Module 9 Unit 3Language in Use教案外研版英语八年级上册

外研社《新标准》八年级上册
Module 9 Population
Unit 3 Language in Use
分级写作教学设计
教学内容分析
本模块是八年级上册的第九模块，以“人口”为主要话题，阐述了中国及世界人口的增长情况，乡村的城市化发展，以及二者带来的环境，交通，噪声等各种问题。通过本模块的学习，旨在让学生掌握冠词的用法以及大数字的英文表达，并能够了解世界人口现状，知晓并体会巨大的人口数量为人类生活带来的诸多不便与危害，从而培养学生关注社会问题，为社会分忧的责任意识。然而对于八年级的学生来说，这一话题比较抽象而且过于宏观。若想要学生真正领悟话题内涵，必须联系学生的生活实际，从与学生息息相关的上学，乘车，家庭居住环境等入手，由浅入深地进行教学。
本模块计划五课时完成，本课是第三课时，课型是写作课，写作任务是说明大连人口增长情况和原因，以及由此引发的问题和解决方案。本课首先通过对第一、二单元的串联性复习，从“人口增长情况及其原因”，“人口增长引发的问题”，“如何解决人口增长带来的问题”三个方面，为学生积累相关的词块和句子；其次通过对写作任务的分析，为学生架构写作框架；之后通过展示范文，让学生学习衔接词以及过渡句的正确使用；最后通过写作实操、共评共改，以及互评互改的教学活动，让学生真正明白此类作文正确的写作思路和布局。
学情分析
学生通过M9U1、U2的学习，已经对“人口”话题有了一定的理解，同时也对表达人口增长情况、引发的问题以及解决办法的词块和句式有了一定印象。课上，在老师的引导下，绝大部分同学应该都能快速从书中找出目标句，并表述出来，或针对老师提出的问题，给出个人看法及建议，这些都让本课的发生有了可能。此外，本课写作任务的设置紧贴学生生活，从在大连生活的真实情况出发，让学生能够快速调动思维，觉得有话可写。但一节课的时间毕竟有限，很难在完成词句积累的同时，又保证所有同学的作文趋于完美。因此，本课把写作培养及其评改的重点放在思想内容以及谋篇布局上，暂时不去细究语言知识的运用。再配合着以此为思想指导的教学环节，学生很容易在短时间内写出符合要求的作文。
三、教学目标
1．语言知识目标：
1、掌握表述人口迁移原因的不定式结构
2、掌握说明人口带来的问题的词汇和词块
3、掌握描述人口情况的句型
4、掌握应对人口问题对策的句型结构
2．语言技能目标：
1、学会审题，并能通过题干抓住写作要点、建构写作框架
2、结合在大连生活的实际利用“人口增长及原因——人口增长引发的问题——解决办法”的写作框架完成一篇完整的阐述大连人口问题的作文。
3、学会利用层级关系将人口问题阐述地丰富而又具体。
4、在作文中利用恰当的连接词和过渡句使文章自然流畅、富有逻辑。
3. 情感目标：
培养学生关注社会问题，为社会分忧的责任意识。
四、教学重点和难点
重点：掌握表述人口问题的词汇、词块和句型。
难点：以写作任务为基础，构建写作框架。
五、教学资源与工具设计
PPT课件，iprojection软件
六、教学流程与设计意图
Step 1 Lead in
T: Well, first of all, I’d like to show you some pictures. Crowded flats, crowded job markets, crowded scenic spots, and crowded streets. Do you know what makes our life so crowded Just give me one word.
(The teacher shows pictures one by one and give each picture corresponding descriptions like crowded flats...)
S:...
T: Right, it’s population.
设计意图：
借助拥挤的住房、人才市场、景点、及大街的图片，给学生视觉上的冲击，从而引出本课主题“人口”。
Step 2 Review how to describe population
T: Then do you still remember that in unit 1 what did the speakers say about the population of Beijing, China, and the world Look at the mind map here as references. Or you can just find your answers in your book.
(Here give students a little time to find answers.)
S:…
T: OK, the first one
S:…
T: How about China
S:...
T: And the world
S:...
T: What is the relationship between the population of China and the world
S:...
设计意图：
利用思维导图引导学生说出M9U1对话中用以描述北京、中国、世界人
口的原句，并为学生积累如下句型:
Beijing is a huge city with a large population.
China has a population of 1.37 billion.
That’s almost one fifth of the world’s population, that is，about 7 billion.
2.“描述人口情况”是本课写作任务第一大要求的一部分，因此把复习表达“人口”的句型作为环节的第一部分，来呼应写作实践，让学生能够在潜意识里把这部分作为写作的开头。
Step 3 Review and brain storm the reasons for people moving to big cities
T: Do you ever ask yourself why there are so many people in big cities like Beijing
S:…
T: Think of unit 2, people come from Parkville to Anwick, they are....
S…
T: Yes, they are moving. And we know that more people produce more people, so we say it’s...
S:..
T: Give me a word in unit 1
S: Right, it’s birth！
T: Then why people choose to move to big cities Think about unit 2.
S:...
T: Yes, to find jobs. And any other reasons
S:...
(Teacher has predicted some answers and record them on ppt. If there’s other answers, the teacher will write directly on the whiteboard.)
T: Perfect! We have got so many reasons. Let’s read it together, one for twice.
S:...
设计意图：
对M9U2进行内容回顾，并学会用不定式“to find jobs”表原因。
通过让学生思考人们迁移到城市的其他原因来扩展学生的思维，并打牢不定式表原因的用法。
在内容上，与步骤二共同构成后续写作任务的第一大要求，“人口增长及其原因”。
Step 4 Review and brain storm the hierarchy of problems caused by population increase
T: We all know that population increase can cause many problems. What are the three problems the writer said in unit 2
S:….
T: Yes, they are too much rubbish, not enough space and too much traffic. And now listen carefully and follow my words. If there is rubbish on the land, it causes ...
S:..
T: And rubbish in water
S:...
T: If our land is polluted, famers will have fewer lands to..
S:...
T: Yes. Then we won’t have enough..
S:...
T: Right. Let’s move on. More people means less enough space. So there will be so many.....in....
S: ...
T: Great. There will be so many people in schools, hospitals, flats, and almost everywhere! And if there are too many cars on the road, it won’t be
S:...
T: Yes, not safe. What’s more, there will be what kind of pollution
S:...
T: Great, air and noise pollution. Now, try to read aloud and memorize them by yourselves. And just stop when it’s done.
S:....
T: Let’s make a summary. We can see, actually, we just established a hierarchy of problems. So when we are writing about problems caused by population increase, we can write from the highest hierarchy to the lower ones, which can make sure that our writing is rich, logical and full of concrete details.
设计意图：
让学生回忆M9U2课文中作者提到的由人口引发的三个问题rubbish、 crowded、traffic，进而利用层级图引导学生说出并记忆更多的表述问题的词块，如land pollution，air pollution，noise pollution等等。
利用层级图，从课文出发，引导学生由浅入深地进行思考，培养学生的思维深度。
学生完成层级图的思维过程实际上就是本课写作任务的第二大要求“What problems does the population cause ”的写作过程，这样学生就能深刻认识到如何让这部分写的既有层次又不空泛。
Step 5 Review and brain storm solutions to deal with problems caused by population increase
T: We can see that population increase can cause so many problems. But how can we solve them Look at the problems(PPT) and move your mind.
S:...
T: You’ve done a really good job. Well, I also pick out some sentences from this module. You may use them in your writing. Read aloud and memorize them.
S:...
T: Ok, let’s move on to writing.
设计意图：
对照着人口问题层级图，让学生一一想对策，并进行板书，让学生的思考有迹可循，并为学生积累了必要的语言知识。为本课写作任务的第三大要求“How to solve the problems ”提供素材。
Step 6 Writing Analysis
T: First, let’s read the second half of the writing task and list the three parts our writing should have.
S:...
T: Great! So we should first wirte about population increase and its causes, then problems caused by population increase and give corresponding solutions. Now read the rest of the writing task and find out the problems we can write about.
S:...
T: Ok. Here’s a sample essay written by the framework we just built. Read quickly and think about what are the functions of the colored parts
S:...
T: Right. So in our writing, it’s better if you can use transitional sentences and appropriate linking words. They can make our writing more coherent.
T: Ok. Now let’s write, according to the framework. And don’t forget to use transitional sentences and linking words. You will have about 10 minutes.
Students write. When finished, the teacher will choose one of the students’ writing as the sample for the whole class to give scores and revise. 2. The teacher writes evaluation criterion on the whiteboard.)
设计意图：
培养学生通过分析题干，理清写作思路，构建写作框架的能力。
通过阅读范文，找寻范文亮点，让学生学会如何利用过渡句和连接词使
文章前后文联系紧密。
Step 7 Give comments on writing
T: Ok. Time’s up. Here’s one of your writing. Let’s give him/her scores according to the evaluation criterion and give reasons.
S:...
T: Great! Now, exchange your writing with your partner and give scores.
S:...
(The teacher takes photos of students’ writing and project them on whiteboard.)
T: Now, who’d like to show your results
S:...
(Students come to the front and tell others how he or she evaluates the partner’s writing and why he or she gives the score.)
T: Well, from this class, we get to know how to construct a writing and how to make it coherent. However, writing is not the only purpose. We should turn our writing into acts. Love life and love the world.
设计意图：
选取一篇学生作文进行全班共评，是为了明确评价方法。
小组互评是为了让每个同学都有机会意识到自己作文的亮点及不足。
作文评价标准的每一条都与整个课的授课内容相一致，所以学生对照标准评价作文的同时，能够再次明确如何完成作文。
由写作引到实际行动，实现情感目标，建立学生的责任意识。
Homework:
Revise your writing by yourself.
Work in pairs and correct language mistakes for each other.
设计意图：
课上关注点在写作思路和架构，为了确保语言使用的正确性，课下让同学们再次润色作文后，并互相指出语言错误，共同进步。