英语人教版九年级全册Unit13Wrting .doc

Unit 13 Were trying to save the earth! (Section B 3a-3b)老河口市仙人渡中学 米星星Teaching contents新人教版九年级（全一册）unit13围绕“pollution and environmental protection ”为话题而展开活动。Section B 3a-3c活动以2b活动中废物回收利用的例子引出对环境保护的思考，引导学生开展环保写作。3a为学生提供了语境，通过让学生思索讨论自己周围的环境污染问题，自然而然过渡到想办法保护环境上来，给学生提供了写作思路。3c要求学生将写作落实到实处，给本市市长写封信提出一些建议，要求学生熟练运用本单元所学关于环保的各种短语和句型写出一片记叙文。学生对环境的期望值越高就越有执笔写信的欲望，也将更用心表达自己的想法。Teaching objects 本课的教学对象是乡镇学校的普通班九年级的学生。他们多来自农村家庭，英语学习意识薄弱，自主学习能力差，英语基础参差不齐。很多学生对英语没有兴趣，觉得英语很难，听、说、读、写、译的技能都不高。所以，在日常的教学过程中，教师多想办法，用贴近学生生活的话题做引导，调动他们的兴趣，鼓励他们大胆地用口语表达自己的想法，利用分析范文，小组合作讨论，集思广益，收集写作素材。有助于学生用英语构思，形成合理的写作思路，在轻松快乐的氛围中把课本上所学的知识运用于口头表达和写作中。引导学生养成良好的写作习惯，增强学生用英语写作的自信心，能学中乐，乐中学，逐步提高英语水平。根据本课时在教材中的地位和作用，依据教学大纲，确定以下教学目标：Teaching aims1. 知识目标在本节课结束时，学生能掌握句型：用should ,could, suggest, be supposed to 表达建议语法：被动态，一般现在时和将来时的正确运用2. 能力目标：在本节课结束时，学生能够(1) 用英语写出自己对目前环境的认识。(2) 积极给予改善环境的可行性措施。(3) 意识到要形成良好的英语写作习惯。3. 情感目标：通过本节写作课的学习，让学生们懂得关爱我们生存得环境，保护好目前拥有良好的生活环境，从自身做起，并积极宣传环保意识，鼓励全民参与保护家园活动。教学重点及难点：帮助学生收集写作素材，搭建可行的写作支架，让学生用英语写出环境污染并想办法提出环保建议，在教学过程中渗透对学生写作策略的培养。教学方法：1.恰当运用多媒体辅助教学，提高课堂效率增加趣味性。 2.以学生为中心，开展PWP过程性写作法教学设计：Step 1 GreetingStep 2 Pre-writing Leading in1.Have Ss watch the video and answer the following questions 1)What is the video about? 2)What do you feel about it? 3)What caused the problems?（设计意图：通过观看视频创设情景，导入本节课话题，唤起学生的好奇心，使其积极参与到教学活动并快速融入课堂中来，自然而然过度环境污染和环保这个写作话题中来2. Pair work: Do you have any suggestions about solving these problems?Present some pictures to guide Ss think about solutions as many as they can and list them.Close down the factories that give off waste gas .Use public transportation like bus ,train and subway.Ride the bikes to school or walk.Stop factories and people from throwing litter into the river.Organize groups to clean up the rivers.Pick up the rubbish on the ground.Set up(安排）a lot of bins ,throw the rubbish in the bins.Stop people from using paper napkins wooden chopsticks, plastic bowls and bags.Plant more trees and flowers.（设计意图：通过展示图片引导学生总结课本上已学的环保措施，再开动脑筋补充其他可行的方法，从课本知识入手降低这个大话题的难度，使全员参与讨论。）3. Group work(3a)Ask Ss to work in groups and talk about the environment in your town/ city . Complete the chart below and choose Ss to report the last two columns of their charts. 1)Which parts of the town/ city have a nice environment? Why are they nice? 2) Which parts need to be improved? Why? How to deal with the problems.Good environmentWhyBad environmentWhyHow to deal with the problemsschoolriverstreetstreet riverpark They can report like : The river used to be clean ,but now it is very dirty. We should stop factories and people from throwing litter into the rivers. And organize groups to clean up the rivers. There are too many cars on the streets. So we should use public transportation like bus ,train and subway. Riding the bikes to school or to work is a good way. The park is full of rubbish, we are supposed to throw the rubbish in the bins and pick up the rubbish that you can see.（设计意图：为学生提供了语境,让学生在小组活动中通过问题的引导积极给出建议。学生在完成填空后，再做个报告该语篇就形成后来学生写作任务的主体部分。本环节的设计在于为学生提供了写作的要点和思路，准备好写作的素材。）4. Present a model letter written by the teacher to the city mayor, analyze the writing elements.(How many parts does this letter have?Guide the students to think about how to write a good letter，and help them to summarize the tips for writing. TIP1：Good text structure TIP2：Beautiful languageTIP3: Correct grammar and spellingTIP4: Good handwritingT:Do you think it is a good composition? What is good?（设计意图：此环节提供给学生一个更好的写作模板。引导学生通过观察，总结出写英语作文应注意的四大问题，让学生理清好自己用英语写作的思路。教师在写作前给予学生有针对性的指导，让学生更好地关注了篇章的结构和内容，了解英语写作中常见的问题，为学生的写作做足了准备。）Step 3 While-writingWrite a letter to the city mayor describing the environmental problems and giving suggestions to solve them.T:With the help of the chart, its your turn to write your own letter. 8 minutes for you. I want two volunteers to write on the blackboard. While Ss are writing ,the teacher should walk around and give some help if it is in need.（设计意图：可以监测全班学生的整体写作情况，同时给后面的平价环节做好铺垫。）Step 6 Post-writing1. Check and modify one of the two students letters together with the symbols. (PPT显示修改符号;评价标准以及总评的标准)（设计意图：课堂上教师应对学生的作品作出及时的反馈，在此环节教师教会学生如何通过writing tips来评价作文包括使用一定的符号，让学生学会点评，并有逐渐意识到如何写好自己的文章。在批改时教师带着欣赏的眼光，努力发现“闪光点”，帮助学生建立自信。）2. Exchange the letter with a partner. And evaluate and modify each other. Ask the students to pay attention to the tips. And ask someone to talk about how he/she modify the letter.（设计意图：评价的主体不应局限于教师，还应体现学生的主体地位，让学生通过修改同伴的作文，肯定进步，反思问题。）3. The teacher can invite Ss to read their good compositions ,meanwhile ,teacher should have the i