Unit 2 Great people Study skills 教学设计-2024-2025学年译林版九年级英语下册

Unit 2 Great people Study skills 教学设计 I. Teaching Objectives Enable students to distinguish between formal and informal language, understanding their appropriate usage in different communication contexts (with teachers/unfamiliar people vs. friends). Develop students’ ability to identify and correct informal language in written communication, improving language appropriacy for exam - related writing tasks (e.g., formal letters, essays). Enhance students’ awareness of language register, helping them communicate effectively in various social and academic situations. II. Language Knowledge 1. Key Concepts Formal Language: Used with teachers, unfamiliar people; includes greetings (Dear Mr/Mrs..., Ladies and gentlemen), standard endings (Yours), and no contractions/abbreviations/idioms. Informal Language: Used with friends; includes greetings (Hi, Hello), endings (Lots of love), idioms (have a big mouth), abbreviations (esp., Dec.), and contractions (we’ll, he’d). 2. Key and Challenging Points Distinction: Accurately identifying formal vs. informal language features in a text. Appropriacy: Correcting informal language to make written communication suitable for the intended context (e.g., writing to a famous author like J. K. Rowling). Application: Applying knowledge of formal/informal language to adjust writing for different exam - related tasks (formal letters, academic essays). III. Teaching Procedures Step 1: Lead - in & Warm - up (5 minutes) Show two conversations: one between friends (informal) and one between a student and a teacher (formal). Ask students: “What’s different about the language used?” Introduce the topic: “Today we’ll learn about formal and informal language — when to use each and how to adjust language for different contexts.” Step 2: Presentation of Formal & Informal Language (8 minutes) Concept Explanation: Use the textbook content to explain formal and informal language. List features: Greetings: Informal (Hi, Hello) vs. Formal (Dear Mr/Mrs..., Ladies and gentlemen) Endings: Informal (Lots of love) vs. Formal (Yours) Idioms/Abbreviations/Contractions: Informal (have a big mouth, esp., we’ll) vs. Formal (avoided) Give examples for each feature, writing them on the board. Discussion: Ask students to think of more examples of formal and informal language in their own experience (e.g., text messages vs. school essays). Share and categorize examples. Step 3: Analyzing Kitty’s Letter (12 minutes) Pre - reading: Present Kitty’s letter to J. K. Rowling. Explain the context: writing to a famous author (unfamiliar person) should use formal language. Ask students to predict informal elements. While - reading: Students read the letter and identify informal language features (greetings, endings, idioms, abbreviations, contractions). For example: Greeting: “Hi!” (informal) Abbreviation: “esp.” (informal) Contraction: “you’ll”, “he’s”, “doesn’t” (informal in formal writing) Idiom: “isn’t his cup of tea” (informal) Ending: “Love,” (informal) Have students underline these elements and discuss why they are inappropriate for writing to a famous author. Post - reading: Guide students to correct the informal language to make the letter more formal. For example: Greeting: “Dear Ms. Rowling,” Abbreviation: “especially” instead of “esp.” Contractions: “you will”, “he is”, “does not” Idiom: “not to his taste” instead of “isn’t his cup of tea” Ending: “Yours sincerely,” Step 4: Practice & Application (10 minutes) Writing Practice: Give students a task: write a formal letter to a famous person (e.g., a scientist, writer) and an informal message to a friend about the same person. Students draft both, applying formal and informal language features. Walk around to help with register choice. Peer Review: Students exchange their letters/messages with a partner. Check for appropriate language use (formal for the famous person, informal for the friend). Provide feedback using a checklist: greetings, endings, idioms/abbreviations/contractions. Step 5: Exam - related Connection & Summary (5 minutes) Exam - style Practice: Show an exam - related writing task (e.g., a formal letter to a school principal). Ask students to identify and correct any informal language. Discuss the importance of formal language in academic/exam writing. Summary: Recap key points: formal language for teachers/unfamiliar people, informal for friends; features to distinguish and adjust. Emphasize the role of language register in effective communication and exam success. Step 6: Homework (2 minutes) Task: Ask students to find an example of formal and informal language in a book, article, or social media post. Write a short analysis (50 - 80 words) explaining the context and language features. Rewrite a formal email to a teacher (e.g., asking for assignment feedback) and an informal message to a friend about the same request. IV. Assessment of Teaching Effectiveness Formative Assessment: Observe students’ participation in analyzing Kitty’s letter, writing practice, and peer review. Check for accurate identification and correction of formal/informal language features. Summative Assessment (for later): Evaluate homework analyses and rewritten messages for understanding of language register. Use a quiz with formal/informal language identification and correction tasks. V. Design Purpose Context Awareness: Teaches students to adjust language based on context, a critical skill for exam - related writing and real - life communication. Skill Development: Focuses on identifying and correcting language features, improving writing appropriacy. Practical Application: Connects to exam tasks (formal letters) and real - life interactions, making study skills relevant. VI. Blackboard Design Unit 2 Great people Study skills — Formal and Informal Language Formal Language Features: Greetings: Dear Mr/Mrs..., Ladies and gentlemen Endings: Yours No idioms, abbreviations, contractions Informal Language Features: Greetings: Hi, Hello Endings: Lots of love Idioms (have a big mouth), abbreviations (esp.), contractions (we’ll) Kitty’s Letter Corrections: Greeting: “Dear Ms. Rowling,” “esp.” → “especially” Contractions: “you’ll” → “you will” Idiom: “isn’t his cup of tea” → “not to his taste” Ending: “Yours sincerely,” Checklist: Identify features ✔️; Correct appropriacy ✔️; Apply in writing ✔️ 学科网（北京）股份有限公司 $$