初中英语牛津译林版九年级上册Unit 1 Know yourself教学设计及反思

牛津译林版九年级英语上册

教学内容： 9A Unit 1  task

教学目标：

1．知识目标

⑴理解本课时描述人物性格的生词，回顾以前学过的表示人物性格的单词；

⑵写出没有较大语法错误的句子；

⑶通过对人物行为与性格的描述进行写作学习。

2. 能力目标

⑴能够综合运用本单元所学知识，对人物的性格及表现进行描述；

⑵读短文，分析推荐信的写作方法和结构；

⑶用流程图组织观点，根据范文，模仿写作。

本课课型： task

教具准备：多媒体课件、实物投影仪

教学重点：明确主题，画流程图组织观点。

教学方法：用a free talk复习，引入人物性格及表现的话题。通过对学生会主席新的人选David的性格及表现的讨论，引出本课主题“推荐学生会新主席”，引导学生用人物的行为表现来阐述人物的性格，从而指导学生用流程图组织观点。

教学难点：根据流程图组织成文，语句通顺，无较明显的语法错误。

教学方法：根据流程图，学生当堂写，教师进行巡视，发现共性问题，在全班展示，当堂讲。教师对先完成的学生进行批改，选出在某些方面具有代表性的文章，用实物投影仪进行展示，带领学生有针对性地自评。课后对未批改的作文进行批改，选出写得较好的作文在英语园地中进行展示，对于较差的作文，实行面批，然后重做重批。

教学过程：

Step 1 Revise.(2min)

T: Let’s have a free talk first. What’s your star sign? What characteristics do people under your star sign have?

Ss: …

T: I was born on 23rd Feb, so my star sign is Pisces. Do you want to know my characteristics?

Ss: Yes.

T: I go to work early every day./I often finish my work quickly and well./I love my students./I like telling jokes and often makes others happy./I have good imagination./I often help others.

Ss: You are hard-working/ businesslike/ kind/ humorous/ imaginative/ helpful.

Step 2 Talk about a new chairperson. (3min)

T: The Students’ Union needs a new chairperson. Who will be suitable for the post? Kitty and Millie think David is suitable. Why? I think he has many good personal qualities.

T: He thinks he can do anything if he tries his best/helps other students/never forgets to do the things he needs to do /always does extra work/ always gets good marks in tests. What does this show?

Ss: He is confident/helpful/organized/hard-working/clever

Step 3 Read and match. (2min)

T: Here are some actions and characteristics of David. Read and then match, please.

Step 4 Talk about your friend.(4min)

T: Each of us may have a friend. Now work in groups of four. Talk about your friends. You can talk like this:

My friend is …. I think he/she is ….  He always/often ….

He/She is also …. He always/often ….

Here are some words and phrases to help you. Two minutes later, I will ask some students to present their friends.

Step 5 Complete the exercises. (5min)

T: Creating a chart can be a good way to help us organize our thoughts and ideas. This is the flow chart from Kitty and Millie. The main idea comes first—in this case is a person’s name. Then joined to the name are the main ideas—here are David’s characteristics. Next are concrete examples to show how David demonstrates those characteristics. You can have any number of bubbles branching out form each idea. This is a useful way to plan a piece of writing. Now open you books to Page 21 and finish it.

Ss: …

T: Now please complete Kitty and Millie’s recommendation letter on Page 22 according to the flow chart.

Ss: …

Step 6 Read and work out. (4min)

T: Now please read the formal letter on your own, and find out: How many parts are there in the letter? What are they?

Ss: …

T: How many parts are there in the letter?

Ss: Five.

T: What are the five parts?

Ss: …

T: Yeah, they are Date, Receiver, Beginning (goal), Main body and Ending.

The first part is the Date, 13th October.

The second part is the Receiver, Dear Mr Wu.

The third part is the first paragraph. It is the goal of the letter. We often write like this: I would like to recommend… as … . We think he/she will …… because he/she has many good personal qualities.

The fourth part is from Paragraph Two to Paragraph Five. It is the main body. In this part we present the characteristics and actions.

The last part is the Ending. It includes greeting and signatures.

Step 7 Write. (25min)

1. Write a flow chart on their own. (5min)

T: The Students’ Union at our school needs a new chairperson too. Today we’re going to write a formal letter to the principal to recommend a classmate for the post. First, let’s discuss in groups of four: “What qualities will a chairperson have?” Then write a flow chart to organize your ideas.

2. Write a formal letter to the principal to recommend a classmate for the post. (20min)

Homework

1. Read the article on page 22.

2. The school newsletter needs a reporter. Write a letter to recommend yourself.

板书设计：

Unit 1

 task

David

Confident:      not afraid of  / do anything

Clever:         good marks / once in and English test

Organized:      never forget / get more organized

Helpful:        help other students / how to use the library

Hard-working:   summer homework / do extra work

教学后记：

本课是写作课，要求学生对人物的性格及表现进行描写。教师在指导学生用流程图组织观点时，应设法让学生理解人物的行为表现与人物的性格的关系，引导学生用人物的行为表现来阐述人物的性格，从而画出流程图来组织观点。对于范文，教师不应把它当作一般的阅读课文来处理，而应注重从中提炼有助于指导写作的东西。在学生根据流程图进行写作时，教师要善于发现学生学习中的共性问题，带领学生有针对性地评价，课后要实施培尖补差工作。