九年级上册《Writing-The most valuable gift》教学设计

AModule4AtasteofliteratureUnit8SurpriseendingsWriting—Themostvaluablegift教学设计一、教学材料1.授课年级:九年级2.教材：2011牛津沪教版九年级上册3.单元名称及主题：Module4AtasteofliteratureUnit8Surpriseendings4.课型：写作课二、教学内容分析Unit8Writing板块的主题语境是人与自我，该主题语境内容要求有优秀品行、正确的人生态度、积极的生活态度和正确处理人际关系等。该板块要求学生在学习了本单元的词汇等语言知识，并完成了SpeakUp部分任务的基础上，通过学习范文《最珍贵的礼物》，思考什么才是最珍贵的礼物并认识到礼物的珍贵不在于它值多少钱而在于它对人的价值；掌握篇章的写作结构，仿照范文，写出一篇80-100词左右的描述自己收到过的一份最珍贵的礼物的英语短文。三、学情分析在学习写作部分之前，学生已经学习了主阅读篇章《麦琪的礼物》简写版、Speaking板块的礼貌地表达反对意见的方法和在不同的节日赠送礼物等内容，对礼物有一定认知，也对记叙文的题材和篇章结构有基本的了解，一般能根据写作要求写出大部分的要点。但由于地域、学习习惯和学习方法等方面的差异，仍然有一部分学生基础知识不扎实，如词汇量少、语法知识欠缺、阅读理解能力薄弱等，难以根据写作要求写出正确的句子。四、教学目标1.语言能力（1）学生能认读和理解单词note以及认识单词album。（2）学生能列写作提纲，并根据写作提纲合理安排写作内容，描述自己收到过的一份最珍贵的礼物。2.思维品质（1）学生能思考并认识到什么才是最珍贵的礼物。（2）通过本课的学习，学生能掌握篇章的写作结构，使自己的逻辑性、批判性和创新性等思维品质得到提升。3.文化品格（1）学生能认识到礼物的真正价值。（2）学生能树立正确的人生观和价值观。4.学习能力（1）学生通过学习作文评分标准、自评或与同伴互评作文，能认识到作文中的存在的问题并进行适当的改正和评价。（2）学生能进行自主学习。五、教学重点、难点1.教学重点：能够在写作中合理安排写作结构和写作内容；能仿照范文，根据提示性问题，运用写作提纲，描述自己收到过的一份最珍贵的礼物。2.教学难点：认识到自己文章中的存在问题并进行修改;能够在写作过程中注意要达到的基本要求：切题、完整、准确、连贯、得体。六、教学设计理念以建构主义教学思想为基础的教育与教学实践得到很多教育学者的认可，其包含的理论内容相当丰富，囊括了知识观、学习观、学生观、师生角色的定位及其作用、学习环境和教学原则等6个方面。其核心内容可以概括为：以学生为中心，强调学生对知识的主动探索、主动发现和对所学知识意义的主动建构。本设计以建构主义教学思想、《义务教育英语课程标准（2011年版）》与《普通高中英语课程标准（2017年版）》为依据，以学生为中心，在整个教学过程中凸显写作课的特点，从语境意识和审题、语言交际得体性、内容要点梳理和拓展、篇章结构和段落、语言准确性和丰富性、篇章逻辑衔接方式和意义连贯、文化内涵和书写卷面等八个方面循序渐进、由易到难引导学生完成写作任务。教师起到了组织者、指导者、帮助者和促进者的作用，利用情境、协作、会话等学习环境要素充分发挥学生的主动性、积极性和首创精神，最终达到使学生有效地实现对当前所学知识的意义建构的目的、提高写作能力和落实英语学科核心素养。七、教学过程TeachingProceduresandClassActivitiesStepsTeacher’sActivitiesStudents’ActivitiesStepAimsStep1Leading-in1.Teachershowsthepicturesofnotesandalbumstoletthestudentslearnthewords“note”and“album”.2.GuidethestudentstodiscussthefollowingquestionstoleadinthepassageinpartA.●Doyouhaveanyphotoalbums?●Whatkindsofphotosdoyouusuallyputinyourphotoalbums?●Doyouwritenotesundereachphoto?1.Thestudentslearnthewords“note”and“album”bylookingatsomepicturesofnotesandalbums.2.Thestudentsdiscussthefollowingquestions.●Doyouhaveanyphotoalbums?●Whatkindsofphotosdoyouusuallyputinyourphotoalbums?●Doyouwritenotesundereachphoto?Tobrainstormtoactivatethestudents’backgroundknowledgeandleadinthepassageinpartA.Step2Pre-writing1.LetthestudentsreadthepassagefromPartAonPage124andanswerthefollowingquestions(multiplechoice).●WhatisJimmy’smostvaluablegift?(A)A.Aphotoalbum.B.Abook.C.Afootball.D.Apen.●HowdidJimmyfeelwhenhegotthegift?(C)A.Hewasexcited.B.Hewasupset.C.Hewasdeeplymoved.D.Hewasashamed.2.GetthestudentstodescribeJimmy'sgiftinthethirdperson.3.Getthestudentstothinkabouttherealvalueofagift.1.ThestudentsreadthepassagefromPartAonPage124andanswerthefollowingquestions(multiplechoice).●WhatisJimmy’smostvaluablegift?A.Aphotoalbum.B.Abook.C.Afootball.D.Apen.●HowdidJimmyfeelwhenhegotthegift?A.Hewasexcited.B.Hewasupset.C.Hewasdeeplymoved.D.Hewasashamed.2.ThestudentsdescribeJimmy'sgiftinthethirdperson.3.Thestudentsthinkabouttherealvalueofagift.1.Tohelpthestudentsunderstandthepassagesothatthestudentscanpreparewellforthewriting.2.Toguidethestudentstorealizetherealvalueofagift.Step3While-writing1.LetthestudentsreadthepassagefromPartAonPage124againandmakeitawritingmodel,thenworkoutthestructureoftheirownpassagewiththehelpofgiventips.2.Askthestudentstodiscussthewritingstepsortips,forexample,theusefulexpressions,sentencepatterns,connectivesandtransitionsingroupsandmatchthecorrectanswers.3.Askthestudentstosharetheirideas.4.Letthestudentswriteashortarticleaboutthemostvaluablegifttheyhaveeverreceivedwiththehelpofthewritingmodelontheworksheet.1.ThestudentsreadthepassagefromPartAonPage124again,andmakeitawritingmodel,thenworkoutthestructureoftheirownpassagewiththehelpofgiventips.2.Thestudentsdiscussthewritingstepsortips,forexample,theusefulexpressions,sentencepatterns,connectivesandtransitionsingroupsandmatchthecorrectanswers.3.Thestudentssharetheirideas.4.Thestudentswriteashortarticleaboutthemostvaluablegifttheyhaveeverreceivedwiththehelpofthewritingmodelontheworksheet.1.Tohelpstudentstogothroughthewritingtipsandorganizeanarticlebydiscussingingroups.2.Togetreadyforthewriting.3.Topractiseinrealcontext.Step4Post-writing1.Evaluate1passagefromonestudentasanexample.2.Getthestudentstoexchangetheirpassages,checkeachother'smistakesinthepassagesandgivesuggestionsforimprovementingroups.3.Sharesometipsonhowtoimprovethestudents’passages.4.Shareasampleofthewritingandletthestudentslearnitbyheart.1.Thestudentslearntoevaluateanarticlebyfollowingtheexample.2.Workinpairsandevaluatetheirpartners’works.3.Thestudentslearnsometipsonhowtoimprovetheirpassages.4.Thestudentslearnthesampleofthewritingbyheart.1.Tolearntoevaluateanarticle.2.Toarousethestudents’interestsandinvolvementbyevaluatingtheirpartners’works.Step5Summary1.Guidethestudentstoreviewthewaysofwriting.2.Guidethestudentstothinkaboutwhatthemostvaluablegiftisandrealizethatthevalueofagiftdoesn’tlieinitsvalueitself,butinitsvaluetopeople.1.Thestudentsreviewthewaysofwriting.2.Thestudentsthinkaboutwhatthemostvaluablegiftisandrealizethatthevalueofagiftdoesn’tlieinitsvalueitself,butinitsvaluetopeople.1.Toconsolidatewhatthestudentshavelearntinclass.2.Toguidethestudentstocareforthegift’srealvaluetopeople.Step6HomeworkAssignthehomework:1.Askthestudentstopolishtheirpassages.2.Askthestudentstohaveaself-assessmentontheworksheet.3.WriteonemoreshortpassagewhichisaboutthemostimportantthinganyonehasdoneforyouonPage139inBookB.(Optional)Gothroughthehomework:1.Polishthepassagewritteninclass.2.Haveaself-assessmentontheworksheet.3.WriteonemoreshortpassagewhichisaboutthemostimportantthinganyonehasdoneforyouonPage139inBookB.(Optional)1.Toconsolidatewhatthestudentshavelearntincla