（教案設計）9上Unit1Task

1、活力課堂教學設計江蘇省丹陽市實驗學校 212300 姜艷飛課題：9上 Unit1 Task 1.Teaching aims：(1) Ability aims： To be natural and fluent to talk with others To grasp the grammar mentioned in this lesson To be able to write a formal recommendation(2)Knowledge aims：To use the words、phrases and sentences freely Words: speech; absent;

2、 monitor; position Phrases: make a speech; get oneself more organized; be absent from school; agree with somebody Sentences:He is not afraid of making a speech in front of many people. We think he has many strong qualities for this position. We think David is the most suitable person to be our monit

3、or. We hope that you agree with us.To be able to learn the expressions about topic sentences and supporting sentences(3)Emotional aims：To enable students to have good personal qualitiesTo be kind and helpful to the people in need and learn team spirit2. Key and difficult pointsTo be able to learn th

4、e expressions about topic sentences and supporting sentencesTo be able to write a formal recommendation3.Teaching method:task-based language teaching methodcooperative language learning methodself-performance4.Teaching aids: a computer; a slide; color chalk;multi-media5.Teaching Procedures:教學過程教學內容（

5、教材、生活等教學資源）重組教學策略(互動或講述等)預期效果導入Step 1. Lead-in Some students come to the blackboard, introduce themselves. Try to make their speeches lively and interesting. Give them a hand if possible.要求學生演講的主題明確，段落分明有趣的自我介紹引發(fā)學習熱情新授步驟按教學流程分段落書寫Step 2. Pre-wrting 1.Say: Today, we will learn how to write a recommen

6、dation. Before writing, you should make a list of your ideas. Its a good idea to make a spidergram to help you organize your ideas.2.Ask the students what kind ofadjectives they can use todescribe a person.3. Show a list of adjectives, get the students to write the opposite forms of them. Divide the

7、m into different groups.Step3：Presentation1.Say: Class One, Grade Nine needs a new monitor, Millie and Simon want to recommend David. Why do they want to recommend David? What is his ability?2.Ask the students to look at the spidergram on Page 18.3. Ask: What can David do? Present new phrases: make

8、a speech; get oneself more organized; help with our class projects; do extra work; the things he needs to do;be absent from school;Step 4: Practice1. Get the students to find out the proper adjectives to describe David and then according to the adjectives, say something about David.2. Students ask a

9、nd answer the following questions in pairs: Is David hardworking? Can you give an example? David is very clever,isnt he? What has he done to make himself more organized? Does David often help other students? Can you give me an example? What do you think of David?3. Ask the students to use the inform

10、ation in Part A and finish Part B, check the answers and then read the passage in Part B.Step 5: While -writing1. Ask the students to play a writing game. The teacher divides the students into groups of four and asks each group to cooperate to write a passage about David. After writing, ask the stud

11、ents to read their own paragraphs in groups and help each other correct some grammatical mistakes.2. Help the students to analyse the structure of the writing on page 23 and teach them how to write a recommendation letter.Main body: 1) Purpose of writing the letter.2)Reasons of choosing the person.(

12、Good personal qualities of the person)3) Conclusion.3. Ask the students to conclude the basic way of writing a recommendation letter.A recommendation letter DateDear _: greetingsI would like to recommend_ as _. We think that he will be an excellent _ because he has many good personal qualities._ is

13、We think he/she is He/she is alsoWe think that David has all the qualities to be a good _. We hope that you agree with us.4. Provide the students with two situations:1) Recommend one of their teachers as the new headmaster.2) Recommend one of their classmates as the new chairperson of the Students U

14、nion.Ask the students to choose one of the two situations, use a flow chart to organize their ideas first and then write a formal letter to the principal.Step 6: Post-writing1. Ask the students to work in groups of four people. Each member of the group reads their own letter to the others and the ot

15、her students listen carefully and help make the letter better.2. Evaluate a student work as a model. Pay special attention to the following:(1)Does the letter have topic sentences and supporting sentences? (2)Which sentence is good? How many points can he/she get?(3)Ask students to evaluate their pa

16、rtners work.(4)Show two letters and share ideas about them.(5)Show the teachers report and improve the letter. 交代本節(jié)課的任務學生回憶已學過的描述人物性格的詞語學生明白學習方向頭腦風暴，為下面的寫作做鋪墊新授步驟按教學流程分段落書寫學生自己找出新詞組學生按照前綴方式不同，給形容詞分類列出形容詞，根據它們和前面列出的系列短語，描述David的性格特點兩人合作，找出答案分組合作，寫作PK互相檢查，發(fā)現問題講解推薦信的結構以推薦David為例，帶領學生過一遍推薦信流程學生自主選擇任務寫作前

17、，使用蛛網圖四人合作，查找錯誤選出最優(yōu)，大家分享分析習作，作好評價比比誰最行，這一部分全部交給學生，教師主導，充分體現學生主體性設計關于David 的蛛網圖，更加方便直觀的讓學生理解通過學生問答形式，進一步鞏固學會寫推薦信,鍛煉學生寫作能力學生通過交流，發(fā)現改正寫作中出現的錯誤幫助學生理清寫作思路掃清寫作障礙，降低寫作難度目的，理由，結論，層次分明教會學生舉一反三圖像讓文章條理更為分明培養(yǎng)學生合作精神培養(yǎng)學生競爭意識訓練與反饋Step 7: Homework1.Read the recommendation letter in the book.2. Make the letter better. Rewri