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人教版英语九年级全册
教学设计
Topic Unit 8 It must belong to Carla.
Period VI Section B(3a～Self Check)
本节课是本单元的写作板块。在前面听、说、读的基础上，让学生尝试写作。本
单元的写作是续写故事结尾，需要学生在已有故事的基础上发挥想象，运用本单
Analysis of 元所学的目标语言完成写作任务。活动3a要求学生就Section A 3a文中所提到的
the Teaching 奇怪声音发挥想象进行推测，列举自己的观点和推测依据，为后面的写作环节打
Material 开思路，积累语言素材。活动3b要求学生根据报纸标题和所给的写作提示结合
3a所列内容为报纸写一篇新闻报道。
写作一直是教师教学的重点，但对于学生来说却是一个难点。有些同学一提到写
作就头疼，那是因为他们在写作时没有一个明确的思路，知识的输入和输出没有
Analysis of
有机联系起来。因此，在写作之前给学生提供一个可行的写作框架就显得尤为重
the Students
要。让学生在这个框架下增枝添叶，极大地降低了写作难度，又让学生的作文看
起来条理清楚，内容简洁。
Language 1.学生能充分阅读文本材料,丰富语言输入。
ability 2.学生能明确写作框架，从而降低写作难度。
3.学生能运用本单元目标语言并发挥想象，完成写作任务。
Analysis of Learning 通过以读促写的写作方式尝试写作，收集写作素材；能够利用思维
Teaching ability 导图，提纲挈领塑造作文框架来进行英语写作，提升写作能力 。
Objectives Thinking 使用所学目标语言以及写作框架进行写作，与同伴分享自己的观
quality 点， 接纳建议并修改作文。提高思维的批判性和逻辑性。
Cultural 通过已有线索推测事情真相，同时放开思维，大胆想象，理性智慧
awareness 看待未知事物。
Teaching key 教学重点：1.进一步巩固和拓展情态动词表推测的用法和连接词的正确运用。
Points 2.学生明确写作框架。
教学难点：1.连接词的恰当使用 2.运用本单元目标语言完成写作任务。
Teaching Teacher’s Activities Students’ Intention
Procedures Activities
Step 1 Show the new words that they have leaned last class 积极回答， 复习巩固所
Lead-in by asking them one by one; 短语接龙， 学知识，为
And play a game to consolidate the words. 进行翻译游 写作积累词
戏。 汇和短语Step 2 Show the sample writing by filling in the blank. 用恰当的连 运用范文引
Pre-writing 接词填空， 入今天的写
Let students finish the chart. 完成文章。 作主题。通
1．Ask students to go through the chart in 3a. 过完成表
2．Help students fill in the first line of the blank as an
完成表格。 格，复习回
example.
3．Get students to complete the activity individually.As 忆3a的文章
they work，walk around the room offering support as needed.
4．Get students to exchange their chart with partners， 内容，为写
and then do the proofreading.Have a discussion about what
作降低难
they don't understand or what is not correct.
度。
Step 3 1.Let students pay attention to the structure of the 观察范文， 塑造写作模
While- sample writing, 提炼文章的 板框架,构建
writing 2.Show the beginning, body and ending of this passage 框架结构,填 语言框架，
one by one. 空文章细节 写作输入。
3.Let students write the passage and check with their 进行写作， 语言输出。
partner 并 互 相 检 规范写作。
4.let students read the sample writing together and take 查，朗读范
notes 文并摘抄优
美句子，注
意连接词的
运用 。
Step 4 Work on 1 完成Self 通过练习，
Post- writing 1.Let students read the sentences. Check练习。 在语境中复
2.Ask students to fill in the blanks on their own. 习并运用本
3.Check the answers.Five students each read a 单元所学重
sentence，the rest of the students listen and see if 点词汇、重
these sentences are right or not. 要句型。
Work on 2
1.Focus attention on the information in the
chart.Make sure students understand the listed persons'
likes or dislikes.
2.Ask students to finish 2 individually.
3.Check the answers.
Step 5 写作素材 将知识点做 将本课语言
Language Key phrases： 好笔记。 点 汇 总 系
Points 统，帮助学Explanation make one’ s hair stand on end (使某人毛骨悚然) 生形成语言
have one’ s heart in one’ s mouth 体系。
(吓得某人心都提到嗓子眼儿了)
scare the pants off sb. (把某人吓坏了)
scare sb. to death (吓死某人了)
have cold feet (临阵胆怯；畏缩)
sb.’ s blood runs cold (吓得某人不寒而栗)
Key sentences
1. ... think / guess that ... 2. ... must be ...
3. ... might / could / may be ... 4. ... can’ t be ...
5. It’ s not clear that ... 6. It’ s impossible for ... to ...
7. ... find that ... 8. ... hope that ...
Step6 Complete the passage with correct linking words. 完成 让学生在课
Exercises because; not only…but also…; so…that…; while ; 课堂练习。 上练习消化
such…that… ; However 知识点，及
时操练重点
Last week, in a quiet neighborhood, something strange
知识点和目
happened. Many people heard strange noise at night.
标语言，让
The noise was _____terrible _______they couldn’t go
教师把握学
outside. ___________, a brave boy named Li Lei
情。
decided to find out the truth.
He saw an ambulance(救护车）in front of the
building and several doctors stood there. So he walked
up to ask one what happened. Through talking, he
knew the reasons. Two boys set off firecrackers
_________a man was sleeping with grunting in his
bedroom. Suddenly, he couldn’t breathe( 呼 吸 ）
___________ he might have a serious heart problem.
You know the dog was __________a clever friend for
him _______it called 20. Everybody must be
surprised.
Now the mystery is solved. People in the
neighborhood feel ____________quiet
___________happy again.
Step 7 Lists the structure of writing 大声朗读所 总结本课所
Summary Before- writing:审题并列出分段性提纲 呈 现 的 短 学内容，巩While-writing:给出完整内容、注意书法、语法； 语。 固 所 学 知
条理清楚。 识。
After-writing:检查字数、语法、单词拼写。
Step 8 1.Finish this passage. 课后完成课 课后继续收
Homework 2.Read more and write more 后作业。 集更多素
材，进行写
作。
Blackboard Unit 8 It must belong to Carla.
Design
Period VI Section B(3a～Self Check)
Key phrases： Key sentences
Something/strange/unusual,
开头句：I…when I was…
strange noises,
I wonder whose it is.Who can it belong to?
feel uneasy / nervous / worried,
中间句：The wallet may be…or…
be afraid of, with the help of ... /
It can't be a boy's because…It might/can/could
with one’ s help,
belong to…
call the policemen,
结尾句：
do / try one’ s best to ...,
So it must belong to…There is no doubt that…
find out the truth,
Without doubt，it belongs to…
feel/relaxed, / make noises
Teaching 亮点之处 1. 本节课的设计体现了任务型教学的设计理念。围绕本单元所学重
Reflection: 难点开展写作,并辅以必要的巩固性练习，达到了夯实基础、提升能
力的目的，在此过程中还渗透灌输必要的方法技能指导。
2. 本节课设计思路非常明确，由浅入深循序渐进。教师带领着学
生，渐渐进入任务，让学生非常自然地领会本课知识点。整个任务链
的设计遵循教学的规律，各个任务以生的认知水平为出发点，便于学
生理解和接受。
有待改进 1. 写作不能现场批阅展现更多的共性错误，并及时给予纠正。
2.教学设计中并没有直击目标，而采取了迂回的方式，由说到读，再
到半控制写，之后仿写，完全放开写作，逐渐引领学生达到学习目
的。
