北师大版九年级全册Unit 9 Save the PlanetCommunication Workshop一等奖表格教学设计

教学基本信息

课题

U9 Communication Workshop

学科

英语

学段：初中

年级

九年级

教材

北师大版《初中英语》九年级全一册

指导思想与理论依据

  《普通高中英语课程标准》（2017版）中提出了英语学科核心素养，包括语言能力、文化意识、思维品质和学习能力。其中语言能力是指在熟悉的语境中，较为熟练地使用已有的英语语言知识，理解语篇传递的要义、主要信息和意图。而文化意识是指学生对中外文化的理解和对优秀文化的认同，是学生在全球化背景下表现出的跨文化认知、态度和行为取向。文化意识体现英语学科核心素养的价值取向。

《义务教育英语课程标准》（2011版）中课程基本理念（四）强调学习过程，重视语言学习的实践性和应用性。主张学生在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言。涉及本课写作技能为五级目标，要求学生能根据写作要求，收集、准备素材，并能根据图示或表格写出简单的段落。

综上所述，本课将带领学生通过阅读Matthew一家保护地球的做法，概括出相关措施和短语，帮助学生搜集写作素材，并在总结梳理的过程中提升学生语言能力，最终学生能够通过所学列出自己保护地球做法的框架。

教学背景分析

一、教材分析：

WHAT:主要内容

本课是北师大版《初中英语》九年级Unit 9 Save the Planet的写作课。本课为本单元最后一课，在前三课关于保护环境的听力和阅读课基础上，本课要求学生能够根据所学写出一篇以“Save the Planet”为题的作文。本课由一篇阅读引入，主要内容为介绍Matthew一家保护地球的做法以及今后将要开展的措施。文章共分为三段，第一段，介绍了Matthew和父母在保护地球方面所做的举措；第二段，说明了他们一家需要做但还没做的措施，并以节约用水为例进行说明；最后一段列出了Matthew希望更多人参与环保的呼吁。学生可以通过阅读，获取关于保护环境的相关做法作为素材，为写作做铺垫。

WHY:文本意图

    本文旨在通过介绍Matthew一家保护地球的举措，让学生联想到自己的实际生活，反思自己对于保护环境所做的举措，从而倡导学生学习主人公一家的做法并树立保护环境的意识。

HOW:文体结构和修辞语言

本文为描述文（Description），描述了Matthew一家保护地球的做法以及今后将要开展的措施，文体结构清晰。语篇涉及一般过去时、一般现在时和一般将来时。

二、学情分析：

整体情况：

学生为九年级1班学生，九年级采用分层教学，1班作为最好的班级，英语整体水平在全年级较好，但班级内仍旧有层次不齐现象和个别英语较偏科的学生，所以教学需考虑差异性并注意在题型设置上有一定阶梯性。

已有知识：

学生对于保护环境的话题比较熟悉；在阅读策略方面，学生能够通过根据上下文和寻找关键词等方法获取信息。

可能存在的问题：

对于保护环境的措施短语较缺乏，不会用英文表达；在写作方面缺乏清晰的思路和条理，思维品质有待提升。

应对策略：利用情境代入、视频和图片带领学生来了解保护环境的相关举措和重要性；通过问题链和表格的引导，带领学生对写作结构进行梳理和规划。

教学目标

At the end of this class, students will be able to:

1. Get the detailed information of what Matthew and his family have done and will do to save the planet;

2. Make an outline of their writings on saving the planet according to the worksheet;

3.Think about their own actions on saving the planet and set up environmental consciousness.

教学重点和难点

教学重点：

1. Get the detailed information of what Matthew and his family have done and will do to save the planet;

2. Make an outline of their writings on saving the planet according to the worksheet.

教学难点：

1. Make an outline of their writings on saving the planet according to the worksheet.

板书设计

U9 Communication Workshop

Save the Planet

1. My family and I…

2. To help save the planet, we will…

3. I believe our planet will be…

教学过程

教学阶段

教师活动

学生活动

设计意图

时间

I. Warm-up

Step1 Lead-in

1. Show a video about Man and ask students to think about these questions:

  What did the Man do?

  What happened to the planet?

  What happened to the Man at last?

2. Ask a question and let students work in groups and talk about it:

  What can we do to save our planet?

3. Share their opinions in class.

Watch the video and think about the questions.

Work in groups and talk about the question.

Share in class.

通过一个人类如何走向灭亡的视频引入本课话题，并通过问题引发学生思考环境破坏的危害。 再让学生思考如何拯救地球的措施，激活学生已知知识背景，为写作铺垫。

 10’

II. Reading

Step 2 Pre-reading

  Show a picture of Matthew and his family, lead out the reading materials.

Step 3 While-reading

1. Let students read the first paragraph and answer the question:

  What do Matthew and his family do to save the planet?

2. Check the answers in the whole class.

3. Let them read the second paragraph and answer the question:

  What will they do to save the planet?

4. Check the answers in the whole class.

Step 4 Post-reading

1. Show a table and ask students to classify what Matthew and his family do and will do into the table.

2. Ask them to share their opinions in groups.

3. Check the answers together.

Look at the picture and read.

Read and answer the question.

Talk about answers.

Read and answer the question.

Talk about answers.

Classify into the table.

Talk in groups and share opinions.

Check together.

出示主人公图片，创设情境, 分段阅读，依次回答问题并获取段落主要内容，为写作积累素材。

设置表格，让学生将所获取的信息进行分类整理，为写作提纲做准备。

15’

III. Pre-writing

Step 5 Writing Preparation

1. Show the writing task and explain the details.

2. Show a writing table like the one in Reading and ask them to think about their thoughts on Save the Planet.

3. Give students the table in reading part and ask them to think about their actions, and then fill in the table in worksheet.

4.Give students some more phrases on different part of the table by showing them examples and ask them to talk about their ideas.

5. Ask them to think about the last part of the table and then fill in the table. Give them some examples.

6. Explain the writing structure by showing of examples and give detail information about the writing. Emphasize on language tense.

Step 6 Homework

Finish their writings at home.

Read the requirements.

Look at the table and think about their writings.

Get the information of the writing materials on each part of the table.

Work in groups and talk about the table.

Think about the last part and fill in the table.

Get to know the structure of the writing.

Finish their writings.

通过写作任务单，让学生了解写作要求。

展示一个与阅读环节中相似的表格，让学生根据实际情况思考自己保护地球的做法。

给予一些写作素材，让学生在讨论中为写作做充分的准备。

解析写作结构，帮助学生理清写作思路，训练总结概括思维品质。

20’