人教版八下英语Unit9写作教学设计.doc

【一师一优课教学设计】学校：厦门市大同中学学科： 英语 授课人：方爱红 课题Unit9 Have you ever been to a museum？课型写作章节Section B 3a-selfcheck 第五课时年段班级八年级（下）目标Write an article to introduce Xiamen for BRICS教学重难点1. Structure of writing an introduction of a place介绍地点的作文结构2. The aspects included可以从哪几方面写3. The language input about introducing Xiamen 复习扩展该写作中可以用到的句型、短语设计特色说明1. 真实情境辅助学：利用BRICS（金砖会议）即将在厦门举行的契机引出写作任务，而金砖也曾在Sanya（三亚）举行过，而三亚和厦门之间的相似性使得三亚的阅读能很好地利用在厦门写作中；2. 学生活动抓重点：通过Guessing game, Personal work, Group discussion, students presentation等学生活动贯穿整个课堂重点，由学生突破重点，教师辅助难点；3. 高效利用结构图：提前阅读“三亚人间天堂”一篇，利用“Four-square writing”的结构处理阅读后，同样也利用该图复习语言点，用该图定结构，让学生有话可说，有理可依；4. 同伴互改辨是非：同伴互改，让学生体验老师改作文的考量，通过互改强调一篇好作文的标准，让同学们互相学习。教材学情分析人教版八年级的教材话题实用性比较强，而第9单元作为靠后的单元，对于学生的语言综合运用能力更高。要完成这篇作文，学生要将自己所知道的事实，用所学句型和词汇表达出来；甚至还涉及学生如何向他人阐述陌生的事实。八年级的学生，从语言知识方面已经累积了一些基础的表达，在前几个课时的学习中也接触到了描写一个地方所用的表达，但要避免句子单调重叠；从运用能力方面，学生已经经历过多次锻炼，基本能做到迁移运用，能大胆表达，但结构意识还不是特别强，仍有“想到哪儿写到哪儿”的习惯。八年级的学生相比于七年级，心智比较成熟，学习积极性倾向于内化，因此学生活动设计更趋向于思考总结；他们的团队合作能力加强，对于是非辨别能力也有所提高，更能相互欣赏和学习，因此在作文中设置互改。Teaching procedure教学过程StepsTeachers activitiesStudents activitiesPurpose1. Guessing gameShow the descriptions of 5 BRICS countries one by oneGuess and say the name of the countryTo review the language about describing a place 2. Lead-in 1. Introduce the fact that BRICS will be held in Xiamen these year and was ever held in Sanya2. Mark the location 3. Ask question: Do you know how President Hu introduce Sanya to other leaders? 4. Write down 7 aspects on the blackboard. 1. Listen and watch the picture of the BRICS meeting in Sanya2. Review the aspects written in the article according to the “Four-writing” form: SanyaParadise on the earth. To review the aspects included to introduce a place. Students will find similarities between the two cities: coastal cities and the host of BRICS. 3. Language summary1. Request students to do 2 tasks first on their own and then in group of four3. Play a video about Sanya for one minute and ask them to note down what theyve learned1. Underline the sentences or phrases you learn about the seven aspects. 2. Work in group of four and write more expressions to introduce the aspects. 3. Share in the whole class by groups. 4. Take notes and share what theyve learnedTo review useful expression in the article and what theyve learned before. 4. Making sentencesDisplay 4 places they know with given words/phrases Make sentences to introduce the place according to the pictures and given words. (Use different expressions as much as they can)To use the expressions to make sentences. 5. Group discussion1. Ask students to discuss what makes a good article2. Ask students to underline linking words1. Discuss in groups about what makes a good article2. Underline linking words and compare the differenceTo introduce the assessment criteria and attention to linking words6. Students presentation about Xiamen1. Introduce the writing task in this way:BRICS will come to Xiamen. Can you help President Xi to introduce Xiamen. 2. Mark Xiamens location.3. Welcome the student guides. Four student guides introduce what they find about Xiamen one by one:S1: location, size, population, transportationS2: history, cultureS3: places to goS4:foodTo share about Xiamens information7. Writing 1. Walks and offers help if needed2. Ask one student to write on the blackboard3. Edit and grade the article in the whole as an example Peer-editting Criteria:Structure/Content/Langu-age/Handwriting1. Write down the structure of their article in the “Four-square writing” form: decide what they want to write and fill in the cubic2. Write the article3. Peer-edit their articles in exchange and give marks. To write, to learn 5. Homework1. Edit and pol