高中英语《初识短文改错》优质课教案、教学设计
短文改错教学设计
Teaching Aims：
1.Learn the basic rules of error-Correction
2.Know how to deal with error-Correction
3.Help students build up confidence in correcting the mistakes.
Before Class
真题体验（17 年全国卷I）
In the summer holiday following my eighteen birthday, I took driving lessons.
I still remember how hard first day was. Before getting into the car, I thought I had learned the instructor’s orders, so once I started the car, my mind goes blank, I forgot what he had said to me altogether. The instructor kept re peating the word, “Speed up!” “Slow down!” “Turning left!” I was so much nervous that I could hardly tell which direction was left. A few minutes late, the instructor asked me to stop the car. It was a relief and I came to a suddenly stop just in the middle on the road.
(课前完成高考真题，让学生自己体味高考短文改错的考察方式，并让
学生思考自己的问题，课上可以有的放矢。)
In class
Step I Warming up
（Check the answers of the passage error-correction）
One student comes to the blackboard and writes down the answers of error- correction. Let the rest students discuss with their partners about the answers. Then check the answers together.
(通过讨论，让学生自己互助合作解决问题，对于个别难点，让个别学生互助解释，老师适时点播。)
Step II After the checking, think about two questions.
Q1: How much do you know about Error Correction？
体裁：; 短文长度：;
错误个数: ; 修改类型：;
考点：;
Q2: How do you deal with Error Correction?
Your steps to correct the composition:
The first step：
The second step:
The third step:
(第一个问题的设计是引导学生发现思考高考短文改错的出题特点和思路。第二个问题是考察学生能否有正确的解题步骤。好的习惯的培养，就是从发现思考开始的。通过第二问题，进一步让学生思考每个句子有针
对性的发现词法的错误很关键，从而引出下一步的词法的讲解。)
Step III A brief explanation of the languages points
壱、名词nouns
命题角度：
1.As I told you last time, I made three friend. (15 四川卷)
2.Besides，they often get some useful informations from the Internet.
(17 年全国卷II)
技巧点拨：
（先从比较简单的名词开始入手，让学生大大的增加了信心。整个过程是：先让学生做题，然后针对题目思考出题者的命题角度，之后针对命题角度总结技巧。整个的过程，完全是从学生角度，引导他们思考，发现，总结。整个过程真正做到让学生成为课堂的主人。并且对于学生积极
的表现，教师给与积时的认可和肯定，极大地调动了学生的积极性。）弐、动词verbs
命题角度：
1.…once I started the car, my mind goes blank. I forgot what….
(17 年全国卷III)
2.Lots of studies have been shown that global warming has already become a very serious problem. (15 年全国卷I)
3.He would ask who we was and pretend not to know us. (16 年浙江卷)
4.We can choose between staying at home and take a trip. (16 年全国卷I)
5.They are interesting in planting vegetables in their garden, …
(17 年全国卷II)
6.I really want share with you some of the problems …… (15 年四川卷)
技巧点拨：
Applying the Rules
1.As I tell you last time, I made three new friends here. (15 年四川卷)
2.I had grown not only physically, but also mentally in the past few years.
(17 年卷III)
3.Felt hungry, we built a fire by the lake and barbecued the fish.
(13 年陕西卷)
（动词是改错的重要部分，所以动词考查的题目较多。因为本节课是初识短文改错的规律和做题技巧，并且增加学生自信为主，我在选题时主要是选择一些重要考查点和一些简单的题目。过程也是先让学生做题，然后思考，之后总结。动词讲完规则后，我又加了习题巩固所学。）三、形容词和副词adjectives & adverbs
命题角度：
1.Dad and I were terrible worried. (15 年全国II 卷)
2.They were also the best and worse years in my life. (16 年全国III 卷)
技巧点拨：
Applying the Rules
1.The dishes that I cooked were Mom’s favoritest. (16 年四川卷)
2.I enjoyed studying difference kinds of cars and planes, …
（17 年北京卷）
（此部分也是让学生做题、思考、总结，最后是巩固落实。整个的过程也是完全是从学生角度，引导他们，让学生成为课堂的主人。）
四、代词pronouns
命题角度：
1.This picture often brings back to me many happy memories of your high
school days. (17 年全国卷III )
2.I want to do anything special for him. (15 年陕西卷)
3.At first, I will be on my own, but I still want to have my parents to turn to whenever need help.
技巧点拨：
（此部分也是让学生做题、思考、总结，最后是巩固落实。整个的过程也
是完全是从学生角度，引导他们，让学生成为课堂的主人。）
五、介词及介词短语preposition
命题角度：
1.When I look at this picture of myself, I realized of how fast time flies. (17 年全国卷III)
2.Now I am leaving home to college. (16 年全国卷III)
技巧点拨：
六、冠词article
命题角度：
冠词包括, , ,经常和搭配使用。
1.Around me in picture are the things which were very important in my life at that time… (16 年全国卷III)
2.My uncle says that he never dreams of becoming rich in the short period time.
3.Tony saw a toy in a shop window… A woman saw him crying and t old him to wait outside a shop. (16 年全国卷III)
技巧点拨：
（以上两部分也是让学试着当老师，自己试着把整个做题、思考、总结的过程展示出来，大大的鼓舞了学生的信心和提高了他们的兴趣，课堂成
了欢愉的学习的海洋。）
七、数词
命题角度：
In the summer holiday following my eighteen birthday, I took driving lessons.
技巧点拨：
（此部分我更加大胆地让学生直接走上了讲台当起了老师，让学生成了课堂的主人，老师则成了听众和欣赏者。学生的兴致进一步提高，学习气氛浓厚。）
七、连词conjunction
命题角度：考查上下文之间的逻辑关系和语法意义。
（一）句子逻辑关系
1.I have grown not only physically, and also mentally in the past few years.
(17 年全国卷III)
2.If I was only a child when I studied in that classroom, I will never forget it.
(15 年浙江卷)
并列连词
表示转折关系：
_
表示因果关系：
表示并列关系：
状语从句中的连词
时间状从: ; 条件状从: 目的状从: ; 结果状从: : 原因状从: ; 让步状从：；
比较状从：；
（二）句法知识
1.“…We are worried about him.”That is which other teachers say.
(13 年辽宁卷)
2.The dishes what I cooked were Mom’s favorite.
引导名词性从句的连词
连词：；连接代词：；
连接副词：；
引导定语从句的连词
关系代词：关系副词：
1.In their spare time ，they are interested in planning vegetables in their
garden, that is on the rooftop of their house. (17 年全国卷II)
2.The dishes what I cooked were Mom’s favorite. (16 年四川卷)
3.Mom has a full-time job, so she has to do most of housework.
(16 年全国卷I)
（连词种类繁多，出题点很多。而且高二学生对于名词性从句和定语从句掌握不是很牢，所以这一块处理的时候，我引导着学生总结了一下表示不同逻辑关系的连词和表示不同从句中的从属连词。因怕打ft学生积极性，所以没有深入讲解，以后会专门拿出时间细讲。）
Step IV Summarize what we have learned
(给学生回忆和思考的时间，落实好所学。并用短文改错的打油诗，帮助学生记忆。)
Step V More problems for consideration and attention.
注意事项：
(进一步提醒学生容易出错的地方和需要注意的地方，让学生扎实的掌握好规范地短文改错。)
Step VI Practice makes perfect.
假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌的以下
作文。文中共有10 处语言错误，每句最多有两处。每处错误仅涉及一个
单词的增加、删除或修改。
增加：在缺词处加一个漏字符号（），并在其下面写上该加的词。
删除：把多余的词用斜线（\）划掉。
修改：在错的词下划一横线，并在该词下面写上修改后的词。
注意：1.每处错误及其修改均仅限一词；
2.只允许修改10 处，多者（从第11 处起）不记分。
I’m more than happy to hear you. You told me you were having trouble learn Chinese, and wanted some advices from me.
Firstly, why not to learn some Chinese songs? It’s a good w ay to learn Chinese and can make you feel relaxing. Secondly, making some Chinese friends is also the good way Although you get along well with it, they will help you learn Chinese. Finally, join a club is beneficial to learn Chinese. Only in this way will you got more chances to practice Chinese.
I hope the suggestions will be useful.
（学以致用，让学生感受到丰收的喜悦。）
Step VII Homework
? 1. 整理本节课所学
2. 完成学案上的巩固练习。(作业有针对性的设计了巩固训练来加强落实本节课所学。)