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2019-2020年九年级英语上册《9AUnit2MainTask》教学案牛津版课程分析(本课的作用和学习本课的意义)WhenIreachthethemeconnectedwithcoloringImakeaveryfascinatingdiscovery--Colorstakeonabroadsignificancewhenusedlinguistically.Theyareusedtodescribemoodsandtheyareoftenreflectedinliterature.Byspeakingspecificallyofthecolorsandtheliteraryworkstheformerinmyopinionlookharmonioustotheeyewhilethelatterlikemusicispleasingtotheear.Wecanmakeafulluseofthemtoenrichourteachingresources.Butbothofthemarebeautifulincolorandwellmatchedintheme.Thusitreachestheacmeofperfection.ThecurrenttextbookFunWithEnglish(牛津初中英语)asitsnamesuggestsshouldhavebeenfulloffun.Buttomydisappointmentitisnotuptoitsusers`expectationsowingtoitseditorialprincipaloflinguisticorientation.Englishoughttobeatlaststudiedfortheenrichmentofmindandculture.NowadaysstudentsofthenewagewhonolongercareforkindergartenstuffhaveagreatneedforgoodreadingmattersinauthenticEnglish.Icansafelysaythatreadingforfunissomethingwellworthexperiencinganditcanalsoprovidefoodforwriting.Theuseofthesupplementaryreadingwhichistailor-madebringsaboutbreadthofviewandthought.Findingtheprescribedworkdullthewritingunrewardingandthestudents`imaginationbluntedIturntotheadditionalreading,oneinapoemtheotherinaproseexpectingthestudentstogetakickfrom.FunwithEnglishisvaluedbyitslearnersnotonlyforthewordsandgrammarthatitmightteachbutalsoforthefunthatitgives.ThereforethestudyofEnglishnotmerelyisthelearningofaforeignlanguagebutitmeansanecessaryaspectofhumanisticstudy.IfwedoawaywithitwedefinitelydoawaywithallthatisworthwhileinEnglishlearningwhatremainsisemptyhusklackofitskernelbarechaff.Themainthemeoftheunitcolordoesgivecolorstothestudents.ItrytostrokealightbutacolorfultingeofartandliteratureonMainTaskitmaynotturnouttobeasuccessthough.Englishasanyotherlanguageintheworldisnotjustagrammaticalstructureoralexicalsystemitistheouteofalivingformofexpression.Linguistslayastressontheneedtoseeallthefourskillsasbeingplementary.Thestudentscannotlearntowritewellunlesstheyareabletoreadwidelyandmeaningfully.Sotheso-calledpassiveskillofreadingisessentialtothedevelopmentofwriting.Butwritingislesseasytolearnandteach.Itmaynotbeaproblemwhenthestudentsdealwithshortandsimplesentencesbutoncetheyembarkonlongersentencesormoreplicatedideastheirdeficiencyglaringlyappears.Becausetheyhaveusedupalltheiraccumulationofvocabularyandvarietyofexpression,theycannotadvanceastepfurther.InthegroupworkanindividualstudentjustwritesshortandsimplesentencesabouttheTask1andTask
2.Followingsuittheothersgraduallylengthentheirwritingsandmakethemmoreplexunderthejointeffort.UnlikePart1thetwotasksaresettoexploretheirideasandfeelingsratherthanjustwritingaboutfacts.问题设计问题:TakinguptheMainTaskofthisunitconcerningreadingandwritingaboutcolorandmoodIconfinemyselftothefollowingpoints:
1、WhyreadAwiderangeofreadingisthesolidbasisforwriting.Whenthestudentsreadtheycanlingeronthepassagesandderivethefunfrombothimagesthatthepagesprovideandtheartisticlanguagethattheycanobtain.InsufficientreadingofliteraryEnglishbluntstheirEnglishwriting.
2、WhattoreadAsfarasEnglishteachingisconcernedIfeelIamquiteinformedofthestudents`levelofEnglishandtheirreadinghabits.Iamallforwiderangereading.NotonlyshouldtheyhaveanenoughdosageoftextreadingbutanoccasionaldipintopoemsandproseisnecessaryforthelattercanhelptocultivateasenseofwhatisgoodEnglish.AndgoodEnglishisnoexcuseforpoorreadingmatter.ThereforeIchooseMao’spoemandLongfellow’sFirstSnowwhichsharethemonthemeoftheunit.
3、HowtoreadAsfortheshortpassagesinthetextIcallfortheartofskippingorfastreading.IadvocateaclosereadingfortheMao’spoemandLongfellow’sFirstSnowinwhichnosinglewordcanpasswithoutagraspoftheexactmeaning.Letthestudentgettoknowthatthewordsphrasesandexpressionsinthepoemandproseserveasstonesandbricksfortheconstructionoftheirwriting.
4、HowtowriteReadinggoesbeforewriting.Buttheyarecloselyrelated.Iadopttwokindsofwriting----expositoryandexpressive.Thepart1andpart2ofthetextbookaremainlyconcernedwithconveyinginformationandarethereforelogicalandrigidorganized.WhileMao’spoemandLongfellow’sproseaimatconveyingthoughtsandfeelingssotheyemployfiguresofspeechandmakeuseofimaginativedescription.Byidentifyingthemodeofwritingthestudentslearntojudgewhichparticularskillsarerequiredandtoadapttheapproachesaccordingly.教学构想及目标:知识目标
1.Toknowhowcolorsareusedtodepictthingsandexpressmoods.
2.Towriteareportaboutmoodsandcolorsandwhattheyrepresent.
3.Topresentareport.能力目标Cultivatethestudents’artistictasteinthecontextoftheunit’stheme.Poem-readingandprose-readingbroadensthestudentsliteraryscopeandtheylearnhowMaoandLongfellowconveythethemecolorsvsmoodinancreativelanguage.
3.Tolearntoexpresshowone’smoodisaffectedbycolors.情感目标Learntoshowsympathytotheblindwhohavenosenseofcolors.教学重点
1.Toknowhowcolorsareusedtodepictthingsandexpressmoods.
2.Towriteareportaboutmoodsandcolorsandwhattheyrepresent.
3.Topresentaspecially-designedreportforthetheme.教学难点Towriteareportaboutmoodsandcolorsandwhattheyrepresent.Awiderangeofreadingandanewreadingmatterposeachallengetosomereaders.教学方法Task-basedmethodwiththeaidofIT.Awhiteboardisusedtoshowcolorfulimagesandprovidedistinctivesounds.IthelpstogetthecontentsthatthePPTcarriesacross.Agroup-discussionisadvocated.Thestudentsexpresstheiropinionsandresponsesinawrittenform.Itallowstheteachertohelpthestudentswhennecessary.Theteachercanseewhoneedsparticularhelpinaninteractiveway.Whendiscussingoneofthestudentsinagroupactsassecretary.Heorshekeepsfullnoteswhiletheotherstudentssortthenotesandmakethembetter.所需设备OverheadProjectoraudio/visualsystemandotherkindsofmediaavailable.教师活动学生活动设计意图StepⅠWarm-up:Writingthroughpictures.Explainthecontext.Studentsareworkingonaprojectabouttherelationshipbetweencolorsandmoods.Theywilllookatpicturesofpeopleandassesstheirmoodsbasedonthecolorstheyarewearing.StepⅡ.Colorsinpoem:SelectthefirstpartofMao’spoem—DABAIDI-TothetuneofBuddhistDancers.LearnthebilingualversionofthepoemfortheparativestudyofbothChineseandEnglish.ThePPTpicturescarryariotofredyellowgreenandblueetcstretchingoutintotherollingmountains.StepⅢ.Colorsinprose:Presentapictureinwhichasnowdressesthelandscapeinwhite.StepⅣ.Ablindmanandhiscolorlessworld.Awaveofsympathywillwashoveranyonethatreadsthepicture.Itsurelywillpromptthestudentstoaskwithasighofgrief:“Whatapoorblindman.”Studentsorganizetheirthoughtsandideasbymakingalist.Studentslookatthepicturecarefullythenanswersomequestions.Afteransweringthemtheyarerequiredtoworkingroupstofinishthereport.Ssworkinpairstofillintheblanks.Task
11.ReadMao’spoemandpletetheworksheet.ObjectColorMao’smoodwhichsentencereflectshismoodrainbowskysettingsunhillsWhicheffectdoestheraintakeon
2.Rewritethepoeminprose.DescribealltheobjectsintheworksheetandanalyzeMao’smoodfromareader’spointofview.a.ReadMao’spoemandpletetheTask
1.b.RewritethepoeminproseandanalyzeMao’smoodfromastudent’spointofview.c.Group-discussion.FinishoffashortpassagewritingbasedoncolorsandMao’smoods.Task2ReadLongfellow’sproseandpletetheworksheet.ObjectColorChildren’smoodwhichsentencereflectstheirmoodSnowskyriverhillsWhateffectdoesthesleigh-belltakeonReadtheprosecarefully.Describealltheobjectsintheworksheet.Andfromareader’spointofviewhowdoyoufeelaboutthequietnessandthewhitenessintheprosea.ReadLongfellow’sproseandpletetheTask
2.b.Readtheprosecarefully.Describealltheobjectsinthechartandfromareader’spointofviewhowdoyoufeelaboutthequietnessandthewhitenessintheproseLookataPPTpictureandaskthestudentsthefollowingquestions:a.Imaginewhatablindman’slifewouldbeb.Writehisfeelingsandthechallengeshemayface.Thisprocessaimsatreviewingthebasicvocabularyandstructuresofthisunit.Thestudentsgettoknowthecolorsandwhattheyrepresent.Mao’spoemreflectsvividlyandartisticallythetimewhenthefirstcivilwarbrokeoutbetweentheCPCandtheKMT.ThepoemservesasthebackgroundtotheknowledgeofhistorythestudentswilllearninGradeThree.WhatismorethepoemwellillustratesMao’smoodwhichcanbeseeninthepersonificationoftherainbow.ApparentlyMao’smoodisaffectedbyeventsandobjectsaroundhim.Forexamplethewesternskythesettingsunisfullofredcloudsseepptpictures.Itlookslikeitisonfire.ItsignifiesMao’searnestpassionforChineserevolution.
3.Theprosegivesanobjectiveandtrue-to-lifedescriptionofawhiteworld.Thewriterexpressesthedesperatelyslowpassingofthingsincountrylifeinwinterbycreatingcontrastiverhythmofchildren’sdynamicvitalityandthatofsurroundings’seclusivesilence.
4.Weliveinaworldfullofallkindsofmatterthatarerichandcolorful.SightistheGod-sentgifttous.Soweareendowedwithaworldofariotofcolors.Ablindmanlivesinacolorlessworldaworldofdarkness.Thisprocessaimstocultivatethestudents`sympathyfortheblindandlearntothinkintheirshoes.附
1.小组活动评价表:Project ProjectInitiatormember classcontentsGroupAssessmentTeacher’sAssessmentTheme(practicability)procedure(suitability)Achievement(creativity)Self-Reflection Teacher’sEvaluation GeneralEvaluationonCo-workStudies附
2.PresentationAssessmentforMainTaskWritingGrade.____StudentNo._______Name_________Title______Score_______AssessmentItemsStructure30%﹡Introduction﹡Body﹡ClosureContent50%﹡Relevance﹡Reasoning﹡EvidenceofResearchUsageandExpression20%﹡Vocabulary﹡CohesiveDevice﹡AppropriateRegister﹡SentenceStructureKeynotesforthepresentation:copyandpasteyourwritinghereinnomorethan80words。