资源简介

课题 7BU4 The art of having fun 课时 writing
学习目标（目标类型/目标行为）
After the class, students will be able to: 【学习理解】 summarize the structure of the writing; 【应用实践】 write problems and solutions with the help of supporting language; 【迁移创新】 reflect on their own life and make a plan for themselves
学情分析
【语言能力】 学生能使用简单句描述娱乐活动，但缺乏“问题-解决”型结构意识，解决方案类动词的储备也不足。 【文化意识】 学生对自己的娱乐活动存在的问题有认同感，但对如何“合理娱乐”和“屏幕时间管理“的认知不足。 【思维品质】 学生能列举娱乐过度的直观危害，能意识到沉迷问题但能提出的解决方案趋同，缺少创新思维。 【学习能力】 学生能模仿教师提供的句式模版，但不擅长将小组讨论成果和课堂输入内容转化为写作素材。
课程内容分析（课标解读/教材分析/支持性材料）
What 该语篇是一篇议论文，文章提出"时间吞噬怪兽"的隐喻，指代娱乐产品（游戏、社交媒体、电视）对时间的隐形消耗，号召人们行动起来对抗“怪兽”。 Why 该语篇通过对比怪兽的“吞噬”与人类的“反抗”，描述了娱乐活动的危害，提出平衡娱乐的建议，呼吁读者改变行为。 How 该语篇运用了隐喻、拟人、饮用等修辞手法将娱乐产品生动地描绘了人类的危害，分为三个部分，第一部分介绍了何为“吃时间的怪兽”，第二部分分析危害，第三部分提出解决方案。文章结构清晰、框架完整非常适合学生模仿写作。
教学过程
学习任务 ①
学习活动 Free talk I like... / I enjoy... / I am interested in... / I have interest in... Because it makes me... / I feel... Let's review social sore deaf real outside jog fresh hiking 教学活动 教师提问： What fun activities do you like to do （教师板书学生答案） Why do you like to do this activity (支持性问题：How do you feel when doing this activity ) 过渡语：But if you spend too much on having fun, you may be attacked by the time-eating monster. 教师将表格投屏，请学生根据回忆完成。 The time-eating monster Forms: games, 1. _______ (社交的) media and TV shows. It can make us: get lost in its world. become couch potatoes with 2.______ (酸痛的) necks and dry eyes. be 3._______ (不愿听的) to the 4.______ (adj. /r l/) world. We can: stand up and leave the screens. go 5._______ (adv. /a t sa d), feel the sun on our faces, and 6.______ (慢跑)in the 7.______ (新鲜的) air. play tennis or go 8._____ (hike) with friends. 教师呈现总结词：problem和solution。
学习任务 ②
学习活动 Think 学生自由作答，不做评价。 Physical: Too much gaming makes my eyes ___dry____. Watching videos too long (看太久的视频) gives me a headache. I sleep late (很晚睡觉) and feel tired (adj. /ta d/). No exercise makes me unhealthy (不健康的). Mental: 1. I feel guilty (内疚的) after watching short videos too long (看很久短视频). 2. I become addicted to (上瘾) the phone without noticing (意识到) it at all. 3. I get lost in (迷失) short video apps and spend too much time (花太多时间) on them. 4. We are deaf (不愿听) to real world. Social: 5. We miss out on (错失) sweet moments with loved ones. 6. I feel lonely (adj. / l nli/) when I stop playing games. Study: 1. I forget to do homework (做作业) and can’t pass (通过) tests. 2. If I stay up late at night, I can’t focus (不能专心) in class (在课堂上) the next day. 教学活动 教师提问：When you don't have fun in a balanced way, how can it be harmful 并板书优秀答案。 教师呈现图片，让学生依次从physical、mental、social、study描述问题。 physical：教师总结关键词和句型。 mental&social：教师带领学生总结句型。 study: 教师总结要点。 教师带领学生总结句型和关键词，让学生在学案上记下自己可能需要用到的表达。 （时间允许的情况下可以让学生写下更多问题。）
学习任务 ③
学习活动 Let's write 学生根据表格和教师提供的句型写作，例如： Instead of playing games, I could join a club or do exercise. 教学活动 教师提问：What can we do to solve the problem 并呈现表格和useful expressions请学生写一写他们的solution： 教师展示学生的句子，并评价。
学习任务 ④
学习活动 I like ________________________. It's a fun activity, but sometimes I _______ for too long. __________________________________________________________________________. __________________________________________________________________________. Having fun is an important part of life. However, it is just one part of life. We must have fun properly to have a balanced life. 教学活动 教师呈现写作任务及步骤，请学生把自己写的句子整理成短文后在班级内分享。 Step 1 Answer the questions to help you plan your paragraph. Step 2 Write your paragraph with the help of the questions. Step 3 Check. Step 4 Share your paragraph with the class.
反思改进 本节课作业 Must do 1. Finish your writing after class. Choose to do 2. Polish (修改) your writing and hand in(上交).
如果再上这节课，我会这样设计： 板书设计
STRUCTURE PROBLEM-SOLUTION
Fun activity (e.g. playing games) Problem (physical, mental, social, study harm) Solution (action) Opinion Dry eyes → Set times for screen time Phone addiction → ...

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