江苏省大丰市万盈二中九年级英语上册《Unit1StarSigns》（第九课时）教案牛津译林版一．教学目标1.知识目标1）Toorganizeideasandbuildajustificationforthoseideas2）Towriteaformalletterwiththecorrectdegreeofformality2.能力目标Towriteaformalletterwiththecorrectdegreeofformality3.情感目标ThesameasinPeriod8二．教学重点Aim1,2三．教学难点Aim2四．课前预习Toknowsth.aboutrecommendation五．教学步骤1.Tellstudentsthatcreatingagraphorchartcanbeagoodwaytohelpthemorganizetheirthoughtsandideas.PointouttostudentsthatforeachadjectiveintheflowchartinPartAonpage17,thereshouldbeanexampletobackupthisadjective.Tellmoreablestudentsthatthistypeofchartisoftencalleda‘mindmap’.Inthecentreisthemainidea—inthiscaseaperson’sname.Joinedtothecenterarethemainideas—hereareDavid’scharacteristics.OntheoutsideareconcreteexamplestoshowhowDaviddemonstratesthosecharacteristics.Youcanhaveanynumberofbubblesbranchingoutformeachidea.Thisisausefulwaytoplanapieceofwritingasitallowsthewritertovisualizehis/herideasandhowtheyarerelatedtooneanother.2.AskstudentstoworkinpairstocompletetheflowchartinPartA.Thenaskeachpairtogivetheiranswerforonenumberofthechart.Remindstudentsthatthiskindofwritingisoftenobjective—somepeoplemayvalueonecharacteristicmorehighlythananother.Encouragethemtothinkforthemselvesbytellingthemthattherearenorightorwronganswers,onlythattheymusthaveajustificationfortheirchoiceofgoodcharacteristics.ThismaygivethemsomeextraconfidenceaheadoftheMaintask.3.TellstudentstoworkontheirowntofillintheblanksinpartB.Remindthemtousetheflowchartonpage17asaguide.Checkanswersasaclass.4.Tellstudentstoworkinpairstomakeaflowchartaboutsomeonefromtheclass.forstrongerclasses,encouragestudentstochoosesomeoneforchairpersonaboutwhomtheydonotknowverymuch.Youcouldencouragethemtoaskthisstudentquestionsinaninterviewformatsotheycanfindoutmoreaboutthatstudent.Forweakerclasses,studentsmayfeelmorecomfortablewritingaboutsomeonetheyknowwell.5.Askstudentstostartoffbywritingdownsomeadjectivestodescribethestudenttheyhavechosen.Thentheyneedtowritedownconcrete.Youcanconsultadictionaryandprovidealistofdifferentadjectivestodescribecharacteristicsforstudents’reference.Tellthemtopresenttheirflowchartsclearlyandneatly,astheywillbedisplayedonthewalloftheclassroom.6.Askstudentstowriteaformalletteroftheirown.Remindthemtousetheflowcharttheycreatedasaguidefortheletter.AlsoremindthemtheycanuseKittyandMillie’sletterasamodel.Encouragethemtoaddnewandadditionalinformationiftheycan,andremindthemthattheycanusesynonymsoftheadjectivesintheletter.7.Whenstudentshavefinishedtheirletters,remindthemtochecktheirownworkformistakes.Tellstudentstoswaptheirletterswiththeirpartnerstocheckeachother’sworkformistakes.8.Suggestalternativesandimprovementstostudents’work.Trynottotellstudentswhattheyhavedonewrongallthetime.Alsohighlightareaswheretheyhavedonesomethingwell,inordertoboosttheirconfidence.9.Askstudentstowritetheirfinalletteronapieceofplainpaper,orforthosewhoareableto,typeitonacomputer.10.Displaythelettersontheclassroomwall.Forstrongerclasses,askeachstudenttopresenttheirrecommendationtotheclass.forweakerclasses,allowstudentstopresenttheirrecommendationtoapartneronly.11.Homework六．备课札记TrytogivemoreadjstotheSsfortheirreferenceandtrytoletthemrememberthewords.
