人教版九年级Unit 12 Life is full of the unexpected.-Section B 1a—1e-教案、教学设计-公开课-(配套课件编号:50432).doc
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1、1 How Can We Express Our Ideas? 一、教学目标: 1.写作技能目标: 学完本节课,学生学会自由地发表自己的观点;学生学会以篇章形式并有逻辑性地表达自己的观点。 2.过程与方法目标: 在学生思维品质方面,学生敢于提出个人见解,并学会用批判性思维分析问题,达到语言沟通、交流的效 果。通过集思广益、小组合作、讨论、展示、示范等活动方式,学生在课堂活动中积极参与,气氛活跃, 充分展示写作训练的成果。 3.情感态度价值观目标: 通过本节课的学习,学生学会有批判性地、有逻辑性地表达自己的观点,建立批判性思维的意识。 二、教学重、难点: 1.教学重点: 学生勇于发表自己对同一个
2、人或者同一件事物的观点,学生能够以篇章形式并有逻辑性地表达自己的观 点;学生愿意创新,学会用批判性思维分析问题。 2.教学难点: 1)逻辑性词汇的恰当引入时机。 2)批判性思维的合理引导。 3)小组讨论、合作学习及成果展示等环节的科学性安排。 三、教具准备: 实物展示台、PPT、课堂量表、幻灯片切换笔或者无线鼠标。 四、教学流程: Step one: Greetings T: Good morning, my little ladies and gentlemen!Ss: Good morning, Mr. Liu! T: Sit down, please!Ss: Thank you!T: Y
3、oure welcome! 设计思路:配合肢体语言,与学生良性互动,为学习内容的推进做好兴趣和自信方面的调动。 预期目标:师生互相问好,以良好的情绪,激发学生兴趣,促进学生自信心的树立。 Step two: Lead-in (Topic one: the story of Yu Gong/ Yu Gong moves a mountain) T: Now, look at this picture. Do you know anything about this old man? Ss: Yu Gong.T:Yes, you are clever. He is Yu Gong. T: Do y
4、ou know his story?Ss: Yes. T: Who can say something about it?S1: He moved the mountains.S2: He has many children. S3: The Gods helped him out.Ss: T: What do you think of his story? S1:Its interesting. T:Maybe you can say “I think its interesting, I believein my opinionas far as I know” If you want t
5、o express your ideas, you can say: think its I believein my opinionas far as I knowor any other ways can you say? S1: I agree.S2: I disagreeS3: Im sure thatS4: it is + adj.+ to doS5: T: So I ask you again: What do you think of this story and how do you like Yu Gong. 2 Ss:. T: You have different idea
6、s on the same thing. You are great! Just now, some students said” the story is interesting”, some students said “its ”. Different people have different ideas. (Lead students into the listening part) Wang Ming and Claudia are also talking about the story of Yu Gong. What do they think of the story? D
7、o they have the same ideas? Listen! T: Do they have the same ideas?Ss: No! T: What do they think of the story? Open your books, and look at page42 2d. Lets have a group discussion. Read the conversation/dialogue, find the information and fill in the chart. 2 minutes. Go! Two minutes later:T: What do
8、es Wang Ming think of the story? What did he say?Ss:T: He also gives detailed explanations. What did he say? Ss:Then, how about Claudia? What does Claudia think of the story? T: Lets see whether you are right or wrong? Wang Ming ideas about the story 1. The story is really interesting. 2. Yu Gong fo
9、und a good way to solve his problem. 3. The story is trying to show us that anything is possible if you work hard! 4. Yu Gong kept trying and didnt give up. Claudia ideas about the story 1. Yu Gong is a little bit silly. 2. It doesnt seem very possible to move a mountain. 3. There are many other way
10、s to solve a problem. For example, he could build a road. Thats better and faster than moving a mountain! T: Different people have different ideas on the same thing. When I read the story of Yu Gong, I also have my own ideas. Look at it, Lets read my ideas together with me. T: Pay attention to the r
11、ed words and blue words. I can use different ways to express my ideas, I also use logical words. Do you know how to write? Ss: Yes. T:So, today we are going to talk about this: How can we express our ideas? 设计思路:让学生更多地说说愚公移山的故事,哪怕是一句、二句都可以, 引导学生会用 I thinkI believeIm sure thatI agree/ disagree it is
12、+adj.+ to do sth 等能够表达个人观点的词汇或者句型结构, 充 分进行语言输入。 由听力部分: Wang Ming 和 Claudia 对愚公移山故事持不同意见, 引出 different people have different ideas。由老师的范文,引出本堂课的写作话题。 预期目标:通过这些问句交流可以与学生开始展开互动。这个环节老师最好还要引导学生有更多的语言输 入。比如:think、believe、if、Im sure 等的语言输入。启发学生敢于提出个人见解,并学会用批判性思维 分析问题,达到语言沟通、交流的效果。引出本堂课的写作话题自然、顺畅。 Step thre
13、e: topic two (open a supermarket in our school) T: Look, there is going to be a supermarket in our school. Someone suggests opening the supermarket. Is it good? Ss: Yes! (此处,容易出现学生的观点往一边倒的现象) (如果问到学生是否开商店,Is it good? Is it bad? 学生们出现一边倒,都同意了怎么办?老师可以追问一 句,Do all of you say” yes”, all of you? 防止学生都随大流
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