1、Go for it! Grade 9 Unit 5 What are the shirts made of? Section B 3a3b (Writing) 【教材分析】【教材分析】 本课教学内容源自新目标教材九年级第 5 单元。本单元围绕“Things made in China”为主 题展开一系列的教学活动，学习一般现在时被动语态的陈述句和疑问句。教学内容与学生的实 际生活密切相关，学生易于产生思想上的共鸣，并学会运用一般现在时被动语态来描述自己身 边美好的事物。 本节课为 Section B 的第三课时， 是一节单元综合写作课程。 要求学生在学习了 “Beauty in common
2、things”后，运用所学知识来介绍自己所在地区的一件特色物品。 【学情分析】【学情分析】 从教材来看，学生通过 Section A 的学习，已经学习了日常生活用品和制造该用品所需原 材料的基本词汇，同时还学习了一般现在时被动语态的结构和用法。在 Section B 第二课时中， 学生学习了“Beauty in common things” ，已经了解了具有中国特色的传统艺术（孔明灯、剪纸 和泥塑）的制作工艺、制作原料和象征意义。通过课文的学习不但拓宽了学生的知识面和提升 民族自豪感，也培养了学生跨文化交际意识。让学生懂得一方面可以用英语去了解世界，更重 要的是可以用英语让世界了解中国，真正体
3、现“为用而学、在用中学、学了就用”的课程理念。 同时，学生还学会了一个重要的阅读策略先总体介绍，后面细节补充。 【课程标准】【课程标准】 义务教育英语课程标准中五级写作要求： 1. 能根据写作要求，收集、准备素材。 2. 能独立起草短文、短信等，并在教师的指导下进行修改。 3. 能使用常见的连接词表示顺序和逻辑关系。 4. 能简单描述人物和事件。 5. 能根据图示或表格写出简单的段落或操作说明。 【教学目标】【教学目标】 After this lesson, Ss will be able to 1. introduce a special product of Hangzhou from c
4、ertain aspects orally. 2. rewrite sentences by using the sentence patterns they have learned before. 3. write a passage about the special product that interests him/her. 4. evaluate the passage they write from certain aspects, e.g. linking words, general introduction and so on. 【教学流程】【教学流程】 Pre-writ
5、ing Step 1 Warming-up and lead-in (Get Ss to say something about the sky lanterns and other produces they have learned.) T: Hello everybody. Glad to meet you again. Yesterday we talked about the passage Beauty in common things. Do you still remember it? T: How many kinds of products are talked? S: T
6、hree. T: Look at the picture. What are they? S: Sky lanterns. T: Can you say something about them? (每个学生一句话，尝试回忆部分课文内容) T: Great. You have a good memory. Now please answer my questions together. T: What are they made of? Ss: They are made of bamboo and covered with paper. T: Who were they first used
7、 by? Ss: They were used by Zhuge Kongming. T: What can they do? Ss: In the past, they were used to send information. Now, they are used at festivals and other celebrations. T: Why are they special? Ss: They are seen as bright symbols of happiness and good wishes. T: OK, who can put these answers tog
8、ether and give us a report? S: T: If we want to talk about a product, what questions can we ask? (板书罗列问题) Step 2 Practice (Let Ss practice the questions on Page 39 3a by asking and answering about the kite.) T: Lets talk about another product. Here is some information about the kite. Please ask and
9、answer like this in pairs. (请一组同学) T: The kite means long life and happiness. Can we make this sentence better? T: Lets look at page 38, can we use “as symbols of wishes for good luck and happy new year” to make another sentence? S: The kite is seen as a symbol of wishes for long life and happiness.
10、 T: Great. When we are writing, sometimes we can use some great sentences from our textbook. T: Who can make a report about it with a better ending? Step 3 Presentation 板书： product 板书： product What is it made of? Who was it made by? Where is it made? What can it do? Why is it special? 设计意图 通过回忆课文内容，
11、既复习了所学阅读课的基本信息，又让学生初步了解描述事物需 要从这几个方面着手。 设计意图 通过 pairwork 活动，再次操练 5 个重点问题和用被动语态回答时的句子结构。帮助学 生明确要求，并引导学生通过改变课文中的句子来创造出新的句子，为自己所用。 T: Each part of China has its own special forms of traditional art. So does Hangzhou. Do you know some special things that Hangzhou is famous for? Ss: Longjing Green Tea, Z
12、hang Xiaoquan Scissors, Dongpo Pork T:Among them, one thing interests me a lot. Thats Wangxinji Fan. What do you know about it? Ss: T: Here is the information. Let me ask, and you answer together. T: Why is it special? T: I know its difficult to make a sentence right now. Can you find a sentence fro
13、m this passage and change it? S: It shows the love that all people in Hangzhou have for life and beauty. T: Great. Now I can write down the information in the chart like this.And lets read them together. PPT 设计 While-writing Step 1 Presentation (Let Ss finish the chart on Page 39 3a with the help of
14、 their mind-maps.) T: Now its your turn to write down the product that interests you with the help of your mind-map. And remember to use complete sentences. (学生开始第一次写作单句) T: OK? Please introduce the product to your partner. T: Tell us your idea. (邀请几个同学口头介绍一个物品) 设计意图 通过讨论课文中的两个熟悉物品，最后转到和学生生活相关的话题，为写
15、作做好铺垫。 同时通过讨论王星记扇子让学生明确写作内容，并再次要求学生改写课文中的佳句。 设计意图 由教师的范例到自己所感兴趣的物品，由说到写，完成第一次写作，既单句写作。并 要求口头成文。在这过程中，教师有意识的引导学生加上一个开头，如：Let me tell you something about.或是 Today, I want to say something about .。教师可通过学生的口头汇报， 及时进行纠错。 Step 2 Comparing (Let Ss Compare two passages and find the differences.) T: After G2
16、0, more and more foreigners come to visit Hangzhou. Lets make a booklet to help them enjoy the beauty of Hangzhou easily. Here are two passage about Wangxingji Fan. T: Lets read the first passage. (学生朗读) T: What do you think of it? Is it good? S1: I think its good. Because you can find all the infor
17、mation you need. S2: T: How about this one? Lets read it. What do you think of it? S3: Its longer. S4: T: So which one is better? Ss: The second one. T: Why this one is much better? What are the differences between them? (学生罗列) T: Yes, to introduce a product, we usually need a general introduction;
18、sometimes we call it topic sentence. And linking words/phrases connect ideas clearly. These words & sentence patterns can make your passage better. PPT 设计 板书： Tips: general introduction linking words good words and sentences 设计意图 通过比较两篇有关王星记的文章，让学生寻找它们的不同，通过找、划和核对，让学 生了解要写好文章需要有： a general introduct
19、ion, linking words 和 good words and sentences。 Step 3 Enlightening (Have Ss rewrite the sentences by using the sentences they have learned before.) T: At the beginning of this class we talked about some great sentences from our textbook. Lets read them together. (学生朗读) T: Do you know some more great
20、 sentences from our textbook that can be used in our writing? (学生罗列一些源于课本的好句子) T: Just now you talked about one product. Please choose one sentence and change it for your product. S1: Behind all these things lies the true meaning of Zhangxiaoquan Scissors: the importance of sharing and giving love t
21、o people around us. S2: S3: PPT 设计 设计意图 该活动要求学生灵活运用课本中的佳句并加以改编来谈论杭州特色物品。通过真实的 语言情景，将语言融入生活，使语言“活”起来，有利于提高学生的素养和灵活运用英语 遣词造句的能力。 Step 4 Writing T: Now please write down your own passage. (学生第二次写作篇章) Post-writing Step 1 Enjoying and analyzing (Let Ss enjoy one of their passages and talk about it.) T: N
22、ow lets enjoy one of your passages. (学生上台并朗读文章) T: Can you find a general introduction? T: Can you find all the answers to the questions listed here? T: Can you find passive voice in the passage? T: Linking words? T: Some good sentences? (教师一遍提问，一遍引导学生关注这些问题) Step 2 Sharing (Share their passages in
23、groups.) T: Now, please work in groups of four and read your partners passage and try to underline some great sentences or words. (邀请几个同学上台朗读并点评同伴作文) Step 3 Homework 1. Try to rewrite your passage and make it better. 2. Find a picture for your passage. 3. Print your passages out and make a booklet.
24、PPT 设计 设计意图 教师示范点评，在提问的过程中不断强化本节写作课要求学生在写作时注意的几个方 面，既作文要点要全，有总起，过度自然，同时能改编课文中的佳句为自己所用。 设计意图 邀请同学们分享各种不同主题的作文，在点评时着重关注三个方面：general introduction, linking words 和 good words and sentences。 设计意图 让学生为杭州做一份旅游小册子，使学生能在真实的语言环境使用英语。 【板书设计】【板书设计】 【课后反思课后反思】 传统英语教学强调句子平面上的语言训练，忽视篇章结构知识的传授。学生写作中的篇章 衔接连贯不到位，不会使用
25、启承转合的衔接手段，或只是把词语、句子机械地堆砌；同时写作 中没有篇章结构的概念，句子、段落支离破碎，不能前后照应成为一个有机整体。 迁移学说最早是指先前学习对后续学习的影响。而如今“迁移”是指一种情境中的学习对 另一种情境中学习的影响，是知识和技能的相互迁移。读写结合就是阅读与写作双向迁移互动 的过程，学生的阅读为英语写作提供范例，而学生的写作也会对他们的阅读有所影响，也就是 说， “读”与“写” 相互迁移。阅读能力的培养与写作水平的提高是相辅相成的。阅读是信息 输入的主要途径之一，是写作的基础和源泉。 因此，在本节写作课中，我尝试帮助学生建立语篇意思，通过之前的阅读文章教学，充分 做到以读促写。 并引导学生在平时的写作过程中学会借鉴课本中的佳句， 适当改编， 为我所用。 【成果展示】【成果展示】
