【核心素养目标】Unit 12 Life is full of the unexpected. Section B (3a-Self check)表格式教案

课题 Unit 12 Life is full of the unexpected. Section B (3a-Self check) 班级 备课教师
课型 写作课 课时 6
核心素养与思政渗透 本课时以“最（不）幸运的一天”为中心话题，引导学生综合运用一般过去时态或过去完成时态进行写作练习，较生动地谈论过去发生的倒霉事、尴尬事、幸运事，学生不但要会根据材料描述发生在他人身上的事情，还要懂得运用自己的语言，与他人分享发生在自己身上的事情。从而激发学生的英语学习兴趣，回顾和复习本单元语言知识，增强语言运用能力，在语言学习中发展逻辑思维、辩证思维和创新思维，引导学生懂得正确对待生活中的挫折和人生的顺、逆境，形成坦然面对生活意外的意识，树立乐观积极的人生观。
课标分析 新课标要求九年级学生能分析和梳理常见书面语篇的基本结构特征；能用简单的连接词建立语义联系；在书面表达中，能选用不同句式结构和时态，描述和介绍身边的人、事物或事件，表达情感、态度、观点和意图等；有正确的价值观和积极向上的情感态度，有自信自强的良好品格，做到内化于心、外化于行；能多角度、辩证地看待事物和分析问题；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够围绕“最（不）幸运的一天”的话题，通过看、读、说等活动搜集、理解所需要的语言基础信息；能够正确使用一般过去时态或过去完成时态，描述发生在他人身上的事情，并与他人分享发生在自己身上的事情；
文化意识 能够懂得正确对待生活中的挫折和人生的顺、逆境，形成坦然面对生活意外的意识，树立乐观积极的人生观。；
思维品质 能够在老师的帮助下，通过学习，多层次、多角度、多元化地内化有关猜测和判断的语言知识；在写作中，注意到语篇的整体性、结构性、逻辑性；
学习能力 能够通过多种渠道学习和复习，保持英语学习兴趣；认识了以读促写的写作模式并尝试进行写作，认识到写作的步骤有审、抓、扩、连、查、抄等。
教材内容分析 本课是一节写作课，要求学生写出自己幸运的或不幸运的一天。3a需要学生先回答what, when, why, how等问题，这些问题旨在打开学生思路，从多方面把握写作的要点，在内容上解决写什么和怎么写的问题；3b为学生提供了参考的句型和表达，旨在从语言上降低学生写作的难度，帮助他们顺利完后写作任务。
重点 掌握一般过去时态和过去完成时态的用法；
难点 能够在写作中熟练运用这两种时态。
学情分析 九年级的学生语言运用能力比较强，通过前几课时的听、说、读等语言综合活动，已掌握了一些叙事类文章的词汇和表达，以及一般过去时态或过去完成时态，并且有了一定的话题语料储备。此外，学生对讲故事都非常感兴趣。前期的故事复述能提升学生的写作兴趣。他们对于随心所欲地讲述自己的故事应该是跃跃欲试的。教师应注重引导学会说呢过正确使用时态叙事，以及掌握展开叙事的几个步骤，用what,when,how等问题引导学生打开思路，在内容上解决写什么和怎么写的问题。
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Step 1. Warming-up. Observe the pictures and fill in the blanks. Step 2. Pre-writing. Think of some phrases about lucky or unlucky things. Have a free talk about their lucky or unlucky experiences and feelings. Step 3. While-writing. Analyzing. Read the instruction and analyze the text style, the person and the tense with the help of T. Listing. With T’s help, list the main points to draw an outline. Making sentences. Try to make sentences using the structures T offers. Sa: It was April Fool’s Day. Sb: It was a rainy day. Sc: In my life, there were many things that impressed me deeply. ... Read and find out the answers. Sa: The writer had a strange feeling that it just wasn’t going to be his day. Sb: The bus didn’t stop for him because it was packed. Sc: Until the taxi got to his school Try to write down key words for the ending. plete their writing in 10 minutes. Step 4. Post-writing. After writing, have a self-check for 3 minutes according to the checklist. Then share their passage with partners and evaluate each other according to the evaluation sheet. Appreciate more sample writing and polish theirs. Read the sample writings together and accumulate more expressions. Step 5. Self check. Finish the self check part. Report their answers and talk about their reasons. Provide several pictures and guide Ss to complete the sentences. T: Life is full of the unexpected. What happened to the boy T: Do you remember your lucky days and unlucky days Why T: Did you have these experiences Did you have these experiences Provide the instruction. Guide Ss to analyze the instruction. Guide Ss to make the outline and list the main points. T: What can we say when we talk about an unlucky day Provide different sentence structures for Ss to accumulate and use. T: When was the day As for the development part, let Ss read a short passage and answer the questions. T: What is the writer’s strange feeling T: What makes matters worse T: When did the writer realize he had left his wallet at home Guide Ss to list the times and activities. And then encourage them to make sentences with the structures. Let Ss write a short passage by themselves. While Ss are writing, walk around the classroom to offer help if they need. Offer the evaluation standards to the class. Pick out one or two examples to evaluate in class. Emphasize the importance of good hand-writing. Let Ss finish the activities in Self Check. 通过图片引导学生完成句子，复习过去完成时，促进积极思考，导入幸运之事与不幸之事的话题，激发学生的学习兴趣。 通过自由谈论，帮助学生在短时间内快速积累关于描述幸运之事与不幸之事的相关词汇，为后面的环节做铺垫。 培养学生的审题意识和良好的审题习惯，包括对体裁、人称、时态、要点、写作意图等方面的分析。 培养学生列提纲的写前习惯，整体构建文章结构，合理分配内容要点，降低写作焦虑，提高写作效率，促进发散思维和逻辑思维的提升。 适当提供部分句式，帮助学生形成自己的表达。通过阅读短文进行范例分析，引导学生找出叙事要素，并学会欣赏好词好句，为后面的写作任务做好铺垫。 在进行了一系列的写前活动练习渗透了写作技巧之后，让学生当堂写作，为其提供实践的机会。 培养学生良好的自我纠正习惯和方法，以及合作精神、批判思维能力和对作品的鉴赏能力。在自我修改和同伴修改的基础上，集思广益，取其精华，学会运用更多的方法把文章写好。 当场点评学生成品，强调书写的重要性，指导学生做到卷面整洁、书写规范。 自我检测，总结反思。
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I.阅读理解 I remember the first time I suggested screen-free days to my students. They laughed, and one of them said, “No way, Mr.White. A week without using laptops or smartphones would be too much.” I could feel their worry. According to a survey we did, most students in our school spend about six hours a day on screens. Many of my students start their day by checking their smartphones. We do see the benefits（益处） of technology. However, we teachers also want to make sure that students have balanced learning and social experiences away from their screens.That’s why we have come up with the idea of screen-free days. During the course of the year, we have built in several screen-free days that require us to make different plans for our students about how they will communicate with one another and the world around them without “screens”. We organize fun activities such as card games and room escape（密室逃脱） games at school. In these activities, students socialize without smartphones and communicate face to face without checking on “likes” they’ve got online. These fun activities also make it possible for the whole grade to enjoy the company of their friends with no smartphones. After our first screen-free day, students mentioned that they were surprised they enjoyed it. Finding ways to help our students connect with one another is important. While technology is already part of our world, it shouldn’t play such an important role in a learner’s life. When I suggested screen-free days to my students, they felt 20.__________. From a survey we know students in our school spend much time on screens. Although technology has advantages, teachers want to make students experience life away from screens.21.______ screen-free days are put forward. Teachers are required to help students 22._________ other ways of communicating with one another and the world around them. Fun activities like card games and room escape games are organized to let students have face-to-face 23.__________ without smartphones and enjoy their friends’ company. After the first screen-free day, students were surprised to find it 24.__________. Technology is necessary, but it shouldn’t be so important for a learner’s life
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Unit 12 Life is full of the unexpected. Section B (3a-Self check)
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Level A There is a section called “Picture Stories” in the school newspaper. The next issue is about the unexpected things in our life. Please write a picture story and send it to the school newspaper.
Level B Draw a mind map to sum up the knowledge of this unit.
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