（教案设计）9上Unit1Task

1、活力课堂教学设计江苏省丹阳市实验学校 212300 姜艳飞课题：9上 Unit1 Task 1.Teaching aims：(1) Ability aims： To be natural and fluent to talk with others To grasp the grammar mentioned in this lesson To be able to write a formal recommendation(2)Knowledge aims：To use the words、phrases and sentences freely Words: speech; absent;

2、 monitor; position Phrases: make a speech; get oneself more organized; be absent from school; agree with somebody Sentences:He is not afraid of making a speech in front of many people. We think he has many strong qualities for this position. We think David is the most suitable person to be our monit

3、or. We hope that you agree with us.To be able to learn the expressions about topic sentences and supporting sentences(3)Emotional aims：To enable students to have good personal qualitiesTo be kind and helpful to the people in need and learn team spirit2. Key and difficult pointsTo be able to learn th

4、e expressions about topic sentences and supporting sentencesTo be able to write a formal recommendation3.Teaching method:task-based language teaching methodcooperative language learning methodself-performance4.Teaching aids: a computer; a slide; color chalk;multi-media5.Teaching Procedures:教学过程教学内容（

5、教材、生活等教学资源）重组教学策略(互动或讲述等)预期效果导入Step 1. Lead-in Some students come to the blackboard, introduce themselves. Try to make their speeches lively and interesting. Give them a hand if possible.要求学生演讲的主题明确，段落分明有趣的自我介绍引发学习热情新授步骤按教学流程分段落书写Step 2. Pre-wrting 1.Say: Today, we will learn how to write a recommen

6、dation. Before writing, you should make a list of your ideas. Its a good idea to make a spidergram to help you organize your ideas.2.Ask the students what kind ofadjectives they can use todescribe a person.3. Show a list of adjectives, get the students to write the opposite forms of them. Divide the

7、m into different groups.Step3：Presentation1.Say: Class One, Grade Nine needs a new monitor, Millie and Simon want to recommend David. Why do they want to recommend David? What is his ability?2.Ask the students to look at the spidergram on Page 18.3. Ask: What can David do? Present new phrases: make

8、a speech; get oneself more organized; help with our class projects; do extra work; the things he needs to do;be absent from school;Step 4: Practice1. Get the students to find out the proper adjectives to describe David and then according to the adjectives, say something about David.2. Students ask a

9、nd answer the following questions in pairs: Is David hardworking? Can you give an example? David is very clever,isnt he? What has he done to make himself more organized? Does David often help other students? Can you give me an example? What do you think of David?3. Ask the students to use the inform

10、ation in Part A and finish Part B, check the answers and then read the passage in Part B.Step 5: While -writing1. Ask the students to play a writing game. The teacher divides the students into groups of four and asks each group to cooperate to write a passage about David. After writing, ask the stud

11、ents to read their own paragraphs in groups and help each other correct some grammatical mistakes.2. Help the students to analyse the structure of the writing on page 23 and teach them how to write a recommendation letter.Main body: 1) Purpose of writing the letter.2)Reasons of choosing the person.(

12、Good personal qualities of the person)3) Conclusion.3. Ask the students to conclude the basic way of writing a recommendation letter.A recommendation letter DateDear _: greetingsI would like to recommend_ as _. We think that he will be an excellent _ because he has many good personal qualities._ is

13、We think he/she is He/she is alsoWe think that David has all the qualities to be a good _. We hope that you agree with us.4. Provide the students with two situations:1) Recommend one of their teachers as the new headmaster.2) Recommend one of their classmates as the new chairperson of the Students U

14、nion.Ask the students to choose one of the two situations, use a flow chart to organize their ideas first and then write a formal letter to the principal.Step 6: Post-writing1. Ask the students to work in groups of four people. Each member of the group reads their own letter to the others and the ot

15、her students listen carefully and help make the letter better.2. Evaluate a student work as a model. Pay special attention to the following:(1)Does the letter have topic sentences and supporting sentences? (2)Which sentence is good? How many points can he/she get?(3)Ask students to evaluate their pa

16、rtners work.(4)Show two letters and share ideas about them.(5)Show the teachers report and improve the letter. 交代本节课的任务学生回忆已学过的描述人物性格的词语学生明白学习方向头脑风暴，为下面的写作做铺垫新授步骤按教学流程分段落书写学生自己找出新词组学生按照前缀方式不同，给形容词分类列出形容词，根据它们和前面列出的系列短语，描述David的性格特点两人合作，找出答案分组合作，写作PK互相检查，发现问题讲解推荐信的结构以推荐David为例，带领学生过一遍推荐信流程学生自主选择任务写作前

17、，使用蛛网图四人合作，查找错误选出最优，大家分享分析习作，作好评价比比谁最行，这一部分全部交给学生，教师主导，充分体现学生主体性设计关于David 的蛛网图，更加方便直观的让学生理解通过学生问答形式，进一步巩固学会写推荐信,锻炼学生写作能力学生通过交流，发现改正写作中出现的错误帮助学生理清写作思路扫清写作障碍，降低写作难度目的，理由，结论，层次分明教会学生举一反三图像让文章条理更为分明培养学生合作精神培养学生竞争意识训练与反馈Step 7: Homework1.Read the recommendation letter in the book.2. Make the letter better. Rewri