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Unit 4 Don't eat in class. Section B 3a-Self-Check（教学设计）
教材分析 What：这是一则未完成的求助信。 Why：本段对话能够让学生认识到求助信的重点、内容以及相关的句型结构。 How：该文本使用了大量have to，must，以及can't来描述规则，是对前面课时的一个复习总结。同时文章中还出现了and 和because的连词，能够让学生学会如何写并列句，实现从简单句到并列句的过渡。
教学目标 1. 语言能力：阅读一则赵培的求助信，分析内容，完成文章，提升自己的阅读水平；并通过分析求助信内容和结构，在教师的指导下总结句型结构，进行仿写，提升写作能力。 2. 文化意识：学生可以掌握写求助信的方法，并认识到如果自己有难处应该向其他人寻求帮助，树立正确的情感价值。 3. 思维品质：通过分析求助信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 教学重点： 掌握求助信结构和内容 掌握每个部分的重点语料和句式结构。 2. 教学难点： 通过分析求助信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. “Do you remember Molly She is unhappy so she writes a letter to Dr. Know for help. Do you still remember the advice Ss review. To activate Ss’s scheme. To introduce the situation of this lesson.
效果评价 学生是否能回忆出上节课的内容。
Pre-writing (7’)
Step 2 T asks Ss to know Zhao Pei and to think about how to write a letter for help. Ss know Zhao Pei and to think about how to write a letter for help. To introduce the topic. And create a situation for writing.
Step 3 T asks Ss to analyse the structure of the letter and then asks them to finish the mind map according to the letter. Ss analyse the structure and finish the mind map To help Ss to know the content of the letter which lays a good foundation for the while-writing.
Step 4 T teaches Ss some language materials and sentence patterns for each part of the letter. Ss learn some language materials and sentence patterns for each part of the letter.
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 asks Ss to finish 3b and asks Ss to express them by using the sentence patters. Ss finish 3b and asks Ss to express them by using the sentence patters. To help Ss to brainstorm the body part of their letter. To help Ss to get to familiar with the sentence patterns.
Step 6 T asks Ss to finish the mind map and write the letter in 8 minutes. Ss finish the mind map and write the letter 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 7 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 letter. Homework can help students strengthen the knowledge which they have learned.
Unit 4 Don't eat in class. Section B 3a-SC
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