资源简介

Unit 1 Can you play the guitar Section B 3a-Self-Check（教学设计）
教材分析 What：这是一则未完成的招聘学校音乐节乐手的广告。 Why：本段对话能够让学生认识到招募广告的重点、内容以及相关的句型结构。 How：该文本使用了大量的由can引导的一般疑问句，以及相关句型结构，为写作任务做铺垫。
教学目标 1. 语言能力：阅读一则招聘广告音乐节乐手的广告，分析内容，提升自己的阅读水平，并通过分析广告内容和结构进行仿写，提升写作能力。 2. 文化意识：学生可以掌握寻找到想要的人的方式，并认识到中西方文化中的异同点。 3. 思维品质：通过分析招募广告的内容并总结出结构，提升自己的分析和总结的思维能力，并在文章中加入自己的想法，提升自己的创新能力。 4. 学习能力：通过谈论自己和他人的能力，保持学习英语的兴趣，通过阅读训练和写作训练以及形成良好学习习惯，有意识训练自己的英语思维 ，通过同伴互评，锻炼自己的元认知。
教学重与 难点 学习重点： （1）掌握招募广告的六个要素，即时间，地点，好处，能力，感觉以及联系方式。 （2）掌握六个要素的相关句型结构。 2. 学习难点： 通过分析广告内容和结构进行仿写，并进行个性化创新写作。
教学资源 课本、多媒体课件、黑板、粉笔。
教学方法 1. 交际教学法 2. 英语学习活动观
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in (3’)
Step 1 T greets students. Then T asks Ss to finish review tasks. Ss review and finish the tasks. Reviewing can activate Ss’s scheme.
效果评价 学生是否能准确无误的回顾知识并完成。
Pre-writing (7’)
Step 2 T asks Ss to finish 3a and then read the 3a one more time to finish the outline. Ss finish 3a and then read the 3a one more time to finish the outline. Tasks in this step can practice Ss’s reading ability
Step 3 T asks Ss to analyse the structure of the ad “Help for Old People” and then asks them to finish the mind map according to the ad. Ss analyse the structure and finish the mind map This step can help Ss to know the content of an ad which lay a good foundation for the while-writing.
效果评价 学生在阅读是否能认真阅读3a部分的文章并完成相应任务；学生是否能够分析出广告的结构，并完成思维导图。
While-writing (15’)
Step 5 T shows Ss the writing material and asks Ss to read the requirements carefully. After that, T asks Ss to finish the outline. Ss read the requirements carefully and finish the outline. This step can help Ss to get to know the requirements of writing materials and help them write with right and clear logic. It also can help develop a good learning habit.
Step 6 T asks Ss to finish the mind map and write the ad in 8 minutes. Ss finish the mind map and write the ad in 8 minutes. Mind map can help Ss to know what should be writing and how to write it. It provides a good input for writing and can benefit Ss’ writing ability.
效果汇总 学生是否能在进行正确的审题，并找到作文材料中所需要的六要素，精选拟稿，最终在规定时间内完成作文。
Post-writing (10’)
Step 8 T asks Ss to do peer editing according to the standards in PPT. Then T asks Ss appreciate the possible version and rethink their version. Ss do peer editing, appreciate the possible version and rethink their version. Peer editing can help Ss being familiar with the standards of a good writing and can practice their critical thinking.
Step 8 T asks Ss to finish Self -Check part. Ss finish Self -Check part. Self -Check part can test Ss’s learning in this unit.
效果汇总 学生是否富有批判性的进行同伴互评；学生是否能对比范文与自己的作文，并进行反思。
Exercise (5’)
Step 9 T asks Ss to finish the exercises on ppt. Ss finish the exercises on ppt. Practice in time can help test students' knowledge of this class.
效果汇总 学生是否能够高效且正确的完成练习。
Conclusion (3’)
Step 10 T gives a mind map about what are learned today. Ss recall the learned knowledge of today. Mind map and summary of new knowledge can help students further understand and remember them.
效果汇总 学生是否能与老师一起总结出今日所学知识。
Homework (2’) Level B： 1. Polish your writing 2. Master what you have learned in this lesson. Level A： 1. Polish your writing 2. Master what you have learned in this lesson. 3. Write another ad. Homework can help students strengthen the knowledge which they have learned.
Unit 1 Can you play the guitar Section B 3a-SC
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