牛津译林版九年级上册英语 Unit 4 Task The person who has influenced me most 教案
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| 名称 | 牛津译林版九年级上册英语 Unit 4 Task The person who has influenced me most 教案 |  | |
| 格式 | doc | ||
| 文件大小 | 142.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-08-27 20:37:30 | ||
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九上Unit4 Growing up Task教学设计
Ⅰ. Background information
Analysis of the teaching material
The topic about growing up is very familiar to every student. During their growing up, students must remember the person who has influenced them most. This teaching material tells the students to pay attention to the qualities that the person has and provides some proper examples which can support these qualities.By learning something about the teaching material, the students will know more about how to write about a person who has influenced him or her most.
Analysis of the students
Students in our class have the abilities to preview the spelling and pronunciation of new words before class. So we seldom teach them new words in class. That gives us more time to dear with the text. Grade 9 students should learn how to introduce a person who has influenced him or her most according to the basic structure. By leaning some writing skills,, they should also know how to organize the information in a logical way.
Ⅱ. Type of lesson: Task
Ⅲ. Teaching aims
By the end of the lesson, students should be able to
1. Learn something about how to describe a person and his story.
2. Organize the information in a logical way.
3. Write an article about the person who has influenced you most.
4. Experience the feeling of success and team spirit.
Ⅳ. Teaching content
1. New words and phrases
2. Writing skills
Ⅴ. Focus of the lesson and predicated area of difficulty
1. New words and phrases
2. Writing skills
Ⅵ. Teaching Method
Task-based Method
Communicative Approach
Ⅶ. Teaching procedures
Step one: Warm-up and lead in (about 3 mins)
Activity: Enjoy a song and free talk (about 3 mins)
Let students enjoy a part of a song, talk about who can influence him/her most and think about what qualities they should have.
Questions like these:
How do you like the song
Who can “you” refer to
What qualities may they have
Design purpose: To set up a real language environment, and also to active the students and create a relaxing atmosphere and arouse the students’ interest in this topic.
Step two: Pre-writing (about 14 mins)
Activity 1: Review something about Spud Webb (about 4 mins)
Say something about Spud Webb.
T:In this Unit, we've learnt something about Spud Webb---a great basketball player. Let's review something about him. When was he born How old is he Where was he born What qualities does he have Please work in groups of four and give some examples to support your ideas. What did he prove to us
Design purpose: By reviewing some important facts about Spud Webb, the students will make their background knowledge active and know the basic information that should be included in the article. the teachers will lead in some expressions to pave the way for the following activities.
Activity 2: Fill in the blanks (about 3 mins)
Self-study:
(1) Read the passage and fill in the blanks.
(2) Conclude the main idea of each paragraph.
Design purpose: The teachers will lead in some useful expressions to pave the way for the following activities and help students get the structure of the article.
Activity 3: Appreciate (about 7 mins)
(1) How to write a good start
writing skills 1: To catch readers’ eyes
(2) What kind of examples should be used
Writing skills 2: Use related and unusual examples to support the topic sentence!
(3) How to write a perfect example
Writing skills 3: It’s better to make examples more believable and vivid.
Design purpose: These activities are aimed to develop their writing abilities and prepare for the language output.
Step three: While-writing (about 13 mins)
Activity 1: Oral practice (about 3 mins)
Ask and answer the following questions and talk about the person who has influenced you most.
Who has influenced you most in your life
What is special about him/ her
What has he/ she done
Can you give us some examples
What do you think of him/ her
Design purpose: To get students organize the information before writing.
Activity 2: Writing (about 10 mins)
T: It's your writing time. You have two choices. If the first one is difficult for you, you can write something about the second one. Here are some useful expressions for you. Besides, you also need to pay attention to the criteria of the assessment. It may be helpful for you.
Design purpose: Giving students the criteria for the writing can give students a writing target.
Step four: Post-writing (about 10 mins)
Activity 1: Revise the writing (about 4 mins)
The teacher will present several copies and revise them in front of all the students.
Design purpose: By showing students’ writing, the teacher can set an example of how to improve the writing.
Activity 2: Choose the best one(about 6 mins)
Exchange with your partner.
Revise your partner’s writing.
Discuss in groups & choose the best one.
Design purpose: To use what they’ve learnt in this class and learn how to revise other’s writing.
Ⅷ. Teaching aids: blackboard, chalk, PPT, pictures
Blackboard Design
Ⅰ. Background information
Analysis of the teaching material
The topic about growing up is very familiar to every student. During their growing up, students must remember the person who has influenced them most. This teaching material tells the students to pay attention to the qualities that the person has and provides some proper examples which can support these qualities.By learning something about the teaching material, the students will know more about how to write about a person who has influenced him or her most.
Analysis of the students
Students in our class have the abilities to preview the spelling and pronunciation of new words before class. So we seldom teach them new words in class. That gives us more time to dear with the text. Grade 9 students should learn how to introduce a person who has influenced him or her most according to the basic structure. By leaning some writing skills,, they should also know how to organize the information in a logical way.
Ⅱ. Type of lesson: Task
Ⅲ. Teaching aims
By the end of the lesson, students should be able to
1. Learn something about how to describe a person and his story.
2. Organize the information in a logical way.
3. Write an article about the person who has influenced you most.
4. Experience the feeling of success and team spirit.
Ⅳ. Teaching content
1. New words and phrases
2. Writing skills
Ⅴ. Focus of the lesson and predicated area of difficulty
1. New words and phrases
2. Writing skills
Ⅵ. Teaching Method
Task-based Method
Communicative Approach
Ⅶ. Teaching procedures
Step one: Warm-up and lead in (about 3 mins)
Activity: Enjoy a song and free talk (about 3 mins)
Let students enjoy a part of a song, talk about who can influence him/her most and think about what qualities they should have.
Questions like these:
How do you like the song
Who can “you” refer to
What qualities may they have
Design purpose: To set up a real language environment, and also to active the students and create a relaxing atmosphere and arouse the students’ interest in this topic.
Step two: Pre-writing (about 14 mins)
Activity 1: Review something about Spud Webb (about 4 mins)
Say something about Spud Webb.
T:In this Unit, we've learnt something about Spud Webb---a great basketball player. Let's review something about him. When was he born How old is he Where was he born What qualities does he have Please work in groups of four and give some examples to support your ideas. What did he prove to us
Design purpose: By reviewing some important facts about Spud Webb, the students will make their background knowledge active and know the basic information that should be included in the article. the teachers will lead in some expressions to pave the way for the following activities.
Activity 2: Fill in the blanks (about 3 mins)
Self-study:
(1) Read the passage and fill in the blanks.
(2) Conclude the main idea of each paragraph.
Design purpose: The teachers will lead in some useful expressions to pave the way for the following activities and help students get the structure of the article.
Activity 3: Appreciate (about 7 mins)
(1) How to write a good start
writing skills 1: To catch readers’ eyes
(2) What kind of examples should be used
Writing skills 2: Use related and unusual examples to support the topic sentence!
(3) How to write a perfect example
Writing skills 3: It’s better to make examples more believable and vivid.
Design purpose: These activities are aimed to develop their writing abilities and prepare for the language output.
Step three: While-writing (about 13 mins)
Activity 1: Oral practice (about 3 mins)
Ask and answer the following questions and talk about the person who has influenced you most.
Who has influenced you most in your life
What is special about him/ her
What has he/ she done
Can you give us some examples
What do you think of him/ her
Design purpose: To get students organize the information before writing.
Activity 2: Writing (about 10 mins)
T: It's your writing time. You have two choices. If the first one is difficult for you, you can write something about the second one. Here are some useful expressions for you. Besides, you also need to pay attention to the criteria of the assessment. It may be helpful for you.
Design purpose: Giving students the criteria for the writing can give students a writing target.
Step four: Post-writing (about 10 mins)
Activity 1: Revise the writing (about 4 mins)
The teacher will present several copies and revise them in front of all the students.
Design purpose: By showing students’ writing, the teacher can set an example of how to improve the writing.
Activity 2: Choose the best one(about 6 mins)
Exchange with your partner.
Revise your partner’s writing.
Discuss in groups & choose the best one.
Design purpose: To use what they’ve learnt in this class and learn how to revise other’s writing.
Ⅷ. Teaching aids: blackboard, chalk, PPT, pictures
Blackboard Design