9A Unit 3 Main task
泰兴市姚王镇中心初中 任祥元
一、教学分析（Teaching analyses）
1.教学内容：9A Unit 3 Main task ，该节课的内容是该单元的 meaning of the word “cause”) (2) T: Do you know how to help him? Elicit from the students the ways to deal with the problems.( on the blackboard) the cause of stre / how to deal with it
T: My son is a boy of your age.I think it’s easier for him to accept your advice.Encourage the students to help the teacher’s son using words.
(3) T: Just now you gave my son a lot of advice, are they useful? Listen to my son’s response.(Play the recording) The teacher’s son’s words: Thanks for your valuable advice.I feel much better now.I decide to try my best to improve my maths.) (设计意图： 引导学生思考如何帮助处于压力中的人，引导学生学会找到解决任务的策略。 这一任务设计切口较小，激活学生原有的经验及知识，任务较开放， 学生可以从多角度回答，从而培养了学生的求异思维。能使各个学生充满自信地参与完成，并在完成任务的过程中体验到成功的喜悦。) Step3 Analyze the answers to the task to focus on language (1) Encouraging words:
Don’t lose heart.It’s not the end of the world. Don’t give up.I believe everything will be OK.Nothing is difficult if you put your heart into it.
It’s common for teenagers to have stre.Nobody is perfect.Be confident! Nobody can be good at everything! (2) Specific advice:
You should listen to the teacher more carefully in cla. Why not spend more time on maths? My advice is to ask the maths teacher for help.One way to deal with the problem is to do some extra maths homework.Read the maths problems more slowly and carefully.Be careful not to make mistakes when you do your maths homework.You can ask your friends for some advice on how to learn maths.
(设计意图：通过任务聚焦，引导学生归纳、总结如何给他人提供建议。由语意的理解、交流转入语言功能、形式的操练，为学生更多的语言素材的积累，保证任务型英语课堂教学更扎实、有效。) Step 4 Cooperate to finish another small task T: Thanks for encouraging my son and giving him so much advice.I think you are like the Youth worker---Sigmund here, why not speak out your worries/ It’s a good chance for you to get some valuable advice.Come on! It’s common for speak out some of their problems and offer some useful advice.(设计意图：在师生合作学习、完成前一个小任务的过程中，学生们已经掌握了如何寻求帮助、如何提供帮助的功能。教师趁热打铁又布置了个任务链中的小任务，鼓励学生说出自己的一些成长中的烦恼，向其他同学求助。学生们学以致用，结合自己的经验，畅所欲言，多角度地提出自己的方法。在完成任务的过程中，学生们学会了合作，提高了英语运用能力，在完成任务的过程中，学生们学会了合作，提高了英语运用能力，在完成任务的过程中体验到了的喜悦。) Step 5 Analyze the causes of stre T: You are suffering from so much stre because of different causes.Luckily, you’ve got so much advice.Sharing stre is wonderful! So many causes are complicated.Can you divide them into several aspects? For example: Some students feel streed because of too much homework, too many tests, le time for hobbies.In these situations, stre comes from schoolwork.Elicit from the students the different kinds of causes: 1 schoolwork 2 parents 3 friends 4 students themselves 5 teachers (设计意图：在学生们完成“说出烦恼，共商解决办法”小任务的前提下，利用图表引导学生进行压力原因的分类，此举有助于学生理清头绪，将知识进行分析、汇总、融合，同时也达到任务后学生聚焦语言的目的。) Step 6 Do a quiz (1) T: Old problems have gone, new problems will come.It’s natural.Next time when you have problems, what will you do? You have 3 choice answers.Circle the best answer and tell the reason, try to think of some other advice.A keep worries to yourself
B speak out worries
C feel ashamed (2) T: If you put a lot of questions like this with choice answers together and write
them on the piece of paper, we get a quiz.Mr.Wu has given his students a quiz to find out whether his students know how to deal with stre.Can you help them do the quiz? (Complete the quiz in the book) (3) Complete the quiz in pairs or in groups.(设计意图：通过教学设计引导学生了解quiz如何构成，为学生能自己设计quiz提供了素材。同时通过语境的设计也巧妙引导学生理解、学会运用了一些生词，为学生完成下一个任务提供了铺垫，降低了任务的难度) Step 7 Write a letter T: I can see sunshine on your face.Why are you so happy? Is it because you’ve share a lot today.Why not make more teenagers of your age know how to deal with stre when they meet the same problems? How can you make more teenagers know that? (1) Remind the students how to write a letter on stre? 1 introduction 2 mainbody (cause of stre and how to deal with it)
3 conclusion (2) What does a conclusion include? (3) Encourage the students to help Millie write a letter, swap their letters in pairs, check and correct each other’s mistakes.
(4) Ask some volunteers to show their letters, encourage the others to make some comments.(设计意图：激发学生帮助Millie 写信告知同龄人如何克服压力的动机，引导学生回忆如何写信。由于有了前面多个子任务的铺垫，学生们学以致用，这项写作任务同时也是本节课、本单元的中心任务，对于大多数学生而言并不太难，学生通过合作和教师的帮助都能顺利完成。在此基础上，教师引导小组同学互评，教师也参与点评，这一形式学生容易接受，教学效果也较好) Step 8 Millie’s another problem
T: Everybody is happy now except Millie.Why? Gue
Nobody in your cla has replied to Millie since you heard from her.She is afraid that you will not reply to her any more.Can you help her?
(设计意图：再次设计一个悬念，调动学生思考的积极性，既是对本单元先前所学知识的灵活运用，也为下个任务的设计埋伏下了伏笔。此任务设计源于教材，又高于教材，对教材的拓展、学生能力的提高起到了推波助澜的作用)。 Step 9 Summary T: In this cla, we talk about stre and how to deal with it.Sharing your worries with your friends and family members can help a lot.If we try our best, we can get support from our parents.We can get help from our parents.We can get confidence from ourselves.Happine will surround us! Sunshine will be on our faces, in our hearts! (设计意图：艺术性的结课可感染学生，唤起学生激情，起到任务前后呼应的效果) Step 10 Homework
(1) Remember the words and expreions.(2)Write a letter to your friends to tell him or her about the problems you have and how you deal with them.(设计意图：适当的口头和书面练习可以帮助学生进一步巩固本节课的学习内容，从而实现本课的教学目标)
