牛津深圳版九年级英语下册Module 1 Unit 2 Culture shock Lesson4Gramma 表格式教案

九年级下英语 U2 L4 Grammar 教案
一、教学材料
初三年级下学期，上海教育出版社第二单元，单元主题为 Culture Shock，课型为语法复习课，复习内容为初中阶段学习的七种状语从句。
二、教学内容分析
本课是单元第四课时，主要复习了初中阶段的七种状语从句。本单元的主阅读文篇是一篇演讲稿，中国留学生 Brad 介绍了他在美国学习、生活的经历以及他对这段经历的感受和收获；行文中使用了多个状语从句，这为状语从句复习做了很好的铺垫；在听说部分，第一部分谈论到了中西传统节日——春节和感恩节之间的相似和不同点，第二部分则是让学生向来中国参加夏令营的外国交流生介绍中国文化体验活动。写作课是主阅读篇章内容的延续，要求学生以 Brad 的身份，给其寄宿家庭写一封感谢信。语法复习课放在阅读和听说课之后、写作课之前。如果能够在主阅读篇章与听说课所创设的语境和知识能力目标的基础上，设计多种教学任务给学生练习语言知识以及体验状语从句在写作中的运用，这样，不仅可以使状语从句更好地起到“承上启下”的单元教学功能，还能帮助学生复习巩固状语从句的语言知识、提高学生在口头或书面表达中的语法运用能力。
三、学情分析
本课的授课对象为初三年级的学生。这个阶段的学生对状语从句的语法知识有一定的理解和认识，但是对状语从句在写作中的交际功能、语篇功能了解不多。
四、教学目标
语言能力：掌握状语从句的类型、各种状语从句常见连词的意义、用法以及运用状语从句时需要注意的事项等相关语法知识。
思维能力：能够借助创设的语境，围绕主题进行发散性思维；能对状语从句在写作中的交际功能、语篇功能进行分析，提高分析、归纳总结的思维能力。
文化品格：能够关注中外文化异同，加深对中国文化的理解。
学习能力：能够尝试运用状语从句描述中国春节、介绍活动计划；能够运用状语从句优化句子表达、完善写作。
五、教学重点、难点
教学重点：帮助学生正确使用多种状语从句
教学难点：帮助学生理解状语从句的交际与语篇功能，在此基础上能够尝试在写作中恰当使用状语从句来增强表达的逻辑性、条理性和有效性。
六、教学设计理念
新课标强调语法教学应从语言运用的角度出发，把语言的形式、意义和用法有机地结合起来，要引导学生在语境中了解和掌握语法的表意功能。因此，本课在这个理念的指导下，设计了一系列教学活动，帮助学生实现从语法知识到语法技能的提升。
七、教学过程
Steps Teacher’s activities Student’s activities Step aims
1 Present the basic usages of adverbial clauses Recall the basic usages of adverbial clauses Help students understand the basic usages of adverbial clauses
2 Present the types of adverbial clauses Recall the types of adverbial clauses based on the table Help students recall the types of adverbial clauses
3 Show some pictures about the Spring Festival and descriptive sentences as well as some important grammatical points of adverbial clauses Complete the sentences with proper linking words according to the sentence meanings Help students recall the meanings and the usages of the linking words in adverbial clauses
Show a table to guide students to recall the common-used linking words in adverbial clauses Try to recall the common-used linking words according to the guided questions and the table Help students summarize the common-used linking words of each type of adverbial clause
4 Introduce Sam and Brad Li and show the conversation by audio and written words Do task 1：Listen to the conversation between Sam and Brad Li and try to find out the adverbial clauses appeared in their dialogue Arouse students’ interest and review the form of adverbial clauses
Show the adverbial clauses in the conversation and explain one of the expressive functions Think about the expressive function of the adverbial clauses Help students understand one of expressive functions of the adverbial clauses: providing more details
5 Introduce task two and show a mind-map, having students think about what kinds of activities can be introduced to Sam and other foreign students Brainstorm the local activities that can be organized for the foreign students from three aspects: language, customs /belief and way of life of people in a country Help students better understand the nature of culture and the local culture of GZ by planning some cultural activities
Show a written speech on the activities for the foreign students to experience local culture. And point out the underlined sentences Try combining two or three sentences using adverbial clauses in limited time. Help students better understand the expressive functions of adverbial clauses in writing: to strengthen sentence logic; to strengthen tone and emotional expression
Show the answers and explain the expressive skills and functions of adverbial clauses Compare their own answers with the ones given
6 Guide students to make a summary about the writing functions and expressive skills of adverbial clauses Try to make a summary by filling the blanks Help students have a comprehensive understanding of the expressive function of adverbial clauses
7 Show a writing task including several information points and demonstrate how to apply adverbial clauses in writing by comparing the possible sentences written by students with the optimized sentences using adverbial clauses. Think about how to optimize sentences using adverbial clauses within limited time Help students to consolidate the language knowledge and language use of adverbial clauses
⑴To find adverbial
clauses in reading and
think about a question:
8 Assign homework why did the writer use adverbial clauses in his Help students to consolidate what they have learned
speech
⑵To complete the writing
after class
9 Show the learning objectives of this lesson in table form To make a self-assessment according to each learning objectives Help students to check how well they have learned in this lesson
八、教学特色
本课为语法复习课，教学设计尝试跳出传统的单纯讲练的教学模式——以任务驱动教学：假设外国学生回访中国、来中国体验春节作为背景，根据外国学生“来访前、来访时、来访后”这个时间轴创设各种语境，同时融入本单元听说课的训练目标——能够谈论中西文化异同和介绍体验中国文化活动，设计多样的教学活动，帮助学生复习巩固状语从句的形式、意义和用法。在课的最后还设计了给来中国体验中国文化的外国交流生 Sam 写回信的写作任务,写作要点包括回顾交流期间共同的经历、谈谈对本次交流活动的感想和收获以及表达祝愿和期待，要求尝试恰当使用两到三个状语从句写这封信。通过这么一系列的教学活动，不仅可以让学生在不同语境中更好地掌握状语从句的语言知识，同时也让学生有机会尝试在写作中使用恰当的状语从句并仿照主阅读文篇中关于描述经历和感受的表达进行写作练习。作业部分还让学生回到本单元的主阅读篇章，关注文章中状语从句，思考其语用功能。这样，不但使本课更好地发挥其“承上启下”的单元教学功能，更重要的是，更好地实现了让语法学习真正为交际服务的目的、帮助学生实现“从语言知识到语言技能”的提升。从文化意识层面，本课创设不同语境和教学任务，让学生了解 “春节的起源、春节的习俗、广州的春节文化、广州人有特色的生活习惯以及中西节日文化的不同可能产生的文化冲击”，从而培养学生初步的国际理解意识、加深学生对祖国文化的认识和理解、提高文化自信。