资源简介

U3 Getting along with others
Integrated skills 第二课时 教案
教材分析：
本课时承接Integrated skills第一课时内容，主要通过引导学生思考自己认为朋友的必要品质，从而模仿B活动中的阅读语篇进行日记写作。重点表达与句式主要涉及朋友价值、观点表达、举例说明等主题。学生通过本课时学习，能够了解日记的主要格式，对朋友品质能有明确的个人观点与理由，并通过举例说明进行例证，逻辑清晰的进行关于朋友品质话题的日记议论文写作。
教学策略与设计说明：
1. 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，习得涉及朋友价值、观点表达、举例说明等话题的重点词组与句式，如first, for example。
思维品质上，熟悉议论文的主要结构，能结构清晰、逻辑有序的独立完成写作任务。
文化品格上，体会朋友与友情的意义与内涵，学会倾听与理解不同观点。
学习能力上，了解举例说明的含义与功能，能运用举例进行观点表达与说明；认识熟悉构词法的主要特征与方法。
教学重点：
学生能运用整合所学内容独立进行日记语篇写作。
教学难点：
学生能逻辑有序、结构清晰的组织写作内容，并独立完成写作任务。
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 are asked to watch the video and think about the following questions. What kinds of relations these two girls might be What are they doing in the video Suggested answers: These two girls might be friends and they were chatting (probably through a videocall). The girl with black hair was complaining about her teacher. 通过多媒体资源，引发学生思考，导入主题。 3’ CW/IW
Step 2 Discuss with a partner: Ss are asked to think about the following questions. How would you feel if your friends complain about their stuffs Are you ok with their keeping complaining Suggested answers: I am totally ok with complaints from my friends because I think that is what a close friend for. Friends are made for sharing your happiness and sadness …/ I really can’t stand that since I don’t think there is no line that we should keep between friends… 加深上一步活动，引导学生对朋友品质这一话题继续进行思考，为下一步活动做准备。 6’ CW/GW
Step 3 Lead-in: Ss are asked to think about the question “what good qualities do you think a friend cannot have ”. Then Ss are asked to Then Ss are asked to cross out three traits that they don’t look for mostly in a friendly. Ss are also asked to think about the reason why we like to make friends with positive people. Suggested answers: It is probably because they are easier to get along with/ we can also have the opportunity to learn the positive mind from them … 8’ CW/IW
Step 4 Discuss in groups: Ss are asked to discuss what qualities are important to you in a friend. T could introduce the ideas and expressions in the chart to help Ss. Before discussion, T also encourages Ss to apply exemplification in writing by sharing some writing strategies of giving examples and giving hints. Ss are asked to have a brainstorming and think about the important qualities they care in making a friend. They may share their ideas. Suggested answers: I think a good friend should be talkative/warm-hearted/honest/polite. 结合输入内容，引导学生头脑风暴，引导学生进行讨论。 10’ CW/GW
Step 5 Write a diary entry: Ss are asked to write a diary entry about what makes a good friend and use their ideas from part C and the information in parts A and B. Before writing, T could lead Ss to learn more about diary entry 1. what a diary entry is. [T shows the definition of diary entry and tells in what situation, Ss can write diary entry in life] 2. T plays the first micro video for discussing what we can write in a diary entry. 3. What its format is. How we should organize the structure of the writing step by step. [T shows the structure and provides details. Then, T plays the second micro video] 4. Then T analyses the main content of each part. Part 1 introduction, part 2 main content [T plays the third video for explaining how to give examples.], part 3 summary After writing, Ss are encouraged to check and review the writing with peers, share their writings and read aloud in front of the class. 巩固所学语言与内容，应用所学内容，引导学生按步骤进行写前准备，完成写作任务。 教师运用微视频讲解，拓展写作句型，提高学生语言技能和学习兴趣。 30’ CW/IW/GW
Step 6 Homework: Write a passage about how you need to do to become a good friend according to the writing strategies we have learned in the class. Don’t forget to use reasons and example to support your ideas. 将写作和本课时的主题结合，设计作业环节复习朋友品质。
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，能否整合所学内容对朋友品质话题进行交流讨论，并能逻辑有序、结构清晰地独立完成相关写作任务。
学生通过本课时学习，能否加深对朋友与友谊的理解，了解一名好友所具备的素养，了解发展友情的重要因素。

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