——人教版初三全一册Unit 7 Teenagers should be allowed to choose their own clothes.写作课教学设计
学生对英语写作常抱有“恐惧”心理，根本原因在于学生对写作话题兴趣不强。根据《义务教育阶段英语课程标准》，英语课程应做到“贴近学生、贴近生活、贴近时代”，紧扣学生生活，令学生明白该写作话题对自身的重要性，在需求的推动下，让学生产生一定的写作动机，只有这样，学生才能结合自身生活实际，有话可说，有话可写，说出自己的想法，写出自己的生活。本文以人教版初三全一册Unit 7 Teenagers should be allowed to choose their own clothes.写作课为例进行教学设计。
Students can review the passive voice of grammar structure: should be allowed to do....
Students can know how to write a note to parents to express their opinions.
Students can talk about things they disagreed with, give reasons and solutions.
Students can write a note to express their agreement and disagreement.
Students will have a right attitude toward rules at home.
Students can cultivate good habits in their daily life.
Teaching key points and difficult points:
Students can write a note to express their agreement and disagreement, give reasons and solutions.
Students will have a right attitude toward rules at home.
Step 1 Lead-in
Greet students and show some pictures about arguments between parents and children. Ask students to guess what may result in these arguments.
(Justification: Pictures can attract students’ attention to the lesson. Asking students to guess what happened to people in the pictures can help them relate their own life so that they can begin to think about it.)
Step 2 Pre-writing
1) Demonstrate teacher’s rules at home. Ask students a question: What rules do you have at home?
2) Give students 1 minute to think about it and invite students to share at least 2 rules per person. Encourage them to detail rules as much as possible. Write students’ rules on the blackboard.
3) Encourage students to generalize their rules with one sentence: I am not allowed to....at home.
4) Conclude all the rules and make a comment. Ask students a question: Do you agree with the rule? Why? Encourage them try to use sentence structure: I/We/.... should be allowed to....
5) Work in pair. Ask students to talk about their rules at home and give suggestions to help each other. Encourage them try to use sentence structure: Could I/we/.... be allowed to.... if I/we ....?
(Justification: This step is to help students get prepared for the topic. By asking effective questions, the teacher can help students understand thinking way. Pair work can help students concern more about problems and be willing to help others.)
Step 3 While-writing
Give students 10 minutes and write a note to their own parents. Remind them to give certain explanation, reason and how they think the rule should be changed. An outline and the chart is given as reference.
(Justification: In this step, students can begin to write according to discussion in step 2 so that they can have better access to think and write. An outline can help them be more organized while they are writing.)
Step 4 Post-writing
1) Editing. Ask students to exchange their writing with their partners and help correct. Remind them to pay attention to the spelling, punctuation, expressions and logic structure.
2) Sharing. Invite some students to read their writing out loud.
3) Evaluation. Invite students in other groups to evaluate their classmates’ writings.
(Justification: Students can learn to correct and find problems. Through sharing, they can be more confident. By evaluation, students can learn what are their strengths and weaknesses in writing. After that, they can improve.)
Step 5 Summary and homework
Summary: The teacher makes conclusion to all the rules mentioned in the class. Encourage students to understand their parents and learn how to listen to advice reasonably.
Homework: Encourage students to send their notes to their parents and try to share their ideas with their parents.
Students can master the usage of some new words, such as afraid, happy, sad and so on.
Students can retell the passage by using pictures and key words after reading.
Students can have a good eating habit and love our English class.
Key & Difficult Points:
Key point: Students can master some words about ones’ mood learned today.
Difficult point: How to describe these feelings correctly in their life.
Step 1 Warming up
1. Greet students.
2. Guess game: Give students some key words like: small, black, strong, under the ground and so on. Then let students guess. They may find the answer is ant.
3. The teacher will let students share their expressions about ants and create a situation that small ant one day helps our friend Robin. Then invite students to read the short story.
Step 2 Pre-reading
1. The teacher will create a situation that we are in a supermarket, and we happen to meet something unpleasant. Ask some students to act as each character in that situation, and let them describe their feelings about what happened to them.
2. Then the teacher will ask other students to talk about their impressing experiences, and how they felt at that time.
Step 3 While-reading
1. Let students read the passage as quick as possible in 2mins and answer the question: What does the story tell us? And invite some students to share their ideas.
2. Let students read the passage carefully in 5mins and try to number the pictures on the book.
Step 4 Post-reading
1. Let students fill in the blank to complete the sentences on the book according to the passage. They have 3mins to do. Then they will exchange their books with their desk mates and check for each other. And the teacher will invite some students share their sentences, and the teacher will give some proper feedback.
2. Give students 5mins try to retell the passage in their own words according to the sentences on the book. They can practice with their partners. Then one student will be chosen to retell the passage to the class.
Step 5 Summary & Homework
Summary: The teacher will summarize what have learnt today with students together according to words and sentences on the blackboard.
Homework: Students will share their recent experiences and their feelings about them with their parents.
1. Students will be able to read and write the words of the twelve months.
2. Students will be able to master the ordinal numbers and their abbreviation forms.
3. Students will be able to master the sentence patterns “When is your birthday? It’s…”.
4. Through cooperation and discussion, students can get to know how to express the dates exactly.
5. Through cooperation and discussion, students can talk about birthdays with their friends.
6. Students can get more interests in caring about others and their birthdays.
7. Students can improve the consciousness of creating a harmonious class.
Teaching Key Points:
1. Get students to read and write the words of the twelve months.
2. Get students to read and write words about ordinal numbers and their abbreviation forms.
Teaching Difficult Points:
1. How to make students read and write the words of twelve months correctly?
2. How to make students master the rules of changing cardinal numbers into ordinal numbers?
Step 1 Warming up and Lead-in
1. Daily greeting.
2. Sing a month song with the tape together. Lead in the topic.
Step 2 Pre-listening
Activity 1 New words about twelve months.
1. Present the pictures about special days of each month. Get students to guess the month.
2. Enable students to read the words after the tape one by one. Stress the pronunciation. Ask students to read the words in different ways. Use formulas to deepen the students’ impression.
3. Divide the students into two groups. Play the “challenge your memory” game: remember the words that the teacher shows. Say aloud in the right order.
Activity 2 New words about ordinal numbers.
1. Ask students “what is your telephone number?” to revise the cardinal numbers. Show the cardinal numbers on the screen. Present the related ordinal numbers. Get students to read them after the teacher.
2. Explain the different usages between them. Ask students to observe and summarize how the ordinal numbers change. Conclude the formula to help students to remember.
3. Present the abbreviation of the ordinal numbers and explain them to the students.
4. Present different dates in Chinese and ask students to say in English.
Step 3 While-listening
Listen to the tape for three times and number the conversations. And then check the answers.
Step 4 Post-listening
1. Enable students to work in pairs and make conversations to talk about birthdays.
2. Ask students to work in groups of three. Design a special day for their groups including the name, the date, the things they can do and the reason. Then make a poster. Choose students to come to the front and introduce their posters.
Step 5 Summary and Homework
Summary: Ask students to act as an assistant teacher to conclude what we have learned this class. And then make a summary.
1. Read the new words after the tape. Prepare for tomorrow’s word salon.
2. Get students to ask their fathers’ and mothers’ birthdays and write a short article using the knowledge learned this lesson.