人教版九年级英语全话题复习Topic Review School and School 教学设计

( Go for it)

一．教学设计

（一）Teaching objects 教学目标 1. 语言知识

复习句型--What’s your favorite subject? --My favorite subject is …

—Why do you like it ? --Because it is…. --How do you learn…? --I learn by…. —Who’s your … teacher? --My … teacher is …

2. 语言技能

（1）能熟练地用what和why提问并回答自己最喜欢的科目并说明原因。

（2）学会用how询问学习方法，熟练运用句型“verb + by + doing”进行调查和汇报。 (3) 培养学生综合应用所学进行语言表达和写作的能力。 3. 文化意识

培养学生的跨学科文化意识。 4. 情感态度：

通过同学间喜爱的科目，喜爱原因以及学习方法的交流，培养学生正确认识学科均 衡和学习相互促进，提高与人正确交往和相处的能力。 5. 学习策略：

本节课先从学生的身边景物谈起，引入复习话题——学校和校园学习。通过3W1H问句调查学生喜爱的科目，喜爱原因，任课教师以及学生在学习过程中实际使用的方法，从中培养学生的语言综合运用能力，提高英语学习能力和学生交流与共享的技能。 （二）教学内容分析

1. 教材内容的地位、作用和意义

本节课为初中英语24个话题复习之一，为话题5 School。由于这一话题内容涵盖的内容比较多，包括7上Unit3 Is this your pencil?谈论things in the classroom.; Unit 9 My favorite subject is science.谈论school subjects ，九年级Unit1. How do you become a good

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learner?谈论learning ways ; Unit 14 I remember meeting all of you in Grade 7.谈论good memories in junior high school. 所以本话题分两个课时来复习。第一课时主要讲学习用具，学校场所和设施，学校活动。第二课时为本节课，讲学生的学习科目，学习方法。从学校的硬件设备设施，讲到学生的学习，承接自然。通过复习巩固，强化本话题知识间的内在联系，让学生有一个整体的话题知识框架， 在复习中进一步提高学习能力和语言运用能力。

2. 教材的编辑特点、重点和难点

本节课由于为复习课，所以其重点是将这个话题有关联的知识串联起来形成一个明晰的知识框架，教师整节课只是起引导的作用，更多的是让学生参与，读，拼，玩，练，写，最终以写作为输出点检查学生掌握情况，体现语言的最终目的------学为所用。难点体现在学生的习作上，只有很好地掌握前面的词句，章篇才不至于卡壳，语言输出才会顺理成章。 （三）教学对象分析 1. 学生已有知识和经验。

本节课由于是话题复习课，其中的话题又是与学生校园学习生活息息相关的，所以学生已有一定的话题知识，那么本节课重点是唤起学生对所学知识的记忆，梳理归纳，在已有知识的基础上进一步展开话题讨论，学生结合自己以及同学喜爱的科目，喜爱原因，学习经验的运用进行对话。 2. 学生学习方法和技巧

为充分体现学为所用的语言特点，本节课的知识素材和信息全部采用上课班级的人和事。学生谈论如何学习,对获取的信息进行口头汇报。同学们通过两两对话，小组讨论学习交流不同的学习方法，为以后的学习提供了多元化的发展。 3. 学生个性发展和群体提高:

在pairwork、groupwork和discussion 中培养学生参与课堂,主动用英语交谈的能力，达到学生整体提高语言能力的目的。通过同学间学习方法的交流，各抒己见，使学生不拘泥于教材，写出自己的学习体会，个性得到发展，学习能力有不同程度的提高。 （四）教学策略和过程

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1. 教学设计思路

本节课为复习课，内容选自话题复习五School, 关于学校和学校生活两个课时中的一个.第一课时主要介绍学校的设施场所和校园活动，第二课时也就是本节课主要介绍学习的科目,老师和学习方法。教学设计从词汇入手进行语言输入，应用思维导图整体勾勒学习科目和形容词，通过读，拼，记，玩熟练词汇；再复习verb+by+doing短语了解学习英语的方法，辐射到其他科目的学习方法； 语言的综合运用从简单的对话练习，到口头句子汇报，再到语言输出写作，层层递进，由浅入深， 最终让学生达到学有所获的目的。

2. 教学过程（步骤、目的、教师活动、学生活动、媒介运用）

Procedures Step 1.Warming-up and lead-in Purpose 1.By watching a short video, lead in junior high school life. 2.Recall the students’ good memories about the past three years at school. Lead in the topic. Teacher’s activities 1.Play a short video about the students. 2.Show a beautiful photo of our school, let the students think of their good memories at school. 1.Watch a short Video and video about the photo students. 2. Enjoy the photo, go into the topic learning. Students’ activities Media 2. Presentation Let the students Show a chart to have a whole present the thought, let them knowledge which the know units, topic includes. topics , functions and structures in this class. 1.Use a mind-map 1. to review the subjects. 2. Expand their vocabulary. 3.Play a game to consolidate the subjects. 4.Review more 1. Show the pictures of textbooks, let the students say the words. 2. Ask the students to add more words to the mind map. 3. Play a game. 4. Ask Why 3 / 6

From the chart, the Chart students know the units, topics , functions and structures. 3. Vocabulary 1.Look at the Mind map pictures, say the words, read the words , 2. Add more words to the mind map. 3. Play a game to spell the words. 4. Review the description words. 4. Practice 1.Use the target language to make conversations. 2. Use the information given , Try to make a sentence, question. 1. Ask the students to practice the target language in pairs. 2. Make a model to tell the students how to play the game. description words. 1.Practice the target language in pairs. 2. Play a game: choose a number, use the information give to make a sentence 1. According to the pictures, review the ways to learn English. 2. First have a discussion in groups: How do you learn other subjects? Then write down their own sentences. 3. Read out the sentences they wrote. 1. Have a discussion Survey about learning ways. 2. Write down their own sentences. 5. Phrase 1.Review the 1.Show the pictures to ways of learning review the ways of English, use the learning English. structure “verb.+ 2. Ask the students to by doing ”. discuss the learning 2. Try to express their own learning ways by write the sentences use the structure. ways. 3. Walk around the class While the students are writing. Give support if necessary. 1. Ask the students to have a discussion about learning ways. 2. When the students write, around the classroom. 6.Consolidation 1.Practice the target language. 2.Get more learning ways. 3.Improve the skill of writing. 7.Extend According to the 1.Show a survey we 1.Make information given, did before class, Ask conversations using make conversations the students to make the information in the and do an oral conversations. Give survey. Practice and report, extend the an example. act. target language 2. Then let the 2. Do an oral report. into the third person students make an oral Practice and act. forms. report. Give an example. 1.Learn how to find the writing focus points. 2.Check if the students have caught the knowledge. 3.Let the students 1. Give the writing topic. 2. Ask the students to find the writing focus points. 3. Walk around the classroom while the students are writing, 4 / 6

1. Read the writing Blackboard topic, try to find the writing focus points. 2. Write a short composition. 3. Two students come to the blackboard to write. 8. Writing know how to write the composition according the focus points. 4. Moral education. 9. Summary give support if 4. Try to learn each necessary. subject well. 4. Correct the composition on the blackboard. 5. Chicken soup. Let the students Give a summary of Go through the know what we the whole class. knowledge we reviewed in this learned in this class. class. Consolidate vocabulary. the Be ready to have a 1. Recite dictation tomorrow. vocabulary. 2. Continue finish composition necessary. the to the if 10. Homework

3.板书设计

Topic 5 School and School Learning

学生作文一

（五）教学评价

本节课的教学评价体现在以下几点：

1. 学生参与课堂的各种表现为教学评价之一。 语言学习的目的是为了使用语言，英语课堂教学学生的参与度，合作探究的主动性都能很好地激发学生进一步的学习热情。

2. 学生的作文作为整节课的知识反馈体现也是本节课的教学评价之一。对于部分同学而言，在老师的指导下练习几个句子，不是什么难事，但一旦变成自己的表述时，则不知从何下手。复习课更应该注重知识的联系纽带，梳理好知识的整体框架，帮助学生进行写作。 二．教学反思

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学生作文二 本节课为话题复习课，教学设计从词汇—短语—句子—篇章，知识螺旋式递进，由第一人称向第三人称过渡，辐射到一般现在时第三人称的动词三单形式。采取多种教学手段，通过思维导图，听说讲练玩结合，在每个教学环节中留有知识余地，让学生拓展思维空间，对获取的信息进行目标语言的对话练习以及口头汇报，学生脑海对本节课话题有个清晰的知识结构框架后才进行知识输出反馈写作，课中渗入德育教育，体现育人目的。

从本节课看，对who的句型有点忽略，以及学生在口头表达上记得三单形式动词的转换，但在书面表达作文时往往忽略，以及作文的抓写作要点时不太理想。英语写作审题，根据写作要点进行写作在以后教学时要多强调。

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