《9A牛津英语 UnitI Main task》教学案 课程分析:(本课的作用和学习本课的意义) 因为本课为Task板块,所以对学生的听说读写综合能力有很大的考验,同时考验学生 的综合素质。本单元的 Main task部分旨在向学生介绍如何用英语写一封正是的推荐信。学 生在学习前面几个板块中已经知道如何描写人物的性格、品质和技能。而且在 7B Unit5已 经接触推荐信的写法。这里要求通过流程表的形式,帮助学生进行构思,列出文章的大概 架 问题设计问题 1. Which adjectives can you use to describe a person? 2. Do you know how to write a formal recommendation? 3. Can you use examples to prove what you said correct? 4. can you make a flow chart or draw a knowledge tree? 5. Can you write a formal recommendation to me 教学构想及目标: 教学构想:牛津英语Task板块,是将所要学习的新知识隐含在一个或几个任务之中 学生通过对任务进行分析、讨论、明确其大体涉及哪些知识,并找出哪些是旧知识,哪些是 新知识,在老师的指导、帮助下找出解决问题的方法。互动、愉悦、高效是课堂价值回归的 需求,是英语学科在基础教育中的价值定位,符合学生身心发展规律。互动教学从-开始就 注重鼓励学生学习交流,并做到以学生为中心,以活动为中心”,教师的职责就是给学生提 供互动的机会。互动教学以师生合作、讨论、互助的方式进行。途径是一种以人为本的, 能体现语言价值的、先进的、有效的教学途径。课堂互动的重点应该放在互动模式上,即采 用同桌互学、小组讨论、大组辩论、自由发言等形式,营造“生一生”、“师一生间自由平等 的氛围,通过学生之间的互相提问、互相帮助,让学生学会思考、解决问题、发展思维,从 而实现学习的目的。该板块的核心思想是理解、实践、感悟和提升。 知识目标 1. To organize ideas and build a justification for those ideas 2. To use examples to support ideas 3. To write a formal letter with the correct degree of formality 4. To write about a person's characteristics and skills 5. To present a recommendation
1 《9A 牛津英语 Unit1 Main Task》 教学案 课程分析：（本课的作用和学习本课的意义） 因为本课为 Task 板块，所以对学生的听说读写综合能力有很大的考验，同时考验学生 的综合素质。本单元的 Main Task 部分旨在向学生介绍如何用英语写一封正是的推荐信。学 生在学习前面几个板块中已经知道如何描写人物的性格、品质和技能。而且在 7B Unit5 已 经接触推荐信的写法。这里要求通过流程表的形式，帮助学生进行构思，列出文章的大概构 架。 问题设计 问题: 1. Which adjectives can you use to describe a person? 2. Do you know how to write a formal recommendation? 3. Can you use examples to prove what you said correct? 4. can you make a flow chart or draw a knowledge tree? 5. Can you write a formal recommendation to me? 教学构想及目标: 教学构想：牛津英语 Task 板块，是将所要学习的新知识隐含在一个或几个任务之中， 学生通过对任务进行分析、讨论、明确其大体涉及哪些知识，并找出哪些是旧知识，哪些是 新知识，在老师的指导、帮助下找出解决问题的方法。互动、愉悦、高效是课堂价值回归的 需求，是英语学科在基础教育中的价值定位，符合学生身心发展规律。互动教学从一开始就 注重鼓励学生学习交流，并做到“以学生为中心，以活动为中心”，教师的职责就是给学生提 供“互动”的机会。互动教学以师生合作、讨论、互助的方式进行。途径是一种以人为本的， 能体现语言价值的、先进的、有效的教学途径。课堂互动的重点应该放在互动模式上，即采 用同桌互学、小组讨论、大组辩论、自由发言等形式，营造“生—生”、“师—生”间自由平等 的氛围，通过学生之间的互相提问、互相帮助，让学生学会思考、解决问题、发展思维，从 而实现学习的目的。该板块的核心思想是理解、实践、感悟和提升。 知识目标： 1. To organize ideas and build a justification for those ideas 2. To use examples to support ideas 3. To write a formal letter with the correct degree of formality 4. To write about a person’s characteristics and skills 5. To present a recommendation
能力目标: To improve Ss'ability of writing 情感目标: 1. To know more about his/ her friends 2. To be willing to help others 教学重点: 1. To use examples to support ideas 2. To write about a person' s characteristics and skills 3. To present a recommendation 教学难点 1. To write about a persons characteristics and skills nt a recommendation 教学方法: 探究学习法、合作学习法、任务型学习法 所需设备: Multimedia and tape recorder 教师活动 学生活动 设计意图 Step 1 Lead 1. Let students act out the dialogue talking about a new 此环节学生可采用分工 questions about Speak-up 合作的学习方式。学生是 2. Make a flow chart of Suzy 在任务目标驱使下预习 为课堂讨论奠定了基础 Step 2 A flow chart of David 同时也提高了课堂教学 1. Kitty and Millie want to(Let students find some words to I的效率发挥了学生的主 recommend David as the new chairperson of the describeDavid Part A 体作用,培养了学生查找 nion confident clever. What characteristics does david have hard-working.) 信息的能力和较强的自 Can you help Kity and work in pairs Millie finish the flow chart? 学能力 2. Ask some more questions to check the answers Let students work in groups of4学生两人一组进行讨论 (1)Is David hard-working? 2)Can you give us an and one student act as a leader 得出结果 and write down what they (3)David is very clever, isnt (4)What does David do to help himself get more
2 能力目标： To improve Ss’ ability of writing 情感目标： 1. To know more about his/ her friends. 2. To be willing to help others 教学重点： 1.To use examples to support ideas 2. To write about a person’s characteristics and skills 3. To present a recommendation 教学难点： 1. To write about a person’s characteristics and skills 2. To present a recommendation 教学方法： 探究学习法、合作学习法、任务型学习法 所需设备： Multimedia and tape recorder. 教师活动 学生活动 设计意图 Step 1 Lead in The teacher asks some questions about Speak-up. Step 2 A flow chart of David 1. Kitty and Millie want to recommend David as the new chairperson of the Students’ Union. -- What characteristics does David have? -- Can you help Kitty and Millie finish the flow chart? 2. Ask some more questions to check the answers: (1) Is David hard-working? (2) Can you give us an example? (3) David is very clever, isn’ t he? (4) What does David do to help himself get more 1. Let students act out the dialogue talking about a new chairperson. 2. Make a flow chart of Suzy. (Let students find some words to describe David in Part A: confident, clever, hard-working …) Work in pairs. Let students work in groups of 4 and one student act as a leader and write down what they discussed 此环节学生可采用分工 合作的学习方式。学生是 在任务目标驱使下预习， 为课堂讨论奠定了基础， 同时也提高了课堂教学 的效率，发挥了学生的主 体作用，培养了学生查找 信息的能力和较强的自 学能力。 学生两人一组进行讨论 得出结果
(5)Can David make good use (6) David often help 这一阶段为学生对语言 (7)Can you give an example? ( 8)What do you think of 知识、语言材料进行加 David? 工、处理的过程。学生围 绕问题大胆预测,逐步落 Step 3 Kitty and millies ecommendation 1. Check the answers Finish their letter: Part B on page实学生的各项预习目标 2. Pay attention to what each Discuss how to write a formal和要求指导学生进行反 paragraph is talking about ecommendation in this letter.(Main Body) 3. Show the students some 复的讨论、查阅、归纳、 useful sentences and 总结等口头交际活动。 structures Step 4 Writing 1. We want to recommend as our monitor. each Discuss in groups and make a flow chart up tries to find a student in our class Make sure every student to write 2. It's time to write a a small paragraph recommendation. It is a 通过教学,让学生学会使 formal lette 3. Review how to write a 用流程表。 Write down the purpose to write this letter in the first paragraph, the abilities in the second personalities in the third paragraph, what he did in the forth paragraph, and Write on your own. 通过复习让学生记住写 your attitude in the last 推荐信的几个环节。 Step 5 Homework
3 organized? (5) Can David make good use of his time? (6) Does David often help other students? (7) Can you give an example? (8) What do you think of David? Step 3 Kitty and Millie’s recommendation 1. Check the answers. 2. Pay attention to what each paragraph is talking about in this letter. (Main Body) 3. Show the students some useful sentences and structures. Step 4 Writing 1. We want to recommend one as our monitor. Each group tries to find a student in our class. 2. It’s time to write a recommendation. It is a formal letter. 3. Review how to write a recommendation: Write down the purpose to write this letter in the first paragraph, the abilities in the second paragraph, the personalities in the third paragraph, what he did in the forth paragraph, and your attitude in the last paragraph. Step 5 Homework Finish their letter: Part B on Page 22. Discuss how to write a formal recommendation. Discuss in groups and make a flow chart. Make sure every student to write a small paragraph Write on your own. 这一阶段为学生对语言 知识、语言材料进行加 工、处理的过程。学生围 绕问题大胆预测，逐步落 实学生的各项预习目标 和要求。指导学生进行反 复的讨论、查阅、归纳、 总结等口头交际活动。 通过教学，让学生学会使 用流程表。 通过复习让学生记住写 推荐信的几个环节
Finish your recommendation 这一环节是一个重新学 习的过程,使学生获得更 多的反馈,常起到教师讲 解达不到的效果,学生相 互倾听,互相帮助,培养 了团结合作精神。 教师通过设计写作作业 是巩固学习手段,教学的 延伸与深化,是语言学习 从语言输入到语言输出 的一个质的转变
4 Finish your recommendation. 这一环节是一个重新学 习的过程，使学生获得更 多的反馈，常起到教师讲 解达不到的效果，学生相 互倾听，互相帮助，培养 了团结合作精神。 教师通过设计写作作业 是巩固学习手段，教学的 延伸与深化，是语言学习 从语言输入到语言输出 的一个质的转变