1、Teaching plan Material: Go For It Grade 9 Unit 5 Section B 3a-3b be made in; be made by, be used for(the passive voice with present tense) 2.Emotional aims: Enable students to enjoy the beauty of artworks around them, take pride in the specials in hometown and show their deep love for their hometown
2、. 3.Writing aims: Enable students to know some writing strategies. Part OnePre-writing T: Before class, lets enjoy some nice pictures. Please watch carefully and answer my questions later. T:OK, class. What did you see just now? S1: (I saw different kinds of artworks in China.) T: Good.And are they
3、beautiful? Ss: (Yes) T: Yeah, they look beautiful. But do you know what they are made of and where they are made? First, lets look at this picture. Whats this? S2:(A quilt.) T: What is it made of? S2: (Silk.) T: Where is it made? S2: (In Hangzhou.) Repeat with the other four pictures.(A bowl/ copper
4、/in Beijing) ,(A rabbit/ jade/ In Xinjiang) ,(A house/wood/ In Hainan),(Terra Cotta Warriors/clay/In Shanxi). T: Now please take out this paper and finish self-check 1 and 2. Ss: . T: OK, who can share your sentences with us? Ss:. 设计意图： （设计此环节目的有三，一则是为了复习操练本单元的语言知识一般现在时态下 的被动语态，如 be made in, be made
5、 of/from 等内容。二则是为了处理掉 self-check1 & 2 这个 教学内容，因为本堂课定位为单元的写作复习课，单独处理显得过于突兀，故放在写前环节 一起处理。三则是为接下去导入家乡的艺术品做好铺垫。 ） T: Now look at the map of China carefully. We can see Hangzhou silk in the east, Hainan wood carving in the south, Xinjiang Hetian jade in the west, Beijing cloisonn in the north and Terra C
6、otta Warriors in the center. It seems that each part of China has its own beautiful artworks, right? Ss: Yes T: Then what about our hometown, Shengzhou? Can you think of any nice artworks here? Ss: (Shengzhou bamboo weaving, root carving, wood carving and clayman) 设计意图： （从全国各地的艺术品过渡到家乡的艺术品，由远及近，由陌生到
7、熟悉，符合学 生的认识规律，过渡也比较自然顺畅。另外由于家乡的艺术品的表达会有一些生词出现，我 提前一天让学生回去网上搜索了相关信息，如嵊州竹编，嵊州根雕，泥人等） T: Yeah, as we all know, Shengzhou bamboo weaving is one of the most famous artworks in our hometown. And nowadays more and more visitors become interested in it. Last month, a group of foreigners come to Shengzhou Ar
8、t Village, what did they do there? Lets take a look. S: They learned how to make bamboo artworks. T: How did they feel? S: They felt very excited. T: Why do you think so? S: Because I think they were amazed by its beauty. T: Super great! And next month another group of visitors will come here. If yo
9、u are a volunteer there, what will you introduce about Shengzhou bamboo weaving? Ss: T: Now lets try to find the answers to the questions on the Bb? Who can? S:. T:OK, so far, we have learned a lot about Shengzhou bamboo weaving. As a student in Shengzhou, do you want more visitors to learn about it
10、? Ss: Yes. T: OK, In order to invite more and more tourists to come to Shengzhou, Shengzhou Tourism Bureau(嵊州市旅游局) would like to make a new travel guidebook(旅行指南) about Shengzhou. Can you offer help? Ss: Yes. T: Good. All of us are so helpful and thank you for loving our hometown. And here Mr Wang a
11、lso made a new travel guidebook and wrote a passage about bamboo weaving. Now lets read it aloud together. 设计意图： （通过呈现一组外宾来嵊州艺术村参观竹编工艺品，让学生更加深切地感受到家 乡艺术品的美轮美奂。 然后通过询问一位学生你作为志愿者会怎样介绍家乡的竹编， 并且把 这些问题以 mind-map 的形式进行板书，这样就较为自然地处理了 Section B 3a 这个环节， 最后通过另外一个学生对这些问题进行回答，也为接下去的写作积累了语言知识和写作素 材。为了把家乡的特产集中起来
12、，我专门设计制作了一本旅行指南，本堂课的写作任务就是 要求学生在这本旅游指南上介绍家乡的特产。 当然， 学生写作前除了写作的语言知识储备之 外，也离不开写作策略和技能的指导，为此，我站在学生的角度上，写了一篇家乡竹编的作 文，当然我故意卖了一些破绽，主要是为了引出接下去的写作策略。 ） T: Is the passage good enough? Ss: No. T: OK, now lets pull together to make it better! T:First,look at these parts of the passage. Sentence One: Of course,
13、 bamboo weaving artworks are made of bamboo. Pay attention the phrase of course, can you think of another phrase to take the place of it? S: Without question. T: What about this phrase, read it. Ss: Without doubt. T: OK, now another try. Sentence Two. Pay attention to the word like. Can you use othe
14、r phrases instead? Ss:(be interested in ,be lost in ,fall in love with ,be crazy about.) T: So, with the help of these good phrases, is the passage much better? Ss: Yes. T: OK, here comes Tip 1: Use good phrases. T: lets go on. Sentence One. Can you use other sentence patterns instead? S: T:Yeah, su
15、per good. What about this sentence? S:. T: OK, sothat .another sentence pattern. Thank you. Can you find more sentences in the passage that are not good enough by yourself? S: T: What is the problem? S:. T: Can you make it better? S: No. T: Who can? S:. T: Very good. And how about this sentence, rea
16、d it. Ss:. T: So with the help of these different sentence patterns, is the passage much better? Ss:. T: OK, here comes Tip 2: Use different sentence patterns. T: Now lets move to these sentences. Can you try to put the two sentences together using proper linking word? S:. T: Not onlybut also.it is
17、a good linking word. What about this sentence? Who can? S: T: So with the help of these proper linking words, is the passage much better? Ss:. T: OK, here comes Tip 3: Use proper linking words. T: Now look at the new passage, how many paragraphs are there? S: T: What is Para 1about? S: Introduction.
18、 T: What about para 2? S: Facts. T:And para 3? S: Opinions. T: So does the passage have a clear framework? Ss: Yes. T:And with the help of the clear framework, is the passage much better? Ss:. T: OK, here comes Tip 4: Have a clear framework. 设计意图： （我从文章中节选了部分需要完善的内容，让学生加以改进使文章得到升格。同 时，也润物无声地渗透了 use
19、good phrases, use different sentence patterns, use proper linking words 这三个策略，至于最后一个策略，我通过提问学生每个段落大意，让学生自己总结出 篇章内部的框架和块状结构，然后自然生成了好的文章要有清晰的框架） T: Besides bamboo weaving, what other specials can you think of in our hometown? S:. T: OK, now four students as a group. Choose one of your favorite special
20、s, one group, one special. Then share your information about the special with other partners. Ss:. Part Two While-writing T:OK, now its writing time. Write the special down in the travel guidebook of Shengzhou. Make sure that all the information on the Bb is included and all the tips are used while
21、writing? Are you ready? Ss: OK, lets go. (The teacher walks around the classroom while the students are writing. Offer help if necessary.) 设计意图： （写作时我再次让学生关注了板书的两块内容，一是介绍特产时要写什么，即板 书的思维导图内容。二是让学生关注怎么写，即板书的写作策略内容，学生再指导了写什么 和怎么写之后，就不会再有无从入手的感觉啦。 ） Part Three Post-writing T: Now lets share Chen Nuos wr
22、iting. Lets read it together. Ss:. T: What do you think of her passage? S: Perfect. T: Why? Ss: 设计意图： （通过学生的视角来点评这篇习作好在哪里，然后让学生马上从文章中哪些内容 体现了这些策略，再次给学生提供了关注写什么和怎么写的机会。同时，让学生通过写家乡 的特产小笼包，也使学生更好的了解家乡，热爱家乡。让孩子们因家乡拥有这么丰富的特产 而骄傲，无形中也熏陶了孩子们家乡情结。 ） Part Four Homework T: Homework today.1.Finish self-check 3
23、. 2.Copy another groups passage about one special in Shengzhou in your travel guidebook and make a comparison. T: After you finish your homework, this travel guidebook will be completed. I do believe with the help of this guidebook, more and more visitors will come to Shengzhou. Now lets say somethi
24、ng together to them. Ss: Shengzhou is a good place to have fun. There are many specials here. Welcome to Shengzhou! 设计意图： （完成第一个 self-check 这个任务，是希望把教材里的教学内容进行完整的涵盖。 因为本堂课的教学内容是 3a,3b & self check.而通过完成第二个任务， 让学生把其他小组介绍 其他家乡特产的作文抄写再自己的旅游指南上，如嵊州领带，炒年糕等。这样整个旅游指南 便完整啦，另外，也可以让学生学习借鉴其他同学的优点和长处，取长补短，为己所用。最 后一个环节是基于这样的考虑，因为这是一堂视频课，是很好的一次宣传家乡，推介家乡的 机会，所以我最后号召学生一起发出了 Welcome to Shengzhou 的热情邀请。 ） 反思和感悟：反思和感悟： 从教研员那里接到上课任务，到最后完成视频的拍摄和后期制作，总 共为时一个半月，期间有不知从何下手的痛苦和煎熬，亦有灵感乍现 的喜悦和激动，也有完成任务后的解脱和轻松。总得来说，还是有不 小的收获，也成长了不少。这里。特别要感谢张琴教研员，方燕雁校 长，相祥喜老师的指导和帮助。当然还有台前幕后很多人的帮助和配 合，这里一并谢过，没有你们，是肯定不能这么顺利的完成这个任务 的。
