资源简介

U3 The Internet
Reading for Writing 教案
教材分析：
本课时的主题是“write a blog post”写一篇博客。首先阅读一篇博客，该博客讲述了网络安全的指导原则。学生需获取语篇主旨，掌握博客的基本元素和组织结构，例如掌握连接上下文的顺序词，熟悉博客撰写的方法步骤，利用语篇情境推断词义，最后根据框架指导写一篇博客，并与同伴之间相互批改。
教学策略与设计说明：
采用过程性写作法(Process-based writing)，从提高学生写作兴趣出发，头脑风暴，收集、组织信息，列提纲，打草稿，编辑，修正到校对，整个写作过程是教学的中心，让学生体验到写作的交际性和真实性。
教学目标：
在本课学习结束时，学生能够：
语言能力上，熟悉并掌握博客的语言特点和组织框架，例如“first of all, secondly, at last...”。
思维品质上，分析与总结文章的主旨信息，发散思维，辩证思考网络的作用，分析互联网安全的注意事项，增强安全意识。
文化意识上，理性看待互联网的作用，掌握网络安全的指导原则，学会正确地使用网络。
学习能力上，识别文章的主旨；利用语篇推断词义；写一篇框架清晰，组织连贯的网络博客。
教学重点：
学生能够熟悉并掌握博客的语言特征和组织结构；
学生能够写一篇观点清晰，组织结构连贯的博客。
教学难点：
学生缺乏写博客的经验；
学生构造出组织结构连贯的语篇。
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: T raises the following questions. 1.Have you ever read blog posts T gives a definition of blog post, and show some pictures of typical blog websites. 2.How do you think of blog posts T asks Ss to make comments on blog posts they have read. For example, blogs I read before are really interesting because of vivid language and various topics. 创设问题情境，激活学生的背景知识。 10’ CW
Step 2 Read and answer: Ss read the blog and answer the following questions. (T leads Ss to think about the answers to questions: title should be clear, easy to read, and attractive; guideline involves first, then, also, ...) Suggested answers: 1. Main idea: How to stay safe online and avoid bad experience on the Internet. Title: How to Stay Safe Online 2. ① Leave the site immediately if it makes you uncomfortable. ② Protect your privacy. ③ Be polite. 3. Troll and cyberbully. 4. ① Avoid using same passwords. ② Download only from secure websites and official app stores. 获取文章主旨和细节信息，提高学生阅读技能；发散思维，思考网络安全的方法。 10’ IW/CW
Step 3 Discussion: After reading the blog, Ss need to think about some questions. 1. Do you agree with the guidelines of the blog Why 2. Ss discuss the question “What are the effects of cyberbullying online ” Suggested answers: Anger, isolation, depression, illness... T raise the question “How to stop cyberbullying online ” Suggested answers: LOG OFF the site where cyberbullying is happening. BLOG EMAILS or messages. Don't respond to them. SAVE THE MESSAGE or email and show an adult. TELL SOMEONE you trust. 提出深度问题，激发学生的发散思维。全面了解博客中所提到的内容。 5’ CW
Step 4 Key words: T teach the key words by giving related collocations and examples presented as follows: Theft Rude Target Upset Particular 通过图片和例子对重点词汇讲解，增强词汇学习的有效性。 6’ CW
Step 5 Organization and features: First, T asks Ss the elements blogs have to lead in the following the task. 1. Ss tick what the writer tells the reader in Paragraph 1. T raises the question “What words and phrases does the writer use to organize the information in the second paragraph ” and teaches how to use sequence linking words to make blog more well-organised. 3. T raises the question “What new words are explained in the text And how ” T needs to highlight that if the article includes some new words that not be used frequently, writer should explain them in sentences. Then, T tells Ss which ways can be used in blog writing. T raises the question “How does the writer end the post ” and tells the importance of good ending and its effects. Lastly, T concludes the structure of blog by reviewing above questions. 了解博客的文体特征和组织结构；掌握新词解释的方法。 8’ CW
Step 6 Drafting: Ss choose one of the topics in the book. And T could consider to describe each topic. T provides more expressions for giving advice: You should/ought to ... You'd better ... If I were you, I would ... Ss draft their own blogs according to the structure of the blog (introduction, body, ending) T leads Ss to write each part of blog by teaching possible structures. Introduction: The topic of my blog is ... Body: First, ... Second, ... Lastly, ... Ending: Remember to ask for advice politely: Could you give some suggestions about ... ... T gives a sample about online chat safety. 从话题、框架到语言，为学生写博客提供支持，鼓励学生将知识发展为能力。 30’ IW/CW
Step 7 Evaluating: Ss exchange their drafts with their partners and use checklist to give feedback on your partner’s draft. 1. Does the writer tell the reader what he/she knows about the topic 2. Are the tips and suggestions well organised 为学生互评提供评价标准，使得评价更加客观。 10’ GW
Step 8 Show time: Ss put up their blog in the classroom or read them to the class. (T can give Ss more encouragement and compliment.) Then, T let Ss choose their favourite blog and write comments after it. 学生展示成品，增强学生写作的自信心和成就感。读后写评价，增加即时互动，提高学生对语篇的理解，客观表达态度。 10’ CW
Step 9 Homework: Add pictures, title and subtitle to your blog and post your blog on your social website. 将作品选择社交平台进行展示。 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，学生是否掌握博客的基本结构、内容组织和语言特点；
通过本节内容学习，学生能否识别，分析文章主旨信息；
通过本节内容学习，学生能否根据评价标准客观分析同伴的作品，给出实际的建议；
深入分析概要博客的框架组织，语言使用，逻辑思路等，不断编辑和修正，提升写作技能，培养善于反思的良好学习习惯。

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