资源简介

Unit 3 How do you go to school Section B 3a-Self Check（教学设计）
教材分析 This lesson is the writing part of Section B. 【What】This is an e-mail from Tom. It’s about how Tom get to school. 【Why】Students can get to know how to write an e-mail in daily life. 【How】The genre of this passage is an e-mail. Students can get to know the structure of e-mails. Language in this e-mail is easy to understand.
学生分析 【Know】Students are highly motivated before the class. There is no new words or phrases in this e-mail. They have reviewed this e-mail before class. 【Want to know】Students want to know how to write an e-mail. 【Learned】At the end of this class, students will summarize what they’ve learned.
教学目标 Language ability: Get to master the structure of e-mails; Get to know how to write on this topic: how to get to school Finish the writing in class. Thinking capacity： Concluding and summarizing the structure of e-mails; Thinking how to write on this topic: how to get to school Cultural awareness: Students can get to know how to write e-mails. Learning ability: Students can write e-mails in their life and work.
教学重难点 Teaching key points: Students can master the structure of e-mails and get to know how to write on this topic. Then they can finish the writing in class. Teaching difficult points: Students are able to revise their writing according to the writing assessment table.
教学工具 Textbook, PPT, pictures, work sheets
教学方法 Communicative teaching method, Question-driven method, Individual & Group work method, Activity-based approach to English learning
教学步骤
Teaching steps Teaching activities Teaching purpose
Teacher’s activities Students’ activities
Lead-in （3 mins） Brainstorming T asks Ss to say more words about “transport”. Then T asks Ss to use the words in the boxes to form as many expressions as possible. Write questions and answer T asks Ss to write at least five questions and answer the questions with the information in the chart. Ss try to think more words about “transport”, then they use the words in the boxes to form expressions. Ss write questions and answer them with the information in the chart. To help Ss review last lesson and get them engaged in the class.
效果评价 学生是否能够输出有关“交通工具”的词汇，并组合有关乘坐某种交通工具的词组； 学生是否能够根据表格提出问题并回答。
Pre-writing （12 mins） Read and answer T asks Ss to read the e-mail quickly and answer questions. Q1: What’s this Q2: Who’s this e-mail from Q3: What’s this e-mail about Q4: How Tom get to school Ss read the w-mail and answer questions. To help Ss have a general understanding of this e-mail.
Fill in the blanks with the words in the box. T asks Ss to fill in the blanks. Ss read the e-mail and fill in the blanks with the words in the box. To fill in the blanks.
The Structure of this e-mail T asks Ss to summarize the structure of this e-mail. Ss read and summarize the structure of this e-mail. To help Ss summarize the structure of e-mails.
Salutation T asks Ss to think about how to write the “Salutation” of e-mails. Ss think about how to write the “Salutation” of e-mails. To help Ss get to know how to write e-mails.
Opening T asks Ss to think about how to write the “Opening” of e-mails. Ss think about how to write the “Opening” of e-mails.
Body T asks Ss to think about how to write the “Body” of e-mails. Ss think about how to write the “Body” of e-mails.
Closing T asks Ss to think about how to write the “Closing” of e-mails. Ss think about how to write the “Closing” of e-mails.
效果评价 学生能否在阅读邮件后准确回答问题； 学生能否根据邮件内容和所给提示，将空白部分补充完整； 学生能否总结归纳邮件的写作格式； 学生能否在教师的指导下，思考如何写邮件的各部分内容。
While writing （10 mins） Step1 Read（审题） T tells Ss the writing task and asks Ss to think about the genre, topic and tense of this writing. Ss read the writing task and think about the genre, topic and tense of this writing. To practice Ss’ ability of grasping the key information of writing task.
Step2 Analyze（分析） T asks Ss to think about the structure of this writing. Ss think about the structure of this writing. To practice Ss’ ability of analyzing.
Step3 Think（构思） T asks Ss to think about how to write the “body” part. Ss think about how to write on this topic. To practice Ss’ ability of analyzing.
Step4 Write（初稿） T asks Ss to write. Ss write this e-mail in class. To let Ss write in class.
效果评价 学生能否准确审题，抓取题目关键信息，分析写作体裁、主题和时态； 学生能否分析写作结构，梳理写作思路； 学生能否在有限的时间内完成写作。
Post-writing （10 mins） Self-assessment T asks Ss to assess their writing by themselves and then revise their writing. Ss assess their writing by themselves and then revise their writing. To cultivate Ss’ ability of self-assessment.
Peer assessment T asks Ss to exchange their writing with their partners. Then Ss need to assess their writing and give suggestions. Ss exchange their writing with their partners. Then they assess their writing and give suggestions each other. To cultivate students’ ability of raising suggestions.
效果评价 学生能否根据写作自评表对自己的作文进行评价，并修改； 学生能否根据写作互评表对同伴的作文进行评价，打分并给出修改建议。
Language points （2 mins） T presents the language points in today’s class. Ss follow T to review the language points. To help Ss to review and summarize the language points in today’s class.
效果评价 学生是否能够在老师的引导下总结出主要语言点。
Exercises （5 mins） T asks Ss to finish the exercises. Ss finish the exercises. To check Ss’ understanding of today’s class.
效果评价 学生是否能够高效且正确的完成练习。
Summary （2 mins） T and Ss make a summary of today’s class together. To help students summarize and review what Ss have learned in today’s class.
效果评价 学生是否能与老师一起总结出今日所学知识。
Homework （1 min） Compulsory homework: 1. Finish the exercise sheets. 2. Polish your writing. B. Optional homework: 1. Write an e-mail to your friend about how your parents go to work. To consolidate what Ss have learned in today’s class.
板书设计
Unit3 How do you get to school Section B 3a-Self Check

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