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視頻標簽：We Express,Our Ideas
所屬欄目：初中英語優質課視頻
視頻課題：人教版初中英語九年級How Can We Express Our Ideas Period 1 Writing 新疆 - 石河子
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How Can We Express Our Ideas?
課型：Writing 課時：Period 1
一、教學目標： 1.寫作技能目標：
學完本節課，學生學會自由地發表自己的觀點；學生學會以篇章形式并有邏輯性地表達自己的觀點。
2.過程與方法目標：
在學生思維品質方面，學生敢于提出個人見解，并學會用批判性思維分析問題，達到語言溝通、交流的效果。通過集思廣益、小組合作、討論、展示、示范等活動方式，學生在課堂活動中積極參與，氣氛活躍，充分展示寫作訓練的成果。
3.情感態度價值觀目標：
通過本節課的學習，學生學會有批判性地、有邏輯性地表達自己的觀點，建立批判性思維的意識。
二、教學重、難點： 1.教學重點：
學生勇于發表自己對同一個人或者同一件事物的觀點，學生能夠以篇章形式并有邏輯性地表達自己的觀點；學生愿意創新，學會用批判性思維分析問題。
2.教學難點：
1）邏輯性詞匯的恰當引入時機。 2）批判性思維的合理引導。
3）小組討論、合作學習及成果展示等環節的科學性安排。
三、教具準備：
實物展示臺、PPT、課堂量表、幻燈片切換筆或者無線鼠標。
四、教學流程： Step one: Greetings
T: Good morning, my little ladies and gentlemen! Ss: Good morning, Mr. Liu! T: Sit down, please! Ss: Thank you! T: You’re welcome!
設計思路：配合肢體語言，與學生良性互動，為學習內容的推進做好興趣和自信方面的調動。 預期目標：師生互相問好，以良好的情緒，激發學生興趣，促進學生自信心的樹立。
Step two: Lead-in (Topic one: the story of Yu Gong/ Yu Gong moves a mountain) T: Now, look at this picture. Do you know anything about this old man? Ss: Yu Gong. T: Yes, you are clever. He is Yu Gong. T: Do you know his story? Ss: Yes.
T: Who can say something about it? S1: He moved the mountains. S2: He has many children. S3: The Gods helped him out. Ss:… T: What do you think of his story? S1：It’s interesting.
T：Maybe you can say “I think it’s interesting, I believe…in my opinion…as far as I know…”
If you want to express your ideas, you can say: think it’s …I believe…in my opinion…as far as I know…or any other ways can you say?
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S1: I agree... S2: I disagree… S3: I’m sure that… S4: it is + adj.+ to do S5:… T: So I ask you again: What do you think of this story and how do you like Yu Gong. Ss:...
T: You have different ideas on the same thing. You are great! Just now, some students said” the story is interesting”, some students said “it’s …”. Different people have different ideas. (Lead students into the listening part) Wang Ming and Claudia are also talking about the story of Yu Gong. What do they think of the story? Do they have the same ideas? Listen!
T: Do they have the same ideas? Ss: No!
T: What do they think of the story? Open your books, and look at page42 2d. Let’s have a group discussion. Read the conversation/dialogue, find the information and fill in the chart. 2 minutes. Go!
Two minutes later：T: What does Wang Ming think of the story? What did he say? Ss:… T: He also gives detailed explanations. What did he say? Ss:… Then, how about Claudia? What does Claudia think of the story? T: Let’s see whether you are right or wrong?
Wang Ming
ideas about the story
1. The story is really interesting.
2. Yu Gong found a good way to solve his problem.
3. The story is trying to show us that anything is possible if you work hard! 4. Yu Gong kept trying and didn’t give up.
Claudia
ideas about the story
1. Yu Gong is a little bit silly.
2. It doesn’t seem very possible to move a mountain.
3. There are many other ways to solve a problem. For example, he could build a road. That’s better and faster than moving a mountain!
T: Different people have different ideas on the same thing. When I read the story of Yu Gong, I also have my own ideas. Look at it, Let’s read my ideas together with me.
T: Pay attention to the red words and blue words. I can use different ways to express my ideas, I also use logical words. Do you know how to write? Ss: Yes.
T：So, today we are going to talk about this: How can we express our ideas?
設計思路：讓學生更多地說說愚公移山的故事，哪怕是一句、二句都可以, 引導學生會用I think…I believe…I’m sure that…I agree/ disagree… it is +adj.+ to do sth等能夠表達個人觀點的詞匯或者句型結構，充分進行語言輸入。由聽力部分：Wang Ming和Claudia對愚公移山故事持不同意見，引出different people have different ideas。由老師的范文，引出本堂課的寫作話題。
預期目標：通過這些問句交流可以與學生開始展開互動。這個環節老師最好還要引導學生有更多的語言輸入。比如：think、believe、if、I’m sure等的語言輸入。啟發學生敢于提出個人見解，并學會用批判性思維分析問題，達到語言溝通、交流的效果。引出本堂課的寫作話題自然、順暢。
Step three: topic two (open a supermarket in our school)
T: Look, there is going to be a supermarket in our school. Someone suggests opening the supermarket. Is it good? Ss: Yes! (此處，容易出現學生的觀點往一邊倒的現象)
（如果問到學生是否開商店，Is it good? Is it bad? 學生們出現一邊倒，都同意了怎么辦？老師可以追問一句，Do all of you say” yes”, all of you? 防止學生都隨大流，如果學生依然說Yes, 老師就追問：Why? 先讓學生說出觀點，老師不隨意亮觀點，老師只講典型的，讓學生認真想想再進行討論。T: I don’t have the same ideas with you. I think…,這時候再亮明老師的觀點，問學生：Do you agree?/ Is it right? Yes? Ss: yes!） T: What do you think of the suggestion? Do you agree to open a supermarket in our school? If you agree, what do
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you say? 開展學生的brainstorm(口頭上集思廣益)，同理類推T: If you disagree, what do you say?
T: Wow, some say “agree”, some say “disagree”. Let’s have a group discussion. List your ideas in the chart. Did you get this chart? Ss: Yes! T: OK, the words and expressions here may help you. 3 minutes. Go! Three minutes later, T: Time to give a report. Who can share with us?
agree
ideas about the suggestion
1. 2. 3. 4.
disagree
ideas about the suggestion
1. 2. 3. 4.
Ss: … 檢測4組左右，試探學生的觀點是否廣泛、是否有創意。 T: You are super/great!
T: Time to put your ideas together and make it into your writing. Write it down on this paper. 6 minutes. Go! 6 minutes later，通過展示臺展示學生作品并批改。(展示2-3位學生作品)
T: A good article! But if you put these logical words into your article, I believe it will be much better. 此處要用到實物展示臺： 此時，老師呈現自己的作品（老師的范文盡量避開：agree、disagree. 可以是I think it’s a good idea…/ a little bit…）。T：I also have my own ideas about this suggestion, let’s see. T: Read it together with, OK? 呈現老師作品，指導學生用好邏輯詞，T: So you know how to express your ideas logically, Yes? Ss: Yes! T: So, I suggest giving you another two minutes to rewrite or correct your article, OK? Ss: OK! T: Go! 并要求學生再給2分鐘重寫（rewrite your writing or correct your writing with your desk mate）, 然后接著展示4-6人作品 (學生自己朗讀自己的作品)。
設計思路：開校園超市有利有弊，老師引導學生開展討論和小組合作認真進行分析，避免出現學生的觀點一邊倒的現象。寫作過程中老師的范文發揮著示范、引領作用，學生在展示與互批的實踐中，初步學會以篇章形式并有邏輯性地表達自己的觀點。
預期目標：通過集思廣益、小組合作、討論、展示、示范等活動方式，學生在課堂活動中積極參與，氣氛活躍，充分展示寫作訓練的成果。學生學會有批判性地、有邏輯性地表達自己的觀點，建立批判性思維的意識。學生初步學會在半開放式的條件下，以篇章形式并有邏輯性地表達自己的觀點。
Step four: topic three (delay the class)
老師故意做看表姿勢，T：Wow! How time flies! We don’t have enough time to share all of our writing. Well (停頓一下), I always want to teach you more, you know, but I sometimes delay the class.（切換到拖堂話題的畫面）T: You know: delay the class(呈現短語的漢意畫面)? Ss: 拖堂。 T: Is it good?/right?/suitable? (該部分，老師向全班展開集體互動，進行集體討論，以口頭討論、提醒為方式) 如果學生不說或者不會表達生詞，老師順勢引導：一方面：Do you think delaying the class is good? Why or why not? Do you need to take breaks? Do you need to prepare for the next class? T: What else do you have to do during breaks? Do you need to go to WC? Do you need to eat or drink something? Do you need to go to the teachers’ office? Ss:… 另一方面：Teachers will teach us more. 互動討論完畢后，老師布置學生開始寫。T: Now, 3 minutes for you to write down your ideas logically, and then express it to me. Go!
展示完畢1-2人學生觀點，老師即刻收回內容，準備布置作業。(假設學生沒有用上邏輯詞，在展示第一位學生作品時，老師可以提示他：first, next,…)
設計思路：老師放開話題，學生集思廣益，學會有邏輯性、有批判性地發表自己的觀點。以篇章形式呈現
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學生個人見解，機動靈活地布置家庭作業。
預期目標：學生學會在完全開放式的條件下，以篇章形式并有邏輯性、有批判性地表達自己的觀點。
Step five: Homework
T: It’s a pity that time is limited. We don’t have enough time to share our writing. So here is my email address. Please send your writing to my email after class. I will read and think carefully about your ideas. And that is your today’s homework.
T: Thank you! Goodbye, everybody! Ss: Goodbye! 設計思路：作業機動、靈活。教會學生表達個人觀點的寫作思路。
預期目標：學生勇于發表自己對同一個人或者同一件事物的觀點，學生能夠以篇章形式并有邏輯性地表達自己的觀點；學生愿意創新，學會用批判性思維分析問題。
板書設計：
教學反思：
附錄： 范文1：I think it is really interesting and educational. First, Yu Gong was brave and hard-working. He kept trying and never gave up. Next, I believe that the mountains won’t grow, they will be moved away one day. Finally, I’m sure that the story is trying to show us that anything is possible if I work hard! So, I don’t think Yu Gong was a little bit silly, he was a clever man instead.
范文2：I don’t think it’s a good idea to open a supermarket in our school. First, the junk food is bad for my health. Sometimes, I can’t listen to the teacher carefully in class because I always think about buying something to eat. Next, it will waste my money. I should save the money because my parents are not easy. Then, the things I bought are usually more expensive than those out of my school. Finally, some students like to throw the plastic bags everywhere. It will be dirty. So I believe if there is going to be a supermarket in our school, I’m sure the students will be crazy.
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