选修9《Using LanguageⅠ》集体备课教案设计

选修9《Using LanguageⅠ》集体备课教案优质课下载

Analysis of teaching materialThe theme of Unit 1 focuses on a school-aged child with disability to promote the notion that students with disabilities have similar wishes and desires to able-bodied students. As for Unit 4, it is concerned with the experience of a young volunteer who is working as a teacher in a developing country. Although the two units are based on different backgrounds, they are all written in a very positive tone (one is from a person in need, the other is from a volunteer’s perspective) which both share a common value that through the efforts of ordinary people that we can make a difference to other people’s life. To be specific, this period is a combination of the two units laid on a shared topic, aiming to encourage the students to apply the expressions and sentences they’ve just reviewed to a practical writing.

Analysis of the

studentsThis is a class of 47 students with a fairly equal mix of boys and girls. As science students, they tend to pay less attention to English study. What’s more, owing to the adoption of National Version paper, they are required to write semi-open compositions. Thus, some of them find it difficult to adjust to this new writing mode, which has resulted in widely lack of confidence in writing. But generally speaking, most of them like the way of cooperative learning, especially in the forms of pair work or group activities.

Teaching objectives1.Knowledge

objectives1.To help the Ss have a review of some keywords, expressions and sentence patterns in the two units;

2. To guide the Ss to write a passage on a relevant topic.2.Ability objectives1. To develop Ss’ writing ability, such as establishing the topic, organizing the ideas etc;

2. To promote Ss’ sense of learning strategies.3. Emotion

objectiveTo make Ss aware of the necessity and significance of caring for others.

Teaching key points

&difficult points

Teaching

key points1. By doing the practice in the pre-set work and in-class work, students can grasp some useful expressions and typical sentence patterns;

2. Ss can be provided a chance to apply what they’ve reviewed to a given task.Teaching

difficult points1. Students may find it difficult to figure out some exercises if they lack of the self-revision for the topic.

2. Finishing writing the passage in quite a limited time is also a great challenge for some of them.Teaching methodsTask-based approach

Communicative?approachTeaching aidsMulti-media& blackboardTeaching StepsT’s activitiesSs’ activitiesPurpose

Step 1

Check&

Analyze

(Pre-writing)

Shows some Ss’ pre-set work to work out their typical mistakes.（注：1. 前置性作业的设计从单词到词组最终过渡到语篇，力求做到由点及面；

2.语法填空取材于M7 U1 P4，并进行了相应的改编。）

Check the answers and ask questions.通过展示学生的前置性作业，引导学生去发现一些易错点，同时帮助学生自主复习相关话题的重点词汇和词组。

Step 2

Practice