英语短文改错教学设计

How to correct a composition短文改错

二、教材分析

短文改错会给出一篇约100个单词的短文，文中有10处错误，错误类型包括词法，句法，行文逻辑等。要求考生对每个句子进行判断，找出错误并改正。语言的准确性是写作中不可忽视的一个重要方面，因为它直接或间接地影响到信息的准确传输。因此，短文改错检验的是学生对语言进行评价的能力，是高考英语中不可或缺的一部分。

三、学情分析

1是学生重视程度不够，考生在这一题上没有用足时间；

2是语法知识薄弱，这一题型对语法的考查较多，不系统掌握语法知识是很难拿高分的；

3是学生对短文改错不能做到整体把握，只是单纯的依靠规律，降低了做题的准确率。由于学生的基础比较差，所以在教学过程中，要把课堂交给学生，让学生自己学习，自己总结，发扬自己的优势，关键是发现自己的不足。同时，让学生在合作探究中能够互相弥补，取长补短，达到高效学习的最佳效果。

四、教学目标设计

1. 知识目标：通过本专题的复习让学生了解短文改错题是考查综合运用英语的能力，这是一个难度较大的题型。通过高三后阶段的专项复习，使学生在解题方法、技巧等方面有所提高，增强做改错的信心，以求在做高考的短文改错部分能够得心应手，提高该部分的得分率。

2. 能力目标：

要求答题规范，在做题中遵循规范化模式。

五. 教学重点：

1训练学生正确的做题方法，调动学生主动学习的积极性。

2本节课的重点任务是让学生小组合作，分组讨论，按照做题步骤找到所改短文改错中的改点。

难点

1 掌握短文改错的口诀及正确运用“浏览全文，了解大意。逐句分析，逐行改错。复读全文，仔细推敲，最后复查”的解题策略。

2短文改错中的错误涉及到的语法或词汇，考生处理这些问题需要根据短文的整体语境及通过分析句子来判断。

六. 教学方法

凸显学生为主体，教师为引领者的教学理念。采用有易到难，有坡度，有层次，循序渐进，夹练夹析的互动教学方法。

《高中英语新课程标准》明确指出：“高中英语课程要有利于学生优化英语学习方法，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习能力。本节课通过讨论，观察，归纳，总结，让学生掌握所学内容。

课题名称:How to correct a composition 板书：

一．动词形

二. 名次数

三．形和副

四．非谓语

五．句子成分

六．代词格

七．习惯用法

八．冠词连词

设计意图：

让学生一目了然改错常见的错误，更好地掌握改错的方法与技巧。

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