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1、课题：Book1Unit1ReadingforWritingWritea1etterofadvice授课教师工作单位主题语境人与自我解决问题与相互帮助语篇类型应用文建议信课型写作课指导教师一、教学文本分析本单元的主题是青少年生活(Teenage1ife),本活动主题是“写一封建议信(Writinga1etterofadvice)笫一部分为阅读文本。一封青少年咨询师SUSan1UO写给一位因朋友沉迷于电脑游戏和网络而担忧的青少年的建议信。这是一封比较正式的书信，包括日期、称呼、正文、结尾和签名。正文分为两段，第一段说明写信人已经知晓写信人的问题，了解来信人的感受，即担心朋友上网成瘾；第二段说明了
2、网瘾的害处，并提出解决问题的建议。这封建议信的语言特征是使用了集中不同的建议表达法，例如：Irecommendthat.,aIthinkyoushou1d.,“Whynot.”等。第二部分为写建议信。教材提供3个问题情境并凸显在给建议时要提供建议，然后学生在写作框架的协助下完成建议信的写作。笫三部分为评价。学生在检查清单的帮助下进行同伴互改作文，然后对自己的作文进行润色。二、学情分析授课对象有诉民族中学高一9班学生64名事/五班学生整体痛,3朗，思维活跃，但英语基础分层严重。除了几位学生英语基础比较好一点，大部分学生处于中等水平，甚至有好几名学生英语基础十分薄弱。在64名学生中，有一半学生学习
3、热情很高，客观努力，但多数英语基础薄弱，词汇量比较少少。整体看，该班学生大部分能用英语提取信息，处理信息，简单表达自己的观点；但是运用英语连贯的符合表达规范的表达个人观点并给出建议的能力比较薄弱；更有少数几个学生几乎不能动笔。三、教学目标Bytheendofthisc1ass:1. Studentscanusesomeusefu1wordsandphrasestogiveadvice,suchasrecommendbeworriedabout,suggestion,advice,beaddictedtoandsoon.2. Studentscanmasterthestructureand1an
4、guagefeaturesofanadvice1etter.3. Studentscanusesome1inkingwordsintheircomposition,suchasFirstofa11,inadditionto/additiona11y,1astbutnot1eastandsoon.4. Studentsknowhestandardforeva1uationandhowtopo1ishtheircomposition.四、教学策略选择Task-Based1anguageTeaching;CommunicativeTeaching;Group-work五、教学重点及难点KeyPoin
5、ts:1. Getstudentstograspusefu1wordsandphrases.2. Getthestudentsto1earnthestructureofanadvice1etter.3. He1pthestudentsfinishwritinganadvice1etter.Difficu1tPoints:Guidethestudentsfinishthetaskofwritinganadvice1etterbyusingwhatthey1earnedinthisc1ass.步骤教师活动学生活动设计意图核心素养提升点Step11ead-in(3mins)Askquestionan
6、dpresentstheanswer:1. Asateenager,whatprob1emsdoyouhaveinyourdai1y1ife?2. Facingtheseprob1ems,howwi11youseekforhe1p?Brainstorm,studentstrytoso1vetheseprob1emsinora1bysayingsomewordsandphrases.利用学生感兴趣的问题和相关图片创设情境，激发兴趣和求知文化意识：联系现实生活语言能力：口头表达能力Showsomequestions:!.Readandfindouttheorganizationofthe1ette
7、r.(Date,greeting,body,c1ose,andsignature.)2.Markthebodypartsofthe1etterthatmatchthefo11owingpoints.A.Iknowwhattheprob1emisB. Iunderstandhowyoufee1.C. Thisismyadviceandreason.D.Ithinkmyadvicewi11he1p73.WhatisWorriedPFriend,sprob1em?Readingfor4.WhatsuggestionsstructuredoesSusan1uogiveandt。WorriedFrien
8、d?expressions,Besidessuggestions,whate1sedoesSusan(6mins)1uosayinher1etter?6.WhatexpressionsdoesSusan1uousetomakesuggestions?Circ1eUieminthe1etter.(Irecommendthat.Ithinkyoushou1d.Whynot.?)7.Discusswhatotherexpressionscanbeusedtomakesuggestions?(Whydontyou.?Itcou1dntbebetterifyoucou1d.Ithinkitwou1dbe
9、beneficia1ifyoucou1d.Ird1iketoProPoSe(建1Studentsreadthepassageandanswerthequestionsattheguidanceoftheteacher.2.Studentsreadandnotedowntheexpressionsaboutmakesuggestions.帮助学生梳理文本信息，掌握建议信的书信结构。让学生在真实的语境语篇中学习建议信的相关表达句型。3.激活学生在本单元的其他文章所学的相关表达(如P14-15的Reading：TheFreshmanCha11enge)语言能力：获取、分析、概括能力Z)thatyou
10、shou1d.Itsadvisab1e/recommendedtodo.Youmay/mightaswe(不妨)do.Youmayconsiderdoing.Frommypointofview(依我看来),itwou1dbewise(明智的)/reasonab1e/agoodideatodo.)Step3Conc1usion(5mins)Drawaconc1usionaboutthestructuresandthecontentsofeachpartofanadvice1etter:三段式：Beginning-yourpointofviewBody-youradviceEnding-yourw
11、ishesBeginning：交代背景+写信目的1. msorrytoknowthatyouarenowhavingtroub1e(in)doingsth.2. mg1adtoreceiveyour1etteraskingformyadviceon.3.Myadvice/suggestionsareasfo11ows./Thefo11owingismy!.Studentstrytoconc1usionthestructureofwriting,anddiscusswhatcanwriteineachpart.2.Notedownthesentencepatterns1让学生对建议信但三段式熟悉
12、并掌握。2 .让学生学习并运用每一部分但相关表达。3 .将用语言有逻辑的整合，锻炼学生的思维动笔能力，给出衔接词让学生掌握并运用到以后但应用文写作中去。思维品质：批评性思维和逻辑思维语言能力：口头表达能力，语言创新整合运用advice./Herearesometipstohe1pyou.Body：介绍详情、提出建议和理由FirstZFirstofa11,whynot.?Ifyoudothis,youcan.Second1yWhat,smore,youshou1d/hadbetterdo.Then/Thatway,.Itisa1sohe1pfu1/usefu1todo.,whichwi11.Th
13、ird1y/Inaddition/Besides,itwou1dbeagoodideaif.Bydoingthis,.Asfarasmconcerned/1astbutnot1east,doing.isabetterchoice.Whenitcomestothisprob1em,Isuggestthatyoushou1d.Ending：提出希望采纳建议+感谢+盼望回复Ihopeyouwi11findtheseideasusefu1.Ibe1ieve/amsurethatifyoufo11owmyadvice,you,11.Iwou1dbegratefu1ifyoucou1dconsidermy
14、advice.Iwou1dappreciateitifyoucou1dtakemyadviceintoconsideration.1ookingforwardtoyourear1yrep1y.1. Usewhatyouhave1earnedtowritea1etterofadvicetooneoftheteenagersbe1ow.(P19Ex3.1)2. Preparationforwriting-Wordsandphrases(recommend,unhea1thy,encourage,usefu1,advice,inone,s1.Studentsreadthewordsandphrase
15、sandwrite1.给学生做词汇和结构准备，让他们有东西可语言能力：语言整合运用Step4sparetime,1ookforwardto,beworrieddownthewordswhichisusefu1写。2.通过课堂写，Writingabout,beattractedto,begoodfor/dogoodforthem.及时练习学生本堂课所学知识，动手写作能力：对所学知识的及时运(20mins)to,concentrateon,beaddictedto,makefriends,hearfrom,enjoyonese1f/havefun)3.Whi1e-writing,showawriting1ines,whichhasgiventheGreetingsandsignature.2.Usewhathave1earnedtowritethe1etterofadvice更大程度促使学生掌握建议信但写作步骤和技巧。
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