Unit4 Task（教案）-2024-2025学年牛津译林版英语九年级上册

课题9A Unit4 Task 时间: 教学目标 知识目标:词汇:in one’s thirties, to one’s surprise, research, and so on 技能目标:在老师指导下运用不同写作技巧完成作文The person who has influenced me most。 情感目标:通过学习写作,向最影响我的人学习他/她积极向上的正能量。 教学重难点: 运用清晰结构、不同时态、多变句式等不同且较高写作技巧写出符合九年级学生能力与水平的佳作。 课前准备: ppt 板块 展开教学的任务性问题串设计 学生活动串设计 目标达成反馈串设计 1.吸引注意,积累语言 Task 1:Lead in 1. Teacher asks students if they enjoyed themselves last weekends at home. And then tells them her family had a great time last weekends and watched a TV program called Where are we going, dad? Then introduce one group of the family, Tian Liang and his son. 2. Tell students her daughter likes Tian Liang. Talk something about him to teach some new phrases and words by introducing and talking with students. Watch, guess, introduce and read 通过一系列图片展示,并进行相应的提问,教学新单词与短语,引出文章中的关键表达,为学生理解文章,运用句型及写作做好 铺垫。 2.导出目标,生成结构 Task 2: Ask students to make up a dialogue talking about Tian Liang. Two students as a pair, one acts as my daughter. Be familiar with and use the phrases in this way. 教师巡视,给予提示和帮助 3. 回忆相关知识,初步运用结构 Task 3:Deal with the article on the book 1.Listen to the tape and answer two questions about Millie’s article on the book. 2.Read aloud and then find out the correct answers about Millie’s article. 3.Read fast and find out the main idea of every paragraph to know the clear structure Of the article. And also teach the important new word “research”. 4. Lead students to find out how they can write their articles well and improve their writing by finishing three steps: (1)Clear structure (2)Different tenses according to different time (3)Variety of sentences Read quickly, quietly and alone Check the answers in pairs 教师巡视,给予提示和帮助 教师引导学生思考,并适时总结 4. 呈现刺激性材料,活用结构 Task 4:Sample writing (1)Tell students who has influenced the teacher herself. And ask students to read two sample articles of the teacher herself by themselves. And think about which one they like better and why. Point out that interesting things impress people best. (2)Ask students to read the second article together. Read the two articles by themselves. Then read the second article together. . 指导学生独立 思考、判断 朗读范文 5.引发期待行为,强化结构 Task 5:Writing Ask students to write The person who has impressed me most by themselves. The tips given to them on the students’ papers can be helpful to them. Guide different students to write exactly according to their different standards. 巡视、指点 6. 提供反馈评价,巩固结构 Task 6:Post writing 1. Show students two different articles written by two students. 2. Ask students to think about what they think of the two articles according to the tips of writing. Give two examples of students’ writing. Ask students themselves to tell if the writing is good. 教师整班评解,请学生指出对学生作品的认识,根据写作原则文章好在哪里。 Homework 1.Ask students to learn from the person who has influenced them most. 2.Ask students to finish and improve their writing after class. 教学反思 这节课是九年级上册第四单元的写作课。本单元主题是成长的话题,在成长的过程中,青少年会有最影响自己的人,本课就是写作这个主题。 在考虑到本课生词不多,但是文章偏长,而且里面有很多如not …until这样的复杂句型以及定语从句、宾语从句等这样的主、从句需要指导学生运用于写作,所以我在课前设计时,对于生词,利用早读课这样的课前时间教授; 对于写作中使用率高、而且中考要求熟练四会掌握的几个短语及单词:in one’s thirties, to one’s surprise, have a heart full of love, medical research, You will not find anything unusual about somebody until you learn more.等,我设计在课堂教学的第一个导入步骤中,既教学这些重点词组句型,又对学生下面写作等各步骤有切实的训练作用。 最近有一个很流行的电视节目是Where are we going, dad?在学生中也很受欢迎,我把其中田亮父子设计进Warming up部分,可以引出并教授新词汇,接着让学生编对话,用与我女儿对话的形式来谈论最影响她的人——田亮,既熟悉运用词汇、句型,又可以从Who, what, why等问题,训练学生从这些方面谈论最影响自己的人,初步做到以说促写。 接下来我把书上的范文设计成学生课本出现最多的Millie的文章,以吴老师向学生介绍影响Millie最深的人,让学生通过完成听力回答两个问题,以及自己朗读回答其余三个问题的方式,熟悉课文;再叫学生自己阅读找出每段main idea,总结出写作The person who has influenced me most的写作结构;接下来又通过连接句子的方式指导学生写出定语从句、宾语从句这样主、从句高级层次的句子;以及让学生自己找文章中有多少种时态的方式,使学生总结出不同语境下应该运用不同时态的规律。总之,一方面达到以读促写的目的,另一方面,用各种方式使学生对九年级写作中应该重视并熟练运用的写作三个方面:文章结构、多样句式、不同时态,能有所改进,而这也正是本班学生写作中的软肋。至于其他写作指导,如:连接词或副词,有用的句型等,由于课堂时间有限,就放到写作讲义上让有需要的学生写作时参考。 然后,我向学生介绍影响我最深的人,并叫他们看我写作的两篇范文,写同一个人,第一篇句式比较简单、易写,适合基础薄弱的学生模仿写作,另一篇文章写得比较长,句式也比较复杂,主从句等句式也比较多,适合英语基础好的学生模仿写作,让他们自主选择模仿写作。达到以范文有针对性引导学生写作的目的。 最后学生完成写作后,课上我集体讲评了两篇学生习作,叫另外两位学生读,让学生们根据讲义上的写作tips来进行评论,文章好在哪里,学生能指出文章或者好在连接词用的巧,或表扬习作中主从句用的熟练,也能指出一篇文章有的词重复用这样的缺点,建议可以换不同的近义词表达,最后这样的课堂生成,着实令我有点惊喜。 但是,这次上课还是有一些困惑和遗憾,需要在今后的教学过程中加以改进,或者向同行探讨请教。比如,这篇作文是开放式作文,影响每个人的人或事不同,对于写作后的评讲和修改都有一定难度,怎样操作更可行,效果最佳,还是我的困惑,希望得到同事们的不吝指教。 ( 1 ) 学科网(北京)股份有限公司 $$