.

A.. because B. if C. unless D. until (09上海春)

15. ___________a certain doubt among the people as to the practical value of the project.

A. It has B. They have C. It remains D. There remains (09安徽)

16.She is very dear to us. We have been prepared to do __________it takes to save her life.

A. whichever B. however C. whatever D. whoever (09湖南)

17.The fact has worried many scientists ______ the earth is becoming warmer and warmer these years. A. what B. which C. that D. though (09江西)

18.Could I speak to ___________is in charge of International Sales please?

A. who B. what C. whoever D. whatever (09海南)

19.The how to book can be of help to __________wants to do the job.

A. who B. whomever C. no matter who D. whoever (09陕西)

20. One of the most important questions they had to consider was _________of public health.

A. what B. this C. that D. which (09海南)

21.As a new diplomat, he often thinks of ________he can react more appropriately on such occasions. A. what B. which C. that D. how (09上海)

22. News came from the school office ________Wang Lin had been admitted to Beijing University. A. which B. what C. that D. where (09四川)

23. It is obvious to the students ______ they should get well prepared for their future.

A. as B. which C. whether D. that (09天津)

24.--- Is there any possibility ______ you could pick me up at the airport?

---No problem. A. when B. that C. whether D. what (09浙江)

25. We should consider the students’ request______ the school library provide more books on popular science. A. that B. when C. which D. where (09重庆)

26.Many young people in the West are expected to leave ______ could be life’s most important decision-marriage-almost entirely up to luck.

A. as B. that C. which D. what (09江苏)

27. The little girl who got lost decided to remain _________she was and wait for her mother.

A. where B. what C. how D. who (09山东)

28. A good friend of mine from______ I was born showed up at my home right before I left for Beijing. A. how B. whom C. when D. which (09安徽)

29. Many children, ______ parents are away working in big cities, are taken good care of in the village. A. their B. whose C. of them D. with whom (09安徽)

30.-What do you think of teacher, Bob?

-I find it fun and challenging. It is a job ___ you are doing something serious but interesting.

A. where B. which C. when D. that (09北京)

31. It’s helpful to put children in a situation ______they can see themselves differently.

A. that B. when C. which D. where (09福建)

32.I was born in New Orleans, Louisiana, a city ______name will create a picture of beautiful trees and green grass in our mind.. A. which B. of which C. that D. whose (09湖南)

33. The house I grew up ________ has been taken down and replaced by an office building.

A. in it B. in C. in that D. in which (09江西)

34. She brought with her three friends, none of ______ I had ever met before.

A. them B. who C. whom D. these (09海南)

35. Whenever I met her, _________ was fairly often, she greeted me with a sweet smile.

A. who B. which C. when D. that (09山东)

36. Gun control is a subject ______Americans have argued for a long time.

A. of which B. with which C. about which D. into which (09陕西)

37. She’ll never forget her stay there ________ she found her son who had gone missing two years before. A. that B. which C. where D. when (09四川)

38. A person ______ e-mail account is full won’t be able to send or receive any e-mails.

A. who B. whom C. whose D. whoever (09天津)

39. I travel to the Binhai New Area by light railway every day, _____ do many businessmen who live in downtown Tianjin. A. as B. which C. when D. though(09天津)

40. I have reached a point in my life ______ I am supposed to make decisions of my own.

A. which B. where C. how D. why (09浙江)

41. Life is like a long race _____we compete with others to go beyond ourselves.

A. why B. what C. that D. where (09重庆)

42. My friend showed me round the town, ______was very kind of him.

A. which B. that C. where D. it (09全国II )

43.As a child, Jack studied in a village school, _________ is named after his grandfather.

A. which B. where C. what D. that (10 全国I)

44.Mary made coffee __________ her guests were finishing their meal.

A. so that B. although C. while D. as if (10全国I)

45.The little boy won’t go to sleep ________ his mother tells him a story.

A. or B. unless C. but D. whether (10全国I)

46. We haven’t discussed yet ________ we are going to place our new furniture.

A. that B. which C. what D. where (10全国I)

47. Tom was about to close the window__________ his attention was caught by a bird..

A. when B. if C. and D. till (10全国II)

48. ---Have you finished the book?

---No, I’ve read up to _________ the children discover the secret cave.

A. which B. what C. that D. where (10全国II)

49. I refuse to accept the blame for something ________was someone else’s fault.

A. who B. that C. as D. what (10全国II)

50. To improve the quality of our products, we asked for suggestions________ had used the products. A. whoever B. who C. whichever D. which (10重庆)

51. In China, the number of cities is increasing___________ development is recognized across the world. A. where B. which C. whose D. that (10重庆)

52. Today, we will begin _______ we stopped yesterday so that no point will be left out.

A. when B. where C. how D. what (10重庆)

53. ---Our holiday cost a lot of money.

---Did it? Well, that doesn’t matter _________ you enjoyed yourselves.

A. as long as B. unless C. as soon as D. though (10江西)

54. The girl arranged to have piano lessons at the training centre with her sister ________ she would stay for an hour. A. where B. who C. which D. what (10江西)

55. The old man asked Lucy to move to another chair _______he wanted to sit next to his wife. A. although B. unless C. because D. if (10辽宁)

56.It was from only a few supplies that she had bought in the village ________the hostess cooked such a nice dinner. A. where B. that C. when D. which (10 安徽)

57.Just use this room for the time being, and we’ll offer you a larger one _______ it becomes available. A. as soon as B. unless C. as far as D. until (10 安徽)

58.John’s success has nothing to do with good luck. It is years of hard work _______ has made him what he is today. A. why B. when C. which D. that (10湖南)

59. Tim is in good shape physically _________ he doesn’t get much exercise.

A. if B. even though C. unless D. as long as (10湖南)

60. Cindy shut the door heavily and burst into tears. No one in the office knew _______ she was so angry. A. where B. whether C. that D. why (10湖南)

61. ---Can you believe I had to pay 30 dollars for a haircut?

---You should try the barber’s _______ I go. It’s only 15.

A. as B. which C. where D. that (10天津)

62. As a new graduate, he doesn’t know _________ it takes to start a business here.

A. how B. what C. when D. which (10天津)

63.The newly-built café, the walls of________ are painted light green, is really a peaceful place for us, especially after hard work.

A. that B. it C. what D. which (10江苏)

64.---I prefer shutting myself in and listening to music all day on Sundays.

---That’s ________ I don’t agree. You should have a more active life.

A. where B. how C. when D. what (10江苏)

65.---How about camping this weekend, just for a change?

---OK, __________ you want.

A. whichever B. however C. whatever D. whoever (10浙江)

66. The settlement is home to nearly 1,000 people, many of ________ left their village homes for a better life in the city. A. whom B. which C. them D. those (10浙江)

67. It is uncertain ______side effect the medicine will bring about, although about two thousand patients have taken it. A. that B. what C. how D. whether (10浙江)

68. It never occurred to me _______ you could succeed in persuading him to change his mind.

A. which B. what C. that D. if (10陕西)

69. John thinks it won’t be long _______ he is ready for his new job.

A. when B. after C. before D. since (10陕西)

70. Because of the heavy traffic, it was already time for lunch break______ she got to her office.

高三英语写作教学的探索与实践篇7

一、加强学生写作动机的培养

1．通过情感态度培养，激发学生写作动机。

俗话说，亲其师才能信其道。学生对英语教师的情感认同程度影响着学生的学习成效。作为英语教师，要关心爱护学生，关注他们学习上的点滴进步；营造轻松和谐的课堂气氛，鼓励学生自由表达自己的思想和情感；用赞赏和肯定代替批评和挖苦，保护学生的自尊心，拉近师生之间的情感距离。

教师应有计划和有目的地拟定学生感兴趣且学生有话可写的题目，阐明写作的要求及目标，开发学生写作的“最近发展区”，让所有的学生都能体验写作成功的喜悦。

2．通过教师批改和讲评，增强学生的写作信心。

作文批改是写作教学中必不可少的环节。批改时，教师要避免只盯着学生的语言表达错误，而忽略整篇文章的内容。教师应先从文章的完整性、谋篇布局等大处着眼。教师还要对不同的学生，以不同的标准进行评判、打分。尤其对基础差的学生要适当放宽评分尺度，要不吝啬地进行表扬，要注意评价的正面鼓励和激励作用。要中肯而有针对性地指出学生的不足及改进的方向，同时针对学生平时作文中存在的其他突出问题与其交流，让学生切身感受老师的关注，增强写作的信心。

3．通过学生作文互评，培养合作精神和创新能力。

同学间互相交换作文阅读以及批改，互相找出作文中的错误加以改正或提出修改意见，从而使彼此的文章得以改进，提高写作水平。更重要的是，互改作文会使学生更加明确写作的要求和评分标准，获得更多的教师所想象不到的反馈信息。一方面，学生在纠正他人错误的同时巩固了自己的语言知识，并针对一些主要毛病提出富有建设性的建议，提高了自己的写作水平；另一方面，同教师的作文评语相比，同学的评语更具现实性，作者也更容易接受；同时，也加强了同学间的交流与合作。

二、加强对学生写作的过程指导

1．把词汇教学和写作训练结合起来。

词汇是写作的最基本要素，词汇匮乏，写作水平就难以提高。徐桂芳指出，培养和提高学生的英语写作能力应从词和句入手，抓好基础训练。在教学中，笔者除了采用传统的通过构词法、前（后）缀、同（反）义词等方法扩大学生的词汇量，还教会学生利用上下文语境猜测词义，利用联想法、词块记忆法、概念图等各种有效的方法巩固、增加词汇量。

2．加强基本句型训练，夯实写作基础。

(1）基本句型训练到位。几乎所有的英语句型都是在简单句五种句型的基础上演变而来。在教学中，教师要确保每个学生掌握这五种基本句子结构，并结合八种基本时态，从低标准即写“对”句子入手。尤其在复习阶段，教师一定要不惜时间进行指导、检查，直到学生切实掌握，并适时设置新的情景，让学生拓展想象空间，发散思维，进一步提高他们的综合运用能力。绝不能眼高手低，只盯复杂句型。

(2）复杂句型记熟活用。笔者把There be句型、强调句型、条件状语从句、时间状语从句、主语从句、同位语从句、感叹句、倒装句、动词非谓语形式作状语，甚至是独立主格结构等复杂句型，均像记数学公式似的，让学生熟记并通过大量的替换练习进行巩固。另外，教材阅读课文里的经典句型也让学生参考和积累。语言只有积累到一定程度才能完成从知识到能力的转化，实现质的飞跃。教学中，笔者让学生熟记各种句型，并能在各种语境下模仿并灵活使用。

书面表达毕竟是由一些意思连贯的句子组成的。因此，要在增加学生词汇量的同时，更加注重增加学生的经典句子结构积累。在写作时，教师要提醒学生根据所掌握的语言知识灵活套用句型，还要指导学生注意句式（以短句为主，长短句并用）的多样化和语态的灵活使用。

3．把写作融入听、说、读、练的日常教学中。

听、说、读、写四种技能是相互依赖的。《全日制中学英语教学大纲》明确指出：“写的能力要在读的基础上进行培养和提高。”听和读是输入，是理解和吸收语言信息的手段。只有达到足够的输入量，才能保证学生具有较好的说和写的输出能力。在教学过程中，笔者经常要求学生熟读一些好的课文，并用自己的语言进行复述，提炼成一篇短小精悍的书面表达。学生很容易完成的、质量较好的文章会增加他们的成就感，强化学生的英语思维意识，逐渐摒弃“谈写色变”的恐惧心理。

三、剖析写作高分的技巧，考前把关

1．仔细读题，确立信息点。

既要确保不漏信息（内容完整），又要防止考生写作的随意性（要点齐全）。笔者在写作训练中发现，不少学生没有读懂或读全材料就仓促下笔，导致信息处理不当，甚至是本末倒置，写了无关紧要的内容。

2．拟定草稿，构思要点。

读题的过程中就开始构思要点，罗列主要单词和短语，构思写作框架，拟出写作提纲。考虑句与句之间如何过渡，有些句子由于没有添加适当的衔接成分，导致句子之间缺乏必要的过渡和连接，影响了信息传递和思想表达的效果。

3．逢难化易，遇简求繁。

指导考生碰到写不出的内容，可以根据自己所掌握的语言知识，灵活地套用句型，尽量少使用不熟悉、无把握的词、句型和表达方式，更不要用汉语的思维方式，逐字翻译。考生要尽可能使用更精彩贴切的表达句式，即“较复杂结构和较高级词汇”，避免单一句式，多使用复合句、并列句、非谓语动词、被动结构等。高考对最高档作文的评分标准增加了以下两条：（1）应用了较多的语法结构和词汇。（2）语法结构或词汇方面有些许错误，但为尽量使用复杂结构或较高级词汇所致；具备较高的语言应用能力。

4．添加整合，检查润色。

从行文的需要出发添加适当的形容词、连接词、过渡语可以使整篇文章衔接自然、浑然一体、文句流畅。新的高考评分标准（第五档）对使用过渡语作了明确规定———有效使用了语言的连接成分，使全文结构紧凑。考生在完成书面表达后，一定要仔细检查，注意避免时态、语态、主谓一致、人称、大小写等相对低级的错误。

5．版面布局合理，书写清晰美观。

针对计算机网上阅卷，考生在抄写时，要根据词数设计版面，因为规范整洁的卷面能给阅卷教师赏心悦目的主观印象。书写时要力求按住笔直体书写，不连笔，不涂改，避免扫描后的试卷模糊不清。

英语写作能力提高不是一蹴而就的事，需要英语教师从情感动机的激发到写作过程的全方位指导，还需要考前进行强化训练。在去年的高考中，笔者所执教的两个班级英语平均成绩优秀，书面表达成绩功不可没。

参考文献

[1]陈立平,李志雪.英语写作教学:理论和实践[J].解放军外国语学院学报,1999(1).

[2]国家教育部.英语课程标准(实验稿)[M].北京:北京师范大学出版社,2001.

[3]赵群英.高中英语写作教学中需注意的几个问题[J].中小学英语教学与研究,2003(6).

[4]陶小威.如何使高中学生英语作文更具文采[J].中小学英语教学与研究,2006(10).

[5]徐桂芳.高中英语写作教学的实践与探索[J].中小学外语教学,2006(3).

高三英语写作错误分析研究篇8

2014-2015年高三第一学期，笔者共收集高三（6）班学生的期中、期末、统考作文152篇，从中随机抽取样本60份，对其中出现的错误内容进行整理、分类、计数、统计、记录；然后分析数据，通过对比分析和错误分析，找出写作错误中的规律和趋势，最后得出调查结论。对于作文中出现的错误，笔者根据错误的概念界定，分为错误、失误及语用失误。错误是指作文中出现的偏离目标语言正确表达法的语言现象，如：Listen to teachers attentively in class will help you acquire more knowledges.此句中出现两个错误，第一个错误是名词单复数的错误，knowledge是不可数名词。第二，该句的主语应为动名词结构“listening to teachers attentively in class”。关于失误，虽然在一百五十字左右的文章中很难确定哪些属于错误，哪些属于失误，但是我们依然能看出明显的失误，如：One the other hand， friends in some ways influence him more rapidly than families do（应该为On the other hand）.其确定依据是，该学生在前面的段落中使用on one hand，这说明该学生已掌握了“on one hand， on the other hand”的正确形式，只是出现了笔误。语用失误主要体现为学习者没有正确的理解语境，因而犯下交际方面的错误。此外，要界定语际错误与语内错误是很难的，因此，在判定某个错误是否源于母语干扰时，笔者主要采用的是James提出的翻译对等标准，即用母语和第二语言形式等同来判断某个异常形式是否因为母语的干扰。笔者将文本中源于母语因素的错误判定为语际错误，如：There are several reasons contribute to this phenomenon.

笔者在研究中发现，学生无论在词汇、句型、语法等表述上，普遍存在汉语负迁移的现象，这不但严重影响了作文内容的写作，而且阻碍了写作能力的提高。高中英语作文基本上是根据所给情境进行翻译，供学生自我发挥的空间并不是很大，这种翻译式的作文使学生在写作过程中不自觉地用汉语思维，因此，母语干扰的现象就不可避免。母语干扰显现导致的错误以句法层面及词汇层面的错误为主。

母语的负迁移可出现在以下几个层面。

1.词汇的迁移：很多这方面的错误来自于学生习惯性的汉语表达。中国学生在英语学习的时候，往往一字一句地机械翻译，所以母语很容易对英语词汇产生干扰，发生词汇层面上的负迁移。在英语学习中，如何将汉语的影响和干扰降到最低？这就要求教师在日常教学中帮助学生养成良好的积累记忆单词并熟知单词的习惯搭配和用法的好习惯，灵活使用这些词汇。只有这样，英语写作上的词汇的错误才会越来越少。

2.句子结构上的迁移：汉语和英语都使用主谓宾形式的基本句型，但是英语在句型上并非单一的，学生总是根据汉语的意思来造句，从而出现了许多错误。

3.文化上的迁移：学生的习作中出现表达上的错误，是因为他们将汉语里正常的表达毫不思索地逐字逐句翻译成英语。在英语里，这种表达就是错误的。所以在学生的写作教学中，除了基础教学外，还要将英语和汉语文化上的异同纳入教学的一部分，引起学生的重视，从而避免犯文化上的错误。

上文笔者通过对高三英语写作错误的对比分析研究，探究了错误产生的原因，总结了以下几个方面对教学具有启示和指导作用。

1.训练词汇、短语和句子

当教师教授新词的时候，除了词的意义和使用方法外，还要注意与这个词相关的文化信息。教给学生如何有效地记忆单词和短语的方法，帮助学生准确并牢固地记忆这些单词和短语，如何在特定的语言环境中应用这些词汇和短语，避免犯一些单词拼写和语法使用上的错误。词汇作为句子的基础，而文章是由句子组成的，这些句子不是任意排列的，必须具有逻辑性，从而构成意思连贯的一篇短文，因此句子的教学和操练尤为重要。学生可以通过背诵一些典型的句型和表达准确且优美的句子，从而熟练掌握这些句型和句子。其次，通过头脑风暴式的汉译英练习，在极短的时间内要求学生搜索头脑中的英文信息脱口而出一个英文句子。在平时的课堂中，关注核心词汇和短语，重视重点句型和句子的讲解，这样，在写作中，在相似的语言环境中，学生会自然而然地想到这些句子，并且运用自如。

2.培养英语思维的习惯

思维是写作活动的基础，由于中西方社会环境和文化的不同，必然会形成截然不同的思维模式，语言差异的重要原因就是思维模式的差异。由于受到汉语文化思维的影响，在英语语言的表达上会出现母语干扰的现象。因此，在教学中要有意识地引导学生发现并比较英汉思维模式的差异，培养学生对文化差异的自觉意识，逐步养成用英语思维的习惯。在英语教学中，教师必须采取有效的措施，帮助学生逐渐抹去母语负迁移的痕迹，从而提高英语书面表达能力。

在平时的课堂上，教师应尽可能多地使用英语教学，多鼓励学生用英语表达自己的观点和看法。教师可以采取多种多样的教学方式和手段，选取学生喜欢的活动形式，比如采取小组竞赛的方式，可以有效地调动学生英语学习的兴趣和积极性，同时培养学生用英语思维表达的习惯。

3.重视英语的阅读教学

阅读教学分为泛读和精读课的教学，提高英语写作能力的关键之一就是大量地广泛地摄入英语知识。学生可以通过阅读英语的报纸、杂志、小说等，一方面增加相关知识与信息的摄入，另一方面可以接触一些地道的英语表达，了解一些英语词汇的运用。同时，教师要重视精读的教学。江苏省高中阶段所使用课本为牛津译林版，每个单元都围绕一个主题展开，每个单元的reading可以作为精读来上，教师通过准确讲解阅读材料中的词和短语、习惯用语、句子的用法等，鼓励学生重点记忆一些重点的句子和段落，帮助学生积累语言知识，这样有助于英语写作水平的提高。

4.注重英语作文的改评

教师一般都采用单纯批改的方式，加重了教师的负担，同时不利于学生英语写作能力的提高。许多学生对于教师辛苦批改的作文不以为意，甚至连看都不看，从而导致相同的错误还会在下一次的作文中出现。所以教师必须改变这种方式，可以采取小组合作批改与独自批改相结合的方式。

参考文献：

[1]Corder， S. P. The Significance of Learners’ Errors. International Review of Applied Linguistics， 1967.

[2]Ellis， Rod. Understanding Second Language Acquisition. Oxford University Press，1985.

[3]陈万霞.英语学习者作文中的搭配错误分析.解放军外国语学院学报，2002（1）.

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