Unit 7 Communication Workshop
课前自主探索
Would you please collect at least 10 adjectives which can describe the scenery?
Please choose one of your journey or your imaginary journey. Then use one or two sentences to describe the sceneries in that journey.
In your U-disk, please save the pictures in which the sceneries will be introduced in your writing. Then you can show the pictures to other classmates while presenting your writing.
Reading
E1: Questions and answers.
When and where did Jenny’s journey in this article? And who was Jenny with?
How many days did they stay there?
How many places did they travel during the journey? What are they?
How many parts can you divide the article into?
E2. Analyze the structure.
Time
Places
Description
Day 1
Nanjing Road
lots of _________ shopping malls
________
a __________ waterfront area
Oriental Pearl
a landmark, one of the world’s ________
towers.
Day 2
_________
lots of ________ shops and restaurants in __________ shikumen-style houses, _______ scenery.
E3. The sharing and accumulation.
Adjectives to describe the scenery
Adjectives to describe the amount
beautiful
lots of
Writing
Time
Places
Description
Day 1
…
…
Day 2
…
…
Day 3
…
…
Write about your journey using your notes.
My Journey
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教学设计个人信息
姓名
单位
联系方式
设计者
马倩姝
北京九中分校
18600262996
教学基本信息
课题
Unit 7 Communication Workshop
学科
英语
学段
初中
年级
九年级
相关
领域
旅游及游记写作
教材
书名：英语 出版社：北京师范大学出版社 出版日期：2015年7月
1.指导思想与理论依据
本课以《英语课程标准》的一些核心理念为依据，力求通过本课时的设计，使学生在梳理并设计文本框架、运用语言及升华情感的过程中，发展思维能力和语言运用能力。设计思想主要体现在以下几方面：
一、注重对学生学习策略的引导，为他们的终身学习奠定基础
在英语课程实施中，帮助学生有效地使用学习策略，不仅提高学习效率，还有助于学生形成自主学习的能力，为终身学习奠定基础。在本课的设计中，教师设计课前自主学习表，引导学生主动学习，帮助形成以能力发展为目的的学习方式；采用词汇的分类学习策略，对于本课的描述景色的形容词进行归类与积累，在不同任务中提高词汇复现率，并在写作中正确运用；借助文本阅读训练任务（回答问题以提取大意并归纳文本框架，完成表格以提取细节信息）的布置，难度逐渐提升，提高学生用英语获取信息，处理信息，分析问题和解决问题的能力；在阅读任务的布置中，引导学生提取文本框架，并将其应用于写作当中，提高学生的文本写作能力；指导学生进行自主学习、同伴合作及小组活动，培养其自主学习及合作学习的能力。
二、强调学习过程，重视语言学习的实践性并发挥学生的创造力
课标要求，教师应采用循序渐进的语言实践活动，优化教学方式，培养学生用英语做事情的能力，并注意发挥学生的创造力。本节课通过任务型教学的方式，设置环环相扣、难度递增的任务，指导学生开展课前关于描述风景的形容词的自主探索、课上的同伴合作及小组讨论以及在输出部分时自行制定写作框架并写作等活动，让学生在体验、实践、参与、探究和合作的过程中，逐步掌握语言知识和技能，提高语言运用能力。
三、注重对学生情感、态度、价值观的引导
情感态度是英语课程的目标之一，本节课通过引导学生分析游记，感受上海的传统及现代相结合的气息；再通过课前描述风景的形容词词汇积累及课中的小组分享，并应用于亲身的旅游风景的描述中，感受丰富的形容词描述下的风景的精妙之处；同时，通过课上教师引导及学生输出部分的风景描述，提供学生欣赏自然及人文风景的机会，激发学生对于生活的热爱。
2.教学背景分析
一、教材分析
九年级九个单元的话题涉及到学生生活的各个领域，如语言、书籍、创造力等，在贴近学生生活的同时，也能够开拓学生视野，培养学生健康的人生观及生活态度，并为其语言使用提供良好的环境。第七单元主话题为Journeys，围绕该话题共展开三课及Communication Workshop，分别以The Silk Road, Life is a Journey, To the South Pole为授课文本，从丝绸之路游记、人生旅程的诗歌到南极之旅的不畏艰险的情感升华，最后在Communication Workshop中，回归学生现实生活，以前三课的学习为基础，引导学生完成本课的游记写作。潜移默化中培养学生对于游记的理解以及在旅游这一活动中可以体会到的人生意义。
本节课为写作课，话题为旅游，先以文本My Shanghai Journey为范例，通过阅读任务简要分析其内容，即作者在上海两天的游玩过程及心得体会，接下来重点引导学生分析其文本框架及描述风景的形容词和表示数量的形容词或词组的使用方式，并利用课前自主探索及课上小组讨论的方式进行词汇的拓展与运用，为最终的写作输出做铺垫。整节课的设计旨在通过课中文本分析及仿写、词汇的分类学习等任务布置，训练学生的词汇学习策略、阅读策略并提升学生的写作能力；与此同时，通过课前自主探索及课中小组合作与分享等环节，训练培养学生的自主学习及合作学习的能力。在输出环节，通过引导学生进行紧扣本单元话题的游记写作，借助英语语言的运用，分享并体会各地不同的风景，培养学生热爱自然、热爱生活的人生态度。
二、学情分析
本班学生处于初三年级，共38人，其中男生13人，女生25人，比例较为悬殊。从总体来讲，上课氛围较好，但不够活跃。在英语学习方面，现处于初三年级第一学期，经过初中两年的语言技能方面的训练与指导，学生对于英语学习中需要使用到的策略有所掌握，如对于阅读文章，生词等的处理，因此对于本课的形容词积累就采取课前自主探索及课上的小组讨论进行开展。在情感态度价值观方面，通过范文分析及文本写作及分享，欣赏不同景色的图片，培养学生积极向上的生活态度。
3.教学目标(含重、难点)
教学目标：
1. 能够从文本提取景色描写的框架并写一篇关于旅游的文章。
2. 能够恰当使用描述风景及表示数量的形容词或词组。
3. 分享并体会写作中的不同景色。
教学重点：
1. 能够从范文中提取游记写作框架。
2. 能够恰当使用描述风景及表示数量的形容词或词组。
教学难点：
1. 激活学生的信息储备，拓展形容词。
2. 利用输出部分写作任务设置，引导学生将现实生活中的旅游经历应用到写作。
解决措施：
1. 借助课前探索任务及课上分享做形容词积累，培养学生的自主学习和同伴合作的能力。
2. 提供写作框架及所需词汇，提供有过真实体验的题材进行写作。
4.教学过程
Teaching Procedure
Teacher’s activities
Students’ activities
Aims
Step 1
lead-in
Step 2
Reading
Step 3
Analysis of the adjectives
Greetings.
1. To show the objectives of this lesson.
2. To show some pictures and lead students to describe them by using the adjectives.
3. Encourage students to describe their favorite journey simply.
1. Let students to guess the structure and the content in the article about the Shanghai journey.
2. Lead students to read the article quickly and finish E1.
3. Ask students to finish the table which includes the analysis of structure, details and the descriptions of the places.
1. Lead students to analyze the importance of the adjectives in describing the scenery by making the comparisons.
2. Encourage students to share their research work before the lesson.
1.Read the objectives together.
2. To describe the pictures by using the adjectives as many as they can.
3. Look at the pictures and introduce their favorite journey by using the sentence pattern.
Students discuss together about the possible structure and content of the article.
To read the article quickly and finish E1.
To read the article for the second time and finish the table.
1. Sense the importance of the using of adjectives in description.
2. Group work: To share their research work before the lesson.
3. The find more adjectives to modify the amount of the nouns.
1. 让学生了解本课主要学习目标，带着目标学习，有的放矢。
2. 利用风景的图片发散学生思维，激活已知词汇，为输出部分的文本写作做语言及内容上的准备。
1. 通过泛读与精读分析与归纳文本大意、框架及写作细节，为之后的写作提供结构与语言支撑。
2. 利用表格的方式进行形容词的提取，为之后的形容词分析做铺垫。
3. 小组讨论，培养学生的合作意识。
1. 通过对比引导学生体会形容词在描述风景时的重要性；
2. 小组分享课前成果，拓展形容词词汇量，为
Teaching Procedure
Teacher’s activities
Students’ activities
Aims
Step 4
Writing
Step 5
Conclusion
3. Elicit the weakness in the article of the use of the adjective, such as ‘lots of’ and help students to accumulate more.
4. Set an example and ask students to simply describe the journey they like best in groups by using the adjectives properly.
1. Ask students to finish the structure of their own writing and discuss with their group members.
2. Encourage them to finish the writing on the paper.
1. Lead students to share the writing with group members and correct the mistakes for each other.
2. Present some students’ writing while showing the pictures.
3. Ask students to finish the evaluation scale for group members.
4. Listen to teacher’s example and try to describe the pictures shown on the screen with the proper adjectives.
1. To finish the structure on the paper and discuss with group members about it.
2. To finish the writing according to the structure.
1. Share the writing and correct the mistakes for each other.
2. Enjoy the writing as well as the pictures.
3. Finish the evaluation scale for group members.
写作打基础的同时培养学生的合作意识；
3. 拓展表示数量的形容词，丰富词语使用。
4. 以输出句子的形式简单描述曾经的旅游经历，为之后的写作做铺垫。
1. 借助写作框架，完成结构及内容的铺垫；
2. 通过小组讨论，修正结构的合理性及词语使用的准确性。
1. 小组分享写作成果并修改，提高效率；
2. 小组互评与合作，培养合作意识；
3. 学生欣赏作品展示及相应图片，欣赏不同地点的景色。
5.学习效果评价设计
Evaluation Scale(评价量表)
clear structure
Propriety of adjectives
Richness of adjectives
expression
Comment(√)
Group 1
A B C
Group 2
A B C
Group 3
A B C
Best ~ Just so so
A: excellent B: good C: work harder
课件25张PPT。Unit 7 Communication WorkshopObjectivesAt the end of this lesson, we will be able to
1. analyze the structure of the article and write about one of our own journeys;
2. use the adjectives which describe the scenery and the amount of the objects properly;
3. share and enjoy the other’s writings about the different sceneries.Suzhou GardenEnjoy the beautiful scenery and describe them.Great Wallbeautiful, fresh, relaxingpeaceful
powerful
wonderful DisneylandThe Palace Museuminteresting
attractive
charminghistorical
educational
gracefulMy favorite place of interest is …
because it is …Have you ever traveled to some places
of interest?
Which one is your favorite and why?
the BundOriental Pearl TowerNanjing RoadXintiandi a. What will be talked about in this text?
b. What is the possible structure of the writing?Prediction1. When and where did Jenny’s journey in this article? And who was Jenny with?
2. How many days did they stay there?
3. How many places did they travel during the journey? What are they?
Question and answer1. When and where did Jenny’s journey in this article? And who was Jenny with?
2. How many days did they stay there?
Last summer, Jenny went to Shanghai with
her parents.2 days.3. How many places did they travel during the journey? What are they?
4 places. They are Nanjing Road, the Bund,
Oriental Pearl Tower and Xintiandi. Finish the tableKey factors:
when ___________
where ___________
who ____________
what _________________________
________
____________________: Shanghai is a large and modern city but it also has lots of historical places.
Feeling: _______________________________
___________Main
Introductionlast summerShanghaithe writer and her parentsThey traveled in Shanghai for
two daysIntroduction of ShanghaiI was really excited to have the chance
to see them.Bundbusywell-knowntallestXintiandimoderntraditionalamazingTwo Days' Journey?What is the writer’s feeling towards the Shanghai journey?
?
What did the writer hope to do in the future?
?ConclusionOur stay in Shanghai was an unforgettable
experience. I liked both the new and the old
Shanghai. I hope I can go to Shanghai again some time
in the future.Shanghai is a large and modern city but it also has lots of historical places.Shanghai is a city but it also has lots of places.In the evening, we went to the Bund— a well-known
waterfront area on the Huangpu River.In the evening, we went to the Bund— a waterfront area
on the Huangpu River.more vivid, more accurateHow about the other
adjectives which can
be used to describe
the sceneries?Group Worka. …but it also has lots of historical places.
b. …we went to Nanjing Road where there were
lots of busy shopping malls.
c. …where we saw lots of modern shops and
restaurants in traditional shikumen-style houses.
a lot of a large quantity of
plenty of a number of
a variety of varieties of
a great deal of My Journey---Neuschwanstein CastleThe first day in Germany, we visited the great, mysterious and historical castle. I was attracted by its mystery and history.
My Journey--- Windmill Village in NetherlandThere are plenty of fascinating places
in Netherland, but I like the Windmill Village
best because it is beautiful and peaceful. It
shows the intelligence of the people.
My Journey---Eiffel TowerThe last place we went to see was Eiffel Tower.
It looked high, powerful and wonderful.It is one
of the most famous architectures. Please simply describe one place
you like best in your journey.
Challenge yourself！
My Journey???Key factors: when ______ where _____
who ______ what ______
Main introduction:
Feeling: What is your feeling towards the Shanghai journey?
?
What did you hope to do in the future?
?2018/11/15
