新课标初二英语上Unit11初二英语写作教学设计.doc

新课标初二英语上Unit11初二英语写作教学设计一、背景知识介绍：书面表达是写的一种途径，是英语交际的重要组成部分,目的是检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。在经过了初一年的学习和积累后，学生在写作方法及表达方面，已经有了一点的进步，是时候进行写作的训练了。二、写作教学过程：写作作业还要注意趣味性，让学生愿意去写。本堂课的这份写作的作业：任务：办一个名人简介展目的：培养学生通过各种途径收集信息和处理信息的能力，帮助学生从小树立为社会作贡献的远大理想。材料：笔、纸语言技能：reading and writing语言知识：过去时态提示词：be born be famous for doctor/singer/inventor/活动形式：4-6人小组 1Warm-up活动：通过对名人的了解：身高、兴趣、国籍等（目的是活跃气氛，为引出今天的话题做准备。）2Revision：1.Guide Ss to make the survey and make a short report . 2.Make a report . 3.Get ready to some information about film stars or some famous people.手段：采访问答整理资料。3Pre-writing: 1. Help Ss understand or organize the information. 2.Study the words that had given .Put the words in the sentence.手段：通过课件展示文章基本的构架、词、短语并要求多形式造句。4 . While-writing ：1.Give some expressions that Ss might use in the writing. 2.Remind Ss to learn how Ss describe the person in the passage.手段：将课内知识与现实生活相结合，提供写作标准。5.Post-writing ：1.Choose some pieces of Ss work and talk about them in front of the class. 2.Give assessments.手段：英语写作投影仪，小组讨论，教师评价八年级英语写作教学案例安源区教育局教研室廖志群一.教学内容本课以goforit！八年级（上）unit4howdoyougettoschool？的sectionb3a部分为范文，把阅读与写作结合起来，让学生以howdostudentsaroundchinagettoschool为题写一篇短文。此次写作训练联系学生生活实际，帮助学生掌握英语写作的方法和技巧。二教学目标1知识与技能通过写作训练帮助学生运用所学过的语言知识写作，使学生逐步获得组织素材、划文章结构、列出提纲、组织语言、修改文章等写作的技巧和能力。2.过程与方法通过套用范文结构的写作教学，引导学生收集信息、组织学生讨论、帮助学生储备充足的素材，为写作做准备。3情感目标教师帮助学生克服对写作的畏难心理，激发写作兴趣，保持学生积极的学习态度。三教学重点和难点1.从知识层面上看，写作训练的教学重、难点在于帮助学生谋篇布局，用文章框架填充信息进行写作，教师要引导学生掌握写作的步骤。2.从能力层面上看，写作训练的教学重、难点在于培养学生组织素材的能力、适当地模仿或创造性地运用好词好句并进行自我修改的能力。3从情感态度层面看，写作训练的教学重、难点在于帮助分学困生克服写作时的畏难情绪，积极参与课堂教学；鼓励学生学习他人的长处，弥补自己的不足。四、教学过程steppre-reading1.warmingup:singasong（2lead-in:watchacartoonandanswer:whatkindsoftransportationcanyousee?thenpresentdifferentmeansoftransportationwithpicture:train、plan、bike、car、schoolbus、boat.同时补充ship,motorbike,electricbike,subway等交通工具。通过有趣的迪斯尼动画再次激活学生大脑中的相关词汇，同时以旧引新，自然引出新词汇。）3lookandanswer：howdotheygettoschool?t:therearesomepeopleinthepicture.howdotheygettoschool?first,let”slookattheboy.howfarisitfromhishometoschool?（呈现步行上学的动画）howdoeshegettoschool?(hewalkstoschool=hegetstoschoolonfoot.)（用同样的方式呈现各人上学的不同方式，分别用几种不同的表达方式）picture1:shelives2kilometersfromschool.sheridesabiketoschool.shegetstoschoolbybike.shegetstoschoolonherbike.用超级链接增加一幅图：theyridethebikestoschool.theygettoschoolbybike.picture2:helives15kilometersfromschool.hedrivestoschool.hegetstoschoolbycar.picture3:helives8kilometersfromschool.hetakesabustoschool.hegetstoschool.bybus.用超级链接增加一幅图:theytakeschoolbusestoschool.theygettoschoolbyschoolbus.picture4:helives4kilometersfromschool.heridesamotorbiketoschool.hegetstoschoolbymotorbike.(t:whatdoyouthinkofthetransportation?)thatmustbealotmoredangerousthanridingabike.(t:alotmoremeansmuchmorethan)t:theyliveindifferentplacesandgotoschoolindifferentways.itdependsonwheretheylive.（设计说明：用幻灯片中的图片和动画设计创设了一个情境，在这个情境中复习sectiona学过的各种交通方式的表达法，特别是把几种不同的方式罗列出来进行对比，为课文中的表达作语言铺垫。句子的灵活使用也为后面的阅读和写作做好了准备。）4.:doasurveyhowdoyougettoschool?t:doyouliveneartoschoolorfarfromschool?howdoyougetthere?s:iliveneartoschool,soiwalkhere.t:howmanystudentsgettoschoolonfoot?handsup!用同样的方式调查骑自行车、乘公交车等来校的学生数后总结：walkingtoschoolispopularinourschool.ridingbikesismorepopular.busesarethemostpopularmeansoftransportation.设计说明:活跃气氛，在歌曲中复习各种交通方式的表达，导入主题.(设计说明:从创设的情境中走出来，走进学生的生活，引出新的表达：morepopular,themostpopular,同时也为自然过渡到课文做准备。)stepwhile-readingt:doyouwanttoknowhowstudentsaroundtheworldgettoschool?presentthemapoftheworldandpointout:northamericaandsouthamerica.t:lookatthemapoftheworld,therearemanydifferentpartsintheworld.itsnorthamerica,thisissouthamerica.（设计说明：引入课文主题，用世界地图给学生一个直观的印象，解决部分生词：part、northamerica（设计说明：地点的列出使文章框架结构一目了然，用流程图能给学生更清晰、深刻的印象。谋篇布局是写作中一个相当重要的环节。只有华丽的辞藻，而无篇章之层次、脉络，文章就犹如一盘散沙。而多数学生只关注语法有无错误，篇章意识非常淡薄。所以，这一步对学生来说是非常重要的。）2readingcarefullyandfindmoreinformation.（设计说明：在抓篇章结构的基础上更进一步，让学生在文章中找出更多的信息，把骨架填充饱满，也给学生一种具体的写作策略：根据骨架填充信息。）3readagainandwrite“t”or“f”.（1）innorthamerica,notallstudentstakethebustoschool.（2）otherpartsoftheworldaredifferentfromtheunitestates（3）injapan,thethreemostpopularwaysofgettingtoschoolarebus,trainandbike.（4）inchina,bikesandbusesarethemostpopular.（5）studentsinhongshanhuandkaishandaohavetotakeaboattogettoschool.（设计说明：通过细读关注文章细节。）steppostreading1.listenandreadaloud.（设计说明:朗读可以增强语感。学生在朗读过程中能够感悟英语语言的习惯表达，形成写作的英语思维定势，它使口头与能力结合在一起，语言的形式与所表达的意义结合在一起。）2retellthearticleaccordingtothewordsandpictures.（设计说明:课文复述是学生对语言材料吸收、存储内化、整理和表达的过程。复述是一种基于理解的创新。它不仅有利于加深学生对语言材料的理解、巩固和积累，还有利于提高学生的想象能力、思维能力以及系统、连贯的言语能力。复述是阅读通向写作的一座桥梁。）stepwriteanarticle:howdostudentsaroundchinagettoschool?t:thisismypenpalfromamerica,ted.hewantstoknowhowstudentsaroundchinagettoschool.thatsabigproblemforme.howcanimakeasurveyinsuchacountry?(ss:surftheinternet)goodidea!so,yesterdayisurfedtheinternetandgotsomeinformationfromwww.baidu.com.doyouwanttoknowtheresult?(学生迫不及待地说yes)接着呈现图二，让学生先口头作为，在落实到笔头。让两个学生到黑板上当堂展示，其他同学在纸上写。几分钟后，教师和设计说明:让学生结合实际情况，介绍中国学生上学的交通工具。由于由了前面的铺垫，对学生来说可能有点难度的写作任务变得非常简单，许多基础不好的学生也能写好。当堂讲评又使学生对写作文有了一个更清晰的认识。hello, everyone, im wu manfeng from chongren no. 3 middle school. standing here, im happy and excited. today, i will talk about grade 8 unit 7 would you mind turning down the music? section a 1a-2c. i divide it into 6 parts: analysis of the teaching material, analysis of the students, teaching and learning methods, teaching aids, teaching procedures, teaching introspection. analysis of the teaching material1. status and functionas for unit 7 would you mind turning down the music? the topic is to make requests and apologize politely. such a topic is related to daily life, its helpful to arouse ss interests and improve their spoken english.the topic is also related to unit 11 grade 8 could you please clean your room, so this unit is to extend the knowledge about making requests politely. thus, besides “would you mind”, ill revise “could you please, would you please” to train ss speaking ability. in addition, to develop ss listening ability, i will add an extra listening.this period is the first one of unit 7, it has function which links the following periods. so its very important. it is a listening and speaking class to train ss listening and speaking abilities.2. teaching aimsaccording to new standard and the level of the students, i make the aims as the following:1) knowledge aimsmaster the new words and phrases such as not at all, yard, right away and so on.master the key sentence structure: would you mind doing or not doing sth? and their answers “no, not at all. sorry, ill do it right away/in a minute, i wont do it again.”2) ability aimsenable students to understand the listening materials and dialogue.develop students listening and speaking abilities by listening and practicing the conversation.use the knowledge in real life.3) moral aimsenable ss to be good at cooperating with others and be a polite person.3. key points and difficultiesaccording to english standard and the level of my students, i made the key points and difficulties as the following:key points:1. master the words, phrases and sentence structure.2. help them learn cooperative learningdifficulties:1) how to catch the key words while listening.2) develop their communicative ability and make their own conversation.3) use language in real life. analysis of the studentsas we know, the ss in junior school are very active, they want to show themselves, but afraid of making mistakes, so i will pay attention to design suitable tasks for them to arouse their interests.also, the students have learned english for about one and a half years, they can understand many phrases and sentences, and they have mastered some basic knowledge about making requests politely, so its easier for them to learn the new sentence structure in this period. teaching and learning methods1. teaching methodsgo for it emphasizes student-centered classroom, and the main aims of learning english in middle school is to train ss abilities of listening, speaking, reading, writing and their good sense of english, so ill use task-based teaching method, including audio-visual method, communicative method, cooperative method and cai to arouse ss interest and train their speaking and cooperative abilities. that is to say, ill give ss some tasks and arrange five kinds of activities: competition, guessing game, watching cai, acting out and practicing.2. learning methods1) work in pairs and groups to learn the cooperative learning.2) let the ss pass “observationimitationpractice” to study language.3) summarize the knowledge to learn induction learning. teaching aidsmulti-media computer. teaching proceduresstep 1 warming up1. before the class, play light music for ss.(the purpose is to relax the students and create a relaxing environment.)2. guessing game: show some pictures about chores and get ss to guess them.(the purpose is to arouse ss interests, get ready for the language input and train ss sense of competition.)3. by asking the students to clean the competition result on the bb to revise “could you please do or not do sth? and practice it for several times.(the purpose is to revise the language structure about making requests politely and provide the language input for next step.)step 2 presentation1. ask ss to use another sentence to show the same meaning of “could you please do sth”, then present “would you mind doing or not doing ? and guide ss to answer “no, not at all. sorry, ill do it right away/in a minute. i wont do it again.”(by changing the sentence to present the new knowledge, we can make ss master the knowledge better, and know the difference between “could you please” and “would you mind”, and master mind doing.)2. show more pictures about chores and the school rules to the ss. and let them make conversations and practice the structure in pairs. then ask some to act out.(the purpose is to get ss to make conversations by themselves and train ss speaking ability. also, remind the ss that we should do some chores at home and obey the school rules.)step 3 listening1.get ss to read the sentences in 1a. and guide them how to catch the key words while listening. first, ask ss to find out the key words in the sentences in 1a. ss will find the phrases after “mind” are the key words. then get ss to pay attention to these key words while listening. play the tape for them and finish 1b.2. using the same way to finish 2a and 2b.(its to train ss listening ability and let them know how to catch the key words while listening.)3. extra listening: show the extra listening to the ss, then play the tape and get the ss to fill in the blanks.(the purpose is to make ss know how to catch the key words better, and make them master the structure better.)1) man: pete, would you mind ? its oclock. you have to clean the yard. pete: ok, dad. ill get up now.2) woman: nick, would you mind not ? they look terrible. nick: sorry, ill another pair.3) girl: nancy, would you mind the bathroom? i need to . nancy: sorry, i wont be long.4) woman: jenny, would you mind ? jenny: im sorry, ill do it.5) mom: sarah, would you mind ? sarah: ok, ill do them .4. get ss to read the listening materials follow the tape to train their reading ability.step 4 practice1. let ss think about the impolite things in real life, and make a list.2. make conversation to point them out by using “could you please, would you mind, please do” as the sample.3. write their conversations in the form. and act out.namenot doing.doinganswer:answer:answer:answer:(the purpose of this step is to make ss use the language in real life and improve their speaking and cooperative abilities, and remind them to be polite and obey the rules everywhere.)step 5 summary1. get one student to summarize what we learnt in this period2. do some exercise for consolidation.(the purpose of this step is to check whether the ss master the knowledge or not and train ss induction and cooperative abilities.)step 6 homework用 “would you mind, could you please, please do”为学校和班级设计文明公约倡议书。(the purpose is to let students know that its important to obey the rules in school, and get ready for the next period: the note.)unit 7 would you mind turning down the music?section a 1a-grammar focuscould/would you please do? close the doorplease do do the disheswould you mind doing? clean the blackboardno, not at all. sweep the floorsorry, ill do it right away/in a minute. cook dinnerwould you mind not doing? turn downsorry, i wont do it again. right awaystep 7 blackboard design. teaching introspectionin this period, i make speaking the main way, and listening the secondary one, so that ss can improve their abilities of listening and speaking. in addition, by asking ss to finish the tasks in pairs and groups, ss can foster their abilities of cooperation and action.as for the evaluation, ss finish the tasks in pairs or groups, so i will ask ss to evaluate each other. in addition, i will often encourage the ss to arouse their interests in english and help them believe themselves.hello, everyone, im wu manfeng from chongren no. 3 middle school. standing here, im happy. today, i will talk about grade 8 unit 7 would you mind turning down the music? section a 1a-2c. i divide it into 6 parts: analysis of the teaching material, analysis of the students, teaching and learning methods, teaching aids, teaching procedures, and teaching introspection.first, lets go to analysis of the teaching material.as for unit 7 would you mind turning down the music? the topic is to make requests and apologize politely. such a topic is related to daily life, its helpful to arouse ss interests and improve their spoken english.the topic is also related to grade 8 unit 11 could you please clean your room, so this unit is to extend the knowledge about making requests politely. thus, besides “would you mind”, ill revise “could you please” to train ss speaking ability. in addition, to develop ss listening ability, i will add an extra listening.sa 1a-2c, its the first period, it has function which links the following periods. so its very important. its a listening and speaking class to train ss listening and speaking abilities.according to new standard and the level of my students, i make the teaching aims as following.the knowledge aims are to master the words and phrases such as not at all, right away and so on. and master the sentence structure: would you mind doing or not doing sth, and its answer: not at all, sorry, ill do it right away/in a minute.the ability aims are to understand the listening material and dialogue, and improve their listening and speaking abilities by listening and practicing the conversations. and get them to use the language in real life.the moral aims are to enable ss to be good at cooperating with others and be polite.based on the teaching aims and new standard, i make the key points and difficulties as following:the key points are to master the words, phrases and sentence structure, and help ss learn cooperative learning.the difficulties are how to catch the key words while listening, develop their speaking ability, make their own conversation, and use the language in real life.then, lets go to analysis of the students.as we know, the ss in junior school are very active, they want to show themselves, but afraid of making mistakes, so i will pay attention to design suitable tasks for them to arouse their interests.also, the students have learned english for about one and a half years, they can understand many phrases and sentences, and they have mastered some basic knowledge about making requests politely, so its easier for them to learn the new sentence structure in this period.as for teaching method,go for it emphasizes student-centered classroom, and the main aims of learning english in middle school is to train ss abilities of listening, speaking, reading, writing and their good sense of english, so ill use task-based teaching method, including audio-visual method, communicative method, cooperative method to train their speaking and cooperative abilities. ill also use cai to arouse ss interest. that is to say, ill give ss some tasks and arrange five kinds of activities: competition, guessing game, watching cai, acting out and practicing.based on the teaching methods, ss can master the following learning methods:1) work in pairs and groups to learn the cooperative learning.2) let the ss pass “observationimitationpractice” to study language.3) summarize the knowledge to improve induction ability.as for the teaching aids,ill use multimedia computer to help teach. because it can make the class more interesting and make the knowledge more clear.next is the main part: teaching procedures.first, illplay musicfor the ss to relax them. then let ss play a guessing game: first show some chores pictures to ss and ask them to guess what he is doing. then i will show them the phrases to check whether they are right, ill find out who is the best guesser and write the result on the bb. by playing game, i can arouse ss interests and sense of competition, and revise the phrases for the next step. next, i will ask ss to clean the result on the bb by using “could you please clean the blackboard?” to revise “could you please”, and then show more pictures to ss, let them practice “could you please do or not do sth”. by doing this, we can provide the language input for the next step.later, ill use the same pictures, and ask ss to change a way to make requests, andguide ss to ask“would you mind doing or not doing sth” and answer “no, not at all, sorry, ill do it right away.” by using the same pictures to present the new structure, we can make the ss master the knowledge better, and make them know the difference between “could you please and would you mind”.in order to make ss get over the difficulties: improve speaking ability and make their own conversations, ill show more pictures about chores and school rules to ss and get them to make conversations in pairs. then ask some pairs act out. besides, i will remind ss that we should help do some chores at home and we should obey the school rules.at this time, the ss have practiced the knowledge a lot, including 1a. so next, ill get ss to do some listening. beforelistening,ill guide ss how to catch the key words while listening. i will ask the students to look at the sentences in 1a, and get them to find out the key words or phrases in thes