沪教版九年级英语(上) unit4 writing教学设计
一、设计依据
《英语课程标准2011版》指出，义务教育阶段的英语课程具有工具性和人文性的双重性。本节课教学从学生的已有认知水平出发，以交际法教学理论为依据，以任务为驱动，以学生为中心”，教学的过程中，学生在老师引领下完成写前，写中和写后任务，学生来感知、理解和记忆英语语言的使用，体验学习英语的快乐和成就感，培养学生基本英语素养和发展学生思维能力，形成良好的品格和正确的价值观与人生观。
二、教材分析：
本课属于沪教版九年级英语上册Module 2 Ideas and view points， Unit 4 Problems and Advice。本单元以问题和建议为话题，学习征求建议和给予建议的方法。本课为本单元第五课时，是一节写作课，要求学生在学习本单元词汇、语法、功能的基础上，学习求助信的写法，并就自己学习和生活的问题与困惑，给答读者问专栏主笔写一封，寻求帮助和建议。前四课先读了四个青少年的网络求助帖子，了解了他们的困惑和苦恼，接着听了一段求助类的
广播节目，在较真实的语境中感知如何求助，该怎样给予建议，然后在口语板块儿进一步熟练运用征求和给予建议的表达方法。本节课就是在前四节课的基础上的一节写作课，主要学习求助信的结构，认读理解相关单词和短语，并就存在的问题和困惑，给专栏主笔写一封，寻帮助和建议。培养学生积极的面对并设法排解生活和学习中的问题和困惑的能力。有了前面的语言基础和本节写作框架的学习，学生的写作输出应该能够水到渠成。
三、学情分析：
初三学生已步入青春期，由于升学压力，易产生烦躁焦虑情绪，急需他人的帮助，但却不知怎样表达内心的困惑，而本单元的话题正好反映了他们的问题，所以学生会很感兴趣。而我所在的学校是一所乡村中学，学生英语基础参差不齐，两极分化较大，作文对一半多学生来说是一件困难的事情。学生虽然已有一定的基础知识储备，知道使用一般现在时和一般过去时来阐述自己的问题，也能熟练使用what should I do? Can you give me some advice?求助，但对求助信的写作步骤没有明确的认识，词汇积累有限，对问题和困惑的描述有一定困难。
四、设计思路
为了化解这一难题，我的设计思路是：首先利用思维导图带领学生复习主阅读篇的四封网络求助帖子，输入足量的学生熟悉的目标语言；接着引入求助信范文的学习，快速阅读并掌握求助信的写法和结构，通过上下文语境学习相关生词和短语；然后进行控制性语言输出，让学生四人一组参照范文模板，就主阅读中的四个问题在组内练习口头求助信，达到熟练运用的目的；学生的语言技能激活后，利用头脑风暴让学生陈述现实中他们存在的问题，并就此利用60页的写作模板给专栏主笔Linda写一封求助信；大部分学生写完后利用展示台展示学生作品，让学生利用第一单元所学的作文批改法，结合本课求助信的结构对展示的作文进行评价。
五、教学目标设计：
1、Language objectives
1) Ss can recognize and understand the new words:comment，polite, none, exam , phrases: none of one's business，hear from. Recognize “request”.
2) Ss can understand the structure of  asking –for- help email.
2. Ability objectives   
Ss can use the structure,the new words and phrases to write an email to the agony aunt Linda for help.
3.Moral objectives   
Ss learn to solve their own problems and resolve their worries in correct ways.
英语邮件怎么称呼editor六、教学重难点设计：
Important  points   
1.learn and use the new words and phrases above
2.master the structure of Asking For Help emails and try to write such an email
Difficult point   
How to make most of the students learn to write such an email.
七、教学过程与方法：   
Reading, speaking, discussion, summary, writing and task-based teaching method, Group  Cooperative Learning method
教学手段:   
Computer, PPt, blackboard, show stand
技术准备：   
Multimedia
八、教学流程图：
九、教学过程：
Step 1: Revision (5m)
Review the four internet posts from the four teenagers: Anna ,Peter, Simon and Julie in the main reading.
1.Discuss  :
Do you often have problems and difficulties in your daily life?
When you face them, who will you ask for advice, your friends, your parents, your teachers or writing to an advice page of news papers and magazines?
2.Review :
Who did the four teenagers ask for advice in the main reading?
Show the mind map of the main reading
Ask:
What’s Anna’s problem?
Can you tell me some specific information about her?
How about Peter’s?  Simon s ?  Julie’s?
(设计意图：通过问题讨论，引入求助话题，通过思维导图快速复习主阅读篇中的四封求助帖
子的内容，熟悉描述问题和困惑的表达方法及寻求建议的方法，为后面的求助信的写作打好语言基础。)
step2： Before writing (12m)
Read the example of writing on P59, learn and understand the 5 writing steps: a friendly comment, the subject of the letter, the problem, a request for advice, a friendly ending. Teach the new words in the context.
1.Say :
David is a junior school student like us. He has written an email to aunt Linda, the agony aunt (a woman editor) from the advice page of a newspaper. Skim the email and tell me what his email includes? Match the letters of the correct labels (explanations for something) with the five paragraphs.
2.Teach :
comment n.评论，
request n.需要，要求
Read and match:
3.Check：
Five minutes later, Check their answers by asking: what is Paragraph One about? etc.
(设计意图：在具体语境中学习并理解求助信的写作步骤，为后面的写作打好思维基础。)
4. Scan the email again, answer the questions below:
Who’s the email from/to?
What’s David’s problem? How do you know?
What’s his parents’ advice?
Did David agree with his parents? How do you know?
(设计意图：进一步理解文章细节和作者的观点。为写作积累相关语言素材。)
5.Teach the words and phrases in the context:
Shout at sb.----speak loudly to the people nearby
Polite  adj.礼貌的（反义词 impolite）
None of your business-----there’s no relationship with you.
Hear from sb.-----receive a letter or e-mail from sb.
(设计意图：再读邮件，了解David求助内容，为后面的写作积累语言素材。)
Step 3  While writing(10m)
1.Controled practice:
Read the email again , emphasize the 5 parts that it includes . Then go to the main reading on page 51 , get the students to stand for Anna, Peter, Simon and Julie to ask Aunt Linda for advice, IN GROUPS of four, one said the other three listen and help. Check the first two groups who hands up earlier.

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