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1、（骨干教师竞赛作品）九年级英语上册9A Unit 2 Main Task教学案 牛津版课程分析：（本课的作用和学习本课的意义） When I reach the theme connected with coloring, I make a very fascinating discovery- Colors take on a broad significance when used linguistically. They are used to describe moods and they are often reflected in literature.By speaking sp
2、ecifically of the colors and the literary works, the former, in my opinion, look harmonious to the eye, while the latter, like music, is pleasing to the ear. We can make a full use of them to enrich our teaching resources. But both of them are beautiful in color and well matched in theme. Thus it re
3、aches the acme of perfection. The current textbook Fun With English（牛津初中英语）, as its name suggests, should have been full of fun. But to my disappointment, it is not up to its users expectations owing to its editorial principal of linguistic orientation. English ought to be at last studied for the en
4、richment of mind and culture. Nowadays students of the new age who no longer care for kindergarten stuff, have a great need for good reading matters in authentic English. I can safely say that reading for fun is something well worth experiencing and it can also provide food for writing. The use of t
5、he supplementary reading, which is tailor-made, brings about breadth of view and thought. Finding the prescribed work dull, the writing unrewarding and the students imagination blunted, I turn to the additional reading，one in a poem, the other in a prose, expecting the students to get a kick from. F
6、un with English is valued by its learners not only for the words and grammar that it might teach, but also for the fun that it gives. Therefore the study of English not merely is the learning of a foreign language but it means a necessary aspect of humanistic study. If we do away with it, we definit
7、ely do away with all that is worth while in English learning, what remains is empty husk lack of its kernel, bare chaff. The main theme of the unit color does give colors to the students. I try to stroke a light but a colorful tinge of art and literature on Main Task, it may not turn out to be a suc
8、cess though.English, as any other language in the world, is not just a grammatical structure or a lexical system, it is the outcome of a living form of expression. Linguists lay a stress on the need to see all the four skills as being complementary. The students can not learn to write well unless th
9、ey are able to read widely and meaningfully. So the so-called passive skill of reading is essential to the development of writing. But writing is less easy to learn and teach. It may not be a problem when the students deal with short and simple sentences, but once they embark on longer sentences or
10、more complicated ideas, their deficiency glaringly appears. Because they have used up all their accumulation of vocabulary and variety of expression，they can not advance a step further.In the group work, an individual student just writes short and simple sentences about the Task1 and Task2. Followin
11、g suit, the others gradually lengthen their writings and make them more complex under the joint effort. Unlike Part1, the two tasks are set to explore their ideas and feelings, rather than just writing about facts.问题设计问题: Taking up the Main Task of this unit concerning reading and writing about colo
12、r and mood, I confine myself to the following points:1、 Why read? A wide range of reading is the solid basis for writing. When the students read, they can linger on the passages and derive the fun from both images that the pages provide and the artistic language that they can obtain. Insufficient re
13、ading of literary English blunts their English writing. 2、 What to read? As far as English teaching is concerned, I feel I am quite informed of the students level of English and their reading habits. I am all for wide range reading. Not only should they have an enough dosage of text reading, but an
14、occasional dip into poems and prose is necessary, for the latter can help to cultivate a sense of what is good English. And good English is no excuse for poor reading matter. Therefore I choose Maos poem and Longfellows First Snow which share the common theme of the unit. 3、 How to read? As for the
15、short passages in the text, I call for the art of skipping or fast reading. I advocate a close reading for the Maos poem and Longfellows First Snow in which no single word can pass without a grasp of the exact meaning. Let the student get to know that the words, phrases and expressions in the poem a
16、nd prose serve as stones and bricks for the construction of their writing. 4、 How to write? Reading goes before writing. But they are closely related. I adopt two kinds of writing-expository and expressive. The part1 and part2 of the textbook are mainly concerned with conveying information, and are therefore logical and rigid organized. While Maos poem and Longfellows prose aim at conveying thoughts and feelings, so they employ fi
