文档介绍：有效写作训练,保障高考成绩
写作训练渗透于4种课型中
写作
词汇课
语法课
阅读课
作文评讲课
词汇课---
以单元为单位;
(词义,词的变形,词的搭配);
(运用本单元出现或写作常用句式,结合第一步的词汇进行造句练习);
(结合本单元的话题,运用第一第二步的词汇与句型进行基础写作训练,侧重篇章的连贯。
词句篇的教学模式
Sample: Unit 1 Cultural relics (M2)
Step1 meanings & collocations
as ___________
midnight ____________
the fancy style ____________
____________
midnight ____________
relics____________
to____________
apart____________
highly (of…) ____________
with ____________
have a good opinion of
Step1 meanings & collocations
寻找____________ _______________ ____________
令某人惊讶的是____________
毫无疑问____________
值得做____________ ____________
作为报答____________轮流_________
选…为___________ __________
脱下,消除____________
贵重的____________
…的入口____________
Look for
Search for
in search of
To one’s surprise/amazement
In return
In turn
Select …as
choose …as
Step2 Application
,同时也是一件珍贵的文物。
,属TOM拥有,是他的一位艺术家朋友送给他的。(分词做定语)
,TOM 选了一幅画给他,这幅画装饰着许多花朵。(定语从句)
,这只花瓶在午夜里被偷走了。(被动语态)
,TOM 非常焦急并一直努力地寻找它。
,还是个迷。(主语从句)
bine the sentences above into a passage .
This is a rare wooden vase as well as a valuable cultural relic. The vase belonging to Tom was designed in a fancy style and was given by his friend, an artist. In return, Tom selected a picture which was decorated with some flowers for his friend. To his surprise/amazement, this vase was stolen at midnight and there was no doubt that Tom was anxious and make every effort to search for it. However, whether it can be found remains a mystery.
语法课———观察----归纳----操练----运用的教学模式
以专题为单位,抓住写作有关的专题渗透写作训练:
(定语从句、名词性从句、状语从句、语态与时态、非谓语、倒装、虚拟语气、It的用法)
语法课的教学模式设计
观察----让学生看、读例句的共同点;
归纳----让学生找例句的规律;
操练----设计语法填空练习让学生大量地练习感悟;
运用----运用本专题语法结构进行翻译或语篇写作。
例: 非谓语专题写作部分练习设计
开放性作文训练:
.描述你或你的同学早上回校的情景,要求用上非谓语结构:
This morning, Lihua got to school early. Arriving at the school, Lihua began to clean the classroom. She felt satisfied whe