外研版八年级下册Module 4 Seeing the doctor Unit 2 Writing教学设计（表格式）

教学设计
课程基本信息
学科 初中英语 年级 八年级下册 学期 春季
课题 Module 4 Seeing the doctor Unit 2 Writing
教学目标
通过本课的学习，学生能够： 在主题活动的引领下，掌握关于“健康与运动”主题相关的词汇短语，并理解作者的写作意图和技巧。（学习理解） 基于写作要求，通过分析范文，归纳出文章结构，总结出语篇中生动表达方式和句型，用书面语篇的形式来介绍自己的锻炼经历。（应用实践） 通过自评和互评，改进初稿结构、内容和语言。能够增强自我健康生活意识以及鼓励他人参与运动的情感意识。（迁移创新）
教学内容
写作范文研读： 写作范文即本单元的阅读语篇，其选取自外语教学与研究出版社的《新标准英语》八年级下册第四模块，属于“人与自我”主题范畴，涉及“健康、文明的行为习惯与生活方式”的子主题。本课为读后的写作课，即学生在已完成阅读语篇的学习后，模仿范文写一篇作文。 主题与内容 写作范文主要是Anna, Wang Wei, Thomas和Richard等四个人物分享了自己的锻炼形式。他们着眼于自己的锻炼初心，分享了锻炼所带来的结果和感受等。 写作目的 作者以自述的形式，对自己的锻炼情况进行了分析和总结，进而表达出锻炼和健康生活息息相关，启发和鼓励读者反思自己的锻炼形式，并增强人们积极参与锻炼的意识。 语篇结构 该语篇以自述文体的形式呈现，涉及主人公选择该项锻炼的原因、所采取的具体行动以及锻炼后的感受和效果，框架清晰，是写作的绝佳素材来源。语篇多涉及运动的相关表达，如：exercise, take him for a walk, play football, ride, run等；以及形容身体健康状况的相关表达，如：feel well, feel healthy, be in excellent condition, weak, awful等，本模块更一步学习了现在完成时的时态运用：用现在完成时来表示动作的持续。 教学重点： 掌握关于“健康与运动”主题相关的词汇短语； 理解和分析语篇中主人公介绍锻炼的基本结构。
教学难点： 从篇章细节中关注、提取、归纳不同锻炼经历中的启示； 运用所学结构和语言，用书面语篇的形式来介绍自己的锻炼。
教学过程
Step 1 Lead in Activity 1: Know the task Review the topic of the reading material and read the notice inviting contributions to the magazine Health & Wellness to know the writing task. T: The four people in Unit 2 want to have a healthy life by doing exercise. Exercise is important. The magazine Health&Wellness is planning a special issue to ask more students to do exercise. Read the notice! We need to write about the exercise. [Purpose] To get the students more familiar with the topic and relieve their learning anxiety. Thus, they can get prepared for the writing task. Step 2 Before-writing Activity 2: Review Talk about some popular exercise and review the exercise the writers have talked about by completing the matching task. [Purpose] To help review what the students have learned before and activate their language schema. Activity 3: What to share Take Anna’s passage as an example and find out what she shared by answering the questions the teacher asks. Q1: Why did Anna do this exercise Q2: What does Anna do Q3: How does Anna feel now T: Let’s see how Anna shares her exercise! Read the paragraph about Anna and find out why Anna chose this exercise, what she does with it and how she feels now. Fill in the key sentences. [Purpose] To review the passage and get the structure of the writing which will facilitate the writing performance. Activity 4: How to share Analyse what Anna shared in the short passage and figure out how she shared the exercise step by step. Think out why Anna chose the exercise. T: Anna chose to walk the dog with different reasons. Can you think about what they are about The first one means she exercises because of the health problem. The second one is because of others’ advice. The third one is about her favorite. So when sharing, think about the reasons in different aspects. Follow-up question: Look at the following pictures, why do they choose the exercise Think about what action they take. T: Anna talks about how often she does the exercise and how long she has done it. And Thomas also talks about how often he exercises. Let’s find out how long the other three people have done the exercise. Ask students to discuss the difference between the present perfect tense and the simple past tense.Think about which tense is better when talking about exercise. T: In fact, it is the present perfect tense. It can tell we started the exercise in the past, and also show we continue in the present and will probably continue into the future. Think about the results they shared. Talk about their purposes of writing and think about what end they may give. T: Richard feels awful after exercising. So why does he share the exercise What does he want to tell us He wants to tell us to choose a suitable exercise. So give a meaningful end to share what you learn with the readers. Now match what the other people may share in the end. Follow-up question: What other benefits can exercise bring to us [Purpose] To learn the tips to write a good passage about the topic and improve their comprehension and problem-solving skills. Activity 5: Let’s summarize! Summarize the content and the language about the topic to get ready for the writing. [Purpose] To lay emphasis on the form of the language and the content, thus achieving the goal of using language in a true situation. Step 3 While-writing Activity 6: Let’s write! Write about the exercise with the help of the outline and the useful expressions just collected from the passage. T: Check your writing by yourself according to the checklist. [Purpose] To encourage students to write by themselves and guide them to make comments first by themselves. Step 4 Post-writing Activity 7: Peer-Editing Check the writing from the student of the teacher’s and see how many stars she can get. [Purpose] To encourage students to learn the way of peer editing, thus knowing how to polish the writing in a better way. Homework You must: polish your writing after class. You can(>8★): make a video to share your exercise with others.