1、学情分析学情分析 本节课的授课对象是九年级的学生，共 48 人。 在语言能力方面，他们有了一定的写作基础，大部分同学能够写简单的句子， 表达自己简单的观点看法。通过运用本单元学过的词汇和本节课讲解的写作技巧， 他们可以挑战并且尝试完成作文。 在思维方面，他们对于描述产品是比较熟悉的，但是对于被动语态（本单元新 学的重点内容）可能运用的比较少，需要加强练习。还有学生可能在逻辑方面的表 达会稍有不顺，需要在作文批改环节多加强调提醒。 教学目标教学目标 1. Knowledge Objects Learn the target language: be made of/in/by be used f
2、orbe known for 2. Ability object (1) Students can describe a product with the passive voice. (2)Students can use their own words to describe the products. (3) To train students writing abilities. (4) Learn to correct their own composition. 3.Moral object Ask students to support products made in Chin
3、a and love China. 教学教学 重点重点 难点难点 Teaching key points 1. learn to describe a product with passive voice 2. write a composition with target language. Teaching Difficulties 1. Improve students writing ability. 2. Learn how to correct and enjoy a composition. 教法教法 1. Multi-media teaching method 2.Task-B
4、ased Language Teaching 3.Communicative and Cooperative Approach 教学环节教学环节教师活动教师活动学生活动学生活动设计意图设计意图 . Lead- in Watch a video about the teachers traveling. Sswatchthevideoand guess what products that the teacher bought when she was traveling. 由老师自己的旅游和 特产的介绍视频，激 发学生的兴趣并且引 入到对“产品”的描 述。 . Talking 1.Teache
5、rbringssome products in a traveling box. ThenletSsguessthe products in it according to the description. Make an example: Guess what it is? T:It is made of silk. It is used for keeping me warm. Itsverysoftand beautiful. S: Its scarf. 2.Show the cards on the blackboard:bedone/be made in / of/ bybe use
6、d for 3. Asksomestudentsto describetheproducts and others guess them. Each time, ask a student to chooseoneproductand describe it in English, and the others guess it. Lead the students to use the targetexpressionsto describe a product. e.g.: S1: It is made of wood and silk. It is used for fanning th
7、e wind It is often used when its hot. S2: Its fan. 通过“猜旅游买的产 品”这个环节，并且 通过旅游箱和各种各 样的旅游特产的“实 物”展示让学生在实 际情境中开口说，激 发他们强烈的表达欲 望。从而复习目标语 言 ： be done, be madein/of/bybe used for 等的用法。 . Group work 1.Teacher gave each group aproduct,letstudents discuss them in groups. 2. Let Ss learn to describe a product.T
8、henaskSsto make conversations in pairs. According to the mind-map, 1.Discusstheproducts whichteachergavein groups. Ask some students to do a report according to the form. 2.Discuss them in pairs. e.g. A: What is it made of ? B: It is made of steel and copper. A: Why is it special? B: Because it can
9、change its face. look 句型演练是写作的前 提，让学生以小组讨 论的形式和对话练习 探究怎样描述产品， 培养他们运用语言的 能力。学生在完成任 务同时体验与人合作 共事的乐趣，培养了 合作意识和创新精 神。而且思维图的运 用由利于他们的思维 发散。 . Writing 1. Pre-writing Teacherexplainssome writing steps: Step1 search Step 2 list Step 3 add Step 4 connect Step 5 beautify 2. While-writing Askstudentswritethe a
10、rticle carefully. Walk around the class give any help if Ss may need. 3. Post- writing Show the check list. Thenaskstudentsto exchangethearticleand give scores each other According to the steps of writing, students can learn howtowritethearticle better. Ask two students to write theirarticleonthe bl
11、ackboard, The other students try to write down the composition on their notebooks. Teacher correct the article on the blackboard together with the students. Ss should pay attention to the usual mistakes. Then ask some students to sharesomeexcellent composition. 通过写作各步骤的讲 解， 拓展学生的思路， 从点到面，让他们知 道这一类作文
12、应该如 何写，以及应该注意 哪些事项。 让学生开始根据写作 要求写作。鼓励学生 大胆写，不要害怕犯 错。 适时对黑板上的学 生的作文和学生们一 起批改，表扬精彩地 方，指出不当之处并 一起改正，既能达到 改正效果，又能提高 学生的自主分析和学 习能力。另外采用小 组互相评价作文的方 式，为学生提供足够 的学习空间和交流机 会。学生在修改后， 鼓励他们上台展示自 己的学习成果，与大 家分享. . Moral teaching Let students watch a piece of news about the products made in China are better andbett
13、erandChinais stronger and stronger. Students watch the news .提高学生对中国制造 的产品的认识，并且 培养他们的爱国热 情。 . Homework Try to recite the sample. and write down the composition on the exercise book 课后写作巩固写作技 巧。加强他们对知识 的理解和领悟。 板书设计板书设计 Unit 5 What are the shirts made of? Section BWriting be done be made of /from/by/
14、in be used for be known for be special because 教学反思：教学反思： 本节课循序学科规律，符合写作规律。结构合理，教学节奏清晰。首先写作前阶段，导入 视频联系实际符合课文内容要点，并且通过“猜产品”的形式使原本不太爱表现的学生也积极参与 到课堂当中，真正做到了课堂以学生为主，于此同时分组讨论对话练习促进学生在合作学习中提高 写作技能。第二有效的写作指导，学生熟悉了必要的语言表达形式和语篇结构；而且写作的内容和 形式都较贴近学生的实际生活，贴近真实的交际行为，难度大大减低。最后互相评价和公共修改环 节，让学生意识到经常犯的错误。所以整节课老师善于引导，学生积极参与，敢于展示自己。整体 作为写作课值得推广。 稍微不足之处是短语卡片过于花哨，还有小刀道具描述时候，注意添加安全教育：Its dangerous. dont play with it.
