9.4 Preparing for the First Job-Grammar&Writing（教学设计）-《英语 基础模块3》（语文版2022版）《上好课》

课程名称 《英语 基础模块3》（语文版2022版） Unit 9 Preparing for First Job-Grammar&Writing 教材分析 Position & Role: It consolidates prior grammar learning and supports students in using accurate language to write about job preparation, which is highly relevant to their vocational goals. Content Design: The textbook uses clear examples of “to do” as subject, object, and complement, with exercises that link to job-related vocabulary. The writing task builds on this grammar to create a coherent paragraph. Adaptation: Since students struggle with abstract grammar terms, examples will be simplified and tied to job scenarios. Additional sentence transformation practice will be added to build confidence. 学情分析 Knowledge Base: Students have basic knowledge of simple sentences and some experience with “to do” as an infinitive, but they struggle to identify its functions (subject, object, complement) and use it correctly in complex sentences. Ability Level: They can understand “to do” in context but find it difficult to construct their own sentences, especially when “to do” acts as a subject. They need step-by-step guidance to link grammar to writing. Interest & Attitude: They are motivated by topics related to their future careers and prefer practical, task-based learning over rote memorization. Potential Difficulties: Distinguishing between “to do” as a subject and as an object; using “to do” in sentence patterns like “It’s + adj. + to do”; integrating “to do” into a coherent writing task. 教学目标 Knowledge Objectives 1　 Identify the functions of the infinitive “to do” (subject, object, predicative, attribute, adverbial). 2　 Master common sentence patterns with “to do”: “It’s + adj. + to do”, “want to do”, “the way to do”. 3　 Understand how “to do” is used in job-related contexts (e.g., “to prepare for an interview”). Ability Objectives 4　 Improve grammar accuracy by identifying “to do” functions in context and correcting common errors. 5　 Enhance writing skills by constructing a paragraph about “preparing for my first job” using at least 5 sentences with “to do”. 6　 Develop critical thinking by transforming simple sentences into complex ones with “to do”. Emotional & Value Objectives 7　 Build confidence in using complex grammar through supportive practice and positive feedback. 8　 Recognize the importance of clear communication in job applications, where accurate grammar is essential. 9　 Develop a sense of responsibility for their future careers by focusing on practical writing skills. 教学重难点 Key Points: Identifying the functions of “to do”; mastering common sentence patterns with “to do”; integrating “to do” into a job-related paragraph. Difficult Points: Using “to do” as a subject (e.g., “To prepare for a job is important”); distinguishing between “to do” and “-ing” forms in fixed phrases (e.g., “look forward to doing”); writing a coherent paragraph with varied sentence structures. 教学方法 1． Inductive Teaching: Start with job-related examples to help students discover grammar rules independently, reducing anxiety about abstract terms. 2． Visual Aids: Use color-coded diagrams to show how “to do” fits into sentence structure, making the grammar more concrete. 3． Task-Based Learning: Design interactive tasks (e.g., “sentence transformation,” “error correction”) to keep students engaged and active. 4． Cooperative Learning: Pair students to practice identifying and creating sentences, providing peer support and feedback. 课前准备 Teacher Preparation 1　 Create PPT slides with: Color-coded examples of “to do” functions (e.g., red for subject, blue for object). Interactive error-correction exercises. Visual diagrams showing sentence structure (e.g., “To do + verb + object”). 2　 Prepare printed worksheets with sentence transformation and gap-fill exercises. 3　 Make flashcards with “to do” sentence patterns and job-related examples. 4　 Prepare a “sentence building” activity: cut-up words for students to reconstruct into sentences with “to do”. Student Preparation 5　 Preview the grammar examples on Page 87 and underline the “to do” forms. 6　 Write 2 simple sentences about job preparation (e.g., “I need to practice interviews.”) to transform into complex sentences in class. 教学媒体 Multimedia equipment, printed worksheets, flashcards, whiteboard markers, colored pens, cut-up word strips. 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Lead-in 1. Greet students and ask: “What do you need to do to prepare for your first job?” 2. Write 2-3 student responses on the board (e.g., “I need to learn new skills.”). 3. Introduce the topic: “Today we’ll learn how to use ‘to do’ to talk about job preparation—and write a paragraph about it!” 1. Share their ideas for job preparation. 2. Identify the “to do” forms in their responses and discuss how they add meaning. 1. Activate prior knowledge and connect grammar to real-life vocational goals. 2. Reduce anxiety by starting with a familiar, relevant topic. Presentation Activity 1: “To Do” Functions 1. Present each function with color-coded, job-related examples: - Subject: To prepare for an interview is essential. (red) - Object: I want to improve my communication skills. (blue) - Predicative: My goal is to get a good job. (green) - Attribute: The best way to succeed is to work hard. (purple) 2. Explain common patterns: “It’s + adj. + to do” (e.g., “It’s never too late to learn.”). Activity 2: Visual Diagrams 1. Show diagrams of sentence structure (e.g., “It + be + adj. + to do”). 2. Ask students to label the “to do” function in the examples. Activity 1 1. Take notes on each function and pattern. 2. Repeat examples and identify the “to do” function. Activity 2 1. Analyze the diagrams and label “to do” functions. 2. Ask questions about confusing points. 1. Use color and visuals to make abstract grammar concrete and memorable. 2. Break down complex sentences into manageable parts for clarity. Practice Activity 1: Identify & Classify 1. Distribute worksheets with sentences from the textbook. 2. Ask students to identify the “to do” form and its function (subject/object/predicative/attribute). 3. Review answers and explain difficult cases (e.g., “look forward to doing” vs. “want to do”). Activity 2: Error Correction 1. Share common errors (e.g., “It’s hard beat a person who never gives up.”). 2. Ask students to correct the sentences and explain their mistakes. Activity 3: Sentence Building 1. Give pairs cut-up words to reconstruct into sentences with “to do”. 2. Walk around to monitor and offer support. Activity 1 1. Complete the worksheet and compare answers with a partner. Activity 2 1. Correct errors and explain their reasoning. Activity 3 1. Reconstruct sentences and present them to the class. 2. Discuss how “to do” improves the sentence. 1. Reinforce identification skills through targeted practice. 2. Address common mistakes to prevent future errors. 3. Make practice interactive and hands-on to maintain engagement. Production Activity 1: Sentence Transformation 1. Ask students to take their pre-class simple sentences and transform them into complex sentences with “to do”. 2. Provide examples: “I need to practice interviews.” → “To practice interviews is what I need to do.” Activity 2: Write a Paragraph 1. Assign: “Write a 5-sentence paragraph: ‘Preparing for My First Job’. Use at least 3 different ‘to do’ functions.” 2. Offer sentence starters: “To prepare for my first job, I need to…”, “It’s important to…”, “My plan is to…” 3. Invite 2-3 students to share their paragraphs. Activity 1 1. Transform their sentences and check with a partner. Activity 2 1. Write a paragraph and revise for clarity and grammar. 2. Share their work and receive feedback. 1. Connect grammar to personal expression, making it meaningful. 2. Build writing skills by applying “to do” to a relevant vocational topic. 3. Encourage peer feedback and confidence in sharing work. Summary &Homework Summary 1. Recap the functions of “to do” and common patterns. 2. Highlight key takeaways: “Using ‘to do’ correctly will help you write better job applications—essential for your future!” Homework 1. Complete the gap-fill exercises on Page 87-88 (2. Read and choose the correct answers). 2. Revise your paragraph and add 2 more sentences with “to do”. 3. Preview the next speaking lesson. Blackboard design Unit 9 Preparing for First Job Grammar: Non-finite Verbs (to do) Functions of “to do”: 1. Subject (red): *To prepare for an interview is essential.* 2. Object (blue): *I want to improve my skills.* 3. Predicative (green): *My goal is to get a good job.* 4. Attribute (purple): *The way to succeed is to work hard.* Common Patterns: - It’s + adj. + to do: *It’s never too late to learn.* - want / need / try + to do: *I need to practice interviews.* Teaching Evaluation Formative Assessment (During Class) 1　 Practice Activities: Evaluate accuracy in identifying “to do” functions, correcting errors, and transforming sentences (target: 70% correct answers). 2　 Production Tasks: Score paragraph writing based on the correct use of “to do” functions, relevance to the theme, and coherence. 3　 Participation: Assess engagement in pair work, discussions, and presentations, focusing on effort and improvement. Summative Assessment (Homework) 4　 Evaluate the gap-fill exercises for grammar accuracy and understanding of “to do” patterns. 5　 Assess the revised paragraph for the correct use of “to do” functions, sentence variety, and clarity. Teaching reflection Successes 1　 The color-coded examples and visual diagrams made abstract grammar more accessible. 2　 The job-related context increased student motivation and relevance. 3　 The “sentence building” activity was highly engaging and helped students see how “to do” fits into sentences. Areas for Improvement 4　 Some students still struggled with “to do” as a subject. In future lessons, I will provide more examples and a comparison chart with “it” as a dummy subject (e.g., “To prepare is essential” vs. “It is essential to prepare”). 5　 More time could be allocated to one-on-one feedback during the production stage. 6　 Differentiated tasks (e.g., simpler sentences for lower-level students) would better meet diverse learning needs. 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $