资源简介

U2 Let’s talk teens
Integrated Skills 第二课时 教案
教材分析：
本课时旨在提高学生的英语综合技能，该板块以语言输出（口语和写作）为主。教材首先引导学生与同伴进行讨论，从青少年、父母以及自身的经历出发，为Simon和Laura提出建议，同时为学生发起讨论提供操作步骤。其次，教材提供建议信的组织框架和写作方法，要求学生根据前面的亲子问题和讨论的结果，给Simon或Laura写一封建议信。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，熟练运用提建议的正式和非正式表达方式，如“I strongly recommend that ...，I would suggest that ...，Why don't you ... ，You’d better ...”等。
思维品质上，发散思维，从不同方面思考问题，提高问题解决能力；厘清建议信的文体特征，语言特点和结构框架。
文化品格上，正确看待亲子间的问题，理解父母的爱子之心，学会沟通交流，理性分析问题原因并思考解决措施。
学习能力上，在不同情境中运用恰当的语言，清晰流畅地提出口头建议；根据他人的问题，连贯的地写一封建议信。
教学重点：
1. 学生能够掌握讨论的方法策略，针对他人的问题提出口头建议。
2. 学生能够熟悉建议信的组织结构和语言特点，清晰连贯地写一封建议信。
教学难点：
学生从不同方面思考分析问题的能力较弱。
学生运用恰当的语言，清晰连贯地写一封建议信。
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: Ss look at the problem the girl has met and give related suggestions. The girl: I have had acne spots on my face. Every time I look at myself in the mirror, I get disgusted and depressed. What should I do to look better (T gives clues of how to deal with acne spot by using mind mapping: eating habit, medical products, mental stress) Suggested answer: If I were you I wouldn’t worry so much. That’s quite normal during the adolescence;/You’d better avoid fatty food; ... 引用青春期常见的问题，贴近学生的生活；激发学生思考，提出口头建议，巩固提建议的表达句型，为接下来写建议信作好铺垫。 3’ CW
Step 2 Role-play: Ss work in pairs and role play a conversation between Simon/Laura and Cynthia. Try to ask for and give advice. Use the following ideas and expressions to help you. (1) Problems Simon/Laura has (2) Advice Cynthia gives 2. T leads Ss to analyze Simon and Laura’s problems and consider related advice that Cynthia may gives. (1) Simon’s problem: He feels lonely because his parents do not spend much time with him. Advice: Talk to his parents and express his needs for concern; Make friends who will keep him company; ... Laura’s problem: Her parents protect her too much. Advice: Let her parents know about the importance of self-protection; Introduce friends to her parents and let them know her friends are reliable; ... T teaches the expressions of asking for and giving advice. Ss present their conversations to the class. 模拟真实情境，提高语言运用的真实性；发散思维，提高学生的创造性，为接下里写建议信做好铺垫。 7’ GW
Step 3 Planning: T leads Ss to learn about the text type, the structure and the language of a letter of advice. In a letter of advice, you try to help solve the problem by offering useful advice. Start by showing your understanding; Offer several pieces of advice to help solve the problem; End the letter with a positive message. I understand your feelings; Try these pieces of advice and see if they help; I hope ... I wish you all the best. 2. T presents the structure of a letter of advice, helping Ss to understand the letter of advice better. 为学生写建议信提供框架支持，在语言上做好充分准备。 4’ CW
Step 4 Writing: T divided the letter into three parts: introduction, main body and closing remarks. While analyzing each part, T can give some sentence pattern and play micro video to help Ss improve their language skill and reduce the difficulty of writing letter. Also, if possible, T can provide formal and informal expression to improve language using. 详细解释建议信的文体风格，指导各部分的写作方法，提供合适的句型，在每个部分讲解时，播放微课视频（共3个），重点讲解句型使用，提高教学效率，降低后续写作的难度，提高学生语言学习能力和语用技巧。 15’ CW/IW
Step 5 Drafting: Ss write their drafts according to the structure of the letter of advice. Greeting - main body - sign off - signature 正式写第一稿。 10’ IW
Step 6 Sample: T provides his/her own example. Dear Simon, I understand your feelings, because I was in the situation where you are several years ago. Try these pieces of advice and see if they help. First, you should talk to your parents and express your needs for their concern. Second, I would advise you to make more friends that will keep you company when you're alone. Finally, if I were you, I would learn to understand my parents. Yours sincerely, Mary 提供范文参考。 3’ CW
Step 7 Evaluating: Ss exchange their drafts and use the checklist to evaluate their partners’ drafts. 1. Are all the parts of a letter included and organized in a good order 2. Does the writer give examples for the advice 3. Does the writer use proper expressions to give advice 4. Does the writer use commas and stops correctly 5. Is the handwriting easy to read 同伴互评，促进合作学习；为学生提高评价指标，提高评价可行性和科学性。 4’ GW
Step 8 Revising: Ss get their drafts back and revise them. Add details (supporting details) Remove unnecessary details (repetition) Move words or sentences (unnecessary, inappropriate) Substitute words (phrases, prepositions) 根据互评结果进一步修改文稿，提高写作水平。 2’ GW/IW
Step 9 Presentation: T invites some volunteers to read their letters aloud to the class. 鼓励口语表达，增强写作自信心。 2’ IW
Step 10 Questions: Ss work in groups and discuss the following questions: 1. How to offer thoughtful and informed advice Clues: (1) What should you do before giving advice What do your suggestions include (3) How is your attitude 2. When to give advice Clues: Take into account other people's ideas, your relationship and the content of requests. Suggested answers: 1. Step 1: Take some time to think about what you want to say. It can be just a minute, or, if the situation is serious, a few days. (e.g. “Well, let me put some thought into that. Let's have lunch and talk about it later.”) Step 2: Give concrete reasons for your advice. When you give your advice, make sure that it is grounded in sound reasoning. This can be actual facts or you can draw on your own experience. (e.g. If your friend asks if she should drop out of college and you think it is a bad idea, don't just say so. You could say, “I think you will find it hard to get the kind of job you want without a college degree.”) Step 3: Be honest. Don’t just tell the person what they want to hear. Give sound advice and make sure it reflects how you really feel. (e.g. “You might not like what I have to say. Are you sure you want to hear it ” ) Step 1: Give advice when asked. If someone mentions a problem, it’s a pretty common instinct to jump in and offer some suggestions. However, that can make the person feel bad and could suggest that you don’t have faith in their judgment. (e.g. If someone brings up a tough situation, but doesn’t ask for advice, just say, “That’s tough. Let me know if I can help in any way.”) Step 2: Take into account how well you know the person. Before giving advice, consider who you are giving it to. Is it a casual acquaintance If they ask for a recommendation for a good coffee shop, go ahead and give your opinion. If the issue is of a more personal nature, think twice. Step 3: Evaluate the request. Even if someone asks for your advice, you shouldn’t always give it. If you know nothing about the situation or don’t have much information, you might consider saying nothing. You can offer support in other ways. (e.g. You could say “I really don't have much experience about this, but our friend Bob is great with that. You should ask him.” ) 提高学生批判性思维，增强学生沟通能力。 5’ GW/CW
Step 11 Homework: Write a reply to Simon's or Laura's email. 继续巩固建议信的写作方法。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否掌握讨论提问的策略，针对问题从不同角度提出建议。
学生通过本课时学习，能否识别和掌握建议信的框架和语言特点，清晰连贯地写一封建议信。
学生通过本课时学习，能否不断编辑和修改文稿，提高写作水平；能否评价他人的作品，提供修改建议。
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