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Lesson PlanObjectives:By the end of this lesson, students will be able to1. work in groups and organize their ideas about the person they recommend byusing a mind-map.2. write paragraphs about their ideas and finish a recommendation letter.3. check their writing by using the standards given.4. develop their creative thinking quality by discussing their ideas in groups. Learning focus:1. organizing ideas about the person they recommend and writing paragraphs2. checking their writing3. developing their creative thinking qualityLearning difficulty:1. working in groups and organizing their ideas by using a mind-map2. checking their writingProcedure:stages Learning activities PurposesFree talk Talk about what they think of theirmonitor and why they think so.To lead in the topic, encourage students to talk and activate their former knowledge.1. Read a recommendation letter from Simon and Millie quickly and divide it into three parts.To help students get to know the structure of a recommendation letter.Pre-writing 2. Read the recommendation letter andfind out the answers of the followingquestions:(1) Who do they recommend?(2) What do they think of David?1. To help studentsunderstand Simon andMillie’s ideas by usinga mind-map on theblackboard.(3) Why do they think so? 2. To help students getto know the details theywrite should supportthe topic sentences3. Think about whether we can change theorder of the two underline sentences of the following paragraph from the letter.David is very hard-working. He always does extra work after class. He spends a lot of time helping with our class projects.To help students get to know they can also write examples to support their ideas when they write.4. Four students a group, recommend one of their classmates to be the new chairperson for the school student Union. Then organize ideas about him or her by using the following mind-map.1. To help students organize their ideas for their writing.2. To help students develop their creative thinking quality by discussing their ideas in groups.5. Each group choose a member to share their ideas. While someone is sharing, the other students listen carefully and answer some questions after listening.1. To help students express their ideas and share them with the other students.2. To arouse students’ interest.While-writing Write a draft: Four students a group, each group member choose an idea from their mind-map and try to write a paragraph about it. To encourage studentsto write down theirideas about the personthey recommend byusing the mind-map.Post-writing 1.The teacher use one of the students’writing to show the other studentshow to check by using the followingstandards :To help students learnhow to check theirwriting by themselves.2. Check their own writing. If there are any mistakes, correct them with a red pen.To get students learn todo self-check.3. Exchange their writing with their partner and check partner’s writing. If there are any mistakes, help him or her correct them. To get students checkother students’ writingandimprove their writingskills and critical thinking.4. Students write their revised paragraphs as clearly as they can on a small piece of paper. After that, four students in a group add the body part of a recommendationletter by sticking their paragraphs on theletter and finish it.To get students work ingroups and finish theirrecommendation letter.5. Share: one group of students share theirrecommendation in class. After that, all the groups put their letter on the blackboard.To encourage students to show their letters and share their ideas.Assignment Read the letters on the blackboard andhave a class vote.Blackboarddesign Make a Recommendation。
人教版九年级(全一册) Unit 14 I remember meeting all of you in Grade 7.Writing 教学设计T: What’s the person?S. …T: How about the points? S. …T: How many words?S. …Task2:Write an outline. T: How to write your outline? S. …Step3 PresentationTask1 Watch the video.T: We have many memories about our school life. Do you want to know Miss Liang’s memories about your school life?S. Yes.T: Now I’ll share with you. Let’s watch the video.视频中的文本：My boys and girls,How time flies! I can’t believe it’s been three years since you came to our school. There are many sweet memories of ours.I remember walking into your classroom for the first time in Grade 7.I remember cheering for your basketball game.I remember the excitement of the school sports day each year.I remember your lovely smiles, your wonderful performance, your good handwriting…We used to sing English songs together before class.We used to discuss the questions together.You have improved your English level by working hard since you came here.You have grown up and can be responsible for yourselves. I’m proud of you.All good things come to an end. You will set out on your new journey. I hope you remember where you came from.The future is yours. Best wishes to you!Task2 Complete the mind map according to the passage.T: Complete the mind map according to the passage. Write on the paper. You can use the key words or key sentence patterns.【设计说明】任务一，课前收集学生们的学校生活照片，制作成一个短视频，配上《时间都去哪儿了》的音乐伴奏，以教师自身的视角展现memories, 并配上文字说明。
Section B 2 (3a-Self Check) 一、教学目标： 1. 语言知识目标： 1) 复习used to的用法。掌握生词general, introduction, 2) 学会用used to 句型谈论自己、他人过去的习惯、爱好、形象及经常做的事。 3) 能用就本单元所学习的语言知识来描写自己或他人与过去相比所发生的一些变化。 2. 情感态度价值观目标： 让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。珍惜父母及亲人对你的爱，努力学习回报社会。 二、教学重难点 1. 教学重点： 1) 能上节所学短文的内容，完成写段落关键词及短文填空的任务。 2）掌握本单元所学used to句型的用法，并能正确运用此句型来进行表达。 3）能综合运用就本单元所学习的语言知识来写作与过去相比所发生的一些变化。 2. 教学难点： 写作与过去相比自己或他人所发生的一些变化。 三、教学过程 Ⅰ. Revision Review the main story of Li Wen. Let some students try to retell the story of Li Wen. Fill in the blanks with the proper words or phrases. Li Wen is a good student, son and grandson. However, he ________ cause a lot of _______ for his parents. When his parents moved to another city to work, they could not be at home to ____________ him. So he was _____ interested in studying and even ____________________. Then his parents _________________ to send him to a boarding school, but he found life _________ there. In the end, his teacher ________ his parents to talk with him ________. This conversation _________ his life. He realized that his parents would always love him, and they would ____________ everything good that he did. Now he is one of the best students in his class. Keys: used to trouble take care of less absent from classes made the decision difficult advised in person changed take pride in II. Taking notes Work on 3a: 1. Tell students to work in pairs. First try to takes notes about how you have changed in your appearance. Write the notes on a piece of paper. In the past Now appearance personality
hobbies 2. Then talk with a partner about the changes that have happened to you. e.g. A: Oh, Maria. You have changed so much. You used to be short, didn’t you? B: Yeah, I used to be short and thin. But now I’m tall. A: Did you use to have short hair? B: Yes. I used to have short straight hair. Now I have long curly hair. A: Did you use to be shy? B: Yes. I used to be shy. But now I am outgoing. 3. Students talk about how you have changed in the appearance. III. Writing Work on 3b: 1. Tell students what they should do. In this step, students should write about how they have changed. What did they use to like? Which change is the most important one, and why? 2. 阅读指导： 写作中可尝试将短文写成两个段落。 第一段，同学们可根据在3a环节中向伙伴所做的介绍，写出这些变化。 可先介绍自己过去的特点，再介绍自己现在的特点。 第二段中，介绍你最重要的变化，并简要说明这个变化是怎样发生的。
3. Students try to write a short article. 4. Walk around the class give any help students may need. 5. Let some students read their articles to the class. 6. Give students an example: How I’ve Changed！ My life has changed a lot in the last few years. I used to be overweight but I’m not anymore. I lost a lot of weight after I started playing tennis. Playing tennis three times a week is very good exercise. Now I’m fitter and healthier. The biggest change in my life was becoming much better in English. This is thanks to my English teacher, Mrs. Wang, who gave me an interesting book to read. I enjoyed it so much that I started to read other books. This is the most important change because I am no longer afraid of the English language and I am doing better in my exams. This has made my parents even prouder of me. IV. Self Check Work on Self Check 1: 1. Let some students read the words in the box. Make sure all the students know the meaning of the words. 2. Let students read the sentences in Self Check 1. Then students try to fill in the blanks with the correct forms of the words in the box. silent, require, absent, fail, interview, take pride in, be proud of, in person, influence, humorous, seldom 1) The mother traveled for many hours to return home to talk to her child _________. 2) He used to be a very quiet teenager. He remained ______ most of the time and ______ talked to other people. 3) If you are always ________ from class, you will ____the examinations. 4) The teacher ____________ helping his students win the English competition. 5) Kate’s grandparents have had a great __________ on her. 6) The British teacher is very __________. He always tells us interesting jokes. 7). People are usually ________ to give a general self-introduction in a job ________. 8) Tina played very well in the basketball game and her parents ____________ her. 3. Let some students read their answers. Check the answers with the students. Keys: in person silent seldom absent fail takes pride in influence humorous required interview are proud of Work on Self Check 2 1. Tell students that they have to complete the statements below. They should write sentences about what they used to like when they were in primary school. 1) I used to wear _____________________________________. 2) My hair used to be _______________. 3) I used to watch ____________________. 4) I used to play ______________________. 5) I used to be ________________________________. 2. Students think and try to complete the statements by themselves. 3. Let some students read their sentences to the class. 4. Correct the mistakes they have. V. Exercise: If time is enough, do some more exercises on big screen. 一、选择恰当的单词并用其适当形式填空。 Asia, silence, help, exact, self-introduction, proud, European, Africa 1. We can find pine-trees (松树) in most ___________ countries. 2. It might be very ________ if you get advice from a close friend. 3. China is the host(主办国) of the Eleventh __________ Games. 4. She told me the whole story ________ as it happened. 5. Nile is an _________river. It flows into the Indian Ocean. 6. The house was very ________ because everyone was asleep. 7. Thanks for your invitation. Allow me to make a _________________ now. 8. He was the ________ of the village after winning the championship. Keys: European; helpful; Asian; exactly; African; silent; self-introduction; pride VI. Homework
