资源简介

Teaching Plan
Subject: Exploring literature
Teacher:
Type: Integrated skills
Teaching plan Analysis of the teaching material 【What】The section is the second part of Integrated skills of Book 2 Unit 4. Centered around the unit topic “Literature works”, a series of task-based activities are conducted in the situation of “recommending books to the school library” . Through listening, speaking, reading, writing and viewing, students review different types of literature and their characteristics, discuss their favorite books and analyse the reasons. By the end of this class, students will be able to write a letter to recommend books, thus further understanding the qualities and benefits of good books. 【Why】By engaging in the real situation of a book sharing meeting, students first sort out different literary works, then share their favorite books and recommend them in appropriate ways. In the dynamic process of composing a recommendation letter, students will be guided in making an overview of the book, exploring the background information as well as reflecting on the significance of reading the book. Students are motivated to develop the habit of lifelong reading so that national reading is greatly promoted in this section. By means of full participation in English learning activities, students’ inquiry learning and cooperative learning will be enhanced. Meanwhile, their logical and critical thinking will be highly strengthened. 【 How】Based on the task of “recommending books to the school library”, listening, speaking, reading, writing and viewing activities are well designed. Students are expected to take part in them individually, in pairs or in groups. The class starts with a review of relevant knowledge about literary works in Integrated skills (I); then by using it, students make book cards to introduce their favorite books; in the discussion part, students exchange their book cards, share good books and figure out ways to recommend them to more people; finally, students are encouraged to write a formal recommendation letter. Throughout the whole process, students’ role in this section shifts from readers, learners, appreciators, creators to promoters, paving the way for building a nation of avid readers and creating a national reading atmosphere. Analysis of the students’ learning situation Having acquired some knowledge related to literary works in the previous learning of this unit, students are well prepared for this period. One of their necessities now is guidance on writing a formal recommendation letter. Students’ self-reflection is also what needs to be emphasized. So in this class,
they are expected to think more about the significance of literary works. By relating the situation to their daily life, students are motivated to develop the habit of lifelong reading and the awareness of promoting national reading. English teaching always contributes to strengthening students’ learning ability and optimizing their emotional attitude and thinking quality. This section should not be an exception. 【设计说明】本板块围绕单元话题“ 向学校图书馆推荐书目 ”创设情境， 展开一系列 听、说、读、写、看等任务活动。引导学生回顾文学体裁和文体特征的相关知识；鼓 励学生制作图书卡简要介绍并分享他们最喜欢的文学作品；组织学生展开讨论，探究 推荐优秀文学作品的方式；最后，指导学生在向图书馆推荐书目的情境中，运用较为 正式的语言写一封推荐信。本节课为 Integrated skills 第二课时， 旨在通过相关的英 语学习活动，锻炼学生的语言技巧，提升学科素养，引导学生结合自身实际，与同伴 分享自己最喜爱的文学作品，体现多元思维，提高阅读兴趣。在有梯度、有层次的学 习过程中培养学生的合作探究学习方法，鼓励他们在书信创作中创新思维，合理并有 逻辑地表达自己的观点，同时积极关注育人价值，帮助学生深入体会和理解本单元的 主题，认识阅读文学作品的意义，体验文学作品的魅力， 自觉担当中国优秀文学作品 的推荐者。 Teaching aims By the end of this class, the students will be able to: 1. discuss what books to recommend to the school library; 2. compose a formal letter to recommend books to the school library; 3. further understand the qualities and benefits of good books; 4. develop the habit of lifelong reading and promote national reading. Important teaching points 1. To help students brainstorm different ways to recommend books; 2. To help them write a formal recommendation letter. Difficult teaching points 1. How to help students further understand the qualities and benefits of good books; 2. How to help them develop the habit of lifelong reading and promote national reading. Teaching approaches Situational Teaching Method, Question-guided Method, Heuristic Method, and Communicative Teaching Method. Teaching aids A book, multimedia devices, the blackboard and self-made worksheet. Teaching procedures Step 1 Preparing 1. Greet students and share pictures of good books. 2. Ask students the following questions: What types are these books
Which is your favorite one 【设计说明】创设与主题意义密切相关的情境——“读书分享会 ”，回顾文学作品 的体裁和文体特征，调动学生已有的基于该主题的经验，引导学生探索他们最喜爱的 文学作品，为下一环节生成个人读书卡片作准备。 Step 2 Producing 1. Show Ernest Hemingway’s The OldMan and the Sea and ask the following questions: Who wrote it What about the plot What can we learn from the story 2. Gather the relevant information about The OldMan and the Sea and integrate it into the teacher’s own book card. My book card Name The Old Man and the Sea Author Ernest Hemingway Type Novel Content Human beings’ fight against nature Theme Determination, courage and confidence Quality Twists and turns, vivid characters, significance
3. Guide students in making their own cards. Activity 1 Making a book card (individual work) My book card Name Author Type Content Theme Quality
Activity 2 Making a dialogue (pair work) Help students explore good ways to recommend their favorite books.
Q: How will you recommend your favorite book Useful expressions: I’d recommend/suggest ... If you ask me, I’d pick/choose/go for ... I believe ... would be a better choice. I think ... would be better/more effective than ... My favorite books are ..., to name a few. 4. Guide students in changing the teacher’s book card into a recommendation letter. a. Find out the basic information of The OldMan and the Sea. b. Identify detailed information for plot and reasons through cohesive devices. c. Add necessary elements and put together all the information to make the letter complete. Activity 3 Writing a letter (group work) Encourage students to write a letter to the school library to recommend their favorite books by referring to their own book cards. Rules: a. Work in groups of 6; b. Put book cards into a letter; c. Finish it in 6 minutes; d. Choose a leader to report. 【设计说明】本板块任务为“ 向学校图书馆推荐书目 ”，为达到教学预期，教师先 展示“我 ”最喜欢的文学作品《老人与海》， 并将其相关信息整合成读书卡片；引导 学生思考他们最喜欢的文学作品，探究其体裁和文本特征，理解和感悟文学作品中的 主题、人物性格、故事情节和启示意义；指导学生独立思考并制作自己的读书卡片； 鼓励学生相互交流、探索推荐优秀文学作品的方式；帮助学生利用搜集和整理的相关 信息写一封正式的书信向图书馆推荐优秀文学作品。本板块围绕主题设计了学习理 解、应用实践和迁移创新三个层面的教学活动，在由图书卡片到推荐信的动态生成过 程中，学生挖掘优秀文学作品的深层信息，再通过同学之间相互交流体现多元思维， 达到互相推荐作品、提高彼此阅读兴趣的目的。在此过程中，教师引导学生开展合 作、探究式学习，鼓励他们在书信创作中创新思维，辩证思考，合理地、有逻辑地表 达自己的观点。 Step 3 Presenting &summing-up 1. Invite students to present their letters and share them. 2. Guide students in assessing their writing through self-review and peer- review.
Writing assessment
Items Self -review Peer review Teacher review Structure Choice of words Grammar Style Spelling Punctuation
3. Share a video clip to highlight the importance of reading and motivate students to develop the habit of lifelong reading. 【设计说明】学生展示小组合作完成的推荐信，领略不同文学作品的魅力，体验文 学阅读的快乐，提高文学鉴赏能力，从而达到互相推荐并分享优秀文学作品的目的。 教师引导学生关注正式书信的格式等注意事项，鼓励学生在写作过程中进行自评、互 评，实现评价的促学目标。教师分享一段视频，激发学生培养阅读兴趣，形成终身阅 读习惯，并为构建书香社会做出自己的贡献，自觉担当全民阅读的倡导者和推广者。 Step 4 Homework 1. Polish your letter, paying attention to punctuation and grammar (individual work); 2. Design a poster for World Reading Day (group work). 【设计说明】课后作业是对课堂教学内容的自然延伸和合理拓展。作业一有助于学 生深化对主题意义的理解与感悟；作业二促进学生加工课内所学，及时有效地实现课 堂所学迁移，在课后就“阅读文学作品”这一话题进行自主、深入的探究。 Blackboard design Reflection on lesson-preparing Under the guidance of the New Curriculum Standard and the core competence of English study, the situational teaching method is adopted throughout the teaching process. With the integrated information, students are guided in grasping the qualities of literary works and the significance of promoting them. To develop the habit of lifelong reading and promote national reading, students are expected to deepen their understanding of their favorite books, discuss ways to
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recommend them to more people and compose a formal recommendation letter to the school library. Meanwhile, students further understand the benefits of good books in the process of writing. To expose students to the features and instructions about recommendation letters, the deductive & inductive methods are applied in the class. To achieve these goals, various activities are used in class, such as making a book card, making a dialogue and writing a letter. Besides, students’ active participation is much needed in the form of individual, pair or group work. In this way, they can better consolidate and apply what they have learned in class. Most importantly, students’ awareness of lifelong reading and promoting national reading can be aroused. Based on the carefully designed teaching plan, this lesson is hopefully a success if everything goes as expected. However, teaching and learning are a dynamic process. A pre-designed teaching plan can be challenged by unexpected factors. Therefore, flexible adjustments will be made accordingly.
Worksheet Integrated skills (II) 1. Questions: (individual work) (1) What types are these books (2) Which is your favorite one 2. Book card (individual work) My book card Name Author Type
Content Theme Quality
3. Dialogue (pair work) Question: How will you recommend your favorite book Useful expressions: I’d recommend/suggest ... If you ask me, I’d pick/choose/go for ... I believe ... would be a better choice. I think ... would be better/more effective than ... My favorite books are ..., to name a few. 4. Recommendation letter (group work) Write a letter to the school library to recommend your favorite books by referring to the book cards. Rules: a. Work in groups of 6; b. Put book cards into a letter; c. Finish it in 6 minutes; d. Choose a leader to report. 5. Presentation

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