人教版九年级Unit 13 We're trying to save the earth!-Section B 3a—3b Self check-教案、教学设计-公开课-(配套课件编号：b0e88).doc

1、1 TopicUnit 13 Were trying to save the earth!(Section B 3a-3b) Teaching TypeWritingTeachingAidWriting skills Learning Goals 1. 掌握书面表达的写作技巧。 2. 能够应用写作技巧及所学知识，完成书面表达的写作。 3. 了解中考英语书面表达的评分标准，并根据标准修改自己的文章。 Teaching procedures: Stage 1: Pre-writing (Time: 14mins) Teachers ActivityStudentsActivities Step 1

2、 Greetings (2mins) Greetings. Tell Ss what they will learn. Greetings. Watch the screen and know the learning aims. 设计意图：师生互动，激发学生参与学习的热情，并为下一步引入做好铺 垫。使学生明确课堂学习内容，帮学生设定学习目标。 Step 2 Lead-in (1mins) Compare two kinds of lines to tell Ss how to write. Look at the different lines and think by themselves

3、. 设计意图： 展示两种不同的思维模式， 让学生更直观地了解东西方人不同 的写作思维模式，并让学生思考他们应该用哪种写作思维模式。 Step 3 Lead-in (11mins) ShowSsthestructureofthe composition and then tell them the five steps of writing skills. Listen and think about the steps for themtowrite.Readsomeuseful phrases and remember some important points. 设计意图：引入作文的结构，

4、从而导出书面表达的五步法。以课文要求的 写作内容为例，教授学生如何使用五步法写出自己的文章。在此阶段，学 生要求记住重点的写作提示和大声朗读对写作有用的短语。 Stage 2: While-writing (Time: 20mins) TeachersActivityStudentsActivities Task 1 Writing AskSstowritetheirown composition on the exercise books in Write their own composition on the exercise books in 15 minutes. 2 (13mins

5、)15 minutes. 设计意图：让学生在课堂上限时写作，既能保证学生写作的时间，又能提 高写作效率。同时，在写作课上，学生可以向同学或老师寻求帮助。 Task 2 Group work (7mins) Nine students in one group and group leader collects the writings and ask one student to write down the best one on the big paper. Ss stand up and go to their leader to discuss which one is the bes

6、t and write it down on the big paper. 设计意图： 生生互动， 学生通过小组合作的方式讨论并挑选出最好的作文 写到大纸上准备展示。 在挑选的过程中， 直观地检测了学生的阅读效果和 评估学生的语言运用能力。 Stage 3: Post-writing (Time: 10mins) TeachersActivityStudentsActivities Askthreegroupstoshowthebest composition on the blackboard and ask three Ss to correct them according to the

7、 rules. Three Ss come to the blackboard to correct the composition and the others correct their own composition according to the rules. 设计意图：学生根据中考书面表达的评分标准修改自己的作文并打分。三名学生上黑板 修改作文。这样直观地检测了学生这节课所学知识的掌握程度。三名学生上黑板修改并 分析同学的作文，激发学生的热情与表现欲望，不但促进了语言的运用，而且张扬了学 生的个性，让学生在评价中体验成功，并努力完善自己的写作。 Stage 4: Summary and Homework (Time: 1mins) Sum up and askSstodohomeworkafterclass. 设计意图：总结课堂所学，让学生加深对重点知识的掌握。课后作业让学生巩固课堂知 识，让学生把所学知识落实到自己的课后写作中。