Module 9 Friendship Unit 3 Language in use 教案

教学设计
外研版8下M9 Friendship
U3 ----Writing
I．案例背景
1.学情分析：本节课主要是让学生在充分感知和体验（M9U1）玲玲和她好朋友在友谊方面的问题，玲玲向热线求助并获得建议，接着（M9U2）学生又进一步体验了一个甜美的微笑是如何改变作者的生活，作者以记叙文的形式使学生读者对友谊的重要性有更深刻的理解。学生根据自身的帮助和别帮助的经历，通过与同学的合作进行构思和实践写作，最终完成这一模块的任务输出，同时从英语学科核心素养思维素养方面训练学生思维的灵活性，深刻性和创造性。这一任务的设计贴近学生生活实际，学生有话可写。
2.教学内容：
1）以U1&U2关于友谊方面的问题，建议和帮助人的经历为输入
2）写学生们自己得到帮助的经历并改变自己为输出
3.教学目标：
1）掌握文章的篇章结构： 问题+建议；介绍朋友+经历+感受
2）熟练运用本课的重点词汇如treat,encourage,join in,trust,lonely等；
3）写作中灵活运用宾语从句
4.教学重点和难点:
（1）教学重点：分析文章的篇章结构，分析作文的要点，详略安排，人称时态
（2）教学难点：文章篇章结构的合理安排,句子之间的逻辑性，宾语从句的使用
5、教学准备:学生收集关于M9友谊话题的素材，好词好句好文；印发学生写作单。
II.教学过程
Step 1:read U1and U2 and ask students to prepare the vocabulary about friendship
T:speaking of friendship, what will you think of List as many words ,phrases and sentences as possible
Students ’possible answers:
make friends with sb.
(have)become sb's best /closest friend
have been friends for +time
develop a good friendship with sb.
stick together like glue
A friend in need is a friend indeed.
[设计意图]熟悉关于友谊的词汇，为后面的写作做好词汇的准备
Step 2: Watch the video and find out what is important about friendship
Sum up students’ answers
be kind to each other
be honest to each other
always help each other
share secrets with each other
have the same hobby/hobbies
trust each other
communicate on time
……
[设计意图]学生们通过看视频，了解其他同学的想法，发散学生们的思维，为写作做好素材准备。
Step 3 :ask and answer in pairs: What was the problem in U1
1.Could you explain what happened
2.Can you tell me how she’s different
3.Could I ask if you’ve mentioned this to her
4.Do you know why she treats you like that
[设计意图]学生们通过一问一答的方式，了解U1对话很强的逻辑顺序，培养学生逻辑理解和表达能力。要求学生用宾语从句来表达句子，强化语法的合理运用。
Step 4:Can you tell Lingling and me some useful advice to solve the problem
Possible answer:
I realise that she isn't sure of herself at her new school so I will be patient with her often , encourage her to join in more social activities as well as introduce her to my other friends .
[设计意图]学会针对问题，提供相应的建议，并训练学生思维的正确性。
Step 5: U2: I did not know who she was and why she smiled at me that day but that smile really changed my life.Please tell what she was like before & after the change.
Before the change: 表达用词 lonely ,afraid, hear sb. doing, sit in silence
After the change: 表达用词 sociable, trust, make more friends, lonely, alone , smile at the world
What is Zhang Bei like now
Possible answers:
She often smiles .
She make more and more friends with the
students she meets.
She is out-going and ready to help those in trouble.
[设计意图]通过对Zhang Bei改变前后的描述，来训练学生逻辑思维能力和推理能力。
Step 6：sum up :In M9, we have learnt that …
1.Lingling is calling for advice about
___________________________________so Lingling tries to _____________ her best friend.
2. Zhang Bei was very lucky at her new school because she ___________________ from a girl .That means she got ________________. Friendship means helping someone or being helped by someone.
[设计意图]引导学生总结性地概括朋友间是帮助和被帮助的关系。激发学生对所帮之人的感恩和对帮助别人的热情和愿望。
Step 7：Have a try in analyzing the passage structure (oral training based on U1)
Dear Dr. Smith,
I am a middle school student. For some reason I have to go to a new school. When I get there, I find everything strange to me. And I don't think I can make friends. I feel lonely. I can't study as well as before. What should I do now I need your help.
假如你是Dr. Smith，请针对David 的苦恼，给他一些建议，写一封回信。开头结尾已给出，不计入总词数。
Dear David,
I can imagine how bad your situation is now. But you must come out by yourself.
When we go to a new place, we will find everything strange to us. So it is natural to feel nervous . It's nothing serious but we can't let the feeling go on for a long time. We must do something and learn how to get on well with others in a new place. First , relax and try to talk with others. In fact, it is easy. You can start your conversation with the topic of the weather, your hobbies, your teacher , your school or something interesting and so on. Second , you can take an active part in the activities in your school. I believe you can make good friends during the activities. Third, when you have any problem in your study, you can ask your classmates or teachers for help. I think they are glad to help you.
Hope you will be better soon.
Best wishes.
Yours,
Dr. Smith
[设计意图]在正式写作之前，利用所给的范文，引领学生分析文章的结构，内容详略的安排，人称时态，逻辑关系和好词好句等等，为后面的写作做好铺垫。
Step 8: Have a try in writing(written training based on U2)
你校英语专栏正在征集稿件。请你以“My Friend” 为题写一篇短文投稿。
内容提示：1.What is your friend like
2. What help did you get from him or her
Mary is one of my friends. She is beautiful , outgoing and good -tempered girl. She smiles frequently. I think it's her smile that makes her beautiful. we now stick together like glue.
To be frank,at first, I didn't like her very much because I was a little quiet and introverted（内向的). I seldom talked to others while it seemed that she was always talking. But gradually（慢慢地）, I found that she could have influence on me by what she said.Mary liked sharing interesting things with me .For example, she liked telling me her funny stories of her childhood or her former classmates. She always told me that I should be more extroverted(外向的) and learned to talk to others. Under the influence of her, I communicate with others more often and I find that it feels so great. I am so grateful that I can have such a good friend.
[设计意图]和学生一起审题，明确写作任务，确立篇章结构后，要求学生限时完成写作任务。这一任务的设计是检查学生在大量的语言输入后，能否较好地描述得到的帮助和表达感激之情。虽然所给范文在词汇上略有难度，但是可以很好拓展学生的词汇量如quiet and introverted, extroverted, under the influence of,grateful 等等，在表达上的难度对训练学生的思维深度有较大的影响的。
Step 9：group work :check others' works and then share
评价标准:
1.内容准确,描述得体 8分 2. 语言丰富 6分 3. 逻辑性强 4分 4. 书写整洁,标点正确2分
1~7分 Try again； 8~12分 Good ； 13~16分 Great； 17~20分 Wonderful
(请先参照标准给你的partner 打分)
[设计意图]本节课老师和学生一起分别进行了评、议和审后，学生间的互评可以教会学生牢记评分标准，用批判的眼睛审视和评价别人的作文，借鉴别人的长处，吸收好词好句的同时会在自己写作时有意识地避免一些错误，提升自己的写作水平。
Step 10: summary&Homework
1.review topic: friendship
2.lesson tasks:
1).tell the problem and offer advice
2). introduce one's friend and get /offer help
3.grammar :object clause
4. finish and polish the article by using the key words and object clauses
下面附有我的教学反思
教学反思
本节课是2011年外研社版 8下M9 Friendship U3 Writing一节写作课。首先友谊这个话题很贴近学生生活，模块的内容选材也是学生的身边事，两篇文章的逻辑性很强，篇章结构清晰明了，所以我安排写作课是对这一模块合理而又有效的输出安排，较好地对学生进行了限时的写作思维和模式训练。
本节课的优点：
1.我在正式写作前的输入环节安排了一些列的活动，从听说读等方面做到了对学生的有效引导，使用interviews, pair work, group work等多样形式，利用视频和ppt等媒介，使学生由易到难一步步地完成从审题到篇章结构再到语言的思考过程。
2.学生再读U 1和U2，温故知新，老师引导学生列出和友谊有关的词汇，通过视频听同学们谈对友谊重要性的看法，训练学生发散思维；对U1和U2课本的处理以围绕训练学生正确理解文章的结构，训练学生思维的逻辑性和深刻性为主，学生在老师组织的各种活动中构建写作的框架，对课本语言进行合理的迁移和重整。在对U1对话的复习总结中，老师特别挑选问题引导了学生关注本模块的宾语从句，并强调学生用宾语从句正确回答问题。对U2记叙文篇章的复习总结中，引导学生关注了Zhang Bei变化前和变化后的不同，尤其是精选了关键词汇（动词和形容词）并组织学生连词成句连句成段。之后组织学生讨论Zhang Bei 现在的样子，激发了学生做出正确推理判断。
3.根据本模块的任务和这一模块在历届中考作文命题中的出现频率和考察内容不同，精选了两篇作文作为本节课的输出任务。一篇用来训练学生审题和范文的赏析，组织学生讨论文章的结构，内容详略安排，人称时态等，这也是为第二篇的写作任务做好铺垫，学生还可以从中汲取好词好句等。有了前面的层层铺垫，学生比较顺利地完成了第二篇作文的写作。
4.根据老师所给的评分标准，学生间进行了互评打分，并从中发现好词好句为己所用。利用幻灯片对学生的作品进行了展示和集中评价，老师和学生一起完成作文的赏析，并给出了更改的建议。
5.可以说从输出的结果来看，整堂课的过程安排合理有效，达到了预期的目的。
本节课不足的地方：
1.如虽然对重点语法宾语从句的以问题方式植入很自然，但练得不太充分，还可以在赏析学生的习作时有针对性训练，连某些短句为长句，提醒学生宾语从句的时态和语序；
2.部分学生的作文还有结尾没写完，时间安排上要是再给3分钟左右就更好。特别要强调作文选材的新颖独到，与众不同。
3.作文课是两节课的安排，所以下一节会更加充分地指导学生对各个层次学生的习作进行评、议和改，学生们可以参照一定的标准较好地完成自己的二稿。