资源简介

Welcome Unit
Reading for Writing 教案
教材分析：
课时通过Ann和Thando的两则简介，介绍了两人的基本信息。重点表达主要涉及描述基本信息、爱好、性格等话题，如curious, plan to become an engineer, learn best by doing等。重点句式主要涉及简单介绍自己的个人特点、学习风格、理想职业等，如My dream is to start my own IT company, I look good, think fast, and play hard等。本文的价值取向在于学生通过学习和模仿，了解并掌握如何简单地写一份自我介绍，梳理自我介绍需要包含的主要内容及基本结构，有效地使用书面语表达进行人际交流。
教学策略与设计说明：
采用交际法 (communicative teaching)，将语言任务与日常生活应用相结合，创造出真实的交际语境，将自我介绍、解决问题两部分与生活紧密结合，使学生能够顺利完成一系列交际性任务目标。
教学目标：
在本课学习结束时，学生能够：
语言能力上，通过阅读学习两则简介，理解并掌握如何恰当地写信息介绍，信息介绍的要素组成以及行文结构。
思维品质上，在阅读、模仿自我介绍地过程中，学生能学会正确地看待自己的长处和爱好，正视自己，培养信心。
文化意识上，学生能获取自我介绍的相关文化知识，正确处理校园人际关系，具备一定的跨文化交际能力。
学习能力上，学生能以课本上的两则自我介绍为样本，对样本展开成分的分析和结构的梳理，锻炼抽象思维和逻辑能力。
教学重点：
学生通过阅读Ann和Thando的两则简介，梳理简介中的基本成分及基本结构，把握两篇介绍的异同。
教学难点：
准确理解简介中的基本成分及行为思路，写出一篇信息、结构完整的自我简介。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead in: At the beginning of this lesson, T asks: 1.How to introduce yourself to others 2.What elements should be included Suggested answers: My name is… I’m … years old. I’m a … person, and I like … very much. I want to be …in the future. Self-introduction should include name, age, hobbies, future plan and personality. 通过自由讨论，让学生结合过去经验以及已知知识，引导学生思考如何介绍自己，迅速导入主题。 3’ CW
Step 2 Read and discuss: T lead Ss to analyse the structure and elements in these two profiles. Underline the elements mentioned. Key words: 1.curious, be curious about sth, be curious to do sth 2.company 结合导入，将导入与下一环节相联系，通过要求学生在信息简介中找出相对应的部分，快速浏览全文，熟悉文段。 5’ GW
Step 3 Read and discuss： After Ss are familiar with the text, T asks Ss to read the student profiles and discuss the questions. 1. What is Ann like How do you know 2. What does “You’ll never see me without a book or a pen” mean 3. Which profile do you like better why Suggested answers: 1.She is active, athletic, curious and hardworking, because she said skating and dancing are her hobbies. 2. It means he is hardworking. He likes reading books and taking note. 3. I like Thando Gowon’s profile, because I can know him better though this profile. I like the first profile better, because it is short but detailed. 提出问题，引导学生带着问题阅读，精读文章。 5’ CW/IW
Step 4 Study the features： Study the organization and language features. T asks Ss what can be include in a student profile. And encourage them to think more about it. Suggested answers: name, age, learning styles, personality, hobbies, favorite subject, future plans and dreams. Some information about family, home, favorite star/movie/book can also be given in a profile. 结合文本，让学生再次思考简介可以包含哪些内容，进行拓展延伸。 8’ GW/CW
Step 5 Read and discuss: T asks Ss to fill in each part with the information from the student profiles. Try to find the relevant information about the topic in text. 要求学生带着关键词定位，锻炼学生的快速阅读能力及定位意识。 2’ GW/CW
Step 6 Circle and underline: Ss are asked to: 1. Circle the phrases that Ann and Thando use to describe their personalities 2. Underline the sentences that they use to describe their learning styles. 引导学生总结提取关键词的能力，从性格和学习风格两方面精读文本。 10’ CW
Step 8 Write your own profile: T guide Ss to write their own student profiles from the following steps: 1. Complete the outline and use it to draft your student profile. 2. Add more detailed information. 3.Design your own special profiles (colors, columns, sizes…). 4. Exchange drafts. Use the checklist to give feedback on your partner’s draft. 5. Get your draft back and revise it. 6. Add a photo or drawing of yourself and show your student profile to your class. Key words: revise; 通过对书本上步骤的补充拓展，鼓励学生对个人简介进行个性化的创作。 5’ GW
Step 7 Watch and think: Ss are asked to Watch a self-introduction video and observe the contents and gestures. T can guide Ss to observe from the gestures, emotions, expressions and structures. 利用多媒体资源，补充外国人自我介绍的视频，让学生观看、模仿、学习。 5’ GW
Step 10 Homework： According to the video and samples on the textbook, write down your own self introduction and make a presentation in class. 承接视频资料，让学生进行模仿练习。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生能否掌握个人简介中包含的基本信息点，如姓名、学校、年龄、爱好等；
通过本节内容学习，学生能否掌握写个人简介的框架，如从基本信息到延伸拓展信息等；

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