九年級(jí)上冊(cè)《Writing-The most valuable gift》教學(xué)設(shè)計(jì)

AModule4AtasteofliteratureUnit8SurpriseendingsWriting—Themostvaluablegift教學(xué)設(shè)計(jì)一、教學(xué)材料1.授課年級(jí):九年級(jí)2.教材：2011牛津滬教版九年級(jí)上冊(cè)3.單元名稱及主題：Module4AtasteofliteratureUnit8Surpriseendings4.課型：寫(xiě)作課二、教學(xué)內(nèi)容分析Unit8Writing板塊的主題語(yǔ)境是人與自我，該主題語(yǔ)境內(nèi)容要求有優(yōu)秀品行、正確的人生態(tài)度、積極的生活態(tài)度和正確處理人際關(guān)系等。該板塊要求學(xué)生在學(xué)習(xí)了本單元的詞匯等語(yǔ)言知識(shí)，并完成了SpeakUp部分任務(wù)的基礎(chǔ)上，通過(guò)學(xué)習(xí)范文《最珍貴的禮物》，思考什么才是最珍貴的禮物并認(rèn)識(shí)到禮物的珍貴不在于它值多少錢而在于它對(duì)人的價(jià)值；掌握篇章的寫(xiě)作結(jié)構(gòu)，仿照范文，寫(xiě)出一篇80-100詞左右的描述自己收到過(guò)的一份最珍貴的禮物的英語(yǔ)短文。三、學(xué)情分析在學(xué)習(xí)寫(xiě)作部分之前，學(xué)生已經(jīng)學(xué)習(xí)了主閱讀篇章《麥琪的禮物》簡(jiǎn)寫(xiě)版、Speaking板塊的禮貌地表達(dá)反對(duì)意見(jiàn)的方法和在不同的節(jié)日贈(zèng)送禮物等內(nèi)容，對(duì)禮物有一定認(rèn)知，也對(duì)記敘文的題材和篇章結(jié)構(gòu)有基本的了解，一般能根據(jù)寫(xiě)作要求寫(xiě)出大部分的要點(diǎn)。但由于地域、學(xué)習(xí)習(xí)慣和學(xué)習(xí)方法等方面的差異，仍然有一部分學(xué)生基礎(chǔ)知識(shí)不扎實(shí)，如詞匯量少、語(yǔ)法知識(shí)欠缺、閱讀理解能力薄弱等，難以根據(jù)寫(xiě)作要求寫(xiě)出正確的句子。四、教學(xué)目標(biāo)1.語(yǔ)言能力（1）學(xué)生能認(rèn)讀和理解單詞note以及認(rèn)識(shí)單詞album。（2）學(xué)生能列寫(xiě)作提綱，并根據(jù)寫(xiě)作提綱合理安排寫(xiě)作內(nèi)容，描述自己收到過(guò)的一份最珍貴的禮物。2.思維品質(zhì)（1）學(xué)生能思考并認(rèn)識(shí)到什么才是最珍貴的禮物。（2）通過(guò)本課的學(xué)習(xí)，學(xué)生能掌握篇章的寫(xiě)作結(jié)構(gòu)，使自己的邏輯性、批判性和創(chuàng)新性等思維品質(zhì)得到提升。3.文化品格（1）學(xué)生能認(rèn)識(shí)到禮物的真正價(jià)值。（2）學(xué)生能樹(shù)立正確的人生觀和價(jià)值觀。4.學(xué)習(xí)能力（1）學(xué)生通過(guò)學(xué)習(xí)作文評(píng)分標(biāo)準(zhǔn)、自評(píng)或與同伴互評(píng)作文，能認(rèn)識(shí)到作文中的存在的問(wèn)題并進(jìn)行適當(dāng)?shù)母恼驮u(píng)價(jià)。（2）學(xué)生能進(jìn)行自主學(xué)習(xí)。五、教學(xué)重點(diǎn)、難點(diǎn)1.教學(xué)重點(diǎn)：能夠在寫(xiě)作中合理安排寫(xiě)作結(jié)構(gòu)和寫(xiě)作內(nèi)容；能仿照范文，根據(jù)提示性問(wèn)題，運(yùn)用寫(xiě)作提綱，描述自己收到過(guò)的一份最珍貴的禮物。2.教學(xué)難點(diǎn)：認(rèn)識(shí)到自己文章中的存在問(wèn)題并進(jìn)行修改;能夠在寫(xiě)作過(guò)程中注意要達(dá)到的基本要求：切題、完整、準(zhǔn)確、連貫、得體。六、教學(xué)設(shè)計(jì)理念以建構(gòu)主義教學(xué)思想為基礎(chǔ)的教育與教學(xué)實(shí)踐得到很多教育學(xué)者的認(rèn)可，其包含的理論內(nèi)容相當(dāng)豐富，囊括了知識(shí)觀、學(xué)習(xí)觀、學(xué)生觀、師生角色的定位及其作用、學(xué)習(xí)環(huán)境和教學(xué)原則等6個(gè)方面。其核心內(nèi)容可以概括為：以學(xué)生為中心，強(qiáng)調(diào)學(xué)生對(duì)知識(shí)的主動(dòng)探索、主動(dòng)發(fā)現(xiàn)和對(duì)所學(xué)知識(shí)意義的主動(dòng)建構(gòu)。本設(shè)計(jì)以建構(gòu)主義教學(xué)思想、《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)（2011年版）》與《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017年版）》為依據(jù)，以學(xué)生為中心，在整個(gè)教學(xué)過(guò)程中凸顯寫(xiě)作課的特點(diǎn)，從語(yǔ)境意識(shí)和審題、語(yǔ)言交際得體性、內(nèi)容要點(diǎn)梳理和拓展、篇章結(jié)構(gòu)和段落、語(yǔ)言準(zhǔn)確性和豐富性、篇章邏輯銜接方式和意義連貫、文化內(nèi)涵和書(shū)寫(xiě)卷面等八個(gè)方面循序漸進(jìn)、由易到難引導(dǎo)學(xué)生完成寫(xiě)作任務(wù)。教師起到了組織者、指導(dǎo)者、幫助者和促進(jìn)者的作用，利用情境、協(xié)作、會(huì)話等學(xué)習(xí)環(huán)境要素充分發(fā)揮學(xué)生的主動(dòng)性、積極性和首創(chuàng)精神，最終達(dá)到使學(xué)生有效地實(shí)現(xiàn)對(duì)當(dāng)前所學(xué)知識(shí)的意義建構(gòu)的目的、提高寫(xiě)作能力和落實(shí)英語(yǔ)學(xué)科核心素養(yǎng)。七、教學(xué)過(guò)程TeachingProceduresandClassActivitiesStepsTeacher’sActivitiesStudents’ActivitiesStepAimsStep1Leading-in1.Teachershowsthepicturesofnotesandalbumstoletthestudentslearnthewords“note”and“album”.2.GuidethestudentstodiscussthefollowingquestionstoleadinthepassageinpartA.●Doyouhaveanyphotoalbums?●Whatkindsofphotosdoyouusuallyputinyourphotoalbums?●Doyouwritenotesundereachphoto?1.Thestudentslearnthewords“note”and“album”bylookingatsomepicturesofnotesandalbums.2.Thestudentsdiscussthefollowingquestions.●Doyouhaveanyphotoalbums?●Whatkindsofphotosdoyouusuallyputinyourphotoalbums?●Doyouwritenotesundereachphoto?Tobrainstormtoactivatethestudents’backgroundknowledgeandleadinthepassageinpartA.Step2Pre-writing1.LetthestudentsreadthepassagefromPartAonPage124andanswerthefollowingquestions(multiplechoice).●WhatisJimmy’smostvaluablegift?(A)A.Aphotoalbum.B.Abook.C.Afootball.D.Apen.●HowdidJimmyfeelwhenhegotthegift?(C)A.Hewasexcited.B.Hewasupset.C.Hewasdeeplymoved.D.Hewasashamed.2.GetthestudentstodescribeJimmy'sgiftinthethirdperson.3.Getthestudentstothinkabouttherealvalueofagift.1.ThestudentsreadthepassagefromPartAonPage124andanswerthefollowingquestions(multiplechoice).●WhatisJimmy’smostvaluablegift?A.Aphotoalbum.B.Abook.C.Afootball.D.Apen.●HowdidJimmyfeelwhenhegotthegift?A.Hewasexcited.B.Hewasupset.C.Hewasdeeplymoved.D.Hewasashamed.2.ThestudentsdescribeJimmy'sgiftinthethirdperson.3.Thestudentsthinkabouttherealvalueofagift.1.Tohelpthestudentsunderstandthepassagesothatthestudentscanpreparewellforthewriting.2.Toguidethestudentstorealizetherealvalueofagift.Step3While-writing1.LetthestudentsreadthepassagefromPartAonPage124againandmakeitawritingmodel,thenworkoutthestructureoftheirownpassagewiththehelpofgiventips.2.Askthestudentstodiscussthewritingstepsortips,forexample,theusefulexpressions,sentencepatterns,connectivesandtransitionsingroupsandmatchthecorrectanswers.3.Askthestudentstosharetheirideas.4.Letthestudentswriteashortarticleaboutthemostvaluablegifttheyhaveeverreceivedwiththehelpofthewritingmodelontheworksheet.1.ThestudentsreadthepassagefromPartAonPage124again,andmakeitawritingmodel,thenworkoutthestructureoftheirownpassagewiththehelpofgiventips.2.Thestudentsdiscussthewritingstepsortips,forexample,theusefulexpressions,sentencepatterns,connectivesandtransitionsingroupsandmatchthecorrectanswers.3.Thestudentssharetheirideas.4.Thestudentswriteashortarticleaboutthemostvaluablegifttheyhaveeverreceivedwiththehelpofthewritingmodelontheworksheet.1.Tohelpstudentstogothroughthewritingtipsandorganizeanarticlebydiscussingingroups.2.Togetreadyforthewriting.3.Topractiseinrealcontext.Step4Post-writing1.Evaluate1passagefromonestudentasanexample.2.Getthestudentstoexchangetheirpassages,checkeachother'smistakesinthepassagesandgivesuggestionsforimprovementingroups.3.Sharesometipsonhowtoimprovethestudents’passages.4.Shareasampleofthewritingandletthestudentslearnitbyheart.1.Thestudentslearntoevaluateanarticlebyfollowingtheexample.2.Workinpairsandevaluatetheirpartners’works.3.Thestudentslearnsometipsonhowtoimprovetheirpassages.4.Thestudentslearnthesampleofthewritingbyheart.1.Tolearntoevaluateanarticle.2.Toarousethestudents’interestsandinvolvementbyevaluatingtheirpartners’works.Step5Summary1.Guidethestudentstoreviewthewaysofwriting.2.Guidethestudentstothinkaboutwhatthemostvaluablegiftisandrealizethatthevalueofagiftdoesn’tlieinitsvalueitself,butinitsvaluetopeople.1.Thestudentsreviewthewaysofwriting.2.Thestudentsthinkaboutwhatthemostvaluablegiftisandrealizethatthevalueofagiftdoesn’tlieinitsvalueitself,butinitsvaluetopeople.1.Toconsolidatewhatthestudentshavelearntinclass.2.Toguidethestudentstocareforthegift’srealvaluetopeople.Step6HomeworkAssignthehomework:1.Askthestudentstopolishtheirpassages.2.Askthestudentstohaveaself-assessmentontheworksheet.3.WriteonemoreshortpassagewhichisaboutthemostimportantthinganyonehasdoneforyouonPage139inBookB.(Optional)Gothroughthehomework:1.Polishthepassagewritteninclass.2.Haveaself-assessmentontheworksheet.3.WriteonemoreshortpassagewhichisaboutthemostimportantthinganyonehasdoneforyouonPage139inBookB.(Optional)1.Toconsolidatewhatthestudentshavelearntincla