九年级unit4写作课教学设计(5页).doc

-九年级Unit4写作课 东光县于桥中学 张红娥Lesson title：九年级Unit4写作课Lesson type: 写作训练课Teaching aims and demands:1 Aims on ability学生通过完成单元话题写作任务，准确、熟练地运用本单元目标语言：used to be.能谈论和描述自己现在和以前在外貌、性格、爱好等方面的变化。2 Aims on knowledge学生通过本单元话题写作任务，发展话题写作能力，提高综合语言运用能力。3 Aims on emotions学生通过完成单元话题写作任务，培养思维的广阔度和创造性。Teaching importance and difficulties: 单元话题写作,基于本单元的话题：Talk about what you used to be like.用一些相关联的图片和阅读材料启发学生思考，激发想象，限定话题范围内的写作。重点培养学生的写作能力，提高学生的综合语言运用能力。Learning strategies: Brainstorming, Role playing Teaching tools: blackboard, and multi-media computer Teaching method: Task-based language method.Teaching procedures:步骤/时间目的教师活动/方法学生活动/学法条件/手段 Activity 1:Sing,Watch, and answer(3 minutes)通过看学生所熟悉的明星小时侯与现在的对比图片,还有教师本人和同学的相片对比，不仅激发了学生的学习兴趣，满足了他们好奇的心理特征，而且可以让学生使用本单元句型简单谈论人物的外貌变化，使他们迅速投入到课堂学习活动中，为写作做好前期准备工作。 Play a song “sailing” and then show some pictures. Then ask some easy questions.T: You are sailing. I wish all of you will succeed. However, when time goes by, I am getting older and older. Look at me and my photo taken three years ago, what have I changed?T: But now I have short hair and I am an old ugly man. People sure change! Now lets watch some pop stars pictures carefully and answer some easy questions.Well, what did Fan Bingbing use to be?What did Pan Weibo use to be?Now look at the pictures of our classmates, Sing the song “sailing” together.S1: You used to be handsome.S2: You used to have long hair.She used toHe used to多媒体辅助Activity 2: Mind- map (5 minutes) 为学生做好写作内容的准备工作。小组合作进行思维导图的制作，使学生的思维更开阔，为接下来的写作做好铺垫。     From the photos we know how people have changed! So when we talk about changes, what aspects can we include?Very good. Looks is appearance. As for appearance, what details can we talk about?Yes, thats right. What other aspects can we talk about? Please discuss with your group members and write down on your English Writing Show, more detail and more points.Looks.S1: EyesS2: Hair整合图片材料多媒体辅助Activity 3: Play a game: Who is my best friend? (5 minutes)通过一个“猜猜谁是我最好的朋友”的游戏,让学生熟练运用used to 句型表达人物在外貌、性格爱好等方面的变化，为后面的写作积累素材。同时能够再次激发学生写作的兴趣及表达欲望。Show an old photo of a student and ask a student to introduce her best friends picture and the changes of her friend, the other students guess.Who is the cute girl, do you know?Using the pattern “ used to but now”.A student say something about the changes of someone, the other students guess who her best friend is.S1：S2：S3：多媒体辅助Activity 4： Read and enjoy(3 minutes)在问题引领下，培养学生写作的谋篇布局意识和连贯的语言表达技巧，搭建写作框架。Read the article about the English teacher and answer his questions.Oh, you have changed a lot! So have I. Do you want to know about my changed?Ok, lets read it. You have 90 seconds to go.How I have changed! I have changed a lot in the last few years. My life is different! When I was young ,I used to be shy, but now Im outgoing and I enjoy talking with others. In the past, I used to be interested in Chinese; however, now I like English. I think English is useful and important. And I am an English teacher now. I often play basketball with my friends, now Im used to reading in free time. Whats more, I used to go to school by bus, now I ride my bike instead. What great changes I have!(学生阅读文章后)：Lets look at the part in the middle. What can we call it?Right. What about the first sentence?Yes. And where is its ending part? Read it aloud together.Right. There are two conjunctions in the article, can you find them out?Good. 想想老师在文章中用这两个连词起到什么作用呢？ Think it over and tell me your understandings.Absolutely right. Thank you.接着让学生总结出表示不同功能的连词，如下：表示次序：first, second, third, first of all, secondly, thirdly, next, last表示转折： but, yet, however, on the contrary, otherwise表示递进： whats more, besides, apart from, in addition to表示列举： for example, take as example, in other words表示因果： so, therefore, because of, as a result(of)， thanks to, due toIn the article, what aspects of changes did I mention? (让学生找出答案）Yes.Main body!Beginning.“What great changes I have!”“However, whats more.”文中作者过去喜欢汉语，但现在喜欢英语，However 表示转折。 Whats more 意思是“再说，再者，还有”，表示递进。多媒体辅助Activity 5: Group work: Discuss and write the other optional beginnings and endings.(5 minutes)在问题引领下，培养学生写作的谋篇布局意识和连贯的语言表达技巧，进一步搭建写作结构框架。把学生分成4个小组， 2个小组写开头，2个小组写结尾。写完之后由交换欣赏。如果有错，进行修正。小组合作。多媒体辅助Activity 6： Write the first draft and correct it (10 minutes)Activity 7: Peer correction and whole-class appreciation(9 minutes)此环节旨在培养学生自我发现问题和解决问题的能力，使学生体验写作后收获的成功，又可为学生制造机会进行自我干预，他们据此可以发现自身的不足，进行自我修正，并为同伴欣赏与修改做好准备。步骤1和步骤2的活动让学生在相互交流的同时不断提高欣赏作品的能力。学生结合评分标准彼此纠错时，既看到了他人的不足，又找到了自己的不足之处，他们在不知不觉中内化写作标准，不断发展寻习作的鉴赏和评价能力。步骤3是将评价和修改文章的技能迁移到自己的二稿中，实现能力升华。 Present the writing task: 你有没有发现你的家人或你身边的朋友也发生了变化？请你写一篇文章介绍你的一位家人或朋友这几年的变化，包括外形、性格、喜好、生活方式等几个方面的变化。80词左右。写作方法指导：（1）审题，找要点。 四个必须写到的要点：外形，性格，喜好，生活方式。（2）怎样写？开头总写：People sure change! My best friend, ×××has changed a lot in the last few years.第一要点：She used to ，but now第二要点：She used to ，but now第三要点：She used to ，but now第四要点：She used to ，but now结尾：Time goes by, its amazing how shes changed and she is never a child.Tips:大声朗读自己的文章，从结构、人称、时态、拼写、大小写、标点符号和字数等方面进行自我修正。(1) 同伴欣赏与互改Now please exchange your composition with your partner. You guys, try to read and find out the good words, sentences and the points needed to improve. （2）全班欣赏与修改选用12份有代表性的学生习作，利用实物投影，先由为其批改的同学带领全班一起欣赏，指出文章的优缺点，给出合理的建议。老师再进行适当补充点评，引导学生体会作者表达思想的方法以及谴词造句的技巧，欣赏与体会文章的精彩之处，使他们深刻认识到自己习作的不足。（3）课后作业学生依据自己和同伴的修改意见，完成二稿写作。Ss begin to write the first draft in their worksheet independently in 10 minutes.学生完成初稿后大声朗读自己的作品，并利用老师所提供的tips进行自我检查，发现存在的小问题并及时改正。学生用商量、鼓励的语气和发展的态度和同伴交流，从文章的结构、内容、语言等多角度欣赏和找不足多媒体辅助Teaching reflection (教学反思)本课是一节有趣的话题作文课，围绕着人物今昔对比展开听说，因为主题的确贴近学生的生活，加上英文歌曲sailing视频的美妙引入，所以完全唤起了学生的写作兴趣。培养他们做个情感丰富的人，也让学生懂得要拥有积极的人生态度去面对周围的一切。学生的二稿完成并作为作业交上来后，再选择代表作在全班宣读，并张贴在学习园地上，让全班同学在课余时间能美文共享、互相学习、共同进步，还可增强学生写作的信心和兴趣，维持学生英文写作的动力。-第 5 页-