英语Section B教案及反思

Unit 11 Sad movies make me cry

Section B 3a-Self check

教学内容分析：

九年级Unit 11主要谈论感受。Section B 3a-3b以回忆自己开心或伤心的经历，引导学生展开写作。3a为学生提供了话题。学生确定好所写的话题。3b通过一系列的问题为学生提供写作框架。Self check1为学生提供归纳性的词汇，通过对词汇积极性和消极性的判断和分类来复习和描述情感的形容词。活动2和活动3 运用单元目标语言结构make sb. do sth.和make sb. adj.结合语境来操练和运用。

学生情况分析：

    对于九年级的学生来说，写作的主要问题还是在1.搭建板块，即如何细化要描述的事情。2.丰富语言，句子如何扩展及生动化。3.在考场上，如何在一定的时间内高效地写出一篇好作文。

根据本课时在教材中的地位和作用，依据教学大纲，确定如下：

教学目标：

1. 知识目标

学完本节课，学生能熟练在作文中恰当地运用形容词和make sb. do/adj.的结构来表达自己的情感。

2. 能力目标：

在本节课结束时，学生能够

(1) 用英语清晰流利地描写出使自己伤心或开心的事情。

(2) 作文结构清晰、内容完整、语言丰富。

(3) 习惯用这种方法来写英语叙述文。

3.  情感目标：

通过本节课的学习，让学生们懂得在生活中会有开心的和不开心的事情，只要我们保持积极阳光的心态，所有的事物都会很美好。让学生懂得从不开心的事情中，我们也能够有所收获。

教学重点及难点：

引导学生抽丝剥茧的来写这篇文章，在具体的话题中，通过搭建框架-板块填充-丰富语言-批改-再修改的这样一个过程来写作，培养学生的思维和写作技巧及习惯。

教学方法：

启发性和过程性写作法

教学设计：

Step 1 Greeting

Step 2 Pre-writing

1. Review the adjectives.

Activity: A competition. Students will be divided into two groups,

Team A and Team B. They stand face to face. One team should say some positive words with facial expression. The other team should say some negative words with facial expression, too. One team says one word and in turn.

（设计意图：通过玩游戏：边说单词边做肢体语言来活跃气氛，并复习与写作语篇相关的形容词，为后面在描述事情中表达情感时，有相关词汇可以选择。这是课本self check1的内容。）

    2. Leading in.

Activity: Free talk. What makes you feel happy or sad? Then show some pictures to lead them to talk.

（设计意图：通过头脑风暴来启发大家思考说出使自己伤心或开心的事情。也就是写作的第一步，打开思维，确定要描述的话题，完成3a部分。）

Step 3 While-writing

1. Build the framework.

Activity: Listening to Helen’s diary and fill in the blanks. 

（设计意图：通过听学生们中Helen的真实的故事来完成填空。填前做听力预测，填出的部分就是我们作文的写作框架。听力是第一人称，填空的文本是第三人称转述。完成3b部分。）

2. Summarize three parts of a diary. It includes the beginning, body and ending.

Activity: Present Helen’s diary on the PPT and lead them to summarize the three parts.

（设计意图：完整的把日记呈现出来，让学生们通过观察这种叙述文知道这种类型的文章可以分为三个部分，且每一部分称作什么，为下一步引导学生填充每一板块做铺垫。）

3. Extend every part. At the beginning, body and ending part, think about which points we can describe to make the diary full.

Activity: Work in groups of 4 and discuss how to choose every key point to put into each part.

Key points: when, where, what, how, why, cause, process, result, gain, how, improvement.

（设计意图：用三段式来写这种类型的文章，每一部分如何充实。引导学生展开联想，发散思维，从而来丰富段落，学生可以有多种见解和观点。）

4. Enrich language. After knowing how to extend every part, teach them how to enrich language.

Activity: Watch a video. After watching, there are two sentences to practice at the end of the video. Students can change the two sentences following what they watched and learned by the video.

（设计意图：文章是由段落组成，而每个段落是由各个句子联接在一起的。那么怎样写出更好的、有亮点的句子是关键。观看这个微课视频，主要讲解怎样使句子生动：（1）巧用替换和修饰，用高级的形容词、词组来替换，用目的状语、副词、递进结构来修饰想表达的内容。eg：

I should study hard.

I am supposed to study hard.

I am supposed to study hard to get good grades.

 I am really supposed to study hard to get better grades.

I am really supposed to study hard to get better grades and achieve my dream.

（2）使用复合句，主要讲解复合句里面的定语从句。

（3）使用连接词，连接词将这些生动的句子连接起来。

Exercises:

Students want to win the match.

Tom tried to do basketball practice.

5. Summarize the keys for writing.

Activity: Review Helen’s diary and get the key 1 and 2. Present a different diary. There are some mistakes in this diary: a wrong tense and a wrong word in it. These steps are shown to get key 3. Then show the key 4 by body language.

Key1: Frame and content  

Key2: Good language

Key3: Correct grammar

Key4: Good handwriting

（设计意图：此环节通过这节课前面所学，来总结英语日记及作文应遵循的四大标准，让学生思路更清晰，写作有章可循，有据可依。）

6. Review and list key points. List the information about their own happy or sad thing in the mind map by asking and answering the questions.

Activity: Pair work. Ask and answer questions, then finish the mind map.

Questions:

1. What makes you happy or sad?  2. When did it happen?

3. Where did it happen?    4. Whom did you…with?

5. What did it happen at first?      6. What did it happen next?

7. What did it happen at last?     8. How did it make you feel? Why?

9. What will you do from now on? 10. …

（设计意图：让学生在对话过程中通过问题的引导回顾自己真实的经历。本环节的设计在于为学生在写作的要点上明确和细化，准备好写作的一切素材才能自信地去写作。）

7. Production.

Activity: One student shows the diary on the blackboard with the help of his or her own mind map.

Step 4 Post-writing

1. Set an example to check the diary.

Check (Modify) the student’s diary together with the standards and  symbols. (PPT显示修改符号；评价标准以及总评的标准)

（设计意图：以老师的角度来点评，肯定学生的亮点，鼓励他们取得的进步。）

2. Modification and evaluation. Exchange the diary with a partner and modify and evaluate each other’s composition. And ask three or four students to talk about how he/she modifies or evaluates the diary.

（设计意图：让学生站在老师的角度来评价文章，通过批改别人的文章，会意识到自己在写作中出现的问题，更能体会到如何写出优秀的作文。）

3. Homework

The homework is to modify your travel diaries again. And then write it in exercise books.

（设计意图：自己修改并完善自己的文章来提高写作水平。）

4. Summary. Give a brief summary of what they’ve learned, then lead them to have a positive attitude to face the happy or unhappy things in our lives.

（设计意图：总结所学，并告诉他们：只要我们有一个积极的心态，每天都是幸福的，体现本节课的情感目标。）