人教新目标 (Go for it) 版九年级全册Section B教学设计

展开

这是一份人教新目标 (Go for it) 版九年级全册Section B教学设计，共6页。教案主要包含了教学内容分析，教学目标，学习者特征分析，教学重难点，教学方法，教学过程，课后作业，板书设计等内容，欢迎下载使用。

教学设计方案
课题名称：九年级Unit11写作复习课 My Unforgettable Experience ----how to write a narration
学科年级：	九年级英语	教材版本：	新人教2011课标版
一、教学内容分析
1、本课是一节以“我的一次难忘的经历”为主题的记叙文写作课。记叙文写作是初中学生中考的考点之一，而用英文进行叙事一直是学生写作学习中的一个难点。如何运用准确的人称、时态、合理的逻辑、丰富的描写、正确的语言来叙述事件是本节课的重点教学内容。 2、本节课主要设置写前、写中、写后三大板块。逐块突破，设置的任务台阶低，密度大，层层递进，学生容易掌握。所以本节课以任务型教学为主，以Bob的经历为写作模板, 总结出写作框架及五条写作tips。 3．本次写作叙写发生在初中三年的个人一次难忘的经历，贴近临近毕业的学生生活实际，故事性强，学生乐于学习，在培养学生写作能力的同时，激发学生对每一次经历的感悟、感恩之情。
二、教学目标
1．知识目标：通过本节课的学习，学生复习并掌握动词的一般过去时、常见的表示时间顺序和逻辑关系的连接词、以及初中五册课本里出现过的在记叙文中对人物活动细节描写的beautiful descriptions。如：one day, soon, after, after that, when, later, then… so…that…, feeling ashamed and embarrassed, with a smile on the face, do sth. in excitement… 2．能力目标: 通过本节课学习，学生能够根据写作任务，先审题并打出文章三段式框架。然后能根据写作要求，运用课堂上学到的五条记叙文写作tips，独立起草短文，简单描述事件，清楚表述自己感悟和收获。并能够先与同伴互评作文，再在教师指导下进行进一步的修改。 3．情感目标: 通过本节课的学习，唤起学生对初中三年生活的回忆，激发学生懂得感恩母校、感恩老师、感恩同学朋友的情感。并懂得在成长的道路上，每一次经历，无论好坏，对自己都是一笔宝贵的财富的道理。
三、学习者特征分析
1．即将毕业的九年级学生，通过三年的英语学习，已经掌握了大量的语言信息，对英语的理解能力和表达能力都有所提高，但写作能力还有待进步，其中记叙文写作仍然是较薄弱的一环。 2．我们的学生是划片招生，学生程度参差不齐，两极分化严重，所以我设计的任务台阶低，密度大，层层递进，培养学生的自信心，激发学生的求知欲。
四、教学重难点
要求掌握并运用记叙文写作的五条tips: Tip1: Your experience should include “What, Who, When, Where and How”. Tip2: Use the first person narration. Tip3: Use the simple past tense. Tip4: Use linking words to make the event clearer and more logical. Tip5: Use descriptive words to make our sentences more detailed and vivid.
五、教学方法
任务型教学法 2. 情景教学法 3. 写作指导法
六、教学过程
Before you write Step 1. Leading-in T: As we know, time flies! We are going to graduate from Changyu Middle School soon. Right? Ss: Yes. T: During the past three years, I’m sure you have experienced a lot. And some of the experiences must be unforgettable for you. Yes or No? Ss: Yes. T: So today, let’s share our experiences. Look! This is our writing task. (通过叙述学生们即将毕业，在三年初中生活中，肯定会有一些难忘的经历，自然导入今天的主题，过度自然，贴近学生生活实际，能够迅速激发学生回忆。) Step 2 . Let’s analyze! （中考链接） (初中三年的校园生活精彩纷呈, 总有一些经历是令你难以忘怀的。学校英语English Learning 正在以“My Unforgettable Experience”为主题向应届毕业生征文。请写一篇80—100词的英语短文，叙述你的一次难忘的经历，并谈谈你在其中的感悟和收获。短文首句已给出，不计入总词数。文中不得出现真实的人名和校名) T: What’s the topic of the article? Ss: My unforgettable experience. T: What contents should we write in our article? Ss: An unforgettable experience. T: What kind of experience can make us unforgettable? Ss: Something sad/happy/interesting/that makes us learn a lot/ that has a great influence on us … T: What else should we write in our article? Ss: How I feel and what I learn from the experience. T: So it means our feelings and opinions. How do we feel about the experience? T: The experience should be about the three years’ school life in junior high. So, what aspects can we write? Ss: Something about our teachers/friends/schoolwork/school activities… T: When we describe the experience, we should remember four “W”. What are they? Ss: What? Who? When? Where? T: Tip1: Your experience should include “What, Who, When, Where and How”. T：How many parts will be in our article? Ss: Three. The beginning, the body and the ending. T：Don’t forget the number of the words. How many? Ss: 80---100. (通过对阅读任务的审题分析，总结出写作三段式框架，学习Tip1，了解记叙文写作五要素。由此, 学生对自己即将要进行的写作任务更加明确。) Step 3. Let’s share and learn! T: This is Bob’s unforgettable experience. First, read it aloud by yourselves. (It happened when I was in Grade 7. One day, my math teacher made me correct my homework in the classroom. At first, I finished it quickly and handed it to him soon. When he saw my bad handwriting, he said, “Correct it again!” Then I went back to my seat. This time, I did it carefully. Later, I handed it to him again. After he checked it, he said, “Well done! Please try your best and you can be better.” After that, I worked much harder and made great progress.) T: What person narration is used in Bob’s article? Ss: The first person narration. T: Tip2: Use the first person narration. T: What tense is used in Bob’s article? Ss: The simple past tense. T: Tip3: Use the simple past tense. T: Can you find any linking words in Bob’s article? Ss: One day/At first/When/Then/This time/Later/After/After that. T: Tip4: Use linking words to make the event clearer and more logical. T: Linking words are very helpful. They can help us find the cause/process/effect of the event clearly. So, what’s the cause/process/effect of the event? Ss: … … (通过分享并学习Bob的一次难忘的经历，学习Tip2、Tip3、Tip4。由此, 学生明确记叙文写作的时态、人称、关联词，为后面的写作做好充足的准备。) Step4. Let’s discuss! T: From this experience, Bob has learned something. Now, please discuss with you partner, if you were Bob, what would you learn from this experience? Ss: We should study hard/ do homework carefully/ try our best to do everything/ be responsible for ourselves/ take our study seriously… (通过同伴合作，互相讨论“假如你是Bob, 你会从这次经历中得到什么感悟和收获”这一问题，激发学生思考，主动学习，感悟人生。为后面写自己的亲历，感悟自己的经历做好准备。) Step 5. Let’s compare and learn! T: Bob wrote a good article, but I made some changes to it. Can you find any differences? Ss:… When he saw my bad handwriting, he said, “Correct it again!” Then I went back to my seat. This time, I did it carefully. Later, I handed it to him again. After he checked it, he said, “Well done! Please try your best and you can be better.” When he saw my bad handwriting, he said angrily, “Correct it again!” Then I went back to my seat. This time, I did it carefully. Later, I handed it to him again, feeling afraid and nervous. After he checked it, he said with a smile on his face, “Well done! Please try your best and you can be better.” T: Which one do you like better? Ss: The second one. T: Tip5: Use descriptive words to make our sentences more detailed and vivid. (通过比较两段文字，学习Tip5，学生了解在记叙文写作中，添加一些对人物活动的细节描写，可以让语句更具体生动，为后面写作做好准备。) Step 6. Let’s enjoy and practice! T：Now, pay attention to this sentence “I went back to my seat.” First, tell me how Bob felt at that time? Ss: Sad/Upset/Down/Uneasy/Ashamed/Embarrassed… T: So please add some descriptive words to make it better. Imitate the three kinds of descriptions above. Ss: I went back to my seat sadly. / I went back to my seat, feeling ashamed and embarrassed. / I went back to my seat with tears in my eyes. (通过模仿Bob文本里原有的三种句式，初步感知如何添加描述性语言，使语句更加生动形象。) T: Any more descriptions? If you have no idea, now let’s enjoy some good descriptions in our textbook. 1. Peter kept his eyes on the ground. He felt like there was a heavy weight on his shoulders… . Peter’s feelings were written all over his face. … Then he went into his room without another word. (九P86) 2. The erhu sounded so sad that I almost cried along with it… (九P70) 3. His face was always pale as chalk. He often cried for no reason. (九P83) 4. I’m trying to keep my cool. But it’s difficult not to cry. (九P107) (通过欣赏五册课本里出现过的描述人物难过时的修饰性语言，激发学生思维，为进一步为改写提供模板。) T：Now, let’s come back! Do you have any ideas now? Ss:… … Then I went back to my seat sadly/silently/in silence/without a word. Then I went back to my seat, feeling ashamed and embarrassed. Then I went back to my seat with tears in my eyes/with my head down/with a red face. Then I went back to my seat. I was so ashamed that my face turned red at once/ I kept my head down. Then I went back to my seat. I was so sad that my tears rushed out of my eyes. (通过多样化的改写，激发学生思维，培养学生对记叙文写作人物活动细节描写的能力。) T: They are good descriptions about sadness, but how to describe happiness. Let’s enjoy more sentences in our textbook. T: Please make the sentences complete. Ss: … … 5. When the babies see the keepers, they run over to them with excitement. (八下P54) 6. At5:00 a.m., we got to the top! Everyone . (八上P8) 7. The new couple were so happy that they when they got married.(八下P44) (通过欣赏并改写描述人物高兴的句子，为写作积累更多素材。) T: They are good descriptions about happiness. Look, how did the persons feel in these sentences? Ss: Unbelievable/ Scared/ Nervous… 8. We stared in disbelief at the black smoke…. (九P91) 9. I was so scared that I could hardly think clearly after that. (八下P38) 10. When I heard my name, my heart beat so quickly I thought I would stop breathing. (八下P44) (通过欣赏五册课本里出现过的对人物怀疑、害怕、紧张等的描写，为写作做足准备。) Step 7. Let’s talk! T: As for Bob, being made to correct his homework by his math teacher makes him unforgettable. How about you? Which experience makes you unforgettable? Please think about it! S1: Taking part in the school New Year’s Party makes me unforgettable. T: What did you do? S1: I danced. T: Did you win any prize? S1: I won the first prize. T: Wow! Congratulations! How about you? S2:… … (通过讨论, 激发学生回忆自己亲身经历的三年校园生活的点滴，为接下来马上要进行的写作做好热身活动。) While you write Step 8. Let’s write! T: Now it’s time for you to write. Write the article with the help of the outline, and don’t forget the five tips. And after you finish it, you should use the checklist to check your article with your partner. (此步骤是写中环节，学生利用审题分析时打好的三段式写作提纲，运用写前学习掌握的记叙文写作五条tips，发散思维，叙写回忆，感悟经历。) After you write Step 9. Let’s check! T: Exchange your article and check it with each other. T: Who’d like to share your article with us? Did your partner check your article? How many stars did you get? Ss: Yes. … … T: Please come to the front of the class and read your article for us. … Let’s check it together. T: Did he/she have the five elements (who/when/where/what/How)? Ss: Yes/No. T: Did he/she use the first person narration in her article? Ss: Yes/No. T: Did he/she use the simple past tense to describe the event? Ss: Yes/NO. T: Did he/she have any linking words? Ss: Yes/No. T: Did he/she use any descriptive words? Ss: Yes/No. T: Did he/she make any mistakes? Ss: Yes/No. T：He/She can get stars. (此步骤为写后环节，先通过学生同伴间互评作文，发挥学生的主体作用，培养学生自主修改作文的能力。接着选择一篇范文，教师学生共同评价，增强了评改作文的时效性，反馈信息的及时性，有利于提高学生的写作水平。) Step 10. Let’s remember!  Be thankful to every experience.  Even a small experience can make a big difference.  Experiences make us grow up. (通过此步骤进行情感升华，引导学生感恩每一次经历，学会从经历中成长。)
七、课后作业
1. Polish your article and hand it to me tomorrow. 2. Share your experience with your classmates.
八、板书设计