英语人教版九年级全册Unit 12 Section B 3b Writing .doc

Unit 12 My lucky/ unlucky day一、本节课整体设计理念、思路本节课的目标语言是以unexpected events为话题，讲述过去某一天的糟糕的经历，因此本节课的写作设计为“My lucky/ unlucky day”,使学生能讲述过去发生的事情。本节课的设计是以支架式教学理论为依据来展开设计，先通过竞猜“我”去市区买电脑所发生的事情（共4个竞猜：1. First, by the time I got to the bus stop at 8:30, _. 2.Then at 9:30a.m I got on the bus, _. 3.Next at 11:00, when I got to the shop _. 4. Finally, by the time I hurried to the bus stop _.），使学生进行头脑风暴，激活写作要用的句型和素材，搭建好词汇和句型“支架”；然后通过三个问题“How can we link the sentences into a paragraph? Is this a completed narrative? Is this a full mark composition?”为学生搭建好结构、篇章 “支架”；并通过“Do you have similar experience?”使他们“进入情景”；然后通过写习作使他们“独立探索”，最后通过小组“协作学习”，互评习作，并收集好词好句，进行“效果评价”。整节课的设计强调以学生为主体，使他们在教学活动中共同参与学习，掌握知识.二、教学内容分析本单元是九年级的第十二单元，Unit12 Life is full of the unexpected.本单元以难以预料的事情为中心话题，以一般过去时和过去完成时的句型为框架，以描述过去某一时间或动作之前已经发生或完成了的动作为主要内容，使学生能正确使用由when, as, by the time 引导的时间状语从句表示过去发生的事情和用正确的时态谈论过去发生的或者意料之外的事情。本节课是写作课，是本单元的第六课时，是在学生已经学习了本单元的单词、重点句型和语言点之后进行教学的。三、教学重、难点分析本节课复习的重点是描述日常生活中的相关短语、句型，难点是的讲述过去发生的事情。在本节课的活动中，学生要根据学习内容理解写记叙文的大致框架（记叙文五要素）和写作步骤（一审二列三写四查五评），并能通过语法的复习选择适当的语言框架，运用恰当的词组、句型合理描述出过去发生的事情。四、教学过程设计Teachers ActivityStudentsActivityAimsStep 1: Greeting and leading-in(2m)Greet with the students and focus their attention on the topic of this class.Greet with the teacher， meet the teachers cousin Lily.Lead in the topic of the classMy unhappy day Step 2: Pre-writing(20m)Task 1. Guessing game. Show the pictures on the screen and lead the students to guess what happened at different time. Look at the pictures and guess what happened.Present different opinions as quickly as possible.Focus studentsattention quickly and review the keystructures(adverbial clauses led by when, as, by the time).Task 2. Present the four events that reallyHappened to me. Lead the students to think how to link the sentences into a paragraph. Think and discuss. Read the four sentences together and then think as many link words as possible. Then discuss which can be used to link the four sentences into a paragraph.Make them try to narrate past events correctly.Task 3. Focus their attention on the paragraph they just link, and lead them to think if this paragraph is a completed narrative. Then show the five elements of a narrative and a completed one on the screen.Think and complete. Judge if the paragraph is a completed narrative according to the five elements of a narrative: who, when, where, what, why/ how. Complete the passage.Make sure the students are clear about the five elements of a narrative. Task 4. Focus their attention on the passage they just write, and lead them to think if this passage is a full mark composition. Then show a full mark one on the screen. Think and write. Judge if the passage is a full mark composition. Then write the beginning and ending for the passage.Get the students master what to write in a narrative and prepare to write. Step 3: While-writing(8m)Show the requirement of writing and guide them to write an outline of the composition. Walk around and observe the students, provide help if needed.Make clear the requirement of writing and the writing steps, then write an outline of the composition after the teachers instruction. Write a composition according to the outline and requirement. (Examine the topic, make an outline, write)Help them learn to organize the language and write a narrative according to the requirement and writing steps.Step 3: Post-writing: Writing assessment(8m)Ask the students to check their work on their own first.Self check and try to correct the mistakes they madeaccording to the assessment form.Help them to know the writing level of their own.Ask the students to evaluate their work in groups.Appreciate and evaluate the work in groups and find out the best one in their group.Then share the best one together.Help them learn from each other and improve themselves together.Step 4: Summary(1m)Sum up what have been learned in this class.Sum up what have been learned in this class with the teacher.Sum up and make sur