Unit 3 Family life-More PracticeHow to communicate with your parents-ppt课件-(含教案+素材)-部级公开课-牛津深圳版九上(编号：1054a).zip

SY SchoolWhat do you think of the mother and her children? What do you think of the mother and her children? What happened? What happened? Only 60?Can you think of any other problems that children may have with their parents?Read in groups.Match the suggestions with the problems.Group task 1 Suggestion 1 Try to understand your parents way of looking at things. In this way, you may understand why they complain. Then you can try to find a solution. Suggestion 2 If you dislike your parents order, you can talk to them. Tell them why you dislike their orders in a calm way. You can make a list of the reasons first. Read the article and answer questions. Group task 21. What trouble do young people have with their parents?2. How many suggestions are given in the article? What are they?3. Please underline at least one sentence you like in this article.Group task 2They have trouble communicating with their parents.First, make a list. Second, talk to . Third, listen to . Fourth, if you do not get a satisafactory result, try not to get angry.Group task 3 Find out the structure of the article.1. This article is written for _. (“parents” or “children”)2. The personal pronoun used many times in this article is _(“I” or “You”).3. The connectives used in this article:“and”, “so”, _“First,” “Second,” _What is this paragraph about?Topic sentenceSupporting details (why/how)With each.Topic sentenceSupporting details (why/how)Remember that .How can you expect .Talk with . Suggestion 1 Try to understand your parents way of looking at things. In this way, you may understand why they complain. Then you can try to find a solution. Suggestion 2 If you dislike your parents order, you can talk to them. Tell them why you dislike their orders in a calm way. You can make a list of the reasons first. Topic sentenceSupporting details (why/how)SY SchoolChoose one problem. Write an article for SY School Newspaper.Give at least two suggestions.Writing taskShow your love to.Homework 1. Read an article about three problems between students and their parents. 2. Choose one problem that is common for teenagers from the above article. Then write an article to give some suggestions on that problem. 3. Use the evaluation form in the class to evaluate your article after finishing writing.Thank you!9A U3 How to communicate with parentsLesson type: Reading for writingStudents Handout【Writing task】Please choose one problem students have with their parents. Write an article for SY School Newspaper to give SY students at least two suggestions.1. Before you write, you can use the following mind-map to help you think about your article.2. Write an article. Please write down at least two suggestions.Its common for young people to have problems with parents. Here are some tips for you when your parents _ _ With a little hard work, you can solve the problem with your parents. So why not have a try?【Evaluation】Self-evaluationYour Partners evaluation Please draw a “” if the article includes .(自评)(同伴评)Content2 SuggestionsBeautiful sentences LanguageCorrect personal pronounLogicConnectives StructureTopic sentence + supporting detailsWhat do you think of the article? 【Homework】1. Read an article about three students problems with their parents.2. Choose one problem that is common for teenagers from the above article. Then write an article to give some suggestions on that problem.Its common for young people to have problems with parents. Here are some tips for you when your parents _ _ With a little hard work, you can solve the problem with your parents. So why not have a try?3. Use the evaluation form in the class to evaluate your article after finishing writing.1【教学材料】2Name：吴靖文Work unit：广州市二中苏元实验学校Level: Junior 3Lesson type：写作课Lesson length: 40 minutesTeaching material: 9A Unit 3 More PracticeText analysisHow to communicate with parentsGenreExpositionField of discourseInterpersonal relationshipsTenor of discourseWriter and readers (readers are probably teenagers).Informal and temporary relationship.Context of situationMode of discourseWritten discourseBeginning Introduction of the topicBody partDescription: four useful tips on how to communicate with parentsText organizationEndSum upGeneralized participantsSons & daughters (probably teenagers)Descriptive language.your parents were once young like you.Formal writing styleComplex: long sentenceObjective: It is no good., Part of.The use of second person pronouns: youLanguage featuresTenseSimple present tense3The topic of Unit 3 is Family Life. “Reading” mainly focuses on describing family life in details while “More Practice” talks about suggestions on how to communicate with parents. The article in “More Practice” plays a role as supplementary reading in this unit. It inspires students on how to have better communication with parents and happier family life after “Reading”. Whats more, based on the above discourse analysis, this article is a typical work of exposition. Students have already learned an exposition about giant pandas in Unit 5 Reading, Grade 8. This article can help students review the characteristics and special ways of writing an exposition. It provides a good example of how to write an exposition. I will include the discourse knowledge in my lesson in order to help students master the writing of an exposition, because the features are the most explicit features of the article and the most practical in writing a piece of exposition. Following the example in More Practice and discovering the rules by themselves, students will be able to learn how to compose an exposition using the structure, connectives etc. in their writing. Students analysisFirst, this is the first time for students to meet the new teacher, so they need certain time to get to know the teacher.Second, this is a hot topic among students. They will probably have a lot to share in discussion on this topic. However, since its an open class, students might feel nervous and their minds might get stuck in such a high-intense situation. Therefore, activities like pair-work or group-work are needed in class to help relieve anxiety and give them more inspiration. Third, though students are from Grade 9 and able to write short passages, its not common for them to use what theyve learned from reading to write an article. Therefore, they need more guidance from the teacher.Teaching aimsThrough the learning of this lesson, students can:Language competence(语言能力)1. Exchange information with partner/group-mates and share ideas. 2. Grasp the characteristics and special ways of writing exposition. 3. Write an exposition on how to deal with one problem with parents. Social and cross-cultural skills(文化品格)1. Learn to respect parents and how to communicate with parents.Critical thinking & 1. Use proper methods to analyze text, including the structure and 4problem solving(思维品质)contents. Learning skills(学习能力)1. Draw inferences about other cases from one instance. For example, apply the advice in the article to other situation. 2. Learn to evaluate an article. Teaching focal points and difficult points1. Focal points: Use the mind-map and follow the article in More Practice as an example to write an exposition on a new topic.2. Difficult points: 1) Grasp the characteristics and special ways of writing an exposition. 2) Organize the writing by using mind-map.Teaching methodsTasked-based approach and communicative approach Use of mediaA computer, a projector and handouts to studentsTeaching Concept首先，根据 Krashen 理论，语言学习包含三个阶段：初期感知输入(Input)、中期理解（Intake）、后期模仿运用（Output），同时也包含互动监查反馈（Interaction-Monitor-Feedback）这三种学习方式。因此在设计这节课时，我先让学生通过阅读课文完成对应的阅读任务并了解说明文的特点。然后根据上述内容，模仿课文写一篇类似的说明文。 在教学设计中，设计了多种互动，包括师生互动以及生生互动，在写作过程中我会及时检查学生的掌握情况，并对学生作文做出适当点评，并让学生互相点评、及时反馈。其次，把“以读促写”的理念落实到位。邓佳妮(2012) 提到，“以读促写”教学法是一种读写结合的教学方法，它要求学生在阅读的基础上写作文。读写结合教学延续了传统的成果教学法关于对信息输入的模仿和再创造的模式，通过对不同体裁的阅读文章的学习，从篇章结构、到段落衔接、句式再到词汇以及篇章内容，最后进行模仿写作。老师并不只关注写作成果，同样关注写作的过程注重资料收集、同伴交流、师生互动以及反馈修改。另外，在写作教学过程中，布置相应的学习任务，关注语言意义，让学生在完成任务的过程中运用英语进行写作。在“以读促写”的教学屮，读是手段，写是目的，即要让学生将其在5阅读和分析屮学到的知识运用于写作实践，从而形成在阅读和分析中学习和感悟语言文字及写作方法，在写作中运用语言文字表情达意，形成一种使读与写成为“联动”关系的良性循环。第三，在评价时，王初明等（2000）认为，“不改或少改错误。对学生作文中的语言错误,我们采取宽容的态度。在课堂上只针对集体评阅的优秀作文做一点错误分析,或将明显带有普遍性的错误记下来,在课堂上稍做解释。重点放在肯定学生作文的优点上。采用打“”的办法或使用简单的评语如 Excellent、Good、Right、OK 等,标出准确的用词、精彩的句子、思想的亮点等。这样做,对学生而言,保护了他们脆弱的信心,激发了他们的进取精神,增强了他们学习英语的动力”。ProceduresStage Stage aimTeachers activitiesStudents activitiesTimeLead in & warm up1) Ice-breaking 2) Activate Ss background knowledge3) Input some suggestions for Ss on how to deal with the problems with parents.4)Lead in the topic and get ready for the writing task.1) Give a simple self-introduction. And tell Ss about the group competition rules.2) Show pictures about a happy family life and an unhappy family life. Ask Ss about their feelings.3) Show pictures of some problems teenagers have with their parents and let Ss describe the problem.4)Brainstorm. Ask Ss discuss with partner about what other problems teenagers may have with their parents. 4) Summarize the problem. Then give each group two suggestions. Ask Ss to match the suggestion with the problem.1) Get to know T and the competition rules.2) Look at the pictures and describe their feeling.3) Look at the pictures and find out what problems are.3) Brainstorm. Talk about other problems teenagers have with their parents.4) Put problems into groups. Then read two suggestions in groups. Match the suggestion with the problem. 8 minutesPre-writing1) Analyze the 1) Analyze the article. Ask Ss to work in 1) Work in groups. Read the article and 10 6article2) Get ready for the writing task later3) Provide more input of the target language and discourse knowledge.4) Lead Ss to discover the discourse knowledge in the passage by themselves. groups and answer the questions.2) Analyze the structure. Ask Ss to work in groups again and fill the blanks.3) Show a short paragraph to Ss and ask them to summarize the main idea. Then introduce a key to writing suggestions. answer the questions. 2) Work in groups again. Fill in the blanks by analyzing the structure.3) Read the short paragraph and summarize it. Learn the key to writing suggestions.minutesWhile-Writing Practice in real situations1) Present the writing task. Tell Ss that they can use the mind-map before writing.2) Present the evaluation form to Ss. Remind them to think about the evaluation form when writing.3) Ask Ss to start writing. Meanwhile, walk around and offer help if needed. 1) Read the writing task. Use the mind-map if needed.2) Read the evaluation form.3) Start writing on their own.10minutesPost-writing1) Learn to evaluate.2) Arouse Ss interests and active involvement by doing evaluation for their partner.3) Get timely feedback after 1) Pick up 1 article from Ss and do the evaluation.2) Ask Ss to evaluate others work.3) Invite one student to pick up his partners article and show to the whole class. Then let that student do the 1) Learn to use evaluation forms by following Ts example.2) Evaluate others work.3) Listen and watch how the student do the evaluation. Think about whether that 8minutes7writing.evaluation. T will give guidance if needed. Let Ss think about whether the evaluation is reasonable.evaluation is reasonable or not.Summary & assessmentConsolidation & reflection1) Guide Ss to review how to write an exposition. 2) Tell Ss to four keys in life: respect, forgive, understand and love. Ask them to show love to others as well.1) Review how to write an exposition.2) Understand four keys in life: respect, forgive, understand and love. 4minutes Assignment Consolidation1. Read an article about three students problems with their parents.2. Choose one problem that is common for teenagers from the above article. Then write an article to give some suggestions on that problem.3. Use the evaluation form in the class to evaluate your article after finishing writing.Board planHow to write suggestions?1. Beautiful sentence2. Reader: children3. Personal pronouns: you4. Connectives5. Structure: Topic sentence + Supporting detailsTeaching features First, Second, .Finally,So, In addition8 There are three features in this lesson. First, reading-based writing. At the begging of the class, students read a short paragraph about suggestions. Theyve got some ideas on suggestions. During reading More Practice, students get more suggestions on communication skills. Besides, students learn about how to write an exposition by analyzing the text. Second, heuristic teaching. Inspire the students by asking some questions step by step.Third, make good use of the pair work and group work. Let students help each other. Brainstorm before writing can help relieve their stress and anxiety towards writing. Besides, peer evaluation can give students the feedback on their writing in time and get them involved in evaluation. 参考文献1 邓佳妮. “以读促写”在初中英语教学中的实证研究D. 江苏:南京师范大学, 2012. 17-182 王初明, 牛瑞英, 郑小湘. 以写促学一项英语写作教学改革的试验J. 外语教学与研究, 2000, 32(3): 207-2123 朱晓燕.中学英语单元课型教学行动研究M.广州:广东教育出版社, 2007.