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視頻課題：外研版《高考英語長難句閱讀與寫作》遼寧省 - 大連
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外研版《高考英語長難句閱讀與寫作》遼寧省 - 大連
高考英語長難句閱讀與寫作
【學(xué)習(xí)目標(biāo)】
1.認知目標(biāo)：能夠識別句子主干和修飾成分（從句，非謂語結(jié)構(gòu)等）。
2.能力目標(biāo)：能夠分析理解英語長難句并學(xué)會使用復(fù)合句和非謂語結(jié)構(gòu)寫作。
3.情感目標(biāo):：增強解決問題的信心，提高英語學(xué)習(xí)興趣。
【課前案】
Level One 簡單句(共5種基本句型)
寫出英語五大基本句型。
Level Two 并列句(兩個或兩個以上的簡單句用并列連詞連在一起構(gòu)成的句子)
觀察下列句子, 圈出句子中的并列連詞 。
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（2018全國I卷，閱讀理解A篇）Reserve your spot before availability---and the cherry blossoms---disappear.
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（2017全國III卷，完形填空）Axani wrote in his post that he is not looking for anything in return and that the woman who uses the extra ticket can choose to either travel with him or take the ticket and travel on her own.
頭腦風(fēng)暴：你還知道哪些并列連詞？
Level Three 主從復(fù)合句(句子中含有一個或一個以上的從句的句子)
找出下面句子中的從屬連詞，用( )括出從句，并分析是什么從句。
1. The only thing that will stop you from fulfilling your dreams is you. ____________
2. What you need is just confidence. ____________
3. Goals determine what you are going to be. ____________
4. Liberty means responsibility. That’s why most people dread it. ____________
5. There is a saying that no man has tasted the full flavor of life until he has known poverty, love and war. ____________
6. A man is not old as long as he is seeking something. ____________
7. You shouldn’t get angry just because some people speak ill of you.
8. Where one door shuts, another opens. ____________
9.Although she is very young, she can also be selected as a manager in the company. ____________
10.Can you move your luggage a little bit away so that I can put mine in the overhead bin too? ____________
Level Four 非謂語動詞結(jié)構(gòu)
觀察下列句子，用 ( )括出非謂語動詞結(jié)構(gòu)(to do, doing, done)，并思考其在句中分別擔(dān)任什么功能。
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（2018全國III卷，閱讀理解A篇）The event celebrates its 22nd anniversary with a great show of the very best of gardening, making it one of the most popular events in gardening.
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(2018全國II卷， 閱讀理解A篇)Thursday sees us make the short journey to Paris where we will visit Disneyland Paris park，staying until late to see the parade and the fireworks.
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（2017年全國Ⅲ卷，閱讀理解D篇) For many older people, particularly those living alone or in the country, driving is important for preserving their independence, giving them the freedom to get out and about without having to rely on others.
恭喜你已闖四關(guān)，對你的闖關(guān)完成情況做出評價吧：
請思考：
你在英語閱讀理解中最大的障礙是什么？
____________________________________________________________________________
《高考英語長難句閱讀與寫作》教學(xué)設(shè)計案
教學(xué)目標(biāo)(內(nèi)容框架)
教學(xué)目標(biāo)
By the end of this lesson, students will be able to
1. Identify the formation of a long sentence；master strategies to analyze long sentences; 2. Apply the techniques in reading comprehension
3. Write by using complex sentences and non-predicate structures 教學(xué)重難點
教學(xué)重點：學(xué)生能夠識別簡單句、并列句、復(fù)合句、非謂語動詞結(jié)構(gòu)并利用找主干去修飾方法
分析閱讀理解中的長難句；在書面表達中適當(dāng)使用復(fù)合句和非謂語動詞結(jié)構(gòu)豐富句式。 教學(xué)難點：分析長難句并應(yīng)用于寫作中。
教學(xué)流程示意
本節(jié)課教學(xué)設(shè)計通過學(xué)習(xí)理解、應(yīng)用實踐、遷移創(chuàng)新等一系列體現(xiàn)綜合性、關(guān)聯(lián)性和實踐性等特點的英語學(xué)習(xí)活動，引導(dǎo)學(xué)生建構(gòu)知識、解決問題、批判思考，本課教學(xué)流程圖如下：
教學(xué)過程(文字描述)
（1）創(chuàng)設(shè)情境、激活已知
在微課和導(dǎo)學(xué)案的引導(dǎo)下，通過觀察、發(fā)現(xiàn)和歸納等方式，掌握語言的規(guī)律。幫助學(xué)生在情境
中認知和理解，明確動機，主動思考，讓學(xué)生感知學(xué)習(xí)和使用英語的真實感、現(xiàn)實感和需求感。
創(chuàng)設(shè)情境、激活已知 學(xué)案導(dǎo)學(xué)鋪墊語言 發(fā)現(xiàn)歸納形成策略 合作展示檢測鞏固 改寫仿寫欣賞借鑒 展示評價練習(xí)運用 提取信息、批判思考 分析質(zhì)疑、賞析技巧 內(nèi)化語言、遷移創(chuàng)新
拓展延伸、自主創(chuàng)新 學(xué)習(xí)理解 應(yīng)用實踐 遷移
創(chuàng)新
教學(xué)目標(biāo)1 教學(xué)目標(biāo)2 教學(xué)目標(biāo)3
2
（2）提取信息、批判思考
結(jié)合課前導(dǎo)學(xué)案中暴露的問題引導(dǎo)學(xué)生分析英語長難句特點、結(jié)構(gòu)和表現(xiàn)形式。介紹分析英語長難句的策略--找主干去修飾（一劃二括）。
（3）分析質(zhì)疑、賞析技巧
學(xué)生小組合作，展開討論，分析長難句。每組選出一名代表展示講解，其他小組傾聽質(zhì)疑并補充。進行當(dāng)堂檢測，學(xué)生獨立思考解答試題，每組選出代表講解練習(xí)。通過大量實踐運用，加深知識技能的鞏固。
（4）內(nèi)化語言、遷移創(chuàng)新
通過改寫和仿寫練習(xí)讓學(xué)生學(xué)會欣賞并借鑒好句亮句。學(xué)生在完成認真審題、謀篇布局、斟酌詞句、設(shè)計亮點后動筆寫出初稿。選擇一兩篇學(xué)生習(xí)作投影展示,其他學(xué)生糾錯并討論其優(yōu)點與不足。完成自我評價和互相評價。
（5）拓展延伸、自主創(chuàng)新
課后作業(yè)1安排高考語篇閱讀練習(xí)，提高學(xué)生分析長難句的技能。課后作業(yè)2將課堂所寫內(nèi)容加以潤色。把課本上的知識遷移到生活中加以應(yīng)用，讓學(xué)生嘗試運用所學(xué)知識解決問題，真正讓學(xué)生感受到學(xué)習(xí)的實效性和有用性。
教學(xué)過程(表格描述)
Stage1
Steps
Activities
Intentions
Time
step 1
1. T asks Ss what obstacles they have in reading comprehension.
2. T shares learning objectives of this lesson.
To arouse students’ interest and lead in the topic.
To introduce the learning objectives.
To check answers to
the learning paper
and consolidate what
has been learned
before class.
To elicit what Ss have
already known about long and difficult sentences.
8’
step 2
T gets Ss to explain common mistakes in the learning
paper.
(simple sentence; compound sentence; complex
sentence)
3
Satge2
Steps Activities
Purposes
Time
step 1 T asks Ss to work out the mind map of the formation of English sentences. To enable Ss to know the basic structure of
an English sentence. To introduce the technique to analyze
a long sentence To inspire Ss to be
aware of the method of understanding a
long sentence. To improve students’
ability of expressing
and sharing ideas in teamwork.
17’
step 2 T presents Ss the strategies to analyze a long sentence.
step 3
T demonstrates and applies the above technique to analyze a long sentence.
step 4
T asks Ss to work in groups to apply what they have learned to solving problems. step 5
T provides a quiz for the Ss to take in class. Ss discuss their answers and choose one representative to present in front of the class To check whether the Ss can put the
techniques learned in this lesson to use.
To encourage
students to express their ideas bravely. To improve Ss’ ability
of critical thinking
and solving problems
5’ Stage 3
Steps Activities
Purposes Time
step 1
T gets Ss to rewrite sentences and imitate sentences by using complex sentences and non-predicate structures
→ To enable Ss to apply the techniques to their own writing and improve Ss’ writing skills. To improve Ss’ ability of critical thinking and solving problems
10’
step 2
Ss work individually to write the first draft
Ss share the first draft and make comments to point out the mistakes and highlights
step 3 T and Ss summarize what has been learned in the
lesson.
Homework 1. Reading comprehension 2. Revise and polish compositions
板書設(shè)計
4
Analysis of Long and Difficult sentences
一劃二括 _________ ( )
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