資源簡介

外研社《新標準》八年級上冊
Module 9 Population
Unit 3 Language in Use
分級寫作教學設計
教學內容分析
本模塊是八年級上冊的第九模塊，以“人口”為主要話題，闡述了中國及世界人口的增長情況，鄉村的城市化發展，以及二者帶來的環境，交通，噪聲等各種問題。通過本模塊的學習，旨在讓學生掌握冠詞的用法以及大數字的英文表達，并能夠了解世界人口現狀，知曉并體會巨大的人口數量為人類生活帶來的諸多不便與危害，從而培養學生關注社會問題，為社會分憂的責任意識。然而對于八年級的學生來說，這一話題比較抽象而且過于宏觀。若想要學生真正領悟話題內涵，必須聯系學生的生活實際，從與學生息息相關的上學，乘車，家庭居住環境等入手，由淺入深地進行教學。
本模塊計劃五課時完成，本課是第三課時，課型是寫作課，寫作任務是說明大連人口增長情況和原因，以及由此引發的問題和解決方案。本課首先通過對第一、二單元的串聯性復習，從“人口增長情況及其原因”，“人口增長引發的問題”，“如何解決人口增長帶來的問題”三個方面，為學生積累相關的詞塊和句子；其次通過對寫作任務的分析，為學生架構寫作框架；之后通過展示范文，讓學生學習銜接詞以及過渡句的正確使用；最后通過寫作實操、共評共改，以及互評互改的教學活動，讓學生真正明白此類作文正確的寫作思路和布局。
學情分析
學生通過M9U1、U2的學習，已經對“人口”話題有了一定的理解，同時也對表達人口增長情況、引發的問題以及解決辦法的詞塊和句式有了一定印象。課上，在老師的引導下，絕大部分同學應該都能快速從書中找出目標句，并表述出來，或針對老師提出的問題，給出個人看法及建議，這些都讓本課的發生有了可能。此外，本課寫作任務的設置緊貼學生生活，從在大連生活的真實情況出發，讓學生能夠快速調動思維，覺得有話可寫。但一節課的時間畢竟有限，很難在完成詞句積累的同時，又保證所有同學的作文趨于完美。因此，本課把寫作培養及其評改的重點放在思想內容以及謀篇布局上，暫時不去細究語言知識的運用。再配合著以此為思想指導的教學環節，學生很容易在短時間內寫出符合要求的作文。
三、教學目標
1．語言知識目標：
1、掌握表述人口遷移原因的不定式結構
2、掌握說明人口帶來的問題的詞匯和詞塊
3、掌握描述人口情況的句型
4、掌握應對人口問題對策的句型結構
2．語言技能目標：
1、學會審題，并能通過題干抓住寫作要點、建構寫作框架
2、結合在大連生活的實際利用“人口增長及原因——人口增長引發的問題——解決辦法”的寫作框架完成一篇完整的闡述大連人口問題的作文。
3、學會利用層級關系將人口問題闡述地豐富而又具體。
4、在作文中利用恰當的連接詞和過渡句使文章自然流暢、富有邏輯。
3. 情感目標：
培養學生關注社會問題，為社會分憂的責任意識。
四、教學重點和難點
重點：掌握表述人口問題的詞匯、詞塊和句型。
難點：以寫作任務為基礎，構建寫作框架。
五、教學資源與工具設計
PPT課件，iprojection軟件
六、教學流程與設計意圖
Step 1 Lead in
T: Well, first of all, I’d like to show you some pictures. Crowded flats, crowded job markets, crowded scenic spots, and crowded streets. Do you know what makes our life so crowded Just give me one word.
(The teacher shows pictures one by one and give each picture corresponding descriptions like crowded flats...)
S:...
T: Right, it’s population.
設計意圖：
借助擁擠的住房、人才市場、景點、及大街的圖片，給學生視覺上的沖擊，從而引出本課主題“人口”。
Step 2 Review how to describe population
T: Then do you still remember that in unit 1 what did the speakers say about the population of Beijing, China, and the world Look at the mind map here as references. Or you can just find your answers in your book.
(Here give students a little time to find answers.)
S:…
T: OK, the first one
S:…
T: How about China
S:...
T: And the world
S:...
T: What is the relationship between the population of China and the world
S:...
設計意圖：
利用思維導圖引導學生說出M9U1對話中用以描述北京、中國、世界人
口的原句，并為學生積累如下句型:
Beijing is a huge city with a large population.
China has a population of 1.37 billion.
That’s almost one fifth of the world’s population, that is，about 7 billion.
2.“描述人口情況”是本課寫作任務第一大要求的一部分，因此把復習表達“人口”的句型作為環節的第一部分，來呼應寫作實踐，讓學生能夠在潛意識里把這部分作為寫作的開頭。
Step 3 Review and brain storm the reasons for people moving to big cities
T: Do you ever ask yourself why there are so many people in big cities like Beijing
S:…
T: Think of unit 2, people come from Parkville to Anwick, they are....
S…
T: Yes, they are moving. And we know that more people produce more people, so we say it’s...
S:..
T: Give me a word in unit 1
S: Right, it’s birth！
T: Then why people choose to move to big cities Think about unit 2.
S:...
T: Yes, to find jobs. And any other reasons
S:...
(Teacher has predicted some answers and record them on ppt. If there’s other answers, the teacher will write directly on the whiteboard.)
T: Perfect! We have got so many reasons. Let’s read it together, one for twice.
S:...
設計意圖：
對M9U2進行內容回顧，并學會用不定式“to find jobs”表原因。
通過讓學生思考人們遷移到城市的其他原因來擴展學生的思維，并打牢不定式表原因的用法。
在內容上，與步驟二共同構成后續寫作任務的第一大要求，“人口增長及其原因”。
Step 4 Review and brain storm the hierarchy of problems caused by population increase
T: We all know that population increase can cause many problems. What are the three problems the writer said in unit 2
S:….
T: Yes, they are too much rubbish, not enough space and too much traffic. And now listen carefully and follow my words. If there is rubbish on the land, it causes ...
S:..
T: And rubbish in water
S:...
T: If our land is polluted, famers will have fewer lands to..
S:...
T: Yes. Then we won’t have enough..
S:...
T: Right. Let’s move on. More people means less enough space. So there will be so many.....in....
S: ...
T: Great. There will be so many people in schools, hospitals, flats, and almost everywhere! And if there are too many cars on the road, it won’t be
S:...
T: Yes, not safe. What’s more, there will be what kind of pollution
S:...
T: Great, air and noise pollution. Now, try to read aloud and memorize them by yourselves. And just stop when it’s done.
S:....
T: Let’s make a summary. We can see, actually, we just established a hierarchy of problems. So when we are writing about problems caused by population increase, we can write from the highest hierarchy to the lower ones, which can make sure that our writing is rich, logical and full of concrete details.
設計意圖：
讓學生回憶M9U2課文中作者提到的由人口引發的三個問題rubbish、 crowded、traffic，進而利用層級圖引導學生說出并記憶更多的表述問題的詞塊，如land pollution，air pollution，noise pollution等等。
利用層級圖，從課文出發，引導學生由淺入深地進行思考，培養學生的思維深度。
學生完成層級圖的思維過程實際上就是本課寫作任務的第二大要求“What problems does the population cause ”的寫作過程，這樣學生就能深刻認識到如何讓這部分寫的既有層次又不空泛。
Step 5 Review and brain storm solutions to deal with problems caused by population increase
T: We can see that population increase can cause so many problems. But how can we solve them Look at the problems(PPT) and move your mind.
S:...
T: You’ve done a really good job. Well, I also pick out some sentences from this module. You may use them in your writing. Read aloud and memorize them.
S:...
T: Ok, let’s move on to writing.
設計意圖：
對照著人口問題層級圖，讓學生一一想對策，并進行板書，讓學生的思考有跡可循，并為學生積累了必要的語言知識。為本課寫作任務的第三大要求“How to solve the problems ”提供素材。
Step 6 Writing Analysis
T: First, let’s read the second half of the writing task and list the three parts our writing should have.
S:...
T: Great! So we should first wirte about population increase and its causes, then problems caused by population increase and give corresponding solutions. Now read the rest of the writing task and find out the problems we can write about.
S:...
T: Ok. Here’s a sample essay written by the framework we just built. Read quickly and think about what are the functions of the colored parts
S:...
T: Right. So in our writing, it’s better if you can use transitional sentences and appropriate linking words. They can make our writing more coherent.
T: Ok. Now let’s write, according to the framework. And don’t forget to use transitional sentences and linking words. You will have about 10 minutes.
Students write. When finished, the teacher will choose one of the students’ writing as the sample for the whole class to give scores and revise. 2. The teacher writes evaluation criterion on the whiteboard.)
設計意圖：
培養學生通過分析題干，理清寫作思路，構建寫作框架的能力。
通過閱讀范文，找尋范文亮點，讓學生學會如何利用過渡句和連接詞使
文章前后文聯系緊密。
Step 7 Give comments on writing
T: Ok. Time’s up. Here’s one of your writing. Let’s give him/her scores according to the evaluation criterion and give reasons.
S:...
T: Great! Now, exchange your writing with your partner and give scores.
S:...
(The teacher takes photos of students’ writing and project them on whiteboard.)
T: Now, who’d like to show your results
S:...
(Students come to the front and tell others how he or she evaluates the partner’s writing and why he or she gives the score.)
T: Well, from this class, we get to know how to construct a writing and how to make it coherent. However, writing is not the only purpose. We should turn our writing into acts. Love life and love the world.
設計意圖：
選取一篇學生作文進行全班共評，是為了明確評價方法。
小組互評是為了讓每個同學都有機會意識到自己作文的亮點及不足。
作文評價標準的每一條都與整個課的授課內容相一致，所以學生對照標準評價作文的同時，能夠再次明確如何完成作文。
由寫作引到實際行動，實現情感目標，建立學生的責任意識。
Homework:
Revise your writing by yourself.
Work in pairs and correct language mistakes for each other.
設計意圖：
課上關注點在寫作思路和架構，為了確保語言使用的正確性，課下讓同學們再次潤色作文后，并互相指出語言錯誤，共同進步。

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