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教学设计
课程基本信息
学科 英语 年级 九年级 学期 春季
课题 Module 2 Unit 2 What do I like best about school
教科书 书名：英语教材 出版社：外语教学与研究出版社
教学目标
借助语篇标题和段首句，获取语篇My School Life 的主要大意，确认语篇说明文的体裁，并能梳理语篇的基本结构框架。（学习理解） 利用对比等方法，分析并判断语篇中作者语言使用的优点，推测作者对他的校园生活的态度。（应用实践） 围绕 My School life 话题，用本节课所学习的说明文框架和语言，描述和介绍自己的校园生活，并对其做出评价。（迁移创新 ）
教学重难点
教学重点： 1.获得语篇主旨大意，确认体裁，分析语篇结构；
2.说明文语篇语言优点解读；
教学难点： 1. 根据语篇结构进行话题仿写训练； 2. 合理表达自己对学校生活的态度和评价
教学过程
教学目标学习活动（教学过程）效果评价借助语篇标题和段首句，获取语篇My School Life 的主要大意，确认语篇说明文的体裁，并能梳理语篇的基本结构框架。（学习理解） To ask students to think about the school life, and recall the related information about school life. To ask students to look though the whole passage and the title of the passage, and find out what the passage is about, and what kind of passage it is. To help students get to know the writing order of the passage. The writer writes begins her passage with “who is I ”, and then she goes on to say some aspects about her school life. Finally, the writer shows her general opinions towards her school life. To ask students to read the first part carefully, and find out the details about introducing herself such as her name, age, her school, and her learning experiences. To explain why the writer says something about her learning experiences To ask students to read the second part, and conclude what aspects Susie tells about her school life. About the timetable of her school, the subjects she learns at school and the exams they should take, and the school activities. To ask students to read carefully and finish the timetable，and after finishing the table, think about what Susie’s school life is like. To ask students to read and find out the subjects she learns at school. To ask students to read about the school activities, and find out what they are. To ask students to read the last part of the passage, and help students find out Susie’s opinions about school, and find out her favourite.观察学生反馈情况了解学生对相关话题已有信息的储备情况。 根据学生找出的的关于主旨大意、说明文体裁以及语篇的整体框架，评价学生对语篇的整体把握情况。 观察学生利用教师的搭建的问题支架系统，是否能把握语篇具体内容和的层次与关系。 设计意图：直接进入主题，激发学生参与的兴趣，激活校园生活相关背景知识网络。利用不同略读策略，确定语篇的主旨大意、说明文能体裁、语篇叙事结构等。利用精度策略以及教师搭建的不同层级的问题支架，帮助学生由浅至深的理解本节课的授课内容。（获取与梳理、概括与整合）利用对比等方法，分析并判断语篇中作者语言使用的优点，推测作者对他的校园生活的态度。（应用实践） For reading skills, to conclude the structure of the passage, and tell students what they can get from each part. For writing skills, teachers compare two passages with different expressions about the timetable, and tell students what are the differences, and help students understand what is a better expression. To ask students to find out the better expressions in the school activities part by themselves. 观察学生对于说明文结构是否能给予清晰明了的阐述； 观察学生在对比的过程中能否分析并判断出语言的优劣势。设计意图： 教师进行总结指导说明文的写作特点，阅读技巧。如何从说明文的标题中获取信息，如何从说明文的结构中获取细节信息，说明文中作者的观点表达。指导学生在读到同种文体的文章时有的放矢。通过比较的方法，学生可以分析语篇中的优缺点，并能在作者的行文中感知作者对校园生活的热爱。（描述与阐述、分析与判断）围绕 My School life 话题，用本节课所学习的说明文框架和语言，描述和介绍自己的校园生活，并对其做出评价。（迁移创新 ）To ask students to conclude what we should write in our passage, and how to make it better. The teacher will add some tips. To encourage students to try a writing practice with the help of the tips. To rewrite the passage with the standard. 观察学生是否能借助本课所学内容框架和语言表达，完成自己习作的创造。 观察学生能否根据写作的自评表格，完成写作练习的二次创作。设计意图：引导学生进行自主的语篇创作，联系自己的校园生活，用所学的内容结构，语言表达，完成自己的习作练习，达到学以致用的效果。培养学生在真实情境下运用所学内容解决实际问题，推动迁移创新。同时利用写作的评价标准，完善自己的习作练习。（想象与创造）作业设计： Design your own mind map of the structure of this passage; Retell the whole passage with your mind map; Finish the writing practice, and rewrite it with the standard;

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