资源简介

Unit 3 Festivals and customs
Integrated skills 第二课时 教案
教材分析：
本课时以保护传统节日为主题，让学生结合传统节日的现状，从不同的主体角度出发，训练思考保护传统节日的对策，训练学生的口语及写作能力，教学中注重语言的运用，采用任务型教学法，自主学习与合作学习相结合的学习法，扩大课堂的语言输入量及学生的语言输出量。
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，创设情境，引导学生完成相关任务，在活动中达成教学目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，综合运用本单元学到的关于传统节日的表达方式，提升语言运用能力，了解建议写作的写作结构，并掌握其规范格式。
思维品质上，基于本单元的传统节日的语境，让学生从多个主体的角度，思考如何更好的保护传承传统节日，让学生考虑问题更加全面。
文化意识上，通过了解传统节日现状，提高对传统文化的保护意识，增强文化自信。
学习能力上，通过学习一系列相关的表达方式，写作句型，训练学生的写作能力。
教学重点
学生能从不同的角度、多个主题思考保护传统节日的对策。
教学难点：
运用已学的表达方式，训练学生的写作能力。
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 provides a picture revealing the situation of traditional festivals. Ss are asked to look at the pictures and think: What can we learn from this picture Linking to the previous reading and listening task, T can guide Ss to talk about their opinions combined with their own experience. 通过漫画导入，让学生思考传统节日的现状，并激活已知信息。 3' CW/IW
Step 2 Discussion: Ss are asked to discuss with their partners about these two questions: why should we promote traditional Chinese festivals
How can we promote traditional Chinese festivals T needs to let Ss understand the connection between two questions (problem-solution). We can find out proper solution because of deep understanding for problems. Q1: Why should we promote traditional Chinese festivals Review ideas from reading task, meanwhile, reviewing the structure of the passage. Q2: How can we promote traditional Chinese festivals Ss should know most Chinese people are able to promote Chinese festival, so we need to find out different ways from different perspectives. T can guide Ss to think from various bodies and perspectives, such as the government, media, schools, individuals, and show detailed phrases. 进一步引导学生思考保护传统节日的原因和对策，进入本节课的主题。引导学生辩证思考问题和解决方法之间的关系。 通过让学生从不同主体角度思考，如何保护中国传统节日。 8’ CW
Step 3 Speaking Ss can use the expressions provided on textbook to express opinions. T encourage Ss to divide into several groups and discuss their ideas. 结合观点和句子结构，通过自由讨论提高语言输出能力，为写作做铺垫。 10’ GW/CW
Step 4 Writing-Strategy: T asks Ss to write an article promoting traditional Chinese festivals, and encourages Ss to use your ideas from Part C and the information in parts A and B to help. T can firstly introduce the concept of calling for action to make them have a deeper understanding and know what they should be care. Then, T teaches the basic framework of the article to make Ss better understand the writing logic. Next T leads Ss to complete each part step by step, using the learnt knowledge and suggesting expressions. T can also provide some transition phrases that are used when giving opinions, expressions to promote traditional Chinese festivals. During explanation, T uses sample sentences to provide examples. 拟出文章框架，整理思路，学习语篇结构和语言表达。 借助样本例子，让学生更好领悟写作要点。 15’ CW/IW
Step 5 Drafting Review the previous writing structure, and Ss complete the draft. 独立完成写作，运用本节课新学内容。 10’ IW
Step 6 Sample learning: T use a sample writing to make Ss better get the points of the writing logic, framework and expressions. When T analyses the sample writing, T can use highlight tool to label main points. 回顾新知，能够从范文中找到优点和自己的不足，提高评价能力。 3’ CW
Step 7 Revising: Ss revise their own writing in groups, class, or individually. T can use the ARMS principle to guide the revising process: Add details; Remove unnecessary details; More words or sentences; Substitute words. 独自写作，自查与互查，进一步完善文章,操练写作能力。提升团队合作，共同提高，并提出改善方案。 10’ IW/CW/GW
Step 7 Presentation: Ss present their final work to show their writing in class. If possible, T can choose excellent work to publish or present in English Corner. 展示成果,锻炼口头表达能力,充分鼓励学生。 20’ IW/CW
Step 8 Homework: Ss write an article calling for protecting the traditional customs. T raises two requirements before:
1. The central point of the passage is that more attention should be paid to traditional customs. 2.You can search online, use information from parts A and B, and refer to the composition written this class. 围绕单元主题布置课后任务，侧重输出，同时督促学生进一步细化修改写作。 2’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
通过本课时学习，学生能否掌握对策写作的写作策略；
通过本课时学习，学生能否学会多角度思考，从多个主体的角度发散思维。

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