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八年级上Unit7写作课教学设计设计人广州市花都区秀全中学陈贺文板书设计:Unit7MemorywritingSentencepatterns:Itis+adj.+forsb.+todosth.oJStructureTodosthyoushould/hadbetterdosth.Ifyou...youwilldosth.Unlessyou...youwilldosth.课题Unit7Writing课型写作课授课时长40mins教学内容分析ThetopicinthisunitisaboutMemory.Inthereadingpartthreedifferenttypesofmemory-improvingmethodsareintroducedsuchasusingpicturesmakingashortsentencewitheachofthewordandunderstanditbeforeyourememberit.IntheMorePracticepartmorewaysofimprovingmemoryarepresentedsuchasexercisingthebrainlivingahealthylifeandstayingrelaxed.Andthewritingpartistowriteabouthowtoimprovememory.学情分析ThestudentsareinGradeEight.Theyhaveaproperamountofwordsandexpressionsandtheyareeagertotalkaboutthingsrelatedtotheirdailylifesotheyareverygladtoshowtheirworkinfrontoftheclass.HowevertheirknowledgeofgrammarandwritingisnotgoodenoughandmostofthemareinarelativelypoorEnglishlevel.Thereforetheyneedtobeguidedstepbysteponwritingaletter.教学目标Languageknowledge:learnthenewwordsandphrasese.g.editor;critical;revise;stayuplate;relaxoneselfetc.Studyskills:learntowritealetterabouthowtoimprovememory.Thinkingability:learnhowtodosomecriticalthinkingonrevisingandreviewingotherspostersaboutmemory.Culturalawareness:learnhowtocommunicatewithothersandcooperatewitheachotherinEnglishwhenrevisingandreviewingotherspostersandwritingaboutmemory.教学重点Learntohowtothinkcriticallyandcompletealetteraboutmemoryimproving.Learntousesomeusefulexpressionsandsentencepatternstoexpresstheiropinions.教学方法Cooperativelearning;Task-basedlearning教学过程步骤教师活动学生活动设计意图Step1GreetingSituation-setting2minsTsayHellotoSs.TtellsSsthattheyhaveanotheridentitytoday:aneditor.AndthenTelicitSstoguessthemainjobsoftheeditor:revisearticlesandwritearticles.Gettoknowthetask.新的身份代入,引起学生兴趣Step2TaskOne-RevisingarticlesCriticalanalyzing10minsAskSstotakeouttheposterstheydesignedingroupandguidethemtowritedowntheadvantagesanddisadvantagesofothergroupsposters.Sspresenttheircriticalreviewofothergroupspostersinfrontofthewholeclass.TsumsupthetensesomeusefulexpressionsandsentencepatternswiththeSs.Congratulatethebesteditorinrevisingandreviewing.Readanddiscusswiththeirpartners.Showtheirideas.培养学生批判性思维,作为一名编辑,学会发现别人所写的文章的优缺点,同时也是为接下来的写作做铺垫Step3TaskTwo—Writingarticles18minsSetasituation:TtellsSsthatherfriendLilyisworriedabouthermemoryandshedoesntknowwhattodo.TaskstheSsforhelp.Presentatask:Sswritealetteronhowtoimprovememory.Gatherdetails:sumupthewritingsteps.Organizedetails:SsWritetheirpassageontheirown.学生在上一个环节,积累到了一些短语、句型的表达,带着批判性的思维去写作writealetteronhowtoimprovememory.atthesametime:Tsummarizessomecommonmistakesontheblackboard.Step4Presentation8minsPeerscorrecting:scoretheirarticleandshareandscoreothersarticle在开始peercorrecting之前,教师先统一班上评讲学生写作过程中常犯的错误Sspresentation:onestudentmarkitwiththewholeclass.Tchecks.Correcttheirarticleingroupsandpresentit.同伴互相纠错,互相指出写作中存在的问题,也能从同伴的写作文章中汲取养分,学习其用得好的句型Step5Conclusion
0.5minTcongratulatesthebesteditorinwriting.Clapforthewinner.通过整节课的学习,让学生了解到编辑这一角色的工作内容,养成带着“编辑的眼镜”来写作的意识Homework
0.5minPolishyourwritingafterclassandthenhanditintonight.Makeaspidergramaboutusefulsentencepatternsyoulearnedtoday.巩固课堂所学。