高考英语短文改错 教案 教学设计
高三英语复习短文改错教学设计
高三复习短文改错教学目标：主要考查学生对英语语言运用的准确性。
学情分析：要求学生能够整篇理解，分行识错，从错误的类型看可分为错、加、减四个方面，即错误改正，缺词添加，多词删除。
并要求以规范的符号进行表示。
学生在这方面问题很大，基础薄弱。
重难点：学生在日常学习中的常见错误，语法、词语以及惯用法的错误。
一、题型特点和高考概况：1、“短文改错”主要考查学生对英语语言运用的准确性。
短文往往选用一篇130个词左右2、近两年的高考试题中“短文改错”主要是学生在日常学习中的常见错误，语法、词语以及惯用法的错误。
3 、命题的总原则是要求学生能够整篇理解，分行识错，从错误的类型看可分为对、错、加、减四个方面，即错误改正，缺词添加，多词删除。
并要求以规范的符号进行表示。
单句改错练习1 摘自同学的作业/作文.1、I met student yesterday. ___a____可数名词，单数前要加冠戴帽，复数后要加尾巴2、He is looking a missing book. ___for____固定短语look for 常用搭配要注意介词3、He wants have a rest. __to_____want to do sth,要留意动词不定式符号to4、He praised by the teacher several times. _was____注意判断动词是否要用被动语态, be+ 过去分词5、I’m looking forward your letter. ___to___look forward to (doing )sth 盼望……总结一、缺词1、名词前特别是可数名词前是否缺冠词2、不及物动词是否缺介词3、不定式是否漏了to.4、被动语态是否缺少了助动词be.5、惯用法是否漏了不可缺少的词。
单句改错练习2 摘自同学的作业/作文.1、We are going to have a meeting on next week.this 或next + 时间词this morning, next year之前不用介词2、He is more taller than me.3、He is fond of like English.4、The boss made workers to work 10 hours a day.make sb do sth 不带to不定式5、He married with a beautiful girl. _marry sb嫁，娶，和某人结婚，不用with总结二、多词1、时间状语前是否多了介词。
高考英语短文改错解题指导教学设计及反思
高考英语短文改错解题指导教学设计及反思一．教学设计的背景随着新课程改革的深入,新的《高中英语新课程标准》的颁布，各地高考英语试题的变革也势在必行。
为与新教材,新课标接轨,在继承历年命题传统的基础上,力求命题符合高中英语教学实际,试卷在内容和形式上进行了创新和发展,设置了新的题型。
其中的能力指向是考查考生的语言能力，这体现了新课改的要求和方向。
二．教学内容分析短文改错主要测试考生发现、判断、纠正文章中错误的能力，进而考查他们用词、词的拼写与搭配、词法、句法及语篇中的行文逻辑等方面的水平。
对短文改错的解题指导应让学生了解命题特点、考查内容、设题类型、分项训练入手，进而到最后的语篇训练，层层递进，解决学生的困惑，突破学习的盲点，最终提高解题能力。
三．学习者分析学生的语言基础薄弱，对基本词汇的词性功能、句法结构、语法运用都存在很大的漏洞。
学生对错误的发现、判断、纠正能力比较欠缺，造成短文改错的得分率很低。
但学生的学习积极性很高，渴望提高解题能力。
急需老师对短文改错的答题方法进行详细的指导。
四．教学重难点1.指导学生把握不同词性的词，包括实词和虚词的常见错误形式。
2.学会分析句与句、行与行之间的逻辑关系。
3.学会运用短文改错口诀解题和检测答案。
五．教学目标知识目标：学生能掌握不同词性的词，包括实词和虚词的常见错误形式，能掌握分析句与句、行与行之间的逻辑关系。
能力目标：能灵活运用口诀答题。
能在语篇改错中提高正确率。
六．教学策略与情感、态度与价值观采用自主学习策略，合作与交流策略和阅读策略。
运用直观手段-视频调动学生学习的积极性，帮助学生理解和掌握短文改错的答题方法和诀窍。
七．教学设计Step1. Lead-inT: The table shows the main test points of proofread during the last six years. We can find it covers a wide range of different parts of speech. And the test points of each year are nearly equally distributed. (教师展示2010-2011年全国新课标（I卷）短文改错的测试内容统计，并进行分析。
高考英语一轮复习《短文改错》教案.doc
精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
高考英语短文改错解题指导教学设计及反思
高考英语短文改错解题指导教学设计及反思一.教学设计的背景随着新课程改革的深入，新的《高中英语新课程标准》的颁布，各地高考英语试题的变革也势在必行。
为与新教材新课标接轨,在继承历年命题传统的基础上,力求命题符合高中英语教学实际,试卷在内容和形式上进行了创新和发展，设置了新的题型。
其中的能力指向是考查考生的语言能力，这体现了新课改的要求和方向。
二.教学内容分析短文改错主要测试考生发现、判断、纠正文章中错误的能力，进而考查他们用词、词的拼写与搭配、词法、句法及语篇中的行文逻辑等方面的水平。
对短文改错的解题指导应让学生了解命题特点、考查内容、设题类型、分项训练入手，进而到最后的语篇训练，层层递进，解决学生的困惑，突破学习的盲点，最终提高解题能力。
三.学习者分析学生的语言基础薄弱，对基本词汇的词性功能、句法结构、语法运用都存在很大的漏洞。
学生对错误的发现、判断、纠正能力比较欠缺，造成短文改错的得分率很低。
但学生的学习积极性很高，渴望提高解题能力。
急需老师对短文改错的答题方法进行详细的指导。
四.教学重难点1.指导学生把握不同词性的词，包括实词和虚词的常见错误形式。
2.学会分析句与句、行与行之间的逻辑关系。
3.学会运用短文改错口诀解题和检测答案。
五 .教学目标知识目标：学生能掌握不同词性的词，包括实词和虚词的常见错误形式，能掌握分析句与句、行与行之间的逻辑关系。
能力目标：能灵活运用口诀答题。
能在语篇改错中提高正确率。
六 .教学策略与情感、态度与价值观采用自主学习策略，合作与交流策略和阅读策略。
运用直观手段-视频调动学生学习的积极性，帮助学生理解和掌握短文改错的答题方法和诀窍。
七 .教学设计T: The table shows the main test points of proofread during the last six years. We can find it covers a wide range of different parts of speech. And the test points of each year are nearly equally distributed. （教师展示2010-2011年全国新课标（I卷）短文改错的测试内容统计，并进行分析。
高考英语二轮复习短文改错教案(精编文档).doc
【最新整理，下载后即可编辑】高考英语二轮专题复习短文改错教案一、教学内容及设计理念本节课的主要内容围绕“短文改错的技能和做题技巧”这一主题展开活动。
高考英语中，短文改错是集语法知识与语言技能为一体的综合性英语试题，它要求考生在阅读的基础上，综合运用语言知识，根据上下文的理解找出错误，再按题目所规定的要求加以改正。
高考短文改错设置的考点灵活多变，知识层次多，覆盖面广，包括词法，句法，行文逻辑及语篇结构等，是一种在较高层次上考察学生对英语只是的掌握和语言综合运用能力的测试题型。
新的改错题型，错误散落在短文中，共十处，以句子为单位，这就要求学生浏览全文，掌握大意，分句阅读，逐行找错，检查核对，攻克难点，更注重整篇文章的连贯性逻辑性，短文改错题一直是学生考试中的弱项。
为了提高学生做短文改错的能力，除了要加强基础知识的积累，提高语篇的整体理解能力之外，还应该让学生对其错题设置的基本情况有所了解，这样才能有的放矢，提高解题的正确率。
本课的设计思路：归纳----理论----技巧方法----练习实践二、学情分析教学对象为高三学生,学生虽然已经做过多次短文改错,但由于基础薄弱,知识点掌握不牢靠,不能正确找错,导致学生在做题过程中仍然不能正确解题,得分率低。
在教学过程中，教师注意提高学生学习的兴趣，并根据学生基础设题，争取在有限的时间内提高学生的做题方法与做题策略，帮助学生掌握短文改错的基本方法和基本思路。
三、教学目标的确立及依据1、基础知识目标：（1）了解近年高考短文改错考点分布。
（2）了解高考短文改错试题结构。
即：设置10项判断，其中有多词，少词和错词三项。
答题时，遵循考试答题要求。
（3）掌握做短文改错的方法，并运用到实际学习中。
2、能力训练目标：（1）提升学生识别错误并正确校正语篇的能力。
（2）提升学生理解语篇及上下文逻辑的能力。
（3）提升学生综合运用英语知识的能力。
3、情感创新素质目标：培养学生在习题中总结归纳的能力。
高中英语短文改错优质课教案
高中英语短文改错优质课教案一、教学内容main scene part a (let’s try let’s talk)二、教学目标en.1.能够恰当听到，说道，朗诵“who is ...?-- he/she is...what’s he/she like? -- he/she is... is he/she…?--yes,he/she is. no, he/she isn’t.”2.能正确听，说，认读表示人物外貌与性格特征的形容词：old ,young,funny,kind,strict,polite,hard-working,clever.3.能听懂，可以说道，可以演出let’s talk的内容并在真实场景中运用。
三、教学重难点重点：学生能演出main scene和let’s talk的交际内容，能根据实际情况用英语探讨他人外貌与性格特征。
难点：用英语准确询问并回答人物特征，如：“who is …? he/she is…what’she/she like? he/she is … is he/she…?yes,he/she is. no, he/she isn’t.”四、课前准备工作教师自制的单词卡、录音机、录音带五、教学过程step1. warming-up1.let’s look and say the names.(教师出具本单元通过多媒体播放一些卡通图片，分别展现年老，年长，搞笑，存有礼貌，工作不懈努力，精明，严苛等外貌与性格特征，使学生拼字，说一说这就是谁，怎么样。
)2.let’s listen and sing”who’s your teacher?”step2. presentationen.1.学习main scene(1)出具main scene中的部分教学折页，使学生观测。
(2)看图回答问题。
dialogue1: who can you see in the picture?(wu yifan,amy,oliver and a teacher.)dialogue2: what are they talking about?(the teacher introduces classmates to each other.)dialogue2:who is a new student?(oliver)(3)听录音，模仿朗读，理解对话内容。
高考备考(短文改错)教学设计
教学设计一、设计教材：2018普通高等学校招生全国统一考试大纲的说明;2017普通高等学校招生全国统一考试试卷（一）2018广东省模拟试卷（一）二、设计课型：短文改错（复习课）三、设计者：四、执教老师：五、教学内容：Ⅰ. 教学目标1. To make the students have a general revision of Passage Correcting.2. To develop the students’ ability to co-operate with each other.3. To develop the students’ skill of listening, speaking, reading and writing.Ⅱ. 教学重难点1. To help the students have a consolidation of doing the Passage Correcting.1. To train the students to be quick in thought.2. To help the students develop their multipurpose use of English.Ⅲ. 教学设计思路本节课为高考备考短文改错复习课。
高三的学生经过大半年的备考，继韶一模后，刚考完广东省模拟考试，对高考的短文改错应该有一定的了解。
但是每次做题的结果都不尽人意，有个别学生还不太了解解题思路和步骤。
我想通过本节课对短文改错题的解题思路、出题点的分析、近5年高考题的总结和考纲的分析，让学生了解短文改错解题技巧，更有效地帮助学生备考。
设计多样的形式，尽可能地让学生在愉悦的气氛下复习旧课，同时合作精神得到充分体现。
Ⅳ. 教学过程附：学生练习Important exercises for you!2017全国卷IIn 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 repeating the word, “Speed up!” “Slow down!” “Turning left!” I was so much nervous that 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.2018广东省模拟试卷（一）Last year, our school offered optional courses for the students in Senior 2. At the begin of the term, our teacher introduced several courses to us, included Music Appreciation, Advanced Math, Western Art, and etc. We selected the courses we were liked, filled in the forms, and handing them in. Several days late, the optional courses started. We went into different classroom to begin our study. During the lessons, some of us enjoyed beautiful music, but others learned amazing knowledge in math. Everyone gained which they couldn’t get in the reg ular lessons. Thanks of the optional courses, we had the opportunities to learn what we were really interested.。
人教版高中英语短文改错教案
人教版高中英语短文改错教案人教版高中英语短文改错教案一、课程介绍本课程针对人教版高中英语教材的短文改错题型进行讲解，旨在帮助学生掌握短文改错的基本技巧和方法，提高做题正确率和自信心。
二、关键词分析1、语法错误：识别并改正主谓不一致、时态错误、语态错误等常见语法错误。
2、词汇错误：纠正拼写错误、错用词汇、同义词混淆等错误。
3、句子结构错误：识别并修改缺乏主语、缺少谓语、语序颠倒等句子结构错误。
三、常见错误整理1、动词时态错误：如将一般过去时写成了一般现在时，或将动词的过去分词形式写错。
2、名词数与格错误：如将可数名词的复数形式写错，或将不可数名词的数次形式写错。
3、主谓不一致：如将主语和谓语的形式不一致，或人称和数不一致。
4、冠词使用错误：如缺少冠词，或多用冠词。
5、介词使用错误：如缺少介词，或多用介词。
6、形容词和副词使用错误：如将形容词和副词混淆，或错用比较级和最高级。
7、句子结构错误：如缺少主语、谓语或宾语，或语序颠倒。
四、改错策略1、识别错误类型：通过阅读全文，识别出错误所在的类型，如语法、词汇或句子结构错误。
2、确定改动方式：根据错误类型，确定需要进行的改动方式，如替换词、修改语法结构等。
3、检查改后是否正确：改完错误后，需要再次检查，确保修改后的内容符合语法规则和语境。
五、反复练习1、课堂练习：在课堂上进行短文改错练习，让学生实践识别和改正错误的方法。
2、课后作业：布置相关短文改错题目，让学生在课后继续巩固学习成果。
3、考试模拟：模拟考试中短文改错的题型，让学生熟悉考试形式，提高答题效率和质量。
通过以上课程讲解和练习，相信学生能够掌握短文改错的基本技巧和方法，提高英语语法水平，取得更好的成绩。
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高考英语短文改错教案教学设计The Teaching Plan for Proof--reading and Correctingby Zhang JianTeaching Aims:Learn how to do proof―reading and correcting.Improve the students’ abilities to deal with various errors in passages.Teaching Important Points:Make the students master the skills and ways to do proof―reading and correcting.Train the students’ abilities of discovering and solving problems.Teaching Difficult Points:How to improve the students’ abilities to do proof―reading an d correcting.How to train the students’ abilities to put what has been learned into practice.Teaching Methods:Practice to make the students master what they have learnt.Discussion to help the students master the skills and ways.Individual, pair or group work to make every student work in class.Teaching Aids:1.the multimedia2. the blackboardTeaching Procedures:Step 1: Greetings and lead-inStep 2: PresentationStep 3: Exercises for missing word and the summaryDiscuss these sentences and correct the mistakes in them with the right signs.1.I met student yesterday.2.He is looking a missing book. 33.He wants have a rest.4. He praised by the teacher several times.5. I’m looking forward your letter.6 .The boy often came late for school and punished yesterday.7. They could say nothing but remain silent.8. Most teachers usually strict with the students.9. Our precious time should be made full use.10. We are waiting the bus to come and pick us up.总结：缺词 Missing word1、名词前特别是可数名词前是否缺冠词。
2、不及物动词是否缺介词。
3、不定式是否漏了to。
4、被动语态是否缺少了助动词be 。
5、惯用法是否漏了不可缺少的词。
Step 4: Exercises for superfluous word and the summaryDiscuss these sentences and correct the mistakes in them with the right signs.1.We are going to have a meeting on next week.2.He is more taller than me.3.He is fond of like English.4.The boss made workers to work 10 hours a day.5.He married with a beautiful girl.6. Entering into the hall, I found everyone seated in their places.7. We have made a great progress in the resistance against SARS.8. I’m taller than any other boy in their class.9. At last they returned back at 10 p.m.总结：多词 Superfluous word1、时间状语前是否多了介词。
2、形容词、副词比较级前是否多了相似词。
3、固定搭配中是否多了词。
4、不定式前是否多了应该省的to。
5、及物动词后受母语的影响是否多了介词。
Step 5: Exercises for error word and the summaryDiscuss these sentences and correct the mistakes in them with the right signs.1. It is time of me to take my dog.2. I had knew him before he lived here.3.They were talking about the persons and things which could be remembered.4.He as well as his sister are a League Member.5. Please remind me with the meeting tomorrow morning.6.As he was old, he could walk as fast as a young man.7. It was he that the girls were talking about.8. The boy they are referring to come from Britain.总结：错词 Error word1、在固定用法中介词是否误用。
2、动词的时态、语态、主谓是否一致。
3、非谓语动词是否误用。
4、从句中关系词是否误用。
5、判断句子中形容词和副词是否误用。
6、判断句子中并列连词、从属连词是否误用。
Step 6: The skills and some things that we should payattention to解题技巧:1.通读全文，掌握大意。
2.眼观六路，上下联系，整句修改。
3.先易后难，改出错句，正确的句子放在最后。
4.一行一错，不能改动两个词。
5，正确使用批改符号“，∧，\，√”短文改错应注意的问题 :一.四不改：①标点符号不改。
②大小写不改。
③词序错误不改（不是不改，而是按错词或少词来改）.规范做题方法：①要严格按照示范，即用规定的符号去改错。
不要用文字去说明或用箭头去表示。
②换词、去词和加词三者不可混淆。
Step 7: Exercises for proof―reading and correctingPassage 1My sister found a bird on the roadside. We named himJack and keep him for about three years. He would greet us 1.________in a tree outside our bedroom, calling "Hello" as we layin 2.________bed in a morning. He also passed "Hello" to the cats when 3.________they came into the room. We often played a trick on himself. 4.________We’d throw a coin as far as possibly. Jack would fly away 5.________and bring it back for us throw again. He would also catch 6.________the food throwing to him from the other side of the roomand 7.________sing happily. But for the most wonderful thing about Jack 8.________were his musical ability. Leaving him at home all day, we 9.________wo uld return at night to hear that he’d picked up from the 10.________radio in the day.Passage 2Like most of my schoolmates, I have neither brothers nor 1.________sisters---in any other words, I am an only child . Myparents 2.________love me dearly of course and will do all they can make sure 3.________that I get a good education. They did not want me to do 4.________any work at family .They want me to devote all my time to 5.________my studies so that I’ll get good marks in all my subject.We 6.________may be one family and live under a same roof, but we do 7.________not seem to get much time to talk about together. It looks 8.________as if my parents treat me as a visitor and a guest .Do they 9.________really understand their own daughter ? What things are in 10.________other homes ,I wonder.Passage 3In a small town where there lived two brothers 1.________they were very lazy. One day, before the mother 2.________went out to an evening party, she told about her 3.________two sons give the house a good cleaning. But 4.________before the mother left the room, the big brother said 5.________to his younger brother, “Tom, when mother came 6.________back, you will say I have been ill and I can get 7.________out of bed.” the younger brother agreed. “OK,8.________and when mother turns back you will say9.________I have gone to call for a doctor for me.”10.________Step 8: Exercises for designing mistakesThis is a story told b y my father: “When I was a boy, 1.________the most exciting thing was to celebrate the Spring2.________Festival. My grandma was the best cook in the world 3.________and could make the most delicious dishes. One time, I just 4.________couldn’t wait for the Spring Festival dinner. As I was 5.________about to take a piece from a cooked duck, I saw Grandma in 6.________the kitchen looking at me. Shaking her head, she said, ‘ It7.________isn't a good time to do that, dear.’ At once I apologized 8.________and controlled myself at my best till the dinner started.You 9.________know, that was a dinner we had waited for several months.” 10.________Step 9: Summary and HomeworkStep10 The Design of the Writing on the BlackboardExercise 1Dear Sue,Well, I am here in the Beijing! I'm staying at a1. .very comfortable hotel the same like ours in Britain and2. .enjoy Chinese food, though I miss my English break-fast.3. .It has been very kind and helpful for everyone to 4. .help me everywhere. Yesterday I visited the Summer 5. .Palace where the Emperors were used to go in the 6. .summers. Today I'm off to see the Great Wall,it is one 7. .of the wonders m the world. In a word, all are very 8. .interesting, so I do wish you could go to visit China. 9. .Hope everyone home is well.10. .DanExercise 2There is a small island in the Pacific Ocean, that1. .is near 8 miles long and 8 miles wide. It was once2. .called "The Pleasant Island" but now it's national name3. .was Nauru, "the happy little nation" in English.4. .Nauru was once owned the Germans in history.5. .Later, the Australians ruled the island people. In 6. .World War Ⅱ, the Japan took Nauru away from the7. .Australians. Now Nauru do not belong to Germany,8. .Australia and Japan. On January 31, the island Nauru9. .became new nation and had a new name.10. .The answers to passage 3, from S3.The answers to passage 3, from S2.The answers to passage 1, from S1.Proof―reading and Correcting。