资源简介

教学设计
课程基本信息
学科 英语 年级 九年级 学期 秋季
课题 Module 7 Great books Unit 1 We’re still influenced by Confucius’s ideas.
教科书 书 名：英语九年级上册教材 出版社：外语教学与研究出版社
教学目标
After this period of teaching, students will be able to: Linguistic competence objectives: ⑴ obtain and summarize the key information about the three great writers from the two conversations; ⑵ accumulate sentence patterns that can be used to ask for opinions and show opinions; ⑶ introduce their favourite writers with the learned language. Cultural awareness objective: know different cultures and respect their differences. Thinking quality objective: comment on the speakers’ opinions and give reasons. Learning competence objective: actively participate in different discussions.
教学重难点
教学重点： 1. Obtaining and summarizing the key information about the three great writers from the two conversations;
2. Accumulating sentence patterns that can be used to ask for opinions and show opinions.
教学难点： 1. Introducing their favourite writers with the learned language.
2. Commenting on the speakers’ opinions and giving reasons.
教学过程
I. Lead-in Teacher shows a screenshot of an online discussion group, in which Mr Green asks a question: Who is your favourite writer Then some students give their answers: Ba Jin, Lu Xun and Mark Twain.Then Mr Green asks another question: Why is he or she your favourite writer [Design purpose: To create a situation---discussion and introduce the topic---great writers.] II. Pre-listening 1.Teacher asks students to guess who the person is according to the given key words: English, plays, poems---William Shakespeare; American, Tom Sawyer---Mark Twain. Then teacher shows a picture of Confucius and asks: What do you know about him (including who, when, where, what and how) [Design purpose: To review about the two great writers students have learned in Book 2, Module 9 and activate students’ known information about Confucius.] 2.Students read the three sentences in Activity 2 and predict what words may be filled in the blanks. [Design purpose: To develop listening skills---reading questions and predicting answers before listening.] III. While-listening 1.Students listen to the conversation among the presenter and the three guests and complete the sentences.(If necessary, teacher plays the recording again.)Then teacher checks the answers. [Design purpose: To develop another listening skill---listening for key words.] 2.Students listen again and complete the table about the similarities and differences among Confucius, William Shakespeare and Mark Twain.(If necessary, teacher plays the recording again.)Teacher guides students to aware that although they were born in different times and places, they belong to One World. We must respect all of these great people. [Design purpose: To develop the abilities of obtaining, generalizing and contrasting the specific information and key information; To initially form cultural awareness.] 3.Students listen to the conversation between Mr Jackson and Betty and answer the question: What does Betty want to do (Answer: She wants to join an Internet group to discuss great books by great writers.)Teacher explains the word “discuss”, then asks: What great writers are they talking about [Design purpose: To teach a new word and again make students clear about the situation and the topic.] 4.Students read the five descriptions in Activity 3 and try to match the people with the descriptions according to their known information. Then students listen and check their answers. [Design purpose: To get more detailed information about the three great writers in the conversation.] IV. Post-listening 1.Teacher asks a question: Do you agree with Mr Jackson’s opinion that Confucius was more a teacher and thinker than a writer Then teacher lists Fact 1, 2 and 3(including some Confucius’s wise sayings) that can prove Mr Jackson’s opinion is right. [Design purpose: To help students cultivate critical spirit; To know more information about Confucius and learn about his ideas.] 2.Students listen and read after the recording, paying attention to the stress, intonation and pronunciation. While reading, students try to find more facts and opinions. [Design purpose: To feel the different meanings speakers want to express according to the phonetic change and accurately understand the intentions and attitudes of the speakers; To practice speaking and strengthen students’ memory of the contents of the conversation.] 3.Analyze the language knowledge appeared in the conversation, especially pragmatic knowledge---sentence patterns that can be used to show opinions and grammar knowledge---passive voice (just focus on its form). [Design purpose: To integratively learn language knowledge in real and meaningful language application.] 4.Teacher asks a question: How do you understand “Shakespeare’s plays also make a lot of sense to us today” Students discuss in groups of four. Then teacher shows some pictures to help make this questions clearer. [Design purpose: To open their minds and learn to cooperate with others.] V. Practice and summary 1.Teacher asks students to make a report, using the Evaluation Form to make a self-evaluation before showing to the whole class. [Design purpose: To establish association between the scattered information of the conversation and students’ previous knowledge and construct structured new knowledge; To help students reflect their own performance and check the achievements of their learning objectives.] 2.Teacher shows the screenshot of the online discussion group again and asks students to tell more about their favourite writers. [Design purpose: To conduct emotional education---actively participate in different kinds of discussions and don’t be shy to express your own opinions; To output what students have learned and put it into practice, develop their language using and practical abilities.] 3.Teacher and students summarize the main contents of this class: We can give opinions and facts when we introduce someone. And sentences like “I think, I suppose, I accept, I agree, I don’t agree” can be used to show opinions. We also have a basic understanding of the structure of Passive Voice. [Design purpose: To integrate the learned knowledge.] 4.Teacher assigns homework: Must do: Read the conversation fluently and recite it; Finish the exercises in your workbook. Choose to do: Search for and note down more information about your great writer and his/her works, and make some comments. [Design purpose: To consolidate the learned knowledge.]

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